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Quality Enhancement Plan (QEP) 2005-2010

 

The formal QEP ended during the summer of 2010. The work started during the "Campus Conversation on Ethics" will continue with the TTU Ethics Center. Please see the Ethics Center website for additional information.

The QEP Impact Report was submitted to SACS COC along with Texas Tech University's 5th Year Interim Report.  You can read the Impact Report Here (PDF)

What is the QEP?

The letters QEP stand for "Quality Enhancement Plan." To enhance the quality of education at the institution, Texas Tech University has initiated a campus-wide plan entitled "Do the Right Thing: A Campus Conversation on Ethics." Texas Tech chose ethics as the QEP theme after an institution-wide assessment conducted in 2004 identified ethics as a key area of interest on campus. The QEP focuses on learning related to ethical issues on campus, and supports the Texas Tech mission. The implementation of Texas Tech's QEP is broad-based and involves students, faculty, and staff. The successful implementation and completion of the QEP is a requirement of accreditation with the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC).

What was Texas Tech's QEP?

The Texas Tech QEP seeks to increase campus learning and commitment to ethical behaviors and issues. The current QEP focuses on three key areas – the ethical institution, academic integrity, and ethics in the curriculum.

SACS Quality Enhancement Plan

Why did Texas Tech need a QEP?

The QEP is consistent with the Texas Tech University Mission Statement:

Committed to teaching and the advancement of knowledge, Texas Tech University, a comprehensive public research university, provides the highest standards of excellence in higher education, fosters intellectual and personal development, and stimulates meaningful research and service to humankind (Regents' Rules, 2004).

A "Campus Conversation on Ethics" addresses the University's mission by helping students develop a personal set of ethical standards to provide guidance for life-long decision-making. It will give students the opportunity to develop the knowledge and skills they need to apply ethical principles to real-world concerns, and produce graduates who are capable of ethical leadership and responsible citizenship.

Clearly, students will learn to "do the right thing" only within the context of an institution that models ethical behavior. A conversation that starts at the top will foster a climate of concern for ethical behavior throughout the university and serve to inform faculty, staff and administrators on ethical issues with respect to their relationships with students, as well as each other. It also will help to define the public image of Texas Tech as an institution that strives to practice and teach integrity within the university community and beyond. As one department chair stated in his response to the ethics survey:

“A strong ethical climate enhances the opportunities for learning….When an institution can project an image of excellence, and instill in its students a sense of excellence, ethics must follow because unethical behavior does not lead to excellence. It may lead to short-term gain, but it does not lead to excellence…"

How did the QEP affect me as a student, faculty, or staff member?

The QEP focuses on following areas:

  • engaging actively and critically in a conversation on "Doing the Right Thing";
  • identifying key components of academic integrity and practicing behaviors associated with academic ethics;
  • critically reflecting on ethical issues;
  • recognizing diverse ethical perspectives;
  • identifying behavior that is consistent with relevant professional codes; and
  • incorporating ethics into our lives.

Based on these expected outcomes of the QEP, TTU students, faculty and staff members will be provided with multiple opportunities to learn about and reflect on ethics. There are many activities that engage the TTU community in the “Campus Conversation on Ethics.” These include increased course offerings in ethics courses, education on academic integrity, campus events that focus on ethical issues and behaviors, a campus-wide marketing campaign that stresses that “Integrity Matters,” and many more activities.

Who led Texas Tech QEP efforts?

Dr. Jonathan Marks led the QEP activities from 2005-2010. In the Fall of 2010 Dr. Marks resumed his full-time faculty role as a professor in the Department of Theatre and Dance. He holds three degrees from Yale: a B.A. earned in 1968; an M.F.A. earned in 1972, and a D.F.A. earned in 1984. Dr. Marks was also a Fulbright Fellow at the Centre universitaire international de formation et de recherches dramatiques in Nancy (France) in 1968-69.

Before coming to Tech, Dr. Marks had years of experience as a dramaturg and actor, as well as a teacher and director. Recent plays directed at Tech include A Chorus Line, My Sister in This House, Anything Goes, and Angels in America, Part I: Millennium Approaches. Dr. Marks' research interests include theatre history, dramaturgy, history of directing, and French theatre. He is a member of several professional organizations including the Association for Theatre in Higher Education, the American Society for Theatre Research, the International Federation for Theatre Research, the Southwest Theatre and Film Association, the Texas Educational Theatre Association, and the Literary Managers and Dramaturgs of the Americas. Before coming to Tech, he taught at Yale, Harvard, A.C.T., San Francisco State, and Stanford. Dr. Marks' publications include numerous articles on contemporary theatre and theatre history in publications of leading repertory theatres (such as the American Repertory Theatre, the Yale Repertory Theatre, and American Conservatory Theatre) and in theatre journals. He is a recipient of the Molly Risso Outstanding University Drama Faculty Award of the Southwest Theatre Association. The self-study he edited as Director of Accreditation for the American Conservatory Theatre was used as a model for small educational institutions by the Western Association of Schools and Colleges.

The QEP was also supported by a Steering Committee and several Task Forces. Their membership rosters are listed below.

Committee and Task Force Membership:

Steering Committee

  • Jonathan Marks - Chair
  • Lee Bobbitt
  • Jan Childress
  • Sue Couch
  • Cathy Duran
  • Gary Elbow
  • Judi Henry
  • Peggy Johnson
  • Jonathan Marks
  • Andrea McCourt
  • Daniel Nathan
  • Valerie Paton
  • David Roach
  • Roger Saathoff
  • Marsha Sharp
  • Gary Smith
  • Jimmy Smith
  • Rob Stewart
  • Kim Turner

Academic Integrity Task Force

  • Cathy Duran - Chair
  • Donell Callender
  • Chris Leisinger
  • Alan Reifman
  • Suzanne Tapp
  • Tillmann Wagner

Ethical Institution Task Force

  • Gary Smith & Kim Turner - Co-Chairs
  • Kathy Austin
  • Kerry Billingsley
  • Jim Burkhalter
  • Gregory Elkins
  • Ralph Ferguson
  • John Howe
  • Alison Myhra
  • Julie Rex
  • Roger Saathoff
  • Michael Stoune

Ethics in the Curriculum Task Force

  • David Roach - Chair
  • Wendell Aycock
  • Eric Braden
  • Richard Burgess
  • Dominick Casadonte
  • Bryce Conrad
  • Howard Curzer
  • Susan Fortney
  • Duane Hoover
  • Joann Klinker
  • Jonathan Marks
  • Daniel Nathan