The Quality Enhancement Plan (QEP) emphasizes the concept of “communication fluency.” By that, we mean the integration of writing, speaking, and use of technology across the curriculum and over the Converse college student’s four year experience. We see this important project as one way that we can enhance student learning to improve these critical communication skills. We will be emphasizing them at the beginning of the four-year sequence of studies in IDC (starting with a pre-assessment in that course) and concluding in the capstone experience (with a post-assessment). This will help us determine if students have indeed become fluent in these three communication skills. We will also integrate communication fluency competencies into selected co-curriculum and campus life activities.
The SACS Leadership Team went to the required SACS meeting in Atlanta in 2005 to learn more about the requirements of our reaffirmation for accreditation. There we learned that each college was to select a project that the college thought was an important way to enhancement student learning outcomes. The Leadership Team had several ideas, including writing across the curriculum and other possible topics, and brought these back to the campus for further discussion. Because the General Education Program was already under review for revision, this Committee looked at the possibility of developing the QEP as part of that revision. Initially, the communication fluency concept was designed to focus just on the general education courses. The idea was taken to many different college committees—SGA, the Curriculum Committee, the Dean’s Council, the faculty as a whole, the Board of Trustees—to see if there was wide-spread support for the idea. There was, and we proceeded with communication fluency as our QEP. After a visit from the chair of the SACS Visiting Committee, we decided to extend it across the entire curriculum to conclude in the capstone course. Once the Visiting Committee itself was on campus, there were further recommendations to broaden the concept and to get wider campus participation in its implementation. That is where we are at present.
by Lydia Anthony
The following information is taken from the QEP document as presented to the SACS Visiting Committee. The QEP is currently under revision, however, so the details are likely to change significantly. If you have a comment or suggestion, you can help improve the QEP by filling out the surveys or post on the discussion board.
With the (timely) death of the ineffective Public Speaking and Computer Literacy class requirements, the skills those classes tried to teach will be integrated into both major and GEP classes.
IDC is getting revamped. Since it is designed to be an entrance into Converse’s Liberal arts education, it made sense to begin the QEP here. Students who have yet to take IDC can expect smaller classes, a much more uniform experience between professors, and increased special learning experiences such as off-campus trips and guest speakers. There will also be a more conscious emphasis on technology use, writing skills, and public speaking. Students may now expect to deliver a presentation to their class.
Entering freshmen will be taught to use word processors, as necessary. They will also be solidly instructed on the writing of research papers, including bibliographies and computer-based research skills.
The GEP’s new writing-intensive major course was created with the QEP in mind. This is a designation that will be applied to existing major courses which signifies that in that class, the instructor emphasizes the written communication skills necessary for success in their profession.
The new Julia Jones Daniel Center for Leadership and Service, Converse’s new blanket organization that covers the President’s Leadership Program and the Converse College Institute for Leadership among other things, has been identified as a great place to incorporate the QEP; however the original QEP committee did not have time to design this aspect before the visit of the SACS team.
Finally, the QEP will be integrated into the GEP’s new Senior Capstone experience. This will manifest itself as an assessment of the seniors’ overall writing, speaking, and technology skills, as well as an evaluation of their ability to communicate effectively and maneuver technology within the specific environment of their field.