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Institutional Effectiveness, Planning, and Compliance

The Office of Institutional Effectiveness, Planning, and Compliance (IEPC) provides leadership and direction for all college-wide planning, assessment, compliance, and research activities to ensure continuous improvement and accreditation compliance with the Southern Association of Colleges and Schools Commission on Colleges. The division provides institutional and programmatic research for the purposes of reporting to various state and federal agencies.

The Vice President of Institution Effectiveness, Planning and Compliance provides training on planning and assessment, administers institutional surveys for assessment purposes, monitors reporting for data quality, produces reports to inform the college community of the state of the college, coordinates the program review process, monitors key performance indicators to ensure effectiveness, and provides institutional research support to all departments.

The Vice President of Institution Effectiveness, Planning and Compliance serves as the  Southern Association of Colleges and Schools (SACS) Commission on Colleges accreditation liaison for the college. He is also designated as the college’s data coordinator and the IPEDS key holder.

The Vice President of Institution Effectiveness, Planning, and Compliance has professional membership or affiliation with the following:

  • CCPRO – Community College Planning and Research Organization is a network of planners and researchers from the 58 community colleges across the state of North Carolina. Dr. Cobb is past Secretary for the organization and is currently the Eastern Region Director.
Institutional Measures of Success

Quality Enhancement Plan Interim Reports

Cape Fear Community College’s quality enhancement plan (QEP) is a plan which identified areas for growth and processes to enact innovative practices to improve student success. To that end, CFCC began the process of identifying potential QEP topics in the spring of 2014. This process involved gathering input from internal and external constituents and analyzing institutional data on student success. Internal and external constituents including students, community members, faculty, staff, and administrators were a part of that process. The College also analyzed several sources of institutional data to identify potential topics for the QEP.

Using the aforementioned data and input, the College identified first time in college (FTIC) students as the primary target group for potential interventions and established clear and assessable goals and objectives for the plan.

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