About Inver Hills
Dr. Christina Royal
Provost and Vice President for Academic Affairs
Location: Liberal Arts
AQIP Portfolio & Plans
2014 Systems Portfolio
The Systems Portfolio is a public portfolio describing fundamental institutional systems including the context, processes, results, and improvement in each system. Nine AQIP categories provide the framework for evaluating each system as well as the overall structure for the Systems Portfolio. The portfolio also shows evidence that the institution continues to meet the Higher Learning Commission's five Criteria for Accreditation.
2010 Systems Portfolio
Access and Opportunity Center of Excellence Research Reports (2R2, 8R2, 9R3)
Online Business Plan (2R2, 3R2 7I1)
Green Principles Report (2R2)
College Organizations and Initiatives Guide (4R1, 4R2, 5P7)
Sustainability Report and Analysis for PACE program (7I1, 8P6, 9R3)
President's Work Plan (8P4)
Reaffirmation of Accreditation
At this time, based on a pattern of commitment to continuous improvement and evidence of adherence to the five Criteria for Accreditation, AQIP reaffirms its decision to continue accreditation. Inver Hills received its Reaffirmation of Accreditation in April 2010 .
2006 Systems Portfolio
Inver Hills' previous Systems Portfolio was completed in May 2006. After external review by AQIP appraisers, Inver Hills received the Systems Appraisal Feedback Report, which serves as the Higher Learning Commission's formal response to the Systems Portfolio. Inver Hills also maintains a e-Portfolio that serves as the web version of the Systems Portfolio.
Current AQIP Action Projects
Action Projects are intended to drive continuous improvement by targeting them for completion in the short time frame of a few years. Inver Hills' Action Projects are published in AQIP's Action Project Directory. Each fall, Inver Hills provides Action Project Updates on the status of current projects, and AQIP provides feedback on these updates. As Action Projects are completed, they are retired and new projects are chosen to take their place. Action Project successes are incorporated into the future iterations of the Systems Portfolio.
Curriculum Mapping and Outcomes Alignment
January 6, 2014 – August 30, 2016
This project addresses AQIP Category 1 – Helping Students Learn. The goal is to create clearer alignment of outcomes through all levels: course, program/department/Minnesota Transfer Curriculum, and College-wide. The mapping will show the alignment and sequencing of outcomes and courses.
December 11, 2013 – December 31, 2014
This project addresses AQIP Category 7 – Measuring Effectiveness. The goal of this action project is to identify existing sources of data and determine needs for data by end-users across campus.
Improving Leadership thru High Impact Internal Communications
January 29, 2014 – December 31, 2014
This project addresses Category 5 – Leading and Communicating. The goals are:
- Improve communication between administration and employees.
- Formalize communication methods.
- Leverage technology to improve efficiency and access to communication and improve transparency.
Retired Action Projects
Establish Program/Department Learning Outcomes and Metrics
January 10, 2012 – February 4, 2014
During this project the campus will work to define program outcomes for all of IHCC’s degree programs and academic departments in an effort to strengthen workforce alignment and program cohesiveness, identify learning outcomes for each encounter a student has with staff in student services, and identify direct and indirect methods of assessment and metrics for each outcome.
First Year Experience
November 1, 2011 – January 29, 2014
Increased retention, student success and satisfaction rates through alignment and improved focus of our current first year experience programs for traditional students. The college also plans to review the orientation outcomes to identify gaps in the process and either consider enhancing our current programs or consider new initiatives.
End of year one:
- Students will activate accounts efficiently and in a timely fashion
- Students will have access to responsive and helpful customer service
End of year two:
- Students will use technology appropriately to meet their learning and service needs
- Staffing needs for student effective use of technology will be identified and met
Early Alert as a Means of Student Retention at IHCC
September 13, 2011 – January 29, 2014
IHCC has a system in place, Early Alert, which is designed to alert/refer students that are experiencing various academic difficulties to counselors and advisors up to three times during the course of a given semester. Using an innovative technology known as Hobsons Retain, the system communicates information about struggling students from faculty members and relays that information on a real-time basis to counselors/advisors. Counselors/advisors then follow up with individual students that have been referred to them via phone call, letter, and email. Early Alert is currently in a pilot phase that includes career programs, Learning Communities and developmental courses. The goal is to expand the program campus-wide by Fall 2012.
- Every course that’s offered at IHCC will be linked to Early Alert starting in Fall 2012
- 75% of faculty will utilize Early Alert to notify struggling students and their advisors/counselors up to three times over the course of the semester
- Every student will have an assigned counselor/advisor
- Counselors and advisors will provide proactive and intrusive advice to students that are experiencing academic difficulties
- Retention and success rates of the alerted students will improve
Green: Awareness and Action
Fall 2009 - Summer 2010
This campus campaign will focus on compliance with the Presidents Climate Commitment, completion of the Greenhouse Gas Inventory, and development of the Climate Neutral Plan.
New Employee Orientation and Mentoring
August 2009 - July 2011
This project will design a core process for orienting and mentoring all new employees. The process will be built around core components with which every employee needs to be familiar. The new orientation program will also introduce all employees to Learning College concepts, the campus culture, and the climate of putting students first.
Fall 2009 - Summer 2012
Create a course schedule that meets identified student needs.
- We will seek to create a two-year schedule that offers predictability, consistency, and flexibility, using existing institutional data
- We will seek to revise the course scheduling process in efforts to reduce the overall
number of course cancellations while increasing the institution's overall fill rate.
Enhance Internal Communication
Inver Hills is endeavoring to improve communication related to decision-making processes, to implement processes by which employee input is recognized, and to implement processes where engagement in college initiatives is enhanced. We propose beginning this initiative by improving existing campus-wide internal communication and decision-making processes and developing new effective means of communication between groups and departments.
Finish What You Start
|Finish What You Start was recognized as an Innovation of the Year by the League for Innovation in the Community College.
Pictured (from left): Kathy DeDeyn, LeAnne Schmidt, Cheryl Frank
The goal of this project to transform the College's culture to one that promotes the idea of "Finish What You Start." This project focuses on the following outcomes:
- Promote readiness for college.
- Focus students on career development and goal setting.
- Increase course completion rates.
- Increase student success in persistence and goal completion.
- Increase student satisfaction levels.
- Institutionalize IDEAS+ (a 2003-06 AQIP Action Project that moved mentoring into the classroom).
- Institutionalize the use of the early warning system.
- Change the focus of recruitment and marketing efforts.
Student Success through Learning Communities
Using grant funding, Inver Hills will design and implement Learning Communities targeting underserved students. This project, entitled COMPASS (Communities of Mentors, Peers, and Successful Students) is designed to address the challenge of retaining students to their goal completion. Through Learning Communities, the College hopes to increase student success in degree completion and student satisfaction levels. A successful implementation of Learning Communities may also create a culture change in the College.
Success for Adult Learners
Through increased services and programming targeting adult learners and by creating easy and continuous access, the College will increase adult student success in goal completion and increase adult student satisfaction levels as determined by results of the Adult Learner Inventory.
Retired Action Projects
Mentoring for Student Success (IDEAS+)
Develop a mentoring program to increase the persistence / goal attainment of students who participate in the project as compared with overall college retention rates.
Develop Program Review to Improve Student Learning
Create a three-year review cycle for each program/department at the college. Each year, one-third of all programs/departments participate in review. The goals of this project are to:
- Integrate assessment of student learning into department/program goals and initiatives.
- Align curriculum for transfer and innovation within disciplines.
- Align curriculum internally for coherence across disciplines.
- Bring departments/programs into closer relationship with identity and needs of students.
- Link resources to department/program growth and development planning.
Recruit and Retain the Underserved
Analyze and improve the college's efforts to attract, support, and serve students who are under-represented among the college's current population and those whose backgrounds or life circumstances may hinder their educational opportunities. Specific groups include:
- students of color
- students with disabilities
- new immigrants
- single parents and other nontraditional students
- non-traditional careers (gender based)
- first-generation college students