Liberty University Quality Enhancement Plan - Current

LIBERTY UNIVERSITY TABLE OF CONTENTS Section I: Executive Summary Section II: Process Used to Develop the QEP QEP Topic Selection Process QEP Planning Process Section III: Identification of Topic Liberty University Profile Students Faculty Mission, Purpose, and Strategic Plan Broad-Based Participant Feedback Topic Proposals Focus Groups Research Surveys Research and Scholarship Survey (RSS) Research Training Environment Scale – Revised (RTES-R) Review of Institutional Data 10 National Survey of Student Engagement (NSSE) 10 Faculty Research & Scholarship Survey 11 Identifying Curricular and Co-Curricular Existing Research Opportunities 11 Existing Curricular Opportunities Supporting Student Research 11 Existing Co-Curricular Opportunities Supporting Student Research 12 Final QEP Topic Selection 13 Conclusion 14 Section IV: Desired Student Learning Outcomes 15 Identification of University Goals 15 Key Definitions: Inquiry, Research, and Scholarship 15 Student Learning Outcomes 15 Actions in Support of the University Goals and QEP Student Learning Outcomes 16 Student Dissemination of Research and Scholarship…………………………………17 Section V: Literature Review and Best Practices 19 A Need for a Focus on Research and Scholarship 19 Undergraduate Research Curriculum Framework 19 The Benefits of a Research and Scholarship Focused QEP 21 Best Practices for Developing Liberty University’s QEP 22 Literature Supporting the Inclusion of the SLO #1 22 Literature Supporting the Inclusion of the SLO #2 23 Literature Supporting the Inclusion of the SLO #3 24 Dissemination: a QEP Objective 25 Supporting Faculty and Building Research Infrastructure 26 Technology Supporting Faculty Engagement of Students in Research and Dissemination 26 Table of Contents i|Page LIBERTY UNIVERSITY Section VI: Actions to be Implemented to Achieve Goals and SLOs 27 University Goal 1: University Infrastructure 27 Action 1.1: Establish Center for Applied Research & Scholarship (CARS) 27 Action 1.2: Establish Collaborative Relationships across the University 28 University Goal 2: Faculty Training 30 Action 2.1: Provide Faculty Development and Recognition 30 Faculty Development Focused on Successful Engagement with QEP Student Learning Outcomes 31 Faculty Recognition 31 University Goal 3: Curricular and Co-Curricular Opportunities Supporting Student Success in Achieving QEP SLOs 31 Curricular Actions 32 Action 3.1: Develop Inquiry 101 32 Action 3.2: Develop Research 201 33 Action 3.3: Designate Research-Intensive Courses in the Disciplines 34 Co-Curricular Actions 35 Action 3.4: Conduct an Annual Research Week 35 Action 3.5: Support Student Travel 36 Section VII: Timeline 37 Section VIII: Organizational Structure 39 Center for Applied Research & Scholarship (CARS) and Description of Director’s Position 39 Associate Director 39 Administrative Assistant 40 Graduate Student Assistant 40 Undergraduate Student Intern 40 CARS Advisory Board and Committees 40 Director of Teaching and Learning Technologies 41 Collaborative Partnerships 42 Section IX: Resources 43 University Infrastructure 43 Faculty Development 43 Curricular and Co-Curricular 43 Curricular 44 Co-Curricular 44 Assessment 44 Section X: Assessment 47 Student Learning Outcome Assessment 50 Direct Assessment: Timeline and Plan 50 Baseline Years: Year and Year 50 SLO #1: Inquiry 101 Baseline Data 51 SLO #2: Research 201 Baseline Data 52 ii | P a g e Table of Contents LIBERTY UNIVERSITY SLO #3: Research-Intensive Course Baseline Data 52 Treatment Years: Year 2–Year 53 Analysis of Curricular Assessment Data 54 Collection and Storage of QEP Curricular Assessment Data 55 Direct Assessment Metrics 55 QEP Indirect Assessments 57 The RSS, RTES-R, and the NSSE 57 University Alumni Survey 57 Assessment of QEP Goals #1 and #2 57 CARS Effectiveness 58 Faculty Professional Development Survey 58 Continuous Program Review 58 References 61 List of Tables Table 1: Table 2: Table 25: Student Research and Scholarship Survey (RSS) Results Student Research Training Environment Scale – Revised (RTES-R) Survey Responses Faculty and Scholarship Survey Results 11 SLO #1 Knowledge and Values 22 SLO #2 Knowledge of Research Processes and Skills 24 SLO #3 Research Skills 25 University Infrastructure Actions 27 QEP Collaborators 29 Faculty Support and Recognition Actions 30 Curricular Actions 32 Co-Curricular Actions 35 QEP Timeline, Year (2015) – Year (2021) 37 CARS Advisory Board and Committees 41 QEP Budget 45 QEP Direct Assessment Processes 47 QEP Direct Assessment Metrics 48 QEP Indirect Assessment Processes 49 QEP Baseline Assessment Data Collection 50 Value of Research Attitude 51 Differences in Focus Areas of Basic Research Knowledge 51 QEP Year Treatment and Assessment 53 QEP Year Treatment and Assessment 53 QEP Year and Year Treatment and Assessment 54 Growth in Research Week undergraduate student participation from 2014 to 2016 56 Undergraduate Student Dissemination, 2015-2016 56 Table A1: Table A2: Table A3: Table A4: QEP Leadership Committees 65 QEP Topic Development Committees 66 QEP Steering Committee Task Forces 67 QEP Implementation Committees 69 Table of Contents iii | P a g e Table 3: Table 4: Table 5: Table 6: Table 7: Table 8: Table 9: Table 10: Table 11: Table 12: Table 13: Table 14: Table 15: Table 16: Table 17: Table 18: Table 19: Table 20: Table 21: Table 22: Table 23: Table 24: LIBERTY UNIVERSITY Table G1: RSD Rubric (Creative Arts) 80 Table G2: RSD Rubric (Sciences) 81 Table G3: RSD Rubric (Humanities) 82 List of Figures Figure 1: Comparison of 2013 NSSE data for Liberty University, Carnegie Class, and National Survey average agreement with items 10 Figure 2: Percentages of undergraduate students participating in the Spring 2015 Research Symposia 13 Figure 3: Alignment of Liberty University’s QEP SLOs with the research curriculum framework presented by Healey and Jenkins 20 Figure 4: Coordination of University Entities for the QEP 42 List of Appendices Appendix A: Committees Tasked with the Selection, Development, and Implementation of the QEP 65 Appendix B: QEP Timeline 70 Appendix C: List of Meetings and Events for Information Gathering (Internal and External), University Outreach and Planning 72 Appendix D: Liberty University Mission, Purpose and Strategic Plan Key Themes Supporting the QEP Topic 74 Appendix E: QEP Overview 75 Appendix F: Inquiry 101 Pre- and Post-Evaluation (SLO#1) 77 Appendix G: Research Skill Development Rubrics (SLO #3) 80 Appendix H: QEP Marketing Timeline 85 Appendix I: QEP Budget Justification Detail 86 iv | P a g e Table of Contents LIBERTY UNIVERSITY Section I: Executive Summary Liberty University’s mission focuses on the development of “Christ-centered men and women with the values, knowledge and skills essential to impact the world.” One way the institution seeks to fulfill this aspiration is through ensuring “competency in scholarship, research and professional communication.” Liberty has selected a Quality Enhancement Plan (QEP), entitled “Illuminate: Cultivating a Community of Research and Scholarship,” that is consistent with university goals and reflects its determination to improve student learning outcomes related to the development and design of research and to provide greater opportunity for dissemination of research in venues internal and external to the University The institutional process employed to identify a QEP topic revealed the need for greater attention to the development and support of an undergraduate research program for residential students Through the QEP, Liberty aspires to foster increasing levels of undergraduate residential students’ engagement in research by establishing learning outcomes that provide a systematic progression in research training To begin, all first-year undergraduate residential students will participate in a course designed to increase their appreciation for the value of research and scholarship and its role in the life of a University student Next, all second-year undergraduate residential students will participate in a course designed to equip them with the knowledge and skills required for engaging in research and scholarship Finally, third- and fourth-year undergraduate residential students will participate in courses that will provide them with the opportunity to design research proposals/projects in their field of study In addition to these learning outcomes, the QEP rewards students who demonstrate both desire and excellence with opportunities to share their research and scholarship in venues both internal and external to the University Liberty University has formed the Center for Applied Research & Scholarship (CARS) and charged it with oversight of the QEP Initially, CARS will give attention to the development of the infrastructure needed to implement, maintain, and sustain the QEP In addition, CARS will coordinate the involvement of academic and co-curricular units throughout the University that are necessary for the success of the QEP At the culmination of the QEP, Liberty University anticipates that its undergraduate residential students will have increased both the quality and quantity of research they produce Liberty expects to demonstrate this increased research ability in its students through a robust, focused assessment plan utilizing pre- and post-evaluations and a rubric designed to measure student achievement of the QEP learning outcomes within the curriculum Beyond this, CARS has established a high-level annual QEP evaluation process to steer the adjustments needed to increase the QEP’s effectiveness Universitywide In conclusion, Liberty University believes that enhancing student learning in the area of research and scholarship furthers the University’s mission and its ability to achieve it Through the establishment of CARS, the development of goals and actions based on best practices, a commitment of resources sufficient to attain the student learning outcomes, and a comprehensive assessment plan, the QEP aspires to successfully develop in undergraduate residential students the research values, knowledge, and skills needed to impact the world Section 1: Executive Summary 1|Page LIBERTY UNIVERSITY This page is intentionally blank 2|Page Table of Contents LIBERTY UNIVERSITY Section II: Process Used to Develop the QEP Liberty University’s QEP is the result of University leadership (see the Executive Leadership Team listed in Appendix A, Table A1) asking the question, “What initiative could be undertaken by the University that would result in significant advancement of learning for undergraduate residential students?” Answering this question required seeking information from all stakeholders (faculty, students, and staff) through a multi-layered, broad-based process that gathered informal feedback and collected indirect and direct assessment data What follows is a description of the process and the constituents engaged QEP Topic Selection Process The QEP topic selection process commenced in the fall of 2013, when a faculty team appointed by the Provost initiated a call for potential QEP topic ideas from faculty, staff, and students An invitation was extended to all of these constituencies to submit their ideas using an online proposal submission form Students and faculty were encouraged to evaluate their academic programs and, where appropriate, review existing assessment data to inform the rationale for topic selection The focus of the selection process was on the identification of topics that would strengthen student learning and the learning environment Over the course of 60 days, more than 130 potential QEP topics were proposed Next, in the spring of 2014, the QEP Topic Selection Committee (see Appendix A, Table A2) placed the 130 QEP proposals into multiple clusters to facilitate its review of the proposals At the conclusion of the Committee’s work, six potential QEP topics were identified Each of these topics aligned with Liberty University’s Mission and Strategic Plan and focused on potential areas for improving student learning The Committee then forwarded the results of its work to the Executive Leadership Team for its consideration (see Appendix A, Table A1) During the summer and early fall of 2014, the Executive Leadership Team met several times with the QEP Topic Selection Committee to discuss the merits of the recommended QEPs for improving student learning A tentative commitment was secured from the Provost and the President’s Office for a QEP focused on research and scholarship The QEP Key Stakeholders Committee (see Appendix A, Table A2), then guided the formation of focus groups across the colleges and schools to gather feedback from faculty and students on the suggested QEP Focus group participants (N > 175 faculty and students) were asked several questions designed to assist in evaluating the appropriateness and acceptability of the tentative QEP topic for the University Findings from the focus groups and follow-up meetings supported the choice of research and scholarship as a topic for the QEP (see Section III) The results of the focus group findings were evaluated by QEP leadership and the findings shared with the appropriate stakeholders, including the Offices of the Provost and the President Following these briefings, the Provost appointed a Director for the QEP The QEP Director was charged with the responsibility to formalize the QEP and to provide direction and oversight for the development of a formal plan and proposal that would meet all SACSCOC requirements QEP Planning Process In February 2015, the QEP Director formed the QEP Steering Committee, which consisted of administrators and faculty from various colleges and schools (see Appendix A, Table A1), to begin the process of planning and providing preliminary oversight for the initial design and implementation of the QEP This committee was divided into special task forces, each focused on the development of a specific element in the QEP planning process (see Appendix A, Table A3 for a list of task forces) Each task force was charged with the responsibility of forming a team, to include faculty, students and staff from across the University as needed, to investigate best practices in their assigned area and to identify the contribution that they could make to the construction of a successful QEP Additionally, the QEP Section II: Process Used to Develop the QEP 3|Page LIBERTY UNIVERSITY Director consulted with several other institutions and QEP Directors on best practices related to undergraduate research programs A QEP Steering Committee task force created and administered two survey instruments recording student perceptions of opportunities in the area of research and scholarship In addition, they considered carefully the student responses to the National Survey of Student Engagement (NSSE) The results of these assessments will be further explained in Section III This data collection and analysis was instrumental in confirming to the Executive Leadership Team that a QEP focused on providing greater opportunity for undergraduate residential students to participate in research activities would indeed result in a significant improvement in student learning opportunities for Liberty undergraduate residential students In the spring of 2015, members of the QEP Steering Committee presented their initial findings and proposed concepts to representatives from each of the University’s Schools and Colleges, who in turn provided feedback that helped to guide further development of the QEP plan, including its specific curricular interventions and ideas for support of student/faculty research In Summer 2015, an initial working draft of the QEP plan was presented to the Executive Leadership Team and approved for distribution to the Deans for additional review and feedback within the schools and colleges Having completed several cycles of pursuing and incorporating feedback from various constituencies within the University, the QEP Steering Committee began to gather feedback on a more limited basis, making some initial decisions and putting official plans in writing over Spring, Summer, and Fall 2015 For instance, the Curriculum and Assessment Task Force (1) identified the Research Skill Development Framework (Willison & O’Regan, 2008) as a core assessment tool and (2) distributed the QEP Faculty and Research Scholarship survey in order to gain a deeper understanding of faculty perceptions about the importance of research in the disciplines, the breadth of research opportunities on the campus, and students’ ability to complete research During Fall 2015, several strategic meetings occurred between the Executive Leadership Team and the QEP Steering Committee The preliminary QEP was then sent to a consultant, who was asked to provide feedback on the strengths and weaknesses of the QEP proposal Following the consultant’s review, the QEP Steering Committee met on a regular basis for the purpose of revising the proposed QEP based on the imparted feedback A final phase in the process of the development of Liberty’s QEP occurred when Liberty submitted its proposed QEP to SACSCOC as part of the 10-Year Reaffirmation of Accreditation Recognizing both the opportunities and weaknesses in the initial version of the QEP, in March 2016, the SACSCOC On-Site Reaffirmation Committee provided direction for changes in two areas that urged the University to simplify its plans in order to have a greater impact on student learning Specifically, they recommended that the University should demonstrate (1) the capacity—in human and fiscal resources—to support the QEP plan and (2) an appropriate assessment plan The QEP Director then began a focused initiative, involving the QEP Steering Committee and the Executive Leadership Team in the spring and summer of 2016, to revise the QEP and to gather additional baseline data in order to address these recommendations The SACSCOC Handbook for Institutions Seeking Reaffirmation (2011) states that “developing a QEP is a recursive rather than a linear process” (p 42) Liberty University’s journey in arriving at the final version of its QEP topic and plan attests to the validity of this assertion Liberty’s QEP has been spoken into by a multitude of constituencies both in the University and beyond The University believes that the plan in its final form will contribute greatly to the achievement of student learning outcomes for residential undergraduates at Liberty University A timeline of the process undertaken to develop the QEP is provided in Appendix B and a record of QEP-related meetings, demonstrating involvement from a broad-base of University constituencies in the QEP’s development, is provided in Appendix C 4|Page Section II: Process Used to Develop the QEP LIBERTY UNIVERSITY Section III: Identification of Topic The University selected the QEP topic of research and scholarship through broad-based solicitation of input from all University constituencies As summarized in Section II above, the identification of a tentative QEP topic emerged out of topic proposals solicited from the entire University community, then was confirmed by evaluating the topic’s alignment with the University’s mission and strategic plan, examining existing assessment data, and implementing a series of new direct and indirect assessments (i.e., review of capstone projects, surveys, and focus groups) Findings consistently pointed to a QEP topic that would improve student knowledge, values and skills in the area of research and scholarship This data helped the University—and specifically the QEP Steering Committee and its task forces (see Appendix A, Table A1 and Table A3)—to 1) identify areas of improvement related to students and 2) guide the development of the QEP learning outcomes and corresponding curricular and co-curricular initiatives using best practices from peer institutions and literature While the broad topic remains unchanged from the first iteration of the QEP, after the on-site visit in March 2016, the scope of the QEP was revised to focus on undergraduate residential students only, with an eye toward developing a more impactful QEP A fresh look at the data gathered in the initial planning process was useful for focusing and sharpening the QEP student learning outcomes, the curricular interventions for accomplishing them, and the process and instruments for assessing them Liberty University Profile A brief introduction to Liberty University’s students, faculty and mission is useful in framing the QEP topic identification process that led to a final focus on improving undergraduate residential students’ learning in research and scholarship Founded in 1971, Liberty University is a Christian institution in Lynchburg, VA Liberty University’s campus extends over 7,000 acres and contains 314 buildings, with 5.8 million square feet of space The University enrolls over 100,000 undergraduate, graduate, and postgraduate students in online (distance education) and residential programs, ranging from the certificate to the doctoral level The student body consists of 14,776 residential students and 98,579 online (distance education) students Students Students at Liberty have the choice of 163 certificate, associate’s, bachelor’s, master’s, specialist’s, and doctoral academic programs across 17 colleges and schools: the School of Aeronautics, the School of Behavioral Sciences, the School of Business, the School of Communication & Creative Arts, the School of Religion and Liberty University Baptist Theological Seminary merged to form the Rawlings School of Divinity in Fall 2015, the School of Education, the School of Engineering and Computational Sciences, the School of Health Sciences, the Helms School of Government, the School of Law, the School of Music, the School of Nursing, the College of Arts and Sciences, the College of Applied Studies and Academic Success, the College of General Studies, and the College of Osteopathic Medicine During the 2014-2015 academic year, the student body was comprised of 47,707 graduate students and 65,990 undergraduate students, of which 13,121 were undergraduate residential students Input from the undergraduate student body through topic submissions, focus groups, and surveys provided invaluable information on the QEP topic, student learning outcomes, and potential actions, demonstrating that these students are ready to embrace the QEP’s initiatives Section III: Identification of Topic 5|Page LIBERTY UNIVERSITY Faculty The Liberty University faculty are committed both to teaching excellence and to engagement in scholarly activities Of the 3,030 faculty members, 1,804 are full-time faculty, teaching in one of the University’s residential (n = 641) or online (distance education) (n = 1,163) academic programs Liberty faculty, during 2014-2015, were actively involved in scholarship, giving approximately 800 presentations at professional conferences and meetings; publishing peerreviewed journal articles, books, and book chapters; and participating in exhibits and productions They obtained 64 internal and external grants, and include three Fulbright winners Like students, Liberty faculty were instrumental in the development of the QEP and by providing feedback and participating in the process have demonstrated a desire to play an essential role in the QEP Mission, Purpose, and Strategic Plan The QEP focus on research and scholarship directly aligns with Liberty University’s mission and purpose, which emphasizes the importance of helping students to develop the values, knowledge, skills, and behaviors needed to impact their workplaces, their communities, and the world (see Appendix D) To assist in accomplishing this the QEP is designed to develop in Liberty’s undergraduate residential students’ competence in research and scholarship The University’s 2014-2017 Strategic Plan provides a clear pathway toward accomplishing its mission Two of its six themes, “Advancing Academic Reputation” and “Capitalizing on Human Potential,” directly align with the student learning outcomes in the QEP In advancing its academic reputation, the University strives to “increase the quality of curriculum, instruction, academic scholarship and research.” As this is accomplished, the students benefit by experiencing a higher level of learning and academic achievement and the University’s reputation improves The QEP student learning outcomes (see Section IV) and associated curricular actions (see Section VI) build on this goal by developing an effective research training curriculum The QEP university goal to support and train faculty to enact the QEP directly aligns with the University's commitment to "investment in professional development" as identified in the “Capitalizing on Human Potential” theme of the strategic plan The QEP topic of research and scholarship supports efforts directed at the fulfillment of the University’s mission Broad-Based Participant Feedback As explained in Section II, a broad sampling of University constituencies participated in the selection of Liberty’s QEP topic Topic Proposals Topic ideas and proposals were submitted from students, faculty, staff, and all university offices Students and faculty were encouraged to evaluate their program, college or school, and the institution, and to develop ideas, informed by existing assessment data if applicable, that would strengthen the learning environment Over a course of 60 days, the QEP Topic Selection Committee received approximately 130 QEP proposals from these constituencies, which were then sorted into multiple topic themes Out of the 130 proposals, the Committee felt that six of these topic themes aligned well with Liberty University’s Mission and Strategic Plan These themes included civil discourse, faith and learning initiatives, study abroad, motivational mentorship, problem-based learning, and research and scholarship The QEP Topic Selection Committee submitted their recommendations to the Executive Leadership Team The Executive 6|Page Section III: Identification of Topic LIBERTY UNIVERSITY Appendix D: Liberty University Mission, Purpose and Strategic Plan Key Themes Supporting the QEP Topic Liberty University develops Christ-centered men and women with the values, knowledge, skills essential to impact the world Through its residential and online programs, services, facilities, and collaborations, the University educates men and women who will make important contributions to their workplaces and communities, follow their chosen vocations as callings to glorify God, and fulfill the Great Commission Liberty University will:  Emphasize excellence in teaching and learning  Foster University-level competencies in communication, critical thinking, information literacy, and mathematics in all undergraduate programs  Ensure competency in scholarship, research, and professional communication in all graduate programs and undergraduate programs where appropriate  Promote the synthesis of academic knowledge and Christian worldview in order that there might be a maturing of spiritual, intellectual, social, and physical value-driven behavior  Enable students to engage in a major field of study in career-focused disciplines built on a solid foundation in the liberal arts  Promote an understanding of the Western tradition and the diverse elements of American cultural history, especially the importance of the individual in maintaining democratic and free market processes  Contribute to a knowledge and understanding of other cultures and of international events  Encourage a commitment to the Christian life, one of personal integrity, sensitivity to the needs of others, social responsibility, and active communication of the Christian faith, and, as it is lived out, a life that leads people to Jesus Christ as the Lord of the universe and their personal Savior The University’s 2014-2017 Strategic Plan provides a clear pathway toward accomplishing its mission and identifies six themes, two of which “Advanced Academic Reputation” and “Capitalizing on Human Potential” directly coincide with the goals and learning outcomes of the QEP “Illuminate.” Advancing Academic Reputation The efforts a university makes to increase the quality of curriculum, instruction, academic scholarship and research This results in higher levels of learning and academic achievement among current students and alumni, which is widely recognized by the community, prospective employers, benchmark institutions, and pertinent stakeholders This is the foundation for developing and promoting the university as a top educational brand Capitalizing on Human Potential The efforts a university makes to recruit highly qualified and innovative personnel and provide them with opportunities to achieve their full potential through training and professional development Employees are encouraged to utilize their skills to the best of their ability by providing them with a safe and secure work environment This utilization will provide opportunities for these individuals to fulfill their own mission in life 74 | P a g e Appendix D LIBERTY UNIVERSITY Appendix E: QEP Overview Mission Statement: "Liberty University develops Christcentered men and women with the values, knowledge, and skills essential to impact the world" Anchored QEP in University Mission, Purpose, and Strategic Plan Purpose Statement: Purpose Statement: Strategic Plan theme "1 Emphasize "3 Ensure competency "Advancing Academic excellence in teaching in scholarship, research, Reputation" - The and learning" and professional University strives to communication in all “increase the quality of graduate programs and curriculum, instruction, undergraduate academic scholarship programs where and research” appropriate" Strategic Plan theme "Capitalize on Human Potential" - The University's commitment to "investment in professional development" Identified QEP Topic with Involvement of All University Constituencies Illuminate: Cultivating a Community of Research and Scholarship Identified University Goals that Would Support Successful Outcomes for the QEP Goal 1: Increase focus on the development Goal 2: Increase training and support Goal 3: Increase funding and allocation of of the infrastructure required for the designed to advance and refine faculty University resources for the creation of expansion of student research and skills required for the development and additional curricular and co-curricular its dissemination.   design of research opportunities for student research and scholarship.   Developed Student Learning Outcomes that Would Significantly Improve Student Learning Students will be equipped to: Demonstrate the ability to articulate the Develop the knowledge and skills Design a research proposal/project that is value of research and a basic understanding required to engage in research and discipline specific.    of the role of research and scholarship in the scholarship life of a University student.     Developed a Plan of Action Identifying Timelines, Key Personnel, Resources, and Assessment Strategies and Timeline Supported Supported Assessment Assessment Actions Timeline Resources Goals SLOs Instruments Timeline 1.1 #1 #1, 2, -In Yr (2015-2016), CARS staffing -University wide survey Yr (2016-2017): Establish CARS was initiated with adequate providing feedback on CARS initiates the Center for budget support the effectiveness of survey, which Applied -In Yrs 1-5 (2016CARS and the QEP continues throughout Research 2021), CARS sustains -SWOTT analysis Yrs 2-5 (2017-2021) and its role as QEP conducted by the -Yr 1(2016-2017): Scholarship administrator CARS Advisory Board CARS Advisory Board (CARS) on an annual basis meets twice per -Annual report semester provided the Provosts - Yrs 2-5 (2016-2021): Office CARS Advisory Board -Participation metrics meets annually to review all QEP data - Yrs 1-5 (2016-2021): an annual report is given to the Provosts Office in September - Yrs 1-5 (2016-2021): CARS collects annual participation metrics 1.2 #1 #1, 2, -In Yr (2015-2016), CARS partnering -University wide survey Yr (2016-2017): Establish CARS initiated with university providing feedback on CARS initiates the collaborative partnerships across all units required for the effectiveness of survey, which relationships university units implementation CARS and the QEP continues throughout across the required to implement and sustaining of -Annual meeting of Yrs 2-5 (2017-2021) University and sustain the QEP the QEP academic units with - Yrs 1-5 (2016-2021): CARS leadership to CARS meets in May of Appendix E 75 | P a g e LIBERTY UNIVERSITY Developed a Plan of Action Identifying Timelines, Key Personnel, Resources, and Assessment Strategies and Timeline Supported Supported Assessment Assessment Actions Timeline Resources Goals SLOs Instruments Timeline -In Yrs - (2016evaluate the each year with 2021), CARS sustains effectiveness of all academic units these partnerships partnerships 2.1 Provide Faculty Development and Recognition #2 #1, 2, -In Yr (2015-2016), initial faculty development occurred -In Yrs 1-2 (20162018), concentrated emphasis on faculty development -In Yrs 3-5 (20182021), continue emphasis on faculty development 3.1 Develop Inquiry 101 #3 #1 -Develop in formative Yr (2016-2017) -In Yrs 2-5 (20172021), implement and administer annually 3.2 Develop Research 201 #3 #2 -Develop in formative Yr (2016-2017) -In Yrs 2-5 (20172021), implement and administer annually 3.3 Designate researchintensive courses in the Disciplines #3 #3 3.4 Conduct an annual Research Week #3 #1, 2, 3.5 Support Student Travel #3 #3 76 | P a g e -CARS, CTE and CCD offer a comprehensive faculty development program -CARS fiscally supports faculty development -Director of Teaching and Learning Technologies guides faculty use of presentation technology CARS Curriculum.& Assessment Committee, Dean of CGS, CCD, Faculty SMEs, Librarian, IRB, CARS stipends, IE CARS Curriculum.& Assessment Committee, Dean of CGS, CCD, Faculty SMEs, Librarian, CARS stipends, IE -Survey requesting feedback from faculty participating in QEP pro dev opportunities -Participation metrics in pro dev events focused on research and scholarship - Yr (2015-2016): faculty suggested pro dev topics related to research and scholarship - Yrs 1-5 (2016-2021): CARS initiates and continues the survey and collection of participation metrics - Pre/Post Evaluation to asses student gains in SLO #1 -Participation metrics for Inquiry 101 (Yrs 25) -Yrs 0-1 (2015-2017): CARS collects baseline data from freshmen -Yrs - (20172021): freshmen are evaluated every fall and spring semester -Pre/Post Evaluation to assess student gains in SLO #2, -Participation metrics for Research 201 (Yrs 2-5) -Develop in formative Yr (2016-2017) -In Yr (2017-2018), partial implementation -In Yrs 3-5 (20182021), implement fully and administer annually CARS Curriculum.& Assessment Committee, Program faculty, Librarian, CARS grants -RSD Rubrics rate student research proposals/projects to assess student gains -Participation metrics for research-intensive courses (Yrs 2-5) -In Yrs 0-5 (20152021) CARS staff, JFL staff, CARS budgetary resources supporting Research Week, Program faculty CARS staff, Academic Programs, CARS budgetary resources supporting student travel -Participation metrics for Research Week (Yrs 0-2) -Competitive process by Yr -Yr (2016-2017): CARS collects baseline data from sophomores -Yrs - (20172021): sophomores are evaluated every fall and spring semester -Yrs 0-1 (2015-2017): CARS collects baseline data from upper-level researchintensive courses -Yrs - (20172021): research projects/proposals are evaluated every fall and spring semester -Yrs - (20152017): CARS collects participation metrics -Yrs - (20172021): Research Week becomes a competitive process -Yr (2015-2016): CARS collects baseline participation data -Yrs - (20162021): CARS collects participation metrics annually Initiate in Yr (20162017) and sustain throughout Yrs 2- (2017-2021) -Participation metrics for student external dissemination Appendix E LIBERTY UNIVERSITY Appendix F: Inquiry 101 Pre- and Post-Evaluation (SLO# 1) Inquiry 101 Pre- and Post-Evaluation Thank you for completing this evaluation of your knowledge of basic research values, knowledge and skills Your responses are confidential and will be used to inform continued planning for the Liberty University Quality Enhancement Plan (QEP) Please contact the QEP Office at qep@liberty.edu or 592-5939 if you have any questions or concerns DEMOGRAPHIC QUESTIONS: Please provide the following information LUID (include leading 'L' and zeros) Liberty email address At the beginning of this semester, what was your classification by credit hours:  Freshman (0-23 credit hours)  Sophomore (24-47 credit hours)  Junior (48-71 credit hours)  Senior (72 and above credit hours) Have you previously taken or are you currently taking a college-level research methods course for your major?  Yes  No Please rate your level of agreement with the following statements Strongly disagree Disagree Neutral Agree Strongly agree Research is valuable      Obtaining knowledge and skills in research and scholarship during my academic program is important      Engaging in research and scholarship is an important aspect of being a good citizen and steward within the community and world      I understand why it is important for Christians to engage in scholarship      I believe that working on a research project with a faculty mentor outside of a course or program requirements is important for the development of research and scholarship skills      I believe that working on a research project with a faculty mentor outside of a course or program requirements is important for building a curriculum vita      Please select the best answer to the following multiple choice questions Which of the following is the first step you should take after your Professor assigns you a research paper?  Visit an online tutorial to learn how to find a peer-reviewed journal article  Ask a Librarian to help you find a list of sources for your bibliography  Review the assignment to identify what types of information you will need  Browse the Internet for information on your topic You are researching a topic and finding thousands of relevant results What might be a next step?  Use only results published in the last year  Select a different topic  Broaden your topic  Narrow your topic Appendix F 77 | P a g e LIBERTY UNIVERSITY (Fill in the blanks) _research addresses questions with practical implications; whereas, _ research addresses questions that are aimed at enhancing general knowledge in an area  Basic, Applied  Applied, Translational  Translational, Basic  Applied, Basic All of the following are acceptable ways to report the following finding EXCEPT:  Research proves that smoking is linked to lung cancer  Research suggests that smoking is linked to lung cancer  Smoking is significantly correlated with lung cancer  All of these are acceptable According to the Belmont Report, which three ethical principles should be applied when conducting research involving human subjects?  Beneficence, justice, and integrity  Respect for persons, beneficence, and justice  Respect for persons, integrity, and fairness  Fairness, integrity, and honor Failing to report a conflict of interest can threaten the ability of researchers to conduct research responsibly and can undermine trust in a researcher's integrity by:  Introducing bias or the appearance of bias  Damaging professional or organizational reputation  A loss of funding opportunities  All of the above The IACUC (Institutional Animal Care and Use Committee) is responsible for providing independent oversight of the care and use of animals used in research, teaching, and testing Which of the following is true?  Only experiments using people require institutional oversight  Animal research is always allowed if it can’t be conducted with humans  Researchers using animals must demonstrate that they are minimizing pain in the animals  All of the above The effects of research misconduct on society, organizations sponsoring research, and the researcher include:  Waste of valuable resources  Betrayal of public trust  Loss of reputation and credibility for the organization and researcher  All of the above Which of the following statements best defines research misconduct?  A difference of opinion in proposing, performing, or reviewing research or in reporting research results  The fabrication, falsification, or plagiarism in proposing, performing, or reviewing research or in reporting research results  An honest error in proposing, performing, or reviewing research or in reporting research results  I'm not sure 10 Plagiarism is representing someone else’s work as your own Which of the following actions is not plagiarism:  Quoting another person’s words without quotation marks and source credit  Incorporating a few phrases from an article into the paper you are writing  Using a commonly known fact without giving source credit  Using someone else’s idea, but communicating it in your words and not giving credit 78 | P a g e Appendix F LIBERTY UNIVERSITY 11 You can protect yourself against plagiarism by:  Summarizing another person's words and include a citation for that source  Including my own contributions, so I am not relying exclusively on the ideas of others  Providing my sources  All of the above 12 You want to retrieve articles from a database that cover the topic of “human ethics” in relation to “cloning." What Boolean operator would create an effective search phrase?  Human ethics ALSO cloning  Human ethics AND cloning  Human ethics OR cloning  Human ethics NEAR cloning 13 Your Professor has assigned you to review various types of methodology prior to planning your research In which of the following articles would you typically find a section on methodology?  Case study  Literature review  Empirical study  Theoretical study 14 You are researching the following question, “Do food commercials impact the eating habits of viewers?” Which group of keywords would work best for retrieving relevant search results in a database?  Food commercials, effect, eating habits  Habits, food  Commercials, television, influence  Eating, viewers 15 You are conducting research on the topic of autism Which of the following resources would present the best information?  What is Autism? National Library of Medicine website, April 2016  Hope for Reversing Autism, article from Time Magazine, December 2012  Handbook of Autism and Pervasive Developmental Disorders, book, 2005  NAA Blog, National Autism Association website, 2016 16 Which of the following indicates that an article is peer-reviewed?  The article has been reviewed by a panel of experts on the topic to ensure scholarly standards  The article has been edited by a researcher  The article provides citations for its sources  I'm not sure 17 The research process involves gathering relevant information that will inform your topic You should seek out information from:  Websites  Your professor  Scholarly sources  I'm not sure 18 On social media, you come across an article stating a statistic that seems unbelievable How can you evaluate whether this is an accurate statistic?  No evaluation is necessary, social media is accurate  Read other articles on the topic and compare statistics  Determine the origin of the statistic and its publisher  I'm not sure Appendix F 79 | P a g e LIBERTY UNIVERSITY Appendix G: Research Skill Development Rubrics (#SLO 3) Table G1: RSD Rubric (Creative Arts) Creative Arts Research Skills Development Rubric Level GUIDING CONTEXT Beginner (1) A description of what a beginning student looks like Embark Skill: Respond to or initiate research Research Problem/Interest Question is not clearly identified Students will be able to identify the problem/interest or develop a research question Clarify Skill: Clarify of determine what knowledge is required, heeding ethical/cultural and social/team considerations Students will be able to refine the problem/interest or research question Find Skill: Find needed information using appropriate methodology Students will be able to conduct a literature/artifact/ creative work review Evaluate/Critique Skill: Determine and critique the degree of credibility of selected sources, information and of data generated Students will be able to evaluate/critique the literature/artifact/ creative work sources Organize/Execution/ Delivery Skill: 80 | P a g e Research Problem/Interest Question does not define the scope of the project or creative work Proposed project is not feasible AND does not answer the Problem/Interest/ Question Student conducts a literature/artifact/ creative work review that is not relevant to the topic AND does not adequately cover sources appropriate to the discipline Student does not compare and contract various sources within the review of literature /artifact/creative works AND student does not critique the credibility of selected sources Student does not organize information in a Developing (2) A description of what a slightly less than competent student looks like Research Problem/Interest Question is identified and needs amendments to be applicable to the discipline according to intended audience and purpose Research Problem/Interest Question inadequately defines the scope of the project or creative work Proposed project is not feasible OR does not answer the Problem/ Interest/Question Student conducts a literature/artifact/ creative work that is not relevant to the topic OR does not adequately cover sources appropriate to the discipline Competent (3) A description of what a competent student looks like Excellent (4) A description of what an advanced student looks like Research Problem/Interest Question is clearly identified and is appropriate to the discipline according to audience and purpose Research Problem/Interest Question is clearly identified and is appropriate to the discipline according to audience and purpose within a specific context Research Problem/Interest Question adequately defines the scope of the project or creative work; proposed project is feasible and answers the Problem/Interest/ Question Student does not compare and contrast various sources within the review of literature /artifact/creative works OR student does not critique the credibility of selected sources Student compares and contrasts various sources within the review of literature /artifact/creative works Student critiques the credibility of selected sources Research Problem/Interest Question clearly and thoroughly defines the scope of the project or creative work; proposed project is feasible and answers the Problem/Interest Question Student conducts a literature/artifact/ creative work review that is relevant to the topic and thoroughly covers sources appropriate to the discipline Student compares and contracts various sources within the review of literature/ artifact/creative work review in a discipline-specific format, with no formatting errors Student does not organize information in a Student organizes information in a way that reveals Student organizes information in a way that reveals Student conducts a literature/artifact/ creative work that is relevant to the topic and adequately covers sources appropriate to the discipline Appendix G LIBERTY UNIVERSITY Creative Arts Research Skills Development Rubric Level Organize information and data to revel patterns and themes Students will be able to organize the information they have collected to reveal patterns and themes and present the literature/artifact/ Creative work review in a discipline-specific format Analyze Skill: Analyze information/data critically Students will be able to analyze how the literature/artifact/ creative work review informs their proposal and how their project contributes to the discipline Synthesize Skill: Synthesize information to develop a cohesive proposal Students will be able to complete the proposal, which will present a plan for delivering the artifact/creative work Beginner (1) way that reveals patterns and themes, AND does not present the literature/artifact/ creative work review in a discipline-specific format Developing (2) way that reveals patterns and themes, OR does not present the literature/artifact/ creative work review in a discipline-specific format Competent (3) patterns and themes, and presents the literature/artifact creative work review in a discipline-specific format, with few formatting errors Excellent (4) patterns and themes, and presents the literature/artifact/ Creative work review in a discipline-specific format, with no formatting errors Student does not appropriately analyze how the literature/artifact/ creative work review informs their proposal AND does not articulate how their project will contribute to the discipline Student does not appropriately analyze how the literature/artifact/ creative work review informs their proposal OR does not articulate how their project will contribute to the discipline Student appropriately analyzes how the literature/artifact/ creative work review informs their proposal and articulates how their project contributes to the discipline Student appropriately analyzes how the literature/artifact/ Creative work review informs their proposal and articulates how their project significantly contributes to the discipline Student does not complete the proposal adequately, AND does not present a plan for delivering the artifact/creative work Students completes the proposal, but presents a disjointed plan for delivering the artifact/creative work Student completes the proposal, which presents a cohesive plan for delivering the artifact/creative work Student completes the proposal, which presents a cohesive plan for delivering the artifact/creative work Proposed project has the potential to contribute to existing knowledge/ practice Table G2: RSD Rubric (Sciences) Sciences Research Skill Development Rubric Level GUIDING CONTEXT Beginner (1) A description of what a beginning student looks like Embark Skill: Research Problem/Interest is not clearly articulated Students will be able to develop a topic Appendix G Developing (2) A description of what a slightly less than competent student looks like Research Problem/Interest is identified and needs key amendments in Competent (3) A description of what a competent student looks like Excellent (4) A description of what an advanced student looks like Research Problem/Interest Is correctly identified and contributes to the Research Problem/Interest Is correctly and thoroughly identified and 81 | P a g e LIBERTY UNIVERSITY Sciences Research Skill Development Rubric Level Clarify Skill: Students will be able to refine the problem/interest or research question Find Skill: Students will be able to find needed information using appropriate techniques Evaluate Skill: Students will be able to evaluate the degree of credibility of selected sources, previous data, and/or methodology Organize Skill: Students will be able to organize information in an appropriate discipline-specific manner 82 | P a g e Beginner (1) Developing (2) order to contribute to the body of knowledge in the discipline Not able to generate contentspecific research aims or gap in the literature Able to identify a gap in the literature, but not able to generate content-specific research aims, (e.g testable hypotheses, research questions, problem/purpose statement) The review of the literature/other evidence provided is not relevant to the topic/content area AND lacks a foundation in the appropriate conceptual/ theoretical framework or prior research Able to provide a review of the literature/other evidence relevant to the topic/content area, but all key elements relevant to the topic are not addressed AND lacks a foundation in appropriate conceptual/ theoretical framework or prior research Sources, previous data, and/or methodology that align with the research aim are summarized but key details are missing Sources, previous data, and/or methodology that align with the research aim are summarized, but not fully compared and contrasted and implications to their own research are missing Formatting does not align with discipline-specific requirements and lacks organization Utilizes disciplinespecific formatting, but lacks organization with greater than distinct errors Competent (3) body of knowledge in the discipline, however the scope may be too broad or too narrow Able to identify the gap in the literature and generate content-specific research aims and identify the gap in the literature (e.g testable hypotheses, research questions, problem/purpose statement Able to provide a review of literature/other evidence relevant to the topic/content area, but is missing one of the following: - all key elements relevant to the topic are not addressed - lacks a foundation in the appropriate conceptual/ theoretical framework or prior research Sources, previous data, and/or methodology that align with the research aim are summarized and include comprehensive comparisons and contrasts but implications to their own research are missing Able to follow discipline-specific formatting and organization, with 3-5 distinct errors Excellent (4) contributes to the body of knowledge in the discipline Able to identify the gap in the literature and generate content-specific research aims (e.g testable hypotheses, research questions, problem/purpose statement which would expand the body of knowledge) Able to provide a comprehensive review of literature/other evidence relevant to the topic/content area that includes all key elements relevant to the topic and is grounded in appropriate conceptual/ theoretical framework or prior research Sources, previous data, and/or methodology that align with the research aim are summarized, able to compare and contrast existing studies, and able to explicate implications to their own research Able to follow discipline-specific formatting and organization, with fewer than distinct errors Appendix G LIBERTY UNIVERSITY Sciences Research Skill Development Rubric Level Analyze Skill: Students will be able to critically analyze the limitations of their proposed research Synthesize Skill: Students will be able to synthesize information into an appropriate research design grounded in current literature Beginner (1) Does not provide limitations of their proposed research Not able to formulate a research design that aligns with topic/content area Developing (2) Able to articulate some limitations of their proposed research, but key elements are missing and did not address how the limitations may impact potential findings Able to formulate a discipline specific research design but poorly aligns with topic/content area and is not grounded in current literature Competent (3) Able to articulate key limitations of their proposed research but did not address how the limitations may impact potential findings Excellent (4) Able to articulate key limitations of their proposed research and how the limitations may impact potential findings Able to formulate a discipline specific research design that aligns with topic/content area but is not grounded in current literature Able to formulate a research design and data collection strategies that align with topic/content area and are grounded in current literature Table G3: RSD Rubric (Humanities) Humanities Research Skills Development Rubric Level GUIDING CONTEXT Beginner (1) A description of what a beginning student looks like Embark Skill: Overly broad topic and/or not applicable to the discipline Students will be able to develop a topic Clarify Skill: Students will be able to refine topic into a research problem/question Goal Find Skill: Students will be able to articulate or demonstrate an understanding of where to collect sources/evidence Appendix G Competent (3) A description of what a competent student looks like Excellent (4) A description of what an advanced student looks like Narrowed topic appropriate to the discipline according to audience and purpose Research Problem/Question/ Goal does not address the scope of the project or proposal; Developing (2) A description of what a slightly less than competent student looks like Topic is applicable to the discipline but requires refinement for intended audience and purpose Research Problem/Question/ Goal inadequately addresses the scope of the project or proposal; Scope of the problem/question/ goal is not feasible or cannot be answered/ achieved Fails to demonstrate an understanding of the location and availability of sources/evidence Scope of the problem/question/ goal may not be feasible or cannot be answered/ achieved Demonstrates a limited understanding of the location and availability of sources/evidence Scope of the problem/question/ goal is feasible or can be answered/ achieved Narrowed topic appropriate to the discipline according to audience and purpose within a specific context Research Problem/Question/ Goal clearly and thoroughly addresses the scope of the project or proposal; Research Problem/Question/ Goal adequately addresses the scope of the project or proposal; Demonstrates an understanding of the location and availability of sources/evidence Scope of the problem/question/ goal is feasible or can be answered/ achieved Demonstrates a mastery in the understanding of the location and availability of sources/evidence 83 | P a g e LIBERTY UNIVERSITY Humanities Research Skills Development Rubric Level that support the project or proposal Evaluate Skill: Students will be able to identify relevant primary and/or secondary sources/evidence Organize Skill: Students will be able to organize and/or format the proposal or project in an appropriate discipline-specific manner Analyze Skill: Students will be able to analyze the significance of their proposal or project Synthesize Skill: Students will be able to synthesize information into an appropriate research project or proposal grounded in current literature or sources/ evidence 84 | P a g e Beginner (1) Developing (2) Competent (3) Excellent (4) Few sources/ evidence are relevant to the chosen Research Problem/Question/ Goal; Some sources/ evidence are relevant to the chosen Research Problem/Question/ Goal; Nearly all sources/ evidence are relevant to the chosen Research Question/Goal; All sources/ evidence are relevant to the chosen Research Problem/Question/ Goal; Project or proposal incorporates a few primary and/or secondary sources Formatting does not align with discipline-specific requirements and lacks organization Project or proposal incorporates some primary and/or secondary sources Lacks disciplinespecific formatting or organization Project or proposal incorporates nearly all primary and/or secondary sources Able to follow discipline-specific formatting and organization, with limited errors Project or proposal incorporates all primary and/or secondary sources Able to follow discipline-specific formatting and organization with minimal errors Does not identify the significance of their proposal or project Not fully able to articulate the significance of their proposal or project Able to articulate significance of their proposal or project Not able to formulate a research approach that aligns with topic/content area Able to formulate a discipline specific research approach but poorly aligns with topic/content area OR is not grounded in current literature or sources/evidence Able to formulate a discipline specific research approach that aligns with topic/content area and is grounded in current literature or sources/evidence Able to articulate significance of their proposal or project while also demonstrating an understanding of its limitations Able to formulate a discipline specific research approach that aligns with topic/content area and is grounded in current literature or sources/evidence AND has the potential to contribute to existing knowledge/ Practice Appendix G LIBERTY UNIVERSITY Appendix H: QEP Marketing Timeline 2015 2016 Spring Summer Fall Spring QEP Update for Faculty, Staff, Students, and University Leaders  QEP Update Meeting with Deans  Presentation of QEP to Doctoral Degree Program Directors & Deans  Presentation of QEP Update at All Faculty Meeting  QEP Presentation and Marketing Feedback Elicited during Counseling Ph.D & Graduate Intensive Classes & Ed.D Classes  Question and Answer for Proposed QEP Action Plan  Presentation of  Student Focus Group to QEP Update at Inform QEP Marketing All Faculty Strategies Meeting  QEP Marketing Meeting with Executive Committee and Marketing Department Develop QEP Marketing Plan: Preparation  QEP Marketing Plan Development  QEP Website Design Meeting  QEP Budget Meeting the Budgeting Representatives, Marketing Department, & Vice Provost  Meeting with Marketing Department  QEP Video Filming  QEP Marketing/Symposia Update with Marketing Department  Establish a QEP Logo & Slogan and CARS Logo & Infographic  Establish QEP Social Media Marketing QEP: Launch and Engage  QEP Website & Social Media Launch  QEP Week (QEP kits, posters, flyers, videos, email blast, & media advertisements)  QEP Research Week/Symposia (promotional activities & giveaways) Appendix H 85 | P a g e LIBERTY UNIVERSITY Appendix I: QEP Budget Justification Detail Goal 1: Increase Focus on the Development of University Infrastructure a CARS (Builds environment) – Action 1.1 – 1.2: $29,000 Pre Yr 1; $60,000 Yr 1; $59,000 Yr 2; $48,000 Yr 3; $47,000 Yr 4; $44,000 Yr Total all-years = $287,000  Operating Budget: This is inclusive of postage, copies, office supplies, and other office operation material $13,000 Pre Yr.1; $15,000 Yr.1; $14,000 Yr 2; $13,000 Yr 3; $12,000 Yr 4; $11,000 Yr Total all-years = $78,000  Software and Hardware: This is inclusive of software and hardware, including qualitative research software, Camtasia/captivate for tutorials, potential storage, as well as other software decided upon $5,000 Yr – Yr Total all-years = $25,000  Marketing, Event (e.g professional development) and Assessment: This is inclusive of supplies to market all QEP-related events (e.g Research Week, faculty development, research-intensive courses, student travel support), host research focused events and purchase assessment materials (e.g assessment system, supplies and incentives) $11,000 Pre Yr 1; $20,000 Yr – Yr 2; $10,000 Yr – Yr 4; $8,000 Yr Total all-years = $79,000  Professional Development Travel and Resources: This includes conference fees, association fees, as well as material fees (e.g research texts) for the office and personnel $5,000 Pre Yr 1; $20,000 Yr – Yr Total all-years = $105,000 b CARS Personnel: $191,000 Pre Yr – Yr Total all-years = $1,146,000  Director: Salary of $80,000 Pre Yr – Yr Total all-years = $480,000  Associate Director: Salary of $65,000 Pre Yr – Yr Total all-years = $390,000  Administrative Assistant: Salary of $30,000 Pre Yr – Yr Total all-years = $180,000  Graduate Student Assistant (GSA): $16,000 Pre Yr – Yr Total all-years = $96,000 Goal 2: Increase Training and Support for Faculty Development a Faculty Development totals: $5,500 Pre Yr 1; $65,000 Yr – Yr 2; $50,000 Yr – Yr Total all-years = $285,500 b Faculty Professional Development (Builds environment) – Action 2.1:  Professional development grants will support selected faculty travel to conferences, on-campus workshops and national speaker and consultants $5,500 Pre Yr 1; $50,000 Yr – Yr 2; $35,000 Yr – Yr 5.Total all-years = $210,500 c Faculty Research Instruction Awards (Builds environment) – Action 2.1: $15,000 Yr – Yr Total all-years = $75,000  Up to five faculty will be awarded $3,000 for research instruction work that results in a publication, or equivalent, with contributions from an undergraduate student(s) $3,000 X participants Yr – Yr 86 | P a g e Appendix I LIBERTY UNIVERSITY Goal 3: Create Curricular and Co-Curricular Research and Scholarship Opportunities Curricular a Action/ Item totals: $82,500 Yr 1; $94,500 Yr 2; $119,500 Yr 3; $100,000 Yr – Yr Total all-years = $496,500 b Curriculum Development  Inquiry 101 Course (SLO #1) – Action 3.1: $29,300 for development of Inquiry 101 with revision in Yr and LUO development in Yr $12,500 Yr 1; $8,400 Yr – Yr Total all-years = $29,300  Research 201 Course (SLO #2) – Action 3.2: $42,200 for development of Research 201 with revision in Yr and LUO Development in Yr $20,000 Yr 1; $11,100 Yr – Yr Total all-years = $42,200 c Research-Intensive Course Research Grants (SLO#3) – Action 3.3: $50,000 Yr 1; $75,000 Yr 2; $100,000 Yr –Yr Total all-years = $425,000  Resources for Faculty and Student Collaborative Research support faculty involved in guiding students through the design and implementation of research OR for students implementing a research project under mentorship of a faculty member, beginning in Yr Co-Curricular a Co-Curricular Actions totals: $7,500 Pre Yr 1; $35,500 Yr 1; $41,500 Yr 2; $71,500 Yr 3; $79,500 Yr 4; $92,500 Yr Total all-years = $328,000 b Research Week (Disseminate OBJ, Builds environment) – Action 3.4: $7,500 Pre Yr 1; $10,500 Yr 1; $11,500 Yr 2; $36,500 Yr 3; $39,500 Yr 4; $47,500 Yr Total all-years = $153,000  Guest Speaker: $4,000 Pre Yr 1- Yr 1; $5,000 Yr – Yr 3; $3,000 Yr 4; $6,000 Yr Total all-years = $27,000  Event Food and Supplies: $1,500 Pre Yr 1; $2,500 Yr – Yr Total all-years = $14,000  Student Research Awards: $2,000 Pre Yr 1; $4,000 Yr – Yr Total all-years = $22,000  School/College Research Events: $25,000 Yr 3; $30,000 Yr 4; $35,000 Yr Total all-years = $90,000 c Student Travel Grants (Disseminate OBJ) – Action 3.5: $25,000 Yr 1; $30,000 Yr 2; $ 35,000 Yr 3; $40,000 Yr 4; $45,000 Yr Total all-years = $175,000 Assessment a Miscellaneous Expenses Supporting Assessment– $13,500 Pre Yr 1; $20,000 Yr – Yr Total all-years = $113,500 Grand Totals = $2,656,500  $246,500 Pre Yr 1; $454,000 Yr 1; $471,000 Yr 2; $500,000 Yr 3; $487,500 Yr 4; $497,500 Yr Appendix I 87 | P a g e LIBERTY UNIVERSITY This page is intentionally blank 88 | P a g e Appendix I ... g e Section IX: Resources LIBERTY UNIVERSITY Table 14 QEP Budget Item (Action) Year Year Year Year Year Year (201 5-1 6) (201 6-1 7) (201 7-1 8) (201 8-1 9) (201 9-2 0) (202 0-2 1) Total Goal 1: Increase... a g e LIBERTY UNIVERSITY SLO Year 201 5-2 016 Fall Spring 2015 2016 Year 201 6-2 017 Fall Spring 2016 2017 Year 201 7-2 018 Fall Spring 2017 2018 Year 201 8-2 019 Fall Spring 2018 2019 Year 201 9-2 020... learning outcomes Liberty University aspires to accomplish and the action plans the University believes will facilitate a successful outcome for its QEP University Goal 1: University Infrastructure