36 Based on the reviewers recommendations, submit an approved five-year Action Plan for the implementation of program changes as a result of this study. Include a timeline for implementation.
Recommendation: Clear dual credit pathway that includes how many students the program can support, how instructors will be evaluated, and professional development opportunities for DC adjunct instructors.
Action: (1) An institution-wide initiative to create a pathway for high school students to complete all of their GEM courses on their campuses is underway, therefore, the History Program will continue working with other divisions across campus and School District #271 leaders to expand offerings. (2) Currently, prospective DC faculty are evaluated by individual program faculty to determine if their academic preparation meets institutional requirements. If not, NIC faculty, at the request of senior leadership, have created a path for high school faculty to teach DC History courses through NIC. (3) Since DC faculty already have at least a bachelor’s degree, NIC cannot offer any academic professional development at this time.
Determination of Success: Increased section of DC course offerings, with an easier onboarding process.
Timeline: This approach has been underway since 2022, and remains a continuous process, without an ending.
Recommendation: Dedicated dual credit instructor who manages DC adjunct faculty.
Action: This is currently being done through the Dual Credit Office, under the guidance of the Director of Dual Credit, in conjunction with History Program lead and the SBS Division chair. Until the number of DC faculty substantially increases, a new position cannot be justified. However, DC history enrollments will be evaluated annually to determine if there is sufficient need to dedicate a faculty member to serve as History DC mentor.
Determination of Success: If or when the number of DC faculty reach the point where there is a clear need, SBS Division chair will work with the Office of Instruction to hire for the position.
Timeline: Since it is impossible to determine when the DC sections will increase to create this need, the timeline is ongoing until it becomes necessary.
Recommendation: History socials explained in the program review may help to bolster enrollments, which will help with diversity in instruction and course offerings.
Action: Low enrollments in history courses, and the even smaller number of declared history majors, make it impractical to host history gatherings. However, the SBS Division has discussed the possibility of offering a division-wide social event mid-way through each semester, where faculty will be available to talk about both their upcoming GEM course offerings and other unique courses their programs may offer in the future. Any expansion of offerings is at the moment hampered by low enrollments at North Idaho College. Once history enrollments rebound, events like this can help to gauge interest in a wide variety of both US and World history course electives, as was the case in the past.
Determination of Success: When enrollment permits, faculty offering a biannual rotation of elective courses.
Timeline: Timelines for both are contingent upon continued increases in institutional enrollments. For hosting social events midway through each semester, the optimal timeline is by F2026. Offering more diverse course elective options, F2026 or F2027.
Recommendation 8: Some of your course-specific learning outcomes are really specific or a little confusing and they don’t particularly seem to match up to SBOE requirements or to learning outcomes expected at other 4-year institutions.
Action: Review the language for course specific outcomes in comparison to state guidelines, which were created after NIC history outcomes were already established. Redundancies and over specifications can be tweaked, while balancing the unique needs of students at two-year institutions, which tend to benefit from more specific guidance.
Determination of Success: Ensuring course specific outcomes are streamlined to come into general alignment with state requirements while still meeting the needs of NIC students.
Timeline: Review to begin in S2025, with implantation in F2025.
Recommendation: Explore articulation agreements with four-year institutions.
Action: Contact has been made with History Department chairs at LSCC and UI to discuss program level articulation agreements. Since most NIC history students transfer to these two schools, priority will be given to creating articulation agreements with them. If enrollments continue to rebound, we will explore establishing agreements with ISU and BSU.
Determination of Success: Having articulation agreements in place with LCSC and UI will be a demonstration of success.
Timeline: S2025