Quality Enhancement Plan


What is a QEP?
QEP is an acronym for Quality Enhancement Plan.  As part of the requirements for

SACSCOC accreditation reaffirmation (Standard 7.2), all universities are required to develop a QEP that focuses on improving specific student learning outcomes and/or student success.

The QEP is an integral component of the reaffirmation of accreditation process and is derived from an institution’s ongoing comprehensive planning and evaluation processes.  It reflects and affirms a commitment to enhance overall institutional quality and effectiveness by focusing on an issue that the institution considers important for the improvement of student learning outcomes and/or student success. The QEP must encompass the following:

  1. A topic identified through the university’s ongoing, comprehensive planning and evaluation processes
  2. Have broad-based support of institutional constituencies;
  3. Focus on improving specific student learning outcomes and/or student success;
  4. Commit resources to initiate, implement and complete the QEP; and
  5. Include a plan to assess achievement.
    (Quality-Enhancement-Plan-1.pdf (sacscoc.org)).

What is the topic for ECSU’s QEP?
The topic for ECSU’s QEP is Pathway to Success: From the Classroom to Career.”


What is the focus of ECSU’s QEP?
ECSU’s QEP focuses on reimagining and redesigning career service offerings across campus.  Our QEP will forge a pathway to success for career readiness by linking classroom experience to practical application. The plan is expected to improve career readiness, with students better prepared for their future careers and/or graduate school. The learning modules under the QEP will equip students with skills that prepare them for their specific career trajectory, using both pedagogic and practical methods, and will ultimately enable them to successfully embark on their respective careers. 


What was the process for the identification of a topic for the QEP?
ECSU’s QEP topic was identified through a comprehensive and consultative process. A review of existing data narrowed the search for a topic to three areas:

  1. Student engagement.
  2. Communications.
  3. Student support.

The decision to address career readiness emanated from campus-wide surveys and several university-wide committees, cutting across all constituencies (administrators, faculty, staff, students, and alumni).  The results revealed that students desired additional support services to enhance their readiness to obtain a job, pursue a career and/or undertake graduate school upon completion of their program of study.   


Does ECSU’s QEP have broad-based support of institutional constituencies?

 Yes, the development of ECSU's QEP was a collaborative effort of several university stakeholders, including administrators, faculty, staff, students, alumni and community partners. In October of 2019, a Planning Committee was established to engage ECSU stakeholders by soliciting their input and feedback via hosted focus group sessions and surveys. The Committee convened two faculty forums (on November 8th and 12th, 2019), two student forums (November 7th and 19th, 2019), presented at departmental meetings (November 26, 2019), one staff forum (November 26, 2019) and recorded a video presentation that was sent to alumni on December 5th, 2019. The Provost presented the QEP concept to the Board of Trustees on December 16, 2019. During the convened sessions, the Planning Committee provided an overview of the QEP planning process, addressed questions and concerns and solicited input. Upon completion and analysis of data received from the input/feedback solicitation phase, three potential topics for the QEP emerged. Between November and December of 2019, the three topics were sent via survey to constituents for a vote (students, faculty, staff, alumni and Board of Trustees).

The above described stakeholder engagement and solicitation exercise resulted in the selection of ‘Career Readiness’ as the University’s QEP topic. Results of the Quality Enhancement Plan Survey which had 280 participants, shows that 59% of the respondents selected career readiness as the focus of the QEP. The remaining 41% votes were distributed as follows: 28% selected communication enhancement, while 16% chose student Health and Wellbeing.


What are the QEP’s Goals and Student Learning Outcomes (SLO)?

 The QEP has two goals and six related SLOs, namely:

goal 1


Which campus Office will be responsible for implementing the QEP?

ECSU’s QEP is interdivisional and will be housed in the Division of Academic Affairs. The current Career Development Center will be staffed with Career Advisors and an Advisory Committee           consisting of stakeholders across campus. Implementation of the QEP will be a collaborative        effort among the Career Development Center, University Studies, and academic programs (e.g.,     deans, chairs, and faculty).  


What is the role of Career Advisors?

The Career Advisors will be responsible for providing career readiness services to students across campus in collaboration with faculty and other partners. Their duties will     include conducting career advisement sessions for students; educating students on job     search skills and industry trends to better prepare them for employment and assisting students in the areas of resume preparation, interview skills, and job search strategies.   

Advisors will assist in organizing job fairs, career awareness programs, and other career specific workshops and events. Additionally, advisors will maintain regular contact with employers for    potential job opportunities and link qualified students with employers. They will also assist students in career placement activities and respond to student questions pertaining to career development, exploration, and placement procedures. This position will create a networking/mentorship relationship between alumni and students.


What are the benefits to ECSU’s students?                

A formalized process and comprehensive plan will encourage student learning in preparation for career readiness upon graduation. By focusing on three core areas: Prepared to Excel (freshmen); Equipped for the Workforce (sophomore & junior); and Inspired to Succeed (senior), the QEP will help facilitate a seamless transition from the classroom to the workforce. Consistently, and across programs, students are exposed to essential information in preparation for obtaining employment.  However, the Career Advisors will develop modules with specific career competencies to strengthen the students’ knowledge and skills. This systematic approach will help students create awareness, identify, reflect upon, and develop the skills needed to enter the workforce and/or graduate school. By the end of the freshmen year, students will understand the correlation between what they are learning in the classroom and how that translates to preparation for a career. In addition, by the end of the senior year, students will develop a career plan with goals and specific blueprints for their future. The Career Advisors will work to integrate career preparation throughout the undergraduate experience, ensuring that all students receive critical exposure to issues and exercises that promote professional readiness at critical junctures in their studies.


Will the QEP be accessible to all students?                           

Yes, all the modules will be available online and accessible to all students, including distance education students and students at off-campus instructional sites. 


What is the assessment process for the QEP?

 The student learning outcomes will be assessed based on the implementation actions and target benchmarks.  The University Studies staff (first-year students only) and the Career Advisors and faculty will be responsible for administering assignments, scoring rubrics    and surveys, and monitoring the completion of the tests linked to the modules. An    Assessment Coordinator will oversee data collection and analysis. 


What is the timeline for implementation of the QEP?

 The QEP will be implemented over a five-year period. 



 Phase One Preparation and Start-Up

Summer 2021

The QEP will include preparation during Summer 2021. The first phase of the QEP will involve hiring Career Advisors and uploading all modules/content in Bb.

Phase Two – The QEP will be Fully Implemented

Academic Year

2021 – 2022

Year 1
Students will complete the assigned modules (tasks/activities) based upon their classification. Students will be assigned to Faculty and Career Advisors.

 Assessment data will be collected at the end of each academic semester and modifications will be made to the modules (tasks/activities) during the summer session prior to the Fall semester of the next academic year.

Academic Year

2022 - 2023

Year 2
The QEP will be in Full Operation.

Based upon assessment data collected and analyzed in Summer 2022, modification, and improvement to the modules (tasks/activities) will be made to ensure their effectiveness in conveying career readiness content to students. Collection of assessment data will be an ongoing process and modifications will be made based on the results of the data collected. Data collection will be centered around student participation in and completion of the modules (tasks/activities) and results of satisfaction surveys and rubrics.

Academic Year

2023 – 2024

Year 3
The QEP will be in complete immersion.

Based upon the results of the assessment data collected at the end of year 2, the Career Advisors, University Studies Staff, and Faculty will re-evaluate and revise modules (tasks/activities), as necessary, based on formative assessment results.  Also, they will implement the modified modules (tasks/activities) as needed.

 At the end of each academic year, modifications will be made to the modules (tasks/activities) by the summer prior to the beginning of a new academic year.

Academic Year

2024 – 2025

Year 4
The QEP will be in complete immersion.

Based upon the results of the assessment data collected at the end of year 3, the Career Advisors, University Studies Staff, and Faculty will re-evaluate and revise modules (tasks/activities), as necessary, based on formative assessment results Also, they will implement the modified modules (tasks/activities) as needed.

At the end of each academic semester, gather the third-year formative assessment data and revise the modules (tasks/activities) during the summer session prior to the Fall semester of the next academic year based on formative assessment results.

Phase Three – The QEP is Completed and an Impact Report Submitted

Academic Year

2025 – 2026

Year 5
The impact report is completed and submitted.

Complete the data collection and analysis of QEP and submit the 5-year report. An impact report of ECSU’s QEP, based on collected data will be transmitted to SACSCOC as well as the campus community and other constituents.