1. Quality Enhancement Plan

2. 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

3. 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

4. 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

5. 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

6. 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

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

8. 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

9. 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

10. 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

11. 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!”

12. 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

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

15. 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

16. 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.