| Outcome | Criteria | ||
|---|---|---|---|
| Not developed | Developing | Target | |
| Connection of QEP to University vision and mission | The relationships between the QEP and the University’s vision and mission are nonexistent or uncertain. | The relationships between the QEP and the University’s vision and mission are weakly or loosely articulated. | The QEP relates to and is congruent with the University’s vision and mission and is a supportive component for both. |
| Broad-based support from the appropriate constituents | Few administrators and faculty are informed of, support, or encourage the QEP focus on Undergraduate Inquiry/Research-based Education. | A majority of campus administrators and many faculty are aware of the QEP focus, with some providing support and encouragement. | There is broad understanding of the QEP focus with involvement and general support from most administrators and faculty in the colleges. |
| Institutional capability to implement and sustain | Inquiry/Research-based Education is nonexistent or exists as isolated activities that lack integration with existing assessments of programs and strategic planning. | Implementation and assessment of Inquiry/Researchbased Education is integrated into the operations and planning of some colleges. | Implementation and assessment of Inquiry/Research-based Education is institutionalized throughout all Colleges and integrated into program and strategic planning. |
| College level efforts towards implementation and assessment of Inquiry/Research-based Education are missing or exist as intermittent ad hoc reviews with limited or no infrastructure support, constituent involvement, or indication of continuation. | Infrastructure support for and constituent involvement with the implementation and assessment of Inquiry/Research-based Education are present in some colleges. | Infrastructure support for and constituent involvement with the implementation and assessment of Inquiry/Research-based Education are evident in the Colleges, and reflect an institution-wide, long term commitment. | |
| Systematic assessment processes inform constituents of the impact of Inquiry/Research-based Education | There is no systematic assessment process to determine the impact of Inquiry/Researchbased Education. | An assessment process to determine the impact of Inquiry/Research-based Education is developed and implementation is in process in some colleges. | An institutional assessment plan for Inquiry/Research-based Education is developed and implemented. Program and course assessment outcomes demonstrate the impact of the Inquiry/Research-based Education for undergraduates. |
| Innovations developed that are adaptable to other programs | Innovative Inquiry/Research-based education and good practice are weakly embraced or nominally endorsed with little or no adaptation across the institution. | Innovative Inquiry/Research-based education and good practice are identified and occasionally adapted in some colleges. | Innovative Inquiry/Research-based education and good practice are recognized, showcased, and appropriately adapted within and between programs across the institution. |
| Pervasive within the University community | Few administrators and faculty are involved in and relate what they are doing to the QEP focus of Inquiry/Research-based Education. | Pockets of involvement in Inquiry/Research-based Education can be identified in various colleges and are continuing to grow. | An emphasis on Inquiry/Research-based Education is visible throughout the institution and is recognized as an important focus for the University. |
| Identified Inquiry/Research-based student learning outcomes are assessed and data used for course/program improvement | Inquiry/Research-based student learning outcomes are not developed in all Colleges and/or are not assessed appropriately. | Inquiry/Research-based student learning outcomes are identified and assessment is in progress. | Analyses of Inquiry/Research-based student learning outcomes are used on an ongoing basis to review and improve academic programs. |
Approved by the QEP Council on 1/9/07