standard three students...introduction across the nation, the role of student and enroll-ment...

Standard 355 Students

Standard ThreeStudents

IntroductionAcross the nation, the role of student and enroll-

ment services has changed dramatically over the past10 years. Community building, outcomes assessment,strategic enrollment management, one-stop customerservice, target markets, outsourcing, Web products andelectronic media, were not much more than vagueconcepts in higher education in 1990. Today theseconcepts are established processes in many leadingcolleges and universities.

Central Oregon Community College enrollmentservices participated fully in the change process of thelast 10 years. We challenged ourselves to create neworganizational structures, add functions, drop orreduce others, purchase and train in new technology,and learn as we go. We are well on the path to servingstudents in new and better ways. However, we are stillin the process and still learning.

3.A Purpose and OrganizationStandard Three describes and assesses COCC’s

student programs and services. The prior accreditationreport required no follow-up actions in Standard Three.

3.A.1 OrganizationDescriptionThe purpose and mission of Student Services is to

provide essential programs and services that facilitateaccess to education and support student success.

Student service functions are divided at COCCbetween two institutional vice presidents. (see Figures3-1 and 3-2). The dean of Student and EnrollmentServices, four Enrollment Service Department admin-istrators and the director of Student Life comprise anenrollment management team. The dean of Studentand Enrollment Services is a member of the president’smanagement team (EMT). The Counseling andHealth and Human Performance departments coordi-nate functions with institutional processes through“Chairmoot,” an academic advisory team comprisingfaculty department chairs, academic deans and the vicepresident for instruction.

EMT meets weekly to discuss and coordinatepolicy and procedure development issues, assessmanagement strategies, develop and assess

departmental goals, and develop budget priorities forenrollment management and student life areas.

Enrollment service functions are collocated in asingle service area in the Boyle Education Center andorganized as a “one-stop” student process. Cross-training of classified Enrollment Services staff allowsselected staff to serve as general customer servicerepresentatives in what is called the front-line team.The front-line team is supervised by the director ofAdmissions and Records and forms the nucleus for theone-stop experience.

Enrollment Services staff training and develop-ment is supported by the enrollment managementteam’s vision statement:

Enrollment Management TeamVision Statement

We believe our customers are well served byEnrollment Services as our staff team is wellserved by the enrollment management team.

Through our people-centered leadership wevalue the dignity of each individual and respectdifferences; trust open and honestcommunication; welcome diversity, creativityand risk taking; provide good and clearinformation; encourage education, teaching andlearning; believe in and celebrate the joy of work.

Team organization and the creation of a one-stopservice have transformed staff focus from “rule keep-ers” to “customer service facilitators.” EMT developsregularly tailored group training and educationsessions in response to Enrollment Services staffrequests. Staff development activities include topicssuch as customer service skill training, conflict resolu-tion and computer skills. Job descriptions for adminis-trators in Enrollment Services and yearly evaluationsinclude reference to EMT performance development.

Analysis and AppraisalThe organization of enrollment service and

campus life/student life functions into an enrollmentmanagement team provides for systematic assessment,budget and coordination processes consistent withinstitutional mission and goals. The team fosters ashared vision, institutional mission support,

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Analysis and AppraisalOver the last 10 years, budgets have been severely

limited due to state tax-cutting measures. Discountingtwo positions that support added functions, cashieringand an advising center, combined Enrollment Servicesand Student/Campus Life staff size has increased oneFTE in 10 years. Staff size in the CounselingDepartment has remained constant. At the same time,state tax support to institutions requires continuousenrollment growth to assure at least level institutionalfunding. During the past 10 years, fall-to-fallenrollment growth has increased 87 percent in full-time equivalents (FTE) and 43 percent in headcount.Enrollment Services response to the resource/demandenvironment was, and still is, a difficult challenge.

Administrative evaluation processes, especiallythe relatively unique three-year evaluation, are astrong tool for evaluation and professionalimprovement. Classified evaluation instruments havebeen improved and include specific opportunities forcritical evaluation, personal skill improvement andgoal setting.

3.A.3 Policies and ProceduresDescriptionPolicies and procedures are developed through the

College governance committee structure. Any policychange or creation begins with discussion and hearingin an appropriate committee—Academic Affairs,Student Affairs or College Affairs. Issues before acommittee receive a first and second reading separatedby a comment period. The committee, after secondreading, recommends action and either sends thepolicy/procedure issues back for further work or passesthe action to the president with an adoptionrecommendation. The president’s office prints, updatesand distributes changes to the College Policy andProcedures (see Exhibit 3.3).

Each unit within Enrollment Services andStudent Life maintains its operational procedures in amanual or other written form. They are updated andreviewed regularly. The enrollment management teammeets at least once a year to review mission anddepartmental goals.

Analysis and AppraisalThe College governance committee structure and

process provide ample opportunity for students andstaff to develop appropriate policies and procedures.

coordination of services and shared resourcedevelopment. Having other traditional student servicefunctions such as counseling, placement testing, careerservices, club sports and intramurals organized outsideof the Enrollment Services and Student Life team is achallenge to a fully coordinated student developmenteffort. Changing student demographics, enrollmentgrowth and development of the Oregon StateUniversity-Cascades Campus in Bend will challenge usto further refine our organizational structure.

3.A.2 StaffingDescriptionStaff size of Enrollment Services and Student/

Campus Life is comprised of nine administrative and14.5 classified positions. In counseling services, staffsize is six: four faculty members and one and a halfclassified staff. With the exception of the Financial Aidstaff, student service employee longevity is notable (seeFigures 3-3 and 3-4).

Detailed job descriptions are developed for eachposition and are generally updated at the time theposition is vacated or the employee changes assign-ments. The Human Resources office retains copies ofjob descriptions.

All employees are evaluated annually usingCollege-developed evaluation instruments. Eachannual review assesses performance in areas from theassociated job description and is used to address areasof change, improvement and to set personal goals forthe following year. The supervisor and dean review andsign all evaluations. An acceptable evaluation isrequired for pay advances. In addition to an annualevaluation, College administrators undergo an in-depth review and evaluation every three years ofemployment in the same job. The third-year evaluationis extensive; it includes a review committee comprisedof the administrator’s supervisor and twoadministrators from outside of the functional area. Thethird-year evaluation includes both on- and off-campus contacts and may include focus groups,telephone interviews, and a written evaluationquestionnaire. The result is a comprehensiveevaluation of the administrator’s performance overtime both on and off campus. Teaching faculty receivestudent evaluations at the end of each course andundergo rigorous peer evaluations as part of apromotion process.


Figure 3-4

Figure 3-3

Student and Enrollment ServicesStaff Profile 2001

Student and Enrollment ServicesStaff Time of Employment as of 11/2001

Admin. Faculty Support

Female 9 3 14

Male 3 1 1

Degrees

MA, MS 5 4

BA, BS 7 5

AA, AAS Cert. etc. 2

High School 8

Years Experience in Field

None

Less than 5 2 2

5-10 2 3

10-20 4 2 4

More than 20 4 2 6

Full time

9/10 months 2 4 1

11 months 1

12 months 9 12

Part time

9/10 months 1 1

12 months

Average Years Average Years inWorked at COCC Current Position at COCC

Administrators9.8 years 3.5 years

Faculty9.4 years 9.4 years

Classified8.7 years 7.3 years


The enrollment management team coordinates unitmission and goal development between the units.Development and systematic assessment of unit goalsis a challenge in times of rapid growth.

3.A.4 ResourcesDescriptionWith limited budgets and increasing enrollments,

EMT is challenged to find new ways to become moreefficient while maintaining quality. Efforts includereducing or eliminating some services, movingavailable resources to new and efficient technologiessuch as Banner, changing some organizationalstructures and providing better training to staff.

Through the team’s efforts, the department has:• created and staffed a one-stop registration and

payment service center;• produced 24-hour Web access to enrollment

service functions for students and faculty;• created a dedicated one-hour per day

training and processing time for EnrollmentServices staff;

• outsourced health services (result–increasedthe number of, and access to, studenthealth services);

• outsourced student programming (result–increased quality and reduced student andcollege administrative overhead);

• outsourced management of studenthousing (result–increased occupancy andprogramming);

• created and staffed a multicultural center;• created a campus academic warning and

intervention program;• added a three-quarter-time international

student advisor;• reinstated a furloughed half-time, grant-

funded Native American student programcoordinator position;

• reorganized advising services and hired a full-time advising center coordinator;

• reorganized and improved orientation andpreadmission advising services;

• placed campus-run childcare services on acost-recovery basis (result–it was unable tocontinue);

• replaced intercollegiate athletic programs withintramural and club sport activities; and

• consolidated enrollment departments andreduced one director position.

Analysis and AppraisalResponse to the resource/demand environment

was and is difficult. The changes implemented aremore efficient, effective and convenient. In some cases,the changes have also reduced the need for directcontact with and between students. With fewerstudent/staff contacts, the team members will bechallenged to find ways of fostering a sense ofcommunity among students.

3.B General ResponsibilitiesThe institution regularly tracks student

characteristics and assesses needs through nationallyand institutionally developed instruments. Theintegration of Enrollment Services and Student Lifefunctions into an enrollment management teamprovides ongoing coordination of student needsassessment and evaluation.

3.B.1 Student Characteristics and NeedsDescriptionThe College Admissions and Records office

prepares a quarterly fourth-week enrollment report.Demographic and enrollment data is analyzed andcompared to the previous year’s report. Trends areidentified. The report is distributed quarterly toacademic and administrative departments for reviewand analysis. This report provides data for academicbenchmarks and forms the basis for regular adjust-ments for academic course additions, deletions andfaculty staffing patterns (see Exhibit 3.1, Fourth-weekEnrollment Report).

The current characteristics of the College profileare relatively homogeneous. College enrollment is 60percent female, mostly Caucasian, average age 29years, with the largest age cohort at 18-24 years. TheCollege’s general student demographic profile haschanged little over time (see Exhibit 3.27, Summariesof Student Characteristics, for a five-year profile ofstudent demographic data).

Even though mostly homogeneous, the currentstudent population includes students outside the mainprofile. As an “open-door” college, COCC is sensitiveto and provides a wide range of programs and servicesfor students who need special support outside of themain profile support systems. Services for studentswith special needs are provided by the following:

• Office of Disabilities Services• Changing Directions program for men and

women in transition


• Career information center• Tutoring center• Counseling center• Perkins vocational grant program• Campus Multicultural Center• International student advisor• Native American student advisor• Community coordinator for Spanish-speaking

students• Financial Aid office

Analysis and AppraisalBecause demographic change has been relatively

slow over the last 10 years, Student Services has beenable to plan and implement appropriate programs andservices with relative ease. The demographic make upof the student body is expected to change more rapidlyin the next few years in response to community growthand the introduction of Oregon State University-Cascades Campus. The changing characteristics of ourcommunity and the rate of change will challenge us toseek new programs and delivery systems. To addressthat need, a student life/campus life consultant washired fall 2001 to help develop a process for meetingthe needs of students over the next 10 years. We expectthe report to lay the foundation for meeting thatchallenge. The resultant report is expected to beavailable by spring 2002.

3B.2 Governance ParticipationDescriptionStudent participation in College governance

planning and administration is confirmed in COCCboard policy which includes students as regularmembers on relevant standing College governancecommittees. In addition, students are routinelyincluded on student-related College task teams andwork groups.

Students are represented on three standingcommittees. These committees (College Affairs,Student Affairs and Institutional Support) wereestablished to implement evaluation of present policiesand procedures and to plan for the future. Allproposals that come out of these standing committeesare posted on Firstclass Client e-mail conferencing andgo through a collegewide first and second readingbefore a decision is made. These recommendations aresent to the president for approval. The presidentinforms the committee chair after a decision has beenmade (approved, denied, tabled), with rationale if

denied or tabled. Decisions are posted to ElectronicCommLines (e-mail conferencing) with copies to thestudent newspaper The Broadside and College Affairs.

College Affairs Committee may makerecommendations on any area not covered bycollective bargaining that affects the development ofCOCC. College Affairs functions as a forum forcollegewide issues and to manage the consensus-building process for key issues and functions of theCollege, including final budget prioritizationrecommendations. All members of the committee arevoting members. One student member is part of thenine-member committee.

Student Affairs Committee is responsible forreviewing and recommending in areas related to thestudent personnel program, student activities orgeneral quality of student life at COCC. The studentgovernment association appoints four students to thisnine-member committee. Two of the nine membersare faculty.

Institutional Support is responsible for reviewingand recommending in areas of planning, budgeting,purchasing, maintenance and renovation of Collegebuildings and grounds, in matters of new campusconstruction and in other College support areas. Ofthe eight members, two are from the faculty and twoare students.

Analysis and AppraisalOpportunity for student involvement in

governance committee work is critical andfundamental to COCC’s identity as a unique, high-quality community college. Student participation ongovernance committees is sometimes challenging forboth committee members and students, givenchanging enrollment patterns, part-time work andfamily obligations, and sometimes short duration of astudent’s educational objective.

3.B.3 Student Rights and ResponsibilitiesDescriptionCOCC is committed to providing an atmosphere

that protects the rights of students and maintains thesafety and well being of the campus community. Themanagement of student rights and responsibilities isvested in the published student rights and responsibili-ties document (see Exhibit 3.2 or on theWeb, http://www.cocc.edu/studentlife/srp/studentrights.htm) andthe student grievance policy provisions of the Collegegovernance policies (Central Oregon Community


College General Procedures section A-10-1, seeExhibit 3.3). Both documents are developed withdirect student input and full College governancecommittee process. Each describes specific due processsteps, outlines rights and responsibilities, definesconsequences of code violations and provides forappeals. The student rights and responsibilities docu-ment specifically defines academic honesty and studentconduct expectations, violation consequences and dueprocess steps, including appeal rights.

The director of Student Life, the Student AffairsCommittee and the Associated Students of COCC(ASCOCC) members review the student rights andresponsibilities document biennially. It was lastupdated May 1999. The student rights and responsi-bilities document is printed and distributed throughthe office of the director of Student Life; it is refer-enced in the College catalog (see Exhibit 3.6), thestudent handbook (see Exhibit 3.8) and each quarterlyclass schedule (see Exhibit 3.25).

Analysis and AppraisalThe development, publication, implementation and

distribution of a fair student code of conduct involvesthe full committee governance process at least everyother year. The process requires full student involve-ment in and commitment to participative governance.The process is clear and works well for both studentsand the College as evidenced by the fact that over thelast 10 ten years no conduct code process has resultedin a formal grievance action on the part of a student.

3.B.4 Safety and SecurityDescriptionCOCC maintains a Campus Patrol Department

under the direct supervision of the director of CampusServices. The patrol carries a campus cell phone as wellas a campus pager. The pager number is advertisedcampuswide. The campus patrol provides escortservices to students, staff and visitors. During the nighthours when the evening custodians work, they serve asbuilding security. The campus has an active safetycommittee which conducts periodic campus surveywalks with campus staff to determine adequacy oflighting and other personal safety issues. There are twoemergency “Code Blue” call boxes located outside ofthe campus library that connect directly to the campussafety cell phone number. For serious needs, the city ofBend Police Department is contacted. Response from

the city has been excellent. Crime statistics are pub-lished and distributed annually in accordance with theCleary Act (see Exhibit 3.4).

Analysis and AppraisalSecurity staff and services for students are available

through telephone, emergency “Code Blue” call boxesand security patrol staff across campus. A campus touris offered each year in which security staff, faculty andstudents are invited to participate and identify poten-tial safety hazards. This process has led to improvedlighting and other safety improvements. Publishedcrime statistics indicate a relatively low number of on-campus crimes.

3.B.5 Catalog and HandbookDescriptionComplete information on College mission,

admission criteria, academic programs, course descrip-tions, student enrollment policies and procedures,tuition and fees, and other items relative to attendingthe institution is printed in the College catalog (seeExhibit 3.6). In addition, much of the same material ispublished in the quarterly COCC schedule of classes(see Exhibit 3.25), on the COCC Web site (http://www.cocc.edu/admit/schcat/) and by direct mail whenmajor changes to policies or procedures occur.

In 1998, the College Relations and Admissionsoffice commissioned a publications audit of all writtenmaterial distributed by the College in its recruitmenteffort. COCC hired Sandra Golden, a nationalcommunity college marketing consultant, to conductthe audit (see Exhibit 3.5 for the audit report).

The result of the audit was a redesign of most of theprinted material used by the College, with an updatedmessage and more consistent look and feel to the publica-tions. The 1999 COCC catalog was awarded a SilverParagon by the National Council for Marketing andPublic Relations as the second best community collegecatalog in the country; the new view folder wasawarded a Gold Medallion as the best view folder inthe five Northwest states and three western Canadianprovinces; and the student handbook was judged assecond best in the region and awarded a Silver Medallion.

Analysis and AppraisalThe catalog and the student handbook are excel-

lent examples of the College’s commitment to qualityas evidenced by their national award status.


3.B.6 Systematic EvaluationDescriptionThe institution regularly tracks student

characteristics and assesses needs through nationallyand institutionally developed instruments. Theintegration of Enrollment Services and Student Lifefunctions into an enrollment management teamprovides continuing coordination of student needsassessment and evaluation.

A nationally recognized student opinion surveydeveloped by ACT, Inc. is administered to a statisticalsample of students every two years. The survey is partof a statewide project. Specific results are compiled foreach campus as well as to provide statewide results.The survey covers satisfaction measurements for acomplete range of academic and student services (seeExhibit 3.9).

The College registrar completes a “no-show”survey each fall for students who were pre-admittedand who did not enroll fall term (see Exhibit 3.10.a inthe department notebook). The results are summa-rized, and trends identified. A report is distributed tomanagement and to faculty department heads thatcontains both statistical results and a list of individualrespondent comments. Departments evaluate thereport and take action as appropriate. Individualizedfollow-up with respondents occurs when commentsindicate a specific issue that should be addresseddirectly with a student.

Starting with the 2000 graduating class, COCCadministers a COCC student opinion survey patternedafter the biennial student opinion survey instrument.The results are tabulated and compared with otherdata to determine the satisfaction levels of thosestudents who persist to graduation as compared withthe overall population results from the biennialstudent opinion survey (see Exhibit 3.10.b in thedepartment notebook).

The College utilizes ongoing assessment workfrom student and staff work teams and committees.Examples include a student housing survey, a campussmoking policy survey and a library use survey. Thehousing survey results (see Exhibit 3.10.c) were used toinstitute a campus housing team that includes studentrepresentation to study and recommend options foradditional student housing. The housing team reportrecommendations led, in part, to inclusion of a newresidence hall in the phase I-A of the campus masterplan (see Exhibit 3.11). The 1999 student survey oflibrary needs (see Exhibit 3.10.d) led to the extension

of COCC Library operating hours. The campussmoking survey (see Exhibit 3.10.e) identified studentand staff opinions related to smoking on campus. Acampus smoking policy was developed banningsmoking within 50 feet of a campus building.

Task teams are periodically formed partially orwholly in response to student assessment results. In1999 and 2000, four campus task teams were devel-oped to address student service-related issues.

A task team on summer registration and orienta-tion was developed. Task team recommendations ledto improvements including new advising materials,changes to registration hours and a coordinatedsummer advising and orientation program.

A task team was formed to address the College’s“first points of contact” with students. Task teamrecommendations led to improvements including in-person orientation sessions, new overhead computerprojection equipment, four new computers forenrollment-related functions, and the addition of afull-time admission advisor.

A campus team on academic and pre-admissionadvising developed recommendations for developmentof an academic and preadmission advising center.Team recommendations led to improvementsincluding addition of a full-time advising centercoordinator position and funding for additional facultyadvising load.

Another campuswide task team studied studentretention and recommended development of a studentdatabase and a student research position. A part-timeresearch position was created and filled fall 2001. SeeExhibit 3.10.f for copies of these task team reports.

Analysis and AppraisalOngoing student needs assessment is an active and

functional process in the student services change effort.The lack of an office of institutional research haschallenged individual departments to design, collectand interpret their own assessment efforts. Theaddition of an institutional research position in 2001 isexpected to strengthen the needs assessment process.

3.C Academic Credit and RecordsThis section describes COCC’s management of

student academic records and related policies.Management of student academic records occurs in theAdmission and Records office through the Collegeregistrar, except where noted.


3.C.1 Posting of Credits on Transcript,Grade Records

DescriptionA student’s academic record reflects academic

coursework by quarter, showing course number andname, credits awarded and grade earned. At the end ofeach quarter listing, the transcripts show the students’total number of credits for their academic history atCOCC, number of credits completed, term GPA andcumulative GPA. Transfer credits from prior collegesare shown as total credits accepted toward an earneddegree and are posted on the students’ transcripts atthe time of graduation. Credit for course-work is basedon the accepted definition provided in the accredita-tion handbook (see Exhibit 3.12 for sample tran-scripts).

Faculty members have the ability to post studentgrades online for their courses. They also have theoption to submit grades in person to the Recordsoffice. Select Records office staff have security levelsallowing them to enter grades and/or change gradesas appropriate.

Analysis and AppraisalNo changes are recommended to the way in which

credits, GPA and other factors are posted and reported.Faculty members were given access to enter gradesonline during the 2000-2001 academic year and theonline option has been well received. Security is main-tained by the ability to turn faculty access to gradeentry on and off at appropriate times during the termand through Banner’s other security features.

3.C.2 Assessing Student LearningDescriptionAll faculty members are responsible for assessing

the learning accomplished by students in their classes.Each course has a published syllabus that is reviewedand updated by each instructor. The syllabus specifiesthe learning outcomes, classroom expectations, coursegrading requirements and testing criteria. The syllabusis given to each student at the beginning of the course.

Analysis and AppraisalCriteria used for evaluating student performance

and achievement is developed by the appropriate facultyand consistently communicated to enrolled students.

3.C.3 Credit and Noncredit Classes,Continuing Education Units (CEUs)

DescriptionCOCC’s Admissions and Records office oversees

credit student registration; the Community EducationDepartment oversees noncredit student registration.The College catalog and credit class schedule aredesigned for credit students only and publishedseparately from noncredit class and registrationinformation and schedules (see Exhibit 3.26 and 3.25).COCC does not issue transcripts for noncredit classesand does not accept noncredit classes toward a student’sdegree. Note: Students can earn CEU credits for selectnoncredit classes. They must register for the CEUs atthe beginning of class or within a specified period oftime. CEUs are posted on a CEU-only transcript.

Analysis and AppraisalPublications clearly distinguish credit from

noncredit courses. Official transcripts include onlycredit coursework. Registration systems, times andpublications are separate for credit coursework andnoncredit coursework.

3.C.4 Transfer CreditDescriptionCOCC accepts transfer credits from accredited

institutions of higher education. The registrar overseescredit evaluation. The registrar, with the assistance ofacademic divisions, ensures that transfer credit isgranted based on course equivalencies established byCOCC academic departments. The registrar assuresthat course equivalencies are in accordance withAmerican Association of College Registrars andAdmissions Officers (AACRAO) and NorthwestAssociation of Schools and Colleges (NASC) standards.

Analysis and AppraisalThe work of transfer credit evaluation is growing

faster than overall enrollment growth due to newcourse placement requirements and increased numbersof students attending with prior coursework. Complet-ing transcript evaluations (see Exhibit 3.13) in a timelymanner will be a challenge beyond this year.


3.C.5 Security of Student Records,Federal Education Rights and Privacy Actof 1974 (FERPA) Compliance

DescriptionStudent records are maintained in a database and

are backed up according to established state ofOregon archive standards. Paper, microfiche andimaged documents are stored and archived accordingto local, state and federal requirements and purgedwhen retention time has elapsed. The student databasein Banner is password protected and includes anaudit trail.

COCC adheres to FERPA rules and guidelines forthe protection of student records. FERPA complianceand identification of FERPA directory information isprinted in the College catalog (see Exhibit 3.6) andreferenced in quarterly class schedules (see Exhibit3.25). The director of Admissions and Recordsmonitors staff access to student educational records inBanner and the registrar conducts regular campusFERPA training.

Analysis and AppraisalManagement of student records and related

information follow federal and state laws. In caseswhere regulations offer options, COCC follows themore comprehensive or conservative option (e.g., ifstate laws recommend retention of a specific recordshould be two years and federal guidelines recommendfive years, five years is chosen). The Banner systemprovides for a range of security levels so that the natureof a staff member’s responsibilities determines whatlevel of access to a student’s record is assigned.

Current FERPA trainings and information haveproved effective with current staffing levels. However,as the campus continues to grow, and responsibilitiesof College Center staff increase, the registrar will needto take a different, more comprehensive approach toensure that all faculty and staff receive the appropriatetraining regarding FERPA regulations.

Longevity among the COCC Records staff isoutstanding. However, as Records staff eventually leavethe College, the College will be challenged to hireindividuals with expertise in records retention, track-ing, FERPA and related areas.

3.D Student Services

3.D.1 Admissions and Records

MissionTo support the mission of COCC and

Enrollment Services, the Admissions and RecordsDepartment offers services to students and staffwith efficiency and flexibility and does so incompliance with federal and state laws, withintegrity and with respect for a student’s privacy.

DescriptionCOCC’s Admissions and Records Department

oversees six areas: admissions, records/registrar, front-line“one-stop” services, recruitment/outreach services,international student services and Banner’s studentmodule. In conjunction with College Relations, theAdmissions and Records Department shares responsibil-ity for marketing credit-related programs. As of theend of fall term 2001, the Admissions and RecordsDepartment assumed administrative oversight foracademic advising services. This department is com-prised of four administrators and 8.5 classified staff.

Admission to the College is based on state “open-door” statutes, College mission and College policy. Toqualify for admission, students must be 18 years of ageor older or possess a high school diploma or GED.The director of Admissions and Records may grantspecial admission status to students who do not meetthese requirements. Admission criteria are published inthe College catalog (see Exhibit 3.6), quarterly classschedule (see Exhibit 3.25) and College Web site(http://www.cocc.edu/admit/admission_policies.htm).COCC does not use gender, race, economic or otheradmission specific quotas (see Figure 3-5, Table 1,Admissions and Registration Report). The majority ofadmitted students are Oregon residents, however theCollege solicits and accepts applications from studentsworldwide. Note: Due to limited capacity and highstudent demand, COCC’s Nursing and EmergencyMedical Services programs have a competitive admis-sions process. Admission criteria for these programs arebased on guidelines established by the selective admis-sion task force in February 1998 and are reviewedannually by the Admissions office (see Exhibit 3.10.g).

Analysis and AppraisalThe Admissions and Records staff provide quality

service to students, College staff and the publicthrough increased individual staff productivity and use


Figure 3-5

Table 1Admissions and Registration Report

Fall Quarter Applications2000 1999 1998 1997 1996 1995

Applications* 2,312 2,112 1,860 1,984 1,698 1,432

Enrolled 1,630 (70%) 1,237 (59%) 1,166 (63%) 1,349 (68%) 1,059 (62%) 860 (60%)

* Applications represent those prospective students who apply in advance, thereby receiving more services andearlier registration appointments. They include new and transfer students and students returning after an absence.As an open door college, the percentage of students enrolled is not a reflection of admission denials.

Fall Student Enrollment Types2000 1999 1998 1997 1996 1995

New, first time 965 785 781 813 774 730

Transfer 492 468 502 518 498 490

(Total new fall students) 1,457 1,253 1,283 1,331 1,272 1,220

Returning after absence 641 773 809 690 515 568

Continuing fromprevious term 2,103 2,062 1,864 1,653 1,517 1,393

Concurrent high schoolstudents **232 54 86 77 59 59

Total Fall Enrollment 4,433 4,142 4,042 3,751 3,363 3,240

** Reflects enrollment in the high school 2+2 Tech Prep program, implemented winter 2000.

of new technology. Maintaining quality in the futurewill be a challenge as these resources become fullyutilized and enrollments continue to increase.

Admission/selection criteria for the Nursing andEMS programs continue to provide students with clear,objective and reasonable criteria, and provide the depart-ments with students who are academically prepared forthe program and personally committed to the field.

3.D.2 Characteristics and Needs ofStudent Body

DescriptionThe College student population is relatively

homogeneous. However, as an “open-door” college,COCC’s population includes students with a widerange of cultural, ethnic, socioeconomic and religiousbackgrounds. The College is sensitive to and activelyprovides for diversity in its board policy. The COCCboard statement on diversity states “because of COCC,Central Oregon communities will support diversity,”(see http://www.cocc.edu/general/mission.htm). This

policy reflects a commitment by the College to take anactive role in supporting diversity on the COCCcampus as well as in the community.

In 1995 the College president organized, funded andcharged a diversity committee with carrying out annualactivities in support of the board policy on diversity.The 10-member committee includes one student. Thecommittee conducts a regular diversity climate survey(see Exhibit 3.10.h) in which it measures perceptions,attitudes and needs on diversity issues. Diversity activities(see Exhibit 3.10.i) on campus have included thedevelopment and staffing of a campus multiculturalcenter, continuing sponsorship of community speakersand events covering a range of diverse topics, and staffdiversity awareness training. The College participatesin a regional community celebration of culturaldiversity called the “Collage of Culture.”

The College provides the services of an internationalstudent advisor, a coordinator for Native Americanstudents and an office for a community resource programfor the Latino community in Central Oregon.


Analysis and AppraisalAs the College grows, especially north of the main

campus where a significant Hispanic population lives,it will challenge us to review how we will meet theneeds of a growing number of ethnic and other specialpopulations.

3.D.3 Placement TestingDescriptionThe College requires that all students complete the

ASSET placement test prior to registration. Studentsmay be exempt from this test if they:

• have an associate’s degree or higher and provideCOCC with documentation showing the degree;

• have taken a writing or math class at anothercollege and provide COCC with documentationshowing completion of the appropriate course;

• have taken the test elsewhere and provideCOCC with a copy of their testing scores

• or are only taking art, computer, physicaleducation or music performance classes.

Math and reading placement test scores arerecommendations only; however, as of fall 2001,placement into the writing class in which the studenttested is mandatory. The academic departmentdetermines placement scores. The Math Departmentadministers an additional math skills test at thebeginning of a course as a quality test of the placementtest score. Ability-to-benefit students take the ASSETplacement test to determine financial aid eligibilitybased on current Title IV score levels.

Analysis and AppraisalThe ASSET placement test is an effective tool in

placement of students into courses. At this time,COCC offers the test on paper, at specified dates andtimes and primarily on the Bend campus (testing isperiodically offered at the Redmond North Campusand Prineville College Center). Growth of creditprograms in outlying areas will challenge us to deliverexpanded testing opportunities to these areas.

3.D.4 Academic Progress/AcademicWarning

DescriptionCOCC’s satisfactory progress and academic

warning policy and related procedures are coordinatedby the registrar. Prior to fall 2000, COCC’s academicwarning policy required that students be placed on

academic warning if they received below a 2.0 GPAand/or completed less than 65 percent of gradedcredits for a term. Problems with this process wereencountered because students could register for thenext term before grades were posted for the currentterm and students could receive three academicwarnings before being required to meet with anadvisor for academic guidance. These students were“falling through the cracks” and did not receiveacademic assistance in a timely manner. In addition,students with financial aid were held to a different andslightly higher standard. Students were often confusedby the two standards and their associated but differentconsequences for noncompliance.

Enrollment Services employed the Collegecommittee process and recommended changes to thesatisfactory progress and academic warning policy,based on recommendations from an Academic Affairswork group. The changes were implemented for fall2000 (see Exhibit 3.10.j). Under the new (current)academic warning policy, students who are on secondor third academic warning are required to meet withtheir academic advisors for academic planningpurposes. If such students do not meet with theiradvisors prior to the second Monday of the term, theyare withdrawn from all of their classes and may notregister until this step is completed. The academicstandards for financial aid eligibility were merged intothe new academic standard becoming one standardand one process. Students no longer had to completeseparate financial aid academic warning paperwork; ifapproved through the College’s general procedures,then they are approved for financial aid purposesas well.

Analysis and AppraisalFaculty advisors receive quarterly academic reports

of advisees on academic warning and are able to tracktheir students’ progress. The academic warning policyis effective in connecting students with their advisorsearly in the process. Because those students notsatisfactorily completing academic warningrequirements are subject to being withdrawn fromclasses, students are much more thoughtful indetermining an appropriate academic load based ontheir personal situation. Combining the institution’sfinancial aid academic progress standards with theinstitution’s academic warning process simplifies theprocess for both students and staff.


3.D.5 Graduation Requirements andFederal Student Right-to-Know Act

DescriptionCertificate and degree graduation requirements

are published in the College catalog (see Exhibit 3.6),online (http://www.cocc.edu/classes/ap/) and onindividual degree descriptions (see Exhibit 3.28). Therequirements comply with the standards of theOregon State Board of Education, the Department ofCommunity Colleges and Workforce Development,the Northwest Association of Schools and Colleges,and the College’s Academic Affairs Committee. Theregistrar is a standing member of the College’s Aca-demic Affairs Committee and actively participates indegree assessment and management.

Degree audits are processed upon written requestof the student. Under the direction of the registrar, atranscript evaluator/records specialist completes allAssociate of Arts Oregon Transfer degree audits. Boththe evaluator and the student’s faculty advisor anddepartment chair complete the associate of science,associate of general studies, certificate and associate ofapplied science degree audits. The registrar oversees theevaluator’s work but does not sign off on each audit.The transcript evaluator is responsible for printing thecertificates and diplomas for graduation. Certificate andassociate degree graduates have increased by 63 percentin the past 10 years (260 in 1990, 423 in 2000).

Throughout the year, COCC mails federalStudent Right-to-Know Act (SRTK) information to allapplicants with their letter of admission as well as to allregistered students with upcoming registration details.SRTK information is also available in the class sched-ule (see Exhibit 3.25), College catalog (see Exhibit3.6) and online (http://www.cocc.edu/admit/srtk_info.htm) and as Exhibit 3.14.

Analysis and Appraisal:Request for degree audits have grown. We are

challenged to determine ways to meet quality transcriptevaluation demand within expected timelines.

In order to reduce the number of mailings stu-dents receive from COCC each year, as well as toprovide information in a more user-friendly format,the office of Student Life, Campus Services, StudentFinancial Aid office and Admissions and Recordsdepartments are developing a single mailing. The goalis to have this information, including federal SRTKnotices, ready for fall 2002.

3.D.6 Student Financial Aid

Mission StatementTo support the mission of the College and of

Enrollment Services, the Financial Aid officeparticipates in a wide range of student aid pro-grams. The office ensures access to federal, stateand other financial aid programs by educatingstudents regarding their responsibilities, educatingstaff regarding regulations, and creating and follow-ing processes to support those efforts.

DescriptionThe office of Student Financial Aid assists students

who need financial help with educational expenses.Although overall costs are low, nearly 60 percent offull-time students receive some type of financialassistance. The office maintains information onfederal, state, institutional and private aid sourcesavailable to COCC students and participates in all ofthe major federal and state student aid programs withthe exception of the Federal Perkins Loan program.

A staff of six employees manages financial aidfunctions. The Financial Aid office consists of two full-time administrative employees, the director of StudentFinancial Aid and assistant director of Student Finan-cial Aid, and four full-time classified employees.Classified positions include a file review/scholarshipspecialist, a file review/veterans/customer servicespecialist, a loan specialist and a work study/communi-cations/customer service specialist.

Funds in excess of $5.5 million are distributed tostudents through the Financial Aid office (see Exhibit3.29). Generally, need is met through a combinationof grant, loan, work, and if qualified, scholarship andveterans program funds.

The director of Student Financial Aid position wasfilled in-house in February 2000, stabilizing depart-ment leadership. The addition of an assistant directorof Student Financial Aid position was created andfilled July 2000 establishing administrative depth.

The Financial Aid office uses a variety of softwareproducts and tools. Banner provides the fundamentalfinancial aid system software supplemented by sixfederal software programs. In addition, a number ofWeb sites are used for tracking regulatory develop-ments including the Department of Education StudentFinancial Aid portal, and various Web sites andlistservs provided by state, regional and nationalprofessional organizations. Financial Aid staff partici-pates in selected training sessions sponsored by the


Department of Education and the Oregon Associationof Student Financial Aid Administrators (OASFAA).

Access to student financial aid information viathe Web was also established as part of the conversionto Banner. Students can access their personalfinancial aid information by logging on to theironline student accounts.

Analysis and AppraisalFinancial Aid staff members are relatively new in the

financial aid profession. They are, however, bright,enthusiastic and capable. Despite their relative inexpe-rience, they have shortened delivery time and haveincreased customer satisfaction. The fall 2000 “no-show”survey (see Exhibit 3.10.a) indicates a decrease in“financial aid as a reason for not attending” from 15percent in fall 1999 to nine percent in fall 2000. Thedean of Student and Enrollment Services indicates adecrease in financial aid related complaints not resolvedat the department level.

Since the last accreditation visit, fall enrollmenthas grown by 43 percent. Financial aid staff size hasincreased by one FTE. The accountability challengehas been to become more efficient with limited staff.Banner software is a powerful tool for increasingfinancial aid program efficiency. Enrollment Servicesstaff has been resourceful at developing some processefficiencies through Banner. However, additional levelsof sophistication in Banner require special technicalexpertise. The staff will be challenged to find ways togain the specialized support necessary to gain furtherBanner efficiencies.

Administrative staff have gained significantprogram knowledge through professional organiza-tions, federal training opportunities and specializedworkshops. The director attended a weeklong intensivetraining for new financial aid professionals uponhiring. The assistant director attended a similartraining during summer 2001. The director andassistant director regularly attend meetings of statedirectors of financial aid and selected federal trainingsessions. Because travel to training sites is usuallyextensive, staff members are encouraged to takeadvantage of distance delivery opportunities whenavailable. Since distance delivery is less personalizedand the opportunity for networking is virtually non-existent, the most significant help to financial aidwould be an increase in the training budget.

Students are increasing their use of the CollegeWeb site to track their progress through the financial

aid system. We should increase the use of this tool,possibly moving to having forms available on the Website, and eventually allowing students to submit datathrough our Web site. This will require financial aidstaff to remain current with Banner software releasesand interact at a sophisticated and more vocal levelwith the Banner division of Systems and ComputerTechnology Corporation. Again, travel resources mustbe added.

An independent audit firm in compliance withfederal guidelines completes regular financial aidaudits. No audit findings have been reported inprevious years. The last federal program review (seeExhibit 3.15) occurred in June 1991 and contained afinding requiring a correction of less than $100. TheDepartment of Veterans Affairs conducts periodicprogram reviews and recommends changes. The lastreview occurred in March 2001 (see Exhibit 3.30).

3.D.7 Categories of Financial AssistanceDescriptionFinancial aid program information is available to

students in the College catalog (see Exhibit 3.6),through federal publications, in person and over theWeb (http://www.cocc.edu/finaid/). The Financial Aidoffice maintains the same customer service hours as thefront-line staff.

COCC participates in most federal and statefinancial aid programs and maintains a well-fundedinstitutional and foundation aid program. The FinancialAid Department administers the following programs:

Federal Aid• Federal Pell Grant Program• Federal Supplemental Educational Opportunity

Grant (SEOG) Program• Federal Work Study Program• Federal Family Educational Loan Programs

(FFELP)

State Aid• Oregon Opportunity Grant Program• Oregon Student Assistance Commission

(OSAC) Scholarship Program

Institutional Aid• Honors scholarships (merit based)• Talent grants (selected by academic departments)

COCC Foundation and Private Scholarships

Veterans Educational Benefits


Analysis and AppraisalStudent communication occurs through a series of

letters beginning with receipt of applications andending with final disbursement notices and loan exitcounseling. In addition, all information is available toindividual students via the College secure Web site.Assistance is also available to students in person, byphone and through e-mail. Financial aid presentationsare offered on campus, at all local high schools, on theCOCC cable television station and through various oncampus groups. Financial aid programs and processinformation is printed in the College catalog (seeExhibit 3.6).

The director and assistant director of Financial Aidare members of the enrollment management team. Thedirector of Financial Aid, through the enrollmentmanagement team, develops workshops both on andoff campus, combining admission and financial aidinformation in a coordinated presentation.

In addition to institutional financial aid, theCOCC Foundation, founded in 1955, provides privatescholarship support that currently amounts to sixpercent of annual credit tuition revenues. TheFoundation’s goal is to eventually provide at least 10percent annually in scholarship support. Privatescholarships are funded through the Foundation andawarded and tracked through the Financial Aid officevia Banner. Policies and procedures (see Exhibit 3.16)adopted by the Financial Aid office govern the award-ing, disbursing and accountability of these funds. TheCOCC Foundation undergoes an annual audit by anindependent audit firm, assuring quality control andfund integrity.

3.D.8 Student Loan ProgramsDescription

COCC administers student and parent loansunder the Title IV regulations of FFELP. COCC doesnot participate in the Federal Perkins Loan program.Loans are packaged after gift aid and require action onthe part of the student before they are processed. As atwo-year school, students have a maximum borrowinglimit of $3,500 within an aid year, with an additional$4,000 available to independent students. Alternativeloans are available to community college studentsthrough a limited number of banks, after authorizationis provided from COCC to the bank.

Loan entrance counseling is required before thestudent may receive a first loan disbursement atCOCC. Exit counseling is required before the springdisbursement each year and at any time it is

determined that the student is leaving COCC. Bothentrance and exit counseling are completed through anindustry-developed Web site which can be reachedthrough our financial aid Web pages (http://www.cocc.edu/finaid/loancounsel.htm). COCCstudent loan default rates have consistently droppedover the last three years: FY 1997, 12.3 percent;FY 1998, 8.2 percent; and the latest (1999) FFELPcohort default rate is 4.4 percent (see Exhibit 3.31).The national average loan default rate for communitycolleges is 8.8 percent.

Analysis and AppraisalLoans are packaged after other types of aid.

Students are encouraged to borrow only what theyneed. Even though student loan borrowing is increas-ing, COCC students seem to borrow within theircapacity to repay as evidenced by the decreasing andfar lower than average 4.4 percent COCC default rate.

3.D.9 New Student OrientationsDescriptionDue to reorganization and budget constraints, the

College eliminated two admissions advisor positions in1994. As a result, students began receiving less “collegeknowledge” information prior to meeting with anacademic advisor. At the same time, responsibility foracademic advising and orientation was moved fromAdmissions to the Counseling department. To providebasic information to interested students, the Counsel-ing staff began group “Getting Started” generalinformation sessions. Interest in the sessions waned,and they were discontinued after four years. In theirplace, the College reinstated new student orientationsessions. Originally a live presentation, the neworientation program was changed to a video presenta-tion in 1999.

During winter 2001, the College presidentappointed a campus task team to evaluate the quality andeffectiveness of the first points of contact that the Collegehas with students which included the videotapedstudent orientation. Among recommendations fromthis task team was that new-student orientationsshould be presented in person and that oversightresponsibility for the program return to EnrollmentServices (see Exhibit 3.10.f ). In spring 2001, a full-time admission recruiter/advisor position was approvedto coordinate 25+ orientation sessions each term.

Immediately following placement testing,certificate- and degree-seeking students now attendnew student orientation sessions. This session prepares


students to meet with their academic advisor,covering information on how to read the catalog andclass schedule, degree options, recommended creditloads and campus student support services. Toward theend of the session, students receive their placementtesting scores, information on how to interpret thosescores and an opportunity to plan basic elements oftheir course schedule (see Exhibit 3.10.k).

The international student advisor coordinates anannual student orientation for new internationalstudents. During this orientation, information onCOCC, advising, the Central Oregon community,housing and other items are covered.

Analysis and AppraisalReturning to in-person orientation sessions in

2001 was well received by students, as they were givenopportunities for questions and answers throughoutthe session. Additionally, with informal recommenda-tions from students, the focus of the session shiftedfrom academic success tips to a pre-advising workshopformat. As a result, advisors are able to spend moretime focusing on academic advising and career plan-ning, instead of introductory college knowledgeinformation.

At this time, the admissions advisor/recruiter leadsthe majority of the 25+ orientation sessions each term.To involve multiple perspectives, as well as to providesome relief to the admissions advisor, we will be offer-ing orientation training for faculty and staff interestedin co-presenting these sessions beginning winter 2002.

3.D.10 Academic AdvisingDescriptionDue to the loss of full-time admissions advisors in

1994, students began looking to their academicadvisors for general “college knowledge.” During thistime, faculty student advising loads increased from anaverage of 16 students in 1991 to 36 in 2001. Due tothe specialized nature of some technical programs, andbecause departments see students who are just at thebeginning stages of their academic career, some facultyadvisors were managing 50-80 advisees each. Toprovide adequate training and support, Admissionsand Records began offering faculty advisor workshopsonce each year to update faculty on new policies,procedures and programs, as well as training for newonline student and faculty services. Advising notebookswere compiled and are updated each year. New facultyadvisors participate in a two-hour new advisor trainingsession each fall (on demand for midyear hires).

Responsibility for all facets of academic advising,with the exception of faculty supervision andevaluation, shifted to Admissions and Records at theend of fall 2001. With this change came a newlycreated academic advisor/coordinator who began workon December 11, 2001. With this position is a newphilosophical approach to advising in that COCCacknowledged that nonfaculty can provide qualityacademic advising services. The goal of this newapproach is that a core group of advisors will provide“exploratory,” general academic advising services tostudents. Once students declare a specific major, theywill then shift to a major-specific faculty advisor,giving faculty advisors more time to devote to long-term academic and career planning.

Analysis and AppraisalAs the College continues to grow and as new

programs are added, faculty advising loads will grow.The campus team report (see Exhibit 3.10.f ) onadvising recommended improvements to advisingthrough creation and staffing of an advising center.The first steps toward the advising task reportrecommendations were accomplished late fall quarter2001 with the hiring of an advising center advisor/coordinator. However, to have a significant effect onadvising, additional portions of the advising task forcerecommendations will need to be implemented.

3.D.11 Career Counseling and PlacementServices

DescriptionThe College does not maintain a traditional

placement center. It does, however, provide for a careerinformation center which makes available current (lessthan five years old) resources on career decisionmaking, occupational information, higher educationand training institutions, and job-search skills, includ-ing regional and national systems of occupational andeducational information. The Counseling Departmentoversees the career information center. Many depart-ments in the professional-technical area maintain closerelationships with employers, both local and national,and are effective at moving students to jobs at the endof their training programs.

The College and the Oregon EmploymentDepartment collaborate to provide additionalplacement services. Oregon Employment Departmentjobs and placement services are available to studentsthrough an Oregon Employment Departmentcomputer kiosk located at the entrance to the career


information office and by direct referral to theOregon Employment Department offices. Atgraduation each year, the College providesemployment materials and staff space for the OregonEmployment Department personnel.

Analysis and AppraisalCareer counseling and placement services for

students are nontraditional. They effectively employtechnology-based and community-partnership servicesto meet students’ needs. As the College grows, theseservice mechanisms may require re-evaluation.

3.D.12. Health Care

Mission and PurposesStudent Health Services provides limited and

affordable health care for students. Emphasis isplaced on preventive health care and wellnesseducation. Services will include general medicalcare. Students with health care needs not pro-vided by Student Health Services will be referredto a qualified physician in the community.

DescriptionThrough 1993, COCC funded a part-time nurse

practitioner and a general-fund budget for studenthealth services. College budget support of studenthealth services was discontinued after the passage ofMeasure 5, a major statewide tax limitation initiative.It was replaced by a contracted health service sup-ported by student fees.

Following the successful passage of a student fee,the College’s student association (ASCOCC) workedwith the College to design a new student health servicedelivery system on the Bend campus. The result was arequest for proposal (RFP) for contracted studenthealth services. The successful bidder, St. CharlesImmediate Care, entered into an agreement beginningthe fall of 1994 in which they offered affordable healthservices for students on the Bend campus with the newbenefit of additional hours at the contractor’s clinic.Results with this and two other private providers wereinconsistent, however. COCC signed a new intergov-ernmental agreement with Deschutes County HealthDepartment in spring 2001. The agreement providesexpanded student health services on campus, newafter-hours service and weekend access at their clinicsin Bend and Redmond. DCHD’s public servicemission, level of service and cost structure align withour students’ needs.

Analysis and AppraisalsOverall, contracted health services are an innova-

tive and effective approach to providing affordablestudent health services. Contracted health servicesprovide longer hours at significantly less cost thanwhen delivered by the institution. Students from othercommunities in the College District have access tohealth services with less difficulty. However, the successof contracted health services through private healthorganizations has been inconsistent from year to year.Contracting with a public health agency is expected tobetter align service delivery with student needs. It isencouraging to see DCHD’s interest in providingservices. As another public agency, DCHD shares asimilar goal of public service, emphasizing educationand prevention. DCHD’s ability to provide free andsliding-scale services will benefit many students.ASCOCC and the office of Student Life need to renewtheir commitment to promoting and evaluatingstudent health services. That commitment, along withthe use of DCHD services, should produce a strongerand more consistent health service for students.

3.D.13. Housing

Mission and PurposesOn-campus student housing provides a safe

and enjoyable living space that will complementand enhance the student’s personal, academic andsocial development and increase a student’s abilityto succeed at the institution. The residence lifeprogram is connected to the mission of theCollege and is student centered. It focuses onstudent learning/development outside theclassroom and structures an environment thatpromotes academic success, personal growth,personal responsibility, community building,student governance and a rich social environment.

DescriptionCOCC has one residence facility, Juniper Hall,

built in 1967. Juniper Hall houses 106 students. Mostrooms are traditional double occupancy; in addition,there are four triple rooms and four single units. Alarge lobby serves as the “living room” for the students.The facility provides a TV room, game room and smallcomputer lab.

Residence life services are managed by CollegeHousing Northwest (CHNW), a not-for-profitstudent housing organization located in Portland,Oregon. CHNW provides student housing services at


their home campus of Portland State University as wellas California State University, Chico. CHNW is also aconsulting service for construction of student housing.Their focus is on student development, encouragingstudent governance and participation. They encouragethis by providing student residents with a wide rangeof educational and social programming offeringopportunities for personal growth and the building ofa healthy community. CHNW surveys studentresidents on a periodic basis and uses the survey toassess student needs and to design additional services.CHNW conducts a yearly price survey of residencehall costs in Oregon and Washington. The College andCHNW target COCC residence hall charges at or nearregional average costs. For the past five years, the hallhas been at capacity in fall term, having to turn away asignificant number of interested students. Annual rentsare at or below regional averages. The director ofStudent Life serves as the liaison with the CHNW areamanager; together they plan student life policies anddirections. Each year the director of Student Life andCHNW staff develop a capital improvement budget.The director of Student Life is involved with disciplineissues when they result in eviction from Juniper Hall.

A 1998-99 student housing survey of on-campusresidents and the general student population indicatedthat there is a desire to live on campus. The survey resultsindicated that the preferred form of housing is apart-ment style with privacy of personal bathrooms and theflexibility to eat when they want (see Exhibit 3.10.c).

The College formed a task force in 1999 to studystudent-housing needs and assess the feasibility ofstudent housing on the Bend campus. The housingtask team used the student survey results, consideredmarket conditions and visited similar college campuseswith recent housing construction projects. CHNW’sadditional market analysis results show a two percentlocal rental availability, suggesting a strong need foraffordable student housing. The team recommenda-tion indicates that the current facility does not alignwith the housing needs of students, is in need of majorinfrastructure work and does not warrant the worknecessary for improvement. The committee recom-mended expanding on-campus housing to a capacityof 500 beds within the next five to seven years (seeExhibit 3.10.c).

Analysis and AppraisalsCOCC /CHNW is a successful partnership.

CHNW serves the facility with three full-timepositions and five student staff compared with the

previous COCC model of one full-time position andtwo part-time staff.

3. D.14. Food ServicesDescriptionOn-campus food services include a food court

featuring daily specials, made-to-order sandwiches,healthy-start soup and salad bar, Cascade Deli and acoffee cart. The on-campus Cascade Culinary Instituteoffers weekly four-course, gourmet luncheon menus.The 2000 student opinion survey (see Exhibit 3.9)rated the food service at 54 percent satisfactory orvery satisfactory.

Students living in Juniper Hall are required topurchase a board plan. Meals are served in theGrandview dining hall located adjacent to theresidence hall. The plan provides 19 meals per week:three meals a day, Monday through Friday, and abrunch on Saturday and Sunday. A professional foodprovider provides food service. The food serviceprovider is required to prepare menus with input froman American Dietetic Association member. TheCollege approves all final menus. The food servicecontract requires quality levels of grade A or better forall meat, canned food, dairy and most other menuitems. The food service provider is required bycontract to work closely with the residence hallcontractor on student quality and preference issues.

Analysis and AppraisalFood service was rated by more than half of the

respondents as good or very good in the latest ACTstudent opinion survey (see Exhibit 3.9). The foodservice connection to the culinary institute’s academicprogram staff maintains a relatively high level ofvariety and quality. Food service options, includingprivate vendors, are possible additions to a studentcenter (see Campus Master Plan, Exhibit 3.11).

3.D.15 Student Life and CocurricularActivities

Mission and PurposesThe office of Student Life provides students

with opportunities to connect with the Collegeand receive the necessary services and support toincrease their ability to succeed at COCC. Theseopportunities will enable them to grow, learn,serve others on campus and in the community,gain leadership skills, and recreate and thusenhance the sense of community on campus.


DescriptionCOCC provides a wide range of cocurricular

programs including club sports, intramurals, organizedclubs and student government. Participation is open tofull- and part-time students. Students, for the mostpart, organize cocurricular activities. The College ADAcoordinator offers support for students who participatein cocurricular activities.

The office of Student Life consists of one full-timedirector. In 2001 an 11-month support staff positionwas upgraded to a 12-month coordinator (administra-tive) position. The director has 20 years’ experience inthe area of student life. The director of Student Life istraining the coordinator to serve as the advisor andleadership trainer for the Associated Students ofCentral Oregon Community College (ASCOCC). Thedirector oversees student activities, student housing,student health services, the student newspaper and theNative American program. The daily management ofthe housing, student health services and studentprogramming are subcontracted to private or publicentities. The office maintains an off-campus housinglist and coordinates the annual College commence-ment. The director is a member of the EnrollmentManagement Team and is an appointment to theStudent Affairs Committee. The director assists inareas of enrollment services as needed.

The director of Student Life serves as a standingmember of the Student Affairs Committee andprovides the leadership and consistency for thiscommittee. The committee consists of four students,two faculty members, one support staff and oneadministrator. The committee focuses on policies andissues that impact students outside the classroom.Review of student rights and responsibilities occursevery other year. Other issues have included tuitionincreases, registration procedures, placement testing,and smoking and parking polices. During the1997-98 academic year, the committee developed aVision 2000 document for student and campus life(see Exhibit 3.17).

The director of Student Life serves as the chiefstudent development officer with responsibilities forkeeping the student rights and responsibilitieshandbook and the campus drug and alcohol policyupdated. The director reviews and investigatesviolations of the student code of conduct and takesdisciplinary actions as needed. The director also servesas an advocate for students who are considering usingthe College grievance procedure or wish to petition foran appeal to a College procedure.

Analysis and AppraisalThe office of Student Life is in transition. With the

contracting out of three major services, the director ofStudent Life has had the opportunity to explore newassignments in Enrollment Services. During the searchfor the Financial Aid director, he helped the Financial Aidoffice with scholarship selection and provided financialaid advisor services. While the director of Admissions andRecords search was in progress, he helped with advisorassignments and provided some orientation sessions.He headed up a College review of retention needs andis coordinating summer advising services.

Student leadership could move forward andprovide training and experiences for more students.Student leadership programs could be developed inand around academic programs, however, the need forsuch programs is unknown.

The campus is in need of a freestanding studentcenter. Students voted in spring 2001 to assessthemselves an additional $2 per credit hour to build astudent center. The vote did not have the necessarytwo-thirds majority to pass. The students are leasingspace from the College for a student center thatincludes study and lounge space and a coffee servicebut does not include student government offices or alarge recreational area.

The office of Student Life needs to reorganize. Anationally recognized consultant, Peter Magolda, wasretained during fall 2001 to conduct a comprehensiveclimate survey and recommendation for a qualitystudent/campus life model.

3.D.16 Student Governance, Activities,Media and Recreation

Mission – Student GovernmentThe purpose of the Associated Students of

Central Oregon Community College (ASCOCC)shall be to represent and serve all students byproviding effective governance, advocacy, servicesand programs that will contribute to individualstudent success, enhance the college experienceand benefit the community.

DescriptionASCOCC serves as the governing body for all

credit students at COCC. Three elected officials serveas the executive board and are joined by three ap-pointed students to serve as the student council. Theyhave the responsibility of approving an annual budgetof approximately $140,000. These funds provide


resources for student health services, the Collegenewspaper, The Broadside, student programs, studentclubs and organizations and special campus projects.

Members of the student council, as well as stu-dents at large, serve on College committees to ensurestudent involvement in the College decision-makingprocess. Beyond representing students on campus viathe College standing committees, the student counciladvocates for students who have concerns or new ideasfor services or programs. ASCOCC also provides astudent voice on statewide issues through its involve-ment in the Oregon Community Colleges StudentAssociations (OCCSA).

ASCOCC contracts with the College to provide afull range of campus and community programs. TheCollege contracts with a private company to secureand provide programming. Student programs provideopportunities to build community, promote diversityand cultural awareness, and have some fun. Programsinclude concerts, speakers, performing arts, comedy,films, dances and special events.

Funded by ASCOCC the College contracts with aprofessional provider to deliver student heath serviceson campus in Grandview. Services include office visitsfor minor health problems, immunizations, labservices, reproductive care, wellness education andmedical referrals.

Funded by ASCOCC, advertising revenues andthe College, the College student newspaper, TheBroadside, provides a vehicle for student expression andinformation for what is happening on campus. Twelveissues are produced each year (see Exhibit 3.21 forsample copies). Full-time staff members must enroll inJournalism Practices (J280), but any student maycontribute freelance articles. The relationship of thestudent newspaper to the institution is clearly definedin The Broadside policy and procedure manual (seeExhibit 3.10).

A variety of clubs and organizations are availableon campus. They include the Native American Club,International Club, GIS Club, Environmental ActionTeam (EAT), DEC (business club), Outdoor Club,Wake up Call (Christian student club) and more (seeExhibit 3.18 for a complete list).

Significant ChangesThe most significant change since the last accredi-

tation was the establishment of the ASCOCC studentfee in 1993. This provided a budget savings to theCollege and financial security and autonomy forASCOCC. Because of this fee, many of the programs

and services that were historically funded by theCollege continue with the support of ASCOCC. Oneexample is Student Health Services, which was elimi-nated by the Measure 5 budget reductions. As de-scribed above, ASCOCC allocates funds to the Collegeto deliver this service on a contractual basis.

Another relatively new innovation is a change inthe governance structure of ASCOCC. This resulted ina move from a traditional hierarchy model to a boardgovernance model. This reflects a community gover-nance model similar to our county, city and COCCboard. In terms of a student learning experience, thismodel is more applicable and relevant for the students.The model began in the 1999-2000 academic year (seeExhibit 3.19 for the ASCOCC constitution).

Student programming was another operating branchof ASCOCC in the previous governance model.ASCOCC had experienced inconsistent performancefrom this model and did not feel that the students andcampus were receiving sufficient value for the resourcesprovided. A new model was approved that contractedstudent programs through the office of Student Life.This new model provides the students and campuswith more programs, increased student involvement,and a consistent format. ASCOCC is asked for theirinput each year prior to planning the program sched-ule. ASCOCC also evaluates the program each yearand makes necessary recommendations.

Analysis and AppraisalsASCOCC and related programs and services are in

relatively good health. They are financially secure andare able to provide or advocate for a wide variety ofservices and programs for students. Like many com-munity college student organizations, they suffer froma lack of consistent leadership. Most students on thestudent council are second-year students who eithergraduate or transfer to a four-year institution. Themajority of leadership training resources is allocated tothis important, but small number of students. TheCollege needs to consider strategies that will involvefirst-year students in meaningful leadership experiencesthat will encourage further participation in leadershippositions during their tenure at COCC.

The other pressing need for students is additionalstudent facilities on campus. With the rapid growth ofthe College the past 10 years, the existing studentfacilities have not kept up with the instructional andadministrative growth. The need for a student/collegecenter has been a topic of discussion for several years.The need for a student center was identified in the


Student Life Vision 2000 document, developed by theStudent Affairs Committee during the 1997-98academic year (Exhibit 3.17). A student center wouldprovide the necessary gathering place for the College.The center could provide the services and conve-niences needed by the College community and createan environment for getting to know and understandothers through formal and informal associations. Acenter would foster a sense of community that culti-vates enduring loyalty to the College.

Performance space for student programs is alsolimited. The Pinckney Center is rarely available forstudent use, leaving a small 135-seat auditorium formany shows or the costly task of transforming theMazama gym into a concert venue. Many of thestudent programs have been forced to find sites offcampus, which doesn’t build the sense of communitythat on-campus programs afford. The addition of acampus center building is expected to include student-priority performance space.

3.D.17 Student RecreationalOpportunities

The COCC Club Sport/Intramural and Recre-ation programs offer a wide range of traditional andnontraditional sports and recreational activities alongwith special events and tournaments for people of allinterests and abilities. The Mazama complex featuressports and recreation facilities.

COCC Club Sports provide opportunities forintercollegiate and interclub competition, skill devel-opment, leadership and recreation. Clubs are organizedby students with guidance from coaches, fellowstudents, faculty, staff and community members.Current clubs include: baseball, basketball, cycling,golf, in-line hockey, martial arts, powerlifting,snowboarding, soccer (indoor and outdoor), softball,swimming, tennis, volleyball, rodeo, running, andtrack and field.

Organized intramural activities are available atconvenient times for COCC students, faculty, staffand alumni. The emphasis is on having fun, makingfriends and staying fit. Some activities feature friendlycompetition while others are purely recreational.Activities include: badminton, basketball, bench presstournaments, cycling (recreational and races),broomball, indoor soccer, day hikes, disc golf tourna-ments, flag football, golf tournaments, racquetballtournaments, soccer (outdoor), softball (coed), tabletennis, tennis, ultimate frisbee and volleyball.

COCC promotes lifetime fitness for everyone.Facilities are available for drop-in use throughout theweek. Informal recreational activities and organizedsports are available to all. Coupons for discountedrecreation facilities off-campus are available to studentsat no cost (swimming, bowling, ice skating).

3.D.18 BookstoreIn 1994 the College opened a new bookstore that

increased retail space by 22 percent to 4,405 squarefeet. The COCC Bookstore is owned and operated byCOCC. The bookstore provides sundry items, limitedsnacks, art supplies, software and general interestitems. Textbooks are available for order over thebookstore Web site 24 hours a day (see http://www.cocc.edu/bookstore/). Textbooks are ordered asadopted by faculty.

Student, faculty and staff participate indirectly inthe development and monitoring of bookstore policiesthrough the College governance committee process.Committees through which input is received includeStudent Affairs, Chairmoot, College Affairs and theFaculty Forum. A bookstore advisory committee is inthe process of being developed. This advisory commit-tee will, in addition to the College’s governancestructure, involve students, faculty and staff in abroader participative group and continuous improve-ment process.

3.E Intercollegiate AthleticsThe College does not participate in intercollegiate

athletics programs. A campus task team formed in1999 is charged to examine issues related to offeringintercollegiate athletic programs in the future.

3.1 Institutional Advertising, RecruitmentPolicy and Representation ofAccreditation Status

COCC advertising, publications and promotionalliterature comply with Standard 3.1. The CollegeRelations department annually reviews the Collegecatalog (see Exhibit 3.6) and other promotionalmaterials for accuracy and integrity . Departmentheads are consulted regarding accuracy of catalog andother promotional materials. The College catalogincludes and accurately depicts all informationalelements required in Standard 3.1.A.3 a-j.

In 1998, the College Relations and Admissionsoffice commissioned a publications audit of all writtenmaterial distributed by the College in its recruitment


effort. COCC hired Sandra Golden, a nationalcommunity college marketing consultant, to conductthe audit. The report from the audit is available in theexhibit room, Exhibit 3.5.

The result of the audit was a redesign of most ofthe printed material used by the College, with anupdated message and more consistent look and feel tothe publications. The 1999 COCC catalog wasawarded a Silver Paragon by the National Council forMarketing and Public Relations as the second bestcommunity college catalog in the country; the newview folder was awarded a Gold Medallion as the bestview folder in the five Northwest states and threewestern Canadian provinces; and the student handbookwas judged as second best in the region and awarded aSilver Medallion (see Exhibits 3.6, 3.7 and 3.8).

The Admissions and Records department adminis-trative staff conduct student recruitment. Admissionsadministrative staff members have at least a bachelor’sof arts degree. Both the director of Admissions andRecords and the admission recruiter/advisor positionswere filled through well-advertised, competitive,regional job searches. Students and staff who are askedto participate in recruitment activities receive instruc-tion from one of the Admissions staff members beforeparticipating in a recruiting activity.

Standard 3List of Figures and Exhibits

Figures3-1 Enrollment Services and Student Life

Organizational Chart3-2 Counseling/Placement Testing/Intramurals/

Club Sports Organizational Chart3-3 Student and Enrollment Services Staff Profile3-4 Student and Enrollment Services Staff Time of

Employment3-5 Table 1, Admissions and Registration Report

Exhibits3.1 Fourth-week enrollment report3.2 Student Rights and Responsibilities document3.3 COCC General Procedures and Policies3.4 Crime Awareness of Campus Security Act

brochure3.5 Publications Audit Report3.6 COCC Catalog3.7 COCC View Folder3.8 Student Handbook 2001-20023.9 ACT student opinion survey3.10 Department notebook

3.10.a No-show survey and report3.10.b COCC student opinion survey

3.10.c Student Housing survey and HousingTeam report

3.10.d Library needs survey3.10.e Campus smoking survey3.10.f Task team reports3.10.g Selective admissions guidelines3.10.h Diversity climate survey3.10.i Diversity committee activity summary3.10.j Satisfactory progress and adademic

warning policy3.10.k Student information packet3.10.l The Broadside policy and procedure

manual3.11 Campus Master Plan3.12 Sample Student Transcripts3.13 Sample Student Transcript Evaluations3.14 Institutional packet of publications required by

Campus Security Act, Drug Free Schools andColleges Act, the Drug Free Workplace Act andthe Student Right-to-Know Act.

3.15 Financial Aid program review document (1991)3.16 Financial Aid Policies and Procedures3.17 Student/campus life Vision 2000 document3.18 List of recognized student organizations3.19 Constitution for student government3.20 Mission and goals packet for student service

functions3.21 Packet of sample copies of student newspaper3.22 Rate of graduation and student retention report3.23 Student Affairs staff profile3.24 Packet of brief resumes of professional staff in

student services3.25 Sample quarterly credit class schedule3.26 Sample noncredit class schedule3.27 Summaries of student characteristics3.28 Sample degree description (insert)3.29 Financial Aid four-year program detail3.30 Department of Veterans Affairs April 2001 letter3.31 Loan default rate document

standard three students...introduction across the nation, the role of student and enroll-ment...

Documents