Quality Enhancement Plan (QEP)
The Quality Enhancement Plan (QEP) is required of all Southern Association of Colleges and Schools Commission of Colleges (SACSCOC) member institutions undergoing Reaffirmation of Accreditation. The QEP is a carefully designed and focused course of action that addresses a well-defined issue directly related to enhancing student learning. The proposed QEP (2025) will enhance the information fluency of our Doctor of Ministry program to deepen our students’ scholarly writing. We have titled the new QEP, The Quill 2.0, honoring the past and building for the future.
Summary of Asbury Theological Seminary’s Proposed QEP
The previous Quality Enhancement Plan (QEP), The Quill, implemented in 2015, focused on enhancing the writing abilities of Asbury Theological Seminary (ATS) students through the establishment of a Writing Center and related initiatives. Recognizing a decline in students’ writing skills, as evidenced by faculty assessments and a disconnect between student self-evaluations and actual performance, The Quill sought to integrate writing support into the fabric of graduate theological education.
The Seminary saw great achievements through the Writing Center that was created as a part of The Quill. Between 2016 and 2021, the Writing Center hosted 2,096 consultations across in-person and online formats with steady increases during that time. Longitudinal assessments revealed that students who visited the Writing Center consistently improved their writing skills across key areas, including syntax, mechanics, and content development. Surveys showed high satisfaction rates, with 95% of students stating they would recommend the Writing Center and 89% reporting improved understanding of the writing process. However, we still see persistent challenges: engagement gaps and the deepening of critical thinking and information application are notable needs that are still felt.
Building on the foundation laid by The Quill, the 2025 QEP, The Quill 2.0, shifts its focus from writing mechanics to information fluency—defined as the ability to locate, evaluate, and ethically use information in the context of rigorous theological inquiry. This evolution addresses gaps highlighted in the impact report and responds to the changing demands of graduate theological education.
What is Information Fluency?
Information fluency refers to the ability to think critically and effectively engage with information across various formats and platforms, integrating skills in information literacy, critical thinking, and digital competence. It involves recognizing the need for information, formulating strategies to locate it, evaluating its credibility, synthesizing it into meaningful knowledge, and communicating it effectively using appropriate technologies and formats. This holistic approach stresses not only the retrieval and evaluation of information but also the ethical and innovative use of that information to address problems and contribute to broader discourse communities.
According to Illinois State University, information fluency encompasses the ability to “recognize the need for information, formulate a plan to obtain it, discover and retrieve information from multiple venues and formats, evaluate and select relevant and credible information, synthesize or create new information using various technologies, and present or publish an information product to an audience using an appropriate platform” (Illinois State University, n.d.). The University of Central Florida highlights that information fluency integrates critical thinking, computer skills, and information literacy, allowing individuals to “locate, evaluate, and effectively use and communicate information” in varied contexts (University of Central Florida, n.d.).
Furthermore, the Information Fluency Framework developed by the New South Wales Department of Education identifies key elements of fluency, including being social, ethical, literate, innovative, and critical. These elements underscore the significance of collaboration, ethical reasoning, and creativity in information use and creation (NSW Department of Education, 2019).
Information fluency equips individuals to navigate the complex digital landscape, fostering lifelong learning and meaningful participation in diverse communities.
What do we hope this will accomplish?
The 5-year plan is structured around three core outcomes:
- Foundational Information Fluency Skills: This outcome targets DMin students and enhances proficiency in institutional systems, library databases, and AI tools. Progress will be measured through assessments, surveys, and course evaluations.
- Application of Information Fluency: DMin students will integrate credible sources into their academic work, adhering to ethical standards. This will be evaluated via juried papers, reduced plagiarism incidents, and embedded faculty collaborations.
- Faculty Development: DMin faculty will improve their ability to assess and guide student research through enhanced training in rubric application and assignment design.
Asbury Seminary is currently in the proposal phase of this QEP. We anticipate additional development as we seek full approval to start implementation.
Assessment comprises an essential part of the program. This assessment process takes several forms including:
- Incoming Doctor of Ministry student assessments in information fluency
- Longitudinal assessment of sample papers demonstrating information fluency knowledge and skills
- Surveys of embedded information professionals and faculty regarding observed information fluency skills
- Online classroom writing assignment observations