What is a QEP?

What began as an initial idea was molded and shaped into a unifying purpose or goal. After careful planning, the QEP matured into a plan to implement and assess a focused set of initiatives designed to improve student learning across the university. While the QEP is a required element for university accreditation through the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), it also presents a unique opportunity to coordinate and strengthen educational experiences through calculated innovation across campus.

Our QEP, Foundation for Your Future, equips students with a comprehensive approach to making career choices. These choices begin with an inward assessment of skills, interests, values and attributes, and ends by connecting these traits to a broad range of career options for which they are most suited, embedded in an engaging, hands-on education that prepares students for success in their chosen careers.

Phase One: Foundations

Goal: To provide students with a solid career foundation as they begin college.

In phase one, students will take career-orientation courses that introduce them to two primary or foundational components of success as it pertains to career readiness:

  1. In select career-orientation or introductory courses, students will explore their own skills, interests, personal traits and values/rewards systems that may contribute to suitability or fit in various careers.
  2. In these classes, students will explore career options in industries or fields that align with their skills and interests.

Phase Two: Framework

Goal: To build upon this solid foundation with a framework that provides students with the skills, content and competencies for a successful future.

The purpose of phase two is to imbed students vigorously into their career classes so they can begin to refine skills, knowledge and competencies. Some students will develop a heightened sense of tenacity to work beyond what they previously thought capable. In some cases, however, some students may conclude that they have made the wrong career decision. In these scenarios, a secondary purpose of phase two is to help students identify new, previously unexplored career options based on new experiences that reveal new interests and possible career options.

Phase Three: Capstone

Goal: To launch students successfully into their careers with a capstone experience as a synthesis of prior learning.

The purpose of phase three is to ease the awkward transition some students commonly experience between college and career. Phase three provides the culmination of students' collegiate work, as the synthesis of prior skills and knowledge, and as direct application in job-imbedded experiences. In phase three, students will participate in capstone experiences including clinical, student teaching and short-and long-term internships.

Phase One: Foundations Student Learning Outcomes

  • Students will identify and assess their skills, interests, personality traits and values/rewards systems using custom or commercially available career suitability surveys.
  • Students will describe career options of interest to them, aligned with the results from their career suitability survey, and including at least one previously unexplored career option through an in-class assignment.

Phase Two: Framework Student Learning Outcomes

  • Students will refine career related skills, content knowledge and competencies through completion of in-class assignments and participation in campus-wide activities and external (off-campus) projects.
  • Students will identify and describe at least one new or previously unexplored career option based on newly identified interests or skills through completion of in-class assignments and participation in campus-wide activities and external (off-campus) projects.

Phase Three: Capstone Student Learning Outcomes

  • Students will synthesize career knowledge and skills by completing at least one career-related job application and/or graduate school application.
  • Students will apply prior knowledge, skills and learned concepts to real-world application through participation in capstone projects (internships, student teaching, clinical or related projects).


The Career-Ready Credential Program enhances career readiness for all A&M-Commerce undergraduates. Two tracks are available:

  1. Career-Ready: Open to all A&M-Commerce undergraduate students.
  2. First-Gen Career Ready: For first-time, full-time, first-generation college students.

Phase One Requirements (First year)

  • Attend a career fair.
  • Meet your mentor.
  • Create a LinkedIn portfolio.
  • Complete the Focus2 skills assessment.
  • Complete Phase One course assignments.

Phase Two Requirements (Second year)

  • Attend a QEP sponsored career event.
  • Join a job fair or conference.
  • Regularly meet with your mentor.
  • Draft a résumé.
  • Complete Phase Two assignments.

Phase Three Requirements (Third year)

  • Apply for jobs or graduate programs.
  • Attend a career fair.
  • Get a professional headshot.
  • Regular mentor meetings.
  • Finalize online portfolio.
  • Complete professional résumé.
  • Participate in a mock interview.
  • Complete Phase Three course assignments.

We are introducing the QEP Mentorship Program to support you every step of the way! Here’s what you need to know:

What is the QEP mentorship?

You will be paired with a mentor for individualized guidance and support.

Your mentor’s role:

  • They will meet with you for at least one 30-minute face-to-face session each year.
  • Your mentor will provide advice and guide you to useful resources.

How it benefits you

  • It helps you navigate challenges and make the most of your time at TAMUC.
  • You can gain valuable insight from someone who has been in your shoes before.

QEP Mini Travel Grants for Career-ready Credential Students

Are you a student pursuing the Career-ready credential? Good news! You may be eligible for the QEP mini travel grant of up to $300 per academic department per year.


  • Applicants must be in Phase Two of the QEP and have completed all Phase One requirements.
  • Funds can be used for professional conferences, career fairs or similar activities.
  • While additional personal expenses may be incurred, the QEP will not exceed the $300 per department allocation.
  • The grant can cover expenses such as meals, lodging, travel and registration fees.
  • Attend local events in the DFW area, when possible.

Application Process

  • Grant applications are announced at the beginning of the fall semester.
  • Students will submit applications using the provided QR code or Qualtrics link. The application window will remain open for two weeks and may be extended if required.
  • The QEP committee will review submitted applications and grant the awards.


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Committee Members

Committee Structure and Guidelines

The Committee will operate under the following guidelines. All activities will:

  • Focus on student learning.
  • Enhance the academic reputation of Texas A&M University-Commerce
  • Maintain sensitivity to differences within the University.
  • Remain open and transparent!
  • Promote university-wide engagement; and
  • Advocate a user-friendly environment.

The ongoing standing QEP Committee will consist of faculty representatives from each of the academic units, representatives from non-academic areas, student representatives and the QEP director. All committee members are expected to serve two-year rotating terms upon approval of respective deans and department heads. Additionally, all members should exhibit ongoing commitment to the success of the QEP by active participation on the committee and timely completion of assigned tasks.

A standing sub-committee of QEP Mentors will serve to create and maintain ongoing communication, support, leadership and encouragement across the campus. Volunteers from each department (academic and non-academic) across the campus will serve a minimum of two-year rotating terms upon approval of respective department heads and deans. For more information/inquiries, email the committee at [email protected].



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