The History of Continuous Quality Improvement at CCC

Central Community College is one of six Nebraska postsecondary institutions that have chosen to pursue the alternative re-accreditation process of the Academic Quality Improvement Project (AQIP).  By adopting the AQIP process of re-accreditation, institutions who were previously accredited through the Program to Evaluate and Advance Quality (PEAQ) focus their accreditation activities by making continuous quality improvement an integral part of its culture and operations.  The Higher Learning Commission (NCA) originally launched AQIP in July 1999 with a small pilot group of postsecondary instiutions.  Central Community College became aware of AQIP’s existence in that same year and started exploring the possibility of implementing this re-accreditation methodology in early 2000.

The initial exploration of the AQIP system of re-accreditation consisted of reviewing the presentations made at the annual meeting and conducting conversations within the College Cabinet.  Once the decision was made to further explore the feasibility of participating in the AQIP process, the college conducted exploratory college-wide conversations with staff members.  These conversations consisted of a general overview of the process and collected opinions of employees on the benefits and short comings of the process.  The resulting report indicated the college employees believed AQIP to be a superior re-accreditation process as compared to the traditional PEAQ method.

The college then sent a group of employees to AQIP training in Chicago in February 2002. The group included representation from the college administration, faculty and support staff. The training provided an in-depth understanding of AQIP processes, basic training in the concepts of continuous quality improvement and a limited number of quality improvement tools. Following its return, the group shared a synopsis of the training with the college governing board and employees.

In preparation for entering the AQIP accreditation process, the college conducted a self assessment in March 2002 and decided to provide training for all employees.   The college then submitted its application and began the college-wide training of all employees in early May of 2002.  The training consisted of a day and a half orientation to AQIP and the concepts and tools of contentious quality improvement. While all full-time employees in the college took this orientation training, a more in depth training was provide to all supervisory staff. The additional three and half days of training focused on specific practices and tools used in continuous quality improvement and the responsibilities of leaders (champions) in fostering contentious quality improvement.  Near the completion of the training in August 2002, the college was notified that it had been accepted into AQIP.  

The college then prepared to attend its first AQIP Strategy Forum.  This purpose of this forum was to explore the processes and systems that offered the best opportunities for improvement.  To facilitate this first Continuous Quality Improvement Team was formed with representation from all employee groups within the college. The team determined the need to conduct an internal survey of employees to define potential issues that can be explored at the Strategy Forum. A survey was developed based on feedback provided at the college wide employee training and included aspects of the colleges mission and objectives. The survey was conducted in September of 2002 and from the results the Continuous Quality Improvement Team defined nine potential issues that could become Action Projects upon completion of the Strategy Forum. The college sent the Strategy Forum team to Chicago in November 2002. The Strategy Forum provided an opportunity for other new AQIP institutions to provide an external opinion on the potential action projects.  Additionally, the teams collected valuable information on how other institutions intended to initiate the AQIP/CQI process at their institution. 

From the feedback provided at the Strategy Forum, the team representatives developed the list of the first three action projects the college would undertake as part of its new CQI process.   The new action projects consisted of actions to increase mathematics completion rates for all students, enhance internal employee communications, and increase the used of data-based decision making within the college.  These three original action projects were reported to NCA/Higher Learning Commission in February of 2003.  At the same time teams were formed to enact any required improvement activities in the associated areas.  Over the next three years the college focused the majority of its CQI activities in these three action projects.  Some of the significant events conducted by the college in support of its CQI efforts include:

• Research studies conducted to define the primary areas and causes of low student retention in mathematics courses, the use of data-based decision making within the college, and research into the opportunities for improving communication within the college (2003-2004)
• Development of the electronic suggestion box, and college-wide communications training for all employees 2003-2005)
• Re-engineering of key performance measures within the college planning processes (2003-2006)
• Multiple sub action projects focusing on improving mathematics retention at learning centers- (training tape series, student/faculty contact procedures, revision of curriculum/support materials) (2003-2006)
•  Development/implementation of multiple new internal scan tools such as the Community College Survey Faculty and Student Engagement, The Community College Benchmark Project, ACT Faces of the Future, and studies conducted through National Student Tracker (2003-current)
• Sending four college Champions to Six Sigma Training, and the completion of two six sigma projects including Motor pool optimization, and Purchase Order processes (2004-2005)
• Developed lists of key performance measures needed in decision making within the college (2005)
• Conducted annual surveys of employees on potential quality issues within the institution (2002-2006)

As part of the AQIP process it is also required the college develop a Systems Portfolio.  This document is an opportunity for the college to self assesses its processes and systems in an ongoing manner.  The initial work on developing the portfolio was began in late 2003. Nine teams wee formed and each was assigned responsibility for writing a chapter for the portfolio on one of the nine AQIP categories. In addition, multiple committees and decision-making bodies for the college’s existing organizational structure were involved in developing components of the portfolio. The nine chapters were compiled in late 2005 for a college wide review and feedback prior to being submitted in November 2005. The college review sessions included all full time employees and representation from student groups and other external constituencies. 

The feedback collected was used to refine the draft form of all nine chapters.  Additionally, multiple standing teams and decision making bodies were also involved in developing different components of the portfolio.  Upon completion of the portfolio the document was reported to NCA/Higher Learning Commission for review and feedback and posted on the Central Community College web pages for public review. The college is still updating the document on a regular basis.

In March 2006, the Higher Learning Commission provided a report with its feedback on the CCC’s Systems Portfolio. The report identifies current strengths of the college and suggestions on opportunities for improvement. The college Continuous Quality Improvement Team evaluated the report and developed a list of the top 10 opportunities that the college should address. This list was used by CCC’s second Strategy Forum team in January 2007 to develop a list of potential actions that will guide CQI activities during the next several years.

In early March 2006, the college retired its first three action projects and initiated three new projects.  The new Action Projects incorporate a new process that combines the college’s annual objectives with current short term action projects.  The new action projects include implementing a standardized college wide student course assessment survey, implementing a college data dashboard, and developing a Non-academic program and unit review.  The new goal of these action projects are to last between 6 and 12 months vs. the three years of prior action projects.  These current projects are slated to be completed in early 2007. The next major event the college is preparing for is the Quality Health Checkup visit currently scheduled for early 2008.