About the QEP

This QEP—and the FIU Next Horizon 2025 strategic plan from which it emerged—seek to respond to the rapid changes occurring in higher education and in the workplace. The Critical Skills for the 21st Century initiative supports FIU’s strategic priority to amplify learner success, specifically the goal of aligning curriculum with career needs to ensure employment readiness, post-graduation success, and workforce and industry advancement.

  • Identifying the Topic

    Soliciting feedback from the university community and other stakeholders, the strategic planning process included dialogue concerning the role of higher education in the rapidly changing, 21st-century world of work and FIU’s unique ability to provide learners with opportunities for preeminent intellectual engagement, upward social mobility, and improved lives. Numerous faculty and staff members, students, and alumni served on various workgroups charged with making recommendations related to student success. Using the recommendations from the workgroups, the FIU community engaged in discussions to build broad-based support for the framework of the FIU Next Horizon 2025 strategic plan and potential QEP topics. During this process, the Strategic Plan Steering Committee identified 4 potential QEP topics that were submitted to the FIU SACSCOC Leadership Team for consideration. The FIU SACSCOC Leadership Team identified Artificial Intelligence, Data, and Emotional Intelligence: Critical skills for the 21st century as the QEP Topic.

    identifying-the-qep-topic: strategic plan kickoff sept 2018, discussion with constituents oct-nov 2018, workgroup meetings oct -dec 2018, workgroups submitted recommendations dec 2018, discussion with stakeholder groups jan - april 2019, steering committee identifies 4 potential QEP topics april 2019, leadership team selects QEP topics June 2019: Artificial Intelligence, Data and Emotional Intelligence, Critical Skills for the 21st Century

  • Developing the QEP

    The QEP was developed through an iterative process whereby subject-matter experts in the areas of artificial intelligence (AI), data science, emotional intelligence (EI), pedagogy, and assessment identified the foundational AI, data science, and EI competencies required for success in the 21st-century workforce; defined expected student learning outcomes; addressed feasibility and faculty buy-in considerations; and developed methodologies for delivering content, collecting data, and assessing the plan’s impact on student achievement. FIU appointed three faculty co-chairs to lead the development of the educational content and serve as chair of each respective subject-matter workgroup: Mark Finlayson, PhD, Co-Chair for Artificial Intelligence; Giri Narasimhan, PhD, Co-Chair for Data; and Michael Creeden, MFA, Co-Chair for Emotional Intelligence.

    Subject-Matter Workgroup Members

    Name

    Affiliation

    Area of Expertise

    Artificial Intelligence Subject-Matter Workgroup

    Mark Finlayson, PhD

    (Co-chair)

    School of Computing and Information Sciences, College of Engineering and Computing

    Artificial Intelligence

    Miguel Alonso, PhD

    School of Computing and Information Sciences, College of Engineering and Computing

    General machine learning  

    Leonardo Bobadilla, PhD 

    School of Computing and Information Sciences, College of Engineering and Computing

    Robotics

    Hannibal Travis, JD 

    College of Law

    Intellectual property

    Shahin Vassigh, MArch 

    Department of Architecture, College of Communication, Architecture, and the Arts

    Visualization techniques for educational purposes

    Katherine Perez, EdD 

    Office of Academic Planning and Accountability–Institutional Effectiveness

    Assessment

    Morgan McKie, MS 

    Division of Information Technology

    Instructional design

    Data Subject-Matter Workgroup

    Giri Narasimhan, PhD 

    (Co-chair)

    School of Computing and Information Sciences, College of Engineering and Computing

    Bioinformatics

    Tawia Ansah, PhD

    College of Law

    International law

    Zoran Bursac, PhD

    Department of Biostatistics, Robert Stempel College of Public Health and Social Work

    Biostatistics 

    Sneh Gulati, PhDRi

    Department of Statistics, College of Arts, Sciences, and Education

    Statistics 

    Sukumar Ganapati, PhD

    Department of Public Policy and Administration, Steven J. Green School of International and Public Affairs 

    Public administration 

    Richard Klein, PhD

    College of Business

    Business analytics 

    Gabriel Odom, PhD

    Department of Biostatistics, Robert Stempel College of Public Health and Social Work

    Biostatistics 

    Katherine Perez, EdD 

    Office of Academic Planning and Accountability–Institutional Effectiveness

    Assessment

    Marco Moreno

    Division of Information Technology

    Instructional design

    Emotional Intelligence Subject-Matter Workgroup

    Michael Creeden

    (Co-chair)

    Department of English, College of Arts, Sciences, and Education

    Technical and professional writing

    Lisa Arango, PhD

    Department of Psychology, College of Arts, Sciences, and Education

    Cognitive behavioral therapy, psychotherapy

    Alok Deoraj, PhD

    Department of Environmental Health Sciences, Robert Stempel College of Public Health and Social Work

    Environmental toxicology

    Paul Feigenbaum, PhD

    Department of English, College of Arts, Sciences, and Education

    Grant writing, rhetorical theory and practice

    Ivan Lopez, MFA

    Department of Theatre, College of Communication, Architecture, and the Arts

    Acting as a form of therapeutic healing

    Mark Macgowan, PhD

    Robert Stempel College of Public Health and Social Work

    Evidence-informed group work, adolescent suicidality

    Diann Newman, EdD

    Chaplin School of Hospitality and Tourism Management

    Diversity, emotional intelligence, human relations

    Martha Pelaez, PhD

    Department of Counseling, Recreation, and School Psychology; College of Arts, Sciences, and Education

    Mother–infant attachment

    Katherine Perez, EdD

    Office of Academic Planning and Accountability–Institutional Effectiveness

    Assessment

    Ashley Rosario

    Division of Information Technology

    Instructional design

    Under the leadership of the three faculty QEP co-chairs, each subject-matter workgroup utilized backward-design processes to identify the desired student learning outcomes, to determine acceptable levels of evidence demonstrating learner understanding, and to design learning experiences and instruction that ensure student achievement of desired learning results. Each micro-credential contains a total of 16 to 20 hours of educational content, including instructional videos, assigned readings of contemporary literature, and interactive learning activities (e.g., reflection, role play, presentations, teamwork).  

    Student Learning Outcomes

  • Implementing the QEP
    The project plan and timeline provide a roadmap for the implementation, maintenance, and completion of the QEP. This is an iterative process that involves data-driven adjustments to maximize the plan’s impact on student learning. Click here for a complete annotated and detailed project plan and timeline, which includes program outcomes, action items, responsible personnel, QEP performance measures, student learning outcomes, and deliverables.

     

Contact

Florida International University
11200 SW 8th Street
Miami, FL 33199

Phone number:  305-348-1796