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This is another in a series of interviews with staff, faculty, and administrators across campus promoting the goals of EKU’s Quality Enhancement Plan. The current QEP, Read with Purpose, calls for Eastern to develop critical readers through the use of metacognitive strategies. Building on the past QEP, which focused on developing critical and creative thinkers, this effort represents the University’s commitment to institutional improvement and provides a long-term focus for faculty and staff professional development and student learning.

This installment in the QEP Spotlight series features our vice provost Dr. Sherry Robinson.

1. In what ways have you been involved with the EKU QEP, Read with Purpose?

In 2016, I assumed responsibility of broad oversight of the QEP for the campus. By this time, the development of the QEP was well underway, so my role was to facilitate the final preparations to present the plan as part of the 2017 reaffirmation of accreditation with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). After the QEP was approved by SACSCOC, I have provided behind the scenes support for the QEP co-directors, Dr. Lisa Bosley and Dr. Jill Parrott. Drs. Bosley and Parrott have done an amazing job leading training—on and off-campus—providing campus updates, and engaging faculty across campus. I have felt honored to support their efforts and to provide the financial support for faculty who have been putting Read with Purpose into practice in their classrooms.

2. How does the QEP benefit the campus community?

SACSCOC requires campuses to create a QEP as part of their accreditation with the purpose of positively impacting student learning. EKU’s first QEP—which emphasized critical and creative thinking and communication—became woven into the fabric of the University. In the same way, Read with Purpose is providing the tools for faculty to emphasize critical reading within the context of their disciplinary content. The ability to read texts critically enables a stronger understanding and analysis of the material, which aids in both learning and retention of that material.

3. How will you continue to promote critical reading in your courses, discipline, or across the university?

While I will no longer be actively involved in the QEP following my retirement in May, I hope there will be opportunities in the future for me to continue to support critical reading, critical and creative thinking, and communication on campus.