What are our the GRCC Action Projects?

1.      Improving student learning through curriculum development, assessment, and revision;

2.      Improving student support systems from “street to seat;” and

3.      Raider Pride: GRCC values in action.

Detailed action plans and indicators of success are available at s/groups/public/quallead/AQIP Action Projects.

What is our commitment to NCA?

To remain accredited, we must turn in annual “progress reports” to NCA regarding our work on the three action projects.  If we fail to make substantial progress toward our goals, they will send a visitation team to come and “assist” us. 

What is the relationship between Baldrige and AQIP?

The Malcolm Baldrige National Quality Award helped inspire most state, local and other continuous quality improvement programs, and also motivated the design of AQIP. But AQIP differs from the Baldrige in several respects: AQIP has 9 criteria (versus 7 for Baldrige), AQIP includes results in every criterion (while Baldrige Criterion 7 aggregates all results), AQIP has separate criteria for different work processes like teaching, partnering, administration, or research and other major goals (while Baldrige Criterion 6 covers all work processes), and, most importantly, AQIP is focused on higher education exclusively.

Remember:  Baldrige (and the state programs modeled on it) are award programs, not accreditation processes. As such, they have different goals, and necessarily can use techniques not appropriate for accreditation. AQIP strives to both stimulate continuous improvement and assure the public and funding agents of the quality of higher education providers. To serve both ends  —  assuring and improving higher learning — demands more than most award programs can furnish.

An institution partnering with AQIP can pursue state and national quality awards, but not in lieu of doing periodic Quality System Reviews for AQIP. If planned thoughtfully, award applications complement and reinforce AQIP obligations.

How can GRCC staff participate?

GRCC has commissioned several cross-functional teams who are working on improvement processes including the Strategy Team, the Enrollment Management Team, Street to Seat Team, Assessment Teams, Program Review Team, and several others.  These teams are always looking for new members.

In addition, several units and departments have started a self-assessment process using the Baldrige educational criteria in an effort to embark on the improvement journey. A team/department planning process will be introduced later this year to assist staff in the continuous improvement effort.

Action Project #1

A.    Give a short identifying title (under 10 words) to this Strategy Action Project.

Improving student learning through course development, assessment, and revision.

B.    Describe the goal(s) of this Strategy Action Project (in 100 words or fewer).

Using the Course Approval and Review Process (CARP), faculty will revise courses, clearly identifying learner outcomes specific to the course and general learner outcomes that will be achieved in the course. The syllabus will be generated from this document and the learning activities will follow from the outcomes. These outcomes will later be assessed and the results used in improving the course. This represents an integrated system of course development from planning to carrying out the learning activities to assessing the effectiveness of the course back to planning course improvements.

C.    Please identify the single AQIP Criterion which this Strategy Action Project will primarily affect (check one box in the Primary column), and no more than four other Criteria to which it is strongly related (check boxes in the Related column):

D.    Please describe your institution's rationale for addressing this Primary criterion at this time. Why is this project and its goal(s) one of your "vital few"?

The College has recognized the need for a more effective curriculum development and outcomes assessment system. To this end, we have recently hired an Assessment Coordinator as well as requested that the Center for Teaching and Learning spearhead the development of a system for course writing and revision.  To date, however, the curriculum development system has not yet been integrated into our academic units.

E.     List the organizational areas (or institutional departments and divisions) most affected.

All academic units included in the School of Arts and Sciences and the School of Workforce Development.

F.     List and briefly describe the critical processes most affected.

1. The writing and introduction of new courses including the identification of specific learner outcomes.
2. The review and revision of existing courses including the identification of specific learner outcomes.
3. The process of planning objectives and learning activities.
4. The process of carrying out learning activities in the classroom.
5. The process of discipline-level assessment of student learning outcomes.

G.    List some process measures that you might track as you work on this Strategy Action Project.

1. Number of courses revised including the addition of General Learner Outcomes per year.
2. Number of departments participating in the discipline level assessment and program review process.
3. Success rates for students in revised courses compared with success rates prior to revision.
4. Increased number of faculty trained in the course revision process.
5. Modules on teaching and learning process offered.
6. Number of faculty taking modules.
7. Increased use of diverse teaching strategies in the classroom.

H.    List some outcomes measures you might track to see if you achieve your goal(s) in this Project.

1.        Increased levels of student satisfaction with courses taken.

2.        Increased number of students completing courses.

3.        Increased percentage of courses/programs incorporated into the three-year review cycle.

4.        Greater ease in transferability of GRCC courses.

5.        Documented use of assessment data in improving course delivery.

I.      If you were to establish measurable “stretch” targets for this Project, what might they look like?

J.     Briefly describe some approaches you might use to keep your institution's attention and energies focused on this Project and its goal(s).

1. The Instructional Design and Learning Technology office will oversee and coordinate the Curriculum Improvement process. The Center for Teaching and Learning and the Assessment staff and teams will collaborate in developing an inclusive Curriculum Model that includes course review, course delivery, and assessment of learner outcomes. The Deans Council will be involved in and updated about the work on an on-going basis.
2. The Center for Teaching and Learning will be responsible for assisting departments with ongoing course revision and will provide learning opportunities for faculty on classroom teaching practices.
3. Institutional Research and Planning will allocate 0.5 staff position to assist with the Assessment Coordinator in working with departments to develop and implement an outcomes assessment model that links to the overall mission and vision of the college.
4. Department heads, program directors, and faculty will be given training in the course revision process and in assessment processes as needed to further their work as needed.

K.    What do you see as the pros and cons of giving publicity (and therefore high visibility, inside and outside your institution) to this Project and its goal(s)?

Action Project #2

A.    Give a short identifying title (under 10 words) to this Strategy Action Project.

Improving student support systems from “street-to-seat.”

B.    Describe the goal(s) of this Strategy Action Project (in 100 words or fewer).

The purpose of the Street-to-Seat project is to make the entire intake experience for students as smooth as possible while eliminating waste in the processes.  The primary goal is to coordinate efforts across departments to streamline the intake processes from the time of first student contact with the college to the first day of class.  Specific desired outcomes include: (1) process improvement for students, (2) improved efficiency and elimination of waste within our processes, (3) staff learning of quality principles and lean thinking, (4) empowerment of staff to make quality improvements, (5) data for long term planning.

C.    Please identify the single AQIP Criterion which this Strategy Action Project will primarily affect (check one box in the Primary column), and no more than four other Criteria to which it is strongly related (check boxes in the Related column):

D.    Please describe your institution's rationale for addressing this Primary criterion at this time. Why is this project and its goal(s) one of your "vital few"?

The installation and implementation of our new college-wide information system has greatly enhanced our capacity to use technology to streamline the student intake system.  The new technology allows for consideration of student intake as one comprehensive, integrated system instead of separate, independent processes handled by different departments.  Student satisfaction data indicate student desire for timelier, less bureaucratic processes than what currently exists.  A leaner, less cumbersome student intake system directly supports the college’s strategic drivers of being learner-centered, collaborative, and flexible.

E.     List the organizational areas (or institutional departments and divisions) most affected.

Academic Deans, Admissions, Bookstore, Cashier’s Office, Counseling, Disability Support Services, Financial Aid, Educational Services, Information Office, Registrar’s Office, Student Activities

1. List and briefly describe the critical processes most affected.

1.        Recruitment process – Visitations/presentations to high schools, business and industry, community organizations; dissemination of recruitment materials; campus tours; responding to requests for information/materials.

1. Application processing – Input application data, contact students regarding incomplete application data, respond to student inquires regarding application status in person and by phone, matriculate admitted students to initiate enrollment processes
2. Academic advisement/counseling and college orientation:  Determine need for placement testing, placement testing processes, academic advising, college orientation sessions, campus tours, program planning
3. Registration processes: Evaluate college transcripts, assign curriculum plan, enroll students in classes
4. Financial Aid processing: distribution of financial aid materials, evaluate financial aid eligibility status, award scholarships and financial aid
5. Cashiers Office processes:  Prepare invoices, send invoices, receive payment, explain loan options
6. Bookstore processes: Disseminate money to students via financial aid, sell books and materials
7. Academic deans processes: Create course schedule, troubleshoot student schedule conflicts
8. Education Services and Disability Support Services:  Provide assistance and programming to special needs students.
9. Information Office: Initial point of contact for phone and in person student requests for information

G.    List some process measures that you might track as you work on this Strategy Action Project.

1.        Length of time needed to process a student through the intake system will decrease.

2.        Number of students dropped from classes for non-payment of tuition who subsequently re-enroll for the same classes will decrease.

3.        Decrease the length of time needed to schedule, test, and score students needing placement testing will decrease.

4.        Increase the response time for student requests for information and/or materials

5.        Increase the number of students utilizing GRCC technology within the intake processes

6.        Increased consistency of student recruitment materials and message

7.        Improved communications are implemented with positive feedback from students.

H.    List some outcomes measures you might track to see if you achieve your goal(s) in this Project.

1.      Increased levels of student satisfaction regarding the intake process indicated on the Student Satisfaction Survey.

2.      Survey staff about their increased staff ability to apply quality principles and lean thinking strategies to daily work processes

3.      Increased number of staff cross-trained in several different intake processes

4.      Increased number of student program plan classifications that accurately reflect student learning goals at time of admission

5.      Increased levels of student satisfaction with service units using point of contact surveys.

6.      Increased number of students having the ability to access college services from remote locations or from a single location on campus

7.      Increase the retention rate of applicants to enrollments

8.      Decreased processing time from application to enrollment

I.      If you were to establish measurable “stretch” targets for this Project, what might they look like?

J.     Briefly describe some approaches you might use to keep your institution's attention and energies focused on this Project and its goal(s).

1. The Enrollment Management Team, a high-profile, cross-functional campus team chaired by the Director of Admissions and championed by the Provost, will spearhead the project.
2. All staff working in the student intake areas will be invited to participate in whole-systems engagements to plan system improvements to build buy-in and empowerment.
3. Updates regarding progress will be featured in staff publications.
4. The college will annually present an award to the department/area that best exemplifies commitment to learner-centered processes.

K.    What do you see as the pros and cons of giving publicity (and therefore high visibility, inside and outside your institution) to this Project and its goal(s)?

Action Project #3

A.    Give a short identifying title (under 10 words) to this Strategy Action Project.

Raider pride:  GRCC values in action

B.    Describe the goal(s) of this Strategy Action Project (in 100 words or fewer).

The purpose of the Raider Pride: GRCC Values in Action campaign is to anchor employees in the values of the college by demonstrating their application in the day-to-day interactions with students and each other. The initial goal of the project is to instill in employees a sense of pride in the College and to use the value statements as a unifying force for improvement in a fun and entertaining manner.  A secondary goal is the introduction and implementation of a department and team level planning process to connect department and team level improvement projects to the overall college mission and vision. 

C.    Please identify the single AQIP Criterion which this Strategy Action Project will primarily affect (check one box in the Primary column), and no more than four other Criteria to which it is strongly related (check boxes in the Related column):

D.    Please describe your institution's rationale for addressing this Primary criterion at this time. Why is this project and its goal(s) one of your "vital few"?

In 1999, the college adopted revised mission, vision, and values statements.  A year later we developed a comprehensive strategic plan.  Amidst all the change, it is often difficult for front line employees to see how their day-to-day work connects to the larger mission and vision of the institution.  The work of connecting and communicating these relationships is of vital importance to the leaders of the College.

E.     List the organizational areas (or institutional departments and divisions) most affected.

The campaign is aimed at all employees of the college.

Areas working on the Raider Pride campaign include: Communications, Institutional Research and Planning, President’s Office, Organizational Development, Instructional Design, Graphic Services, Center for Teaching and Learning, Professional Development, and Student Activities. 

F.     List and briefly describe the critical processes most affected.

1. Process for planning employee development opportunities -  Planning for three annual college-wide learning days, planning professional development opportunities anchored around our value statements.
2. Department/team planning process – Development and implementation of a department and team planning process to connect improvement processes at the department level to the overall college mission and vision.
3. Strategic planning – Continuous updating of the strategic plan by the college-wide Strategy Team
4. Quality leadership team – Continued development of the role of the Quality Leadership Team as the primary force leading the college-wide quality improvement effort.
5. Employee recognition and rewards process – Redesign of employee recognition and rewards processes to promote the demonstration of employee commitment to college mission, vision, and values.
6. Faculty professional development system – Incorporate Raider Pride values into the offerings and processes used by the Center for Teaching and Learning.
7. Performance Development System – Incorporate Raider Pride values into the performance development system used for administrators, administrative support staff, technical support staff, Business and Technical training staff, and Campus Police.

2.       List some process measures that you might track as you work on this Strategy Action Project.

1.        Number of departments/teams voluntarily participating in continuous improvement efforts will increase.

2.        Number of recognition and rewards opportunities provided for employees will increase.

3.        Feedback from new employee orientation programs for faculty and staff will show high levels of satisfaction.

4.        Raider Spirit Award and Raider Salute programs are implemented with positive feedback from staff.

5.        Learning Day evaluations show positive staff feedback to Raider Pride initiatives.

6.        Raider mascot developed and implemented at a number of college events and activities.

7.        Increased percentage of college materials includes the college mascot and values.

8.        Positive community “press” of the college mascot and Raider Pride initiative.

H.    List some outcomes measures you might track to see if you achieve your goal(s) in this Project.

1.        Employee campus climate survey results show increased levels of staff satisfaction.

2.        Demonstrated improvements tied to application of the department/team planning process implementation.

3.        Number of voluntary staff separations declines.

4.        Student satisfaction survey shows increased levels of student satisfaction over time.

5.        Decrease in student complaints as campus life improves.

I.      If you were to establish measurable “stretch” targets for this Project, what might they look like?

J.          Briefly describe some approaches you might use to keep your institution's attention and energies focused on this Project and its goal(s).

1. The Quality Leadership Team, a high profile cross-functional team of campus leaders including the President and Vice Presidents will spearhead this project.
2. The development of a college mascot and its appearance at campus events, community events, and sporting events will bring a sense of fun to the campaign.
3. GRCC Raider Pride week of activities geared toward students, staff, and the community will focus attention on the importance of our vision, mission, and values and how they are central to our work.
4. Members of the Quality Leadership team will be trained to serve as facilitators to assist departments and teams to implement the continuous improvement planning process at the department and team level.
5. Newly-developed employee recognition programs tied to college goals will reinforce college’s commitment to this cause.

K.    What do you see as the pros and cons of giving publicity (and therefore high visibility, inside and outside your institution) to this Project and its goal(s)?