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QEP Pre-Proposal - Completed

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Call for Proposals

Your ideas are essential to the success of the Quality Enhancement Plan.
Please review the following documents for QEP Proposals.

Downloadable QEP Submission Form and Instructions

Please right-click and save the Pre-Proposal Submittal Form in MS Word format.
Proposal instructions in .pdf format.

Please right-click and save the Pre-Proposal Evaluation Rubric Form in MS Word format.

Texas Wesleyan University
Quality Enhancement Plan
Call for Proposals

The QEP Planning and Topic Selection Steering Committee is announcing a call for individuals or groups to submit proposals for a topic for the five-year Texas Wesleyan University Quality Enhancement Plan (QEP)

The proposal process has two parts.

I. Pre-proposals. Pre-proposals should identify and provide basic justification for the selection of a topic.

II. Full Proposals. The pre-proposals will be reviewed by the QEP Planning and Topic Selection Steering Committee, and four to eight pre-proposals will be selected for development as more in-depth proposals. Research awards of $500 will support the development of the full (8-10 pages) proposals.

Based on those proposals, three to four topics will be reviewed by the Wesleyan SACS Leadership Team and one will be selected as the QEP topic. After the QEP topic is selected, the plan will be fully developed for submission to SACS with our Reaffirmation documents for the 2013 Reaffirmation of Accreditation.

Any person connected with the university may submit a pre-proposal. Pre-proposals may also be submitted on behalf of a team.

April 4, 2011: Pre-Proposals Deadline
June 3, 2011: Full Proposals Deadline

The QEP

Keep in mind that the QEP topic needs to have the following characteristics:

The topic should relate to student learning. Specifically, it should “focus on

learning outcomes and/or the environment supporting student learning and
accomplishing the mission of the institution.”

The topic should focus on “some aspect of [the university’s] educational program

relating to student learning.”

Student learning can include any or all of the following: “knowledge, skills,

behaviors, or values.”

Learning Enhancement Themes
In the last several months, the QEP Planning and Topic Selection Steering Committee has been conducting surveys and focus groups to determine areas of interest from which potential QEP topics might emerge. The following themes have been identified by all constituent groups (faculty, staff, students, alumni, trustees) as important in improving student learning at Texas Wesleyan University:

Analytical Thinking/Problem Solving	Experiential Learning /Internships
Career Preparation	Global/Cultural Awareness
Communication (Written and Oral)	Leadership
Critical Thinking and Writing	Professionalism
Ethics	Technological Fluency/Informational Literacy

Pre-Proposal Requirements

Deadline: April 4, 2011

The key objectives for the pre-proposal are to provide insight into why a proposed topic is important and relevant for Texas Wesleyan and to allow the QEP Planning and Topic Selection Steering Committee to assess the likelihood that a viable QEP can be created with this topic.

The pre-proposal must identify a theme area and propose a relevant topic title. A pre-proposal may address one of the ten themes listed above and may focus on one or more topics that support the selected theme. Alternatively, the pre-proposal may address an important topic not included in the identified theme areas. The proposal should then include a general description of the proposed topic and a narrative justification that addresses the following requirements:

The proposed topic is very important for Texas Wesleyan University.
The proposed topic defines potential student learning outcomes.
The proposed topic affects a well-defined and generally large group of students.
The proposed topic addresses some potential actions that might be taken to improve student learning in this area.
The justification suggests the level of departmental and unit involvement.
The proposed topic is either a new endeavor or a significant extension of ongoing efforts.

The pre-proposal must be prepared as an MS Word document with one-inch margins and typeface at least as large as 10-point Times New Roman. The pre-proposal may not exceed two (2) pages of text, including figures, but excluding the submittal form and references.

An individual or team may submit any number of pre-proposals. However, no individual or team will be selected to prepare more than one proposal.

Pre-Proposal Submission Process

In order to be considered, pre-proposals may be submitted in electronic form as an MS Word document or in paper format. The first page is the pre-proposal submission form (attached). A pre-proposal should not exceed two pages, excluding the submittal form and references. Each pre-proposal submitted in electronic or paper form must be received by 5:00 p.m. on Monday, April 4, 2011.

Electronic submissions should be sent to: ebattles@txwes.edu. Paper copies should be mailed to Dr. Elizabeth Battles, Texas Wesleyan University, 1201 Wesleyan St., Fort Worth, TX 76105, or be delivered to PUMC 247.

The pre-proposal format includes:

Submittal form
Body (not to exceed two pages)

Title (repeated from submittal form)
Description of the topic
Justification

References (if appropriate)

Evaluation Criteria
Each pre-proposal will be evaluated by the QEP Planning and Topic Selection Steering Committee. In addition to the specific requirements outlined above, the evaluation will be guided by the following questions.

How well did the proposer identify a topic that is focused yet has broad interest and relevance?
How well did the proposer identify student learning outcomes associated with the proposed topic?
Is the proposed topic potentially viable with respect to the likelihood of adequate resources?
Is the proposed topic potentially viable with respect to overall acceptance as being very important?

Full Proposal Requirements

Deadline: June 3, 2011

If your pre-proposal is selected for development into a full proposal, you will be notified by May 1, 2011. Those individuals or teams selected for development of a full proposal will receive a research award in the amount of $500.

You will be asked submit a proposal that includes the following:

Institutional/Student Needs. Discuss the relationship between the proposed topic and our institutional needs; demonstrate whether the proposed topic is a key issue(s) expressed in existing strategic planning documents. Indicate how the accomplishment of this plan would directly improve institutional/student performance (accomplish the institution’s mission).

Student Learning Outcomes. Define a minimum of 3 student learning outcomes (SLO’s). These outcomes must tie directly to the institutional needs expressed in the Institutional/Student Needs section.

Learning Environment/Activities. Discuss the relationship between the proposed environment/activities and student learning. Indicate how these strategies will result in measureable student learning.

Learning Assessment. Discuss the proposed assessment methods. The proposed assessment methods should include direct measures of the SLO’s outlined.

Viability. Discuss the resources associated with the proposal. Indicate how the proposals can be realistically initiated, implemented, and completed in five years.

Please right-click and save the Pre-Proposal Submittal Form in MS Word format.
Proposal instructions in .pdf format.

Click to close proposal instructions.

QEP Planning Help Sessions

Tuesday March 22, 2011, from 12:15 to 1:15 and Monday, March 28, 2011, from 12-1:30 in the West Conference Room of the library.

Resources for Preparation of the QEP Proposal

Below you will find information that the QEP Planning and Topic Selection Steering Committee collected in preparation for the selection of the QEP topic. You might find it helpful in creating a proposal.

Survey Results

In January, the QEP Planning and Topic Selection Steering Committee conducted a survey to gauge attitudes about how the Wesleyan community might think about possible topics for a Quality Enhancement Plans. The results, sorted by entire survey and by groups, are attached.

Combined Survey Results

Original Survey Questions

Focus Group Responses

From the November Board of Trustees meeting through the middle of February, the QEP Planning and Topic Selection Steering Committee conducted 25 focus groups of faculty, staff, students, alumni and trustees to generate discussion on what would be important to Texas Wesleyan University to enhance students learning. The transcripts are below. Phase One focus group questions are general in nature and, with the results of the Survey, led to the development of the questions for the Phase Two focus groups.
Please Click To Read Each

QEP Focus Group - Phase 1
Board of Trustees Group 1
Board of Trustees Group 2
Education Doctoral Students
Upper Level Music Students
University Senior Staff
Signature Experience Leadership Team
Wesleyan Alumni
Lower Level Music Students
University College Day Committee
Faculty Council
Graduate Counseling Students
Graduate Counseling Faculty
Law Faculty Group 1
Law Faculty Group 2
Law Faculty Group 3
Law Faculty Group 4

QEP Focus Group - Phase 2
Faculty Assembly Group 1
Faculty Assembly Group 2
Faculty Assembly Group 3
Faculty Assembly Group 4
Students Group 1
Students Group 2
University Staff Group 1
University Staff Group 2
Student Government Association 1
Student Government Association 2

Prior QEP Submissions

SACS 2008	SACS 2009	SACS 2010

Texas Wesleyan QEP Pre-Proposals

The QEP Planning and Topic Selection Steering Committee selected these QEP topic Pre-Proposals to be developed into full proposals. Full proposals are due to the committee by June 4, 2011. Please direct any comments or suggestions to the proposal developers.

QEP Topic Proposal Feedback Survey
Your input is vital for this final step in the process of choosing the topic for our Quality Enhancement Plan. Please read the proposals and then respond to the feedback survey.

Internationalized Citizens: Engaging in the World Community

Brief description of the Topic: Development of a five-year plan to prepare students for increasing globalization through academic and co-curricular activities to improve student awareness and competency in a key component in the institutional mission statement: "to develop students to their full potential as individuals and as members of the world community."

Name: Jay Brown
Email Address: jbrown06@txwes.edu
Phone: x4867
Department: Psychology
Co-developers: Marie Boisvert, J. Neal Cornett, Steven Daniell, Trevor Morris, Patsy Robles-Goodwin

Topic Title: Internationalized Citizens: Engaging Students in the World Community

Texas Wesleyan graduates enter a world increasingly characterized by globalization or "an increasing interaction across national boundaries that affects many aspects of life: economic, social, cultural and political" (United Nations Poverty and Development Division, 1999). Each one of our graduates will need to be meaningfully aware and able to interact with peoples from different backgrounds in a world that is both competitive and changing rapidly. This is recognized in the Texas Wesleyan Undergraduate Catalog and other materials—"Our mission at Texas Wesleyan University is to develop students to their full potential as individuals and as members of the world community"—yet there are no mechanisms or initiatives in place at Wesleyan to ensure that students gain an understanding of global issues or the preparation to be internationalized citizens either academically or experientially. The aim of this proposal is to fully develop an action plan that fulfills the institutional mission by preparing students to become more competent members of the world community. By becoming knowledgeable about other cultures, our students would also gain greater self-awareness.

Texas Wesleyan students generally come from the local area and are relatively insulated from interacting with different cultures. To address this weakness a multifaceted approach can be taken. Academically international awareness would need to be built into all aspects of the curriculum. This can be done through a variety of methods including integrating international themes into the General Education Curriculum (GEC) and the Learning Communities currently used. While many majors do have courses that address global problems and cultural differences, requirements need to be adjusted to assure all students are required to have some exposure to international issues in their field before graduation. Gateway courses at different levels, similar to the Humanities requirement, could be introduced to ensure international issues are presented to all undergraduate students. Globally themed University College Days, allowing students to present their research and/or experiences, could become a showcase for internationalizing efforts. International citizenry can be advanced through expanding participation in the study abroad programs and developing foreign exchange agreements with other universities, and would benefit not only students but faculty. International citizenry can be further fostered through both general and international student life activities, such as mission trips, food and culture presentations, etc. These suggestions are made to demonstrate the scope of possible actions, does not require all of them to be adopted, or preclude additional means to raise intercultural awareness.

Efforts to cultivate internationalized citizens among the student body are easily quantified by measuring participation by individual students, faculty, and the institution in international activities. New courses and major requirements, and changes within existing curricula, can be monitored. There are literally dozens of measures that can be used to gauge student competency (Fantini, 2006). There are many survey instruments of intercultural competency, though three found particularly useful are the Inter-cultural Development Inventory, the Cultural Intelligence Scale, and the Multi-cultural Personality Questionnaire (Abbe et al, 2007). These could be used to measure the effectiveness of the QEP by using a pre-/post-test approach by surveying students entering the undergraduate program and when they graduate, and/or measuring intercultural competency of graduates before the QEP is implemented to establish a baseline and then measure the competency of future graduates as the QEP is introduced. In addition to meeting student learning objectives of inter-cultural awareness, internationalizing the Texas Wesleyan campus would bring about other benefits to the institution. World citizenship would be a distinguishing characteristic of the educational experience offered at Wesleyan and could be used as a marketing tool, with the experiential component being part of the "New Degree of Confidence" campaign. Athletic recruitment could entice student-athletes through periodic foreign competition. Travel abroad opportunities could be used by the development office as a means to reach out to alumni and other potential donors.

A QEP focusing on producing international citizens is clearly in keeping with the mission of Texas Wesleyan and would make the institution more distinct. The methods suggested are focused on the undergraduate population, but do not preclude graduate students from gaining international exposure through academic or experiential learning. These same methods are financially feasible both for our students and for the institution. By internationalizing students the University would better prepare them to meet the challenges of a globalizing world.

References
Abbe, A., Gulick, L.M.V., & Herman, J.L. (2007). Cross-cultural competence in Army leaders: A conceptual and empirical foundation. Washington, DC: U.S. Army Research Institute.
Fantini, A.E. (2006) Assessment tools of intercultural competence [Electronic version]. Brattleboro, VT: School for International Training. Retrieved June 20, 2007 from http://www.sit.edu/publications/docs/feil_appendix_f.pdf
Texas Wesleyan University. Undergraduate Catalog, 2009-11
United Nations Poverty and Development Division. Economic and social survey of Asia and the Pacific, 1999. New York: The United Nations; c1999 [updated 1999 Dec 20; cited 2006 June 1]. Available from: http://www.unescap.org/drpad/publication/survey1999/svy4a.htm

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Student.NEXT: Promoting 21st Century Fluencies for Lifelong Learning
Brief description of the Topic:
The Student.NEXT initiative will prepare Texas Wesleyan University students to be lifelong learners who are successful in 21st century professional and academic careers. Student.NEXT will focus primarily on students' development of information fluency, digital/technology fluency, and media and communication fluency. Student.NEXT will involve a course redesign program and a learning space redesign program, supported by programs across academic support, student services, student life, staff and faculty development departments.

Name: Dr. Amy Collier
Email Address: acollier@txwes.edu
Phone number: x5818
Department: Center for Excellence in Teaching and Learning
Co-developers: Chris Faulkner, Arturo Ozuna, Bill Watson

Student.NEXT: Promoting 21st century fluencies for lifelong learning

"To live and work successfully in our fast-paced, technology-rich, and interconnected world requires the traditional skills of reading, writing, and arithmetic and the more advanced competencies of digital literacy, the ability to solve problems, communicate effectively, think critically, and grasp complex systems" (Microsoft Partners in Learning, 2011).

College students face an information-rich world and an ever-changing work force. When they graduate, students often find themselves ill-prepared to adapt to and be successful in their work environments. A 2006 American Association of Colleges and Universities (AAC&U) study found that 63% of employers believed recent college graduates lacked the skills needed to be successful in a global society.

Texas Wesleyan University's mission is to prepare students to be informed, responsible, and articulate citizens who can be successful in various professional or academic careers. In a time of a dynamic global marketplace and workforce, this preparation must include the development of 21st century learning skills. The Student.NEXT QEP proposes that Texas Wesleyan University place 21st century fluencies and learning skills as an instructional priority to achieve the mission of the University and increase our students' success after they leave Texas Wesleyan.

What are 21st Century Fluencies?
Gardner Campbell (2009) called 21st century fluencies the "skills of citizenship," acknowledging that they are the tools we will use to shape the future of our world. Though there is little consensus on which 21st century fluencies are needed, we propose 5 Key Fluencies students need to be successful in their professional and academic endeavors:
1. Information fluency:The ACRL defines information fluency as a well-honed "set of skills needed to find, retrieve, analyze, and use information" (ACRL, 2011). These skills include, but are not limited to information retrieval, validation of sources, distinguishing primary and secondary sources, and effective written or oral presentation of research.
2. Digital/Technological fluency:McEuen (2001) describes digital fluency as a combination of foundational technology concepts, contemporary technology skills, and the ability to apply technology skills in complex situations.
3. Social and ethical fluency:Social and ethical fluency involve students' understanding their role as citizens in a democracy and as citizens of a global society. In the digital age, social and ethical fluency also include understanding privacy, copyright, and digital citizenship.
4. Media and communication fluencyNew Media Literacies (2011) describes these as skills for critically consuming and effectively producing media and communication. They may include using judgement, converging media, communicating with various media, and pooling information with other sources to form a coherent media-based narrative.
5. Analytic/scientific fluencyScientific fluency is described as the ability to generate hypotheses, test hypotheses, analyze results, and draw conclusions. These skills include applying logic, critically evaluating scientific research, problem-solving, and presenting scientific information.
At Texas Wesleyan University, the General Education Curriculum (GEC) addresses social fluency and analytic fluency. There is a gap, however, in development of students' digital, media, and information fluency skills, particularly in light of technological advances that have heightened the importance of those skills. The goal of Student.NEXT is to address this gap by implementing course-level redesign programs aimed at developing the full range of 21st century fluencies.

What will the QEP include?
Student.NEXT will focus on course redesign and learning space redesign to promote 21st century fluencies. The Center for Excellence in Teaching and Learning (CETL) will implement a course redesign program wherein instructors will redesign courses to foster students' development of 21st century fluencies. Faculty will apply for the course redesign program and faculty who are accepted to the program will receive a stipend for their work. The CETL will also align its Classroom.NEXT competition with the goals of the QEP, implementing learning space designs that foster students' development of 21st century fluencies.

In addition to the course and learning space redesign efforts, Student.NEXT will be enriched by academic support, student life, and career services programs. We encourage the incorporation of 21st century skills staff and faculty development programs so that all campus constituents are engaged in this effort and are developing the necessary skills to help our students to be successful.

How will the QEP affect student learning? How will we assess the QEP?
Student.NEXT will impact student learning by shifting the focus of the institution from teaching and evaluating students on overall content mastery to teaching and evaluating students' ability to effectively research, think critically, and communicate complex concepts and issues in a 21st century environment. While some existing institutional and educational efforts may promote some 21st century skills, Student.NEXT will explicitly identify these student competencies as "vital skills for our students' success" and formulate a plan for assessing those efforts as well.

Redesigned courses will outline and promote student outcomes for developing 21st century fluencies. Because of their enrollment in redesigned courses and QEP programs, students will be able to:
- Demonstrate the use of 21st century fluencies in their learning environments
- Create a learning ePortfolio that showcases their mastery of 21st century fluencies
- Apply 21st century literacies to educational and professional endeavors for lifelong learning
- Adapt to a dynamic and global workforce by applying 21st century fluencies
Student.NEXT will be assessed using formative and summative measures. Redesigned courses will be assessed to verify that students are meeting learning outcomes associated with 21st century fluencies. Summative assessments will include internal and external reviews of students' ePortfolios, alumni surveys, and current student surveys. Student.NEXT will also be connected to the EDUCAUSE Learning Initiative's (ELI) Seeking Evidence of Impact program to pilot and report on innovative methods for verifying the effectiveness of the QEP.

References
Association of Colleges and Research Libraries. (2011). Introduction to information literacy. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/overview/intro/index.cfm
Campbell, G. (Panelist). (2009, May). ELI in conversation: 21st century digital literacy [Audio podcast]. Retrieved from http://www.educause.edu/blog/gbayne/ELIInConversation21stCenturyDi/171829
McEuen, S. F. (2001). How fluent with information technology are our students? Educause Quarterly, 4, 8-17. Retrieved from http://net.educause.edu/ir/library/pdf/EQM0140.pdf
Microsoft Partners in Learning. (2011). Understanding 21st-century learning. Retrieved from http://www.microsoft.com/education/uspil/21stcenturylearning.aspx
New Media Literacies. (2011). The new media literacies. Retrieved from http://www.newmedialiteracies.org/the-literacies.php

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Making Friends with Mathematics

Brief description of the topic:

The General Education Curriculum at Wesleyan includes a mathematics requirement. Yet many students are math phobic. In the Pilot GEC assessment given in 2010, about twice as many students failed to demonstrate basic proficiency in math as compared with basic proficiency in reading or writing. This plan seeks to make students aware of the power and the beauty of mathematics as it applies to analysis in multiple disciplines. The burden of justifying the study of mathematics should not fall exclusively on the math department. The routine incorporation of mathematical analysis into courses across the curriculum may help students to see math as a useful skill rather than as an irksome requirement, to be more welcoming of the opportunity to develop their skills in mathematics, and to increase their competency in mathematics.

Outside of formal math and computer science courses, the utility of mathematics may be most obvious in the natural and social sciences, where it is routinely invoked. However mathematic principles are also applicable to music theory, the visual arts, design and architecture, textual analysis, philosophy, and other areas. The preceding examples are all from the realm of Arts and Sciences, but mathematical applications also abound in the schools of Business and Education.

Several institutions now offer "Mathematics Across the Curriculum" courses, in which mathematic applications are the focus of the course. Examples are "Geometry in Art and Architecture" (Dartmouth), or "Ethnomathematics" (Mount Holyoke). However, without adding new courses, mathematics can be integrated more intentionally into current courses, so that using math as a tool can become routine practice for all majors.

This project need not involve new faculty, new courses, or even a project director. It would need only the willingness of faculty across the disciplines to include and promote mathematical applications in their courses where appropriate. The Center for Mathematics and Quantitative Education at Dartmouth has an extensive library of resources, which can be seen here.

Name: Mary Anne Clark
Email address: mclark@txwes.edu
Phone number: x6589
Department: Biology
Co-developers: Chitra Chandrasekaran, Kathy Prater

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Student Achievement in a Global Environment
Brief description of the Topic:

Background and Rationale for the Proposal
Our world is evolving such that boundaries that once served as hard boundaries for communities and cultures have become increasingly porous. Perhaps, the greatest driver for such change has been economic trade. Still, these changes are affecting far more than national economic policy. Global economic integration has led to increased intercultural awareness and engagement, cross-border migration and political interaction. Such increased integration has prompted counter-trends, including heightened nationalism and, at times, ethnic discrimination.

The fact that such changes are taking place is not news. At the same time, the broader implications of such change are not yet fully known. What can be said, with some degree of certainty, is that the professional and cultural environments that our current and future students face are evolving, as well. In this new environment, we believe that inter-cultural understanding will be as important a skill for future professionals to possess, as basic logical thinking and communication skills. For this reason, we propose a QEP regimen that focuses attention upon the ways in which our university is currently engaging students through coursework and other opportunities with a cross-cultural orientation. In addition, the QEP process would be used as a venue to explore other opportunities that might be employed in promoting global awareness.

Proposal Overview
This proposal would focus upon the task of crafting and implementing clear and measurable learning objectives that articulate common universities priorities related to inter-cultural learning and global engagement. Such learning objectives should be shaped with input from the broadest interdisciplinary academic group possible, as well as representatives of non-academic offices on the campus, as well. Certainly, in addition to academic divisions, it would be important to involve offices engaged in international student recruitment and the delivery of study abroad opportunities.

Learning Objectives for students may include variants stemming from the following themes:
- Enhancing the awareness of global dimensions of issues affecting disciplines across the campus.
- Encouraging the growth of cross-cultural communication skills, including intercultural understanding.
- Prompting a deeper consideration of the global impact of economic, political, environmental and other decisions we make.
- Understanding diverse inter group relations in the United Sates, as a result of this new cultural amalgam.
- Create avenues where the broader academic understanding can lead to better career prospects (thus making actual connections between the local and the global).
In addition to these, such a program focus may serve to encourage increased faculty research and cross-institutional collaboration on issues related to global engagement, all serving to further such priorities. As well, it would allow us to use the faculty resources we have in place to their greatest potential.

This process will allow our university, as an institution, to better understand the broad dimensions of current inter-cultural student engagement taking place on our campus. Areas of examination on this front may include: the development of profiles of the types of students currently taking advantage of inter-cultural opportunities, such as language courses, study abroad opportunities, themed courses and extra-curricular activities and those who are not; an examination of the impediments that serve to keep students from taking advantage of such opportunities, and a consideration of the ways in which disciplinary degree requirements may serve to encourage or dissuade students from accessing such opportunities. In addition, such a program focus will allow us to assess the extent to which we are gaining maximum advantage and use of current resources in this area. In this regard, we may consider the extent to which cross-disciplinary curricular opportunities could be cultivated and how such offerings may serve to enhance the experience and qualifications of students. As well, it will allow us to consider ways we can move beyond current curricular resources to enhance and expand our institutional offerings in the area of global and inter-cultural understanding, and develop an institutional reputation for such offerings.. In so doing, this QEP process would play an important role in medium and long-term institutional planning.

In terms of assessment, a variety of vehicles may be utilized to gain an understanding of the success of our program, to be implemented at every level from classroom engagement to university-wide surveys. In part, this would involve the adoption of university-wide Learning Objectives that are relevant to the varied curriculum being offered across the campus. As well, this would likely involve the use of measures of attitudinal changes for students, as they engage such curricular offerings and community stakeholders, as they learn of this institutional focus.

Ultimately, such a QEP framework would serve the interests of the students by enhancing their preparedness to succeed within the global professional environment of today. It would serve the interests of faculty in that it would open new opportunities for research, collaboration and professional engagement. It would serve the interests of the university, as a whole, by offering opportunities for enhancing the broader reputation of the institution.

Resources
Altbach, P.G., and Jane Knight (2006) The Internationalisation of Higher Education: Motivations and Realities. In The NEA 2006 Almanac Higher Education. Washington D.C.: National Education Association, pp. 27-36.
Bogotch, Ira, and Patricia Maslin-Ostrowski (2010) Internationalizing Educational Leadership: How a University Department Jumps the Curve from Local to International. In Educational Administration Quarterly, vol. 46, no. 2, pp. 210-240.
Knight, Jane (2004) Internationalisation Remodelled: Definition, Approaches, and Rationales. Journal of Studies in International Education, vol. 8, no. 1, pp. 5-31.

Name: Tanni Chaudhuri, Dept. of Sociology
Email address: tchaudhuri@txwes.edu
Phone number: x4908
Name: Mark Hanshaw, Dept. of Religion
Email address: mhanshaw@txwes.edu
Phone number: x4910

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QEP Pre-Proposal

	These themes were selected that many times

Communication (written/oral)	++++++++
Critical Thinking and Writing	+++++++++++
Analytical Thinking/Problem solving (tie)	++++++++++++
Career Preparation (tie)	++++
Graduate School Preparation (tie)
Technology (tie)	++++
Experiential Learning	+++
Leadership
Quantitative Skills	++++
Research (undergraduate/graduate)
Community Awareness/Citizenship	+
Student Life Support (tie)
Ethics (tie)	++++
Collaborative Learning (tie)
Cross-disciplinary learning	++
Professionalism
Study Abroad	++
Technological Fluency
Informational Literacy	+

	These themes were selected that many times

Communication (written/oral)	++++++++
Critical Thinking and Writing	+++++++++++
Analytical Thinking/Problem solving (tie)	++++++++++++
Career Preparation (tie)	++++
Graduate School Preparation (tie)
Technology (tie)	++++
Experiential Learning	+++
Leadership
Quantitative Skills	++++
Research (undergraduate/graduate)
Community Awareness/Citizenship	+
Student Life Support (tie)
Ethics (tie)	++++
Collaborative Learning (tie)
Cross-disciplinary learning	++
Professionalism
Study Abroad	++
Technological Fluency
Informational Literacy	+

Topics	Votes (out of 10 total)
Communication (written/oral)	7
Critical Thinking and Writing	9
Analytical Thinking/Problem solving (tie)	8
Career Preparation (tie)	2
Graduate School Preparation (tie)	1
Technology (tie)	1
Experiential Learning	2
Leadership
Quantitative Skills	1
Research (undergraduate/graduate)	1
Community Awareness/Citizenship	1
Student Life Support (tie)	2
Ethics (tie)	2
Collaborative Learning (tie)
Cross-disciplinary learning	4
Professionalism	3
Study Abroad
Technological Fluency	2
Informational Literacy	4

	These themes were selected that many times

Communication (written/oral)	++++++
Critical Thinking and Writing	++++++
Analytical Thinking/Problem solving (tie)	+++
Career Preparation (tie)	+++++++
Graduate School Preparation (tie)	+++++++
Technology (tie)	+
Experiential Learning	+
Leadership	+
Quantitative Skills	+
Research (undergraduate/graduate)	++++
Community Awareness/Citizenship
Student Life Support (tie)
Ethics (tie)
Collaborative Learning (tie)
Cross-disciplinary learning
Professionalism
Study Abroad	+
Technological Fluency
Informational Literacy

	These themes were selected that many times

Communication (written/oral)	xxxx
Critical Thinking and Writing	xxx
Analytical Thinking/Problem solving (tie)	xxxx
Career Preparation (tie)	xxx
Graduate School Preparation (tie)	xx
Technology (tie)
Experiential Learning	xx
Leadership	xxxx
Quantitative Skills	x
Research (undergraduate/graduate)	x
Community Awareness/Citizenship
Student Life Support (tie)	xx
Ethics (tie)	xx
Collaborative Learning (tie)
Cross-disciplinary learning	x
Professionalism	x
Study Abroad
Technological Fluency
Informational Literacy

	These themes were selected that many times

Communication (written/oral)	xxxxxx
Critical Thinking and Writing	xxxx
Analytical Thinking/Problem solving (tie)	xxxxx
Career Preparation (tie)	xxxxx
Graduate School Preparation (tie)	xxx
Technology (tie)	xxx
Experiential Learning	xxx
Leadership	x
Quantitative Skills
Research (undergraduate/graduate)	xx
Community Awareness/Citizenship	x
Student Life Support (tie)	xx
Ethics (tie)	xxx
Collaborative Learning (tie)
Cross-disciplinary learning	xx
Professionalism
Study Abroad
Technological Fluency
Informational Literacy

QEP Pre-Proposal - Completed

Call for Proposals

QEP Planning Help Sessions

Resources for Preparation of the QEP Proposal

Texas Wesleyan QEP Pre-Proposals