When the planning process for the 2015 QEP Learning in a Team Environment started, we adopted a non-prescriptive approach by not requiring every unit (department and program) to participate. Clarification about participation and expectations is provided.

  • The QEP will have broad impact across the entire university. However, it is not expected that every student will be directly affected by the QEP given the wide range of classroom and campus experiences.
  • The QEP impact will be on curricula, pedagogy, student support activities, and student success at undergraduate and graduate levels.
  • The emphasis on the two foci “Teach students to succeed in all (appropriate) roles of a team” and “Use these skills to improve student learning” will vary among the academic and co-curricular units.
  • The first year projects (implemented in academic year 2014-2015) start the five years of Learning in a Team Environment. The projects do not (and should not) include every program and co-curricular unit. We will build on their successes and lessons to broaden participation across UAB during subsequent years.
  • It is expected that there will be an increase in the implementation of the two foci of the QEP across academic and co-curricular units of the campus and that such implementation will extend to both undergraduate and graduate student experiences.
  • A successful institution-wide proposal depends upon broad participation and sufficient commonality of goals to have meaningful assessment of learning outcomes. Individual proposals at the undergraduate level will have their focused assessment approaches. However, university-wide benchmarks and nationally-normed surveys will also be important in demonstrating our successful implementation of Learning in a Team Environment.
  • The academically-based projects can address entire schools, multiple programs, individual programs, or courses. The large-section size courses are an opportunity to impact student learning that we hope will part of year two and later.
  • Researching, identifying, and disseminating “best practices” or “evidence-based practices” in each of the focus areas is important to improving the impact of the QEP on students across campus and for engaging faculty in the scholarship of learning in a team environment.