Author(s):+Kevin+Lindsay+

+
Email+Address(s):+klindsa6@uncc.edu+
!
Revision+History:+
!
! Draft!status:!!
o! This!is!the!first!version!of!Chapter!2,!Section!B!of!the!PFS!eBook.!(2/5/16)!
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! Draft!changes:!!
o! As!this!is!this!first!version,!no!changes!have!been!made!based!on!a!prior!
revision.!(2/5/16)!
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! Material!to!be!added:!!
o! I!am!currently!awaiting!additional!information!from!PFS!professors!to!add!
to!the!Instructor!Practices!section.!!This!is!the!last!section!of!this!
document.!(2/5/16)!
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DOING+PFS:+IMPLEMENTATION+AND+EXECUTION+
!
SECTION+I:+
!
INITIAL+IMPLEMENTATION+
!
UNC!Charlotte!saw!the!Quality!Enhancement!Plan!(QEP)!as!an!opportunity!to!rethink,!
reimagine,!and!rePengage!in!its!core!commitment!to!undergraduate!education!by!
responding!to!the!challenges!inherent!in!opening!doors!for!undergraduates!seeking!
higher!education.!The!initial!development!of!Prospect!for!Success!(PFS)!as!UNC!
Charlottes!QEP!for!SACS!reaccreditation!occurred!in!three!phases.!Phase!I,!
Foundations,!began!in!2009!and!consisted!of!the!analysis!of!four!initiatives!to!provide!a!
framework!of!survey!and!student!performance.!!These!initiatives!included!the!National!
Survey!on!Student!Engagement!(NSSE),!the!Evaluating!Academic!Success!Effectively!
(EASE)!survey,!an!evaluation!of!the!UNC!Charlotte!Learning!Community!program,!and!
an!analysis!of!the!results!from!the!academic!success!intervention!program,!49er!
Rebound.!!
!
These!initiatives!showed!student!engagement!as!a!key!element!for!academic!success!
and!retention.!As!such,!Phase!II,!Topic-Selection,!occurred!over!10!months,!spanning!
2010!and!2011,!and!involved!the!submission!of!proposals.!These,!when!filtered!by!UNC!
Charlotte!faculty,!staff,!and!students,!resulted!in!the!selection!of!student!engagement!as!
the!QEP!topic!of!focus.!
!
In!Phase!III,!Topic-Development-and-Implementation-Planning,!topic!refinement!and!
detailed!implementation!development!took!into!consideration!the!varying!curricular!
needs!of!the!colleges!within!the!university,!while!allowing!for!a!centrally!coordinated!and!
uniformly!implemented!program.!This!would!ultimately!allow!for!the!development!of!
college!specific!implementation!strategies!that!were!then!confirmed!to!fit!within!a!
common!structure!to!ensure!consistency!in!approach,!language,!and!intent.!The!final!
stages!of!implementation!planning!occurred!in!the!execution!of!three!pilot!programs!
within!the!Colleges!of!Education,!Engineering,!and!Liberal!Arts!and!Sciences.!!These!
pilot!programs!were!implemented!during!the!fall!2012!semester!with!the!expectations!
that!the!QEP!curricular!models!would!be!tested,!and!examples!of!instructional!activities!
to!support!the!QEP!outcomes!would!be!generated.!
!
The!assessment!of!the!PFS!Student!Learning!Outcomes!(SLOs)!is!based!on!students!
work,!selfPreport!data,!and!eventually!on!retention,!graduation,!and!employment!
statistics.!The!SLOs,!Commitment!to!Success,!Inquiry,!and!Self!&!Cultural!Awareness,!
resulted!from!the!goal!of!operationalizing!the!concept!of!engagement.!PFS!course!
design,!based!on!these!SLOs,!should!then!result!in!a!students!ability!to!set!realistic!
goals!and!pursue!strategies!to!achieve!those!goals,!and!understand!inquiry!as!an!openP
ended!process!possessing!curiosity!as!the!foundation!for!lifePlong!learning.!Students!
should!understand!and!appreciate!the!variation!in!paths!that!has!shaped!themselves!
and!others,!developing!the!awareness!to!navigate!social!and!cultural!differences.!Four!

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standard!performance!metrics!are!reported!to!the!University!of!North!Carolina!system!to!
gauge!the!success!of!firstPtime,!fullPtime!freshmen.!These!include:!
! OnePyear!retention!rate.!
! FourPyear!graduation!rate.!
! SixPyear!graduation!rate.!
! Attempted!hours!per!baccalaureate!degree.!
!
Additional!firstPtime!fullPtime!freshman!measures!reported!to!the!Student!Success!
Working!Group!include:!
! Average!GPA.!
! Academic!probation!and!suspension!rates.!
! Earned!to!attempted!hours!ratio.!
! DFW!rates!in!Top!40!freshman!classes.!
! The!semester!in!which!students!declare!the!major!in!which!they!graduate.!
!
PFS!engagement!curricula!should!have!sufficient!variety,!scale,!and!scope!to!
accommodate!the!unique!needs!and!interests!that!shape!how!students!learn!about,!and!
understand,!commitment!to!success,!inquiry,!and!self!and!cultural!awareness.!Latitude!
has!been!given!within!an!overarching!framework.!!The!components!of!this!framework!
have!been!defined!such!that!each!PFS!curriculum!must!
!
Curriculum!Structure!
! Be!centered!around!a!curricular!experience!involving,!but!not!limited!to,!formal!
instruction!for!academic!credit.!
! Include!some!extension!of!activities!into!the!spring!semester!even!if!formal!
academic!credit!is!only!offered!in!the!fall.!
! Include!opportunities!for!small!group!interaction!(ideally!25!students!or!fewer).!
!
Student!Learning!Outcomes!
! Directly!address!the!QEP!student!learning!outcomescommitment!to!success,!
inquiry,!and!self!and!cultural!awarenessby!including!content!coverage,!
activities,!and!assignments!that!develop!students!capacities!visPPvis!those!
outcomes.!
! Generate!student!work!!most!commonly!responses!to!reflection!prompts!!that!
can!be!used!to!directly!assess!student!mastery!of!the!student!learning!outcomes.!
!
Connections!
! Reference!a!common!language!of!Prospect-for-Success-messages!and!
expectations!in!order!to!make!manifest!the!connections!between!the!classroom!
experience!and!universityPwide!efforts!such!as!summer!orientation,!academic!
Week!of!Welcome,!and!academicPyear!programs!focused!on!student!success.!
! Create!intentional!connections!between!the!curriculum!students!experience!and!
the!advising!process.!

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! Include!coPcurricular!experiences!designed!to!help!students!become!aware!of!the!
value!of!the!many!opportunities!available!to!them!for!academic,!professional,!or!
community!involvement.!
! Include!at!least!one!close!partnership!with!support!units!such!as!J.!Murrey!Atkins!
Library,!the!University!Center!for!Academic!Excellence,!and!the!University!
Career!Center!in!order!to!facilitate!effective!and!efficient!pathways!to!connect!
students!to!the!university!resources!that!can!support!their!success.!
!
!
INITIAL+CURRICULUM+STRUCTURE+EXAMPLES+
!
General!!
! Arts!and!Architecture!adapted!fall!semester!foundations!courses!in!each!of!its!
majors,!all!of!which!have!a!faculty!student!ratio!of!less!than!1!to!30.!Exposure!to!
the!Prospect!for!Success!Curriculum!expanded!into!academic!advising!meetings.!
! Computing!and!Informatics!created!a!fall!semester!freshman!engagement!course!
that!introduces!students!to!the!profession.!The!class!meets!in!a!large!group!
setting!to!hear!from!working!professionals!and!learn!about!support!services!and!
engagement!opportunities.!Students!also!meet!in!small!groups!and!work!with!
peer!mentors!who!are!active!in!the!colleges!upper!division!engagement!
curriculum.!In!the!spring!semester!engagement!is!maintained!both!in!a!required!
programming!class!and!through!academic!advising.!
! Health!and!Human!Services!has!developed!a!new!fall!semester!freshman!
seminar!(enrollment!of!~25)!that!uses!online!modules!created!around!the!QEP!
student!learning!outcomes.!This!expanded!into!a!CHHS!general!education!
course!taught!by!the!colleges!faculty.!
!
!
Standard!Learning!Outcomes!
!
Commitment-to-Success:! Students!in!Engineering!are!assigned!a!twoPpart!reflection!assignment!on!their!
passions!and!pathways!that!is!used!for!assessment!purposes.!Part!one!is!due!
early!in!the!semester!and!asks!students!to!explain!what!problems!they!want!to!
solve!as!engineers!and!what!skills!and!aptitudes!they!will!need!in!order!to!do!so.!
The!second!part!is!completed!toward!the!end!of!the!semester!and!involves!
reflection!and!research!to!link!their!proposed!passion!to!the!impact!they!would!
like!to!make!in!their!careers.!
! Students!in!Business!complete!an!online!career/leadership!portfolio!that!includes!
a!resume,!a!career!path!plan,!and!a!reflection!on!how!the!semesters!activities!
have!helped!them!better!understand!how!they!will!have!to!plan!and!act!in!order!
to!be!successful.!Again,!this!assignment!is!collected!for!assessment!purposes.!
!
Inquiry:! Students!in!Liberal!Arts!and!Sciences!and!University!College!undertake!a!
semesterPlong!inquiry!project!in!their!Prospect-for-Success-course:!posing!and!

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then!refining!questions,!undertaking!research,!and!presenting!their!conclusions!in!
the!smallPgroup!break!out!meetings.!The!final!inquiry!project!that!is!submitted!
includes!a!reflection!on!the!inquiry!process!that!is!then!used!for!assessment!
purposes.!
! Students!in!Arts!and!Architecture!undertake!a!creative!project!during!the!fall!
semester.!The!project!requires!students!to!become!familiar!with!the!media!and!
forms!of!expression!in!their!particular!major!and!includes!a!collaborative!process!
of!student/faculty!critique!and!revision.!As!in!the!case!of!the!CLAS/UCOL!inquiry!
project,!the!final!assignment!in!this!sequence!includes!a!reflection!prompt!on!the!
creation!(inquiry)!process,!which!is!used!for!assessment!purposes.!
!
Self-and-Cultural-Awareness:! Students!in!Education!have!opportunities!throughout!the!year!to!visit!schools!and!
explore!the!diverse!populations!and!classroom!settings.!This!coPcurricular!activity!
supports!their!understanding!of!how!different!spheres!of!identity!are!shaped!by!
culture!and!experience!!an!understanding!essential!for!becoming!a!successful!
teacher.!These!activities!culminate!with!a!culture!and!identity!presentation!that!is!
submitted!along!with!a!reflection!responding!to!the!common!prompt.!
! Students!in!Health!and!Human!Services!must!develop!a!sophisticated!grasp!of!
both!self!and!cultural!awareness!to!be!successful!in!their!chosen!careers.!As!the!
culmination!of!a!variety!of!course!activities!related!to!this!outcome,!students!
research!and!then!volunteer!at!a!nonPprofit!agency!relevant!to!their!major.!
Students!then!reflect!on!how!their!own!background!shaped!their!capacity!to!
contribute!to!the!organizations!mission,!as!well!as!the!cultural!and!experiential!
backgrounds!of!the!populations!being!served.!
!
Making!Connections!
!
Common-Language:! Business!holds!its!own!Week!of!Welcome!event!that!is!both!a!celebration!of!
students!new!status!as!independent!learners!and!an!opportunity!to!articulate!
expectations.!Students!get!to!learn!about!the!range!of!businessPoriented!
organizations!and!societies!in!which!they!could!participate,!and!they!must!be!
prepared!to!discuss!what!they!have!learned!from!the!event!in!their!Prospect!
course.!
!

Advising:! Computing!and!Informatics!has!developed!an!onPline!advising!tool!that!is!
introduced!in!the!ITCS!1600!course!and!is!then!used!when!students!meet!with!
their!advisors!in!the!fall!and!spring!semesters!(and!beyond).!
!

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!
Co@curricular:! As!noted!above,!students!in!Education!will!have!extensive!coPcurricular!
experiences!in!elementary,!middle,!and!high!schools!they!visit.!Students!in!
freshman!seminars!in!Liberal!Arts!and!Sciences!and!University!College!have!coP
curricular!experiences!in!the!form!of!the!Common!Reading!Experience!and!visits!
to!the!Levine!Museum!of!the!New!South!in!Uptown!Charlotte!to!explore!the!
history!of!the!community.!

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!
Partnerships:! Engineering!has!partnered!with!the!subjectParea!librarian!in!Atkins!Library!to!
provide!modules!that!allow!students!to!better!understand!research!resources!and!
strategies!appropriate!for!the!discipline.!This!support!is!particularly!geared!
towards!students!explorations!of!the!diverse!fields!in!which!engineering!is!
applied.!
!
!
INITIAL+FACULTY+DEVELOPMENT+
!
Regardless!of!whether!the!engagement!curriculum!options!available!to!students!are!
based!on!existing,!or!entirely!new,!courses,!ensuring!that!these!courses!allow!the!
University!to!accomplish!the!goals!of!the!Prospect-for-Success-QEP!requires!a!
significant!faculty!development!effort!both!in!terms!of!developing!the!curriculum!and!
ensuring!its!ongoing!vitality!and!relevance.!The!faculty!development!program!for!the!
QEP!is!a!centralized!effort!that!takes!place!on!a!regular!and!ongoing!basis.!The!
principal!event!occurs!in!May!of!each!year,!the!first!of!which!took!place!in!May!2013.!
Follow!up!activities!are!scheduled!throughout!the!year.!All!faculty!teaching!Prospect-forSuccess-courses!are!expected!to!participate.!The!faculty!development!program!
includes!opportunities!for!instructors!to!collaborate!with!others!across!the!University,!
and!opportunities!to!work!as!a!team!with!other!instructors!in!the!Prospect-for-Successcurriculum!in!their!college.!The!faculty!development!program!for!the!QEP!provides!an!
opportunity!for!faculty!who!are!not!directly!involved!in!delivering!Prospect-for-Successcourses!to!explore!opportunities!for!supporting!and/or!leveraging!the!QEP!efforts.!
Examples!include!instructors!of!introductory!courses!seeking!to!expand!the!impact!of!
the!engagement!curriculum!beyond!the!Prospect-for-Success-courses,!or!faculty!in!a!
department!seeking!to!improve!the!effectiveness!of!the!curriculum!in!their!major!by!
building!on!the!QEP!foundations.!
!
Some!of!the!topics!covered!in!the!annual!faculty!development!program!vary!to!ensure!
that!the!program!is!fresh,!engaging!to!faculty,!and!responsive!to!issues!that!emerge!as!
the!curriculum!is!introduced!and!assessment!is!conducted.!However,!other!topics,!ones!
essential!to!the!success!of!the!effort,!are!covered!every!year.!These!include:!
! Analysis!of!assessment!results!and!structured!opportunities!to!review!curriculum!
design!in!light!of!those!results.!

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! An!outcomesPoriented!approach!to!curriculum!design!to!ensure!that!Prospect-for!
Success-courses!are!developed!from!the!ground!up!to!address!the!three!student!
learning!outcomes.!
! Support!for!creating!semesterPlong!activity/assignment!complexes!that!develop!
students!competencies!as!regards!commitment!to!success,!inquiry,!and!self!and!
cultural!awareness.!
! Detailed!discussion!of!the!assignments!designed!to!generate!the!student!
products!used!for!assessment!purposes!to!ensure!they!are!authentic,!and!that!
they!reflect!course!content.!
! Approaches!and!techniques!for!developing!students!capacity!to!reflect!in!a!deep!
and!meaningful!fashiong!essential!if!the!reflection!prompt!model!for!assessment!
is!to!be!effective.!
! Opportunities!to!explore!how!best!to!integrate!campusPwide!messaging!and!
programming!that!supports!the!Prospect-for-Success-QEP!and!how!best!to!
leverage!the!services!of!support!units.!
!
All!of!the!Prospect-for-Success-curricula!use!students!to!support!the!instructional!effort!
in!some!form!or!another:!graduate!students!serving!as!teaching!assistants!and!
discussion!section!leaders!and!undergraduate!students!serving!as!preceptors!and!
learning!coaches.!Structured,!centralized!training!takes!place!to!ensure!that!these!
students!are!prepared!for!work!in!the!classroom!and!can!fully!support!faculty.!Graduate!
student!training!runs!parallel!with!the!annual!program!of!faculty!development!activities!
and!includes!some!joint!sessions!where!faculty!and!graduate!students!can!collaborate.!
Undergraduate!training!takes!the!form!of!intensive!workshops!scheduled!to!coincide!
with!the!calendar!on!which!students!are!recruited!for!these!positions.!In!addition,!
graduate!and!undergraduate!students!meet!regularly!with!the!faculty!teaching!the!
Prospect-courses!they!are!supporting!to!review!course!content,!plan!classroom!
activities,!and!discuss!grading.!
+
The!QEP!office!that!is!housed!in!University!College!is!responsible!for!developing!the!
agenda!for!the!annual!QEP!faculty!development!program,!and!faculty!development!is!a!
significant!item!in!the!job!responsibilities!for!the!two!positions!!the!Associate!Dean!for!
the!QEP!and!the!QEP!Curriculum!Director.!The!position,!QEP!Assessment!Director,!
was!created!in!the!Office!of!Accreditation!and!Assessment,!and!is!responsible!for!
supporting!the!annual!program!of!faculty!development!activities.!The!three!QEP!staff!
positions!responsible!for!the!faculty!development!program!work!closely!with!
professional!staff!in!the!Universitys!Center!for!Teaching!and!Learning!to!develop!the!
agenda!for!each!years!activities.!
!
!
IMPLEMENTATION+FOR+AY+2013R14+
!
For!the!2013P2014!academic!year,!the!PFS!target!across!the!university!was!not!met.!
The!data!showed!that!students!in!PFS!courses!were!most!likely!to!demonstrate!
achievement!of!the!inquiry!SLO,!with!61.7%!of!the!scores!meeting!the!desired!
outcome.!Students!were!slightly!less!likely!to!demonstrate!achievement!of!commitment!

Comment [DW1]: Try!and!maintain!consistency!with!

periods!after!bullet!points.!

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to!success!(58.1%),!and!much!less!likely!to!demonstrate!achievement!of!cultural!
awareness!(36.8%).!Colleges!were!asked!to!describe!the!changes!or!improvements!
they!would!implement!during!the!next!academic!year!to!improve!student!learning.!
Examples!are!below.!
!
In!the!College!of!Engineering!(COEN),!the!implementation!team!made!two!distinct!
recommendations!for!improvement:!!
! First,!in!fall!2014!the!reflection!essay!was!moved!from!midPterm!to!later!in!the!
semester.!!
o! Most!COEN!students!did!not!adequately!demonstrate!any!of!the!cultural!
awareness!criteria.!It!was!expected!that!assessment!later!in!the!semester!
would!give!students!an!opportunity!to!experience!more!teamwork!and!
reflect!on!how!those!experiences!helped!them!learn!to!deal!with!diversity.!!
o! With!regard!to!commitment!to!success,!students!were!given!time!to!learn!
more!about!specific!engineering!disciplines!and!the!engineering!
profession!in!general,!and!hopefully!to!reflect!on!their!academic!
performance!and!fit!of!major,!based!on!midPterm!grades.!
! Secondly,!students!were!asked!to!write!reflectively!more!often!prior!to!the!essay,!
for!the!practice!of!reflection!in!and!of!itself,!as!well!as!for!the!experience!of!
writing!in!the!reflective!genre.!!
!
The!College!of!Computing!and!Informatics!implementation!team!felt!that!there!was!a!
mismatch!between!the!students!ability!to!actually!do!inquiry,!cultural!awareness,!and!
commitment!to!success,!and!their!ability!to!write!cogently!about!it!in!response!to!the!
assessment!reflective!essay!prompts.!To!address!this,!fall!2014s!instructors!and!team!
leaders!were!trained!in!reflective!writing,!what!it!is!and!how!to!help!students!do!it!well.!
They,!in!turn,!incorporated!more!reflective!writing!into!class!activities.!In!addition,!they!
added!a!peer!draft!review!step!to!the!reflective!essay!writing!process.!It!was!expected!
that!these!changes!would!lead!to!student!essays!that!more!accurately!reflected!the!
learning!that!students!have!done!over!the!course!of!the!semester!with!regard!to!all!
SLOs.!!
!
In!the!College!of!Liberal!Arts!and!Sciences!(CLAS),!the!implementation!team!felt!that!
the!main!issue!to!improve!upon!was!helping!faculty!make!explicit!the!link!between!the!
instructional!activity!of!each!PFS!course,!the!common!SLOs,!and!the!assignments!used!
to!assess!SLOs.!The!2013P14!general!education!CLAS!courses!tended!to!layer!
outcome!information!on!top!of!existing!curricula,!rather!than!embedding!it!into!the!
general!fabric!of!each!course.!To!address!this,!the!faculty!teaching!fall!2014!PFS!
courses!met!regularly!to!discuss!their!understanding!of!each!of!the!SLOs,!and!the!
activities!and!assignments!each!faculty!member!would!include!in!their!course.!The!
intent!was!to!ensure!that!faculty!design!their!courses!using!the!benefit!of!the!groups!
collective!expertise,!and!with!an!understanding!of!the!practices!and!orientations!of!their!
colleagues.!It!was!expected!that!greater!integration!of!and!attention!to!Prospect!SLOs!in!
these!courses!would!improve!student!learning!across!all!SLOs!and!provide!a!basis!for!
comparison!among!diverse!CLAS!Prospect!courses.!!
!

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The!above!examples!describe!the!steps!that!the!colleges!would!take!to!ensure!
continuous!improvement!with!regard!to!student!learning.!The!Prospect!Steering!
Committee!took!action!during!2014P15,!as!well,!at!the!level!of!program!policymaking.!!
!
During!the!spring!2014!semester,!while!discussing!the!instructors!experiences!and!the!
direct!SLO!assessment!results,!the!Steering!Committee!identified!a!need!to!further!
specify!how!SLOs!are!interpreted!within!colleges.!Different!interpretations!of!the!
dimensions!terminology,!and!strict!adherence!to!written!reflections!for!assessment,!
could!have!impacted!students!abilities!to!demonstrate!learning.!In!spring!and!early!
summer!2014,!members!of!the!Prospect!Steering!Committee!and!the!PFS!
administrative!team!discussed!the!following!questions:!!
!
! What!alternatives!to!the!common!reflection!prompts!are!acceptable?!Are!there!
artifacts!other!than!written!reflection!essays!that!might!be!evaluated!for!SLO!
direct!assessment?!!
! In!what!way!can/should!the!criteria/dimensions!in!the!rubrics!be!refined!so!that!
the!scoring!process!would!better!reflect!the!goals!of!the!overall!program!and!the!
needs!of!individual!colleges?!!
!
In!summer!2014,!revised!rubrics!for!each!of!the!three!SLOs!were!prepared!by!the!PFS!
administrative!team!and!submitted!to!Steering!for!approval!by!early!August.!The!revised!
rubrics!were!distributed!to!all!fall!2014!PFS!instructors,!along!with!an!expanded!list!of!
assessment!suggestions,!explications,!and!examples.!
!
!
PROCESS+OUTCOMES+FOR+AY+2013R14+
!
This!section!reports!on!activities!related!to!the!effective!implementation!of!Prospect,!and!
to!the!practices!of!continuous!improvement!based!on!assessment!data!and!experience!
obtained!during!AY!2013P14.!This!includes!faculty!professional!development,!as!well!as!
activities!of!the!administrative!team!and!Steering!Committee.!
!
Faculty!Development,!2013P14!events:!
!
! In!August!2013,!all!fall!2013!PFS!instructors!were!invited!to!participate!in!a!oneP
day!workshop!covering!the!topics!of!reflective!writing,!the!SLO!assessment!
process,!and!campus!partnerships.!!
! In!the!fall!2013!semester,!3!Brown!Bag!lunches!were!held!for!current!and!future!
PFS!instructors!(topics!were!reflective!writing,!SoTL!opportunities!for!PFS,!and!
supporting!LGBT!students!in!the!first!year).!!
! In!January!2014,!all!fall!2013!PFS!instructors,!representatives!from!campus!
partner!organizations,!other!members!of!college!implementation!teams,!and!the!
Prospect!Steering!committee!participated!in!a!onePday!session!to!discuss!
preliminary!ideas!about!future!changes!based!on!the!fall!2013!teaching!
experiences.!
!

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! In!May!2014,!all!instructors!who!were!new!to!PFS!for!2014!participated!in!two!full!
days!of!faculty!development.!They!were!trained!in!designing!syllabi!for!significant!
learning!and!in!the!incorporation!of!learning!activities!and!authentic!assessments!
for!each!of!the!three!SLOs!into!their!courses.!The!twoPday!workshop!also!
included!a!2Phour!session!on!reflective!writing!in!which!all!PFS!instructors,!
campus!partners,!and!other!members!of!college!implementation!teams!and!
Steering!participated.!!
!
!
!
!
FACULTY+DEVELOPMENT:+SPRING+2014+CURRICULUM+CONSULTATIONS++
!
Early!in!the!spring!semester,!the!PFS!administrative!team!contacted!Virginia!Lee,!a!
nationally!recognized!expert!in!inquiryPbased!learning,!about!deepening!and!extending!
the!inquiry!discussion!on!campus.!Dr.!Lee!contracted!with!the!PFS!team!to!provide!
consultation!and!speaking!services!as!described!below.!!
!
! April!30th!events!
o! On!April!30th,!Dr.!Lee!presented!a!90Pminute!workshop!titled!Inquiry-as-aWay-of-Living-and-Learning,-open!to!all!instructors!of!firstPyear!students.!
o! Also!on!that!day,!Dr.!Lee!met!with!teams!from!UCOL,!CCI,!and!COB!to!
address!planning!and!implementation!issues!specific!to!each!colleges!
curricular!design.!Prior!to!April!30th,!the!PFS!administrative!team!collected!
materials!from!UCOL,!CCI,!and!COB!Prospect!courses!(syllabi,!
assignments,!and!examples!of!student!reflection!essays).!These!were!
forwarded!to!Dr.!Lee!to!aid!her!preparation!of!questions!and!comments!for!
the!implementation!teams.!!
!
! May!consultations!
o! Jean!Coco,!the!Acting!Communication!Across!the!Curriculum!(CxC)!
director,!worked!with!Dr.!Lee!between!April!30th!and!May!12th!to!develop!
additional!ideas!to!present!to!college!implementation!teams.!During!the!
week!of!May!12th,!Coco!met!with!teams!from!COEN,!COED,!COB,!and!
CCI.!!
o! Each!of!the!five!college!teams!that!worked!with!Dr.!Lee!and!Jean!Coco!
reported!that!they!would!make!substantive!changes!to!their!SLOPrelated!
assignments!during!fall!2014,!based!on!the!experience!(UCOL,!COB,!CCI,!
COEN!and!COED).!!
!
! Professional!development!changes!for!2014P15!
o! The!model!of!working!intensively!with!individual!colleges,!rather!than!
attempting!to!address!all!instructors!through!onePsizePfitsPall!faculty!
development,!was!proposed!and!received!very!positively.!The!PFS!
administrative!team,!at!the!direction!of!the!Steering!Committee,!proceeded!
with!this!consultative!model!during!AY!2014P15.!!

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o! Consultations!supplanted!the!need!for!some!of!the!allPinstructorsPpresent!
events.!However,!two!halfPday!sessions!for!all!instructors!still!occurredg!
one!in!November!on!the!topic!of!preparing!for!SLO!assessment,!and!one!
in!February!to!review!the!assessment!of!data!results.!In!addition,!there!
was!a!full!day!or!more!of!faculty!development!in!May!2015!for!new!fall!
2015!instructors.!!

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!
! PFS!administrative!team!
o! The!PFS!administrative!team!met!biweekly!throughout!AY!2013P14.!
During!that!time,!the!team!began!to!develop!the!Prospect!marketing!and!
communication!plan,!prepared!for!Steering!committee!meetings,!planned!
faculty!development!in!accordance!with!Steering!committee!guidance!and!
preferences,!and!discussed!and!acted!upon!other!issues!relevant!to!the!
administration!of!the!program.!This!model!continued!for!the!AY!2014P15.!!
!
! PFS!Steering!Committee!!
o! The!Steering!committee!met!6!times!during!AY!2013P14.!In!AY!2014P15,!
Steering!met!monthly!to!discuss!and!act!upon!policy!matters.!It!was!
expected!that!during!the!fall!semester!of!2014,!in!particular,!discussions!
would!take!place!about!the!ways!that!SLOs!are!interpreted!within!
colleges,!the!extent!to!which!faculty!are!using!assessment!products!other!
than!reflection!essays,!and!whether!this!is!understood!to!be!improving!the!
student!experience.!
!
!
IMPLEMENTATION+FOR+AY+2014R15+
!
For!the!most!part,!student!achievement!from!year!one!to!year!two!was!about!the!same!
across!all!three!SLOs.!On!the!"commitment!to!success"!outcome,!however,!student!
achievement!dropped!significantly!on!the!third!dimension!in!the!second!year.!The!
revision!to!assessment!materials!between!years!one!and!two,!as!described!above,!
raised!the!expectations!around!"commitment!to!success"!to!include!the!student's!ability!
to!describe!his/her!experiences!over!time!and!reflect!on!what!s/he!had!learned!and!
would!do!differently.!While!this!higher!bar!is!an!appropriate!expectation!for!Prospect!
students,!not!all!instructors!had!time!to!prepare!for!the!change!in!their!fall!2014!courses.!
Course!assessments!were!adjusted!in!fall!2015!in!particular,!ensuring!that!the!
assessment!was!scheduled!late!enough!in!the!semester!so!that!students!had!the!
opportunity!to!experience!the!full!semester's!work!before!reflecting!on!it.!
!
Using!the!direct!SLO!assessment!data,!as!well!as!other!information!from!the!team's!
experience!with!Prospect,!colleges!were!asked!to!describe!the!changes!or!
improvements!they!would!implement!during!the!next!academic!year!to!improve!student!
learning.!They!reported!these!plans!in!SLO!Assessment!Reports!submitted!to!the!
administrative!team!in!March!2015.!Excerpts!from!these!Reports!are!as!follows:!
!
!

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! The!Belk!College!of!Business!moved!its!Prospect!course!from!the!Student!
Center!for!Professional!Development!(SCPD)!to!an!academic!department!with!
greater!faculty!involvement.!The!option!would!remain!available!for!SCPD!
personnel!to!provide!guest!lectures!to!explain!their!services!to!the!students,!while!
allowing!the!class!itself!to!take!on!more!of!an!academic!nature!and!to!better!
address!some!of!the!PFS!dimensions!in!greater!detail.!
!
! The!College!of!Computing!&!Informatics!developed!several!specific!ideas!to!
improve!student!learning!on!the!"cultural!awareness"!outcome,!including!more!
team!building!activities!and!lowPstake!team!assignments.!These!would!afford!
students!greater!opportunity!for!interactions!with!classmates!that!do!not!greatly!
affect!grades.!

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!
! Though!students!in!the!College!of!Health!&!Human!Services!met!the!goal!for!
"inquiry,"!the!team!would!then!make!changes!based!on!student!and!faculty!
feedback!to!improve!this!aspect!of!the!course.!!In!fall!2015,!the!college!could!
then!include!its!subject!librarian!as!part!of!the!instructional!process!to!help!
students!with!research!techniques!and!synthesizing!of!sources.!
!
!
PROCESS+OUTCOMES+FOR+AY+2014R15+
!
This!section!reports!on!activities!related!to!the!effective!implementation!of!Prospect,!and!
to!the!practices!of!continuous!improvement!based!on!assessment!data!and!experience!
obtained!during!AY!2014P15.!This!includes!faculty!professional!development!and!
activities!of!the!administrative!team!and!Steering!Committee.!
!
PFS!Administrative!Team+
+
! The!PFS!administrative!team!met!approximately!biweekly!throughout!AY!2014P
15.!Ongoing!responsibilities!included!planning!faculty!development!activities!and!
monitoring!college!assessment!and!evaluation!activities.!Another!key!project!
included!the!development!and!monitoring!of!a!communications!plan!for!PFS!that!
would!be!integrated!with!those!of!other!New!Student!Induction!initiatives.!The!
most!significant!development!this!academic!year!with!regard!to!PFS!
implementation!was!the!Prospect!Charrette!on!March!30,!2015.!The!
administrative!team!devoted!most!of!its!attention!in!spring!2015!to!this!project's!
planning!and!follow!up!activities.!
!
! The!Provost!has!indicated!that!Prospect!for!Success!is!a!signature!program!of!
UNC!Charlotteg!a!priority!in!our!efforts!to!ensure!student!success!at!the!
university.!In!the!course!of!discussions!around!this,!we!identified!the!theme!of!
integration-as!an!organizing!principle!for!Prospect,!going!forward.!Integration!
refers!to!both!"vertical"!(across!the!academic!experiences!that!first!year!students!
have!at!UNC!Charlotte)!and!"horizontal"!(throughout!each!department!degree!
program)!processes.!Discussions!at!the!Charrette!as!well!as!the!Provost's!

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Assessment!Retreat,!the!following!day,!formed!the!basis!for!AY!2015P16's!course!
implementation!and!faculty!development!agendas.!
!
PFS!Steering!Committee+
+
! The!Steering!committee!met!inPperson!four!times!during!AY!2014P15.!Major!
actions!included!final!approval!of!the!2014P15!SLO!assessment!rubrics,!
Charrette!planning,!and!information!sharing!across!colleges!and!campus!partner!
units.!
!
!
!
FACULTY+DEVELOPMENT+EVENTS+FOR+AY+2014R15+
+
! In!August!2014,!GAs!and!undergraduate!preceptors!working!in!fall!2014!PFS!
courses!were!trained!at!a!halfPday!workshop.!
! In!November!2014,!all!instructors!and!implementation!team!members!were!
invited!to!an!"AllPProspect"!workshop.!Results!from!PFS's!first!year!were!
presented,!and!instructors!shared!assignments!and!discussed!their!endPofP
semester!assessment!plans!with!one!another.!
! Nine!Brown!Bag!Lunch!workshops!were!held!during!the!year,!at!which!PFS!
instructors!were!invited!to!share!information!about!their!instructional!experiences!
(assignment!development,!working!with!campus!organizations,!etc.)!with!peers.!
! The!May!2015!faculty!development!sessions!addressed!the!fact!that,!in!their!
SLO!Assessment!Reports,!members!of!several!college!teams!expressed!a!
desire!to!help!students!better!develop!in!the!area!of!"inquiry."!SubjectParea!
librarians!met!with!college!teams!to!discuss!resources!and!developing!
assignments!that!would!work!well!within!each!college's!curriculum!area.!
! The!consultation!modelPPworking!intensively!with!individual!colleges,!rather!than!
attempting!to!address!all!instructors!through!onePsizePfitsPall!faculty!development,!
was!fully!implemented!during!AY!2014P15.!A!representative!from!the!PFS!
administrative!team!attended!at!least!one!meeting!of!each!college!
implementation!team!during!2014,!with!most!colleges!being!visited!during!the!
implementation!period!in!the!fall!term,!as!well!as!after!the!distribution!of!direct!
SLO!assessment!results!analyses.!During!these!meetings,!team!members!were!
able!to!discuss!and!resolve!collegePspecific!issues!(about!instruction,!resources,!
or!other!concerns)!without!distraction.!
! Two!new!faculty!orientation!sessions!were!held!at!the!end!of!the!spring!2015!
semester!for!instructors!who!were!teaching!PFS!courses!for!the!first!time!in!fall!
2015.!
!
Professional!Development!Plans!
!
! Attendance!at!Brown!Bag!sessions!this!year!was!very!low.!In!2015P16,!they!were!
discontinued!and!members!of!the!Administrative!Team!are!working!to!develop!a!
different!format/method/schedule!to!meet!the!same!goal!of!information!sharing!

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and!social!support!for!instructors.!!Two!roundtable!discussions!were!conducted!
in!the!fall!semester!on!the!two!SLOs!that!evaluations!indicate!are!the!most!
challenging!for!instructors!(inquiry!and!cultural!awareness).!
!
PFS!Administrative!Team!and!Steering!Committee!Emphases!
!
! Attention!has!turned!toward!sustaining!and!institutionalizing!Prospect!across!the!
university!through!the!following!ways:!
o! Implementation!of!vertical!and!horizontal!integration!ideas!from!the!
Charrette!and!follow!up.!
o! Solidification!of!buyPin!for!Prospect!across!all!colleges!(ensuring!resources!
and!attention).!
+
+

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SECTION+II:+
!
CHALLENGES+
!
For!the!past!generation!or!more,!two!trends!have!characterized!the!students!attending!
institutions!of!higher!education!in!the!U.S.g!an!increase!in!the!percentage!of!18P30!year!
olds!who!pursue!education!after!high!school!and!an!increase!in!the!diversity!of!the!
student!body.!Both!of!these!trends!are!expected!to!continue!into!the!future,!and!shape!
the!challenges!that!institutions!of!higher!education!face!in!important!ways,.!
Specifically,!the!fact!that,!in!2008,!one!in!four!college!freshmen!at!fourPyear!universities!
did!not!return!for!their!sophomore!year!(ACT,-2008)-raises!questions!about!the!degree!
to!which!students!are!prepared!for!success!in!college.!!As!a!result,!the!ability!of!these!
students!to!adapt!to!campus!life!will!be!crucial!to!their!success!(Pascarella-et-al,-1996).!
This!research!suggests!that!the!challenges!UNC!Charlotte!is!addressing!through!the!
Prospect-for-Success-QEP!are!common!features!of!the!higher!education!landscape!in!
the!21st!Centuryg!challenges!that!must!be!successfully!overcome!if!the!nation!is!to!meet!
the!aggressive!attainment!goals!that!have!been!set.!
!
!
FIRSTRYEAR+EXPERIENCE+
!
One!proven!tool!for!addressing!the!challenges!facing!institutions!of!higher!education!is!
a!focus!on!the!firstPyear!experience.!Scholars!agree!that!students!performance!in!the!
first!year!is!a!strong!predictor!of!drop!out!and!graduation!rates!(Astin,-1975N-Tinto,1993).!UNC!Charlottes!own!research!showing!a!strong!correlation!between!
participation!in!a!first!year!experience!and!first!to!second!year!retention!rates,!as!well!as!
subsequent!graduation,!conforms!to!the!national!pattern!(Barefoot-et-al,-1998N-Fidlerand-Moore,-1996N-Shanley-and-Witten-1990N-Simmons,-1995).!Evidence!indicates!that!
the!reason!firstPyear!experience!programs!are!successful!has!to!do!with!the!ways!in!
which!they!shape!students!mindsets.!Pascarella-and-Terenzini,!for!example,!found!that!
the!first!year!of!college!is!the!most!critical!year!for!shaping!college!student!attitudes!
towards!learning!(2005).!In!2008,-George-Kuh,!with!the!Association!of!American!
Colleges!and!Universities,!identified!five!highPimpact!educational!practices!that!increase!
student!engagement!and!retention,!including!firstPyear!experiences.!In!this!study,!first!
year!experiences!were!found!to!be!effective!because!they!emphasize!relationship!
building!between!students!and!faculty,!prompt!and!frequent!feedback,!development!of!
student!success!skills,!bridging!out!of!class!experiences!with!classroom!discussions,!
and!exposing!students!to!people!who!are!culturally!different!from!themselves!(Kuh,2008).!!
!
In!practical!terms,!the!goal!of!firstPyear!programs!is!to!help!incoming!students!make!a!
successful!transition!into!college!life!(Gardner,-2001N-Nelson-and-Vetter,-2012).!There!
are!a!wide!variety!of!firstPyear!programs!that!have!been!developed!at!universities,!but!
much!success!in!the!first!year!of!college,!rests!on!an!intentional!firstPyear!curriculum!
and!on!supportive!curricular!structures!(Barefoot-et-al,-2005).-Freshman!seminars!are!a!
single!course,!typically!offered!in!the!fall!semester,!which!are!intended!to!assist!with!

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regarding!singular!and!plural!nouns.!

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students!transition!to!college!and,!in!some!cases,!to!the!discipline!or!major!(Keup-andBarefoot,-1995).-Barefoot-and-Fidler-(1996),-and!other!higher!education!literature,!
describe!first!year!seminars!as!curricular!innovations!and!programmatic!tools!designed!
to!improve!the!transition!experience!of!first!year!students!and!yield!higher!rates!of!
student!retention!and!academic!success!(Barefoot,-1993N-Fidler-and!
Hunter,-1989N-Hunter-and-Linder,-2005).!Learning!Communities!often!leverage!the!
learning!within!a!freshmen!seminarPtype!class!and!expand!the!opportunities!for!student!
engagement!by!involving!more!than!one!course!and!adding!residential!and/or!coP
curricular!elements!(Shapiro-and-Levine,-1999N-Tinto,-2000).!Both!freshmen!seminars!
and!learning!communities!are!frequently!cited!as!highPimpact!educational!practices!
(Kuh,-2008)-and!foundational!elements!of!programs!at!schools!who!have!achieved!
institutional!excellence!in!supporting!firstPyear!students!(Barefoot-et-al,-2005).!UNC!
Charlotte!has!therefore!adopted!nationally!recognized!best!practices!(and!institutional!
experience)!by!designing!its!QEP!as!a!first!year!experience.!In!particular,!the!Prospectfor-Success-QEP!seeks!to!ensure!that!students!acquire!the!requisite!skills!and!attitudes!
by!means!of!a!curriculum!modeled!on!freshman!seminar!best!practices.!Additionally,!it!
seeks!to!extend!those!impacts!beyond!the!freshman!seminar!per!se!to!garner!some!of!
the!proven!benefits!of!the!learning!community!approach.!
!
!
ENGAGEMENT+
!
Studies!have!shown!a!strong!and!positive!correlation!between!engagement!and!
academic!outcomes.!Analysis!of!survey!results!and!student!data!show!that!students!
who!described!themselves!as!being!engaged!were!more!likely!to!express!satisfaction,!
attain!greater!success,!and!persist!in!their!education!than!peers!who!are!not!engaged!
(Krause,-2007).!Chan-(2001),!whose!work!makes!a!strong!connection!between!
engagement!and!empowerment,!suggests!that!choice!and!control!in!learning!leads!to!
motivation!and,!in!turn,!to!success.!A!large!study!conducted!by!Kuh,-(2008)-using!data!
from!eighteen!degreePawarding!institutions,!found!that!student!engagement!in!
educationally!purposeful!activities!is!positively!related!to!academic!outcomes,!as!
represented!by!firstPyear!student!grades!and!persistence!between!the!first!and!second!
year!of!college.!
!
Student!engagement!entails!a!range!of!curricular!and!coPcurricular!practices!to!help!
students!succeed.!These!practices,!when!undertaken!by!institutions,!have!resulted!in!
positive!impacts!on!academic!performance!and!retention.!UNC!Charlottes!focus!on!a!
curriculumPcentered!effort!to!foster!engagement!is!supported!by!research!that!identifies!
curriculum!as!an!important!driver!for!facilitating!student!success!from!the!first!year!
onward.!Specifically,!Marton-et-al-(1997)-suggests!that!curriculum!engagement!leads!to!
deeper!learning,!and!White-et-al-(1995)-indicates!that!firstPyear!seminars!should!be!
organized,!not!as!a!onePtime!event,!but!as!processes!programmatically!linked!to!overall!
student!success.!

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Comment [DW5]: OnePtime!indicates!something!only!

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In!their!work!on!what!should!be!included!in!a!curriculum!to!encourage!engagement,!Kiftand-Nelson-(2005)-outlined!six!principles!for!student!engagementg!all!of!which!are!
evident!in!the!Prospect-for-Success-QEP:!
! Developing!long!term!strategies!for!programs!(rather!than!piecemeal!
modifications).!
! Considering!students!needs.!
! Facilitating!reflection.!
! Cumulatively!developing!skills!required!after!graduation.!
! Developing!student!independence!and!selfPmanagement.!
! Aligning!administrative!and!institutional!support!services!to!these!goals!to!ensure!
! Consistency!institutionPwide.!
!
Perhaps!most!importantly,!Kift-and-Nelson-argue!that!it!is!essential!to!integrate!
curricular!engagement!principles!through!a!systemic,!universityPwide!change,!including!
administrative!and!support!(coPcurricular)!programs.!This!finding!is!supported!by!
Reason,-Terenzini,-and-Domingos-(2005)-survey!analysis.!The!survey!was!conducted!
in!American!colleges!and!involved!6700!students!and!5000!academic!staff!members.!
They!found!that!there!is!an!association!between!coherence!in!first!year!curriculum,!and!
student!perceptions!of!academic!confidence.!In!order!to!achieve!this!coherent,!
systemic,!universityPwide!change,!UNC!Charlotte!has!built!on!a!variety!of!successful,!
but!disparate!efforts!by!coordinating!and!expanding!on!them!in!the!form!of!the!Prospectfor-Success-QEP.!
!
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SECTION+III:+
!
COLLEGE+OF+EDUCATION+INITIAL+PLANNED+CURRICULUM+STRUCTURE+
!
The!College!of!Education!initially!implemented!the!course,!Introduction-to-Educationand-Diversity-in-Schools,!for!their!fall!semester!engagement!curriculum.!This!course!is!
four!credit!hours!and!is!a!redesign!of!a!preexisting!course.!!All!new!firstPtime,!fullPtime!
freshmen!are!expected!to!enroll!in!this!course.!This!course!maintains!traditional!course!
content!with!an!emphasis!on!the!QEP!curriculum!by!including!small!breakPout!sessions,!
integration!of!professional!COED!dispositions,!and!clinical!experiences!in!schools.!To!
fulfill!the!PFS!SLOs,!this!course!requires!students!to:!
!
! Explore!concepts!of!active!learning!through!motivational!theory,!goal!setting,!selfP
regulation,!reflective!discourse!and!writing,!and!verbal!communication!skills.!
! Map!a!plan!for!attaining!professional!and!educational!goals,!while!articulating!
personal!commitment!and!effectively!communicating!goals!for!success.!
! Examine!culture!and!identity,!beginning!with!self!and!proximal!spheres!of!
influence!(family,!small!groups/friends/organizations,!campus!community,!
surrounding!community).!
! Develop!awareness!of!responsibilities!associated!with!membership!in!all!
communities.!
! Develop!awareness!of!professional!dispositions!expected!of!teachers:!positive!
impact!on!learners,!leadership,!collaboration,!advocacy,!ethics,!and!continuous!
professional!growth.!
! Engage!in!intercultural/civic!understanding!through!service!learning!and/or!
clinical!school!experiences.!
! Articulate!personal!rationale!for!becoming!a!teacher.!
!
In!the!spring!semester,!the!freshmen!who!completed,!Introduction-to-Education-andDiversity-in-Schools,!continue!in!the!progression!by!taking!the!course,-Introduction-toStudents-with-Special-Needs.!As!in!the!fall!semester,!this!course!maintains!traditional!
course!content!with!an!emphasis!on!the!QEP!curriculum.!To!fulfill!the!PFS!SLOs,!this!
course!requires!students!to:!
!
! Further!engage!in!intercultural/civic!understanding!through!clinical!school!
experiences!in!specialized!settings.!
! Explore!culturally!responsive!curriculum!and!pedagogy!in!addressing!
individualized!student!needs!through!differentiation.!
! Continue!investigations!of!culture!and!identity!through!expanding!spheres!of!
influence!(local!city/urban!center,!region/South,!nation/USA,!global!society).!
! Examine!in!more!detail!educational!dispositions!and!their!importance!in!the!
school!context!and!with!learners.!
! Explore!the!professionalism!of!the!profession!of!educators!through!contemporary!
issues.!
! Examine!educational!law!as!advocacy!for!all!learners.!

Comment [DW7]: Try!not!to!have!unnecessary!white!

space.!

! Formalize!personal!rationale!for!becoming!a!teacher!and!an!educator!of!all!
students.!
!
Reflection!and!communication!skills!have!been!interwoven!and!used!extensively!in!both!
fall!and!spring!courses.!
!
!
COLLEGE+OF+LIBERAL+ARTS+AND+SCIENCES+AND+UNIVERSITY+COLLEGE+
INITIAL+PLANNIED+CURRICULUM+STRUCTURE+
!
Students!in!the!College!of!Liberal!Arts!and!Sciences!(CLAS)!and!University!College!
(UCOL)!initially!undertake!a!general!course!of!study,!detached!from!a!career!in!a!
particular!profession.!As!such,!it!is!not!necessary!to!design!a!firstPyear!curriculum!that!
introduces!students!to!the!profession.!Since!a!disciplinary!focus!is!not!appropriate,!
these!students!need!a!firstPyear!curriculum!that!helps!them!appreciate!the!value!of!a!
liberal!arts!education,!and!that!they!can!engage!in!based!on!their!personal!interests.!
Three!options!are!made!available!to!these!students,!including:!!
!
! Freshman!seminars!(includes!freshman!seminars!in!the!curricula!of!learning!
communities).!
! General!education!courses!that!have!been!adapted!to!the!QEP.!
! Big!Questions!courses:!new!courses!with!an!interdisciplinary!focus!on!a!question!
that!allows!exploration!of!multiple!approaches!to!knowing!from!across!the!
disciplines!in!the!College!of!Liberal!Arts!and!Sciences.!
!
Freshman!seminars!are!traditionally!offered!in!the!fall!semester!and!target!new!
freshmeng!course!enrollments!are!limited!to!~25!students!per!section,!allowing!the!
development!of!strong!relationships!within!the!group!and!between!students!and!
instructor.!The!QEP!curriculum!in!freshman!seminars!include:!
!
! Graduation!and!career!planning!activities,!culminating!in!the!preparation!of!an!
aspirational!map.!This!includes!reflection!assignments!both!early!and!late!in!the!
semester!to!allow!students!to!appreciate!their!own!development!in!regard!to!
intentionality.!
! SelfPexploration!and!reflection,!particularly!in!the!context!of!developmental!
theory.!
! Cultural!diversity!exploration,!initially!with!respect!to!other!students!in!class!and!
then!moving!outward!to!the!university!and!community.!
! MiniPservice!learning!project!to!help!build!awareness!of!social!and!community!
responsibility.!
! Common!reading!experience:!exploration!of!the!common!reading!books!topics!
that!support!inquiry!and!awareness!outcomes.!
! Inquiry!project.!
!

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There!is!no!formal!spring!semester!freshman!seminar!curriculum.!However,!most!
instructors!for!freshman!seminars!are!advising!center!staff!and!structured!advising!
processes!for!freshmen!keep!students!engaged!with!the!QEP!outcomes.!
!
The!curricula!of!formal!Learning!Community!programs!include!a!freshman!seminar,!
among!other!courses,!and!a!structured!program!of!coPcurricular!activities.!Learning!
community!curricula!and!activities!do!carry!forward!into!the!spring!semester.!
!
The!general!education!courses!in!the!fall!semester,!adapted!for!the!QEP,!are!typically!
large!lecture!classes!of!100!students!with!weekly!breakPout!discussions!sections!of!~25.!
These!courses!are!restricted!to!new!firstPtime!fullPtime!freshmen!in!one!of!the!two!
colleges!(unless!capacity!allows!space!for!other!students).!The!faculty!member!is!
assisted!by!a!graduate!teaching!assistant!and,!in!some!cases,!undergraduate!
preceptors.!While,!in!theory,!all!general!education!courses!could!be!adapted!to!the!
QEP,!this!is!especially!true!for!LBST!and!social!science!courses.!Faculty!who!have!
agreed!to!adapt!their!general!education!course!for!the!QEP!have!committed!to!including!
the!following:!
!
! A!before/after!reflection!exercise!that!asks!students!to!outline!their!vision!for!their!
university!education!and!what!will!be!expected!of!them.!Then,!they!are!asked!to!
reflect!at!the!end!of!the!semester!on!how!that!vision!has!changed.!This!activity!
will!be!supported!by!partnerships!with!advising!staff!and!support!units.!
! A!semesterPlong!inquiry!project!related!to!the!subject!matter!covered!in!the!class:!
posing!and!then!refining!questions,!undertaking!research,!and!presenting!their!
conclusions!in!a!formal!piece!of!writing.!The!inquiry!project!will!make!use!of!the!
time!available!in!the!smallPgroup!breakPout!meetings!for!discussion,!peer!review,!
and!presentations.!
! Self!and!cultural!awareness!activities!pertinent!for!the!subject!matter!of!the!
course.!These!activities!include!both!an!exploration!of!the!process!by!which!
culture!and!experience!shape!identity!and!opportunities!to!confront!and!then!
consider!the!different!cultures!and!experiences!of!others.!
!
The!General!education!courses!adapted!for!the!QEP!are!available!in!the!spring!
semester!with!only!a!slight!change!in!inflection!to!reflect!the!needs!of!students!in!their!
second!semester.!Enrollment!in!these!designated!sections!are!limited!to!freshmen,!but!
it!is!impracticable!to!manage!enrollment!to!ensure!that!students!get!a!second!QEP!
experience!in!the!spring.!In!addition,!these!sections!are!valuable!for!students!in!other!
colleges.!Academic!advising!structures!provide!carryover!into!the!spring!semester,!
particularly!as!relates!to!the!commitment!to!success!outcome.!
!
Fall!semester!Big!Questions!courses!are!specifically!designed!around!the!QEP!
outcomes.!They!are!teamPtaught!courses!with!two!or!three!faculty!members!and!
enrollments!of!~100!students!per!faculty!member.!As!in!the!case!of!the!QEP!general!
education!courses,!faculty!are!supported!by!graduate!teaching!assistants!and,!in!some!
cases,!undergraduate!preceptors.!Courses!are!structured!to!include!both!large!
meetings!and!smaller!discussion!sections,!limited!to!~25.!Enrollment!is!limited!to!firstP

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Comment [DW8]: It!may!be!worthwhile!to!consider!reP

wording!this!sentence.!It!is!a!bit!difficult!to!follow.!

time!fullPtime!freshman!in!CLAS/UCOL!(unless!capacity!allows!space!for!other!
students).!Faculty!who!agree!to!develop!a!Big!Questions!course!agree!to!include!the!
same!set!of!activities!listed!above!for!QEP!general!education!courses.!
!
As!in!the!case!of!the!QEP!general!education!courses,!Big!Questions!courses!are!taught!
in!the!spring!for!second!semester!freshmen,!but!with!no!effort!to!require!students!to!
take!a!spring!semester!QEP!course.!Advising!structures!provide!carryover!into!the!
spring!semester,!particularly!as!it!relates!to!the!commitment!to!success!outcome.!
!
!
INSTRUCTOR+PRACTICES++
!
Cheryl!Hester!!Academic!Advisor!and!Assistant!Director!for!Student!Success!
!
Q:!How!have!specific!activities,!assignments,!projects,!classroom!interactions,!etc.!
changed!over!time,!and!how!do!they!relate!to!the!SLOs?!
!
A:!My!UCOL!1200!PFS!course!focuses!on!students!interested!in!Engineering.!The!
assignments!have!generally!consisted!of!Engineering!career!research,!interviewing!an!
Engineering!professional,!researching!an!ethical!or!current!issue!in!the!Engineering!field!
and!then!sharing!this!information!with!the!class!in!presentation!form.!Engineering!faculty!
members!from!each!discipline!also!visit!the!class!and!provide!students!with!insight!into!
the!specifics!of!their!field.!The!information!from!faculty!is!crucial!in!helping!students!
confirm!the!Engineering!major!they!want!to!pursue,!while!also!pointing!out!differences!in!
the!Engineering!Science!and!Engineering!Technology!majors.!!
!
In!week!four!of!the!semester,!students!are!given!a!goalPsetting!assignment.!In!week!
eight,!students!reassess!their!goals!and!develop!a!plan!of!action![for!example,!a!student!
may!realize!he!needs!help!in!CHEM!1251!and!attends!SI!or!sees!a!tutor!to!perform!
better!in!the!course].!At!the!end!of!the!semester,!students!reflect!on!and!reassess!their!
semester!goals!again,!specifically!addressing!whether!or!not!they!actually!made!the!
necessary!changes!needed!to!achieve!the!goals!they!set!for!themselves.!!
These!assignments,!combined!with!the!information!provided!by!Engineering!faculty,!
allow!students!to!reflect!on!the!work!needed!to!reach!their!goal!of!declaring!an!
Engineering!major!and!pursuing!a!career!in!the!desired!Engineering!disciplineg!all!of!
which!relate!well!to!the!Commitment!to!Success!SLO.!The!only!change!I!have!made!is!
eliminating!the!interview!with!an!Engineering!professional!assignment!due!to!student!
schedule!conflicts!and!lack!of!transportation.!!
!
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Q:!How!have!the!SLO!metrics!that!you!use!evolved?!!!
!
A:!I!have!attempted!to!revise!assignments!to!ensure!they!address!the!SLOs!so!that!
they!can!be!evaluated!for!their!effectiveness.!I!am!not!sure!how!this!has!panned!out.!
!
Q:!What!mistakes!do!you!feel!have!been!made?!What!have!you!learned!from!those!
mistakes?!What!process!have!you!gone!through!in!making!changes!for!improvement?!
!
A:!I!do!not!feel!I!have!a!good!grasp!on!how!to!incorporate!assignments!that!address!the!
Inquiry!and!Cultural!Awareness!SLOs.!I!have!attended!the!PFS!Faculty!Development!
workshops!and!reviewed!sample!assignments!provided!by!other!PFS!instructors!that!
address!the!Inquiry!and!Cultural!Awareness!SLOs,!but!find!implementation!for!both!
quite!challenging.!That!said,!I!would!not!say!I!have!made!mistakes!but!that!I!need!more!
guidance.!!
!
!
Vaughn!Schmutz,!Ph.D.!!Assistant!Professor,!Department!of!Sociology!
!
Q:!How!have!specific!activities,!assignments,!projects,!classroom!interactions,!etc.!
changed!over!time,!and!how!do!they!relate!to!the!SLOs?!
!
A:!A!significant!change!that!applies!to!several!assignments!and!a!project!is!that!I've!
added!elements!that!require!students!to!reflect!more!about!themselves!and!the!process!
of!inquiry.!One!assignment,!for!example,!asks!students!to!identify!how!their!own!"social!
location"!(which!could!refer!to!their!race,!class,!gender,!religion,!family!background,!
neighborhood!or!city!where!they!were!raised,!etc.)!influences!their!view!of!a!specific!
issue!we!have!discussed!in!class!(e.g.,!segregation,!economic!inequality,!etc.).!In!terms!
of!reflecting!about!the!inquiry!process,!I!have!found!that!this!has!become!more!useful!
as!I!divide!their!projects!into!more!discrete!tasks.!In!other!words,!to!break!the!inquiry!
process!into!more!steps,!start!it!earlier!in!the!semester,!!and!talk!about!it!more!
intentionally.!This!seems!to!help!students!identify!where!in!the!process!they!are!likely!to!
encounter!challenges!and!to!see!things!more!clearly!from!beginning!to!end.!Shifting!to!a!
learning!community!has!made!it!much!easier!to!change!classroom!interactions!to!
involve!more!active!learning!and!teamPbased!activities,!as!well.!I!have!also!started!to!
assign!groups!more!often!to!make!sure!that!students!have!had!a!classPbased!
interaction!with!everyone!else!in!the!class.!As!a!result,!their!responses!are!more!
meaningful!when!I!ask!them!what!they've!learned!from!others!in!the!Learning!
Community!and!I!give!them!a!chance!to!give!"kudos"!to!students!who!have!contributed!
a!lot!to!our!class!and!community.!!
!!
Q:!How!have!the!SLO!metrics!that!you!use!evolved?!!!
!
A:!Initially,!PFS!led!me!to!make!my!metrics!a!bit!more!formalized!and!specific.!This!was!
good!because!it!required!me!to!clarify!what!I!thought!"cultural!awareness"!involved!and!

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how!it!could!be!demonstrated,!for!example.!Since!then,!I!have!backed!away!from!
formalizing!my!metrics!too!much!because!I!think!it!was!constraining!what!I!was!
expecting!and!what!the!students!were!giving.!Now!I!try!to!provide!diverse!examples!to!
students!of!what!"creativity"!on!a!project!might!look!like!or!what!would!signal!"critical!
thinking"!on!a!given!assignment,!but!also!try!to!make!clear!that!there!are!a!number!of!
ways!to!successfully!fulfill!an!SLO.!This!is!still!a!work!in!progress!for!me,!perhaps!
especially!with!the!"commitment!to!success"!stuff.!At!times,!I!think!they!are!producing!
stuff!that!sounds!like!what!they!think!I'm!looking!for!but!that!does!not!come!across!as!
very!authentic.!
!
Q:!What!mistakes!do!you!feel!have!been!made?!What!have!you!learned!from!those!
mistakes?!What!process!have!you!gone!through!in!making!changes!for!improvement?!
!
A:!I!guess!one!is!implied!above!(see!#2)!in!terms!of!overPformalizing!SLO!metrics.!!I!
also!think!that,!at!one!point,!I!focused!too!much!on!the!PFS!objectives!and!messed!too!
much!with!things!that!I!knew!were!working!well.!At!one!point,!I!also!adopted!a!
"commitment!to!success"!portfolio!that!was!far!too!involved.!I!learned!that!there!were!a!
few!core!activities!that!were!most!effective!and!that!students!enjoyed!doing.!A!
significant!part!of!my!process!for!making!changes!is!frequent!student!feedback.!I!ask!
students!for!specific!feedback,!often!anonymous,!about!a!variety!of!things.!This!helped!
me!identify!things!that!they!liked,!things!they!didn't!take!seriously,!and!things!that!they!
thought!were!useful,!or!not.!Of!course,!I!don't!change!everything!based!on!student!
popularity,!but!I!give!students!a!chance!to!assess!what!is!going!on!in!the!class!and!they!
can!get!really!reflective!!!
!
!
Jeanmarie!Higgins,!Ph.D.!!Assistant!Professor!of!Dramaturgy,!College!of!Arts!+!
Architecture!
!
Q:!How!have!specific!activities,!assignment,!projects,!classroom!interactions,!etc.!
changed!over!time,!and!how!do!they!relate!to!the!SLOs?!
!
A:!For!the!Commitment!to!Success!SLO,!students!are!evaluated!on!goal!setting!related!
to!their!work!on!a!running!crew!for!a!theatre!department!production.!After!students!meet!
with!the!production!stage!manager/supervisor,!they!complete!a!short!answer!writing!
assignment!that!asks!them:!
1.! Given!what!your!crew!assignment!will!entail,!list!3P5!strengths!that!will!help!you!
to!do!a!god!job.!
2.! List!3P5!weaknesses!that!might!get!in!the!way!of!doing!a!good!job.!
3.! List!3P5!strategies!you!will!use!to!make!up!for!those!weaknesses.!
!
After!the!crew!assignment!is!ended!(a!few!weeks!later),!students!write!a!reflective!
essay!about!how!they!did.!"Knowing!what!you!know!now,!would!those!lists!change?!
What!did!you!learn?!What!would!they!do!differently?"!The!goal!is!for!students!to!name!
achievable,!specific!goals,!and!to!realize!that!plans!need!to!be!adjusted!as!
circumstances!evolve.!

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!
Theatre!Experience!uses!one!assignment!to!assess!two!SLOsg!Inquiry!and!Cultural!
Awareness.!The!Performance!Tradition!presentation!asks!students!to!work!in!pairs!to!
research!a!performance!tradition!that!is!unfamiliar!(for!example,!Japanese!Kabuki,!
Mardi!Gras,!Rabinal!Achi),!to!make!a!3Pminute!presentation!about!the!tradition,!and!to!
then!reflect!on!the!assignment!(individually)!in!writing.!Students!are!guided!to!particular!
sources!that!are!useful!and!peerPreviewed,!including!encyclopedias,!books,!and!their!
textbook!for!the!course.!We!spend!time!talking!about!finding!and!citing!images.!
Students!then!make!their!presentations.!On!the!day!the!presentation!is!made,!they!each!
hand!in!an!essay!that!charts!their!research/Inquiry!process.!Later,!as!one!of!the!
course's!takePhome!exams,!they!are!given!these!essays!back!and!asked!to!rewrite!
them,!integrating!answers!to!the!following!question:!Compare-this-performance-traditionto-one-of-the-following:-a-football-game,-a-piece-of-musical-theatre,-or-a-cheerleadingcompetition.-How-do-these-two-different-traditions-reflect-the-society-thatperforms/engages-in-them?!This!second!essay!is!the!piece!that!is!assessed,!as!it!asks!
students!to!contextualize!the!meaning!that!any!given!performance!tradition!might!have,!
and!also!reinforces!that!different!societies!use!performance!to!reinforce!different!ideas.!
Over!time,!I!have!actually!adjusted!my!assignments!more!toward!PFS!goals,!simply!
because!the!SLOs!really!do!measure!valuable!things.!The!biggest!change!in!my!
assignment!for!Cultural!Awareness/Inquiry!is!that!I!have!streamlined!it,!aligning!the!
learning!outcomes!with!PFS!outcomes.!Over!four!years,!this!assignment!has!gotten!
clearer,!and!students!do!better!on!it.!
!
Q:!How!have!the!SLO!metrics!that!you!use!evolved?!
!
A:!I've!used!more!reflective!writing!than!I!normally!would!in!a!theatre!class.!Reflective!
writing!assignments!do!help!me!to!see!if!students!are!processing!the!assignment!goals.!
On!the!other!hand,!I!would!like!to!develop!ways!to!assess!the!artistic!and!scholarly!
products!they!create!without!the!mediation!of!a!reflective!writing!assignment.!There!is!
nothing!that!says!I!can't!do!that,!it!just!makes!those!artifacts!more!difficult!to!grade!for!
readers!outside!my!discipline.!
!
Q:!What!mistakes!do!you!feel!have!been!made?!What!have!you!learned!from!those!
mistakes?!What!process!have!you!gone!through!in!making!changes!for!improvement?!
!
A:!Reliance!on!reflective!writing!is!not!necessarily!a!mistake,!but!it!does!limit!what!can!
be!evaluated.!It!also!makes!clear!writing!a!PFS!goal.!That's!not!necessarily!a!mistake!
either,!but!if!writing!is!a!goal,!it!should!be!stated.!Is!there!some!metaPgoal!that!is!about!
Communication?!If!so,!integrate!this!into!PFS.!!
!
In!my!own!classroom,!I!adjust!my!assessment!tools!each!year,!if!only!a!bit,!based!on!
results!from!the!previous!year.!I!also!spend!more!time!on!the!areas!for!improvement!I!
see!in!my!students'!results.!Over!time!I!have!also!"embraced"!PFS!more,!using!its!goals!
to!shape!my!own!course!goals.!Overall,!this!has!had!positive!results,!but,!if!taken!too!
far,!an!instructor!might!lose!sight!of!disciplinary!goals.!I!think!it!will!always!be!a!
balancing!act!in!this!regard.!

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CITATIONS+
!
ACT-(2008)-2008!Retention/Completion!Summary!Tables:!
http://act.org/research/policymakers/pdf/retain_trends.pdf!(Accessed!27!Jan.!2013).!
Association-of-American-Colleges-and-Universities:-Valid!Assessment!of!Learning!in!
Undergraduate!Education,!http://www.aacu.org/value/project_description.cfm!(Accessed!
21!Jan.!2013).!
Astin,-A.-W.-(1975)-Preventing!students!from!dropping!out.!San!Francisco:!JosseyP
Bass.!
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Barefoot,-B.-(1993)-Exploring!the!evidence:!Reporting!outcomes!of!freshman!seminars.!
(Monograph!No.!11).!Columbia,!SC:!University!of!South!Carolina,!National!Resource!
Center!for!the!Freshman!Year!Experience.!
Barefoot,-B.,-&-Fidler,-P.-(1996)-The!1994!national!survey!of!freshman!seminar!
programs!Continuing!innovations!in!the!collegiate!curriculum!(Monograph!No.!20).!
Columbia,!SC:!University!of!South!Carolina,!National!Resource!Center!for!The!
Freshman!Year!Experience!&!Students!in!Transition.!
!
Barefoot,-B.,-Gardner,-J.,-Cutright,-M.,-Morris,-L.,-Schroeder,-C.,-Schwartz,-S.,-Siegel,M.-&-Swing,-R.-(2005)-Achieving!and!sustaining!institutional!excellence!for!the!first!year!
of!college.!San!Francisco,!CA:!JosseyPBass.Barefoot,-B.,-Warnock,-C.,-Dickinson,-M.,-Richardson,-S.,-&-Roberts,-M.-(1998)Exploring!the!evidence:!Reporting!outcomes!of!firstPyear!seminars:!Volume!II!
(Monograph!No.!25).!Columbia,!SC:!University!of!South!Carolina,!National!Resource!
Center!for!the!FirstPYear!Experience!&!Students!in!Transition.!
!
Chan,-V.-(2001)-Learning!autonomously:!the!learners!perspectives:!Journal!of!Further!
and!Higher!Education.!25(3).!
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Fidler,-P.-&-Hunter,-M.-(1989)-How!Seminars!Enhance!Student!Success:!In!M.!L.!
Upcraft!&!J.!N.!Gardner!(Eds.)!The!freshman!year!experience:!Helping!students!survive!
and!succeed!in!college!(pp.!216P237).!San!Francisco:!JosseyPBass.!

!
Fidler,-P.-&-Moore,-P.-(1996)-A!comparison!of!effects!of!campus!residence!and!
freshman!seminar!attendance!on!freshman!dropout!rates:!Journal!of!the!Freshman!
Year!Experience!&!Students!in!Transition,!8(2),!7P16.!
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Gardner,-J.-(2001)-Gardner!reflects!on!FYE!at!20.!FYE:!Newsletter!of!the!National!
Resource!Center!for!the!FirstPYear!Experience!&!Students!in!Transition,!13(4),!1.!!
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Hunter,-M.-A.,-&-Linder,-C.-W.-(2005)-FirstPyear!seminars.!In!M.!L.!Upcraft,!J.!N.!
Gardner,!B.!O.!Barefoot,!&!Associates,!Challenging!and!supporting!the!firstPyear!
student:!A!handbook!for!improving!the!first!year!of!college!(pp.!275P291).!San!
Francisco:!JosseyPBass.!
!
Keup,!R.,!&!Barefoot,!B.!(1995)!Learning!How!to!be!a!Successful!Student:!Exploring!the!
Impact!of!FirstPYear!Seminars!on!Student!Outcomes!Policy:!Center!on!the!First!Year!of!
College.!
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Kift,-S.-&-Nelson,-K.-(2005)-Beyond!curriculum!reform:!Embedding!the!transition!
experience,!HERDSA,!p.!225!!235.!
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Krause,-K.-(2007)-New!perspectives!on!engaging!first!year!students!in!learning:!
http://www.enhancementthemes.ac.uk/documents/events/20070308/FYE_Engagement
_Krause.pdf!(Accessed!27!Jan!2013).!
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Kuh,-G.-(2008)-High!Impact!Educational!Practices:!What!They!Are,!Who!has!Access!to!
Them,!and!Why!They!Matter.!Association!of!American!Colleges!and!Universities.!
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Marton,-F.,-Hounsell,-D.-&-Entwistle,-N.-(1997)-The!experience!of!learning!(Edinburgh,!
Scottish!Academic!Press).!
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National-Resource-Center-for-the-First@Year-Experience-and-Students-in-Transition(2002)-The!national!survey!of!firstPyear!seminar!programs:!Continuing!innovations!in!the!
collegiate!curriculum!(Monograph!No.!35).!Columbia,!SC:!University!of!South!Carolina.!
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Nelson,-D.-&-Vetter,-D.-(2012)-Thriving!in!the!First!College!Year:!A!ResearchPbased!
Approach!to!College!Student!Success.!In!Schreiner!et!al.!(Ed.)!Thriving!in!Transitions.!
Columbia,!SC:!University!of!South!Carolina.!
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Pascarella,-E.-T.,-Edison,-M.,-Nora,-A,-Hagedorn,-L.,-&-Terenzini,-P.-T.-(1996)Influences!on!students!openness!to!diversity!and!challenge!in!the!first!year!of!college.!
Journal!of!Higher!Education,!67,!174195.!
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Pascarella,-E.T.-&-Terenzini,-P.T.-(2005)-How!college!affects!student:!A!third!decade!of!
research!(vol.!2).!San!Francisco,!CA:!Jossey!Bass.!
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Reason,-R.N-Terenzini,-P.-&-Domingo,-R.-(2005)-First!things!first:!Developing!academic!
competence!in!the!first!year!of!college.!Paper!presented!at!the!meeting!of!the!
Association!for!Institutional!Research,!in!San!Diego.!
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Shanley,-M.-&-Witten,-C.-(1990)-University!101!freshman!seminar!course:!A!longitudinal!
study!of!persistence,!retention,!and!graduation!rates.!NASPA!Journal,!27(4),!344P352.!
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Shapiro,-N.-S.,-&-Levine,-J.-H.-(1999)-Creating!learning!communities:!A!practical!guide!
to!winning!support,!organizing!for!change,!and!implementing!programs.!San!Francisco:!
JosseyPBass.!
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Simmons,-G.-(1995)-The!effects!of!a!freshman!seminar!on!at!risk,!underP,!overP,!and!
low!achievers.!NACADA!Journal,!15(1),!8P14.!
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Tinto,-V.-(1993)-Leaving!College:!Rethinking!the!causes!and!cures!of!student!attrition!
(2nd!ed.).!Chicago:!University!of!Chicago!Press.!
!
Tinto,-V.-(2000)-What!we!have!learned!about!the!impact!of!learning!communities!on!
students.!Assessment!Update,!12,!1P12.!
!
University-of-North-Carolina-at-Charlotte-(2014)!Prospect!for!Success!Annual!Report:!
AY!2013P14,!!
!
University-of-North-Carolina-at-Charlotte-(2015)!Prospect!for!Success!Annual!Report:!
AY!2014P15,!!
!
University-of-North-Carolina-at-Charlotte-(2013)!Quality!Enhancement!Plan:!Prospect!for!
Success,!
http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/QEP%20Final.pdf!
!
White,-E.-Goetz,-J.-Hunter,-M.-&-Barefoot,-B.-(1995)-Creating!successful!transitions!
through!academic!advising.!In!M.!L.!Upcraft!&!G.!L.!Kramer!(Eds.),!FirstPyear!academic!
advising:!Patterns!in!the!present,!pathways!to!the!future!(pp.!2534).!Columbia:!
University!of!South!Carolina.!
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APPENDIX+
!
!
A.+ PFS+FACULTY+QUESTIONS:+
How-PFS-has-been-done-since-its-inception:1.- PFS-Student-Learning-Outcomes-(SLOs)-curriculum-implementation-andevolution-pertaining-to:a.- Commitment-to-Successb.- Inquiryc.- Cultural-Awareness2.- Documentation-(assignments,-sylabi,-methodologies,-referenced-literature,-etc.),Strategies,-and-Metrics-3.- Case-Studies-(Student-best-practices,-Professor-best-practices,-etc.)Answer-the-following-questions-based-on-what-I-have-outlined-as-the-topical-sub@
sections-above?! How-have-specific-activities,-assignment,-projects,-classroom-interactions,-etc.changed-over-time,-and-how-do-they-relate-to-the-SLOs?! How-have-the-SLO-metrics-that-you-use-evolved?--! What-mistakes-do-you-feel-have-been-made?-What-have-you-learned-from-thosemistakes?-What-process-have-you-gone-through-in-making-changes-forimprovement?+
B.+ College+Prospect+for+Success+Curriculum+Plans+
a.! Belk!College!of!Business!
i.! http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/BCOB
%20Engagement%20Curr%20Template.pdf!
b.! College!of!Arts!and!Architecture!
i.! http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/CAA%
20Engagement%20Curr%20Template.pdf!
c.! College!of!Computing!and!Informatics!
i.! http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/CCI%2
0Engagement%20Curr%20Template.pdf!
d.! College!of!Education!

i.! http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/COED
%20Engagement%20Curr%20Template.pdf!
e.! College!of!Health!and!Human!Services!
i.! http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/CHHS
%20Engagement%20Curr%20Template.pdf!
f.! College!of!Liberal!Arts!and!Sciences/University!College!
i.! http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/CLAS
%20UCOL%20Engagement%20Curr%20Template.pdf!
g.! William!States!Lee!College!of!Engineering!
i.! http://prospect.uncc.edu/sites/prospect.uncc.edu/files/media/COE%
20Engagement%20Curr%20Template.pdf!

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Dennard, William

2/24/16 7:28 PM