Category 3Understanding Student's
and Other Stakeholders' Needs

3C1 and 3C2 Students and What They Need

East Central College is accredited by the North Central Association and governed by a local
Board of Trustees. The College’s mission is to provide an environment for lifelong learning, with a
vision to connect the community to its future.

ECC segments its students and other major stakeholders into broad categories and further
segments them into more narrow subcategories.

Student stakeholders are listed by educational intent indicating the broad range of life-long
learning opportunities offered by the College and include both credit and non-credit students.
Educational objective includes students seeking degrees or certificates, interested in transferring to
a baccalaureate institution, exploring career options, upgrading job skills, obtaining basic literacy
skills through ECC’s Adult Education and Literacy program or pursuing coursework for personal

ECC also recognizes its responsibility to meet the needs of other major stakeholders; ECC
Foundation, residents of the ECC district and service area, transfer institutions, state and local
legislators, governmental bodies, and area business and industry.

The College has identified and defined the following categories of students and stakeholders
as being its primary populations:

Prospective Students - potential or active candidates for enrollment
Key Subgroups:

  • High school students
  • High school drop-outs
  • Displaced workers
  • Returning adults

Current Students - students who have completed the admission and enrollment process and
are attending classes at ECC classes at ECC
Key Subgroups:

  • By Educational Objective
    • Certificate
    • Associate of Applied Science Degree
    • Associate of Arts Degree
    • Associate of Science Degree
    • Associate of Arts in Teaching Degree
  • High school equivalency
  • Developmental/developmental
  • Skills Upgrade
  • Traditional/non-traditional
  • Financially disadvantaged
  • Extended campus

Employers, Business and Community - partners who have a direct stake in the mission and
success of ECC but may or may not directly fund or govern the College
Key Subgroups:

  • State and community agencies
  • Employers
  • Advisory board members
  • Area high schools
  • Post-secondary institutions

ECC Foundation - a non-profit organization composed of individuals from businesses,
professions and community services
Key Subgroups:

  • Scholarship donors
  • ECC Alumni
  • Patrons of the Arts
  • Foundation Board Members

Students and other major stakeholders’ needs, requirements, and expectations are determined through surveys, focus groups, individual interviews, academic program reviews and input from external advisory committees. These are outlined in Figure 3.1.

Figure 3.1

Prospective Students
  • Reputation for academic excellence
  • Affordable cost
  • Class/program availability
  • Financial assistance
  • Positive image
  • Timely, up-to-date info.
  • Efficient admissions
  • Dual credit courses
  • Transferable courses
  • Skills assessment
  • Quality advisement
  • Orientation to college
  • Convenient location
  • Clean, safe environment
  • Campus activities
  • Academic excellence
  • Affordable cost
  • Basic skills competency
  • Transferable courses
  • Job skills
  • Degree/certificate completion
  • Convenience
  • Timely information
  • Helpful/informed staff
  • Up-to-date programs
  • Clean, safe environment
  • Quality advisement
  • Available courses
  • Campus activities
  • Relationships
  • Career services
  • Financial assistance
  • Learning assistance
  • Current facilities, technology/equipment
  • Distance education
  • Continuing education
Employers, Businesses & Community
  • Highly skilled workforce
  • Economic development
  • Partnerships
  • Response to training needs
  • Fiscal responsibility
  • Networking opportunities
  • Cultural enrichment
ECC Foundation
  • Fiscal responsibility
  • Strong affiliation
  • Student success
  • Positive image
  • Alumni connections
  • Cultural enrichment
  • Student financial assistance
  • Campus enhancement

3P1 Identifying and Addressing Changing Needs of Students

The changing needs of student groups at ECC are identified through a variety of formal and
informal methods. Current students have the opportunity to self-identify their needs to their
advisor, their faculty, and other college employees. When changes in needs are expressed to a
faculty member, the information is relayed to the division chair. Division Chairs meet regularly with
the Executive Dean of Instruction to review such changes. In addition, advisors and other college
employees forward similar information to the Dean of Student Development or the Executive Dean
of Instruction. Depending on the specific need, the Deans meet with the appropriate faculty and/
or staff to analyze and select a course of action. Changes in academic courses and programs
are submitted to the Academic Council for approval.

All new students are assessed for writing, reading and mathematical skills before enrolling. The
results of these assessments are used to determine the need for specific course offerings in basic
skill areas.

Student Development department heads meet regularly with the Dean of Student Development
to review the need for changes in student services. In addition, a Quality Services Group meets
twice a month to discuss process issues and solutions. All staff and faculty are invited to attend
the open forum. A debriefing session is also held after fall and spring enrollment to evaluate the
processes and services provided. An administrative committee meets regularly to act on student
refund appeals. In response to a series of appeals, the Dean of Student Development initiated a
change in the refund policy which has been well received by students and employees.

The President meets with the Deans and professional staff, as needed. The budget is developed
and staffing needs are prioritized in this way. During the spring 2008, it was decided that combining
Recruitment and Admissions into one unit under the Dean of Student Development might allow for
better service and communication to prospective students.

Occasionally, consultants are used to assess community opinion and determine how needs
have changed. For example, a community survey was conducted prior to submitting a bond
issue to district voters to build a new allied health and science building. The results indicated a
strong level of support for the project, so the issue was placed on the ballot and passed by a wide
margin (5R1). In another example, a university consulting group was hired to conduct a study on
the effectiveness of the college website for prospective and current students. The results, outlined
in Category 7, will be used to redesign the college website.

Figure 3.2 - shows the processes utilized to determine the changing needs of student groups:

Point of Entry
During Enrollment
Point of Completion
Academic Needs
  • Advisement
  • Assessment
  • ACCESS data
  • Orientation survey
  • Enrollment data
  • Foundation Seminar survey
  • Instructor evaluations
  • AIM referrals
  • ECC Studet Satisfaction Survey
  • Career & Technical Follow-Up Study
  • Transfer data
Student Services Needs
  • Financial Aid applications
  • Advisement
  • Student emails
  • Orientation survey
  • AIM referrals
  • Advising data
  • FS1001 survey
  • ECC Studet Satisfaction Survey
  • Career & Technical Follow-Up Study
  • Transfer data

3P2 Examples of Processes for Meeting Their Needs

ECC maintains an active email account for students from their first contact with the institution. In
addition to an informative website, the college communicates with students and solicits feedback
through traditional mail, electronic mail and telephone.

Before the start of the fall and spring semesters, all new students participate in a required
Campus Orientation. This activity introduces key staff and faculty, promotes familiarity with the
physical campus, campus programs and campus activities. During Orientation, students activate
their email accounts and complete an online survey which is used to evaluate the event.

Once enrolled and in classes, students are assigned an academic advisor and participate in a
one credit hour Foundation Seminar (FS1001). Students experiencing any personal or academic
challenges may also participate in the Academic Improvement Management (AIM) early alert
program. In order to help students make connections, they are encouraged to participate in
and/or attend athletic games, student activities, and fine and performing arts activities free
of charge. Students are also encouraged to become voting members of Student Senate by
attending weekly meetings. The Learning Center and the Library support learning needs with a
variety of tutoring and research services, and students are invited to work part-time on campus in
a variety of student worker positions. Each semester, students are also encouraged to evaluate their
faculty and discuss any specific concerns with one of the Deans. Overall, students benefit
from the college’s “open door” philosophy.

3P3 Identifying and Addressing Changing Needs of Other Stakeholders

Advisory committees identify the changing needs of employers, which often leads to new
course content or revised programs. The changing needs of career and technical students
are also identified through the Career and Technical Graduate Study. The Customized Training
Department inquires about training needs through contact with area businesses and industries.
The changing needs of transfer students are identified through articulation agreements with
baccalaureate degree-granting institutions, transfer conferences and statewide initiatives from
the Missouri Department of Higher Education. Internally, academic advisors share scheduling
feedback from students with Division Chairs and the Executive Dean of Instruction. In the spring of
2007, an advisement satisfaction survey was administered to 1,124 students. Only 47% indicated
that their assigned advisor was available and provided assistance to them, even though students
are required to see their advisor each semester. This feedback, along with plans to remodel the
administration building, was a factor in making Redesigning Student Advisement an AQIP project.
High school superintendents, principals and counselors come to campus annually for a back to
school luncheon where college information is shared and feedback is solicited. Regular visits to
high school campuses are conducted by the Admissions Coordinator, faculty and professional
staff to coordinate dual credit enrollment needs as well as early enrollment for high school seniors.
Faculty and administrative staff are also encouraged to join professional organizations and attend
national and regional conferences to examine trends, new technology and stay current in their

3P4 Sample Processes for Meeting Stakeholders’ Needs

From its inception in 1968, ECC has enjoyed strong relationships with its key stakeholder groups,
as Figure 3.3 shows.

Figure 3.3

Key Stakeholder Group
Prospective Students
  • Timely communication from Admissions
  • Recruiting visits to high schools
  • Campus tours
  • On-site advisement/registration for high school seniors
  • Dual Credit in 12 high schools
  • Dual Technical Credit in 18 high schools
  • High school competitions, e.g. WYSE academic challenge, and district music festival, concerts for elementary and middle school students
  • Financial Aid presentations, e.g. College Goal Sunday
  • Targeted mailings to district residents
  • Open House
  • Regional College Night
  • Media, website and publications
  • Free placement testing Special events for high school educators
  • Local county fairs, parades
  • Summer youth camps
Current Students
  • Evening office hours
  • Free tutoring, computer access
  • Orientation to campus
  • Foundation Seminar, FS 1001, 1002
  • Early alert system (AIM)
  • Disability services (Access)
  • Student employment services
  • Student email (FalconMail)
  • Newsletters, posters, student publications
  • Student Activities
  • Student Government
  • Counseling & advisement services
  • Internships
  • Online registration


Business & Community

  • Program advisory committees
  • Involvement in community and service organizations
  • Private and public collaborations and partnerships
  • Establishing articulation agreements
  • Catered events by culinary students
  • Student internships
  • Participating in local job fairs, trade shows
  • Community surveys
  • Community library memberships
  • Community fitness center offerings
  • Senior citizen discounts
  • Facilities use for community events
  • International Day
  • Visits to/from local employers
  • New Jobs Training Program
  • Missouri Customized Training Program
ECC Foundation
  • Annual scholarship fund raising event
  • Annual golf tournament for alumni association and athletics
  • Patrons of the Arts fine arts performances, displays and receptions
  • Annual giving campaign
  • Legacy of Hope scholarship endowment program
  • Scholarship selection committee
  • Campus enhancement projects

3P5 Identifying and Serving New Stakeholders

ECC identifies how new student and stakeholder groups should be addressed primarily through
economic and environmental changes. According to the St. Louis Post Dispatch, this past July
marked the highest unemployment rate in the St. Louis area in more than 16 years. Many of
the jobs have been lost in the manufacturing industry and recently the Chrysler plant located
approximately 30 miles away has announced it will be cutting shifts and laying-off approximately
2,400 workers. The cut-backs at Chrysler also affect another local manufacturing company that
will be completely closing its factory. There are many local residents who have been or will be
impacted by these changes. In response, ECC has participated in educational and career fairs
specifically geared to many of these individuals. If interested, they will receive federal funding
to help pay for education and re-training. At the fairs, ECC meets with interested individuals to
analyze their skills, interests and needs in hopes that they will attend the college in the near future
to further their education.

Another recent example is a grant received from the Missouri Department of Economic Development to offer welder training for area industries. Local manufacturers wanted to increase
the number of trained welders needed to fill many jobs in the local labor market. ECC, the local
manufacturers, and other local agencies put together a proposal that allows local employers to
draw from their current employees to receive welder training. The chosen employee will attend
the ECC Four Rivers Training Center for training, at no cost to the employee or the company during
the pilot year. Additionally, the program instructor will visit each participating industry to get an
idea of the welding applications to stress in the program.

ECC also relies heavily on community input. Local advisory boards provide direction regarding
changes in programs and course offerings, which can potentially attract new students. Additionally,
in response to student and community demand, ECC is adding facilities to accommodate the
growing need for nursing and allied health careers.

Student demographics are also closely monitored. It is well known that there will be a decline in
the number of graduates coming from Missouri public and private high schools. Studies conducted
from the Western Interstate Commission for Higher Education (WICHE), ACT, and the CollegeBoard
predict a 7.6 percent decline in Missouri high school graduates between 2009-10 and 2014-15
( Studies also indicate that the
racial/ethnic composition will continue to change for Missouri high school graduates. ECC will
need to strategically plan for recruiting and retaining a potentially smaller and more diverse pool
of students.

3P6 College System for Resolving Complaints

The Student Handbook provides specific college policies to file appeals or complaints, based
on the nature and type of grievance. In most cases, students are encouraged to resolve their
conflicts through informal means before proceeding to a formal process. As mentioned in 3P1, a
series of student tuition appeals led to a change in the refund policy.

Student complaints may begin with faculty or staff or go directly to either the Dean of Student
Development or to the Executive Dean of Instruction, depending on the nature of the complaint.
Student files are maintained in both of these offices containing information relevant to the
complaint and its resolution.

Students are invited to anonymously evaluate their faculty each semester through an online
system, which is reviewed by the Division Chairs and Executive Dean of Instruction.
Students and other stakeholders offer input through an online suggestion box to the College
President or direct contact with one of the Deans. These e-mail questions/suggestions are normally
responded to within twenty-four hours.

The College’s non-discrimination policy directs job applicants and employees to the Human
Resources Director and students to the Dean of Student Development.

Feedback Analysis and Course of Action
Course evaluation results are summarized and the results are listed online to allow
instructors to access this information and use it to assess their courses. Information on the
instructor, department and institution performance is part of the survey. Information from
previous and current semester evaluations can be accessed and reviewed from this site,
which allows an instructor to monitor how corrective actions impact student evaluations.
The Executive Dean of Instruction reviews course evaluations and forwards concerns to
individual instructors. In keeping with Senate Bill 389, faculty evaluations will be posted on
the college website.

Communicating Actions to Students and Stakeholders
If the nature of the complaint involves a formal appeal, written communication is sent
to the student and instructor from the Executive Dean of Instruction or Dean of Student
Development, informing all parties of the decision made by the appeals committee.

3P7 Overall Measures of Processes

The following measures of student and other stakeholder satisfaction is regularly collected and

Figure 3.4

Stakeholder Group

Measures of Processes
Prosepective Students
  • Enrollment data
  • Feedback from high school educators
Current Students
  • Course/faculty evaluations
  • Graduate survey
  • Occupational Graduate survey
  • Tracking systems in academic and student services support areas
  • Orientation survey
  • Foundation Seminar survey
  • Participation levels
  • Quality Services Group


Business & Community

  • Community survey
  • Transfer data from four-year universities
  • Advisory committees
  • Career & Technical Graduate Survey
  • Election results
  • Attendance at Foundation events
  • Fund raising levels

3R1 Results for Student Satisfaction with Performance

Results regarding student satisfaction primarily come from an internally developed graduate
satisfaction survey. While the survey has only been administered over the last three terms, results
are already showing that students are satisfied with instructional operations and many of the
support services provided. Students are asked to gauge their satisfaction level from extremely
satisfied to extremely dissatisfied. Below are results from the most recent administration where 70%
or more of the students are extremely satisfied or satisfied with the requirements and expectations
outlined in 3C2:

  • 88.1% - Technology on campus
  • 83.8% - Quality of instruction in most classes
  • 80.5% - Campus appearance
  • 80.0% - Comfort level of classrooms, learning spaces and other campus facilities
  • 78.1% - Accessibility and availability of faculty outside of class
  • 73.6% - Clarity of degree requirements
  • 73.1% - Faculty/staff concern with academic progress/performance
  • 71.3% - Availability of courses

Additionally, students are asked to rate their satisfaction with services provided by the
institution. The student is also asked to identify if they used the service. Figure 3.5 represents
satisfaction levels based on service use.

Figure 3.5

Because the survey is fairly new, the College is just beginning to look at trends and patterns
represented in the data. ECC recognizes that an internally developed survey lends to no
comparative data. As part of the strategic and assessment plans, the College will investigate
additional survey options that will provide comparable results.

3R2 Results for Building Relationships with Students

Results related to building relationships with students currently are provided through the graduate satisfaction survey. Analysis from the most recent administration, as well as previous administration, reveal that student’s are overwhelmingly satisfied with the quality of their ECC experience and education. As Figures 3.6 and 3.7 show, fewer than 2% of students are dissatisfied with their experience and education at ECC. No one indicated they were extremely dissatisfied. Previous administrations provided similar results.

  Figure 3.6 Figure 3.7

Asking students if they would attend ECC again is another indicator that the College is building
strong relationships with students. Over three-fourths of the students surveyed indicated they
would definitely come back if they had the choice. Students are also asked the extent with which
ECC helped them attain their goal. Less than 4% of students surveyed indicated that the College
had very little or no impact on goal attainment.

Aside from asking students their satisfaction with the College, student retention and persistence
is a strong indicator of the efforts to build relationships with the students. Figures 3.8 an 3.9 represent
the retention rates of all ECC students and retention rates of developmental students. The chart
displays that retention rates have remained fairly stable over the years and also represents the
strong commitment to retaining students who are enrolled in developmental courses.

  Figure 3.8 Figure 3.9

This past spring ECC requested the feedback of students regarding the highly debated Student
Success course. Student polls and several discouraging articles in the student newspaper has
touted the course as a “waste of time” or as one article referred to the course, “Student Suck-
cess”. Many students enter the Student Success with a pre-conceived negative image of the
course. In an attempt to improve this image, ECC surveyed students who completed the course
and had gone on to complete at least 30 additional credit hours. This cohort allowed for feedback
from student’s who had been able to apply the principles and objectives taught in the course.

Questions such as, did the course help them adapt to the college environment and did they
feel more prepared because of the course, were asked. Students were also asked to provide
feedback on what significant things were learned and how ECC could improve the course.
As seen in Figure 3.10, results were not overwhelmingly positive.

Figure 3.10

The course helped the student...
adapt to a new environment by providing information about the challenges of college
become aware of the services available at ECC
increase awareness of social opportunities (clubs, athletics, arts, etc.)
make personal, professional and academic connections
After completing the course my college experience...
was impacted very little
did not benefit from the course
was greatly impacted

Along with these results, comments on desired changes, and other feedback from students
and faculty, additional improvements have been made to the course. Through the work of an
advisory group, the renamed course entitled, “Foundation Seminar,” now meets twice a week
for the first half of the semester, homework has been replaced with in-class activities promoting
teamwork and collaboration, and more focus is placed on promoting awareness of campus
resources, including technology tools.

The Advisement and Counseling Department maintains a daily “on call advisor” to handle walk-
in academic advisement. To manage the increased activity in the weeks before classes begin, all
advisement is handled on a first-come, first served basis, with some exceptions for specific groups.
Throughout the enrollment process, students seldom have to wait more than 30 minutes to see a
general advisor.

With a goal of creating a more vibrant campus environment, the college added a full-time staff
member to coordinate student activities and student government. At the same time, women’s
volleyball returned to the college’s roster of intercollegiate sports. In the spring of 2008, the
Falcon was unveiled, replacing the Rebel as the college’s official mascot. The new mascot was
recommended to the Board of Trustees by a committee of students and college employees. The
new, professionally designed Falcon logo has been enthusiastically embraced by students and
staff. Under the new Falcon identity, the athletic teams have recorded their best early win/loss
records to date and game attendance is noticeably higher.

The new Coordinator of Student Activities/Volleyball Coach developed an active calendar of
events with students participating in record numbers - always a challenge for a rural commuter
campus. Much of this success is due to an incentive program entitled, “EC Cash,” where students
earn points by attending events/meetings, volunteering to work at events, or performing community
service. The EC Cash points are used as currency at the end of the semester to bid on items at an
auction sponsored by student government. The program was immensely successful in its first year,
attracting 973 students to sign up and earn points. The student government won a competitive
award from the Missouri Community College Association for the innovative program.

3R3 and 3R4 Results for Stakeholder Satisfaction w/ Performance & Building Relationships

Prospective Students

Through the budgeting and staffing process, the admissions and recruitment functions were
combined in a new department under Student Development. Prior to the change, a communication
gap existed between prospective student recruitment and other student development services.
The change appears to be working, but a formal assessment has yet to be conducted.

Another indicator of stakeholder satisfaction is that of increased participation in programs
offered by the College for high school students. In September 2008, 1,300 elementary and middle
school students came to campus to hear a professional string quartet concert. Each spring,
150-200 secondary students participate in the Worldwide Youth in Science Education (WYSE)
competition. The Art Department hosts 20-30 secondary artists in the annual High School Portfolio
Day, and the Music Department hosts the District Music Festival each spring for secondary music
students. Several thousand students from the eastern region of Missouri attend the annual two
day festival.

Employers, Business & Community
The community has a strong approval and appreciation for the College, as indicated in the
community opinion survey. Results are detailed in 2R3 and 5R1. ECC measures satisfaction with
our educational programs through advisory committees and employer feedback. Career Services
works closely with local employers, chambers of commerce, and employment agencies to plan
and participate in local job fairs. In the 2007 employment summary data for career and technical
graduates, 84% found employment after graduation, with 77% in a field related to their major.
Training partnerships with regional businesses and industries is described in Category 2.

ECC Foundation
The ECC Foundation Board of Directors is composed of individuals from businesses, professions
and community services. Meetings are held quarterly to conduct business and review programs.
Directors take an active role in fundraising and membership activities, finance and investment
planning and supervision of planned gifts and endowments.

The primary focus of the Foundation has been to raise scholarship dollars to provide financial
assistance to the many talented and needy students in the ECC college district. In 2004, the
ECC Foundation launched its ongoing Legacy of Hope and Opportunity capital campaign to
establish a permanent scholarship endowment for ECC students. Gifts in support of that effort
are encouraged by individuals and area businesses. In 2007, the ECC Foundation reported assets
of $3,619,449, with $78,746 awarded in annual scholarships. In February 2008, the 25th Annual
Scholarship Recognition Night raised $46,000, resulting in $25,000 in new funds.

In addition to the scholarship assistance provided by the Foundation, the Patrons of the Arts
program solicits memberships to support the college’s performing arts programs. To date, a record
362 memberships have raised $46,500 for FY 2009, with new memberships still coming in.

The ECC Alumni Association is organized through the ECC Foundation and raises $10-12,000
each year for campus projects and scholarships by hosting an annual golf tournament and staffing
a beverage booth at the Washington Town and Country Fair.

3R5 Comparing Results

As the AQIP Systems Portfolio grew, so did the need for more comparable data. In 2007, ECC,
along with 177 other institutions, participated in the National Community College Benchmark
Project (NCCBP). The NCCBP was developed to respond to the need for comparative data that
is tailored to community colleges. While results from the study provided the College a national
perspective, it was also important to compare ourselves with local peers. Data received from the
NCCBP, along with data obtained from the Integrated Postsecondary Education Data System
(IPEDS) and Missouri Department of Higher Education (MDHE), allowed the institution to analyze
specific performance measures from a national and local perspective. Figure 3.11 represents
some of the observations obtained.

Figure 3.11

National Peers
Missouri Peers
Areas of Strength
  • Full-time degree completion
  • Student persistence/retention
  • College level course retention & success
  • Developmental Reading & Writing retention
  • Developmental Writing retention in first college-level course
  • Career/technical employment
  • Student to faculty ratio
  • Student to student services ratios
  • Cost per credit hour & FTE student
  • Faculty & Staff Development/Training
  • Transfer rates
  • Local & State revenue sources per FTE student
  • Full-time faculty salaries
  • Endowment assets
  • Tuition & fees
Opportunities for Improvement
  • Developmental Math retention & success
  • Developmental Math retention & success in first college-level course
  • Distance learning – credit hours and sections offered, withdrawal rates, & completers
  • High School graduates enrolling at ECC
  • Enrollment growth & FTE
  • Retention of full-time and part-time, first-time, degree-seeking students
  • Graduation rate (overall)
  • Total financial aid dollars awarded
  • Need-based financial aid awarded
  • Student services expenses per FTE student

3I1 Improving Current Processes

As a mid-sized college, ECC has the ability to act quickly when changes are needed.
However, the lack of formalized processes can sometimes lead to poor communication and
documentation. More formal structure and written policies could help to clarify a number of the
college’s processes.

ECC often gathers information without analyzing or sharing the data effectively. With an eye
toward addressing this weakness, an Assessment Plan for Student Development is currently being
developed which will be implemented in the spring 2009. Internally produced and nationally
benchmarked surveys will be administered according to Figure 3.12.

Figure 3.12

Fall Survey
Spring Surveys
Summer Surveys

Admissions-entering goals

Registration-satisfaction of enrollment processes

Non-Returners (fall to fall)-
satisfaction & goal attainment

Graduates-satisfaction & goal attainment, Career & Technical Follow-Up Study

Current students-satisfaction

Graduates-satisfaction & goal attainment

Graduates-satisfaction & goal attainment

Other Student Development data to be analyzed will include student persistence, graduation
rates, transfer data, financial aid information and feedback obtained from focus groups.

3I2 Setting, Addressing and Communicating Targets

As an example of setting, addressing, and communicating targets, a committee of faculty
representing all divisions, general advisors and Deans are working on an AQIP project to redesign
student advisement. This campus wide effort will parallel the redesign of the administration
building which houses general advisement and enrollment services. At the same time, the student
development division is working toward reorganizing enrollment services into a one stop shop

While many positive changes occur through our current methods, decisions are sometimes
made without the benefit of hard data. As we move to a culture of data collection and analysis,
we will be more adept at recognizing and predicting changes in student needs and satisfaction.
With a formal structure of assessment in place, the information can be analyzed and shared in
a way that can be both proactive and responsive to the changing needs of students and other

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