2008 Woodie Awards
Guilford's QEP tackles "Writing in the Majors"
Ashley Hardiman
Issue date: 11/10/06 Section: News
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Members of the Southern Association of Colleges and Schools Commission on Colleges (SACS/COC) will be on campus next week as part of the process of reaffirmation of Guilford's accreditation.
Like other accredited institutions of higher education, Guilford undergoes a review every 10 years to ensure that it is in compliance with a common set of standards and requirements established by SACS/COC.
As part of that process, the college created a Quality Enhancement Plan (QEP), "Writing in the Majors," which focuses directly on improving student learning.
"The students are the heart of the whole plan," said Adrienne Israel, Vice President and Academic Dean.
The plan integrates writing into the academic majors as a way to develop critical thinking and communication skills that will prepare students for success in their chosen vocations.
"The data on vocational success is clear," said Ken Gilmore, chair of the QEP working group and Political Science Department Chair. "Writing is necessary to one's success and advancement, no matter what a student chooses to do."
"Writing in the Majors" serves as a foundation for the two principle academic initiatives in the Strategic Long Range Plan: the Guilford Challenge and Principled Problem Solving.
"The QEP involves the Guilford Challenge because a lot of the challenge is about writing and reflection about what you learned and how that relates to your extra-curricular activities," said college president Kent Chabotar.
The second initiative, Principled Problem Solving, involves the practical application of a Guilford education towards positive social change.
"The QEP engages Principled Problem Solving in both a student's education and major," said Chabotar. "Having learned how to write better in their major, they will become better Principled Problem Solvers."
"Writing in the Majors" is a five-year plan with three phases. Starting with the adoption of common learning outcomes for the assessment of writing, the first phase will be a planning year, the second phase a pilot program involving two majors, and the third phase a full launching of the program with at least four academic programs being added in each successive year.
Like other accredited institutions of higher education, Guilford undergoes a review every 10 years to ensure that it is in compliance with a common set of standards and requirements established by SACS/COC.
As part of that process, the college created a Quality Enhancement Plan (QEP), "Writing in the Majors," which focuses directly on improving student learning.
"The students are the heart of the whole plan," said Adrienne Israel, Vice President and Academic Dean.
The plan integrates writing into the academic majors as a way to develop critical thinking and communication skills that will prepare students for success in their chosen vocations.
"The data on vocational success is clear," said Ken Gilmore, chair of the QEP working group and Political Science Department Chair. "Writing is necessary to one's success and advancement, no matter what a student chooses to do."
"Writing in the Majors" serves as a foundation for the two principle academic initiatives in the Strategic Long Range Plan: the Guilford Challenge and Principled Problem Solving.
"The QEP involves the Guilford Challenge because a lot of the challenge is about writing and reflection about what you learned and how that relates to your extra-curricular activities," said college president Kent Chabotar.
The second initiative, Principled Problem Solving, involves the practical application of a Guilford education towards positive social change.
"The QEP engages Principled Problem Solving in both a student's education and major," said Chabotar. "Having learned how to write better in their major, they will become better Principled Problem Solvers."
"Writing in the Majors" is a five-year plan with three phases. Starting with the adoption of common learning outcomes for the assessment of writing, the first phase will be a planning year, the second phase a pilot program involving two majors, and the third phase a full launching of the program with at least four academic programs being added in each successive year.
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