What is the significance of the QEP?

The Quality Enhancement Plan (QEP) is a carefully designed course of action that addresses a well-defined and focused topic to enhance student learning. The QEP should be embedded within the institution’s ongoing integrated institution-wide planning and evaluation processes. The QEP is the component of the SACSCOC accreditation process that reflects and affirms Loyola’s commitment to the enhancement of the quality of its educational programs. The QEP demonstrates that student learning is at the heart Loyola’s mission. Developing a QEP as a part of the accreditation process is an opportunity for Loyola to enhance its overall institutional quality by focusing on issues that we consider important to improving student learning. The theme for our new QEP is "Discerning Minds: Experience. Reflect. Transform."

Discerning Minds: Experience. Reflect. Transform.

The Quality Enhancement Plan (QEP), Discerning Minds: Experience. Reflect. Transform., is designed to improve student learning experiences within four high impact experiential learning activities to which large numbers of Loyola students have access: Collaborative Research, Scholarship, and Creative Activities (CRSCA); Internships; Service Learning; and Study Abroad. Discerning Minds, will address Student Learning Outcomes designed to enhance students’ abilities to connect course material to related experiences via structured, critical reflection. In other words: students will engage in experiential learning, reflect on what they’ve done, and integrate those reflections into their plans for the future. The topic of the QEP is connected to the Jesuit tradition of discernment, which is central to the pedagogical mission of Loyola. In the Jesuit tradition, to “discern” means to apply wisdom of our intuition to discover what is essential and true. Implementation initiatives focus on faculty development related to experiential learning and reflection, best practices specific to each of the four pedagogies, curriculum revisions, evaluation of assessment data, identifying and implementing modifications needed, providing incentives for all stakeholders, as well as developing infrastructure and resources to ensure sustainability.  

Student Learning Outcomes

  1. Students will describe their experience, including observations, reactions, and feelings generated. Examples include, but are not limited to: critiquing the assumptions and attitudes they and others bring to the experiential learning component; comparing and contrasting their expected learning with their actual learning derived from experiential learning activities.
  2. Students will reflect on and articulate connections between experiential learning activities and coursework. Examples include, but are not limited to: connecting/integrating classroom theories with real-world experiences, critically examining academic knowledge in light of evidence and experience, and/or critically reflecting on the relationship between experiential learning and their academic experience.
  3. Students will reflect on the impact that experiential learning activities have had and will have on their relationships to the world in which they live. Examples include, but are not limited to: applying theories and ideas studied and/or skills developed at the university in new and different contexts; examining how this experience has broadened their understanding of the discipline and the world of themselves as learners; synthesizing the meaning of the experience with their current and future learning; integrating experience as a means to shape and frame vocational and career direction and life goals.

QEP Leadership Team

We encourage you to contact any member of the leadership team to share your concerns, offer suggestions, or to ask questions. Additionally, you are more than welcome to join regularly scheduled QEP meetings and/or workgroups. Contact info for the Leadership Team is listed below:

Learn more about the QEP