Finding: Incoming students display lower writing confidence, fewer drafting and revision behaviors, and weaker performance in mechanics and content development compared to peers and upper‑level PC students.

Action: After examining writing samples, conducted faculty reviewer focus groups, and analyzed data trends to identify priority writing skill gaps, recommendations were made to enhance early writing instruction and expand writing support resources.

Impact: Although seniors demonstrated meaningful gains in thesis clarity, content development, and use of evidence—and employers affirmed strong overall writing ability—ongoing emphasis on writing mechanics and revision practices will further strengthen students’ mastery.

Finding: Students—especially exploratory—lacked clarity on major exploration and course sequencing; advising materials were inconsistent.

Action: Launched unified Advising Pathway visuals, delivered advisor training, added automated nudges, and centralized resources on the advising site.

Impact: More on‑time major declarations, stronger student‑reported clarity, and more efficient, consistent appointments.

Finding: Classroom utilization analysis revealed under‑used rooms during peak hours, imbalanced scheduling patterns, and department‑level scheduling practices that created bottlenecks despite available capacity elsewhere on campus.

Action: The college conducted a capacity alignment review, implemented centralized scheduling rules, and collaborated with departments to redistribute course offerings.

Impact: These changes improved overall space efficiency, reduced scheduling conflicts, balanced peak‑hour demand, and enhanced transparency, ultimately enabling more effective use of existing classrooms and reducing pressure for new construction.