Orange Coast College Educational Master Plan

Orange Coast College Educational Master Plan

Wing: President’s Wing

Organizational Unit:

I. Description of Organizational Unit Institutional Advancement

I.A. Departments/Programs

Department Name Department Name

OCC Foundation OCC Swap Meet

I.B. Mission, Vision and Values

The mission of the Orange Coast College Foundation is to develop sources of support for Orange Coast College to achieve its mission by encouraging gifts of time, treasure and talent from alumni, community members, faculty and staff, and community based corporations and organizations. The mission of the Orange Coast College Swap Meet is to develop a source of unrestricted revenue that supports the college through a weekend swap meet that provides entrepreneurial business opportunities for small businesses and a safe, clean shopping environment for the community. .

I.C. External Factors

Economy for giving. Tax laws especially in relationship to in-kind donations (boats). State-wide issues concerning funding for a wide range of programs including but not limited to athletics, performing and visual arts, vocational education. City regulatory environment in regards to OCC Swap Meet. Fiscal constraints on ASOCC II. Enrollment and Access

II.A. Student/ Program demand

Dependent on fund raising


II.B. Anticipated Student/Program Demand

Continued need for support of programs.

III. Success and Retention

II. B. Degrees and Certificates Awarded (Instructional Programs only)

n/a

IV. Student Learning Outcomes (SLOs)

III. A. Results of SLO Assessment

n/a

V. Planning

V.A. Organizational Unit Trends in Key Resource Areas

Planning Areas Short-Term (1-3 Years)

Intermediate (4-6 Years)

Long-Term (7-10 Years)

Organizational status .

In transition from organizationally supported to Foundation supported. A continuing valuable source of external funds for a variety of campus programs and activities. Refinement of Institutional Advancement concept.

Continuing transition to self-supporting. Identification of new means/sources of support for major campus initiatives. Evolvement of planned giving program.

More stability in terms of a reliable source of organizational/foundation funding.

Technology/Equipment

Evolvement of e-giving. Uses of

Continued evolvement of e-

Needs for continued instructional funding for


technology in giving. Demand to find external sources of funding for instructional technology. Unitization of endowment for increased efficiency.

giving. constantly changing technology.

Facilities

Needs for additional office space

Demands for supplemental funding for new capital projects.

Support for completion of Vision 2020 master plan.

Human Resources

Focus on doing more with less, combination of resources. Transition plan for retirement of Swap Meet manager in Dec. 2012.

Gradual growth in staffing to meet new demands for resources. Change in leadership.

Staff Development

Need for training in new software for endowment management, expanded use of donor management software

Continued training to meet changing technology developments in fundraising, prospect identification, cultivation, wealth identification software.

V.B. Short Term Goals – Continued pursuit of leadership gifts for the Planetarium at Orange

Coast College. Resolution of short-term staffing issues. Refinement of scholarship application

management process. Five-year review of Foundation investment manager. Identification of 5-

7 new Foundation Board members. Advancement of restroom improvement projects for OCC

Swap Meet.

V.C. Long Term Vision (10 Years) – Continued evolvement and growth of Foundation and Swap

Meet as sources of unrestricted and restricted support of college programs and activities.




Organizational Unit: Communications & Marketing

I. Description of Organizational Unit

The award-winning Communications & Marketing department is responsible for producing class schedules, course

catalogs, fliers, printed and electronic programs, brochures, videos, press releases, signs, media guides, special

events, posters, advertisements, PSAs, speeches, scripts, presentations, multimedia, strategic planning, community

outreach and partnerships, web content, social media, and archival materials.



Communications & Marketing Outreach

Reprographics


The Communications & Marketing department supports the college mission by providing high quality, cost-

effective communications and marketing products and services, coupled with exceptional customer service, to

increase student awareness, facilitate campus-wide communication, highlight educational opportunities to the

community, and provide ongoing strategic outreach that leads to personal development and responsibility.


Electronic publications, social media, mobile texting, video and multimedia, and diminishing influence of

newspapers and traditional media continue to shape needs for new and more effective communications strategies

& tactics.

II. Enrollment and Access


Demand for the College catalog, class schedule, program brochures, event fliers and posters, website content and

design, social media, electronic publications, signage and notices, outreach and marketing materials continues to

grow.



Demand for services continues to grow; requests for added and enhanced services has increased.

III. Success and Retention Transitioning to more effective communications and marketing efforts to include increased digital and electronic

platforms, greater penetration of messaging through new media, smart phone applications; less reliance on

outmoded tactics such as printed ads and printed signage.

III. B. Degrees and Certificates Awarded (Instructional Programs only)

N/A


Provide timely information to students, faculty/ staff, campus groups, and the community to promote awareness

of programs, services, and activities that support the college’s mission. Market the college’s positive image

nationally and internationally, using the latest technology, to promote educational opportunities that support

College’s mission. Provide cost effective and timely materials that improve communication, thinking skills, global

awareness, and personal development & responsibility. Provide dynamic and visually compelling presentations

incorporating photos, video and social media to promote programs, services and activities.

IV. A. Results of SLO Assessment

Develop baselines and benchmarks for all function areas, and incorporate into formal departmental

Communications Plan. Address pending staff retirements and take appropriate actions to ensure vacancies are

filled with no lags in service. Maximize limited resources to offset budget constraints by integrating digital

messaging and electronic publications. Monitor changing technology and technological demands to maintain high-

quality production and service delivery. Facilitate need for ongoing staff training to maintain quality performance

and improve service delivery. Conduct internal and external communications audit.

V. Planning





Organizational status Areas to consider include how

potential changes in programs

or curricular areas, work flow,

management structure,

Retiring staff member in 2012 will create critical need for replacement to maintain current level of service. Outreach function must be

Possible retirement of two critical positions will create gaps in staffing and work output. Permanent staff must

Restructure department to more fully provide services in key function areas of media, design & publications,


staffing and department

chairs may impact the current

division or department

organizational structure.

augmented to maintain basic support service. Hourly must be maintained to continue critical event support.

also be considered to maintain services and enhance future services.

community & legislative relations, multimedia, social media, crisis comm, operations.

Technology/Equipment Areas to consider include

immediate needs, but also

long term needs for

replacement of software and

equipment as well as

maintenance costs and

service agreements.

Replacement

camera; upgraded

computer hardware

& software to allow

video and multimedia

production and

editing.

Dedicated video edit

station and

equipment room,

adequate software

and hardware for

design & production,

multimedia. Align

Repro function.

Calibrated platform

for digital and

electronic publishing,

plus software and

hardware to support.

Integrate Repro.

Facilities Areas to consider include

current unmet or potential

unmet facilities needs or

special needs.

Larger work area to

facilitate all staff in

centralized area.

Larger work area

with layout conducive

to creative

production, storage

and staff needs.

Permanent

centralized work area

with adequate space

and flow.

Human Resources Areas to consider include

long-term growth,

restructuring or efficiency.

One staff retirement

will create critical

need in 2012.

Hourly must be

maintained to

continue critical

event support.

Possible staff

retirement will create

critical need in

graphic design;

Outreach staffing

must be augmented

to maintain basic

services.

Need to reinstate

specialist position for

media & community

relations, and staff

assistant for critical

support.

Staff Development Areas to consider include

personal and professional

development needs of

employees to better skills to

increase efficiency or quality.

Ongoing training in

digital design,

publishing, social

media and

multimedia

Staff training in

mobile messaging

and management,

multimedia cross-

training.

Social media training

for multi-platform

applications, video

file management,

Smartphone apps.


V.B. Short Term Goals

• Complete internal and external audit

• Develop Communications Plan

• Introduce community communications tool (news mailer)

• Transition to digital and electronic publishing platforms

• Enhance video and multimedia applications

• Incorporate student messaging strategies such as texting, iApps

• Bolster social media sites and SEO

• Align Outreach efforts and materials

• Maintain support for events like Senior Day, Science Night (hourly)

• Track and measure program results, analytics, data

V.C. Long Term Vision (10 Years)

• Align department into distinct function areas and clearly define staffing responsibilities

• Utilize shared platform for production of marketing materials

• Broadcast campus events live on the OCC website

• Brand the College globally, incorporate global outreach & recruitment tactics

• Make student surveys and feedback a core practice each year

• Develop multimedia production facility

• Develop voice-activated website apps and iApp prompts for select materials

• Develop Student Ambassador program for outreach efforts

• Align staffing to meet needs of community relations and legislative relations functions

• Phase-out all outdated departmental practices and processes



Organizational Unit:


Information Technology provides technology services to support the college mission. As a

service division, through customer requests and committee input, we provide leadership,

support, and assistance in the areas of instruction, business processes, technology

development, data protection, on-line education, and training.



Information Technology


1. OCC will foster an environment where faculty, staff and students can readily use technology and

access and use information they need to accomplish their professional and educational goals

(Access, Learning).

2. OCC will implement adaptive and scalable systems that can accommodate changing technology

needs and where appropriate be consistent with technologies deployed at the other CCCD colleges

and District site to capture synergies (Learning, Access, Stewardship).

3. OCC will use technology to enhance communication and maintain relationships among its

stakeholders( Community, Learning)

4. OCC investments in technology will reflect good stewardship of the resources entrusted to it and

make choices with a total cost of ownership model for technology investments (Stewardship).

5. OCC will strive to deliver consistent, high-quality technical support to students, educators, and staff

meeting their diverse and unique needs (Access & Learning).

6. OCC will endeavor to implement and maintain technology systems that safeguard the entire

district's data and ensure the confidentiality of the personal information under its care.

(Stewardship)


7. Technology will support the continuous improvement of all academic and administrative operations

at the college, using workflow and automation (Sustainability).


The National Educational Technology Plan 2010 states that technology-based learning and assessment

systems will be pivotal in improving student learning and generating data that can be used to continuously

improve the education system at all levels. Technology will help execute collaborative teaching strategies

combined with professional learning to better prepare and enhance educators’ competencies and

expertise over the course of their careers. To shorten the learning curve, institutions can learn from other

kinds of enterprises that have used technology to improve outcomes while increasing productivity.

According to EDUCAUSE “Current Issues Survey” of its projected priorities for this decade include

administrative/ enterprise resource planning (ERP) information systems, security, infrastructure/cyber

infrastructure, teaching and learning with technology, identity/access management, governance agility and

learning management systems.

The 2010 Horizon Report lists the following:

Key Trends

• The abundance of resources and relationships made easily accessible via the Internet is

increasingly challenging us to revisit our roles as educators in sense-making, coaching, and

credentialing.

• People expect to be able to work, learn, and study whenever and wherever they want to.

• The technologies we use are increasingly cloud-based, and our notions of IT support are

decentralized.

• The work of students is increasingly seen as collaborative by nature, and there is more

cross-campus collaboration between departments.

Critical Challenges

• The role of the academy — and the way we prepare students for their future lives — is changing.

• New scholarly forms of authoring, publishing, and researching continue to emerge but appropriate

metrics for evaluating them increasingly and far too often lag behind.

• Digital media literacy continues its rise in importance as a key skill in every discipline and

profession. Institutions increasingly focus more narrowly on key goals, as a result of shrinking

budgets in the present economic climate.


Technologies to Watch

• Mobile Computing (near-term) – the portability of mobile devise and their ability to connect to the

Internet almost anywhere makes them ideal as a store of reference materials and learning

experiences. Experimentation is underway using mobile computing to improve communications,

assessment, and ubiquitous content delivery.

• Open Content (near-term) - The movement toward open content reflects a growing shift in the way

academics in many parts of the world are conceptualizing education to a view that is more about

the process of learning than the information conveyed in their courses. Information is everywhere;

the challenge is to make effective use of it. Part of the appeal of open content is that it is also a

response to both the rising costs of traditionally published resources and the lack of educational

resources in some regions, and a cost-effective alternative to textbooks and other materials. As

customizable educational content is made increasingly available for free over the Internet,

students are learning not only the material, but also skills related to finding, evaluating,

interpreting, and repurposing the resources they are studying in partnership with their teachers.

• Electronic Books (2-3 years) - As the technology underlying electronic readers has improved and

as more titles have become available, electronic books are quickly reaching the point where their

advantages over the printed book are compelling to almost any observer. The convenience of

carrying an entire library in a purse, pocket, or book bag appeals to readers who find time for a few

pages in between appointments or while commuting. Already firmly established in the public

sector, electronic books are gaining a foothold on campuses as well, where they serve as a

cost-effective and portable alternative to heavy textbooks and supplemental reading selections.

• Simple Augmented Reality (2-3 years) - While the capability to deliver augmented reality

experiences has been around for decades, it is only very recently that those experiences have

become easy and portable. Advances in mobile devices as well as in the different technologies

that combine the real world with virtual information have led to augmented reality applications that

are as near to hand as any other application on a laptop or a smart phone. New uses for

augmented reality are being explored and new experiments undertaken now that it is easy to do

so. Emerging augmented reality tools to date have been mainly designed for marketing, social

purposes, amusement, or location-based information, but new ones continue to appear as the

technology becomes more popular. Augmented reality has become simple, and is now poised to

enter the mainstream in the consumer sector.

• Gesture-based Computing (4-5 years) - For nearly forty years, the keyboard and mouse have

been the primary means to interact with computers. The Nintendo Wii in 2006 and the Apple

iPhone in 2007 signaled the beginning of widespread consumer interest in — and acceptance of


— interfaces based on natural human gestures. Now, new devices are appearing on the market

that take advantage of motions that are easy and intuitive to make, allowing us an unprecedented

level of control over the devices around us. Cameras and sensors pick up the movements of our

bodies without the need of remotes or handheld tracking tools. The full realization of the potential

of gesture-based computing is still several years away, especially for education; but we are

moving ever closer to a time when our gestures will speak for us, even to our machines.

• Visual Data Analysis(4-5 years) - Visual data analysis blends highly advanced computational

methods with sophisticated graphics engines to tap the extraordinary ability of humans to see

patterns and structure in even the most complex visual presentations. Currently applied to

massive, heterogeneous, and dynamic datasets, such as those generated in studies of

astrophysical, fluidic, biological, and other complex processes, the techniques have become

sophisticated enough to allow the interactive manipulation of variables in real time. Ultra

high-resolution displays allow teams of researchers to zoom in to examine specific aspects of the

renderings, or to navigate along interesting visual pathways, following their intuitions and even

hunches to see where they may lead. New research is now beginning to apply these sorts of tools

to the social sciences and humanities as well, and the techniques offer considerable promise in

helping us understand complex social processes like learning, political and organizational change,

and the diffusion of knowledge.



It was anticipated that that the presence of a service request tracking system, Service Desk, would yield

important metrics for evaluating the demand of IT resources. However, effecting the cultural change to

use the system has proved more daunting. Many requests for service continue to come by telephone,

verbally, by email, or through other ‘untracked’ means. As a result, it is impossible to quantify current

demand to a reliable degree of accuracy. Further plans will include continued attempts to promote the

usage of Service Desk and/or automated systems.


Despite the uncertainty relative to workload reductions from Sacramento, we expect an increase

in the requests for IT Services for the following reasons:


1. An additional 200 computers are now being supported by Information Technology as a

result of the opening of the ABC Complex.

2. Despite previous FTE workload reductions, actual student headcount has increased

(more students with fewer classes) and consequently student computer usage

3. Use of computers in instructional delivery and the use of automation in support of

administrative functions are expected to continue to increase.

4. Over 25% of our desktop computers are 7-years and older – significantly past their

design life and therefore the likelihood of failure is anticipated to increase.

III. Success and Retention




While the IT Deparment met all of its SLOs, due to inexperience in Program Review, we have

determined that the SLOs established during the initial Program Review were substantially

inadequate in assisting the IT Department in planning. Therefore, during this Program Review

cycle, we will be updating our SLOs to provide a broader, deeper, and more robust of objectives.

V. Planning





Organizational status .

• Improved alignment with college organization via placement in the Administrative Services Wing

• Establishment of Centers of Excellence whereby the Coast Colleges are mutually dependent/share IT services

• In an effort to further improve effectiveness and efficiency, implement greater centralization and selective outsourcing of IT Services

Technology/Equipment

• Approximately $1MM in replacement hardware for desktops, classroom

• Server refresh • Complete VDI Rollout • Complete Server

TBD


projectors & document cameras, and network security appliances.

• Partial Implementation of Virtual Desktop Infrastructure (VDI)

Virtualization • Wireless Network

Equipment Refresh • Wired Network Refresh

Facilities

• Creation of a Formal Testing Center.

• Server room migration to District/environmental systems refresh.

• TBD

Human Resources

• None known at this time.

• TBD • TBD

Staff Development

• Technology Skill Refresh for new software/hardware (e.g. Windows 7, Exchange 2010)

• Training on Project Management, Business Process Analysis/Design,

• Software Development








• Wireless Rollout – re-survey students and faculty to determine the extent to which wireless access

has become an integral method of accessing educational resources while on campus.

• Determine more effective ways of promoting the use of Service Desk and/or automated systems for

requesting IT services. In addition to increasing the effectiveness and efficiency of IT Service

Deliver, this will provide useful metrics for future planning.


The OCC Technology Plan has been created to meet the learning needs of OCC students in the 21st Century. The plan integrates technology into learning, teaching, and student learning outcomes in alignment with the 2010 National Educational Technology Plan and the Coast Community College District's Vision 2020 Technology Plan.

The OCC Technology Committee examined technological trends in higher education, strategic plans from each of the wings as prioritized by their respective planning council, and Annual Resource Reviews developed as part of Program Review to develop the following:

• Learning: Engage and Empower – OCC will leverage powerful technology that provides personalized learning that customizes the pace of teaching and instructional practices. All learners will have engaging and empowering learning experiences both in and outside of college classroom that prepare them to be active, creative, and knowledgeable participants in a globally networked society.


• Assessment: Measure What Matters – OCC will leverage technology to regularly measure and report student success, institutional effectiveness, and operational efficiency while using assessment data for continuous improvement.

• Teaching: Prepare and Connect – OCC will increase the ability of educators to use technology to create engaging, meaningful and connected learning environments. They will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for learners.

• Infrastructure Access and Enable – OCC will provide a comprehensive and sustainable technology infrastructure including hardware, software, support staff, policies, and processes for students, educators, to enabler learning when and where needed.

• Productivity: Redesign and Transform – OCC will redesign organizational processes and structure to take advantage of technology in order to improve learning outcomes and use resources more efficiently and effectively. The college will use technology to improve transparency and support evidence based decision-making by providing a reliable, accurate, and complete view of the financial performance of our college at all levels.

Goals in the five areas will be implemented with a focus on the plan’s guiding principles that include a focus on total cost of ownership, integrating systems to minimize redundancy in data entry and improve data consistency, and a rapidly adaptable and scalable architecture that can accommodate the rapidly changing environment in which the college operates. OCC encourages, values, and supports the use of technology by students and educators to achieve their educational and professional goals. Therefore, use of technology will be aimed at fulfilling student and educator needs while investing scarce capital resources to contain operating costs.

For more detailed information, including specific goals, please refer to the OCC Technology Plan located on the portal.



Organizational Unit: Institutional Effectiveness




Institutional Research Program Review

Student Learning Outcomes Assessment Planning


The Office of Institutional Effectiveness facilitates and supports campus-wide processes

for determining and documenting the effectiveness of programs, services and the institution as a

whole in order to foster sustainable continuous quality improvement. Data and statistical

analysis are provided as the foundation for the college’s strategic planning and decision-making

processes. The office, which reports to the College President, works closely with

administrators, staff, faculty, students, and the community to support quality student learning

and to foster continuous quality improvement. The Institutional Effectiveness functions include

Institutional Research, Strategic Planning, Program Review, Student Learning Outcomes and

routine functions of Accreditation.


Many external factors impact the office’s functions, namely those affecting

accountability, compliance and supporting a culture of evidence. Although the office supports all

ACCJC accreditation standards, the Program Review, Student Learning Outcomes and

Planning functions are directly impacted by standards 1A, 1B, 2A and 2B. The most pressing

external factor affecting Institutional Effectiveness is ACCJC’s 2012 deadline for 100%

completion of the development and assessment of all course, program and degree level student

learning outcomes. ACCJC’s new distance education standards (fall 2010) and the emphasis on

integrated planning and program review will undoubtedly continue to impact Institutional

Effectiveness.

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The Institutional Research function is directly impacted by external research demands

from external surveys and local grants (i.e., Title III, UMOJA, MAPS, etc). The function is

indirectly impacted through the validation of college data compiled by district or statewide

offices. The major indirect external research areas are the statewide MIS reporting system,

Accountability Reporting for the California Community Colleges (ARCC), Integrated

Postsecondary Education Data System (IPEDS) and California Postsecondary Education

Commission (CPEC). MIS is a mandated statewide data system by the California Community

Colleges Chancellor’s Office that is used to collect and report a wide range of institutional

information. The annual schedules for data collection and submission are managed by the

district office. This standardized data system is used to report institutional information at the

state and federal level. The improvement of the quality and accuracy of our MIS data is

important as a tool for planning and decision making. MIS data is the main source of data used

and requires extensive validation, coding, merging and analysis to produce campus level data

and reports. ARCC is the evaluation of community college performance through reporting

performance data. This reporting uses measures that provide a standardized view of our

college’s performance. Institutional Research is responsible for validating the data compiled by

the state, disseminating the results and explaining the results of the performance measures to

the campus. Although IPEDS and CPEC data are submitted through the MIS data submission

process, Institutional Research works closely with the internal and external data from these

sources.

National and statewide trends in the Institutional Effectiveness functions broadly

encompass access and quality analysis with an overarching theme of moving away from

compliance towards continuous improvement. In Institutional Research, providing on demand

access to aggregated and disaggregated data to the campus community is essential to

adequately support institutional processes requiring a culture of evidence. This is most

commonly achieved through the use of collaboratively designed data warehouses, data marts

and/or dashboards between Institutional Research and Information Technology staff. Similarly,

for Program Review and Student Learning Outcomes, the campus community requires access

to enter and manage their program review and student learning outcomes assessment data and

analysis in an automated database or software program.

Quality analysis in Institutional Research is broadening the scope of data to include finer

levels of disaggregation and more advanced analysis of the data. Trends include using

theoretical (e.g. Alexander Astin’s I-E-O Model) or analytical tools (e.g. Business Intelligence) to


guide processes. Quality analysis in Program Review has focused on the integration of

processes like peer review to ensure data has been adequately analyzed and used to maintain

a standard of excellence in order to support the goals proposed as well as the integration of

program review into the college’s planning processes. Trends in quality analysis in Student

Learning Outcomes assessment have emphasized continuous staff development in all phases

of student learning outcomes (from development to closing the loop), the use of common rubrics

to support ISLO/GE mapping and assessment, support of an advisory committee, and close

collaboration with campus committees, such as the Academic Senate, Curriculum

Committee, and campus planning councils.



Institutional Research Requests

Institutional research provides data to departments and programs campus-wide. Data

ranges from a full analysis to ad hoc reporting. A program review goal in 2008/2009 was to track

Institutional Research requests. The tracked requests are below. These figures only represent

substantial requests taking at least 1 hour or more of staff time. A request in the table below can

range from 1 hour of staff time to weeks. In addition to campus requests, the office conducts

many recurring annual data and research requests such as program review (instructional and

student services), matriculation studies, and faculty hiring data as well as the maintenance of

OCC portal reports (today’s enrollment, waitlist, registration counts) and standard reports (OCC

Atlas – college fact book).

Semester 2009/2010 2010/2011 Summer 37 59 Fall 78 112 Spring (includes intersession) 147 In Process Total 262 171 (through fall)

Program Reviews Completed Campus-Wide

Since the early 90’s, program review had resided only in the instructional and the

student services’ wings. Beginning in 2007, the program review process was instituted campus

wide, giving all wings the opportunity to write a self-study for each of their departments every


three years. To manage this task, approximately one third of all programs are scheduled to

complete program review each year in this cycle, with the goal of achieving 100% by the end

every three years. Prior to the writing deadline, each program review is peer reviewed to assure

high standards, strong and solid analysis of data, reaching valid conclusions and making

arguments to support the program’s plan and goals. Integration of peer review comments and

edits are made to create a finalized report. By early spring semester, all program reviews for

the year are completed, division and wing plans are updated and all is integrated into the

college planning process. The following chart explains how many program reviews were written

by all wings during the three-year cycle.

Wing 2007/2008 2008/2009 2009/2010 Instruction 34 30 33 Student Services 5 4 4 Administrative

Services 2 3 2 President's 0 6 0 Total 41 43 39

Student Learning Outcomes Assessment Campus-Wide

OCC started their first cycle of assessment in 2008 and requested that all course and program

student learning outcomes be assessed at least once over the next three years and be

completed by the end of spring 2011. Approximately, 81% of course SLOs have been through a

first cycle of assessment and much of the remaining 20% is planned to be assessed this spring

semester. Based on inquiries in fall 2010, a few will not be assessed until fall 2011 and a few

are still working out their final assessment plans. The SLOAC is actively working with all

instructional faculty and support programs to complete all SLO assessment by fall 2011. The

SLOAC will also be working to help programs who have not assessed their student learning

outcomes (about 48%) to complete this assessment. The Student Services Wing and the

Administrative Services Wing have both completed 100% of their assessment. The President’s

Wing is nearly complete.

Wing

Number Assessed & Analyzed

Percent Assessed &

Analyzed Instruction – CSLOs 2,748 81% Instruction - PSLOs 111 48% Student Services

100%

Administrative Services

100%


President's

100%

Planning

The college’s revamped planning processes are now entering their fourth year and

2010/2011 was the first year Institutional Effectiveness had oversight of the planning processes.

At the end of this year, the planning processes will undergo an evaluation as part of our

continuous evaluation processes. Areas to be evaluated include procedures, processes and

timelines. The evaluation and resulting changes may increase or decrease planning workload

demands on Institutional Effectiveness. Additionally, 2010/2011 marked the first year of a

comprehensive committee evaluation process that each of the five major planning councils

underwent to improve their effectiveness as a planning council and achieve their goals. This

process will be formally evaluated in spring 2011 with the intent to launch this or a revised

process to all committees campus-wide.


In general, as the college moves towards a culture of evidence, increased internal and

external accountability, and continuous quality improvement, there will only be increased

demand for all functional areas in Institutional Effectiveness.

• Demand for routine reporting, disaggregated data and more advanced analyses from

Institutional Research will only increase. Additionally, Institutional Research will need to

balance the data preparation, reporting and statistical analysis duties with the growing

campus needs in data interpretation and appropriately using data in decision making.

• Demand for assistance with program review has been increasing each year since 2007

because programs are recognizing how data is crucial to help paint an accurate picture

of what will be needed for students and in order to inform planning of what resources

should be purchased and distributed to meet the program’s goals.

• SLO Assessment is entering a new phase. In Fall 2010, our ISLO/GE Mapping and

Assessment plan was endorsed campus-wide and will allow us to meet 2012 ACCJC

deadline. The plan was initially developed by a team at OCC who attended the

ACCJC/WASC Level II Assessment. The plan which was vetted by the Student Learning

Outcomes and Assessment Advisory Council (SAC), the Academic Senate, the

Curriculum Committee, and all major planning councils and then endorsed by the


College Council (December 2010). In Spring 2011, all divisions provided a SLO Lead.

The SLOAC and SAC is working with these leads to develop outcome statements for the

GE outcomes and ISLO subcategories; map each of their division’s course and program

SLOs to these ISLOs; and act as a liaison for their division to and from the SLOAC and

the Student Learning Outcomes and Assessment Council regarding SLO assessment in

their division.

• Integrating planning across the wings and prioritizing needs to support our college goals

and strategies will be a growing demand area. Institutional Effectiveness will need to

work collaboratively with the campus to build processes, procedures and systems to

support the level of integration required.

• Monitoring accreditation standards and developing systems to monitor the standards will

be a challenge for the Institutional Effectiveness Office.

As the demands increase for all areas in Institutional Effectiveness, communication and

collaboration will present particular challenges to each area.

III. Success and Retention A general all staff survey went out in fall 2010 asking faculty, classified staff and manager’s their

perceptions regarding specific SLO assessment, program review, planning and institutional

research questions. The questions were designed to ascertain if the campus is receiving key

data and training support they need. For SLO assessment, the results showed that 60%

agreed/strongly agreed they have the support needed to complete SLO assessment with 26%

neutral and 69% agreed/strongly agreed they have the skills needed to completed SLO

assessment with 24% neutral. For planning, 57% agreed/strongly agreed data and research are

incorporated into planning processes with 32% neutral. For program review, 50%

agreed/strongly agreed research is used effectively in the program review process with 31%

neutral. For institutional research, 53% agreed/strongly agreed information provided by the

research office is accurate with 32% neutral; 52% agreed/strongly agreed information provided

by the research office is provided in a timely manner with 39% neutral; and 60% agreed/strong

agreed they have access to research and data they need with 27% neutral.

The scaling of the survey and the “neutral” point indicates the campus is not dissatisfied, but

doesn’t provide much more clarify beyond that. The high percentages in the neutral category

are an area of follow for each area and could signal areas of improvement or areas where the

campus community needs additional information about our services.



N/A



The Institutional Effectiveness Office was officially formed in 2010/2011 and will undergo its first

formal program review in 2011/2012. During this program review cycle, program student

learning outcomes (PSLOs) will be addressed for the new Institutional Effectiveness Office.

Previously, program review was conducted on the Office of Institutional Research (2008/2009)

and (PSLOs) were developed. In 2010/2011, the Office of Institutional Research completed its

PSLO assessment. An evaluation of the survey results indicated that the office met their criteria

of 75% satisfaction on all measures (satisfaction ratings ranged from 81% - 91%).

V. Planning





Organizational status Areas to consider include how

potential changes in

programs or curricular areas,

work flow, management

structure, staffing and

department chairs may

impact the current division or

department organizational

structure.

As part of the

Institutional Effectiveness

Office’s infrastructure, the

IE director and faculty

coordinators are

delineating coordinator

roles and IE office

functions for future

coordinator job

descriptions. This

strengthens the role of

the faculty coordinator

and sustainability of the

program review and SLO

assessment processes.

During the college’s

reorganization proposal, a

model of Institutional

Effectiveness including Staff

Development was discussed

but not implemented. It is

suggested that the college

evaluate the adopted and

proposed structure to

determine if the adopted

structure is still appropriate

for the college.


Internally, the IE Office

needs to continue to work

on the synchronization

between the program

review, SLOs assessment

and planning processes.

Technology/Equipment Areas to consider include

immediate needs, but also

long term needs for

replacement of software and

equipment as well as

maintenance costs and

service agreements.

Annual software renewal

of Class Climate software

(online/paper survey

software).

An integrated SLO,

Program Review and

Planning software must

be implemented at the

district or campus level,

implemented either in-

house or with an external

vendor. In the interim, the

internally created SLO

database must be

maintained collaboratively

with IT.

Development of

dashboards.

Regular replacement of staff

computers. Institutional

Research needs high

processing computers due to

large data sets and software

needs. Computers last

replaced in 2009.

Business

intelligence/decision support

system.

Facilities Areas to consider include

current unmet or potential

unmet facilities needs or

special needs.

It is anticipated that the


Office will move in a

permanent common

space in Summer 2011.

Human Resources Areas to consider include

long-term growth,

restructuring or efficiency.

Office Support position

needed to assist with

increased demand and

restructuring of

Replacement of Research

Analyst, Senior to support

student learning outcomes

assessment and program

Investigate

statewide trends

in faculty

coordinator


coordinator roles and IE

office support.

review analysis.

Planning support needs may

necessitate additional staff.

support for

PR/SLOs to see

if trendsetting

positions of FT

tenure track

position now

typical and a fit

for OCC.

Staff Development Areas to consider include

personal and professional

development needs of

employees to better skills to

increase efficiency or quality.

Internal

It is imperative that


staff are trained in the

current knowledge in the

field to guide the campus

in the correct direction.

Failure to do so can

impact compliance issues

like accreditation.

Institutional Research

staff do not qualify for

classified staff

development funds to

attend conferences for

professional

improvement. Faculty

coordinators must use

their PDI funds to attend

conferences for their

PR/SLO assignments.

External

Conduct SLO

assessment workshops

on quality measurement,

data collection and the

use of data, and on

interpreting the data or


“closing the loop.”


1. Improving communication with the campus through increased presence on the web,

portal, quarterly newsletters and presentations at divisions, programs and department

meetings.

2. Solidify Institutional Effectiveness Office’s infrastructure

3. Enhanced locally developed SLO database.

4. Investigate integrated SLO/PR/Planning database.

5. Work closely with Staff Development to develop and offer sustainable SLO workshops

6. Evaluate Program Review timelines to better support integrated planning

See attached Three Year Plan


The long term vision of the Office of Institutional Effectiveness is having its functional areas

being perceived as continuous improvement processes rather than compliance processes. As

part of this transition, these will be routine, valued and essential processes on campus. Student

learning outcomes assessment, program review, integrated planning and institutional research

will form the backbone of a changing culture, a culture of inquiry and evidence that will enhance

the college’s decision making process and success of our students. An integral part of the

success of these processes will be the inclusion and support of using appropriate databases

and software as well as focusing on communication and the transparency of the processes.

Documents

Orange Coast College Educational Master Plan