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ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES INSTRUCTIONS (Orange Coast College)

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April 2012
1
ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES
COLLEGE STATUS REPORT ON STUDENT LEARNING OUTCOMES IMPLEMENTATION
INSTRUCTIONS
Colleges are asked to use this report form in completing their College Status Report on Student
Learning Outcomes Implementation. Colleges should submit a brief narrative analysis and quantitative
and qualitative evidence demonstrating status of Student Learning Outcome (SLO) implementation.
The report is divided into sections representing the bulleted characteristics of the Proficiency
implementation level on the Rubric for Evaluating Institutional Effectiveness, Part III (Rubric).
Colleges are asked to interpret their implementation level through the lens of the Accreditation
Standards cited for each characteristic. The final report section before the evidence list requests a brief
narrative self-assessment of overall status in relationship to the proficiency level, indicating what plans
are in place to mitigate any noted deficiencies or areas for improvement. Narrative responses for each
section of the template should not exceed 250 words.
This report form offers examples of quantitative and qualitative evidence which might be included for
each of the characteristics. The examples are illustrative in nature and are not intended to provide a
complete listing of the kinds of evidence colleges may use to document SLO status. College evidence
used for one Proficiency level characteristic may also serve as evidence for another characteristic.
This report is provided to colleges in hard copy and also electronically, by e-mail, as a fill-in Word
document. The reports must be submitted to the Commission by either the October 15, 2012 date or the
March 15, 2013 date, as defined on the enclosed list of colleges by assigned reporting date. When the
report is completed, colleges should:
a. Submit the report form by email to the ACCJC (accjc@accjc.org); and
b. Submit the full report with attached evidence on CD/DVD to the ACCJC (ACCJC, 10 Commercial
Blvd., Suite 204, Novato, CA 94949).
Although evidence cited in the text of the report may include links to college web resources, the
Commission requires actual copies (electronic files) of the evidence for its records.
COLLEGE INFORMATION: DATE OF REPORT; COLLEGE; SUBMITTED BY; CERTIFICATION BY CEO
Date of Report: March 15, 2013
Institution’s Name: Orange Coast College
Name and Title of Individual Completing Report: Dr. John Weispfenning, VP of Instruction/ALO
Telephone Number and E-mail Address: 714-432-5015; jweispfenning@occ.cccd.edu
Certification by Chief Executive Officer: The information included in this report is certified as a
complete and accurate representation of the reporting institution.
Name of CEO: Dr. Dennis Harkins Signature: Dr. Dennis Harkins
(e-signature permitted)
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Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
2
PROFICIENCY RUBRIC STATEMENT 1: STUDENT LEARNING OUTCOMES AND AUTHENTIC
ASSESSMENTS ARE IN PLACE FOR COURSES, PROGRAMS, SUPPORT SERVICES, CERTIFICATES AND
DEGREES.
Eligibility Requirement 10: Student Learning and Achievement
Standards: I.A.1; II.A.1.a; II.A.1.c; II.A.2.a,b,e,f,g,h,i; II.A.3 [See II.A.3.a,b,c.]; II.A.6; II.B.4; II.C.2].
EXAMPLES OF EVIDENCE: Evidence demonstrating numbers/percentages of course, program (academic
and student services), and institutional level outcomes are in place and assessed. Documentation on
institutional planning processes demonstrating integrated planning and the way SLO assessment results
impact program review. Descriptions could include discussions of high-impact courses, gateway
courses, college frameworks, and so forth.
PROFICIENCY RUBRIC STATEMENT 1: NUMERICAL RESPONSE
QUANTITATIVE EVIDENCE/DATA ON THE RATE/PERCENTAGE OF SLOS DEFINED AND ASSESSED
1. Courses
a. Total number of college courses (active courses in the college catalog, offered on the schedule in
some rotation): ___________
b. Number of college courses with defined Student Learning Outcomes: ___________
Percentage of total: ___________
c. Number of college courses with ongoing assessment of learning outcomes: ___________
Percentage of total: ___________
2. Programs
a. Total number of college programs (all certificates and degrees, and other programs defined by
college): ___________
b. Number of college programs with defined Student Learning Outcomes: ___________;
Percentage of total: ___________
c. Number of college programs with ongoing assessment of learning outcomes: ___________;
Percentage of total: ___________
3. Student Learning and Support Activities
a. Total number of student learning and support activities (as college has identified or grouped
them for SLO implementation): ___________
b. Number of student learning and support activities with defined Student Learning Outcomes:
___________; Percentage of total: ___________
c. Number of student learning and support activities with ongoing assessment of learning
outcomes: ___________; Percentage of total: ___________
4. Institutional Learning Outcomes
a. Total number of institutional Student Learning Outcomes defined: ___________
b. Number of institutional learning outcomes with ongoing assessment: ___________
1,655
1,655
100%
1,655
100%
46
46
100%
46
100%
34
100%
34
34
100%
4
100%
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
3
PROFICIENCY RUBRIC STATEMENT 1: NARRATIVE RESPONSE
PROFICIENCY RUBRIC STATEMENT 2: THERE IS A WIDESPREAD INSTITUTIONAL DIALOGUE ABOUT
ASSESSMENT RESULTS AND IDENTIFICATION OF GAPS.
Standards: I.B.1; I.B.2; I.B.3; I.B.5.
EXAMPLES OF EVIDENCE: Documentation on processes and outcomes of SLO assessment. Specific
examples with the outcome data analysis and description of how the results were used. Descriptions
could include examples of institutional changes made to respond to outcomes assessment results.
PROFICIENCY RUBRIC STATEMENT 2: NARRATIVE RESPONSE
Orange Coast College has developed institutional processes to manage the development, revision and
assessment of student learning outcomes (SLOs). All course SLOs are on the official Course Outline of
Record (COR) that is approved by the Curriculum Committee (1.1). All instructional program SLOs are also
subject to Curriculum Committee approval. Courses are reviewed every three years as part of the program
review process (1.2). Support SLOs are reviewed and managed by each administrative wing.
Progress towards instructional and support SLOs are reported and monitored annually with status reports
widely distributed (1.3). SLO assessment is not considered complete until the department members dialogue
and close the loop. The college finished its first cycle of assessment (2011-12) and is in the second cycle.
The second cycle is recorded in a SLO database (1.4). A comprehensive summary of a program’s SLO cycle
is developed every three years in program review resulting in an improvement plan, including any resource
needs (1.5). As SLO assessment is conducted annually, the Annual Resource Request allows for resources
to be requested based on SLO assessment findings (1.6).
Four core institutional level outcomes (ISLOs) which include twenty-two sub areas defining each core
outcome were approved in fall 2009. Through the first cycle of assessment, course and program SLOs were
aligned with ISLOs (1.7). In spring 2011, general education outcomes for the associate degrees were
developed and linked to the ISLOs (1.8). In fall 2012, course SLO mapping was revised to better support the
indirect method of ISLO assessment (1.9).
Most of the college’s formal dialogue about improving student learning occurs within the context of its program review,
assessment and planning processes. Dialogue about improving student learning at the course and program level primarily
occurs at the department level. SLO assessment results are discussed and documented annually by departments (2.1) as
well as a collective analysis of assessment results every three years in program review (2.2).
As a result of the integrated processes, the college is moving towards more structured and widespread discussions about
SLO results. Discussions have been increasingly occurring within division s in the Instructional Wing (2.3) and among
administrative wings (2.4). Additionally, the college has recognized the need for more widespread dialogue, as evidenced
in its recent self-evaluation action improvement plan: Investigate and adopt structured opportunities to enhance and
document dialogue regarding the results of program review and student learning outcomes assessment at the division,
planning council and institutional levels (2.5).
Examples of improvements made during the college’s first cycle of assessment include:
• Communication studies revised SLOs in two courses to better represent the learning goals of the class, and incorporated
additional lectures in another to ensure SLOs were effectively met.
• Film and Video’s assessment led to placing more emphasis on lighting techniques in one course and on filter/motion
effects in another.
• Food and Nutrition changed policies related to internship assignments in three courses to increase completion of
program requirements.
A survey completed by faculty (fall 2012) details benefits they experienced through the first cycle of assessment (2.6).
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
4
PROFICIENCY RUBRIC STATEMENT 3: DECISION MAKING INCLUDES DIALOGUE ON THE RESULTS OF
ASSESSMENT AND IS PURPOSEFULLY DIRECTED TOWARD ALIGNING INSTITUTION-WIDE PRACTICES TO
SUPPORT AND IMPROVE STUDENT LEARNING.
Standards: I.B; I.B.3; II.A.1.c; II.A.2.f; III.A.1.c; IV.A.2.b.
EXAMPLES OF EVIDENCE: Documentation of institutional planning processes and the integration of
SLO assessment results with program review, college-wide planning and resource allocation, including
evidence of college-wide dialogue.
PROFICIENCY RUBRIC STATEMENT 3: NARRATIVE RESPONSE
PROFICIENCY RUBRIC STATEMENT 4: APPROPRIATE RESOURCES CONTINUE TO BE ALLOCATED AND
FINE-TUNED.
Standards: I.B; I.B.4; I.B.6; III.C.2; III.D.2.a; III.D.3.
EXAMPLES OF EVIDENCE: Documentation on the integration of SLO assessment results with
institutional planning and resource allocation.
PROFICIENCY RUBRIC STATEMENT 4: NARRATIVE RESPONSE
Dialogue about the larger concept of student learning, including relevant data and assessment results, occurs college-wide
through the participatory governance structure via planning councils during the development of three-year plans and the
review and prioritization of annual resource requests (3.1). The college continues to refine its processes and has increasingly
placed a focus on assessment results informing decision making and resource allocation. The resource allocation process
was revised in 2011 to allow needs based on annual course and/or program SLO results to be requested in addition to each
program’s regular program review cycle (3.2). Further, the integration of a program’s cumulative assessment results into
program review ensures that departments are analyzing and dialoguing about their program’s needs using assessment
results.
The college’s planning process is broad-based and established, occurring on a regular, recurring cycle (3.3). This process
relies on participatory governance committees and councils to review, discuss and make recommendations leading to
resource allocation. All strategies and objectives are linked to the college’s goals and rooted in program review, where all
departments on campus develop program improvement plans based on the analysis of achievement and assessment data
(3.4).
SLO assessment results inform college planning and decision making in two primary ways. Annually,
departments report their assessment results and may request resources to improve student learning based on
this analysis each year through the Annual Resource Request process. Departments are required to provide a
justification based on assessment results (4.1). On a three-year cycle, each department conducts program
review and based on their cumulative analysis of assessment results, develops plans to improve student
learning. These plans may lead to needed resources and are prioritized with the annual resource requests
(4.2). Planning councils review the requests and back up data to develop priorities, which are integrated by
the President’s Cabinet and then forwarded to College Council for discussion and/or endorsement (4.3).
The college has continued to provide appropriate resources to support the assessment process. The college
developed the Office of Institutional Effectiveness in 2010 to administratively align Institutional Research,
Planning, Program Review and Student Learning Outcomes. The college has supported two faculty
coordinators for Program Review (4.4) and SLO assessment (4.5). Additionally, the college has allocated
funds to purchase an integrated program review, SLO and planning database to facilitate reporting and
increased dialogue about assessment results (4.6).
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
5
PROFICIENCY RUBRIC STATEMENT 5: COMPREHENSIVE ASSESSMENT REPORTS EXIST AND ARE
COMPLETED AND UPDATED ON A REGULAR BASIS.
Standards: I.A.1; I.B; I.B.3; I.B.5; I.B.6; II.A.2.a; II.B.
EXAMPLES OF EVIDENCE: Documentation on the process and cycle of SLO assessment, including
results of cycles of assessment. Copies of summative assessment reports, with actual learning
outcomes.
PROFICIENCY RUBRIC STATEMENT 5: NARRATIVE RESPONSE
PROFICIENCY RUBRIC STATEMENT 6: COURSE STUDENT LEARNING OUTCOMES ARE ALIGNED WITH
DEGREE STUDENT LEARNING OUTCOMES.
Standards: II.A.2.e; II.A.2.f; II.A.2.i.
EXAMPLES OF EVIDENCE: Documentation on the alignment/integration of course level outcomes with
program outcomes. Description could include curriculum mapping or other alignment activities.
Samples across the curriculum of institutional outcomes mapped to program outcomes.
PROFICIENCY RUBRIC STATEMENT 6: NARRATIVE RESPONSE
SLO assessment results are updated annually, with the SLO coordinator requesting faculty to
provide updates in October and March. From these updates, institution-wide status reports are
generated, distributed and posted on the college’s portal (5.1). Reports are detailed down to the
course level, indicating the number of SLOs assessed and pending assessment per program (5.2).
For the first cycle of assessment, assessment results were reported on a standard five column
reporting form called "Doc IV" (5.3). Doc IV’s report the outcomes, the assessment tool(s), details
about the data collected (i.e, number of sections, attributes of sections, etc.), the assessment
results and how they were used, and any suggested improvements. The college’s second cycle of
assessment is being reported in an in-house database based on the Doc IV (5.4). The college’s
in-house database, and subsequent move to an integrated SLO, program review and planning
database, will allow on-demand reports and not require manual tallying of Doc IV’s.
Course and program SLOs are directly mapped to ISLOs. During the first cycle of assessment,
course and program SLOs were mapped and documented in a standard five column reporting form
in Microsoft Word (6.1). Later, these were mapped in a database created on the college’s portal in
Share Point to allow better reporting and analysis.
After the college developed General Education outcomes and mapped them to the Institutional
SLOs based on a plan developed at the WASC Assessment Institute (6.2), course SLO mapping
was refined by adding the level of knowledge (Introduced, Demonstrated or Mastered). This
mapping was entered into the college’s in-house SLO database (6.3). After the mapping was
complete, divisional SLO leads evaluated the mapping and made recommendations for
improvement (6.4). Mapping reports can be generated at a variety of levels (6.5). Results of course
assessments have been aggregated at the ISLO level and a preliminary analysis completed.
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
6
PROFICIENCY RUBRIC STATEMENT 7: STUDENTS DEMONSTRATE AWARENESS OF GOALS AND
PURPOSES OF COURSES AND PROGRAMS IN WHICH THEY ARE ENROLLED.
Standards: I.B.5; II.A.6; II.A.6.a; II.B.
EXAMPLES OF EVIDENCE: Documentation on means the college uses to inform students of course and
program purposes and outcomes. Samples across the curriculum of: course outlines of record and
syllabi with course SLOs; program and institutional SLOs in catalog.
PROFICIENCY RUBRIC STATEMENT 7: NARRATIVE RESPONSE
SELF-ASSESSMENT ON LEVEL
OF IMPLEMENTATION:
WHAT LEVEL OF SLO IMPLEMENTATION WOULD YOU ASSIGN YOUR
COLLEGE? WHY? WHAT EFFORTS HAVE YOU PLANNED TO
ADDRESS NEEDED IMPROVEMENTS?
SELF-ASSESSMENT ON LEVEL OF IMPLEMENTATION: NARRATIVE RESPONSE
Orange Coast College communicates SLOs to students primarily through course syllabi, the
College Catalog and the college website. The College Catalog details ISLOs (7.1) and
instructional program SLOs (7.2). General Education outcomes will be published in the
2013-14 catalog. The annually updated catalog is available online and through a limited print
run.
All faculty are required to include the SLOs listed in the Course Outline of Record on their
course syllabi. Prior to the start of each semester, faculty are required to submit course syllabi
to their division office, where a copy is maintained and filed. Division deans review course
syllabi and monitor submissions to ensure compliance. New faculty are provided training on
syllabi requirements and SLO processes in the new faculty orientation (7.3). Additionally, SLOs
are listed on the Orange Coast College public web site for all courses and programs (7.4).
Orange Coast College meets the proficiency level based on the criteria outlined in the Characteristics of Institutional Effectiveness in Student Learning
Outcomes rubric. Institutional processes have been developed and implemented to develop, manage and maintain learning outcomes. Learning outcomes are
defined for all courses and programs across the college as well as at the institutional and degree level. The college has completed its first cycle of assessment
and has begun its second cycle. The college has developed and refined its processes to support an integrated SLO, program review and planning process
leading to resource allocation. SLO assessment occurs annually and is formally incorporated into the program review every three years with a cumulative
summary of a program’s assessment efforts. Resource needs arising from SLO assessment can occur as part of a program review plan or annually through
the Annual Resource Request process.
As the college has progressed through its first cycle of assessment and into its second cycle, refinements have been made to the program review, SLO and
planning processes to improve documentation, alignment of processes and facilitate dialogue. The college has approved funds through its planning processes
to implement an integrated SLO, program review and planning database to better support its processes and expects to implement in fall 2013. Periodic
evaluations of the SLO process have occurred over the past five years and are currently being woven into an evaluation of the college’s integrated process.
Improvements still pending include the implementation of an integrated database, focusing on quality and authentic assessment and increasing dialogue about
assessment results beyond the department and division level. Orange Coast College meets the proficiency level based on the criteria outlined in the
Characteristics of Institutional Effectiveness in Student Learning Outcomes rubric. Institutional processes have been developed and implemented to develop,
manage and maintain learning outcomes. Learning outcomes are defined for all courses and programs across the college as well as at the institutional and
degree level. The college has completed its first cycle of assessment and has begun its second cycle.
The college has developed and refined its processes to support an integrated SLO, program review and planning process leading to resource allocation. SLO
assessment occurs annually and is formally incorporated into the program review every three years with a cumulative summary. Resource needs arising from
SLO assessment can occur as part of a program review plan or annually through the Annual Resource Request process. As the college has progressed
through its first cycle of assessment and into its second cycle, refinements have been made to the program review, SLO and planning processes to improve
documentation, alignment of processes and facilitate dialogue. The college has approved funds to implement an integrated SLO, program review and planning
database to better support its processes with an implementation in fall 2013. Periodic evaluations of the SLO process have occurred over the past five years
and are currently being woven into an evaluation of the college’s integrated process. Improvements still pending include the implementation of an integrated
database, focusing on quality and authentic assessment and increasing dialogue about assessment results.
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
7
TABLE OF EVIDENCE: LIST THE EVIDENCE USED TO SUPPORT YOUR NARRATIVE REPORT, SECTION BY
SECTION.
TABLE OF EVIDENCE (NO WORD COUNT LIMIT)
Accrediting Commission for Community and Junior Colleges (ACCJC)
10 Commercial Blvd., Suite 204, Novato, CA 94949
Telephone: 415-506-0234 ◊ FAX: 415-506-0238 ◊ E-mail: accjc@accjc.org
1.1 Course Outline of Record template
1.2 Program Review Curriculum Planning Sheet
1.3 Student Learning Outcome Status Report (Cycle 1)
1.4 SLO Database
1.5 Program Review Assessment Planning and Learning Results from Assessment sheet
1.6 Annual Resource Request form (Evidence Needed column)
1.7 Institutional Student Learning Outcomes Mapping Plan (WASC Assessment Institute)
1.8 Institutional Student Learning Outcomes and General Education Outcomes Mapping (pages 5-6)
1.9 Institutional Learning Outcomes and Course Student Learning Outcomes Mapping Report
2.1 Annual Student Learning Outcomes reporting form (Cycle1)
2.2 Program Review Learning Results from Assessment sheet
2.3 Social and Behavioral Science Division Meeting minutes (10/11/2012, 11/6/2012)
2.4 Student Services Fall Program Review and Student Success Forum (4/6/2012)
2.5 Self Evaluation Report of Educational Quality and Institutional Effectiveness (12/2012,
pg. 71)
2.6 Fall 2012 Student Learning Outcomes Survey (Instruction)
3.1 Annual Strategic Planning Process, Step 3 (Making Decisions: A Guide to Planning and Governance, pg. 15)
3.2 Integration of Student Learning Outcomes Assessment (Making Decisions: A Guide to Planning and
Governance, pg. 13)
3.3 Annual Strategic Planning Process (Making Decisions: A Guide to Planning and Governance, pg. 15)
3.4 Program Review Three Year Strategic Planning chart
4.1 Annual Resource Request form (Evidence Needed column)
4.2 Annual Resource Request Process (Making Decisions: A Guide to Planning and Governance, pg. 17)
4.3 Annual Strategic Planning Process, Steps 3 - 5 (Making Decisions: A Guide to Planning and Governance, pg. 15)
4.4 Program Review faculty coordinator job description
4.5 SLO assessment faculty coordinator job description
4.6 President’s Cabinet Annual Resource Review memo to College Council (11/27/2012)
5.1 SLO Portal Site for Status Reports
5.2 Student Learning Outcomes Course Status Report (Cycle 1)
5.3 Annual Student Learning Outcomes reporting form (Cycle1)
5.4 SLO Database: Main Screen
6.1 Annual Student Learning Outcomes reporting form, column 2 (Cycle1)
6.2 Institutional Student Learning Outcomes Mapping Plan (WASC Assessment Institute)
6.3 SLO Database: ISLO and Course mapping example
6.4 ISLO/GE Mapping Review and Recommendations
6.5 SLO Database: ISLO mapping report menu
7.1 Institutional Student Learning Outcomes in College Catalog (Orange Coast College Catalog 2012-2013, pg. 34)
7.2 Instructional Program Student Learning Outcomes in College Catalog – Accounting Example (Orange Coast
College Catalog 2012-2013, pg. 60)
7.3 New Faculty Orientation agenda
7.4 Orange Coast College Student Learning Outcomes public web page
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