Apply Now
Apply Now

With our Catholic liberal arts heritage and over 100 degree programs, including nursing and marine biology, from bachelors through PhDs, we've got your options covered. Focus on arts and sciences, business, education, social work, communication, nursing, medical sciences, theology, or law. Take things further with personalized research and experiential learning opportunities, on and off-campus. Enhance your prospects with hands-on internships at some of the country's top organizations.

Colleges and Schools

Academic Support

Barry University Students

The Career and Experiential Learning Team educates students and alumni on the essential job searching and life skills to propel them to succeed in the increasingly competitive global marketplace.

Service-learning integrates relevant community service with course work and critical reflection to enrich the learning experience, foster social responsibility and civic engagement, and strengthen communities.

Service-Learning

The Honors Program at Barry is designed to challenge, enrich, and prepare especially motivated students to pursue their fullest potential. By participating in a rigorous curriculum rounded out by an array of edifying and interactive events, students explore crucial issues that we face in our daily lives. Students are given the space for discussion and debate and the opportunity to learn from experts in their fields. The Office of Financial Aid can assist with determining eligibility for the Honors Program.

The Monsignor William Barry Memorial Library is located in the center of the beautiful Miami Shores campus of Barry University. The Library is named in loving memory of Monsignor William Barry, one of the founders of Barry University and an inspirational figure in the Catholic Church within the Archdiocese of Miami. The extensive Library research collections include more than 950,000 physical items, over 40,000 print and on-line journal subscriptions, and several thousand on-line books and streaming video resources.

At Barry University, you will experience a small community atmosphere where you can always rely on our administrators and faculty for advice, encouragement and personal attention. We take great pride in giving individual attention from the very beginning. You can start building a personal relationship with one of our admissions counselors who will help answer any questions, and guide you through the entire admissions and enrollment process.

Bucky and student at Open House

Continuing Education (CE) offers a variety of courses and non-credit programs designed to respond to the diverse educational interests and lifelong learning needs of individuals of all ages. We offer certificate, credential exam preparation, and licensure programs for professional and personal enrichment.

High school students: Get a jump-start on your college education with dual enrollment courses from Barry University! You can earn high school and college credit at the same time, right at your own school.

Dual Enrollment

Barry University is committed to provide you with a dynamic and flexible approach to your degree pathway through our online courses and degree programs. We understand that balancing academics, work, and personal commitments can be challenging. That's why our online offerings are designed to fit seamlessly into your busy schedule, allowing you to pursue your educational goals without compromising on other important aspects of your life.

Distance Education

We are committed to providing programs and services that are guided by Barry University's rich educational mission and intended to enhance your Barry experience. Through partnerships with others in the university community, we aim to create experiences that will help transform you into leaders for a just and humane world.

Portrait of students at event on campus

We are an NCAA Division II school and a member of the Sunshine State Conference with 12 varsity teams, including men's baseball, basketball, golf, soccer and tennis; and women's basketball, golf, rowing, soccer, softball, tennis and volleyball. So far, we've won 24 NCAA championships, had 338 All-Americans, 413 Scholar All-Americans, and nine NCAA "Women of the Year" finalists, the most of any Division II school. Not bad at all, but we're going for more.

Campus Life

For students currently enrolled in classes at Barry, we have a wealth of resources you can tap into to bring ease and efficiency to your university experience. Get the help you need with administrative or financial questions, or check out course catalogs to help plan your schedule by semester. All the information you need to excel is at your fingertips.

  • Home
  • Quality Enhancement Plan

QEP

Quality Enhancement Plan

QEP Logo

Integration of Learning for Academic Achievement, Personal Growth, and Professional Preparation

Executive Summary

Barry University’s Quality Enhancement Plan (QEP) addresses integrative learning—students’ ability to connect, synthesize, apply, and reflect meaningfully on knowledge and skills acquired from various contexts and experiences as demonstrated through products, performances, and presentations.

Titled “Integration of Learning for Academic Achievement, Personal Growth, and Professional Preparation,” the QEP is designed to advance the institutional commitment to providing a transformative educational experience for all students. Furthermore, the QEP is contextualized within the University’s current Strategic Plan, which articulates the vision of “national recognition [advanced] by offering students access, opportunity, and broad-based support in their pursuit of academic achievement and personal growth leading to professional success.”

Focus: Focused on enhancing student learning, the QEP situates integrative learning within culminating experiences for upper-level undergraduates. Culminating experiences are senior-year, capstone-type experiences that allow students to demonstrate proficiency within their major or concentration while meeting the overall goals of a liberal arts education. Appraised as “high-impact practices,” such experiences bring closure to the undergraduate journey and support transition to employment or graduate school. Culminating experiences at Barry span the spectrum, from capstone courses and internships to nursing clinicals and field placements.

Community Engagement Awards
Nursing Students
Fine Arts Students
Dr. Allen at QEP Event

The QEP is designed to advance the institutional commitment to providing a transformative educational experience for all students.

Goals: The QEP lists three goals: (1) To develop students’ ability to connect relevant experience to disciplines or perspectives and fundamental academic knowledge; (2) to cultivate competence in adapting and applying knowledge, skills, and abilities acquired or developed in one situation to new situations; and (3) to facilitate reflection and self-assessment that demonstrate metacognition and a developing sense of self as a current learner and future professional.

Student Learning Outcomes: Aligned with the goals of the QEP are three desired student learning outcomes that reflect attention to the diversity of culminating experiences considered for this plan:

Student Learning Outcomes:

  • Development

    (1) Students will be able to synthesize knowledge acquired from more than one course, field of study, perspective, and/or experience in relation to their academic, personal, and/or professional development.

  • Skills

    (2) Students will be able to give a major presentation, performance, or exhibition that reflectively showcases applied knowledge, skills, and abilities in a clear, articulate, and creative manner.

  • Portfolio

    (3) Students will be able to create a portfolio of selected work products, organized purposefully to provide substantive evidence of academic achievement and/or personal growth as well as professional preparation.

Assessment: The student learning outcomes will be assessed through both direct and indirect measures. The primary means of assessment will be the American Association of Colleges and Universities’ Integrative Learning VALUE Rubric and the Integrative Learning Portfolio Assessment Guide (which includes a simple rubric). The rubric-based assessment will be complemented by the administration of the National Survey of Student Engagement at Barry, with reference to three related indicators of student engagement: Reflective and Integrative Learning, Higher-Order Learning, and Experiences with Faculty. The assessment/evaluation plan includes examining student learning outcomes at regular intervals, analyzing data, making whatever adjustments are necessary, and reporting on progress toward achieving the goals of the QEP.

Resources: Resources for implementing and evaluating the QEP include a modest annual budget. Funds will be allocated to cover personnel, administrative expenses, professional development for faculty and staff, and major events to showcase integrative learning.

Contact

Paula Dias, Ed.D., Director of the Quality Enhancement Plan (pdias@barry.edu).

Staff

Dr. Paula Dias

Paula Dias, Ed.D.

Director, Quality Enhancement Plan
pdias@barry.edu

QEP Committee

Karen A. Callaghan, Ph.D.

Karen A. Callaghan, Ph.D.

Professor of Sociology;
Dean – College of Arts and Sciences
Chair, QEP Committee

Name University Position
Paula Dias, Ph.D. Director, Quality Enhancement Plan
Tamara Hamilton, Ph.D. Professor of Chemistry; Associate Dean for Grants Development and Strategic Initiatives – College of Arts and Sciences
Ricardo Jimenez, Ph.D. Chair, Mathematics & Computer Science Department; Associate Dean for Undergraduate Studies – College of Arts and Sciences
Kimberly Shmina, DNP Associate Dean for Entry-Level Programs & Assistant Professor of Nursing – School of Nursing, College of Health Professions & Medical Sciences
Malita Robinson, DSW Director of Professional and Clinical Practice – Social Work Programs, College of Health Professions & Medical Sciences
Tal Amasay, Ph.D. Professor & Director, Sport & Exercise Sciences Programs – College of Health Professions & Medical Sciences
Clair Egret, Ph.D. Associate Professor,​ Sport & Exercise Sciences Programs – College of Health Professions & Medical Sciences
Dale Hartz, D.M. Assistant Professor of Management – School of Business and Public Administration
Carole Huberman, Ph.D. Associate Professor of Public Administration – School of Business and Public Administration
Javier Gonzalez, Ph.D. Associate Professor & Director, Bachelor’s in Education Program – College of Arts and Sciences
Cristina Wildermuth, Ed.D. Associate Professor & Director, B.S. in Organizational Leadership – College of Arts and Sciences
Alex Herrera, M.Ed. Employer Relations Manager, Career Development Center – Division of Enrollment, Engagement, and Outreach

Consultative Committee

Shaunelle Wall Marshall ’06 MS ’08

Shaunelle Wall Marshall ’06 MS ’08

Associate Vice President for Alumni and Donor Relations –
Barry University; Committee Chair

Name Job Title and Organization
Janet Cohen, MBA ’84 Vice President of Global Sales and Marketing – J.G. Finneran Associates
Captain Jean-Pierre De Barros, MS ’96 Assistant Health Service Administrator – Immigration and Customs Enforcement Department of Homeland Security
Candice Heyaime ’10 Regional Manager of Events – Hotwire Communication Ltd.
Andrea Ivory ’13 Founder & Executive Director – The Women’s Breast & Heart Initiative
Dr. Fabrice Laguerre ’94 Lead Administrator – Van E. Blanton Elementary School
Jaime Lizotte ’05 MBA ’19 Director of HR & Tax Products – ComplyRight Inc.
Dr. Maya Ozery ’08 MS ’10 Senior Associate Athletics Director – Kansas Athletics NCAA Consultant
Peter L. Riggs, JD ’01 Partner & Lawyer – Spence Fane LLP

Student Mentorship Committee

Shaniqua Gray Garcia ’16 MSW ’17

Shaniqua Gray Garcia ’16 MSW ’17

Chair, Student Mentorship Committee

Resources

Books

  • Barber, J. P. (2020). Facilitating the integration of learning: Five research-based practices to help college students connect learning across disciplines and lived experience.
  • Eynon, B., & Gambino, L. M. (2017). High-impact eportfolio practice: A catalyst for student, faculty, and institutional learning. Stylus Publishing.
  • Gallagher, C. W. (2019). College made whole: Integrative learning for a divided world. Johns Hopkins University Press.

Articles

  • Huber, M. T., & Hutchings, P. (2004). Integrative learning: Mapping the terrain. Association of American Colleges and Universities & the Carnegie Foundation for the Advancement of Teaching.
  • Huber, M. T., Hutchings, P., & Gale, R. (2005). Integrative learning for liberal education. Peer Review, 7(3/4), 4–7.
  • Watson, C. E., Kuh, G. D., Rhodes, T., Light, T., & Chen, H. (2016). ePortfolios – The eleventh high impact practice. International Journal of ePortfolio, 6(2), 65–69. http://www.theijep.com/pdf/IJEP254.pdf

Fact Sheets

  • "Experiential Learning" (CCSI, Barry University, 2014)
  • "Service-Learning" (CCSI, Barry University, 2017)
  • "Service-Learning Internship" (CCSI, Barry University, 2017)

Frequently Asked Questions

  • As explained by SACSCOC, a Quality Enhancement Plan, or QEP, is an integral component of the reaffirmation of accreditation process and is derived from an institution’s ongoing comprehensive planning and evaluation processes. It reflects and affirms a commitment to enhance overall institutional quality and effectiveness by focusing on an issue the institution considers important to improving student learning outcomes and/or student success.

  • The focus or topic of Barry’s QEP is integrative learning. The actual title of the QEP is: “Integration of Learning for Academic Achievement, Personal Growth, and Professional Preparation.”

  • In the QEP, integrative learning is defined as “the ability to connect, synthesize, apply, and reflect meaningfully on knowledge and skills acquired from various contexts and experiences as demonstrated through products, performances, and presentations.”

  • Barry’s QEP has three major goals: (1) To develop students’ ability to connect relevant experience to disciplines or perspectives and fundamental academic knowledge; (2) to cultivate competence in adapting and applying knowledge, skills, and abilities acquired or developed in one situation to new situations; and (3) to facilitate reflection and self-assessment that demonstrate metacognition and a developing sense of self as a current learner and future professional.

  • There are three learning outcomes: (1) Students will be able to synthesize knowledge acquired from more than one course, field of study, perspective, and/or experience in relation to their academic, personal, and/or professional development. (2) Students will be able to give a major presentation, performance, or exhibition that reflectively showcases applied knowledge, skills, and abilities in a clear, articulate, and creative manner. (3) Students will be able to create a portfolio of selected work products, organized purposefully to provide substantive evidence of academic achievement and/or personal growth as well as professional preparation.

  • Various techniques will be employed to assess the specified student learning outcomes and evaluate the effectiveness of the QEP in achieving its overall goals. The main means of assessment will be rubrics (specialized sets of evaluation criteria that specify levels of achievement to assess student work products), a portfolio assessment tool, and a student engagement survey.

  • No; only upper-level undergraduates will participate directly in this QEP. Mainly seniors and some juniors will engage in culminating experiences as part of the current plan.

  • A culminating experience is a senior-year, capstone-type experience that allows a student to demonstrate proficiency within a major or concentration while meeting the overall goals of a liberal arts education. Traditional culminating experiences for undergraduates include exams, theses, capstone courses, applied projects, and portfolios.

  • Common culminating experiences are capstone courses and projects, internships, field education/placements, clinical practice/nursing rotations, student teaching, undergraduate research, and creative projects. Portfolios are regarded as a culminating experience.

  • The implementation of Barry’s will commence in Academic Year 2024 and is scheduled for completion in 2029. Afterwards, the University will submit its QEP Impact Report to the Southern Association of Colleges and Schools Commission on Colleges for review by the SACSCOC Committee on Fifth-Year Interim Reports.

  • The QEP will be posted to BUCWIS. In the meantime, it is available directly from the QEP Director.

  • Please contact the Director of the QEP, Paula Dias, Ed.D at pdias@barry.edu.

Apply Now Contact us Visit us

Menu

The University

11300 NE 2nd Avenue
Miami Shores, FL 33161-6695

305-899-3000

University Non-Discrimination Statement

Barry University does not discriminate on the basis of race, creed, color, ethnicity, national origin, ancestry, religion, gender, sexual orientation, gender identity, gender expression, genetic information, familial status, marital status, pregnancy, age, disability status or veteran status. This policy applies to students, employees, applicants and trustees with respect to participation in any program, benefit, activity or student/employment opportunity offered by the University. Every member of the University community is expected to uphold this policy as a matter of mutual respect and fundamental fairness in human relations. Every student of this institution has a responsibility to conduct himself/herself in accordance with this policy as a condition of enrollment. Further, every University employee has an obligation to observe Barry University policies and implementation of federal and state law as a term of employment. No person shall be retaliated against for reporting violations or concerns about prohibited discrimination or bias through appropriate University channels.

Barry University’s EASE Grant Performance Measures on Access Rate, Affordability Rate, Graduation Rate, Retention Rate and Postgraduate Employment Rate are specifically listed on the ICUF Dashboard at this link: icuf.org/dashboard.

©2025 Barry University, All Rights Reserved

Sign in to use the pins

Sign in Create account