Office of Institutional Research asks for Input on Research Agenda

Palomar College’s Office of Institutional Research has developed an online research request form for administrators, faculty and staff to gather input on research and data needs. 

The online form asks participants to provide information on the type of data, information or research that a division, department or committee might need.

Based on the information provided, the IR&P creates a research agenda for work to be conducted during the fiscal year.

For more information, visit http://www.palomar.edu/irp/request.htm or call the IR&P at 760-744-1150.

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Office of Institutional Research Publishes Voc Ed Survey Results

Palomar College’s Office of Institutional Research has published the findings from two Vocational Education surveys: a Vocational Education Graduate Survey and a Vocational Education Employer Survey. 

The surveys focused on student satisfaction and employment status; and employment preparedness.

For more information, visit http://www.palomar.edu/irp or call the IR&P at 760-744-1150.

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New Class Offered on How to Create e-Portfolios

Orange Coast College’s Business Division has developed a new course on how to develop digital portfolios using state-of-the-art hardware and software.

Electronic portfolios include an accumulation of academic work for transfer, employment or for other ventures including assessment. 

The course teaches students how to collect, organize, document and verify evidence of learning experiences, achievements and abilities.

For more information, contact faculty member Maryann Watson at 714-462-0202 x21264.

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Faces of the Future Survey Provides Snapshot of Student Demographics

Mt. San Jacinto College’s Office of Institutional Research provides a variety of reports detailing student demographics and other data of interest to faculty, administrators and employers.

One of the reports provided is “Faces of the Future”, providing summary details of a student survey conducted in the fall of 2001.  The report is further enhanced with a comparison of the college’s data to national “Faces of the Future” survey data taken from over 48,000 students at 157 community colleges throughout the country. 

For more information, contact the college’s Office of Institutional Research at 909-487-6752 x1296 or visit the web site at www.msjc.cc.ca.us/research/reportsmenu.htm 

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Core Values Identified at Faculty Retreat

Mt. San Antonio College held a faculty/staff retreat in spring 2001 to identify campus core values and practices that would support student success and “provide a compass for the future.” 

Prior to holding the retreat, a 6-question survey was administered to faculty and staff to gather their opinions and inputs on what core values should be included in the discussion at the retreat.  Final core values identified included:   Integrity, Diversity, Community Building, Student Focus, Life Long Learning, and Positive Spirit. 

For more information, visit http://sdev.mtsac.edu/sdrc/2001/campus_retreat_update.htm

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2020 Vision Master Plan Establishes Key Performance Indicators

Mt. San Antonio College has developed a 2002 Vision Master Plan to guide the college in planning, developing and delivering educational services.  As part of the Master Plan, key institutional performance indicators were developed.  Each indicator identifies a critical process, its customers, an expected outcome, a definition, whether or not information is available on the indicator, and its source.  The eleven indicators include:

Ø      Recruiting and enrolling students

Ø      Student assess

Ø      Retaining students in classes

Ø      Successful completion of certificates and degrees

Ø      Successful completion of transfer, career, and basic skills courses

Ø      Successful completion of workforce development related courses

Ø      Successful progression in basic skills courses

Ø      Successful transferring of students to four-year colleges and universities

Ø      Placing career students in jobs

Ø      Meeting and exceeding student expectations

Ø      Meeting and exceeding employee expectations

For more information, visit www.mtsac.edu/college/governance/vision_2020/kipi.html

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Research Reports and Information Available On - Line

For more information, contact Barbara Silverman at 909-594-561 x4180 or visit:   www.mtsac.edu/college/institutional/research/index.html .

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College Offers Array of Data On - Line

Other useful information is also included as, for example, in the Research Reference Corner  there is a link for helping faculty and staff plan and develop opinion surveys.

For more information, visit www.losmedanos.edu/groups/research/contents.htm

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Data Tables Provided On - Line

Gavilan College provides online data tables of information, dated from 1994 through 2002, including enrollment, gender, ethnicity, age, language, educational status, educational goals and enrollment status. 

For more information, visit www.gavilan.edu/research/datatables.htm or contact twillett@gavilan.edu  

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The State Center Community College District’s (SCCCD) Department of Institutional Research offers a multitude of district wide and college specific facts, statistics and planning documents online.  The department’s web page includes application documents for Partnership for Excellence funding.

PFE applicants were asked to address how their program would improve transfers, degrees and certificates, successful completion of courses, or basic skills in both narrative form and on a logic model form.  The logic model form, which forms the work plan for the proposal, asks applicants to identify inputs, outputs and measurable outcomes.

For more information, visit http://ir.scccd.com or contact Dr. John Cummings at john.cummings@scccd.com  

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Glendale College initiated the Process Engineering Program (PEP) in 2000 to provide a methodology and structure for redesigning work processes and make improvements in measures of performance.

PEP uses systems engineering concepts to design and manage people, products and processes – all focused on meeting customer needs.  Implementation Teams included SOS Scheduling; Getting Everything Timely (GET); Instructional Office Redesign; HR Process; Retention; Financial Aid; Student Outreach; Advisement and Recruitment (SOAR); Financial Analysis Systems Team (FAST);  Technology & Information Made Easy (TIME); and GAMMA – Beyond Beta.

For more information, visit www.glendale.cc.ca.us/staff/support/pe.htm or contact Linda Welz at lwelz@glendale.edu

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21^st Century Learning Outcomes Plan Integrates Core Competencies
 

Over the last two years, Foothill College has developed a 21^st Century Learning Outcomes Plan to ensure that an appropriate mix of knowledge, skills and abilities (KSA) competencies are taught in approved degree, certificate and transfer programs.

Lead by President Bernadine Chuck Fong, a team has, to date, identified four competencies and the KSAs that students must possess to earn an AA degree.

In 2003, the team will focus on documenting its performance in the areas of course completion, degrees and certificates awarded, advancement in basic skills courses, workforce development standards, and student self-assessment.

For more information, visit the project’s web site at www.foothill.fhda.edu/staff/century/centurylearning.html or contact team leader Bill Patterson at 650-949-7240.

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Cosumnes River College, Riverside College, Cuyamaca College, Evergreen Community College and Cerritos College have partnered with the Ford Motor Company to provide technical and vocation training through the ASSET program (Automotive Student Service Educational Training).

Prior to entry into the ASSET program, Consumnes River requires students to take English and Math assessment tests. Test scores do not prevent a student from entering the program, but are used to identify and, if necessary, improve the skill levels of a student so that success and completion rates can remain high.

Curriculum includes not only lecture and lab time, but also computer based training (CBT) and computer simulations that provide “symptoms” that must be solved by the students.

For additional information, contact:

Clint Turner, Cosumnes River College at 916-691-7287

Riverside College at 909-656-4203

Cuyamaca College at 619-670-1980 x267

Evergreen Community College at 408-270-6490

Cerritos College at 310-860-2451 x2931

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 Long Beach City College has developed a wide array of research documents to assist faculty, staff, students and community members with information needs.

Examples include fall and spring retention rates.

Others include:  a progress report on student learning outcomes, a 2000 reason for leaving survey report, and a 1999-2000 report on graduating students.

For more information, visit http://iras.lbcc.edu/research_docs.htm

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Los Angeles City College has developed a 2002-2008 Strategic Plan with eight distinct priority areas. 

Priority Area 3 is:

 “To expand and strengthen partnerships with business, industry, educational institutions, neighborhood groups, and regional associations.” 

The priority includes strategies, intended outcomes and vital signs for achieving success in the priority area. 

For more information, visit www.lacitycollege.edu/strategic_report.htm and “Strategic Plan part 3.”

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Irvine Valley College completed a student satisfaction survey in summer 2002, measuring the opinions of its 2001 graduates.  The survey measured student levels of satisfaction in courses preparing them for transfer or employment, their employment status, and their educational objectives.

For more information, contact Dr. Ann Doty at 949-451-5765.

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Hartnell College’s Institutional Research and Planning Office has an extensive number of survey and research reports available online, (see www.hartnell.cc.ca.us/irp/ ),  that provide useful demographic and informational data.

The IR&P Office facilitates the college’s planning process.

The IR&P Office can provide managers, faculty and classified staff with assistance in research design, data collection and analysis procedures. 

For more information, contact Christopher Myers, Ph.D. at 831-755-6972 or cmyers@hartnell.cc.ca.us

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For their program review process, Glendale College has posted a Student Course-Taking Questionnaire and a Program Review Faculty Survey on line.

Once administered and assessed, the data could also be useful for assessing performance or instructor use of varied learning styles and technologies in the classroom.

For more information, visit www.glendale.cc.ca.us/program/student_survey_old.html

 and www.glendale.cc.ca.us/program/faculty_survey.html

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The Office of Instructional Research and Information at East Los Angeles College has recent survey findings posted on the college’s web site:

  2001-02 Faculty, Staff, and Administrator Survey

  Fall 2000 Student Survey

  2000-01 VTEA Student Information Survey. 

For more information, visit www.elac.cc.ca.us/departments/research/surveys/html or contact Dr. Holliday Wagner at wagerh@elac.edu or 323-415-4152.

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College of the Desert is currently implementing a year-long Planning Initiative, ending January 2003, which is evaluating internal activities.  The evaluation is based on performance in the college’s 52 Key Performance Indicators; is aligned with the college’s mission, vision and values; and is inclusive of faculty, staff, students and community members.

Stakeholders can participate in an on-line planning survey as part of this process.  Final results will be posted on the college’s web site next year.

For more information, visit http://desert.cc.ca.us/AboutCOD

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Office of Research, Planning & Grants'  Data on Student Demographics, Success and Satisfaction

Office of Research, Planning and Grants at City College of San Francisco has produced a series of web-based data reports. 

The reports focus on student demographics, success and satisfaction.

Regional trends, including transfer rates, can be viewed in a variety of time-sensitive formats, and an interactive database system allows viewers to select specific data categories (password protected). 

For more information, visit the Office of Research, Planning & Grants web site at:   http://www.ccsf.edu/Offices/administration.html

or contact Dr. Robert Gabriner at:   rgabrine@ccsf.edu

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Data on Student Demographics, Success and Satisfaction

Institutional Research Office provides data on student demographics, success and satisfaction

The Office of Institutional Research at Chabot College has produced a series of web-based data reports focusing on student demographics, success and satisfaction.

Reports often include a comparison of Chabot and Las Positas to all community colleges, as a benchmark for performance. Reports list cohorts of student group performance to chart growth in degrees earned - or transfers completed.  Student satisfaction surveys are varied and include:

 college "leaver" studies, (Major Reasons Why Students Leave);  and,

"persister" studies, (Top Six Reasons Why Chabot Students Stay In College).

For more information, visit the IR Office web site at:

 http://chabotde.clpccd.cc.ca.us/ir/about2.htm

or contact Dr. Carolyn Arnold at 510-723-6965. 

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Regional Training Institute Develops Customized Training Based on Malcolm Baldrige Principles

The Contra Costa Community College District’s Regional Training Institute, (RTI),  is a private, non-profit organization designed to meet the educational needs of regional business and industry partners and to provide for performance standards of excellence.

One unique feature of RTI  is the strategic plan that was developed for the RTI, based on principles of the Malcolm Baldrige Educational Criteria for Performance Excellence:

 http://www.quality.nist.gov/Education_Criteria.htm

The RTI provides everything from one-on-one business assistance and consultation to hands-on workshops and on-line seminars.

One of the unique features of the RTI is an incentive-based compensation model for training sales team members, who earn bonus pay based on sales performance.  Senior managers can also earn bonus pay through direct or repeat sales of training packages to industry partners.

For more information, contact the RTI at 925-930-8366 x8210 or:   www.4rti.org 

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Core Indicator Analysis conducted for North/Far North Region

Butte College conducted an extensive, region-wide analysis of CORE Indicator and labor market data for the North/Far North Region. 

The purpose of the analysis was to assess the “gap” between workforce employment opportunities in industrial/technical occupations and the number of students attending community colleges in the North/Far North Region who were successfully completing courses leading towards employment in these industries.  The analysis focused on TOPs Code areas including:

Electronics & Electric Technology; Industrial/Manufacturing Technology; Tool & Machine Design Technology; Electro-Mechanical/Robotics Technology; Drafting & Design Technology. The analysis  provided an overview of the sub-regional and/or county economies within the twelve college area serving the North/Far North Region. Included in the report:  projected job growth by 2004 - within each TOPs Code area- distribution of student populations, (as well as rates of success), and special population distributions.

For a copy of the TOPs Code analysis for the North/Far North Region, contact Dr. Dan Walker, jdwalker@sbcglobal.net

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Learn about G.I.F.T. Software to survey your students.

Learn about the interactive software package that enables you to:

	Assess
	Anonymously survey
	Poll your students

Learn how to anonymously survey electronically to determine students' understanding.

For more information contact:

Sierra College - Carol Pepper-Kittredge  
email: cpk@aristata.net

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Occupational Specific Skills Assessments

Oxnard College’s Workplace Learning Resource Center uses multiple measures of performance. 

Standardized and customized assessments are designed to measure and analyze performance gaps. 

Website:  www.oxnard.cc.ca.us/WKplLRC/

Email:  ocinfo@vcccd.net  

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Task Performance is Enhanced when Students Participate in Creating their own Rubric.

Rubrics are performance based tools or benchmarks that measure students’ degree of understanding, ability and competence.

A positive impact on performance results when students are allowed to generate their own performance rubric for technical tasks.

Include students’ views in your assessment process; inclusion is additive to high transfer test performance.

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