EKU Update HomeA Newsletter for Eastern Kentucky University Faculty & Staff
Volume 12 • Number 15
Feb. 7, 2011
spacer Printable VersionPrint this issuespacer
In this issue:

QEP Report from the Deans
EKU?s Quality Enhancement Plan, approved in February 2007 as part of the Southern Association of Colleges and Schools reaccreditation process, calls for the University to develop students who are ?informed, critical and creative thinkers who communicate effectively.?

This issue includes a Dean?s Report from the College of Health Sciences about what is being done to help meet that goal.

QEP is alive and being implemented in numerous ways in the College of Health Sciences. Here is a snapshot of what we?re doing to comply and excel with the implementation of our QEP:

The Department of Family and Consumer Sciences has enhanced its capstone course, FCS 400, Ethics and Advocacy in FCS. It was approved as a writing intensive course in Fall 2009. Currently there are two courses ?in development? as writing intensive. One faculty member, Dr. M. Wilson, is a QEP Coach.

QEP is alive and well in the Department of Occupational Therapy . OT Graduate students in OTS 871S had the opportunity to develop intervention plans for children in collaboration with communication disorders student in CDS 874. The Paul & Elder model Intellectual Standards shaped online interdisciplinary discussions. OTS 478W was just approved as a Thinking Across the Curriculum writing intensive course. Occupational Science students will participate in a major capstone writing project. They will practice giving and receiving feedback to improve written communication skills. They will also use the Noel Center to practice oral presentation of the project. The OS and OT faculty are committed to the EKU critical thinking project within disciplinary applications.

One way the Department of Recreation and Park Administration has implemented the QEP is with a focus on student research. The Department is hosting a Research Symposium this spring that will involve many of our students. In addition, several students presented research at the 2010 Kentucky Recreation and Park Society conference.

A continued initiative within the Department of Recreation and Park Administration was a QEP Service-Learning project promoting critical and creative thinking and communication skills of the involved students. Another goal of the project was to increase community engagement through service-learning activities focusing on an external community need. This project involved the continuation of a student-learning course (REC 512S), and a new collaboration between the Department of Recreation and Park Administration and Richmond Parks and Recreation to provide recreation programming for pre-school Special Olympics children.

The Department of Exercise & Sport Science is beginning its incorporation of QEP. Tracey Spigelman, has completed her QEP coach training and will conduct a workshops at the February or March faculty meeting.

Terri Loan from the Department of Baccalaureate and Graduate Nursing Department has implemented QEP into her classes:

  • In NSC 350, she reviews the Paul & Elder model on the first day of class and tells them how it can be used to study pathophysiology. She also gives them the SEEI framework and shows an example. She repeats this example at subsequent class sessions to help explain some of the more complex topics, such as the Frank-Starling Law of the heart. Loan then asks the students to explain some of the concepts in their class discussion, using the SEEI framework.
  • Usually around the time between the first two exams, she puts an anonymous survey on BB to ask for student feedback about what characteristics of the class, and in their own behaviors, are most and least helpful to their success in the course. Then she asks if they have felt "lost" while studying the content and what actions they take to try to achieve clarity.
  • In NSC 378 Short Topics/Clinical Nursing, Loan reviews the Paul & Elder model more specifically as it relates to the nursing process and how critical thinking skills can be used for making clinical decisions. The Paul & Elder critical thinking guide is required for this course. She also gives them a handout from the new Clinical Reasoning book by Paul & Elder that they use as a guide for writing a patient scenario.
  • Each student in 378 writes a patient scenario and does a class presentation for a specific topic chosen by the class as needing review. For this assignment, students are required to identify one of the Paul & Elder elements of thought and describe how they used that element in developing a patient care plan. The Fall 2010 378 class all did very well with this assignment.
  • Loan modified the EKU QEP grading rubric for written assignments as a grading rubric for the student presentations in NSC 378.