Executive Summary

The goal of the Howard College Quality Enhancement Plan (QEP) is to improve student learning by fostering critical thinking. In order for this goal to be attained, faculty will first be provided opportunities for intensive training in critical thinking teaching strategies, and they will use the information gleaned from the training as they develop critical thinking activities and projects for implementation in their classes. In addition, application of critical thinking skills outside of the classroom by students will be analyzed in the student services area.

The development and implementation of this QEP fits well within Howard College's culture of continuous improvement and its vision to be a beacon of education and life-long learning. The college defines critical thinking as thinking with purpose, skill, and confidence. Based on this definition, students demonstrate critical thinking learning outcomes when they

• ask vital questions
• collect and measure relevant information
• arrive at well-reasoned conclusions
• consider alternative systems of thought
• communicate effectively with others

The definition of critical thinking and the student learning outcomes serve as the foundation of this QEP.

Implementation will begin with the formation of Critical Thinking Teams that will participate in workshops and trainings and will then develop critical thinking activities and

projects to be implemented in their classes. Faculty will vote to approve an institution-wide standardized critical thinking assessment rubric to assess student critical thinking activities and projects, and a f aculty assessment team will be formed to use the rubric to evaluate the individual projects and activities and to develop follow-up reports about the evaluation. Supplementary forms of assessment include integration of critical thinking questions in objective exams, evaluation of the core curriculum, administering the Community College Survey of Student Engagement (CCSSE) every two years, feedback from district support services, and roundtable discussions.

This plan utilizes the college’s existing institutional infrastructure to implement and assess the QEP. A detailed budget has been developed, and the college leadership is committed to providing the necessary resources to implement and sustain the plan.

The development of the QEP has involved representatives from all areas of the college community. It is data and research driven in that the institution reviewed the results of data and research while considering critical thinking as the focus of its QEP. As this document illustrates, the planning process has been highly participative, drawing on the perspectives and experiences of a large number of employees, and it is widely supported by the campus community and the College Board of Trustees.