Instructional Outcome Priorities
Instructional Team Outcome Priorities 2011-2012 Academic Year
Goal: We are committed to student success in a workplace energized by collaboration and shared purpose (among the faculty and between faculty Chairs, Deans, and VPI), and organizational efficiency and transparency in our administrative dealings.
Continue to document performance and progress in preparation for All Standards accreditation visit from the NWCCU (NWCCU comprehensive visit May 2-4 2012)
- Integrate the NWCCU accreditation model with appropriate committee structures. This includes communicating to faculty the contents of Chapter One, and a discussion of indicators.
- The new standards emphasize a prescriptive accreditation model that calls for a well-defined plan of what a college will achieve as the next 7 year cycle unfolds (in addition to what you already achieved). COCC will need to describe processes that enable us to reflect and assess, and based upon this reflection and assessment, make improvements to the work we do.
Instruction will seek ways to integrate accountability indicators into appropriate instructional program related committees and work teams.
- Proactive connections between IR and data gathering on persistence, progression, and completion of students (success indicators), will improve our instructional work. Background: The SB909 legislation has created OEIB, this includes a 13 member board which has several tasks, including use of a statewide data system: http://pathtosuccessoregon.org/facts/Outcome Indicators are also required by the new NWCCU model. These are shared with the BOD.
- Explore and implement a process by which COCC creates new programs, adjusts current programs, and conducts ongoing reviews of programs. Such reviews should focus on outcomes, including completions and progression from basic skills to credential and degrees to careers.
- Improve upon the documents pertaining to CTE programs and professional program Advisory Boards. This includes membership rosters of all advisory boards, meeting minutes, and specific recommendations originating from advisory boards (and follow-up by program directors on recommendations). Such documents should be housed at the program level, the department/Dean level, and at the VPI office (primarily so that NWCCU visitation teams can have easy access to such documents).
Support for Redmond growth and new campuses
Provide support for faculty and student success at Redmond, Madras, and Prineville Campuses.
- This support includes the development of a plan for: a "regional" schedule of classes for the AAOT degree for the northern district, enrollment services, campus services, and safety and security. Hone organizational communication and reporting structures between extended campus coordinators, chairs, student service staff, and OUS partners.
Innovation and Curriculum Development
- Launch sustainable Learning Communities with emphasis on Integrated Assignments and developing conceptually deep "Habits of the Mind" in our students. Track student progression and success as cohorts move through the model.
- "Greening" curriculum according to recommendations forwarded by various campus community stakeholders, including the Sustainability Team and Academic Affairs. For each COCC course offered (both credit and non-credit), determine percent green according to state criteria in preparation for reporting to the State of Oregon Dept. of Community Colleges and Workforce Development.
- Work with existing curriculum committee processes and begin implementing mandatory prerequisites course-by-course and at the discretion of departments.
Completing Initiatives already underway
- Complete work on revising the Chair workload and release time.
- Develop and implement the procedure that aligns with new contract language for reviewing faculty who remain at Associate Professor or Professor rank for five years or more.
- Work with Student Services to revise registration groupings & enrollment management for high demand programs.