During its 46-year history, Central Carolina Community College (CCCC) has garnered respect and trust and has established itself as an integral part of the community.  The Quality Enhancement Plan will bolster the college’s longstanding commitment to those it serves by better equipping students for their college experience, their professional careers, and their personal lives. CCCC’s Quality Enhancement Plan, BASICS: Building All Students’ Intrinsic Communication Skills, is a project designed to broaden learning by developing students’ written communication skills.  The college has adopted a long-term vision for life skill development that includes multiple skills; however, the QEP is sharply focused on four specific outcomes: Graduates will be able to 1) write in with a clear purpose appropriate to the audience, 2) write in an organized and logical fashion, 3) accurately support main ideas, and 4) use Standard English.  The project began in 2005 when a six-member QEP Core Team was charged with oversight of the topic selection process.  The team’s first step was to assemble multiple focus groups at the three campus locations.  Over 160 students, faculty, staff, trustees, and community members participated in these student learning discussions. The process continued as the Institutional Effectiveness Committee submitted its topic recommendations to the team. In March 2006, the global topic, life skills, was determined by faculty vote. One life skill, communication, emerged as the top choice of many curricular programs.  Originally, a pilot group of four programs was selected to develop and implement written and oral communication skills.  Later it was determined that full implementation of only written communication in all curricular programs would allow for greater involvement, a consistent process, efficiency in resources, and more significant results. CCCC demonstrates institutional capability for the project’s development and implementation through a detailed implementation schedule, institutional commitments with corresponding activities and oversight, and a budget that supports all aspects of the project.  Project leadership has been established through the QEP co-directors (2006-2008), a QEP coordinator (2008-2012), QEP teams, mentors, and the Assessment Alliance.   Assessment will address outcomes and processes.  Early assessments will be conducted in foundation courses with assessment continuing throughout the program.  During capstone courses, final assessments will identify the gains students have made. Project activities, such as the mentor program and professional development sessions, will be assessed regularly and modified to increase effectiveness. During its 45-year history, Central Carolina Community College (CCCC) has garnered respect and trust and has established itself as an integral part of the community.  The Quality Enhancement Plan will bolster the college’s longstanding commitment to those it serves by better equipping students for their college experience, their professional careers, and their personal lives. CCCC’s Quality Enhancement Plan, BASICS: Building All Skills In College Students, is a project designed to broaden learning by developing students’ awareness of and ability to apply selected life skills.  Life skills are defined as those foundational, transferable, and essential skills that enable learners to achieve academic, professional, and personal success.  The college has adopted a long-term vision for life skill development that includes multiple skills; however, the QEP is sharply focused to improve student learning in one skill: communication.  The project began in 2005 when a six-member QEP Core Team was charged with oversight of the topic selection process.  The team’s first step was to convene multiple focus groups at the three campus locations.  Over 160 students, faculty, staff, trustees, and community members participated in the student learning discussions.  From these conversations, the team was able to identify a list of ten topics.  The process continued as the Institutional Effectiveness Committee submitted its topic recommendations to the team.  The list of topics shortened to three.  In March 2006, the final selection, life skills, was determined by faculty vote. Communication skills emerged as the top choice of many curriculum programs.  Originally, a small pilot group was chosen to develop and implement the skill.  Later it was determined that full implementation within all curriculum programs would allow for greater involvement, a consistent process, efficiency in resources, and more significant assessment results. CCCC demonstrates institutional capability for the project’s development and implementation through a detailed implementation schedule, institutional commitments with corresponding activities and oversight, and a budget that supports all aspects of the project.  Project leadership has been established through the QEP co-directors (2006-2008), a QEP director (2008-2012), the Learning the BASICS Coordinator, QEP teams, mentors, and the Assessment Alliance.   Assessment will focus on student learning and the effectiveness of project activities.  Early assessments will be conducted in foundation courses with assessment continuing throughout the program.  During capstone courses, a final assessment will identify the gains students have made. Project activities, such as professional development sessions, will be assessed regularly and modified to increase effectiveness.