Quality Enhancement Plan

QEP Goal, Initiatives, and Strategies Improve first-year, full-time, degree-seeking student success Enhancing student support Semester progress reports Professional development Fostering strategic communication Communication management

STAR Components Progress Reports STAR Cohort: FFD Initial and midterm Satisfactory and unsatisfactory options STAR Cohort: FFD STAR Student Success Coach Informative messages about resources and events Strategic messages based on progress reports

How do I fit in? Student Services background and PT instructor July prior to year two of initiative; third director of program Had been part of QEP Planning and Implementation Committees

Initial Roadblocks Low faculty participation in submitting reports Enforcement when not Mandatory Other student success initiatives: AtD, CbD, CC Technology Official Cohort (different start times) Already not following QEP document

Marketing & Branding Website Materials: pens, business cards, palm cards, bookmarks, banner, fliers Webspot during weeks of reporting Communicator and CPCC Today Syllabus message template Starburst candy

Incorporating Change & Feedback 16-week to eight-, twelve, 16-week Multi-campus presence Student video – online classes Upgrades to reporting process & student email Altering 16-week reporting dates PD for faculty and PD for support staff Moving the location of reporting calendar

QEP Data Retention: 1% increase in the fall to spring retention rates Student Success: 7% increase in the number who completed 24+ credit hours with a 2.0 GPA 19% increase in the number who completed 24+ credits 23% increase in the number who completed at least 80% of their enrolled credits

Student Perceptions Received unsatisfactory reports for: Low exam, quiz, and assignment scores Missing assignments True! Most common actions they took: Spoke to instructor - Studied more/harder Improved class attendance - Nothing Percent who visited SSS, ALC, and STAR Coach decreased

Student Perceptions Academic performance: Improved - Stayed the same Students not making connections between actions and feedback 91% of those who were placed on academic warning at the end of fall semester and achieved good standing in spring term interacted with a support service A larger percentage of ALC users and TRIO students ended the year in good standing than those using other support services

Student Survey Testimony I enjoyed getting the reports throughout the semester Great feedback to know if I’m doing good or not and when/if I need to improve They are very informative and keep us students in check Getting a STAR report motivated me to keep up the good work It’s a good reminder that’s like “hey, you’re good!” or “hey, get your stuff together!”

Changes Because of Survey and Data Impact of initial and midterm reports on term GPA – more aggressive approach Focus conversations on unsatisfactory behaviors in report Documentation of visits – general or STAR report; OSP as a tool Resource usage – video, handout, Learning Forum

STAR Today Increased number of class visits to sections that have a lot of cohort students Using both the general STAR email account and the STAR coach’s email account More students receiving STAR Success Reports Common language to talk about them Two faculty are using the STAR card

What Have I Learned? Get in front of as many groups as possible Listen to all parties that are involved Separate what you can change from what you can’t without the help of others Prioritize feedback/suggestions Figure out your primary messages and own them

STAR Student Success Stories Peter (first cohort) just graduated with a degree in medical laboratory technology. He has accepted a job with Carolinas HealthCare System. Tulsi (first cohort) is transferring to UNCC to major in graphic design. Jonathan (second cohort) is transferring to Montreat College and received a soccer scholarship.