Orange Coast College Educational Master Plan
Transcript of 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
Orange Coast College Educational Master Plan
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
Orange Coast College Educational Master Plan
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.
Orange Coast College Educational Master Plan
Orange Coast College Educational Master Plan
Wing: President’s Wing
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.
I.A. Departments/Programs
Department Name Department Name
Communications & Marketing Outreach
Reprographics
I.B. Mission, Vision and Values
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.
I.C. External Factors
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
II.A. Student/ Program demand
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.
II.B. Anticipated Student/Program Demand
Orange Coast College Educational Master Plan
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
IV. Student Learning Outcomes (SLOs)
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
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 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,
Orange Coast College Educational Master Plan
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.
Orange Coast College Educational Master Plan
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
Orange Coast College Educational Master Plan
Wing: President’s Wing
Organizational Unit:
I. Description of 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.
I.A. Departments/Programs
Department Name Department Name
Information Technology
I.B. Mission, Vision and Values
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)
Orange Coast College Educational Master Plan
7. Technology will support the continuous improvement of all academic and administrative operations
at the college, using workflow and automation (Sustainability).
I.C. External Factors
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.
Orange Coast College Educational Master Plan
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
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— 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.
II. Enrollment and Access
II.A. Student/ Program demand
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.
II.B. Anticipated Student/Program Demand
Despite the uncertainty relative to workload reductions from Sacramento, we expect an increase
in the requests for IT Services for the following reasons:
Orange Coast College Educational Master Plan
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
III. B. Degrees and Certificates Awarded (Instructional Programs only)
IV. Student Learning Outcomes (SLOs)
IV. A. Results of SLO Assessment
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
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 .
• 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
Orange Coast College Educational Master Plan
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
• Technology Skill Refresh for new software/hardware (e.g. Windows 7, Exchange 2010)
• Training on Project Management, Business Process Analysis/Design,
• Software Development
• Technology Skill Refresh for new software/hardware (e.g. Windows 7, Exchange 2010)
• Training on Project Management, Business Process Analysis/Design,
• Software Development
V.B. Short Term Goals
• 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.
V.C. Long Term Vision (10 Years)
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.
Orange Coast College Educational Master Plan
• 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.
Orange Coast College Educational Master Plan
Wing: President’s Wing
Organizational Unit: Institutional Effectiveness
I. Description of Organizational Unit
I.A. Departments/Programs
Department Name Department Name
Institutional Research Program Review
Student Learning Outcomes Assessment Planning
I.B. Mission, Vision and Values
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.
I.C. External Factors
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.
Orange Coast College Educational Master Plan
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
Orange Coast College Educational Master Plan
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.
II. Enrollment and Access
II.A. Student/ Program demand
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
Orange Coast College Educational Master Plan
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%
Orange Coast College Educational Master Plan
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.
II.B. Anticipated Student/Program Demand
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
Orange Coast College Educational Master Plan
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.
Orange Coast College Educational Master Plan
III. B. Degrees and Certificates Awarded (Instructional Programs only)
N/A
IV. Student Learning Outcomes (SLOs)
IV. A. Results of SLO Assessment
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
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 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.
Orange Coast College Educational Master Plan
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
Institutional Effectiveness
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
Orange Coast College Educational Master Plan
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
Institutional Effectiveness
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
Orange Coast College Educational Master Plan
“closing the loop.”
V.B. Short Term Goals
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
V.C. Long Term Vision (10 Years)
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.