ORANGE COAST COLLEGE STUDENT SERVICES PROGRAM … · College Life program, students in the InterClub Council and College Life Committee will ... inspiring a shared vision 3) enabling

ORANGE COAST COLLEGE STUDENT SERVICES

PROGRAM STUDENT LEARNING OUTCOMES (PSLOs) 2010-2011 REPORT Contact: Dr. Kate Mueller Dean, Student Services 714-432-5741 [email protected] Updated 08.10.12

Program/Department PSLO Program Review IV.A.

Means of Assessment & Criteria for Success

Program Review IV.B.

Analysis of Data Collected Use of Results

Page 2 of 35

ASOCC/College Life #1 The ASOCC Program is the umbrella organization for Leadership and Governance, College Life and Co-Curricular Programs, and Fiscal Affairs. The ASOCC College Life Program provides opportunities for all students to become involved in co- and extra-curricular activities through clubs, campus enrichment, and college support.

SLO#1 (Leadership) Through participation in the College Life program, students in the InterClub Council and College Life Committee will understand and identify leadership skills. Supports the ISLOs of personal development and responsibility; thinking skills.

Means of Assessment: Students will complete the Leadership Practices Inventory (LPI) in a pre- and post-test that measures leadership skills on 5 levels: 1) challenging the process 2) inspiring a shared vision 3) enabling others to act 4) modeling the way 5) encouraging the heart Criteria for Success: 75% of the students will increase in at least 2 of the 5 practices. When assessed: Pre-test = Fall 2010 Post-Test = Spring 2011

Sample and Findings ...

[Spring 2011]

ASOCC/College Life #2

SLO #2 (Personal Goal Setting) Through participation in the College Life program, students in the InterClub Council and College Life Committee will develop and achieve self-identified goals for their personal development. Supports the ISLO of personal development and responsibility.

Means of Assessment: Students will create 3 personal goals for their involvement in written form at the end of the Fall 2010 semester which they would like to complete for the following semester. When the student’s involvement culminates, they will receive their original goals back. The students will then reflect in writing if they feel they completed their self-identified personal goals.

Students are to determine their personal goals in December 2010. Reflection on their experience and accomplishment of goals will be completed by May 2011. Assessment sample is limited to all College Life Committee and InterClub Council members. The current sample size is 19 students.

[spring 2011]





Page 3 of 35

Criteria for Success: Students will develop and evaluate fulfillment of their personal goals in writing. It estimated that each student will fulfill 66% of their stated goals. When assessed: Fall 2010 Spring 2011

Student success is determined through the student completing two of three goals or at least showing growth toward their goals.

ASOCC/College Life #3

SLO #3 (Event Coordination) Through participation in the College Life program, students in the InterClub Council and College Life Committee will demonstrate knowledge of how to coordinate a major campus event. Supports the ISLOs of communication and thinking skills.

Means of Assessment: Students will demonstrate the ability to successfully coordinate and execute major campus events through planning, collaborating, and coordinating in their weekly meetings. Assessed through post-event evaluation. Criteria for Success: Students will coordinate a major campus event by planning and successfully executing events such as: Club Rush, Coast Day’s, Student Services Fair, and Awareness Day. It is estimated that 100% of the events listed will be implemented. When assessed: Throughout 2010-2011

Sample and Findings …

As of December 1, 2010: Thus far, the College Life Committee and InterClub Council have coordinated and executed the following events: Fall 2010 Club Rush/Student Services Fair, Fall 2010 Coast Days, ICC Meet & Greet, ICC End-of-Semester Luncheon, the Children’s Center Holiday Party, and the 2010 Angel Tree Drive. There are not quantifiable numbers for each event, but here are the numbers that the programs do have: Club Rush Fall 2010: 35 Clubs participated Coast Day Fall 2010: 24 clubs participated





Page 4 of 35

ASOCC Fiscal Affairs #1

Students serving on the ASOCC Fiscal Affairs Council will understand fiscal principles and apply them to ASOCC fiscal decision-making. Supports the ISLOs of communication and thinking skills.

Means of Assessment: Development of the 2011-2012 annual ASOCC budget. Criteria for Success: The budget recommended by the ASOCC Fiscal Affairs Council will be approved by the Student Senate, and shared as an information item to College Council, College Budget Committee, OCC Vice Presidents, OCC President, and the CCCD Board of Trustees. When assessed: Spring 2011

Process will include:

Fiscal Affairs Council members review the budget request forms and make modifications to the 2011-2012 annual budget under the advisement of advisors and the Dean of Student Services

3 all-day meetings in April 2010, interviewing all requestors

1 all-day meeting to develop a recommended budget

Recommended budget presented to Student Senate; adopted by Student Senate at a second meeting

Budget endorsed by College and approved by the CCCD Board of Trustees


Students serving on the ASOCC Fiscal Affairs Council will learn fair and consistent fiscal principles. Supports the ISLOs of communication and thinking skills.

Means of Assessment: After applying current fiscal principles (i.e. ASOCC Fiscal Affairs By-Laws), said principles will be reviewed to determine the practicality, fairness, and consistency of the ASOCC Fiscal By-Laws. Assessment = the ASOCC Fiscal Affairs Council will make any necessary changes to the current Fiscal Affairs By-Laws to reflect practical application thereof.

ASOCC Fiscal Affairs Council members utilized and continuously referred to ASOCC Fiscal Affairs By-Laws; changes and updates made in Spring 2011.

Annual review of the ASOCC Fiscal Affairs By-Laws and their use ensures relevance, fairness, consistency.





Page 5 of 35

Criteria for Success: Students will understand fiscal principles, through practical application and through making adjustments to ASOCC Fiscal By-Laws. When assessed: Spring 2011


Students serving on the Fiscal Affairs Council will understand the different curricular and co-curricular programs on campus. Supports the ISLOs of communication and thinking skills.

Means of Assessment: Interviewing programs (funding requestors), processing and approval of recommendations to Student Senate for one-time funding requests and the annual 2011-2012 ASOCC budget. Criteria for Success: Students will be able to articulate detailed information about co- and extra-curricular programs available to students at OCC. When assessed: Spring 2011

ASOCC Leadership & Governance #1 The ASOCC Program is the umbrella organization for

Through participation in the ASOCC Leadership and Governance program, Student Senators and Officers will demonstrate knowledge and understanding of leadership

Assessment: Students will complete the Leadership Practices Inventory (LPI) in a pre-and post-test format. The LPI measures students’ skill levels in 5 key

Sample: Senators and Executive Officers. n=7 Findings: As a group, there was an

ASOCC Leadership and Governance Program will continue this SLO in 2011-2012 as well as continue utilizing the LPI assessment. The LPI is especially useful as it allows for





Page 6 of 35

Leadership and Governance, College Life and Co-Curricular Programs, and Fiscal Affairs. The ASOCC Leadership and Governance Program prepares students for leadership roles and responsibilities. This program provides students the opportunity to make decisions affecting the campus through service on college-wide committees, plan and execute events and activities, and work alongside administrators, faculty, staff and peers.

skills. Supports the ISLOs of personal development and responsibility, communication, and thinking skills.

leadership practices. These practices include: (1) Challenging the Process (2) Inspiring a Shared Vision (3) Enabling Others to Act (4) Modeling the Way (5) Encouraging the Heart Criteria: Students will demonstrate knowledge and understanding of leadership.

increase in the scores for all 5 practices (increase 6 – 11 pts) with the largest gain for “Inspire a Shared Vision.” According to LPI standards, the students scored in the average range for all 5 practices. The results demonstrate that students are enhancing their understanding and practice of leadership skills through participation in ASOCC.

an opportunity to teach students about effective leadership practices, a means to assess their own leadership skills, and it enables students to set goals to work towards increasing their leadership skills. In the future, the ASOCC Leadership advisor will incorporate the pre-test results in a mid-year planning session to help students evaluate their progress and set goals to continue enhancing their leadership skills.

ASOCC Leadership and Governance #2

Through participation in the ASOCC Leadership and Governance program, Student Senators and Executive Officers will demonstrate written communication skills. Supports the ISLOs of communication and thinking skills.

Assessment: Students will demonstrate the ability to articulate the needs of the student body in a written manner through the crafting of policy proposals, motions, and by serving as a conduit between the Student Senate and the Administration. Criteria: Students will demonstrate an ability to develop personal ideas in a written manner

Sample: Senators and Exec Officers as of Fall 2010 semester. Findings: Students developed and wrote 16 meeting agendas in compliance with the Brown Act. Students wrote revisions to ASOCC bylaws. Students wrote resolutions for the SSCCC Fall General Assembly Students wrote a letter to the

The results demonstrated that students participating in the program are utilizing written communication skills in a number of capacities. There is no immediate need for program improvement as the PSLO is being achieved. The needed resources include the Coordinator who advises student leaders on written communication pieces. This PSLO was shared at the annual training week with student leaders so that they could be aware of intended SLO objectives. This PSLO will





Page 7 of 35

Governor to oppose the sale of the OC Fairgrounds. Exec. Officer candidates wrote 6 personal statements.

be revisited with the new 2011-2012 SGOCC student leaders for continuation or possible revision.

ASOCC Leadership & Governance #3

Through participation in the ASOCC Leadership and Governance program, Student Senators and Executive Officers will demonstrate public speaking skills. Supports the ISLOs of communication and thinking skills.

Assessment: Students will demonstrate the ability to verbally express their constituents’ concerns through the motto “Students Helping Students.” Students will develop negotiation and diplomacy skills through working groups and Student Senate meetings, achieving proficiency in the running of student government. Criteria: Students will demonstrate an ability to verbally articulate their ideas to an audience.

Sample: Senators and Exec Officers as of Fall 2010 semester. Findings: Senate candidates made 60 speeches to both large lecture and small classes. 6 students attended the Fall SSCCC General Assembly and participated in debate of resolutions. Students attended monthly District Board meetings and made verbal ASOCC reports. Students made verbal OCC reports at Region 8 meetings, SGOCC meetings, campus-wide committee meetings, DSC meetings, and classroom announcements.

The results demonstrated that students participating in the program are utilizing verbal communication skills in a number of venues and to a variety of audiences. There is no immediate need for program improvement as the PSLO is being achieved. The needed resources include the Coordinator who advises student leaders on verbal communication practices. This PSLO was shared at the annual training week with SGOCC student leaders so that they could be aware of intended SLO objectives. This PSLO will be revisited with the new 2011-2012 SGOCC student leaders for continuation or possible revision.

Bookstore #1 The OCC Bookstore is dedicated to providing exemplary

Student employees will apply retail business skills. Supports the ISLOs of communication; thinking skills;

Means of Assessment: Through repeated exercises, intensive training, webinars, conference calls etc. the student’s comprehension and

Sample and Findings: The students have improved their business skills while working at the bookstore. This has been accomplished

In the case of the students they will be given further and more intensive training. In terms of the store, it will reevaluate the training





Page 8 of 35

customer service, a vast selection of new and used books, buybacks of textbooks, and online ordering.

personal development and responsibility.

progress is evaluated. Criteria Students will think on their feet and problem solve accordingly in the areas of merchandising, loss prevention, shipping and receiving and accounting. When assessed: Fall 2011

through various training and webinars and actual experience on the sales floor. Some of the projects they have been responsible for include: Scheduling of staff, merchandise presentation, loss prevention and shipping and receiving. They have been evaluated by their quiz results from the training and their individual project outcomes as judged by management. The bookstore through this training has modified its programs to accommodate the student learning curve and to provide the information necessary for them to succeed.

programs and the facilitator or trainer. Some training will be switched from an interactive webinar into a classroom style setting because of the complex nature of the materials. This change will be accomplished by November, 2011 in order to facilitate training for Spring Semester. The materials will be converted from a POWERPOINT presentation to a textbook style by the Training and Development department.

Bookstore #2

OCC students will be knowledgeable about legal contracts and deadlines. Supports the ISLOs of communication; personal development and responsibility; thinking skills.

Means of Assessment: The number of students who rented and returned their books on time versus those who did not. Criteria for Success: Students will return their rented textbooks on or before the deadline. When assessed: Fall 2010

Sample and Findings 6130 students rental textbooks for Fall 2010. 652 students (10.6%) did NOT return their rental textbooks on time. The Rent-A Text program for textbooks at the bookstore has provided the students with an opportunity to understand a legal contract. The legal contract was explained to them including the penalties

In order to improve the deadline return rate, the Bookstore will retrain its staff at the registers, and improve the email content to the customer prior to the due date. Considering this is a new program, the results are actually very good and show an understanding of the concepts of rental, legal contracts, and deadlines. Some changes to the verbiage





Page 9 of 35

involved, due dates and the legal terminology. With over 6000 titles rented and less than 10% not returned on a timely basis our evaluation is that our explanation (training) was more than sufficient for the student’s experience. The bookstore feels this is a major success in again helping them in their future business contacts both personal and professional.

of the legal transaction for Rent-A-Text at the register has been modified to make it easier for the student to understand. This change is already in the works and accomplished for future rentals. The IT department and Training and Development participated in the changes.

Bookstore #3

Student employees will increase their communication capacities. Supports the ISLOs of communication and thinking skills

Means of Assessment: Observation by staff and management of: selling floor, participation in meetings, training sessions, everyday personal inter-relationships within the store. Criteria for Success: Students will engage customers, faculty or administration about merchandise and policies. When assessed: Spring 2011

Sample Secret Shopper scores will be the accountable evaluation of training and communication through the 4 yearly shops. Findings Improving communication for the benefit of all is important in order for all to succeed. The college community depends on information and the dissemination of that information has to be succinct in order for all to understand and grow. The bookstore compiled text information in a simple POWERPOINT presentation so that the faculty and staff fully understand the text cycle. Evaluating the success of this presentation

Use of results Student employees who engage customers, faculty or administration within the store will be rewarded; others will be coached and offered further training and help. Increased use of reward system and recognition program to improve morale and peer interaction and review of training and coaching skills regarding communication. It was decided that a handout of the information in the POWERPOINT on the text cycle was necessary in order for the Faculty and staff to leave the





Page 10 of 35

was done in the form of comparisons to the previous year’s adoption compliance, problem orders and overall faculty and staff satisfaction based on comments presented to the bookstore. The purpose of this exercise was to highlight how adoption compliance affects students and the pricing of course materials.

meeting with a reference guide to the information disseminated. This handout will be available within the next two to four weeks and is being handled by Training and Development along with integrated marketing.

CalWORKS #1 CalWORKs at Orange Coast College is a California Community College program serving welfare-to-work students and their families by providing education and career opportunities combined with an array of high-quality support services that enable students to complete their academic goals, find

CalWORKs students will exhibit understanding of their responsibilities to welfare-to-work including participation hours, satisfactory attendance and progress, and federal TANF time limits. Supports the ISLOs of communication; thinking skills; personal development and responsibility.

Means of Assessment: Students will be assessed once per semester to determine they are eligible participants according to the California Student Eligibility Matrix, and deemed by their County Welfare Department to be approved for education either as a SIP (Self-Initiated) or VTC (Vocational Training). Criteria for Success: The criteria for ongoing

100% (121/121) of students submitted CalWIN screen shots to verify eligibility for program; and 100% were determined to be in good standing with the County and certified for education. Data collected indicates that 88.43% (107/121) of students complied with monthly attendance and progress reporting per program requirements.

Positive data results support continued utilization of CalWIN verification for initial eligibility for campus-based welfare-to-work activities; continue current processes. A modest increase over previous APR points to effective program processes as well as student accountability; continue a Banner enrollment review each month; continue





Page 11 of 35

meaningful employment and successfully transition into the workforce. Through collaboration and advocacy wit college and community partners, CalWORKs prepares a segment of California’s workforce by promoting the economic self-sufficiency of CalWORKs students through attainment of a higher education.

eligibility for state and federal TANF/CalWORKs benefits and supportive services include submitting required documents to County Welfare Departments, including monthly attendance/progress reports and semester final grade reports. When assessed: Fall 2010

86.78% (105/121) of students submitted a copy of their Final Grade Report (FGR) per program requirements.

current processes. A slight decline in results from previous APR; however, due to a change in mandatory participation in welfare-to-work for some students may account for absence for the summer semester. All continuing students submitted an FGR upon return for the fall 2011 semester (post-assessment). Continue current process.

CalWORKs #2

Upon completion of their program, CalWORKs students will have visited the OCC Career Center and identified their occupational goal and the educational path necessary to achieve that objective. Supports the ISLOs of communication; thinking; personal development and responsibility.

Means of Assessment: Students will be assessed once per academic year, during the spring semester, to verify if they have visited the campus Career Center and have an identified occupational goal that is supported by their Student Education Plan (SEP). Criteria for Success: Students will submit (to the CalWORKs office) a visit confirmation initialed by Career Center staff, as well as a SEP identifying an occupational/educational goal. When assessed: Fall 2010

126 out of 133, or 94.74%, of students participating in the CalWORKs program visited the Career Center and submitted verification of their occupational goal After auditing student case files, it was determined that 122 out of 133 (91.73%) have a SEP that supports their career objective. Partnership with EOPS/CARE and Counseling assists in achieving fulfillment of PSL.

Inclusion of Career Center exploration form in student’s Intake Packet has steadily increased compliance over previous assessment; during current assessment period only one student (0.83%) attempted to modify career goal; continue current processes. Decrease from previous assessment may be due to an increase in one-semester-only students with a “home school” elsewhere, as well as an increase in students ineligible for EOPS/CARE services; continue current process; continue collaboration with EOPS/CARE, Re-Entry, and





Page 12 of 35

General Counseling.

CalWORKs #3

CalWORKs students on academic/progress probation will demonstrate knowledge of learning skills and ability to utilize college resources which will assist them to reach good academic standing. Supports the ISLO of Personal Development and Responsibility.

Means of Assessment: In spring of 2011, CalWORKs students were surveyed to quantify their understanding of the institutional policies regarding academic and progress probation and/or disqualification. Each spring, students who are on academic and/or progress probation will be identified and the targeted students will be required to attend an additional appointment with the CalWORKs Coordinator in order to pinpoint appropriate interventions and to develop a probation plan that will assist the students in achieving acceptable academic standing. Criteria for Success: After two standard semesters, a student on probation will attain satisfactory academic standing. When assessed: Spring 2011

Responses from the survey indicate most students have an understanding of the CCCD policies for satisfactory achievement and progress (refer to Appendix A). During the four-semester assessment period (fall of 2009 through spring of 2011), a total of 191 unduplicated students were monitored for SAP, utilizing both self-submitted FGR reports and verification through Banner. 27.75% (53/191) students demonstrated less than a 2.00 GPA at the end of a term and were referred to an Academic Counselor, the Success Center, Tutoring, PASS groups, as well as Smarthinking for additional academic support. 35.85% (19/53) at-risk students, seemingly benefited from campus resources and were able to bring their GPA to 2.00; while 62.26% (33/53) were unsuccessful in increasing their GPA and were either dismissed from the college, chose not to enroll for the

Encourage students to review Orange Coast College Catalog or website to become familiar with CCCD policies; include web link in welcome email to first semester students (new process). Due to the transitory nature of CalWORKs student enrollment at OCC, and because the college already has processes in place to monitor academic and progress success (duplication of efforts), this PSLO will not be continued for the next APR cycle. Too many variables regarding a student’s disenrollment at OCC following a lack of SAP prevents a precise assessment, and making assumptions does not benefit the students served or the CalWORKs program in general. However, as it is a requirement of the CalWORKs Program to ensure a student remains in good standing with the college, collection of Final Grade Reports will continue and will be maintained in student’s individual case record. A





Page 13 of 35

following semester, or were not participating in the CalWORKs program for the following semester; another 13.25% (7/53) were identified in the spring of 2011 semester to have a less-than-2.00 GPA and were advised to seek campus resources to ensure a successful fall 2011 semester.

continued program practice will include referring students to campus-based support services in the event their GPA falls below acceptable academic standards.

Children’s Center #1 The Children’s Center provides quality affordable childcare and comprehensive services for student parents, faculty and staff, and community families. The Center serves infants through preschool age children at present. The Center maintains a contract with the California Department of Education, Child Development

Student employees will demonstrate knowledge and understanding of child development practice in a quality early childhood education-based child care program and build effective teaching skills. Supports the ISLO’s of communication and thinking skills.

Means of Assessment: Student employees will receive a copy of the Center’s evaluation form and go over the criteria with the Child Care Supervisor at the Orientation meeting upon start of employment. Criteria for Success: Each classroom lead teacher will evaluate their student employees/classroom aides at the end of the semester using

Data results: Fall 2010 17 hourly Classroom Aides should have been evaluated. 3 were evaluated and had completed the required 12 ECE units and were promoted to Teacher Aide positions (18%) These 3 will also be working on acquiring their Child Development permits. 2 gave notice they would not be returning for spring semester. 12 hourly Classroom Aides still

The results of the previous year 2009-2010 showed that the evaluation process supported employees with continued skill building and education with ECE classes. We saw 38% being promoted to the next position of Teacher Aide. We also saw stronger retention of qualified staff which helps with continuity and quality of care for children. This year 2010-2011 we are seeing slightly less than half of





Page 14 of 35

Division to provide subsidized care for income eligible student families.

the evaluation form if they have completed 12 units of ECE coursework. If not, they will complete an evaluation by the end of spring semester 2011 (school year end). When assessed: Fall 2010 Spring 2011

need evaluations to be completed in spring semester.

promotion through evaluations (18%) at midyear, and it takes time to complete the 12 ECE units required. This will be a year of building with new staff and there is less staff this year due to budget and classrooms not completely full in fall semester.

Children’s Center #2

Parents will identify their child’s development, skills and strengths. Supports the ISLO’s of communication, thinking skills, and personal development and responsibility.

Means of Assessment: At the end of fall and spring semesters, student parents will be given a developmental assessment summary of their child’s level of development and skills in all areas (cognitive, language, social emotional, and motor) Criteria for Success: Student-parents will meet with a lead teacher to discuss their child’s completed Desired Results Developmental Profile assessment tool for each child twice a year as required with our California Department of Education contract. When assessed: Fall 2010

Data Results: Fall 2010 parent conferences were held in January 2011. All seven classrooms were above 72% with parent participation. Infants – 80% Toddlers – 82% Young Preschool – 86% Preschool 1 – 75% Preschool 2 – 72% Preschool 3 – 95% Preschool 4 – 77% Overall 81% was the average of the Center. Spring 2011 parent conferences will be May/June.

Results show that the Center was able to increase parent participation from last year (65%) to 81%. We reached beyond our goal of 75%. This may also indicate that the Center has been able to communicate the value of data parents receive about their child’s development in these conferences. This was emphasized more this year at Parent Orientation nights, monthly newsletters and director memos.





Page 15 of 35

Children’s Center #3

Student Parents will understand new eligibility regulations to maintain their subsidized child care while successfully completing their educational plan. (This is a compliance requirement of the contract with the California Department of Education.) Supports the ISLO’s of communication, thinking skills, and personal development and responsibility.

Means of Assessment: Spring 2010, CalWORKS student parents had to learn about, apply for and meet eligibility requirements to be able to move onto the California Department of Education contract due to state budget cuts to Cal Works Child Care funding ending June 30, 2010. 18 families were affected (20 children). The Center provides a special parent Orientation in fall for subsidized contracted student parents to extensively cover the new rules, regulations and policies of the Center. All parents are given a Parent handbook as a resource guide of policies. A Parent Survey will be conducted again in spring 2011 to evaluate understanding of policies. Criteria for Success: Student Parents maintain their subsidized child care while successfully completing their educational plan. When assessed:

Data Results: July 1 2010, 15 Cal Work’s students were moved to the California Department of Education (CDE) contract based on their eligibility and the loss of Cal Works child care funding. 3 were not eligible and one of these 3 is now a full cost tuition student. Of these 15 students all retained their eligibility for fall 2010. Two of these students left our program in January for Nursing programs in New Mexico. (3 children) (Both parents has GPA’s over 3.5 and had been scholarship recipients) At the end of fall semester 2010, 7 subsidized families have been put on probation for either grades, GPA below 2.0, or dropping below 6 required units.

The results of Cal Works students all retaining their subsidized care is mainly due to their understanding of what is required of them for maintaining eligibility. The CDE contract policies are quite different and more stringent than the Cal Works requirements they previously had. They were already familiar with our program in regard to their children and Center policies. A Parent Survey is planned in late spring to assess understanding of policies. Tracking the 7 students on probation and checking mid-semester grades will also be implemented. Proposed budget cuts for last quarter April 2011 or new fiscal year 2011-12 starting June 1 may significantly change this SLO.





Page 16 of 35

Spring 2011

Enrollment Center #1 The Enrollment Center is responsible for the application process for new and returning students as well as the registration for all students. The Enrollment Center also maintains, verifies, evaluates, and issues copies of all student records. Within the Enrollment Center, the Records Office issues A.A. and A.S. Degrees

With the implementation of Banner, students will utilize the self- services available to them on-line. Supports the ISLOs of personal development and responsibility and thinking skills.

Means of Assessment: At least 80% of the students should take advantage of the online registration process available 24/7 via the web on MyOCC. Criteria for Success: Students will demonstrate they have knowledge by using the services available to them. When assessed: Fall 2010

Sample size and findings: Total headcount for the Fall 2010 term was 25,033 22,192 students registered via web services provided (MyOCC) for a total of 88.7% 2,841 students registered in person using the Enrollment Center for a total of 11.3% Total headcount for the Spring 2011 term is 23,901.

What does the data tell us about program improvement: The goal that 80% of students would utilize web services using MyOCC was met in the Fall 2010 term. (88.7%) With continued advertising and student education on how to use MyOCC, These numbers are expected to continue to increase The Spring 2011 data showed that 95.7% of students utilized MyOCC for registration





Page 17 of 35

and Certificates of Achievement, and coordinates Commencement.

22,870 students registered via web services provided (MyOCC) for a total of 95.7% 1,031 students registered in person using the Enrollment Center for a total of 4.3%

purposes

Changes: Continuing into Fall 2011, a MyOCC reference guide was included in all printed class schedules giving step by step instructions on how to fully utilize MyOCC.

Enrollment Center #2

With 24/7 access to their educational records via MyOCC, students will make appropriate and timely educational decisions. Supports the ISLOs of personal development and responsibility, and thinking skills.

Means of Assessment: Student knowledge of their records will be obtained through student surveys and computer access logs. Criteria for Success: Students access their records, registration, and other services electronically. With in-person services available in the Enrollment Center, students without internet and computer access (apx. 10%) will be able to successfully complete tasks such as adds/drops, transcript requests, refund processing. When assessed: Spring 2011

Sample and Findings: The Enrollment Center used an in person survey during the Summer 2011 term to determine why students still choose to use in-person services vs. online services. N = 364 students The data suggests that most students that used in-person services did so because they had a preference to do so. Although transcripts can be ordered online, those that chose to order in-person did so because they wanted to have person-to-person contact and wanted an “on the spot” transcript vs. having it mailed to a specific destination. Other reasons that students chose in-person include, hold clearances, residency document submissions, and students making payments via check/money order that do not

Data from the Summer 2011 survey suggests the following: The Enrollment Center must continue to find ways to improve the technology used on campus with students and the MyOCC student program. Though most tasks can be completed online, (adds, drops, transcript requests, fee payments, enrollment verifications, etc..) there will still be a need for in-person services for services that cannot be automated. This includes, but is not limited to; residency documents submission, verifications of dates of birth, VISA information submission and payments made by check/money order. The Enrollment Center must continue to offer a regular daily schedule of hours of operation to serve our students.





Page 18 of 35

have a credit/debit card

Enrollment Center #3

With in-person services available in the Enrollment Center, students without internet and computer access (apx. 10%) will successfully complete tasks such as adds/drops, transcript requests, refund processing. Supports the ISLOs of personal development and responsibility, and thinking skills.

Means of Assessment: Data will be collected from in-person surveys, an online survey, and focus groups in the Spring 2011 semester. Criteria for Success: Students will access their records, registration, and other in-person services offered in the Enrollment Center. When assessed: Spring 2011

Sample and Findings With the assistance of Institutional Research, and a group of Doctoral Students that agreed to assist the OCC Enrollment Center in a Consultancy Capacity a student survey was implemented and assessed during the fall 2009 term. The data collected was determined to be a good representative sample of 1,686 student responses and can therefore be used appropriately in assessing the Enrollment Center. The scoring table was as follows: 4.5-5.0 = A+ 4.0-4.49= A- 3.5-3.99= B+ 3.0-3.49= B- 2.5-2.99=C+ 2.0-2.49=C – In-person services in the Enrollment Center averaged scores of 3.0 and above in the ability to accomplish tasks in-person. Less than 7% of those surveyed were at the 2.5 level and below.

Overall data suggests the following: The Enrollment Center must continue to find ways to improve in-person services to students. Students overall were satisfied at an above average rate, and had many suggestions for improvement of services which included: A: Opening more help windows during peak times B: Opening longer hours and on Saturdays C: Some students felt that the “wait times” in line were too long The Enrollment Center will continue to determine how we can best use student suggestions listed above. Due to the major budget cuts, we will not be able to open longer hours or on Saturdays. Our hours of operation may be reduced from 9 hours daily to 6 hours daily depending on funding deficits.

EOPS/CARE #1 The mission of Extended

SLO #1 After completion of one academic year, EOPS/CARE students will demonstrate

Means of Assessment: Students will be assessed if they have complied with the requirements of the EOPS

Sample and Findings: A student survey was conducted during spring 2011. Students were asked to answer

85% of EOPS and CARE students complied with the conditions of their Responsibility Contract at





Page 19 of 35

Opportunity Programs and Services (EOPS) and Cooperative Agencies Resources for Education (CARE) is to enhance student success by providing “over and above” services to students with economic and academic barriers to their education. Another fundamental goal of the programs is to increase the number of underrepresented students enrolled in the community college. This is accomplished by providing an overall supportive environment with a variety of benefits and services.

knowledge and understanding of EOPS and CARE program rules and regulations. Supports the ISLO of personal development and responsibility.

program by following their Responsibility Contracts. Criteria for Success: Students will complete the three required counseling appointments, maintain a 2.0 gpa, have a Board of Governors’ Fee Waiver on file, and submit a semester Academic Progress Report. When assessed: Spring 2011

eleven questions pertaining to the different items on their EOPS Responsibility Contract. The survey was randomly assigned to students before their counseling appointments. Seventy students participated in the survey and more than 90% gave positive response to the 11 items. EOPS is working with the Office of Institutional Effectiveness to standardize this survey for future measurements. MIS data was collected at the end of spring 2011and students who did not comply with the conditions of the EOPS Student Responsibility Contract were identified.

the end of spring 2011. Due to the sudden change in the EOPS staffing in summer 2010, the comparison with the 2010 MIS data was not possible. The compliance rate for spring 2011 will be used as a base for comparison to the future compliance rate in spring 2012.

EOPS/CARE #2

SL0 #2 EOPS/CARE students on academic/progress probation will demonstrate knowledge of learning skills and ability to utilize college resources which will assist them to reach good academic standing. Supports the ISLO of personal development and responsibility.

Means of Assessment: EOPS/CARE students who are on academic/progress probation will be identified through the use of the newly developed “comment log” for tracking and by checking their GPA and status in Banner. Probationary student will be required to attend a group meeting conducted by an EOPS counselor. The goal of this session will be to provide

Sample and Findings: MIS data shows that 12.4% of EOPS students (122/984) were placed on Academic/Progress probation and 2.2% (22/984) were placed on Disqualification. Only .9% (9/984) were dismissed. Probation group appointments are scheduled during fall 2011. Students on probation will be notified about the Probation group requirement.

The spring 2011 MIS data regarding the number of EOPS students on Academic/Progress Probation and Disqualification will be used as a base for the future data comparison and the effectiveness of the Probation Groups at the end of spring 2012.





Page 20 of 35

students with appropriate interventions such as study skill tips and time management strategies, relevant information and referrals to college resources. Criteria for Success: After two standard semesters of receiving this intervention, students will be reassessed for improved academic and progress standing through the use of data in Banner. When assessed: Spring 2011

EOPS/CARE #3

SLO #3 Upon “Exiting” the EOPS/CARE programs, EOPS/CARE students will exhibit success by attaining their educational goals as stated in their Student Educational Plans (SEP). Supports the ISLO of personal development and responsibility.

Means of Assessment: Data will be collected on EOPS/CARE students who have received a certificate, A.S. or A.A. degrees, and/or have transferred to a four-year institution as stated on their SEP. Criteria for Success: EOPS/CARE students will attain their educational goals per their SEP. When assessed: Spring 2011

Sample and Findings: Data indicated that 158 students exited the EOPS program in spring 2011. Of these, 129 students received AA/AS degrees, 7 students received AA/AS degrees and a Certificate and 2 students received Certificates. Only 20 students exited the program because they reached the time limit (6 semesters) or the unit limits (70 units). Therefore, 87 .3% of exiting students reached their educational goals within the program requirements.

[information not provided]





Page 21 of 35

Financial Aid #1 The mission of the Financial Aid Office is to insure that all financial aid resources are distributed in accordance to federal and state guidelines in a fair and equitable manner.

Students who participate in financial aid programs and services will be able to successfully use technological resources available to them. Supports ISLOs of Communication; Personal Development and Responsibility

Means of Assessment: Department of Education and XAP statistics for electronically submitted applications. Criteria for Success: Applications received electronically will increase year-to-year until a goal of 100% has been reached. When assessed: Fall 2010

US Department of Education statistics for application submittal: 2009-10 Week 26 25 paper applications 8980 total submitted Less than 1% were submitted by paper. 2008-2009 Week 26 34 paper applications 8992 total submitted Less than 1% were submitted by paper. Students are using the electronic application processes successfully.

No changes at this time. Students are using the technology to apply for financial aid – federal and state programs.

Financial Aid #2

Students will demonstrate knowledge and understanding of managing their personal finances. Supports ISLOs of Communication; Personal Development and Responsibility

Means of Assessment: The cohort default rate established annually by the Department of Education for the loan. Criteria for Success: The cohort default rate will be below 10%. When assessed: Fall 2010

Cohort default rate for OCC is: (default rates run one year behind) 2008- 6.7% 2007 – 10.5% 2006 – 7.3% National average for all institutions-7% National average for all Public 2 year institutions – 10.1% from 2008 FY. Beginning award year 11-12, the cohort default rate will be calculated over a three year

The cohort default rate has reduced by 3.8% from FY 2008. It is below the national average of 10.1%. As the credit crisis and recession widens, we will need to do more in the area of default prevention and aversion: working more closely with our guaranty agency and possibly using resources at the District level for support. We will increase awareness





Page 22 of 35

period versus two years. OCC has two year rate of 10.5% in 2007 FY but three year rate of 17%. The calculated third year rate for 2008 has not been released by the Department of Education.

regarding loan defaults with newsletters, email updates, and counseling session updates for financial aid students who are requesting loans.

Financial Aid #3

Students will transfer with a completed financial aid package. Supports ISLOs of Communication; Personal Development and Responsibility

Means of Assessment: Transfer students will have completed the FAFSA for the transfer year to include the transfer institution’s OPEID. Students will be transferring to institutions with their financial aid intact and will have funds delivered in a timely manner. This will be accomplished by reviewing the ISIR’s and insuring that all students have included the OPEID for the transfer institution Criteria for Success: FAFSA’s will have transfer institutional information for each student. When assessed: Spring 2010

Longitudinal PSLO; information available after MIS reporting period; to be assessed after October 1, 2010 for the 2009-2010 year. Analysis will be completed of the completed ISIR’s with the OPEID codes identified and cross referenced with transfer data from the CCCCO’s data mart

Longitudinal PSLO; information available after MIS reporting period; to be assessed after October 1, 2010 for the 2009-2010 year.

International Center #1 The International Center serves

Regulatory Awareness: International students will learn regulatory/compliance policies by which they must

Means of Assessment: Measuring the success rate by counting the number of students who maintain their

Every semester students who violate their immigration status are contacted. The assumption is that those who maintain

The Center has continued to enhance the methods in which it informs students regarding maintenance of status.





Page 23 of 35

all OCC students, the campus and the community by providing opportunities for cultural and educational exchange. The Center is authorized by the U.S. Department of Homeland Security (DHS) to admit international students under F-1 visa status, and is responsible for marketing the program, providing services for visa compliance, and supporting student success, including hosting activities/events and the Home Stay Program. Additionally, the Center provides services to all OCC students by providing information regarding local housing, study abroad opportunities, and sponsoring the Study, Travel, and Work Abroad Fairs on campus. The Center is also an issuing office for International I.D. Cards for the campus and local community, including the International Teacher Identity Cards (ITIC), the International Student I.D. Cards (ISIC), and the International Youth Travel Cards (IYTC), which provide access to special discounts and benefits while traveling

abide in order to maintain their valid non-immigrant status. ISLO Link: Personal development and reponsibility, communication, thinking skills.

valid immigration status. Criteria for Success: A minimum of 90% of International Students will maintain their valid non-immigrant status. When assessed: Spring 2010 Fall 2010

status have learned the regulatory information that was distributed to them. For the Spring and Fall 2010, the learning outcome was as follows: Spring 2010: The Center had 97.4% success rate. Out of 730 active students, only 18 students lost their status. Fall 2010: The Center has had approximately, 96% success rate in this area. Out of 680, approximately 24 students lost their status

Information is provided through orientations, e-mails, workshops, etc. The Center has increased the frequency of reminders to students through e-mails and follow-up phone calls. The goal of the Center is achieving PSLO of 90%. The decrease in PSLO in Fall 2010 could be as a result of a reduction in class offerings which affects full-time enrollment. In addition to monitoring, the Center frequently faces errors in MIS reporting which makes the reporting requirements more difficilut. For example, recently about 40 international students did not appear on the enrolled active list.





Page 24 of 35

internationally.

International Center #2

Cultural Awareness: Students will become familiar with other students’ cultures and customs. ISLO Link: Global awareness, personal development and responsibility, and communication.

Means of Assessment: Learning outcome is assessed through surveys. The Center plans to increase participation in activities and have a learning ratio of 80% or higher. This, of course depends on resources such as funding and staffing throughout the year for planning purposes as well as availability of staff and funding for each activity. Criteria for Success: A minimum of 80% of participants will indicate gained knowledge of other cultures and customs. When assessed: Fall 2010

During each activity, students receive a survey to explain how well they learned about other cultures. The Center considers successfully achieving intended learning outcome if the student responds ‘excellent’ or ‘good’ in that particular category. The Center held a variety of activities. The SLO for each activity was: Cultural Presentations: Respondents: 38 PSLO met: 100% Movie Nights: Respondents: 50 PSLO met: 92% Luncheon: Respondents: 8 PSLO met: 50% Dinner: Respondents: 18 PSLO met: 94%

Additional funding and staffing is required to increase PSOLs, especially in the area of activities and programming. The Center reviews these results to assess which activities should be offered more often and which activities should be enhanced or possibly be eliminated. For example, reviewing the various events and the PSLO results, it is apparent that more students like to attend movie nights and the PSLO is highest for Cultural Presentations. The Center should plan more activities of such nature. In fact, the Center does not offer the ‘meeting luncheons’ at this time. This is because only a few people attended these workshops and the PSLO was very low.

International Center #3

Policy Awareness: During the new international student orientation, international students will become familiar with Orange

Means of Assessment: Students will complete a survey after the orientation in order to reflect their understanding and learning in

The surveys are distributed after each orientation. The survey is on a scale of 1 through 5 (5 being the best). Analyzing the data for Spring

The Center uses these results to implement new strategies through which information can be disseminated. Creating new materials and instructions,





Page 25 of 35

Coast College’s academic policies and deadlines. ISLO Link: Personal development and responsibility.

the area of academic policies and deadlines. The goal of the Center is to meet at a least an 80% understanding in this area. Criteria for Success: A minimum of 80% of participants will indicate gained knowledge of OCC academic policies and deadlines. When assessed: Spring 2010 Summer 2010 Fall 2010

2010, Summer and Fall 2010 orientations, the Center received the following results: Spring 2010: Out of 130 respondents, the average was 4.5. A total of 89.78% (118 students) rated this question a 4 or 5 which demonstrates satisfactory understanding. Summer 2010: Out of 25 respondents, 25 students rated a 4 or 5, resulting in 100% learning outcome. Fall 2010: Out of 159 respondents, the average was 4.6, resulting in 95.6% learning outcome.

sending out semesterly reminders and electronic use to inform students of various deadlines are some of the examples.

Matriculation #1 The purpose of Matriculation is to match students’ skills, needs and goals to OCC’s courses, programs and services, which helps students make better, more informed educational choices, ensuring students’ success and persistence towards their educational goals. Matriculation services

Upon completion of orientation, students will demonstrate satisfaction of information provided on how to use MyOCC for registration and fee payment. Supports the ISLO of personal development and responsibility.

Means of Assessment: Learning outcome is assessed through surveys. Those students who attended in-person and on-line orientation, rated their level of understating in this area after the orientation. While the Program must strive to obtain as high of a score as possible in this area, students’ learning is further enhanced after students actually enroll in

Sample and Findings: Out of more than 4500 students who completed the on-line survey, 79% rated their understaning in this area as 5 (excellent) or 4. Out of 116 students who attended orientation in-person, 73% rated their understaning in this area either a 5 or 4.

Use of Results: [information not provided]





Page 26 of 35

include: admissions; orientation to college programs, services and procedures; pre-enrollment assessment and counseling; advisement and counseling for course selection; a suitable curriculum or program or courses, and continuous follow-up of student progress with referral to appropriate support services when needed.

classes. This is due to the fact that on-going communication takes place through MyOCC and in addition, students experience this through actual registration. Criteria: Students will register and pay for courses via MyOCC. When assessed: Fall 2010 and Spring 2011

Matriculation #2

Upon completion of orientation, students will demonstrate satisfaction of information provided on drop and refund deadlines. Supports the ISLO of personal development and responsibility.

Means of Assessment: Learning outcome is assessed through surveys. Those students who attended in-person and on-line orientation, rated their level of understating in this area after the orientation. While the Program must strive to obtain as high of a score as possible in this area, students’ learning is further enhanced after students actually enroll in classes. This is due to the fact that on-going communication takes place through MyOCC. Criteria: Students will add and drop classes by the deadline(s). When assessed:

Sample and findings: In the Fall 2010, over 4500 students who attended on-line orientation responded to this survey. Thr results included the following: 81% rated their understanding 5 (excellent) or 4. Out of 116 students who completed in-person orientation, the results were as follows: 69% rated their understanding either a 5 or 4.

This data demonstrates significant difference in this area between on-line and in-person orrienattions. While the audience in in-person orientations is different, providing additional information, directing students to on-line literature, and additional focus in this area is important. New Assessment: The better assessment will be to include the number of appleas (for fees and other drop deadlines) with comparison to the total population. Such assessment method will provide a more real picture of the learning outcome in this area





Page 27 of 35

Fall 2010 and Spring 2011

Matriculation #3

Upon completion of the placement test, students will understand their current skill levels in English and mathematics. Supports the ISLO of thinking skills.

Means of Assessment: Students completing placement tests were asked to complete a pen and paper survey, gauging students’ understanding of the placement results. Criteria for Success: The goal of the Center must be to achieve at least 90% PSLO in this area. In addition, the Center must close the gap by providing literature to provide to those students who may not have this understanding. When assessed: ???

Sample and Findings: In Fall 2010, 152 students responded to specific questions with regards to Math, English and Chemistry testing. The results were as follows: The Center had 92% learning outcome in Math, 91% in English, and 32% in Chemistry. Out of 730 active students, only 18 students lost their status. In addition, more than 4500 students responded to this question (combination of all tests) in an on-line survey. 75% of these students scored 5 (excellent) or 4 when asked if they knew how to use their placement scores.

The Center has scored very high in the area of Math and English. The Chemistry testing is low due to the fact that not too many students take the Chemistry test. This was not clarified in the survey. Many who did not take the Chemistry test, scored this area low. The Center should create literature to provide to all students after the test in order to close this gap. Those students who do not understand their placement results can read this material. This information can also be enhanced on the Center’s website. More information on the on-line module can also be helpful to increase the PSLO for those who complete the on-line orientation.

Scholarship #1 For more than 55 years, many supporters of Orange Coast College including faculty, staff, private citizens and civic groups have generously contributed scholarships to ensure that students receive

With the implementation of STAR Online Scholarship Application system, students will learn online application technology Supports the ISLOs of personal development and responsibility; thinking skills.

Means of Assessment: Compare number of applicants in 08/09 to 09/10. Criteria for Success: Students will demonstrate understanding of the program by successfully navigating through online scholarship application. The goal is to have

Sample & Finding: Number of scholarship applicants in: 2008/2009 = 437 2009/2010 = 752 There were 315 more applicants applying for OCC Scholarships in 09/10 than 08/09.

The data shows an increase of 72% from the 08/09 academic year. It indicates the effectiveness of the online application process. It has made it convenience and accessible for student to apply for OCC Scholarships.





Page 28 of 35

academic and financial recognition. Scholarships are awarded to graduating school seniors intending to enroll at OCC, continuing students and students who have completed units at OCC but are transferring to other institutions. [when asked for an update, was sent 2009-2010 information and data; so going with that at this point]

10% increase in the number of students complete their application with all required documents uploaded. When assessed: Spring 2011

Scholarship #2

Increase the number of students utilizing scholarship workshops and the one-on-one services available to students applying for the OCC general scholarship. Supports the ISLOs of personal development and responsibility; thinking skills.

Assessment: Compare the number of workshops and the one-on-one services available in Spring 2009 to Spring 2010. Criteria: Students will demonstrate knowledge and understanding of scholarship opportunities. When assessed: Spring 2010

Sample & Finding: Number of workshops and one-on-one services available Spring 2009 = 20 Spring 2010 = 45 Number of students utilizing these services: Spring 2009 = 93 Spring 2010 = 155

The results indicate that there were 25 more workshops and 62 more students attending than previous year. A 67% increased in students attending the group workshops and the individual assistance services. Therefore students are utilizing more scholarship services.

Scholarship #3

Students will demonstrate awareness and knowledge of OCC Scholarship Program. Supports the ISLOs of thinking skills; (written) communication; personal

Assessment: Compare surveys of 2008/09 to 2009/10 to show the method of how students learn about OCC Scholarship Program. Criteria:

Sample& Finding: Survey Results Spring 2009 vs. Spring 2010 There were multiple Avenues utilize to make students aware

The result in 09/10 was not assessed since spring 2010 survey was not conducted due to lack of resources. However, based on the 08/09 survey out of the 51 students surveyed 55% of the students acquired





Page 29 of 35

development and responsibility

Students will demonstrate knowledge of scholarship opportunities. When assessed: Spring 2010

of the OCC Scholarships such as, o Email = 39% o Banner = 31% o The Coast Report = 6% o In Class Announcement =

16% o Word of Mouth = 47% o Campus Bulletin Boards =

10% o Scholarship Office = 55% o Other (Counselors Rec.) =

16%

their information directly through the Scholarship Office; follow by 47% finding out through their peers and 39% found out through e-mails. The finding also showed that students who directly acquire their scholarship information from the Scholarship Office create a need for a person who can answer questions during peak periods so the Scholarship Coordinator can focus on day-to-day responsibilities.

Student Health Center #1 The Student Health Center provides health care to students because healthy students learn more effectively and stay in school. Health is an integral part of student success. The Student Health Center is staffed by nurses, doctors, counselors and support staff to meet the acute medical, emotional and social health needs of students. The mission of the SHC is to strengthen student learning, retention and success by

Students will gain awareness of Student Health Services on campus. Supports the ISLO of: Personal Development and Responsibility (self-management; social well-being; physical and emotional health).

Means of Assessment: A survey will be conducted to measure awareness of OCC Student Health Services. Utilization is measured by documentation of number of visits to the SHC: 10,824 visits to the SHC in 10-11. Criteria for Success: Students will demonstrate awareness and knowledge of OCC Student Health Services.. When assessed: Fall 2010

Sample and Findings: SS Wing Survey: 16% of those surveyed used the SHC the last time they were sick. 46% rate the care as Excellent. 21% not aware of SHC; 45% not aware of MH counseling program SHC Utilization: decreased by 14% in comparison to 09-10 (n=12,572). This was the year of the H1N1 flu pandemic, which may explain the higher numbers.

Fall, 2010: the Student Services survey revealed that 45% of those surveyed were not aware of the SHC mental health program. We will plan to address this in the coming year. We will be conducting the Nat’l College Health Assessment (NCHA) on campus in the spring of 2012. This will give us up-to-date information on students’ health needs, and allow us to target services appropriately. Other activities that will increase awareness of the SHC





Page 30 of 35

supporting the health and well being of students through accessible, high quality health services and programs.

are hiring a health educator to conduct outreach, promote participation in educational activities, and maintain Facebook and Twitter accounts for the SHC.

Student Health Center #2

Students using the SHC will show evidence of the support they have received as evidenced by academic indices. Supports the ISLO of: Personal Development and Responsibility (physical and emotional health)

Assessment: Two full years of data collection beginning with 2009-2010. Criteria: Aggregate data on students using the health center will show higher levels of student success and retention than the data on the OCC general student population. When assessed: Fall 2010 and ongoing

Sample: All students using the SHC during 10-11: Fall: 1882; Spring: 1752 Findings: Students who use the OCC SHC complete more units, have higher GPAs, and better success and retention measures across all student categories (age, ethnicity, program involvement), than the general OCC student population. Average GPA for SHC: 2.95/2.97 Average GPA for OCC: 2.74/2.76 Success rates for SHC: 80.7%; 81.1% Success rates for OCC: 74.5%; 74.6% Retention rates for SHC: 91.6%; 91.2% Retention rates for OCC: 88.4%; 88.1% Students In Good Standing: SHC: 73.0%; 75.9%

Continue collecting data semester by semester. Consult with OCC Office of Institutional Research regarding data trends and research directions. The past 2 AYs have shown greater student success and retention among all ethnic, gender, and age groups of students who use the SHC. New directions may involve targeted marketing of the SHC to certain groups on campus, as well as targeted marketing of certain SHC programs.





Page 31 of 35

OCC: 57.7%; 59.6%

Student Health Center #3

Students will adopt behaviors that are helpful to prevent the spread of infectious illnesses on campus. Supports ISLOs of Personal Development and Responsibility (physical and emotional health); Thinking Skills (critical thinking); Global Awareness (science and society; civics)

Means of Assessment: The number of STI screening services received is documented by the SHC medical software. Criteria: The number of OCC students receiving STI screening at the SHC will increase by 30% per semester during AY 10-11, compared to AY 09-10. When assessed: June 2011

Sample and Findings: 2009-2010 STI Screening: spring semester: n=80 2010-2011 STI Screening: fall semester: n=89 spring semester: n=123 Total 10-11: 212 Students receiving STI screening in Spring, 2011, increased by 54% compared to Spring, 2010.

Continue collecting data in the coming year to verify the stability of the STI screening program. Revise goal to maintenance of program stability within 10% (111 – 123 students screened per semester). The SHC has been awarded a grant to implement a program to prevent high risk drinking and DUI. We will focus on alcohol education in 11-12 and 12-13. See next page for the next SLO #3 cycle.





Page 32 of 35

SUSTAINABILITY OF STUDENT SERVICES PSLOs

Program PSLO 2008-2009 2009-2010 2010-2011 2011-2012

ASOCC / College Life Through participation in the College Life program, students in InterClub Council and College Life Council will demonstrate knowledge and understanding of leadership skills.

Yes Yes Yes

ASOCC/College Life Through participation in the College Life program, students in the InterClub Council and College Life Committee will develop and fulfill self-identified goals for their personal development.

No Yes Yes

ASOCC / College Life Through participation in the College Life program, students in the InterClub Council and College Life Committee will demonstrate knowledge of how to coordinate a major campus event.

No Yes Yes

ASOCC / Fiscal Affairs Students serving on Fiscal Affairs Council will understand fiscal principles and apply them to ASOCC fiscal decision-making.

No Yes Yes

ASOCC / Fiscal Affairs Students serving on the ASOCC Fiscal Affairs Council will learn fair and consistent fiscal principles

No Yes Yes

ASOCC / Fiscal Affairs Students serving on the ASOCC Fiscal Affairs Council will understand the different curricular and co-curricular programs on campus.

No Yes Yes

ASOCC / Lead. & Gov. Through participation in the SGOCC program, SGOCC Student Senators and Executive Officers will understand how to develop personal ideas in a written manner.

Yes Yes No

ASOCC / Lead. & Gov. Through participation in the SGOCC program, Student Senators and Executive Officers will understand how to verbally articulate their ideas to an audience.

Yes Yes No

ASOCC / Lead. & Gov. Through participation in the SGOCC program, students will demonstrate knowledge and understanding of leadership skills.

Yes Yes Yes

ASOCC / Lead. & Gov. Through participation in the ASOCC Leadership and Governance program, Student Senators and Executive Officers will demonstrate written communications skills.

No No Yes

ASOCC / Lead. & Gov. Through participation in the ASOCC Leadership and Governance program, Student Senators and Executive Officers will demonstrate public speaking skills.

No No Yes

Bookstore Student employees will apply retail business skills. Yes Yes Yes

Bookstore OCC students will demonstrate knowledge and understanding of the financial benefits of the Bookstore’s sales.

Yes Yes No

Bookstore Students will gain knowledge and understanding of the different options for obtaining textbooks and other course materials.

No Yes No

Bookstore OCC students will be knowledgeable about legal contracts and deadlines. No No Yes

Bookstore Student employees will increase their communication capacities. No No Yes





Page 33 of 35

CalWORKs CalWORKs students will exhibit understanding of their responsibilities to Welfare-to-Work, including participation hours, satisfactory attendance and progress, and federal TANF time limits.

Yes Yes Yes

CalWORKs Upon completion of their program, CalWORKs students will have visited the OCC Career Center and identified their occupational goal and the educational path necessary to achieve that objective.

Yes Yes Yes

CalWORKs CalWORKs students on academic/progress probation will demonstrate knowledge of learning skills and ability to utilize college resources which will assist them to reach academic good standing.

No Yes Yes

Children’s Center Student employees will demonstrate knowledge and understanding of child development practice in a quality early childhood education-based training program and build effective teaching skills so they can have an opportunity to move to a teacher assistant position and acquire a Child Development permit.

Yes Yes Yes

Children’s Center All parents will understand their child’s developmental progress and skills by the end of each semester.

Yes Yes No

Children’s Center Students will gain knowledge and understanding of State requirements for maintaining their subsidized child care.

No Yes No

Children’s Center Parents will identify their child’s development, skills and strengths. No No Yes

Children’s Center Student Parents will understand new eligibility regulations to maintain their subsidized child care while successfully completing their educational plan. (This is a compliance requirement of the contract with the California Department of Education.)

No No Yes

Enrollment Center With the implementation of Banner, students will use the self-services available to them online. At least 80% of the students will take advantage of the online registration process.

Yes Yes Yes

Enrollment Center With almost 24/7 access to their educational records via MyOCC, students will make appropriate and timely educational decisions.

Yes Yes Yes

Enrollment Center With in-person services available in the Enrollment Center, students without 24/7 computer access will successfully accomplish enrollment tasks.

No Yes No

Enrollment Center With in-person services available in the Enrollment Center, students without internet and computer access (est. 10%) will successfully complete tasks such as adds/drops, transcript requests, refund processing.

No No Yes

EOPS/CARE After completion of one academic year, EOPS/CARE students will demonstrate knowledge and understanding of EOPS and CARE program rules and regulations.

Yes Yes Yes

EOPS/CARE EOPS/CARE students on academic/progress probation will demonstrate knowledge of learning skills and ability to utilize college resources which will

Yes Yes Yes





Page 34 of 35

assist them to rach good academic standing.

EOPS/CARE Upon “exiting” the EOPS/CARE programs, EOPS/CARE students will exhibit success by attaining their educational goals as stated in their Student Educational Plans (SEP).

No Yes Yes

Financial Aid Students who participate in financial aid programs and services will be able to successfully use technological resources available to them.

Yes Yes Yes

Financial Aid Students will demonstrate knowledge and understanding of managing their personal finances.

Yes Yes Yes

Financial Aid Students who participate in the financial aid programs will transfer with a completed financial aid package.

No Yes Yes

International Center International Center students will gain knowledge of regulatory and compliance policies in order to maintain their valid non-immigrant status (visa).

Yes Yes Yes

International Center OCC students will become familiar with other students’ cultures and customs. Yes Yes Yes

International Center During the new international student orientation, international students will become familiar with OCC’s academic policies and deadlines.

No Yes Yes

Matriculation Upon completion of orientation, students will be able to register for courses through MyOCC.

Yes Yes No

Matriculation Upon completion of the placement test, students will demonstrate understanding of their current skill level in English and mathematics.

Yes Yes Yes

Matriculation Upon completion of orientation, students will be better prepared to register for their first semester.

No Yes No

Matriculation Upon completion of orientation, students will demonstrate satisfaction of information provided on how to use MyOCC for registrationand fee payment.

No No Yes

Matriculation Upon completion of orientation, students will demonstrate satisfaction of information provided on drop and refund deadlines.

No No Yes

Scholarship Students will demonstrate awareness and knowledge of OCC Scholarship Program and outside scholarship opportunities.

Yes Yes Unsure – sent 2009-2010 info.

Scholarship Increase the number of students utilizing scholarship workshops and the one-on-one services available to students applying for the OCC general scholarship.

Yes Yes Unsure – sent 2009-2010 info.

Scholarship With the implementation of the STAR Online Scholarship Application software, students will learn online application technology.

No Yes Unsure – sent 2009-2010 info.

Student Health Center Students will gain awareness and understanding of Student Health Services on campus.

Yes Yes Yes





Page 35 of 35

Student Health Center Students will increase their utilization of OCC Student Health Services. Yes Yes No

Student Health Center Students will adopt behaviors that help to prevent the spread of infectious illnesses on campus.

No Yes Yes

Student Health Center Students using the SHC will show evidence of the support they have received as evidenced by academic indices.

No No Yes

Documents

ORANGE COAST COLLEGE STUDENT SERVICES PROGRAM … · College Life program, students in the InterClub Council and College Life Committee will ... inspiring a shared vision 3) enabling