Frequently Asked Questions

What is the Quality Enhancement Plan (QEP)?

The Quality Enhancement Plan (QEP) is a component of the reaffirmation process that reflects and affirms the commitment of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to enhancing the quality of higher education in the region and to focusing attention on student learning. The QEP describes a carefully designed course of action that addresses a well-defined and focused topic or issue related to enhancing student learning and/or student success. The QEP’s topic should be identified through or in concert with the institution’s ongoing integrated planning and evaluation process. Developing a QEP as a part of the reaffirmation process is an opportunity for the institution to demonstrate its commitment to continuous improvement of student learning and student success – the most fundamental role of any institution of higher education. The Active Learning Quality Enhancement Plan can be found here.

What is Active Learning?

Active learning includes instructional practices that engage students in learning (Prince, 2004). The instructor is an expert guide through activities and situations where students must engage deeply with the content to achieve desired learning outcomes (Mayer, 2004).

Active learning may include single-class or multiple-class activities to target specific instructional goals, or it can be used as a pedagogical approach to designing a curriculum in a manner that integrates multiple instructional goals.

Why is Active Learning important for students?

Active learning promotes improved student attitudes, as well as better writing and critical thinking skills (Baepler, Walker, & Driessen, 2014; Bernstein & Greenhoot, 2014; Bonwell & Eison, 1991; Freeman et al., 2014), higher examination performance (Freeman et al., 2014; Gingerich et al., 2014; Ruhl, Hughes, & Schloss, 1987), lower failure rates (Baepler et al., 2014; Reinholz, 2015), improved conceptual understanding of basic concepts and surfacing of misconceptions in the sciences (Hake, 1998; Redish, Saul, & Steinberg, 1997).

What is UGA doing to encourage a vibrant culture of active learning on campus?

To strengthen the active learning culture at UGA, this initiative will (1) provide instructors resources, support, and training to promote active learning in undergraduate classrooms, (2) Raise students’ awareness of the techniques and benefits of active learning, and support their engagement inside and outside the classroom, and (3) transform learning spaces for active learning through classroom and infrastructure updates.