The Isothermal Community College Quality Enhancement Plan (QEP)
To remove barriers to academic progression and completion through comprehensive educational planning.
| Student Learning Outcome | Institutional Challenges | Ties to Institutional Planning |
| 1. Students will develop a “Master Academic Plan” for completing community college academic goals, especially associate degrees. | There is not a required assignment in all sections of the ACA related to creating an individualized educational plan. |
2014-16 Strategic Plan Goal One: For our students to be job or transfer ready, the College will focus on educational planning toward degree completion. Read more about Goal One Goal Two: To remove barriers to college and career success, the College will engage in more active learning strategies. Read more about Goal Two |
| 2. First-time students who receive a no show for a course, a financial aid warning letter in first year, or an Early Intervention Form (EIF) referral will select action items from a provided list to develop an Action Plan for improving academic progress. |
The 3-year average of no-shows is too high. There were 1,291 lost seats Fall 2012-2015. In Fall 2014, 19% of the previous fall enrollment were ineligible for financial aid due to lack of "Satisfactory Academic Progress." In Fall 2014, only 4.5% of instructors utilized the Early Intervention Form (EIF). |
| Learning Environment Outcome | Institutional Challenges | Ties to Institutional Planning |
| 1. Increase to 98% by Fall 2016 the number of sections of ACA in which trained ACA instructors implement the MAP assignment. |
The ACA courses did not have consistency in content and, therefore, did not provide needed basic information to students The ACA curriculum did not align with the components students identified as necessary for orientation. |
2014-16 Strategic Plan Goal One: For our students to be job or transfer ready, the College will focus on educational planning toward degree completion. Read more about Goal One
Goal Two: To remove barriers to college and career success, the College will engage in more active learning strategies. Read more about Goal Two
Goal Four: To prepare for future opportunities, the College leadership will foster innovation and efficiency. Read more about Goal Four |
| 2. Increase to 75% by 2020 the number of instructors who provide complete and timely Early Intervention Forms (EIF) to the Support Team. |
While ICC has successfully implemented a limited early intervention procedure, the current system is manual and has been utilized by only about 13% of instructors (n=40 unique faculty members) in the past three years. |