Pirates’ Treasure Map to a Successful Accreditation Visit

Orange Coast College 2012-2013

AccreditationDates of Visit: March 18-21, 2013

Program Reviews/

SLOs

Three Year Plans

ARRs

Evaluation Processes

Decision Making

Document7

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For more information visit: http://www.orangecoastcollege.edu/about_occ/Accreditation/Pages/Accreditation.aspx

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o Team members may choose to observe classes being taught, faculty in office hours and staff manning departments randomly and unexpectedly. See Pirates Code of Conduct section for more information.

o Two open forums for all constituents will be scheduled. These forums are an opportunity for any member of the college community to participate, ask questions and share comments. The team chair along with at least one other team member will participate in these sessions. OCC will send out more information when these forums are scheduled.

o In multi-college district, the overall team chair (one of the three team chairs assigned to Coastline, Golden West or Orange Coast) will work with team members across the three sites to coordinate Standards IV.B and IV.C. The Chancellor, District Office staff and Board of Trustee members will also be interviewed.

4. On Thursday, the team is generally finishing up the report, investigating last details and preparing for the exit report.

o Mid to late morning - The team chair will meet with the college President to review the findings of the self-evaluation visit. The team chair evaluating the District Office will review the findings with the Chancellor.

o Late morning to early afternoon - The team chair will provide an exit report. The main findings and draft commendations and recommendations will be read. This is not a dialogue and neither the team chair nor team members will engage in dialogue with the audience. The exit report concludes the site visit.

After the visit 1. Within two weeks after the visit, the team chair will finalize a draft report which will be

sent to the College President for factual checking only. The College President can only provide corrections of facts, if they are stated incorrectly in the report or if key facts are missing. The actual evaluation cannot be changed.

2. Within three to four weeks, the team chair will submit the final team evaluation report to ACCJC along with the team’s confidential recommendation.

3. ACCJC meets in closed session in June 2013 and discusses the evaluation report and

the team recommendation regarding the accreditation status of the institution. ACCJC may choose to apply a different status than that recommended by the team based on a number of factors.

4. ACCJC will send to the College President ( the Chancellor and the Board President

receive a copy as well) a letter informing the college about the decision ACCJC made at its June 2013 meeting regarding the accreditation status of the college. The letter is sent at the end of June or in early July 2013. This information must be posted publicly. 

 

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process, either on the basis of annual SLO assessment or immediate need, are addressed either annually in the ARR process or, if outside of the ARR cycle, in a beyond-the-scope of existing budget requests. Transparency of the college’s processes has been enhanced with all processes outlined in flow chart located in the college’s decision making document, Decision Making: A Guide to Planning and Governance. The college uses data to support its decision making processes. The Program Review process incorporates student learning outcomes (SLOs) data and student outcome data such as success, retention, and completion. The Orange Coast College Atlas provides a consistent foundation of data to support year round decision making. The college’s planning assumptions utilizes a broad set of internal and external data to develop assumptions and recommendations to guide and validate institutional planning. The college regularly evaluates its processes and solicits feedback from planning councils and campus-wide to allow for introspection and dialogue for improvement. All participatory governance committees have undergone a committee self-evaluation which has led to improvements in membership, committee goals, dialogue (internal and external) and transparency in decision making. Feedback from the self-evaluation process led to enhancements in the college’s decision making processes. Campus-wide feedback has been gathered through student and employee surveys. The college uses data, evaluates its processes and procedures to allow for introspection and dialogue on its improvement. Program Review for instructional and support programs is on a three-year cycle, with an Annual Program Assessment. The Program Review process incorporates student learning outcomes (SLOs) data and student progress data such as success, retention, and graduation rates. Program Review is directly connected to the resource allocation process and planning framework.

Standard II: Student Learning Programs & Services II.A. Student Learning Program & Services

OCC provides excellent education opportunities through a variety of programs and services that ensure high standards and are consistently part of ongoing institutional planning and review. These include AA, AS and Transfer degrees, Career Technical Education (CTE) certificates, Basic Skills and life-long learning. Program Review (conducted every three years with a peer review), SLO assessment and the instructor-based Curriculum committee processes, all use rigorous guidelines, offer instructional programs the opportunity to stay abreast of what student’s needs are, meet classroom requirements, improve instructor and student learning and analyze, assess and create three-year program plans. The Office of Institutional Research provides and supports the use of data for analyzing how well student’s needs are being met. Strategic planning supports creating new opportunities to meet their future needs. Other support services that successfully respond to students include the Transfer Center, the Student Success Center and various Counseling courses that assist students with direction in orientation and focus, returning to college, planning and overall success. The college also offers classes in a variety of modalities including distance-ed and they all are continually assessed for effectiveness. Additionally, in order for faculty to teach distance education courses, training is required.

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The public is made aware of the offerings and opportunities at OCC through the public website which includes core resources such as the college catalog, the semester schedule, information about degree and certificate programs, student learning outcomes for courses and programs, and a variety of other resources. The public website also offers access to accreditation documents; the educational master plan and any resource planning that provide useful insight. Further, the website offers documents that assist in clarifying student codes of conduct and faculty and staff handbooks.

II.B. Student Support Services

OCC’s Student Services wing admits a diverse array of students and provides the appropriate amount of necessary services to meet their needs and uphold the institution’s mission. All services undergo Program Review every three years and are aligned with the campus’ three-year PR schedule. The Peer Review process demonstrates how well the department achieves their goals, assures the analysis is valid and supports the department’s plan for success over the next few years. Parallel to undergoing program review, Student Services assess outcomes on a regular basis, ensuring understanding, improvement and future planning. Department members serve on various campus-wide committees, engaging in participative governance.

Student Services provides access to all services by offering multiple methods as well as cross-training where it is appropriate. There are semi-annual and annual surveys conducted to elicit student feedback for support and improvement. Further, validity of placement instruction is assured with consequential validity studies and recurring cut score analyses.

The intercultural experience on OCC’s campus provides many opportunities for the Associated Students and the International & Multicultural Club to plan experiences for students that increase their understanding of diversity and cultures.

II. C. Library & Learning Support Services

The Library supports institutional programs with quality services and provides both depth and a breadth of resources that meet the student’s needs. Delivery of these resources is both on campus and off site. They average about 20,000 visits per week. The Library utilizes all-constituent surveys for assessment and satisfaction and has discovered what the best hours are for access, how the general environment is perceived as well as how accessible the library personnel are for support. Certainly state funding issues in the past few years has impacted the ability of the library to bolster its resources.

The Library effectively evaluates its services and programs for continual improvement through program review and assessment of SLOs every three years. The process is both qualitatively and quantitatively based and has had productive impacts on decision-making. The Library’s Program Review (performed every three years) has indicated a need for hiring new faculty. Identified resource needs in program review have been included in the department’s planning documents and prioritized through the college’s integrated planning process.

The established system for selecting and maintaining the library collection is functional. The librarians seek faculty input and faculty requested resources are given priority. When additional resources are needed for the print or electronic collections, the college has allocated monies through the planning processes. Additionally, The Friends of the Library and earmarked donations from the Foundation have provided consistent support to augment collections and extend library services, including the textbook reserve collection that is on reserve for students.

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The Library has strived to make improvements in teaching information competency to students through Library 100, with a pass/no-pass grade and a more rigorous curriculum. The SLOs were also created and assessed in the first cycle. The library has become the leader for information competency on campus and works closely with the Student Success Center by sitting on the necessary committees that support partnering with Basic Skills, the Writing/Reading Center and the English department. The library also participates in a joint venture with other libraries in the Cal-West Consortium that allows it to effectively share resources with the other colleges in the consortium to benefit students and reduce costs.

Two other student support areas are the John R. Clark Computing Center and the Student Success Center. The computer center has seven computer classrooms plus and open computer lab that serves all students, allowing them to complete classroom assignments, access online classes, retrieve email and/or the internet as well as access on-campus web pages.

The Student Success Center has grown in the past five years due to a $2m Title III Federal Grant and has nestled into a centralized tutoring center that enhances student progress and achievement rates, persistence rates and course completion rates for Basic Skills courses which are the entry point for many minority and low-income students. The center has effectively implemented the Writing and Reading Center, the Math Center, the Peer-Assisted Study Sessions (PASS) Groups and the Multidiscipline Tutoring Center. The number of students accessing these support areas has continually increased over the years. Data tracking has provided the annual reports to support the institutionalizing of the center. Program Review and assessment of the SLOs has provided the area with continual improvement.

Standard III: Resources III.A. Human Resources The college format for hiring personnel is an effective method. The improvement of writing job descriptions to assist in attracting and hiring the most qualified candidate for the position and having an EEO Coordinator to ensure process integrity has proven to be effective. All hiring policies and procedures are reviewed with all constituent-based committees. Each aspect of the process has become more definitive, prescriptive and transparent as a result. Faculty members are actively involved and vital in selecting new faculty along with district and campus support. Faculty equivalency has a stronger redesigned process that the Academic Senate has been actively involved in defining. For Managers and Classified, the evaluation process has been significantly improved. It is a bi-annual process. However, the Board of Trustees is looking at recommending an annual process. The cycle for classified and faculty evaluations is collectively bargained. The classroom students evaluate the instructor. Peers evaluate each other using the course outline of records (CORs) to compare the syllabus, techniques the instructor uses for student engagement and to discuss how the assessment process is going. The inclusion of SLO assessment as an element of the formal evaluation process is also subject to collective bargaining. The Board of Trustees adopted the College’s Code of Professional Ethics for All Employees (Board Policy 3050) and is published in the Faculty Handbook. The college has a sufficient number of each constituent group in place. There is strong diversity on the campus and training seminars have been and continue to be offered for increasing understanding of other cultures. Staff Development has

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sponsored a variety of training as well as recognition opportunities that have increased morale. Any training on the campus and within the district uses evaluations that provide effective feedback for future improvement. Finally, planning is integrated with in the institutional plan, systematically using Program Review for improvement on the campus as well as working with the District. III. B. Physical Resources The Facilities Planning Committee, a campus-wide committee, successfully has oversight to support the Facilities Master Plan. Recommendations are deliberated and made and support the mission of the college. Not only are decisions made on buildings, there has been an increased focus on health and safety through projects and continuous improvement, ie, camera security system, improved lighting and blue help lights. As programs complete program review, the evaluation and planning assists constituents in recognizing what needs exists. Surveys are conducted and ballot measures are sought then to support these planning needs. Just approved by the voters, Measure M will provide almost $700m for the district facilities, equipment and technology. Finally, M&O and Campus Safety work to keep the campus safe, healthy and accessible. III. C. Technology Resources Program Review identifies any program needs in planning and the Technology Committee supports the prioritization of those needs. This assures that technology is present throughout the campus. Distance Education is supported by Blackboard Learning Management System. Maintenance is regular including preventative and intrusion detection tests to assist with reliability and recovery. There is a broad satisfaction with the training that is offered throughout the year which includes outcomes to assure goals are being met. There is a need for sufficient funding to meet all of the colleges’ technology needs at one time. Despite the lack of that funding, there is a rational framework in place for directing to the areas of greatest need. III. D. Financial Resources The College Budget Committee (CBC), created in fall 2009, assures the mission and goals are the foundation for planning and embedded in program review, three-year wing plans and the Annual Resource Requests (ARRs). The processes are transparent and exist within the recently revised Decision Making: A Guide to Planning and Governance, where procedures on how institutional planning is integrated and supported by financial planning. With the state budget shortfall, the college has operated in a fiscally prudent manner. Through the annual external audit and CBC self-assessments, the college is actively engaged in evaluating the financial management processes and implements changes as part of continuous improvement. Board Policy 6200 describes the board policy for balanced budgets and reserves targets. Any audits of the college and district and general fund have demonstrated management practices are done with integrity and within the policies and procedures of the district and the college.

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Standard IV: Leadership & Governance IV.A. Decision-Making Roles and Processes Institutional leaders create an environment for institutional excellence by encouraging all constituent groups to be engaged in the decision-making process at the college as evidenced by the roles and processes in the recently revised Decision Making: A Guide to Planning and Governance. This governance aspect has increased transparency and provides more clearly defined roles for all. All members of the campus are encouraged to take initiative and be heard, and participatory governance committees/councils conduct self-evaluations on a three-year cycle to assure effectiveness. This increases dialogue and creates action plans. The college regularly surveys the campus for feedback and has begun open dialogue sessions with the President and Vice Presidents on campus issues &/or specific topics. Since the last accreditation cycle, the college has strived and worked diligently to meet the recommendations and to comply with ACCJC policies. IV.B. Board and Administrative Organization The Board of Trustees establishes policies at open board meetings with a well-publicized agenda where all constituent groups have the opportunity to address them. All board policies are available on the District’s web site. In order to avoid struggling publicly, the board has implemented regular study sessions and retreats that allows for resolving disagreements and developing improved relationships with one another and senior level managers. Curriculum and program review procedures have been developed through collegial consultation with the Academic Senates. While the Board follows its policies, many of the procedures are in the process of being updated and revised as well as some being newly developed. Similarly to the campus, the board has a self-evaluation process that they are working on modeling as a best practice for continuous improvement. The members are informed and active in the accreditation process, having formed subcommittees among themselves. These meet regularly and are open to the public. Policies and procedures for hiring a Chancellor and College President have been revised in the past two years are in place and being carefully followed. The college President is the head of the executive team and chairs the College Council. This committee replaced the Planning & Budget committee based on specific recommendations and has served to ensure that planning with an appropriate focus on student learning was driving the budget rather than budget driving the recent reductions. The College Budget Committee has made recommendations on budget allocations and continues to examine revenue-generating opportunities. Recently, the mission statement was revised and the President works to ensure institutional practices are consistent with the mission. Despite the budget struggles, the college has successfully maintained its commitment to benefitting the students. Under the fair and thoughtful leadership of the Chancellor, the district has clearly delineated the functions of the district and the responsibilities of the Colleges in their various operations. The district offers a comprehensive set of services. And, during the budget shortfall, provided and continues to provide a fair distribution of resources. Finally, the district provides guidance and support in setting and communicating expectations for effective operation of the colleges.

 

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Stewardship Goal 10 Implement comprehensive and deliberate long-term planning to be strategically and financially responsible. Goal 11 Promote a culture of evidence and continuous improvement for the public good. Goal 12 Pursue a variety of resources to augment, expand and maintain programs, personnel, facilities, infrastructure, and services. Sustainability Goal 13 Educate the community on environmentally responsible practices to change behavior. Goal 14 Integrate environmentally responsible practices into college operations. Goal 15 Foster and expand relationships with partners to support innovative solutions that reduce resource consumption.

Master Planning Documents The Orange Coast College Educational Master Plan outlines the college’s goals and is the framework for the college’s planning processes. Supporting the Educational Master Plan are the college’s supplemental master plans: Facilities, Technology, Enrollment Management, Human Resources/Staff Development and Finance. Due to the passage of Prop 30 and Measure M, the college’s Finance and Human Resources/Staff Development plans are being revised and are proceeding through the campus planning committees for review and discussion. These plans are expected to move through the planning process in spring 2013 and will be reviewed and adopted by College Council by the end of the spring 2013 semester. Additionally, updates to the Facilities Master Plan will be occurring throughout the spring 2013 semester due to the passage of Measure M. All of the college’s master plans can be accessed at the link below. http://www.orangecoastcollege.edu/about_occ/office_of_the_president/Pages/Educational-Master-Plan.aspx

Orange Coast College Atlas The OCC Atlas has served at the college’s official fact book since 2000. It was designed to provide pertinent information about Orange Coast College's students and the surrounding community. The OCC Atlas is arranged into five sections: Environment and Access, Student and Enrollment Trends, Student Outcomes, Employee Data, and Data Based on Academic Year. The atlas is published annually. The current version of the Atlas can be accessed at the link below. http://www.orangecoastcollege.edu/about_occ/SiteAssets/Pages/College-Facts/Orange%20Coast%20College%20Atlas%202011-2012.pdf