CAP Services Assessment Plan


CAP Services empowers students to meet their academic and personal goals. We consider all aspects of a student's life including personal, financial, and academic issues.

Goal 1. Career services will assist students with all aspects of career planning and decision-making. 1.1 Students who participate in services will develop career goals based on self-assessment and labor market research.
  • Event evaluation (annual summer review)
  • Tracking form for individual appointments (annual summer review)
  • Review CCSSE data (every three years)
1.2 Students who participate in services will identify, develop, and implement the elements of a comprehensive, professional job search process.
  • Event evaluation (annual summer review)
  • Tracking form for individual appointments (annual summer review)
  • Review CCSSE data (every three years)
1.3 The service provided by is easy to access and use for students and employers.
  • Survey through (spring term)
  • Student Affairs Survey (tba)
Goal 2. Academic advisors teach students to make strategic academic plans to reach their educational goals. 2.1 Academic advisors have the tools and knowledge to guide students towards appropriate academic goals.
  • Survey to advisors (Early spring term)
  • Checklist of resources (web, print) (spring term)
2.2 Students have the tools and knowledge to develop increasingly more advanced (individualized and comprehensive) academic plans.
  • Checklist of resources (web, print) (Early spring term)
  • Graduate survey (June)
2.3 Students who use academic advising are more likely to achieve their goals.
  • Graduate survey (June)
  • Review CCSSE data (every three years)
Goal 3. CAP Services provides professional counseling services to assist students their personal development. 3.1 Students are aware of personal counseling services.
  • Student Affairs Survey (tba)
3.2 Students who use counseling services are better prepared to be successful in their academic pursuits.
  • Student survey (twoce per year)
  • Review CCSSE data (every three years)
Goal 4. CAP Services provides access to effective placement testing services to new and continuing students. 4.1 Students can access placement testing at a variety of times.
  • Checklist and internal review (each term)
4.2 Testing is offered in coordination with new student services.
  • Checklist and internal review (each term)
4.3 Placement test scores are a valid indicator of success in college classes.
  • Research project (F10-W11)


Summary of Assessment Findings

Goal 1: Career Services
COCC's Graduate Survey includes a specific question focused on ease of use and accessibility of, COCC's primary job search site (used for both while-in-college and post-graduation job searches). This question was first asked in the 2010-11 survey and of those students who have used this service, 82% (Chris E reviewing this as the question is on the results page twice, but with different numbers) indicated that the site was easy to access and use (question 10g).

While assessment towards other Career Services outcomes is still under development, current data indicates student satisfaction with this service:

  • 71% of CCSSE respondents who participated in career counseling were "very" or "somewhat" satisfied with the assistance provided (CCSSE question 13b), noting that only 25% indicated they participated in career planning to any degree of frequency. It is important to note that the CCSSE Survey does not differentiate whether or not career counseling was provided by the Career Services Coordinator or through a faculty advisor.
  • 62% of total Graduate Survey respondents expressed that they were "very satisfied" or "satisfied" with Career Counseling, noting that 31.9% of students were neutral (question 6s). Given that the CCSSE Survey indicates that a significant number of students do not participate in career-planning activities, we may be able to assume that those who replied as "neutral" on the Graduate Survey did not participate in career services as there is no "not applicable" option. If this is true, then 90% of Graduate Survey respondents who participated in career services indicated that they were "very satisfied" or "satisfied".

Goal 2: Academic Advising
CAP Services conducted a "resource survey" during the 2010-11 academic year to determine resource and web site needs of faculty advisors. Key findings from this survey indicate that those faculty advisors who used the available resources valued them highly, but that a large number of advisors were not aware of web resources. Much of the material available on the faculty site was also available in written form and on the student web site. As a result of this feedback, all materials were updated to the student advising web site, the faculty resources were enhanced in the printed Advising Manual, and both student and faculty web sites are undergoing a redesign in connection with the new web site platform in Spring, 2012.

Results from the 2011 CCSSE survey indicate high levels of satisfaction with academic advising in that 79% of part- and full-time students stated that they are "very" or "somewhat" satisfied with academic advising and planning (question 13a).

Complementing question 13a is question 13j, transfer credit assistance. While a student's interpretation of this question could apply to credits they are transferring to COCC from another institution, it also has been interpreted in terms of advising assistance in using credits to transfer to another institution. Regardless of the scenario, CAP Services plays a critical role in helping students understand applicability of transfer in credits, as well as planning options for transferring to another college and university. In looking at this data element, CCSSE also express high levels of satisfaction with transfer credit assistance in that 71% of eligible respondents indicated they are "very" or "somewhat" satisfied with this service (question13j).

Results from the COCC Graduate Survey also demonstrate student satisfaction with the information provided by an academic advisor (question 6e). During the previous five years, students who responded with "very satisfied" or "satisfied" ranged from 70% to 87.6%. Further analysis is needed to determine why such a range exists.

The 2010-11 Graduate Survey was the first year COCC specifically asked a question regarding the advisor's role or participation in helping a student develop an academic plan (question 10e). 87.9% strongly agreed or agreed that advisors did so.

Goal 3: Personal Counseling
In 2010-11, 62% of Graduate Survey respondents indicated that they were "very satisfied" or "satisfied" with personal counseling services, noting that 35% of respondents responded as "neutral" (as noted earlier, the Graduate Survey does not provide respondents an opportunity to respond as "not applicable;" therefore, it is assumed that some who responded as neutral did not utilize this service). This is a lower satisfaction level compared to the previous four years:

2009-10: 65.8% (32.9% as neutral)
2008-09: 73.8% (23.8% as neutral)
2007-08: 75.7% (21.0% as neutral)
2006-07: 76.3% (20.8% as neutral)

Additional analysis is needed to determine why satisfaction levels are dropping, however it is important to note that there is often confusion between "counseling" and "advising" and as such, we may need to adjust the question to better reflect needed assessment.

Goal 4: Placement Testing
Based on internal review of placement test offerings (quantity, time, day and location), as well as feedback from students, COCC determined that there was an adequate volume of placement test offerings in general, as well as what was needed to support new student advising days. However, this review indicated that additional options were need in evening and weekends and the schedule has been adjusted to accommodate this need.

Summary of Actions Taken

Career Services
Based on feedback from prior year surveys, discussions with Career & Technical Education programs, and a review of best practices at other institutions, COCC identified several gaps in services associated with career services/counseling. To address these needs, COCC expanded the Career Services Coordinator position from .5 FTE to 1.0 FTE starting in July 2011. This shift allows the Career Services Coordinator expand individual and group career exploration appointments for exploratory students, offer job placement services for current students, and career search assistance for CTE students readying for graduation, periodically teach HD110: Career Planning and expand services to the Redmond campus. Since this position has only been full time for a limited period, net results cannot yet be measured but staff plan to begin this process 2012-13.

Academic Advising
While additional assessment is needed to better understand progress towards some of the advising outcomes, CAP Services participated in or coordinated several projects which contribute to student educational planning (outcomes 2.1 and 2.2). Examples of these initiatives include implementation of GradTracks, a real-time, interactive degree audit and planning tool; transfer course articulation so that all transfer courses can be appropriately used in degree planning; expansion of advising services in Redmond, Madras and Prineville; additional evening and drop-in advising hours; and an upcoming redesign of new student advising materials ("Bobcat Book").

Personal Counseling
Due to student demand demonstrated through a backlog of appointments, counseling hours were expanded from 1,100 available hours annually to 1,400 hours in 2010-11. Services are offered one evening a week in conjunction with other student services. Review of counseling services provided positive feedback and as such, COCC continues to offer services in the same format and capacity as prior years

Placement Testing
In order to make progress towards placement testing outcomes, and given significant growth in the volume of placement testing during the previous five years, COCC added a .75 FTE Placement Testing Coordinator position beginning in September 2011 (previously, placement testing coordination was approximately 20% of the director and other staffs' responsibility). Prior to and as part of this change, COCC added placement testing in Prineville, Madras and Redmond; trialed "drop-in" placement testing services; increased evening and weekend testing options in Redmond; expanded testing in support of new student advising days; and transitioned to the AccuPlacer placement test (previous version was Compass). Additionally, to provide students ready access to placement test scheduling, COCC recently implemented an online reservation system which allows students to schedule their placement test electronically (and 24/7/365), but also screens a student's appointment request to ensure they have met pre-testing requirements such as being admitted and paying the application fee.

Assessment Work in Development

The Student Services Division is currently reviewing the best methods to solicit feedback on division-wide needs, albeit through the SENSE Survey (scheduled to be administered at COCC for the first time in fall 2012), a Student Services-specific survey or Student Services-specific focus group. This will allow the Division to holistically evaluate progress towards individual department outcomes, without inundating students with multiple surveys or requests for information. For CAP Services, this will specifically help with outcomes all Career Services areas, as well as with outcomes 2.3 and 3.1.
COCC migrated to a new placement test in June, 2010 and then a new version of the math test in January, 2012. As such, data on accuracy of placement testing scores and appropriateness to course recommendation is limited. Regardless, a validity study to determine efficacy of current cut scores will begin in summer 2012 under the leadership of the Placement Test Coordinator and in partnership with the math and humanities departments.