Student Life, Career Counseling and Placement, Residence Life, and Student Health Services. The faculty team will develop syllabi for their respective courses that integrate assignments (1) with social and cultural enrichment activities planned for the semester by other support units, especially by the Office of Student Life, and (2) with selected subject matter that students will encounter in subsequent developmental and gateway courses. Students enrolled in developmental reading and writing classes, for example, will have opportunities to read and write about biological subjects that they will later encounter in BIO 101, their gateway biology requirement. Faculty collaboration with the Office of Student Life, to mention another example, will allow reading assignments to be integrated with cultural enrichment experiences, such as the visit to the Speed Art Museum in Louisville or the Freedom Center in Cincinnati planned by the Office of Student Life. Students in University Orientation will have opportunities to interact with the staff of the Office of Career Counseling and Placement to learn about the skills and knowledge required for the professions.

The team of faculty for each cohort of students, along with support staff when necessary, will meet regularly to assess and discuss the work of their students, identify those having difficulty, design appropriate interventions, and monitor the degree of success those interventions produce. Early detection of problems that students are having and quickly acting to address them is vitally important to the success of the QEP. Psycho-social problems, especially, hinder student learning, and the professional counselors in Student Health Services will provide on-going training to faculty and staff to help alert them to behaviors signifying such issues (see discussion of "Faculty and Staff Training" below). Students who exhibit health, emotional, or other psychological difficulties will receive referrals to Student Health Services, and the advisors will follow up to see whether or not the students complied. Student progress will be tracked through a variety of integrated electronic software packages, including the SAGE electronic early warning system, Advisor Trac, Tutor Trac, and Survey Trac. A variety of assessment measures (including the College Student Inventory, the ACT Collegiate Assessment of Academic Proficiency or CAAP, and electronic portfolios) will be used to monitor student learning outcomes.

Success of the QEP program depends upon the timely training of AWA faculty, staff, and student staff so that those engaged in teaching, advising, counseling, tutoring and mentoring will be prepared to begin the program when students are placed in the program and arrive on campus. In addition, all university faculty and staff need to be made aware of how courses and instruction in the QEP Project differ from what takes place in regular University classes. By keeping the University community abreast of QEP activities, the initiatives, innovations and successes that emerge from the program can be incorporated into the academic culture of the institution. Currently, the Fall and Spring Faculty Professional Staff Institutes, provided by the administration on the Monday prior to the beginning of classes each semester, are available to update faculty and professional staff about new and ongoing developments at the University. Afternoon workshops often occur during the Institutes. The Institutes are an opportunity for the QEP Director to disseminate information about the AWA Project to the University community and to announce upcoming workshops for faculty and staff involved with it.

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