CCC Year Seven Self-Study Report

Transcription

YEAR SEVEN
SELF-STUDY REPORT
Clackamas Community College
March 2016
YEAR SEVEN
SELF-STUDY REPORT
19600 Molalla Avenue
Oregon City, Oregon 97045
Prepared for the
Northwest Commission on Colleges
and Universities
Accreditation Visit
May 2–4, 2016
President
Dr. Joanne Truesdell
(503) 594-3000
[email protected]
Accreditation Liaison Officer
Dr. David Plotkin
Vice President of Instruction and Student Services
(503) 594-3020
[email protected]
Accreditation Steering Committee
2014-16
Matthew Altman
Associate Dean of Arts & Sciences
Greer Gaston
Executive Assistant to the Vice Presidents
Sue Goff
Dean of Arts & Sciences
Dawn Hendricks
Faculty, Early Childhood Education
Jim Huckestein
Vice President of College Services
Phillip King
Dean of Academic Foundations and Connections
BJ Nicoletti
Director of Institutional Research and Reporting
Sharon Parker
Faculty and Department Chair, Business and
Computer Sciences
Vice President of Instruction and Student
Services
David Plotkin
Ariane Rakich
Admissions Counselor
Cynthia Risan
Dean of Technology, Health Occupations and
Workforce
Teresa Robertson
Training and Workforce Specialist
Kelly Steigleder
Scheduling and Planning Specialist
Bill Waters
Dean of Curriculum, Planning, and Research
Special Thanks and Acknowledgement to the 10
Turtle Teams for Standard 2 and the 10 Turtle
Teams for Standards 3 - 5 under the leadership of their
Key Communicators, who gathered information and
contributed to writing this report. A listing of
participants and process materials are contained in
Appendix A.
Table of Contents
Institutional Overview ............................................................................................... 1
Preface ....................................................................................................................... 3
Chapter One: Mission, Core Themes and Expectations .........................................14
Executive Summary of Eligibility Requirements 2 & 3 ................................14
Standard 1.A Mission.....................................................................................14
Standard 1.B Core Themes ............................................................................18
Core Theme 1: Academic Transfer.......................................................18
Core Theme 2: Career and Technical Education ..................................21
Core Theme 3: Essential Skills .............................................................24
Core Theme 4: Lifelong Learning ........................................................26
Chapter Two: Resources and Capacity ...................................................................30
Executive Summary of Eligibility Requirements 4 – 21 ...............................30
Standard 2.A Governance ..............................................................................32
Standard 2.B Human Resources ....................................................................52
Standard 2.C Education Resources ................................................................60
Standard 2.D Student Support Resources ......................................................82
Standard 2.E Library and Information Resources .........................................92
Standard 2.F Financial Resources ................................................................ .97
Standard 2.G Physical and Technological Infrastructure ............................ 106
Chapter Three: Institutional Planning ................................................................... 120
Standard 3.A Institutional Planning ............................................................. 120
Chapter Four: Core Theme Planning, Assessment and Improvement .................. 132
Executive Summary of Eligibility Requirements 22 & 23 .......................... 132
Core Theme: Academic Transfer ................................................................. 134
Core Theme: Career and Technical Education ............................................ 139
Core Theme: Essential Skills ....................................................................... 145
Core Theme: Lifelong Learning .................................................................. 151
Program and Service Planning, Assessment and Improvement .................. 157
Chapter Five: Mission Fulfillment, Adaptation and Sustainability ...................... 200
Executive Summary of Eligibility Requirement 24..................................... 200
Standard 5.A Mission Fulfillment ............................................................... 200
Standard 5.B Adaptation and Sustainability ................................................ 213
Conclusion ............................................................................................................. 216
Glossary and Acronyms ......................................................................................... 219
Appendices ............................................................................................................. 225
Appendix A: Turtles and the Accreditation Report Process
Appendix B: Visions to Reality
Appendix C: Organizational Chart
Appendix D: Strategic Priorities Development Timeline
Appendix E: Strategic Priorities and Institutional Activities 2014-15
Appendix F: Budget Advisory Group 2014-15
Appendix G: Board Report – Strategic Priorities
Appendix H: Core Theme Teams 2015-16
Appendix I: Faculty POR LEAN Maps
Appendix J: Academic Master Blueprint Materials
Appendix K: 2014-16 Selected Updates
Institutional Overview
Clackamas Community College (CCC) is a publicly funded, comprehensive community college—the fifth
largest of the 17 community colleges in the state of Oregon. CCC is a values-driven, student-centered
organization whose mission guides our collective decision-making. CCC is an innovative, resourceful, and
entrepreneurial College that is proud of its flexibility, resiliency and responsiveness. Voted into existence
by the local community in 1966, CCC has adjusted to the changing educational, social, and economic
requirements of its communities.
The College is governed by a seven-member Board of Education elected by constituents of its service
district. The Board is a policy board, delegating operational authority for management of the College to
the administration. The College’s primary financial resources come from state funds, local property taxes,
and student tuition and fees. Additional resource development activities include seeking state and federal
grants and foundation support.
Located near Portland—the largest metropolitan area in Oregon—Clackamas County is one of the largest
counties in the state, covering 1,893 square miles and extending to the base of Mt. Hood. The CCC
service district covers all of Clackamas County except Lake Oswego, Sandy, Damascus and Boring, a total
service area of approximately 1,850 square miles. In 2014, the district population was 336,605. Clackamas
County is about 5% urban, 38% rural, and 57% recreational resulting in diverse needs, interests, and skill
levels among the communities. The small urban portion of the county is home to about 80% of the total
population and 90% of the total job base.
Clackamas County has a diverse economic base that influences the College’s programs and services. For
over 150 years, agriculture, timber, manufacturing and commerce have been Clackamas County’s
principal activities. More recently, the County has seen a stronger focus on metals, machinery, healthcare,
high tech, logistics, forestry, food and beverage processing, renewable energy, nursery/agriculture, tourism
and software development.
CCC has three campuses. The main campus occupies a 165-acre site in Oregon City that includes twentysix buildings. The campus is characterized by strong career and technical, liberal arts and sciences, fine
and performing arts, and athletics programs. The physical beauty of the campus reflects the partnership
between the horticulture program and grounds crew. Walking paths invite community members to enjoy
the campus grounds. An on-site childcare facility serves students, staff and community members. About
83% of students are enrolled in at least one class offered at the Oregon City campus, with many of them
also taking courses at other CCC campuses. (Note: Although CCC refers to the following two satellite
locations as “campuses”, they are not Branch Campuses as defined by NWCCU (34 CFR 600.2))
CCC at the Harmony Community Campus in Milwaukie began in 1988. Today, we have one older, soon
to be replaced building that was jointly owned by CCC and Oregon Tech (OT) until CCC purchased it in
July 2015, and another that is the College’s newest building, which opened in 2008. CCC at Harmony
houses the health sciences programs and a variety of student services and programs including courses
toward an Oregon transfer degree, General Education Development (GED), English as a Second Language
(ESL), community education, and the Small Business Development Center (SBDC). Approximately 21%
of CCC students are enrolled in at least one class offered at the Harmony Campus.
CCC’s Wilsonville Campus opened in Fall of 2001. Located on the west side of the district, this fullservice campus houses the Utility Training Alliance between CCC and Portland General Electric and the
energy and utility resource programs. General education courses offered support all CCCs programs.
Approximately 11% of students are enrolled in at least one class offered at the Wilsonville Campus.
Institutional Overview – Clackamas Community College
1
CCC provides programs and courses in academic transfer, career and technical preparation, workforce
development, business training and development, literacy/basic skills, and community education. In
2014-15, CCC served 25,793 students and had 7,072 Oregon FTEs (Oregon full-time equivalent students).
College Transfer: CCC offers the two-year Associate of Arts Oregon Transfer (AAOT) Degree, the
Associate of Science Oregon Transfer (ASOT) Business Degree, and the Associate of Science (AS)
degree. Completion of either the AAOT or the ASOT Business degree guarantees junior standing upon
admission to any Oregon public university. The AS degree is designed to support students interested in
pursuing a specific major at a particular four-year institution. In 2014-15, 52.2% of all student
enrollments, representing 58.5% of our total FTE, were in lower-division collegiate coursework, and
24.5% of awards to graduates were transfer degrees. 315 students completed the Oregon Transfer Module.
CCC’s numerous degree partnership programs and articulation agreements aid students in the transfer
process. In 2013-14 and 2014-15 academic years, CCC had 366 and 390 students, respectively, enrolled
in degree partnership programs with universities.
Career and Technical, Workforce Services, and Small Business Development: CCC offers 83 less-thanone year, career pathway, and one-year Certificates of Completion, 31 two-year Associate of Applied
Science degrees, and an Associate of General Studies degree. In 2014-15, 25.2% of all student
enrollments, representing 23.4% of our FTE, were in Career and Technical courses and 40.1% of awards
to graduates were career and technical degree or certificates. 14.0% of awards to graduates were Associate
of General Studies degrees.
Contracted employee training and other workforce education and training is available through the
Customized Training & Development Services (CTDS) program and the Workforce Development
Department. Assistance to small businesses is offered through the Small Business Development Center
(SBDC). In 2013-14, CTDS served 45 businesses reaching 1,038 distinct students with a course
enrollment of 1,851. Our Workforce Development Department served 1,770 distinct individuals.
Combined, these two areas of the college generated 157 credentials, 123 on-the-job-trainings (OJT), 458
continuing education units (CEU), and 340 National Career Readiness Certificates. In 2014, the SBDC
served 337 counseling clients through 1,453 counseling hours, 93 long-term clients, and 883 training
attendees through 72 training events; 55 jobs were created, 26 business start-ups and capital infusion of
$393,895. (For updated data, see Appendix K., item 1.)
Literacy/Basic Skills: CCC offers instruction in basic academic and study skills, including the Adult High
School Diploma (AHSD), General Educational Development (GED), English as a Second Language
(ESL), and Life & Career Options (LCOP). In 2014-15, 3.0% of all student enrollments, representing
3.3% of our total FTE, were in ESL. 2.0% of all student enrollments, representing 3.7% of our total FTE
were in GED. Graduates of our high school diploma programs made up approximately 1.0% of our
graduating class in 2014-15.
Community Education: CCC offers non-credit workplace skill-building, health, safety, and other personal
interest and enrichment courses through district community schools and senior programs at more than 100
locations through eighteen community organizations. Across its full range of offering, this department served
5,286 distinct students with a total of 11,182 enrollments in 2014-15. In addition, CCC offers numerous
community and cultural enrichment activities and events throughout the year.
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Institutional Overview – Clackamas Community College
Preface
This Self-Study was crafted through an extensive and inclusive process starting before the 201415 fiscal year. Our comprehensive visit was first scheduled for Fall 2015, but was postponed until
May 2-4, 2016. We have made some updates to the document, including an Updated Basic
Institutional Data Form provided separately and Appendix K, which includes some of the latest
core theme data and analysis of mission fulfillment. We elected to make some changes, but
decided not to convene all of the self-study teams to extensively re-write the report. This decision
is based on our belief that core theme indicators and assessment data have not changed so much
that our fundamental conclusions about mission fulfillment and continuous improvement have
changed.
A.
Brief Update on Institutional Changes Since the Institution’s Last Report
Clackamas Community College has experienced some changes in administrative leadership
positions since the Year Three Report in 2012. Following retirements, a new vice president for
College Services was hired in February of 2014 and a new vice president for Instruction and
Student Services came on board in June of 2015. A leadership change and some organizational
adjustments occurred with the hiring of a new dean of Information Technology Services in January
of 2013. Additional changes due to retirements include a new dean of Human Resources in January
of 2014, new deans of Arts & Sciences and Technology, Health Occupations & Workforce in the
summer of 2014, and a new dean of Curriculum, Planning and Research in the summer of 2015.
president for Community, Business and Government Engagement, and the Board of Education
have been strong, stabilizing forces for the College during these changes.
A major portion of the College’s operational budget comes from state funding. At the time of the
Year Three report, community college funding for the 2011-13 biennium was the lowest it had
been since prior to 1999. Thankfully, after a six-year period in which state funding for Oregon’s
community colleges dropped by 22% overall and 35% on a per-FTE-basis, funding levels have
begun to recover. The budget for the 2013-15 biennium showed the first increase, and the budget
for the 2015-17 biennium increased by 22%, exceeding for the first time the level of funding in
2007-09. While Oregon's overall tax burden is below the national average when expressed as a
share of personal income, Oregon relies more on income taxes than any other state. Income and
capital gains taxes are the most volatile of all taxes. The combination of this volatility and low
reserve levels has made for an unstable system of funding essential services, including higher
education.
As is typical during tough economic times, the enrollment at community colleges in Oregon rose
during the downturn, resulting in a 41% increase in enrollment at CCC during the ten years prior
to the Year Three Report. The combination of shrinking funds and a growing student body
during that time led to erosion in per-student funding and, consequently, more of the cost burden
was shifted to the student. Student tuition in 2011-12 accounted for 34% of the general fund
revenue, up from 19% in 2007-08. With the current economic recovery, enrollment levels have
declined and somewhat stabilized. Combined with the modest increases in state funding, this has
allowed CCC to slow the rate of increase in tuition. Recognizing the financial hardship tuition
increases have been for students and the small increase in state funding, in 2014-15 the College
Preface – Clackamas Community College
3
did not increase tuition, although student tuition still accounted for 33% of the general fund
revenue. The college anticipates limited state revenue growth after the 2015-17 biennium,
renewing pressure to increase tuition.
The same economic downswing led to shrinking of the full-time employee base leading up to the
Year Three Report. Between 2008-09 and 2010-11, the number of management/supervisory
employees decreased 7.1%, faculty decreased by 8.3% and classified staff by 13.9%. The
College was steadfast in maintaining or improving our ability to serve students during this time
by preserving our stable workforce, streamlining processes, and maintaining our diverse
offerings and support services. In order to preserve workforce stability during that time, the
College took financial advantage of a significant number of positions that became vacant due to
attrition, including numerous retirements that occurred, reflecting the age of the college,
employees’ concerns about Oregon’s Public Employee Retirement System funding, and an
additional retirement incentive provided by the College. Even with these efforts, reductions in
the full-time employee base created significant stress to the institution, challenging us to manage
higher workloads and preserve institutional culture and history while changing, and by necessity
improving, the way we accomplish our mission. With the increase in state support, the College
was able to gradually increase staffing between 2013 and 2015.
During those difficult years, the college community worked together to meet the challenge of
dwindling state funding while still positioning ourselves for the future. Throughout the 2008-09
academic year, employees and students provided ideas for reducing expenditures and increasing
revenue. Employee associations voted voluntarily to forego previously negotiated cost-of-living
increases for the 2009-10 year. Established in Spring of 2009 and consisting of classified staff,
full-time and part-time faculty leaders as well as deans and the executive leadership, the Budget
Advisory Group, came together to make difficult decisions. Their guidance, and that of the entire
college community, was clear – be strategic and keep the long-term financial health of the
College at the forefront. The College developed and vetted a new Position Opening Request
process to respond to ensure strategic staffing and reduce layoffs. Using feedback and
suggestions from the campus community, instructional and student services divisions and
administrative support positions were reorganized to better align day-to-day operations with the
critical student-centered focus areas of our mission to ensure that the College was able to address
the needs of the present and future with a smaller workforce. The College also increased its focus
on optimizing the ways we do our work, identifying what we can stop doing and what we must
do to move forward. Despite the external forces over which we had little control, CCC displayed
a commitment to take control of what we could—our internal processes and procedures.
The College remains mindful of the instability in funding for higher education as it responds to
recent increases in state funding. We continue to focus on maintaining a stable workforce and
streamlining processes. The reduced staffing levels are still a challenge for the institution and
funding, while slowly increasing, continues to be insufficient to meet the demands of an everchanging education landscape. The State continues its drive to increase the education level of
Oregonians through increased cross-sector collaboration and innovation, and student needs and
expectations are changing in an increasingly digital world.
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In 2011, after an extensive long-range capital planning process, the College was unsuccessful in
its attempt to pass a public bond request. The College went through a second even more extensive
and inclusive process and capitalized upon matching funds to put a smaller public bond request on
the ballot in November of 2014. The measure passed and the College is now able to address a
myriad of program enhancing components including deferred maintenance, equipment
replacement, technology, new facilities, and the repayment of the outstanding Harmony full faith
and credit obligations.
As the economic picture has brightened, CCC continues its collaborative and strategic approach
to financial planning. The Budget Advisory Group continues to analyze and make
recommendations on budget actions as we slowly rebuild our employee base and invest in
programs and services. The college community and the Budget Advisory Board are a guiding
force in financial planning that keeps the long-term financial health of the College at the forefront.
Throughout this period of change, declining and slowly recovering funding, and ballooning and
declining enrollment levels, CCC has remained remarkably responsive, creative, stable and
adaptable. The core themes guide our work and the graphic of the banyan tree continues to
reflect our vision for the College and remind us of our mission and purpose. Like the banyan tree,
the College grows stronger over time relying upon and developing through the efforts of each
and every employee. The following illustrate many of our activities in support of our core themes
and strategic priorities during this abbreviated five-year accreditation cycle:
• The strong, faculty-driven assessment committee developed and refined tools and resources,
selected new tracking software, and identified division Assessment Coaches for collegewide faculty participation in assessment of student learning.
• The faculty-led curriculum committee revised the course outline and assessment matrix and
revised and implemented new general education course-approval processes.
• Employees continue to be trained in LEAN and have conducted LEAN analyses and
improvement in a variety of areas including registration, financial aid, scheduling, catalog,
and course development and approval processes.
• A center to support teaching and learning through professional growth for faculty—the
Continuous Learning Collaborative (CLC – now known as the Department of Instructional
Services and Professional Development)—has been developed and implemented.
• A Learning Center providing library and academic support services for students was
designed and implemented.
• The director of Institutional Research and Reporting has strengthened the college-wide
Knowledge Network approach to data-informed decision making, increased staffing in
support of information management and made significant strides in improving data integrity
and available data to support College decision making.
• The following programs have been added during this five year accreditation cycle:
2010-11:
Energy Systems Maintenance Technician career pathway (parent: Renewable Energy Tech. AAS)
Wind Energy Composites Technician career pathway (parent: Renewable Energy Tech. AAS)
Entry Level Multimedia Journalist career pathway (parent: Digital Media Communications AAS)
Video Production Technician career pathway (parent: Digital Media Communications AAS)
Utility Trade Preparation: Lineworker career pathway (parent: Energy & Resource Mgmt. AAS)
5
2011-12:
After School Care & Education career pathway (parent: Early Childhood & Family Studies AAS)
Alcohol & Drug Counselor career pathway (parent: Human Services Generalist AAS)
Computer Information Systems: Health Informatics AAS
2012-13:
Business AAS
Under Car Technician-Automatic Transmission career pathway (parent: Auto. Service Tech. AAS)
Under Car Technician-Manual Transmission career pathway (parent: Auto. Service Tech. AAS)
Under Hood Technician career pathway (parent: Automotive Service Tech. AAS)
Urban Agriculture certificate (1yr)
2013-14:
Fitness Technology certificate (1yr)
Integrated Marketing & Promotion career pathway (parent: Business AAS)
Wildland Firefighter 1 career pathway (parent: Fire Science (Wildland) 1 yr certificate)
Wildland Fire Forestry career pathway (parent: Fire Science (Wildland) 1 yr certificate)
Management Fundamentals career pathway (parent: Business Management 1 yr certificate)
Mastercam <1 yr certificate (parent: Manufacturing Technology AAS)
LEAN Process Improvement certificate (parent: Quality Control Technology 1 yr certificate)
Quality Control Systems certificate (parent: Quality Control Technology 1 yr certificate)
Six Sigma-Manufacturing certificate (parent: Quality Control Technology 1 yr certificate)
AS degree with an emphasis in Engineering at George Fox University
AS degree with an emphasis in Engineering at Portland State University
2014-15:
AS degree with an emphasis in Biology at Oregon State University
AS degree with an emphasis in Biology at Portland State University
AS degree with an emphasis in Biology at the University of Oregon
AS degree with an emphasis in Computer Science at Portland State University
AS degree with an emphasis in Engineering at Oregon Tech
AS degree with an emphasis in English at Marylhurst
AS degree with an emphasis in Geology at Portland State University
AS degree with an emphasis in Music at Portland State University
Gerontology for the Health Care Professional career pathway (parent: Gerontology 1yr certificate)
Nursing Assistant-Gerontology Specialist career pathway (parent: Gerontology 1yr certificate)
Leadership Academy business & industry certificate (1yr)
Occupational Health & Safety career pathway (parent: Energy & Resource Management AAS)
Utility Field Technician career pathway (parent: Energy & Resource Management AAS)
Construction Trades: General Apprenticeship Painters Trade career pathway (parent: Statewide
Construction Trades: General Apprenticeship AAS)
Limited License Electrician Apprenticeship career pathway (parent: Statewide Electrician
Apprenticeship Technologies AAS)
2015-16:
Music Performance & Technology AAS
AS degree with an emphasis in Engineering at Oregon State University
AS degree with an emphasis in English at Oregon State University
AS degree with an emphasis in English at the University of Oregon
AS degree with an emphasis in Horticulture at Oregon State University
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Under the leadership of the associate vice president for Community, Business, and
Government Engagement, the College conducted an extensive Imagine Clackamas project
to inform our planning, prepare for the bond, and ready for our 50th birthday in 2016.
Operational and energy efficiencies have been developed and implemented to achieve
significant savings in resources.
The Veterans’ Education and Training Center was developed and implemented and the
College is playing a major role in reintegration and providing educational support for a large
number of veterans.
The College has embraced a new focus on sustainability.
The College provided statewide oversight for and local participation in the Career and
Support for Education (CASE) grant, an $18.7 million dollar federal Trade Act Assistance
Community College and Career Training grant from the Department of Labor.
A Call Center was created to better serve students and community members
The College implemented increased financial aid and financial literacy education and
support for students
The College has garnered significant grant funding and developed business and industry
partnerships that support workforce development, basic skills, renewable energy systems, and
manufacturing programs.
The College participated in the Foundations of Excellence self-study process and
implemented many best practices to support first-year students.
Student services staffing was redesigned and relocated to better support improved student
onboarding and support for completion processes.
Student placement processes were redesigned to include multiple factors and non cognitive
considerations.
A College team participated on the statewide developmental education redesign team and
implemented new models and pathways in reading, writing and math at CCC.
A Transfer Center was designed and implemented to support student transitions from CCC
into four-year institutions.
The College began a multi-year process to revamp the college website (ongoing) to ensure
easy to find, consistent and clear communication with stakeholders.
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B.
Response to Topics Previously Requested by the Commission
Recommendations from the Year One Evaluation Panel in Fall of 2011:
Recommendation 1
The Evaluation Committee recommends that Clackamas Community College clarify the various
statements of mission in order that the specific mission of the college may be generally
understood by its community, in addition, the college should clarify how the Core Theme
objectives match up with the fundamental elements of the mission. (1.A.1)
To address the concern that variations in the way our mission statement was published could
cause confusion (for example, bulleted points in one document and a title of “Mission/
Philosophy” in another) the College reviewed all publications to ensure the mission statement is
formatted and stated consistently. Modifications were made to the CCC website on the “About
Us” page, to the final pages of the Visions to Reality document, to the CCC catalog, and to all
posters around campus with the mission statement. While following our shared decision-making
process of vetting changes to college documents at Presidents’ Council, College Council, Vice
Presidents’ meetings, Department Chairs meetings, and the Board of Education meeting, we
received the added benefit of suggestions to include the core themes in our Visions to Reality
document and on the posters.
To address the second part of the recommendation, the appropriate sections of Chapter One have
been revised to more clearly demonstrate how the core themes encompass the essential elements
of the mission.
Recommendation 2
The Evaluation Committee recommends that Clackamas Community College clearly define an
acceptable threshold of extent of mission fulfillment and set targets for Core Theme indicators.
(1.A.2. 1.B.2)
The appropriate section of Chapter One has been revised to clearly define an acceptable
threshold for mission fulfillment. This revision includes the rubric design and explains the rating
system and targets to be used for core theme indicators.
Recommendations from the Year Three Evaluation Committee in Fall of 2012:
Recommendation 1
The Committee recommends that the College expand the identification and assessment of
program learning outcomes from the general education work to incorporate Career and
Technical Programs. (2.C.2)
CCC utilized a collaborative and inclusive process to respond to this recommendation,
incorporating the work into a broader effort to revise and expand our program review processes.
Although nearly all programs had program outcomes identified in the college catalog at the time
this recommendation was given, more training was needed to ensure that each program had
measurable program student learning outcomes. A focused effort to support department chairs in
writing meaningful program learning outcomes was coupled with the Program Review Task
8
Force’s yearlong effort developing the pilot program review processes that include assessment of
program student learning outcomes. A broader discussion of this work is contained in Chapter
Four of this report.
The Curriculum Office and Curriculum Committee reviewed program learning outcomes to
ensure that program learning outcomes published in the college catalog beginning in 2014-15
were measurable and consistent, wherever offered and however delivered.
The Program Review Task Force helped develop tools and trainings for program leads to
implement a three-year cycle of program review. Departments identified when each program
would be reviewed, and also when, where and how each program learning outcome would be
assessed. Program reviews and the results of program learning outcome assessments are
contained within the department Blueprints. As departments implement the formal program
review processes, they are recognizing the benefits of learning assessment at both the course and
program level.
The Continuous Learning Collaborative developed research-based, field-tested instructional
assessment materials available on the Assessment Moodle site, and offered professional
development sessions for department chairs and faculty throughout this process. CCC faculty are
to be commended for their sense of curricular integrity, and the time and effort that went into
these comprehensive and meaningful activities. The College is still improving the ways in which
it reports its assessment results to departments and faculty. After a year-long process of
evaluation by faculty, a new tracking system for assessment data has been chosen and is being
implemented next year. This system will allow more robust and meaningful student learning data
and reports that will better inform continuous improvement and planning. Because of the
upcoming transition, the existing data and reporting system has not been used for program
learning outcomes. Training and support for using the new system will begin this fall.
Recommendation 2
The Committee recommends that the College develop a process and implementation plan for
gathering input for strategic technology planning. The current Technology Plan was last
revisited in 2006 with an intended expiration date of 2011. (2.G.8)
The College changed leadership in the Information Technology Services (ITS) department in
2013 with a charge to stabilize the information technology infrastructure and secure the
information systems. The newly stabilized and secure environment formed the base for strategic
planning. The dean of Information Technology formed the ITS planning committee to serve as
the primary representative group to develop, evaluate and communicate the Information
Technology Strategic Plan. During 2014, the college replaced the 2006 technology plan with this
long-range technology strategic plan that guides the college's investment in technology
infrastructure and ensures that the college provides essential technology to support both
instruction and administrative needs in the future. The plan is in its first iteration under the new
ITS committee, and is currently in review and implementation.
9
Recommendation 3
The Committee recommends that the College take immediate action to formally define the
financial relationship between its general operations and its auxiliary enterprises. (2.F.6)
In response to this recommendation, the College developed Board Policy DBF which defines
auxiliary enterprises and the relationship with the general fund. The policy went through the
regular shared-governance process for Board policy development culminating with formal
adoption in July of 2013.
Recommendation 4
The Committee recommends that the College improve the currency level of the library collection
through the acquisition of up-to-date relevant information resources. (2.E.1)
The College has responded to this recommendation thoughtfully, using multiple strategies.
Adding new titles is much more feasible in a more robust economy that supports a large infusion
of dollars into the library budget. Culling old books must be done with care because an old
publication date doesn’t always mean a resource is out-of-date. Each title must be vetted with the
library stakeholders to prevent useful titles from being recycled. In all cases, we must consider
both date of publication and content in determining the value of the resource for students. Thanks
to a convergence of computer technology and institutional planning, the library was able to
pursue both options at the same time in response to this recommendation.
CCC’s strategic planning and budgeting process enabled the library to acquire e-book and digital
media packages, both of which have received high praise from our users. In 2012, an aggregator,
EBSCO publishing, made available 42,000 e-books from academic publishers at a cost of $3000.
The package is comprised of titles appropriate for community colleges and after reviewing the
contents the library staff found them to be quite relevant. A quick look at the use statistics of the
e-books purchased by the library shows that our students are avid users of the e-format.
E-Book Usage
2013
January
February
March
April
May
June
July
August
September
October
November
December
TOTAL: 5206
Sessions
214
771
425
452
741
202
123
86
71
549
1199
373
2014
January
February
March
April
May
June
July
August
September
October
November
December
Sessions
393
1010
625
537
1006
312
299
223
30
531
1189
223
TOTAL: 6378
At the time of this purchase, the library owned about 32,000 print books. The purchase of the ebooks doubles the size of the book collection. Clackamas also became a member of the Orbis
Cascade Alliance in 2016, providing collaborative opportunities to our library faculty and staff,
10
and access to extensive resources and services to our faculty and students.
Equally important is our most recent subscription to Films on Demand, a database of digital
media files/films for educational purposes. The film collection comprises over 13,000 films for
faculty and students to view, providing easy integration with learning management systems,
online lesson plans, and distance learning courseware.
The library also instituted a more aggressive weeding campaign in preparation for the
implementation of the Learning Resource Center. In last few academic years, the library has
removed 2,384 old reference books, 2,485 old literature books and will withdraw over 775 old
sociology titles.
The age by decade breaks down as:
Decade
2001-2014
1991-2000
1981-1990
1971-1980
1900-1970
Circulating
Print Books
5136
5338
4949
6212
10,535
Percentage
of books
16%
17%
15%
20%
32%
New E-book/Digital
Media Purchase
55,000 (60%)
The 42,000 EBSCO e-books have been integrated into the library catalog, but the more recent
acquisition of film records have not because the library is anticipating changing catalogs. The
library would have to pay a fee to convert additional records into the new catalog.
By all measures the Clackamas Community College library has become more robust with
information our students can use with confidence.
11
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12
Chapter One: Mission, Core Themes, and Expectations
a) Executive Summary of Eligibility Requirements 2 and 3
Clackamas Community College complies with the eligibility requirements of the Northwest
Commission on Colleges and Universities
2. Authority – The College operates under the authority granted by the State of Oregon to
community colleges under ORS 341. Our certificates and degrees are authorized and
approved by the Oregon State Board of Education.
3. Mission and Core Themes – The College’s mission and core themes direct its educational
focus and are appropriate for a comprehensive two-year college. Our resources are directed
toward supporting the educational needs of our students and community. The mission and
core themes are regularly reviewed and approved by the locally elected governing board.
b) Standard 1.A Mission:
To serve the people of the college district with quality education and training opportunities that
are accessible to all students, adaptable to changing needs, and accountable to the community
we serve.
Clackamas Community College (CCC) identifies a mission, purpose, and set of value statements
that collectively provide direction for the College. The mission is shown above. The purpose
statement—Creating lifetime opportunities for success through responsive education—provides a
shorter statement that expresses the essence of the mission. Our purpose and mission statements
are contained within the Visions to Reality document (Appendix B), the college catalog and the
Student Handbook. The purpose statement serves as the backdrop in the college boardroom and
is posted on the website and throughout the campus along with our Code of Ethics and the visual
image of the banyan tree.
The banyan tree is the College’s symbol of organizational strength. Like
the banyan tree, whose branches send roots into the ground to become
new trunks, the College is continuously growing into a stronger, healthier
organization through the personal commitment and initiative of each
student and staff member. Our committee structures and iterative phases
of decision-making illustrate the participatory and collaborative nature of
the College. The banyan tree graphic has been used on campus since the early 1990s to reflect
our vision and remind us every day of our mission and purpose.
The College regularly reviews its mission, purpose, and value statements. Between 2000 and
2004, the College undertook an extensive review and reaffirmation of its mission, purpose, and
values. Key milestones of that review included:
1. In-service work on the values statements to incorporate more learner-focused statements and
reiteration of support for CCC’s meeting and communication structures.
14
Chapter One – Clackamas Community College
2. A thorough review of the College’s Goals and Measures of Institutional Effectiveness
resulting in modifications in the organization of the goals and measures, updating of
measures, and reaffirmation of the College’s Goals.
3. An extensive review of the College’s mission, values, decision-making structure and
planning process. The recommendations included no change to the mission and values
statements, updated decision-making information and refined planning processes and
procedures. The recommendations were approved through the college committees and the
Board.
During 2009, the Board reaffirmed its commitment to our current mission and purpose to provide
clear and firm guidance to the College as we responded to significant declines in state support for
community colleges. This reaffirmation proved critical as the College made significant
reductions and changes in Spring of 2009, and again in Spring of 2010. The College is scheduled
to begin the next review of the mission, purpose, and value statements in 2016-17.
Interpretation of Mission Fulfillment
CCC developed its understanding of mission fulfillment through our work identifying and vetting
core themes. This was a process that took two years, despite the fact that we had reaffirmed a
very strong defining mission statement. Beginning in 2009-10, the Executive Team, Expanded
Presidents’ Council, department chairs, directors and dean’s assistants, College Council and the
Board of Education were given an introduction to the new accreditation processes and the idea of
core themes. Expanded Presidents’ Council then engaged in an activity to identify “what does
mission fulfillment look like.” Its work, coupled with the lessons learned by the Accreditation
Steering Committee members who attended the NWCCU spring workshops in Seattle led to the
first draft of the core themes in Spring 2010. These themes were reviewed and commented upon
by the college community during in-service in Fall 2010.
However, the members of the Accreditation Steering Committee (ASC) found themselves
questioning these themes as they worked on the objectives and indicators. Taking to heart advice
from some of the pilot schools, we refined the idea of “mission-level indicators” by continually
asking, “What does it mean to meet our mission?” With each suggestion for objective and/or
indicator we asked, “If this comes out below target, would we say we were not meeting our
mission?” These questions provided the key to unlocking two interrelated puzzles: the difference
between a core theme and a value or philosophy we hold, and the difference between the results
we demand of ourselves and the drivers we use to get those results.
Additional work by the ASC and a second round of workshops in Spring of 2011, led us to
discover that our mission statement actually contains both a statement of our mission and the
philosophy we hold as we fulfill our mission. The true test of mission fulfillment is contained in
the first part of the mission: To serve the people of the college district with quality education and
training opportunities. Our philosophical commitments to how we will do our work is contained
in the second part of the mission statement: accessible to all students, adaptable to changing
needs, and accountable to the community we serve. With this understanding, it became clear that
some of the ideas that had been originally proposed as core themes were really a reflection of our
philosophy and values. These values are not core themes themselves, but rather shape and
become visible in the mission-level indicators we choose and in how we go about our work. As
15
we moved forward, the differences became even clearer and we were able to easily identify our
mission-level indicators as well as revise our core themes.
Heeding the advice and guidance shared by institutions that were further along in the new
process, we moved to making CCC’s core themes very focused on our results. This shift has
provided clarity to the ASC, and also to the rest of the College. In some ways this process seems
a bit backwards, but it was our evolution, or revelation, here at CCC. We were able to move
away from trying to measure our drivers (the way we do our work, the methods or processes we
follow because there is research, or perhaps just assumption, that these will help us achieve our
results) to measuring our results. The drivers are important because they are what we analyze,
tweak or even abandon if our results aren’t good enough; they are not the results we are seeking
but the means by which we are trying to attain them.
The updated core themes were presented for feedback to the Board of Education and to the
college community through College Council, Expanded Presidents’ Council, and Vice
Presidents’ meetings and a link on our accreditation website. In each of these venues, we invited
feedback on the core themes and objectives and analysis of whether our mission-level indicators
provide meaningful and relevant measures of our objectives and mission fulfillment.
At the end of the day, our core themes and associated objectives and indicators embody the results
for which we hold ourselves accountable. We have identified four core themes that manifest the
essential elements of mission fulfillment:
Academic Transfer
Career and Technical Education
Essential Skills
Lifelong Learning
Articulation of an Acceptable Threshold, Extent, or Degree of Mission Fulfillment
As is clear from our core themes, CCC defines fulfillment of its mission by the results of its
educational endeavors. For our Academic Transfer, Career and Technical Education, and
Essential Skills themes, our focus is on:
• Students’ ability to access the College to achieve their goals;
• Quality learning experiences that support students in achieving their goals; and
• Student success outcomes when they transition to the next step beyond CCC.
Our Career and Technical Education theme also has a focus on regional workforce needs.
For our Lifelong Learning theme, we honor our commitment to the members of our community
throughout their lifetime and beyond formal education. Mission fulfillment for Lifelong Learning
requires us to:
• Provide the community with meaningful, informal continuing education opportunities;
• Partner with education, business, industry and community organizations to provide
education and enrichment programs; and
• Engage the community in diverse special events that enhance educational programs and
support community interests.
16
These objectives, and the associated indicators, provide the criteria used to determine the extent
of mission fulfillment. The majority of the mission-level indicators identified are measures that
are already available to us to us or will be in the near future. Performance targets are established
considering our current performance levels, appropriate comparisons to other institutions, our
own historical performance, expectations and values, and the constraints of current resources. For
each indicator we define four key benchmarks: a performance target; an aspirational goal above
the target; an almost achieved level below the target; and a critical level below the target. Each
indicator will be given a score of 4, 3, 2, 1 or 0 based on how our actual performance compares
to the indicator’s key benchmarks.
INDICATOR SCORING GUIDE
Rating Criteria
Performance at or above the aspirational goal. A rating of 4 means that
4
performance on the indicator is to be applauded.
Aspirational Goal
3
Target
Target
Target
Target
Target
Target
Target
Almost Achieved
Almost Achieved
Almost Achieved
Almost Achieved
Performance at or above the critical level but below the almost
achieved level. A rating of 1 means that performance is nearly
unacceptable.
Critical Level
0
Aspirational Goal
Performance at or above the almost achieved level but below the target.
A rating of 2 means that performance on the indicator is satisfactory
but below target.
Almost Achieved
1
Aspirational Goal
Performance at or above the target, but below the aspirational goal. A
rating of 3 means that performance on the indicator is good.
Target
2
Aspirational Goal
Critical Level
Critical Level
Critical Level
Critical Level
Performance below the critical level. A rating of 0 means that
performance is unacceptable.
Each core theme has a scorecard that lists each indicator and the associated rating. The scorecard
also shows an overall score for the Core Theme, defined as the percent of indicators that receive
a rating of 3 or 4.
The College will have met an acceptable threshold for mission fulfillment if each of the four core
themes has a score of 70% or higher.
17
c) Standard 1.B Core Themes
Each of the four core themes is discussed below. The associated objectives, indicators of
achievement, rationale for choosing the indicators, and their assessability are included.
Core Theme I: Academic Transfer
The College’s first core theme reflects our commitment to meeting our mission by providing
access to a high quality educational experience that results in successful academic transfer to a
four-year institution.
The following table shows the three objectives associated with Core Theme 1. Beneath each
objective are the indicators and rationale for using each indicator, including how/why the
indicator is assessable.
Core Theme 1: Academic Transfer
Objective 1: Transfer programs are accessible
Indicator 1.1: Enrollment
and FTE in LDC
coursework
Rationale: Enrollment and FTE reflects students’ ability to access
transfer programs. Internal and the Annual Oregon Community College
Profile data provide CCC trend data as well as comparisons to other
community college in Oregon.
Indicator 1.2: Headcount and Rationale: Comparisons of headcount and demographics provide
demographics of students
indicators of market penetration and CCC’s accessibility to multiple
enrolled in LDC coursework. demographic groups. The Annual Oregon Community College Profile
and Clackamas County census data provide comparative demographic
data for the service district. Although the Core Theme Teams are
carefully analyzing demographic information in comparison to the
population characteristics of our service district, identification of
targets related to demographics is in development.
Indicator 1.3: Headcount
and percentage of high
school students who obtain
LDC credit.
18
Rationale: Headcount and percentage of high school students provide
indicators of the accessibility of CCC’s accelerated learning
opportunities. Internal, CCWD, and district high school reports
provide these data.
Objective 2: Transfer students have a quality educational experience at CCC.
Rationale: Providing general education
opportunities for transfer students is a key role of
the community college. Attainment of student
learning outcomes is a direct measure of student
learning, and hence the core of what we do.
Previous internal assessment reports have
provided us with information regarding attainment
of student learning outcomes. Internal assessment
reports using new software will provide more
robust information in 2015-16.
Indicator 2.2: Rates of attainment of program
Rationale: Attainment of student learning
student learning outcomes for students who
outcomes is a direct measure of student learning,
complete transfer degree programs (AAOT, ASOT, and program-level student learning outcomes are
AS).
important measures of the college’s success with
students who complete degree programs. Internal
First generation data available in 2015-16.
assessment reports using new software will
provide us with this information in 2015-16.
Indicator 2.3a&b: Student perception of
Rationale: CCSSE provides specific student
educational experience from key Community
feedback on perceptions of the quality of the
College Survey of Student Engagement (CCSSE)
educational experience that have been associated
measures for full- and part-time transfer students:
with student success. Analysis of CCSSE
a. Percent of students who asked questions in class measures of key items provide CCC with regular
or contributed to class discussions at least two times feedback on student perception of educational
experience and comparative data to other
(4a)
community colleges in Oregon and nationally.
b. Percent of students who went to class without
This information provides distinct measures for
completing reading or assignments (4e)
c. Percent of students who worked harder than they full-time students and part-time students.
thought they could to meet an instructor’s standards
or expectations (4p)
d. Percent of students who discussed ideas from
their readings or classes with instructors outside of
class (4n)
e. Percent of students who at least sometimes used
academic advising/ planning at this college (13.1a)
Indicator 2.4a&b: Student perception of
Rationale: Graduates are well positioned to
preparation from key Graduate Follow-Up Survey
recognize how well their education at the
measures:
community college prepared them to be
a. Percent of transfer degree graduates indicating
successful after transfer. Graduate Follow-Up
CCC prepared them for further education.
survey reports provide this information.
b. Percent of transfer degree graduates indicating
Indicator 2.1: Rates of attainment of general
education student learning outcomes for students
within AAOT/ASOT in distribution or skill areas
and percentage of courses assessed.
In transition.
CCC prepared them with a better understanding
of career goals.
Indicator 2.5: Percent of transfer intent cohort
earning 15 and 30 credits within one year and two
years. In development.
Rationale: These credit-earning benchmarks are
associated with higher likelihood of completion
and are part of the Achievement Compact
measures for Oregon community colleges. This
measure will be implemented after program intent
information is collected, which starts in 2015-16.
19
Objective 3: Transfer students are prepared to successfully attain their educational goals
Indicator 3.1: Total number of
transfer degrees attained
(AAOT, ASOT, AS)
Indicator 3.2: Transfer rates of
transfer degree completers to
four-year institutions
Rationale: Attainment of transfer degrees demonstrates clearly that
students are progressing toward their goal of attaining a four-year
degree. The data are available to us through internal graduation and
completion reports and this is one of the Achievement Compact
measures for Oregon’s community colleges.
Rationale: Transfer rates demonstrate clearly that students are
progressing toward their goal of attaining a four-year degree. The
data are available to us within the annual Integrated Postsecondary
Education Data System (IPEDS) report and this is one of the state
Key Performance Measures (KPMs) and Achievement Compact
measures for Oregon’s community colleges.
Indicator 3.3: Average GPA of
transfer students to Oregon
public universities
Rationale: Performance in subsequent classes is reflective of the
preparation students received at CCC prior to attending the four-year
institution. The universities’ Unduplicated Community College
Subject Grade Report provides us with transfer student comparative
GPA information.
Indicator 3.4: Four-year degree
attainment rates of CCC
graduates.
Rationale: Baccalaureate degree attainment is a direct measure of
whether or not students have reached their goal. While performance
after a student has left the college may be an indicator that is
somewhat out of the College’s control to influence, the College did
contribute to half of this journey and should track student
completion of their ultimate goal. National Clearinghouse data
provides information about student completion of four-year degrees.
Rationale: Baccalaureate degree attainment is a direct measure of
whether or not students have reached their goal. While performance
after a student has left the college may be an indicator that is
somewhat out of the College’s control to influence, students in the
degree- partnership programs have stronger connections to both
schools throughout their academic journey. Data sharing with
partnership institutions will provide subsequent degree attainment
information. Degree partnership enrollment data was not captured
with integrity until 2011 and as such, we have limited data about
four-year performance from which to draw conclusions at this time.
However, the appropriate data is now being accumulated, which
will enable this indicator to be used in the near future.
Indicator 3.5: Four-year degree
attainment rates for students in
the degree partnership programs
In development.
20
Core Theme 2: Career and Technical Education
The College’s second core theme illustrates our commitment to meeting our mission by
providing access to high quality educational programs that reflects the economic needs of the
community and region and result in successfully attaining employment.
The following table shows the four objectives associated with Core Theme 2. Beneath each
objective are the indicators and rationale for using each indicator, including how/why the
indicator is assessable.
Core Theme 2: Career and Technical Education (CTE)
Objective 1: CTE programs are accessible.
Indicator 1.1: Enrollment
and FTE in CTE occupational
preparatory coursework
Rationale: Enrollment and FTE reflect students’ ability to access
programs as well as regional demand for occupational preparatory
programs. Internal enrollment and Oregon Community College
Profile reports provide enrollment and FTE data in comparison to
other community colleges in Oregon.
Indicator 1.2: Headcount and
demographics of students
enrolled in CTE occupational
preparatory coursework
Rationale: Comparisons of headcount and demographics provide
indicators of market penetration and CCC’s accessibility to
multiple demographic groups. Internal reports and Clackamas
County census data provide comparative demographic data for the
service district. Although the Core Theme Teams are carefully
analyzing demographic information in comparison to the
population characteristics of our service district, identification of
targets related to demographics is in development.
Indicator 1.3: Headcount of high
school participation in dual credit
CTE
Rationale: Headcount provides an indicator of market penetration
and CCC’s accessibility for accelerated college credit for high
school students.
Indicator 1.4: Number of
Program of Study Template
(POSTs) alignments and
number of district/high
school partners
Indicator 1.5: Headcount of
students enrolled in CTE
occupational supplementary
workshops (excluding community
education department)
Rationale: Eligibility for Carl Perkins grant funds requires
established Program of Study templates showing partnership and
alignment between high school and community college programs.
Internal reports and high school reports provide POST information.
Indicator 1.6: Headcount in
Customized Training courses
and CCC’s accessibility. Internal reports and Clackamas County
census data provide comparative data for the service district.
Rationale: Headcount is an indicator of the relevance and
accessibility of the programs. Internal reports provide these data.
Indicator 1.7: Counseling client
headcount: Small Business
Development Center
Indicator 1.8: Headcount of
clients in Workforce
Programs
and CCC’s accessibility. Internal reports and Clackamas County
census data provide comparative data for the service district.
Rationale: Headcount is an indicator of the relevance and
accessibility of the programs. Internal and required grant reporting
provide these data.
21
Objective 2: CTE students have high quality educational experiences at CCC.
Indicator 2.1: Rates of
attainment of related instruction
student learning outcomes for
students who complete CTE
degree or certificate programs
In progress
Rationale: Related instruction is a key component for all of the
certificate and degree programs that are one-year or longer.
Attainment of student learning outcomes is a direct measure of student
learning, and hence the core of what we do. Internal assessment
reports using new software will provide us with first generation data in
2015-16.
Indicator 2.2: Rates of
attainment of program student
learning outcomes for students
who complete degree or
certificate programs
Rationale: Attainment of student learning outcomes is a direct
measure of student learning, and program-level student learning
outcomes are important measures of the College’s success with
students who complete degree programs. Internal assessment reports
provide us with information regarding attainment of student learning
outcomes.
Rationale: CCSSE provides specific student feedback on perceptions
of the quality of the educational experience that have been associated
with student success. CCSSE measures on key items provide CCC
with regular feedback on student perception of educational experience
and comparative data to other community colleges in Oregon and
nationally.
nationally. The purpose of occupational preparatory programs is to
Rationale:
successfully prepare graduates for a job in the field. The Graduate
Follow Up Survey provides direct graduate feedback on how well the
CTE programs prepared the student for employment.
Indicator 2.3a&b: Percent of
full-time and part-time CTE
students who “often” or “very
often” talked about career plans
with an instructor or advisor
(CCSSE)
AAS and certificate CCC
graduates indicating CCC
prepared them to do the job
required of them at job entry.
(Graduate Follow-Up Survey)
full- and part-time CTE intent
cohort earning 15 and 30 college
credits within one year and two
years. In development.
Rationale: These credit-earning benchmarks are associated with
higher likelihood of degree completion and goal attainment. These
are part of the Achievement Compact measures for Oregon
community colleges. This data will become available during 2015-16
as a result of learner intent and program code integrity and
improvements.
Indicator 2.6: Customized
Rationale: Customized Training and Development Services provides
Training and Development
trainings to meet employer needs. Employer satisfaction ratings
Services employer satisfaction
provide evidence of whether the college met the need identified by
rating on “gained knowledge and the employer. Follow-up surveys provide this data.
skills needed from the training”.
Indicator 2.7: Percent of
Customized Training and
Development Services students
with overall satisfaction score of
4.0 average or higher on a five
point scale. In development
22
Rationale: Customized Training and Development Services provides
trainings to incumbent employees. Employee satisfaction ratings
provide evidence of the benefit of the training to the employee. The
customized training participant survey will provide these data
starting 2014-15.
Objective 3: CTE students are prepared to succeed in employment.
Indicator 3.1a,b&c: Number of
career and technical education
degrees and certificates and
Associate of General Studies
degrees earned.
Rationale: Completion of degrees and certificates demonstrates clearly
that students are progressing to their goal of program completion. The
data are available to us through internal graduation and completion
reports and this is one of the Achievement Compact measures for
Oregon’s community colleges.
Indicator 3.2: Percent employed
within a year for those who
complete a degree or certificate
program.
Rationale: CTE programs are designed and approved based on having
the depth and breadth to prepare students for living-wage employment
in areas where there is regional demand. Students entering these
programs have clear goals of getting a job, keeping a job, or getting a
better job. The data are available to us through internal graduation and
completion reports and wage data matches provided to us by the state.
Indicator 3.3: Employment rates Rationale: Workforce programs are specifically designed to
of workforce development
move adults and displaced workers back into the workforce.
participants
The data are available to us through internal graduation and
completion reports and wage data matches
Indicator 3.4: Passing rate of
Rationale: In a number of career and technical areas, employment
graduates on required
depends on successful completion of required certification and
certification and licensing exams licensing exams. The exams provide a direct measure of student
learning. Exam passage rates are tracked by the faculty in each area.
These rates have historically been submitted to the state as part of the
Key Performance Measures (KPM) for Oregon’s community colleges.
Indicator 3.5: The number of
completers of
a. business/industry credentials
b. OJTs
c. CEUs
d. NCRCs
Indicator 3.6: Small Business
Development Center (SBDC)
business start ups.
Rationale: These measures (business/industry credentials, On-the JobTraining (OJTs), Continuing Education Units (CEUs), and National
Career Readiness Certificates (NCRCs) are indicators of non credit
completions. Internal and required grant reporting provide this data.
Rationale: Assisting business start-ups is part of the mission of SBDC
and is the counterpart to gaining employment for those who are selfemployed. Internal SBDC reports provide this data.
Objective 4: CTE programs reflect regional workforce needs.
Indicator 4.1: Percent of
employers highly satisfied with
student preparation
In development
Rationale: CTE programs are designed and approved based on having
the depth and breadth to prepare students for employment. Employers
are uniquely qualified to assess the effectiveness of this preparation. An
enhanced Employer Satisfaction survey will be used in 2016-17.
Indicator 4.2: Comparison of
programs to projected regional
job demand
Rationale: Meeting regional job demand is paramount for our career
and technical programs, and continual analysis of demand for programs
and employment ensures the College is meeting the needs of the
students and employers. An improved, more targeted and refined first
generation process is being established in 2015-16.
23
Core Theme 3: Essential Skills
The College’s third core theme reflects our commitment to meeting our mission by providing
access to high quality educational experiences that develop essentials skills, such as General
Education Development (GED), Adult High School Diploma (AHSD), English as a Second
Language (ESL) and developmental mathematics, reading, and writing.
objective are the indicators and rationale for using each indicator, including how/why the indicator
is assessable.
Core Theme 3: Essential Skills
Objective 1: Essential Skills programs are accessible.
Indicator 1.1: Enrollment in
ABE/GED/AHSD programs as
a proportion of total enrollment
within Clackamas County.
Indicator 1.2: Enrollment in
ESL programs as a proportion
of total enrollment within
Clackamas County.
Rationale: Analysis of the proportion of the county that has less than
a high school education provides a measure of the need for these
programs. This comparison is an indicator of how closely our
enrollments reflect the district we serve. The American Community
Survey and internal college reports provide these data.
Rationale: Analysis of the proportion of the county that speaks
English “less than very well” provides a measure of the need for
these programs. This comparison is an indicator of how closely our
enrollments reflect the district we serve. The American Community
Survey and internal college reports provide these data.
Objective 2: Essential skills students are successful in foundational instruction.
Indicator 2.1: Rate at which
students who begin in
developmental math complete
the math requirement for their
degree or certificate. In
development.
developmental math complete
the math requirement for their
degree or certificate within the
first academic year of
completing developmental
math. In development
developmental writing
complete the writing
requirement for their degree or
certificate program.
In development.
24
Rationale: Completion of the college level math requirement for their
intended degree or certificate demonstrates that the need for
developmental courses has not been a barrier to goal attainment. Internal
reports will provide enrollment and completion information. This will be
measured once refined intent data is available in 2015-16. Surrogate
measure used 2013-15.
Rationale: Completion of the college level math requirement for their
intended degree or certificate demonstrates that the need for
developmental courses has not been a barrier to goal attainment. Student
completion data shows that taking these courses sooner is important to
success. Internal reports will provide enrollment and completion
information. This will be measured once refined intent data is available
in 2015-16. Surrogate measure used 2013-15.
Rationale: Completion of the writing requirement for their degree
or certificate program demonstrates that the need for
developmental courses has not been a barrier to goal attainment.
Internal reports will provide enrollment and completion
information. This will be measured once refined intent data is
available in 2015-16. Surrogate measure used 2013-15.
Objective 3: Essential skills students have a quality educational experience at CCC.
Indicator 3.1a: Developmental
Education student perception of
educational experience as reflected
in CCSSE Active and
Collaborative Learning and
Support for Learners scores.
Rationale: CCSSE provides specific student feedback on
perceptions of the quality of the educational experience that have
been associated with student success. CCSSE measures on key items
provide CCC with regular feedback on student perception of their
educational experience and comparative data to other community
colleges in Oregon and nationally.
Indicator 3.1b: Developmental
Education student perception of
educational experience as reflected
in SENSE Early Connections and
Clear Academic Plan and Pathway
scores.
Rationale: SENSE provides specific student feedback on
perceptions of the educational experience for entering students that
have been associated with student success. SENSE measures on key
items provide CCC with regular feedback on entering student
perception of their educational experience and comparative data to
other community colleges in Oregon and nationally.
Objective 4: Students who complete essential skills coursework are prepared to succeed in
college-level work.
Indicator 4.1a&b: Rate at which
basic skills/ESL students
successfully complete at least one
college-level credit within one and
two full academic years, and
distinct to date following their last
basic skills/ESL course.
Rationale: Completion of at least one college-level credit is an
indicator that students are able to move successfully from the basic
skills/ESL programs to other programs at the college. Internal
reports provide enrollment and completion information.
Indicator 4.2a&b: Rate at which
basic skills/ESL students
successfully complete at least 15
college-level credits within one and
two full academic years and
distinct to date following their last
basic skills/ESL course.
In development.
Rationale: Completion of at least 15 college-level credits is an
indicator that students are prepared to complete a degree or
certificate program. Internal reports will provide enrollment and
completion information. This will be measured once refined intent
data and comparator information is available in 2015-16.
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Core Theme 4: Lifelong Learning
The College’s fourth core theme reflects our commitment to meeting our mission by providing
diverse special events, enrichment programs, and continuing education opportunities as well as
developing strong partnerships with our community agencies.
objective are the indicators and rationale for using each indicator, including how/why the indicator
is assessable.
Core Theme 4: Lifelong Learning
Objective 1: CCC provides the community with informal continuing education
opportunities.
Indicator 1.1: Headcount
community education
department (workshops, adult
continuing education, and
personal enrichment)
Rationale: Enrollment in these offerings indicates the relevance and
perceived value to the community. It is also a measure of the
community awareness of the College. Enrollment reports provide this
data.
Objective 2: CCC partners with education, business, industry and community
organizations to provide education and enrichment programs.
Indicator 2.1a,b&c: Number of
education partnerships (dual
credit secondary school
districts, community colleges,
four-year colleges/universities)
Rationale: Partnerships with high schools, other community colleges,
and four-year schools support student success, increase breadth of
offerings, and promote efficiency and sustainability during difficult
economic times. Internal contract and articulation records provide
partnership information.
Indicator 2.2: Number of
partnerships with community
agencies, businesses/industries
Rationale: Partnerships with local businesses, industries, and
community agencies support student success, increase breadth of
offerings, and promote efficiency and sustainability during difficult
economic times. Internal contract and articulation records provide
partnership information.
Indicator 2.3: The percent of Rationale: The College is committed to supporting lifelong learning for
faculty and staff who indicate
our internal College community as well as our students and the external
they have adequate opportunity community. The Culture, Communication and Engagement Assessment
to connect with professional
provides these data.
growth opportunities available
on this campus or supported by
the College
Indicator 2.4: The percent of Rationale: The College is committed to supporting lifelong learning for
faculty and staff who indicate
our internal college community as well as our students and the external
they are encouraged to
community. The Culture, Communication and Engagement Assessment
participate in the lifelong
provides these data.
learning the College offers –
arts, music, recreation, classes.
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Objective 3: CCC provides the college and community with diverse special
events that enhance educational programs and support community interest.
college-wide special events for
students and the community.
Rationale: The number of events is a surrogate measure for
participation that indicates robust offerings relative to community
interest. Internal college reports provide this data.
Indicator 3.2a&b: The percent
of full- and part-time students
spending one or more hours a
week participating in collegesponsored activities.
Rationale: CCSSE provides specific student feedback on perceptions
of the educational experience that have been associated with student
success. CCSSE measures on key items provide CCC with regular
feedback on student perception of educational experience and
comparative data to other community colleges in Oregon and
nationally. A college-wide survey of students augments the everythree-year CCSSE survey data.
Rationale: The college is committed to supporting lifelong learning
for our internal college community as well as that of students and the
external community. A college-wide survey of faculty and staff
provide this data.
Indicator 3.3: The percent of
full- and part-time faculty and
staff who participate in two or
more college lifelong learning
activities annually (professional
development, arts, music, theatre,
recreation, other)
students taking credit courses for
personal enrichment and sum of
credits. In development as new
indicator for 2015-16.
Rationale: The college provides breadth of coursework to support
personal enrichment for our community. This is a new indicator to be
added. The College’s new intent code data will allow first generation
baseline data to be collected in 2015-16.
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28
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Chapter Two: Resources and Capacity
a) Executive Summary of Eligibility Requirements 4 through 21
Commission on Colleges and Universities
4. Operational Focus and Independence – CCC educational programs focus on higher education
degrees and certificates. Student success and access are supported by pre-college courses that
prepare students for college-level work. The College operates under a locally elected Board of
Education and is independently accountable for meeting the Commission’s Standards and
Eligibility Requirements.
5. Non discrimination – CCC is an equal opportunity institution that does not discriminate on
the basis of race, ethnicity, gender, religion, disability, national origin, citizenship status, age,
sexual orientation, or veteran’s status. College polices comply with State and Federal laws
regarding non-discrimination.
6. Institutional Integrity – CCC strives for the highest levels of quality and ethical standards.
Standards for ethical conduct are detailed in policy and procedures and are in accordance with
the Oregon Ethics Laws. CCC has developed a statement of values, policies, and a code of ethics
that define how we operate.
7. Governing Board – CCC has a seven-member elected Board of Education. Board members
receive no compensation for their duties and have developed Board policies to ensure ethical
practices and avoid conflicts of interest. The Board operates at the policy level and charges the
president with the administration of the college. The Board evaluates its performance as a board
annually and establishes strategic priorities to ensure mission fulfillment.
8. Chief Executive Officer – CCC has a full-time president who was selected through a
comprehensive process led by the Board. The Board annually evaluates the president and
reviews her contract. Neither the president nor any executive of the institution chairs the Board.
9. Administration – CCC’s administrative structure provides administration and support
services necessary to achieve the mission. The number of administrators is relatively low and
departments and programs are charged with substantial authority for their operations. CCC
engages in participatory governance, including campus constituent groups in decision-making
and planning.
10. Faculty – CCC supports dedicated faculty who are well qualified to support the mission and
core themes. Full-time faculty are selected through a rigorous hiring process and participate in
multi-faceted, regular performance evaluations conducted annually during their probationary
period, and once every three years thereafter. Part-time faculty are hired on a term-by-term basis
and participate in regular, formal, performance evaluations after reaching 510 teaching hours,
and once every three years thereafter. Faculty play a major role in establishing and overseeing
instructional programs and curriculum development. Faculty serve on Curriculum Committee,
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Chapter Two – Clackamas Community College
Instructional Standards and Procedures Committee, the Assessment Committee, and the
Accreditation Steering Committee. Faculty participate in the governance of the College through
many college-wide committees, task forces, and councils.
11. Educational Program – CCC is a comprehensive community college offering lower division
transfer classes and degrees, career and technical classes and degrees and certificates, essential
skills development, and community education. Courses are approved internally and by the
Oregon Department of Community Colleges and Workforce Development. Student learning
outcomes are clearly identified for all programs and certificates and degrees are approved
internally and by the Oregon Higher Education Coordinating Commission. Degree requirements
are appropriate for college-level programs of study. As the needs of the community we serve
change, the institution continually re-evaluates the courses, programs, and degrees offered.
12. General Education and Related Instruction – CCC’s transfer associate degrees incorporate a
substantial general education core in alignment with the statewide agreements. CCC’s associates
degrees and certificates that are one-year or longer incorporate a recognizable core of related
instruction coursework in communication, computation, and human relations. General education
and related instruction courses have clearly identified student learning outcomes.
13. Library and Information Resources – CCC programs are supported by a library with
professional librarian support providing students with access to electronic and print resources.
The College also has partnerships to allow students access to additional library resources.
14. Physical and Technological Infrastructure – Instructional facilities are sufficient and
maintained and managed to achieve the institutions mission and core themes. The Information
Technology Services department appropriately supports teaching and learning. Students can
access their educational records and supporting materials for online, hybrid, and face-to-face
courses, as well as register for classes, obtain financial aid information, pay their bills, and see
the latest information about the College through their myClackamas accounts.
15. Academic Freedom – CCC encourages and supports intellectual freedom. Academic
Freedom is addressed in board policy as well as in appropriate sections within the full-time and
part-time faculty collective bargaining agreements.
16. Admissions – The CCC catalog publishes admission guidelines and designates those
programs which are special admissions. The special admissions guidelines are published and
made available on the web.
17. Public Information – The college catalog is published in both hard copy and electronically.
The catalog and website contain information regarding the mission and core themes, admission
requirements and procedures, grading policies, and program and course information. Tuition and
general and course fee information is published on the website and in the schedule of classes,
along with refund policies and procedures, financial aid information, and the academic calendar.
The student handbook is available in print and on the web and contains students’ rights and
responsibilities, code of conduct, and discipline and complaint procedures.
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18. Financial Resources – CCC’s three major financial resources are state reimbursement funds,
local property tax revenue, and student tuition. The college regularly engages in financial
forecasting and incorporates this into strategic planning. Budgeted resources include a
contingency of at least 10% as well as resources reserved for requirements related to retirement
funding and debt payment. The college Board monitors the college’s financial position monthly
and the level of debt at least annually. Reductions in state funding in recent years required
consolidations, greater efficiencies, increases in tuition and fees, elimination of positions,
changes in programs, and higher reliance on alternate funding streams. State funds have
stabilized and are showing slight increases. Additionally the College is benefiting from a recently
passed bond measure.
19. Financial Accountability – The financial records of the College and the College Foundation
are audited annually by an independent auditor. The financial statement includes an unqualified
opinion. The auditor reviews the finding with the Board and administration, and results are also
available to the public.
20. Disclosure – CCC accurately disclosed to the Commission all information the Commission
may require to carry out its evaluation and accreditation functions.
21. Relationship with the Accreditation Commission – CCC accepts the standards, policies, and
procedures of the Northwest Commission on Colleges and Universities and agrees to comply
with them.
Standard 2.A Governance
Clackamas Community College is governed by a Board of Education and has an elected
representative for each of the seven zones that make up the College’s district. As described in
Board Policy BBB, the Oregon State Legislature (Chapter 341 of the Oregon Revised Statutes)
created the college district and granted the Board’s authority.
The Board’s approach to governance and its implementation is clearly defined in its policies and
the resulting administrative regulations, and through the College’s structure and processes. The
board policies are divided into a Preamble and ten lettered sections, each of which addresses one
facet of the Board’s role in representing the college district and the public. During 2011-12, the
Board engaged in a comprehensive review and revision of all of its board policies.
The Preamble deals with the overall college purpose, mission, philosophy and values. Board
Policy GBB, Shared Governance, outlines the College’s values pertaining to open, inclusive, and
transparent decision making.
Sections B and C deal with the Board’s own operations, setting forth its general and specific
responsibilities, and clearly defining how its authority and the associated set of responsibilities
are shared with the college president. These sections also describe the ways in which the Board
directly includes the leadership of the faculty, staff, and student organizations in its
responsibilities and formal meetings.
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The following describe key roles for the Board.
• A Policy Maker – The Board of Education is the policy making body of the college district.
In this role, the Board establishes the principles that govern the daily operation of the
college's educational system. Policy states the overall objectives of the college district and
provides guidelines for accomplishing the objectives. Board policy does not set down the
exact procedures to be followed. Such procedures constitute administrative regulations and
not board policy.
•
A Policy Initiator: The President provides the information, background, and materials upon
which the Board bases policy. The President may present a policy statement and supporting
evidence for the Board to consider, accept, reject, or revise. At any public Board meeting, the
Board may request that the President initiate the process of drafting a board policy or revising
a board policy.
•
The Public’s Representative: Members of the Board of Education are elected to represent the
public in the governance of the college district. As the public's representatives, Board
members have an obligation to actively seek and understand public opinion.
•
A Public Employer: A major responsibility of the Board is the negotiation of wages, hours,
and working conditions with employee organizations. This responsibility is delegated to an
appropriate management bargaining team, appointed by and reporting to the Board.
•
General Administration: The Board of Education is responsible for the general supervision
and control of the College, and the Board delegates to the President/Chief Executive Officer
of the College its authority for administering applicable state and federal laws and Board
policies governing the College.
•
An Inclusive Leader: The presidents of the Faculty Association, the Part-Time Faculty
Association, the Classified Association, and the Associated Student Government, or their
designees, are invited to attend regular Board of Education meetings as non-voting ex- officio
representatives. They are encouraged to participate in discussions of matters before the
Board, and to report to the Board on the activities of their respective associations.
Section I of board policy describes the College’s educational programs. Section J covers
students, including broader policy guidance on student rights, responsibilities, policy guidance
relevant to student records, and other specific matters. Sections D and G provide specific policy
guidance in the areas of the CCC Foundation, personnel, financial aid, and financial operations.
Presidents’ Council and College Council serve as the official internal forums for conveying
information, gaining feedback, and recommending decisions. Both councils include faculty,
classified staff, administrators, and students. Different stakeholders, triggered by a variety of
needs, can propose or suggest changes to board policy. The process for the creation of policy is
initiated by the Board, flows through the Presidents’ Council, then through both the College
Council and other specific internal bodies depending on the topic. Then recommendations flow
back through the Presidents’ Council and College Council a second time before returning to the
Board for further action. This is illustrated in the “How an Idea Becomes Board Policy”
document, inserted on the next page.
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These governance structures and decision-making processes are widely understood and have been
in place for quite a number of years. The Visions to Reality (Appendix B) document shows the
decision-making network at CCC, including the various councils and committees and how they
are involved in governance.
A sampling of the policy changes, initiatives and recommendations that have made their way
through this process effectively during this five-year accreditation cycle include:
• Review of the internal policy revision process
• Comprehensive review of all board policies
• Comprehensive review of related administrative regulations
• New Board Policy explicitly recognizing the tradition of shared governance at CCC
• New Board Policy for Mother Friendly Workplace
• Updated Board Policy on Family Medical Leave Act
• Update Board Policies on Discrimination and Sexual Harassment
• Update Board Policy on Tobacco Use to include e-cigarettes
• Admin Regulation 602-01 Fallen Oregon Service Member Benefit (Tuition Waiver for
Dependents of Veterans)
Where a Board policy requires specific implementation or processes to be implemented by staff
in the College itself, the President crafts an administrative regulation (AR) associated with that
Policy. For example, Board Policy GBNA/JFCF discusses the College’s policy on Hazing/
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Harassment/Intimidation/Bullying/Menacing, which indicates that such activities will not be
tolerated. The associated administrative regulation details the specific processes for filing and
responding to a complaint. All Board policies and associated administrative regulations are
available to students, employees, and the community through the Online Policy Manual link on
the CCC Board of Education webpage.
The Board governs through its policies, but the CCC Board is not an “arms-length” board. Board
members attend staff celebrations, community events on campus, and hold campus listening events
with the president for students, staff, and the community.
The vice president of Instruction and Student Services oversees accreditation requirements and is
responsible for understanding and responding to the impact of collective bargaining agreements,
legislative actions, and external mandates on accreditation requirements. There is broad college
participation in accreditation activities, and the Board receives regular updates regarding
accreditation requirements and the College’s compliance.
Governing Board
Clackamas Community College was established in 1966 and operates under the authority granted
by the Oregon State Legislature as contained in Chapter 341 of the Oregon Revised Statutes
(ORS). The governing board consists of seven members elected by zone for four-year terms in
accordance with ORS 341.327. No person who is an employee of the community college is
eligible to serve as a board member. Board members may not have a contractual or financial
interest in the institution, as articulated in Board Policy BBFA, Board Member Ethics and
Conflicts of Interest.
Board policies identify the Board’s obligations and responsibilities for collective, rather than
individual, decision-making. Board Policy BBAA, which describes individual board member’s
authority and responsibilities, states,
“Any duty imposed upon the Board as a body shall be performed at a regular or special
meeting and shall be made a matter of public record. The consent to any particular measure
obtained from individual board members when the Board is not in session shall not be an act
of the Board and shall not be binding upon the College.”
A board member may act in the name of the Board when authorized through specific board
action; for example, a board member may be designated as a liaison and given the authority to
speak on behalf of the Board. Individual board members also have the right to express their
personal opinions in public, but they must state that the recommendation/idea is their own.
Board Policy Series A and B collectively describe the way in which the Board is organized and
operates, as well as the way in which it governs the College. One of the Board’s core duties is to
provide oversight, establish, and revise institutional policies as needed by the College or required
by regulatory mandates. Board Policy BBA, which defines board powers and duties, positions
that the Board must, “enact rules for the governance of the College, including professional
personnel and other employees and students therein”. Establishing policy is a key component of
the Board’s operational leadership on behalf the College.
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In spring 2010, the Board began the process of comprehensively evaluating its entire body of
policies. This massive undertaking culminated in June 2012. For each section, two to three board
members met with an Oregon School Board Association consultant, the college president and a
representative from the college’s executive staff. Once policies were reviewed by the Board,
they were sent through the college’s internal review process: first and second readings at
Presidents’ Council and College Council, and then back to the Board for a first and second
reading, all prior to board adoption. The new policies are now on a three-year rotation review
schedule and will remain consistent with Oregon Revised Statutes, Oregon Administrative Rules
and all federal laws and regulations. Policies are also reviewed and updated whenever warranted.
Board members actively engage in learning and influencing legislative actions and external
mandates. The executive director of the Oregon Community College Association, a lobbying
organization, attends one board meeting per year to update the Board on political initiatives
poised to influence the community college environment. A representative from the Oregon
Department of Community Colleges and Workforce Development/Higher Education
Coordinating Commission also attends one board work session per year, to update the Board on
agency specific trends and changes. The Board chair assigns liaison members to federal and state
legislative groups. The liaisons attend monthly state and annual federal legislative meetings and
are responsible for reporting back at each board meeting.
The Board selects the chief executive officer per Board Policy CBB upon resignation and
vacancy of the office. It may take the following steps in the recruitment process:
• May engage in a national search.
• Will develop a set of standards, criteria, and policy directives to be used in hiring.
This shall take place at a meeting open to the public and in which the public has an
opportunity to comment.
• May engage the advice of counsel, an advisory committee, or a consulting firm to
assist in the recruitment and screening of the applicants.
• Will appoint the president by a majority vote of the board members at a meeting
for which notice was given of the intended action.
The Board annually evaluates the chief executive officer per Board Policy CBG. Since 2007, the
evaluation includes annual goal setting, key stakeholder survey of performance in the following
categories: oversight and direction, communication, strategic planning and leadership, financial
results, human resources and leadership development, community relations, board relations, and
personal qualities. In addition, the president provides a self-evaluation. The Board reviews the
surveys and self-evaluation in conjunction with the Board of Education’s independent assessment
of the president to create the final evaluation document. Since 2010-2011 the board has
conducted a mid-year informal evaluation as well as the annual formal evaluation.
The Board delegates authority and responsibility to the president to implement and administer
board approved policies as found in Board Policies CB and CBA. This conveyance of
responsibility includes supervision of all programs, personnel and activities of the College.
Under such authority the president may delegate to other personnel the exercise of those powers.
However, no such delegation shall ever relieve the president of responsibility for any actions
taken under such delegation.
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The Board of Education formally evaluates its own performance on an annual basis. Each August
board members receive a formal evaluation tool adapted from the American Association of
Community College Trustees with assistance from the Oregon School Boards Association. The
evaluation consists of twelve questions on successful traits and characteristics of effective board
members. The results are compiled by the board chair and, with the assistance of the Oregon
School Boards Association Senior Board Consultant and the college president, are discussed as
part of their board development planning, annual tentative agenda setting and board work
plan/priorities for the College. The evaluation is used to inform the Board on development needs
for the upcoming year. The Board is strongly committed to its own growth and development. At
least two development sessions are held annually, and all seven of the Board members attend the
Oregon Community College Association Annual Conference. CCC is a member of the American
Association of Community College Trustees and at least one board member, usually the chair,
attends the annual conference, when budget allows.
Leadership and Management
The leadership and management of Clackamas Community College has changed during this
accreditation cycle. For example, in 2009 there were eight deans to assist the vice president of
Instruction and Student Services; now there are only four. Restructuring and other changes were
essential to surviving the economic downturn and positioning the College for the future.
Restructuring provided an opportunity to experiment with new ideas about learning, tear down
traditional silos and truly test the effectiveness of shared leadership. Our commitment to working
collaboratively across institutional functions and units is best exemplified by the new Academic
Foundations and Connections (AFAC) Division which incorporates the services of registration,
advising, and financial aid with the foundations of an educated society: Skills Development,
English as a Second Language, Health/PE/Athletics, Math, English and the library.
The people of our district elect our Board of Education. This Board delegates authority to our
chief executive officer, the president, who further delegates authority to three people who report
directly to her:
1) The vice-president of Instruction and Student Services/provost
2) The vice-president of College Services/chief financial officer
3) The associate vice president of Community, Business and Government Engagement
Our vice-president of Instruction and Student Services leads four divisions:
1) Academic Foundations and Connections (AFAC), under the leadership of a dean and two
associate deans, along with seven department chairs and three directors. AFAC includes
the following departments: English, Skills’ Development, Enrollment Management,
English as a Second Language, Mathematics, Library, Student Life and Leadership,
PE/Athletics/ Health, and Student and Academic Support Services.
2) Arts and Sciences (A&S), under the leadership of a dean and an associate dean, along
with nine department chairs. A&S includes the following departments: World
Languages, Music, Social Science, Horticulture, Engineering Science, Communications
& Theatre Arts & Journalism, Business & Computer Science, Art, and Science.
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3) Technology, Health Occupations, and Workforce (THOW), under the leadership of a
dean and an associate dean, along with three department chairs and five directors.
THOW includes the following departments: Manufacturing; Automotive; Small Business
Development Center; Education, Human Services & Criminal Justice; Health Sciences,
Workforce Development; and Customized Training & Development Services. THOW
also includes oversight of the Harmony and Wilsonville campuses and centers in
Estacada, Canby, and Molalla, as well as the Utility Training Alliance, Energy Resource
Management, senior programs, and community education.
4) Curriculum, Planning, and Research (CPR), under the leadership of a dean, along with
one department chair and two directors. CPR includes the following departments:
Instructional Support and Professional Development, Curriculum and Scheduling,
Education Partnerships, and Institutional Research and Reporting.
Our vice-president of College Services leads five areas:
1) Campus Services, under the leadership of a dean and two directors. Campus Services
includes the following departments: Campus Safety and Risk Management, Facilities,
and Duplication services.
2) Information Technology Services, under the leadership of a dean and two
directors. Information Technology includes technical, media, and web services.
3) Human Resources, under the leadership of a dean and a director. Human Resources
includes payroll, recruitment, and benefit services.
4) Business Services, under the leadership of one director and a manager. Business
Services includes purchasing and accounts receivable.
5) College Bookstore, under the leadership of one director.
Our associate vice president of Community, Business, and Government Engagement leads four
areas:
1) Public Affairs, under the leadership of the associate vice president. Public Affairs
is responsible for directly supporting CCC's marketing, communications, and
public relations goals.
2) Publications, under the leadership of the associate vice president. Publications supports
CCC’s need to maintain the quality and consistency of the college’s visual image by
designing and arranging a wide variety of promotional and informational publications.
3) The CCC Foundation, under the leadership of the associate vice president and one
executive director. The Foundation directly supports CCC’s development and
advancement goals through a variety of fundraising and friend raising strategies.
Note: as of July 1, 2015, the Foundation reports to the president.
4) Government and Community Affairs, under the leadership of the associate vice
president. The associate vice president is also responsible for the College’s
relationships with the community and governmental agencies.
For a visual overview, please see our organizational chart in Appendix C.
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The vice presidents are given appropriate levels of responsibility and accountability. This
excerpt from the position description for the vice president of Instruction and Student Services
provides an example:
PURPOSE OF POSITION: Provide leadership and direction in planning, implementing,
controlling and evaluating all instructional areas/matters related to the College. Ensure
areas controlled enhance staff, instructional and student experiences in accordance with
the College’s values. Prepare College Board recommendations on budget, contracts,
personnel, etc. Supervise subordinates, directly or through other supervisory subordinates.
The responsibilities of a dean are illustrated in this excerpt from the position description for the
dean of AFAC:
PURPOSE OF POSITION: Provide leadership and management for the Academic
Foundations and Connections division. Departments include Student and Enrollment
Services, Learning Resources, Skills Development, Mathematics, English, and Health/PE/
Athletics. Integrate college values and goals into strategic planning processes for the
division. Manage budget and assigned services, programs and curriculum. Supervise
assigned personnel.
The responsibilities of a department chair are illustrated in this excerpt from the Duties and
Responsibilities of Department Chairs:
BASIC DESCRIPTION: The Department Chair supervises and facilitates department
activities, monitors the department's budget, serves as coordinator, and represents the
department throughout the College and community. The basic function of the position is to
provide instructional and student services leadership and management.
Our administrators are hired via a national recruitment and selection process that ensures
appropriate qualifications. The full-time responsibilities and duties of each administrator are
clearly outlined in their respective position descriptions, which are retained in our Human
Resources Office.
Through a national recruitment and selection process, our Board hired the president as a fulltime employee. Board Policy CBA outlines the recruitment and appointment process, as well as
the relationship of the president to the Board. Our president serves as the executive officer to the
Board, but she is not a voting member of the Board and does not serve as the chair. As the
board’s executive officer, she carries out all aspects of the Board’s direction. In the Board
meetings, she is the Board’s deputy/clerk, providing for the requirements of a local government.
Our strategic planning process is one illustration of the effectiveness of leadership and
management. This process, initially developed in response to a recommendation from our 2006
comprehensive accreditation evaluation, includes identifying strategic priorities to address
mission fulfillment and our four core themes. Each strategic priority has measurable outcomes.
We annually develop college-wide institutional activities and then targeted tasks at the division
and department level. We monitor how well we accomplish our targeted tasks and institutional
activities in annual reports. Finally, we assess whether accomplishment of our institutional
activities has led to the desired outcomes associated with our strategic priorities. This is an
ongoing process that involves the entire College. We are in our third year of the current
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strategic priorities (for 2013-16) and just beginning to identify our next set of strategic
priorities for 2016-2019.
Another way we demonstrate the effectiveness of our leadership is through our Blueprints. The
Blueprints contain self-analysis of each of our programs and services in light of current and
anticipated future needs. Here we define and utilize indicators to decide what is core to our
mission. This drives our operational decisions and allocation of resources.
Our budgeting process also demonstrates the effectiveness of our leadership. The Budget
Advisory Group (BAG) is comprised of administration as well as faculty and classified
leadership. BAG plays a major role in the budget formation, which is based on our strategic
priorities, the Blueprint process, and our financial forecasts (which come from our vice president
of College Services and his staff). Through this process we have managed to downsize,
reorganize, carefully build-up and judiciously use reserves, so as to stay true to our mission while
still maintaining financial viability in the recent prolonged and deep recession.
Our leadership and management team has been working on enhancing our internal
communications over the last few years. There have been cases of either a lack of awareness, or
misinformation, among staff. This may be attributed in part to substantial change in a short
period of time. It may also relate to staff being asked to do more with less, and hence we are not
able to stay as connected. And it may be that the representative structure of communication used
when we were smaller and moving at a slower pace is no longer effective. Plans are in place and
we continue to improve and monitor the effectiveness of our internal communications.
Finally, anecdotal evidence suggested a need for all campus leaders to help guide us to an
improved climate. Our recent climate survey in 2013 helped us assess the internal climate and is
guiding us toward improvement.
Detailed information on institutional planning, Blueprints, budgeting, and staff surveys,
including links to the items mentioned above, is found in Chapter 3.
Due to a substantial drop in state funding beginning in 2008, we lost about 1/6 of our staff, going
from a staff of roughly 360 to a staff of roughly 300 by 2012. In order to fulfill our mission with
fewer administrators, we restructured our organization into fewer divisions around common
themes. For example, our AFAC Division includes departments and areas that collectively focus
on integrating new students into CCC and creating a strong foundation for retention and success.
Simultaneously we redistributed our management tasks for the larger divisions between deans,
associate deans, department chairs, and administrative assistants. The associate deans now
manage part-time instructor evaluations with department chairs. Room scheduling and data entry
for the schedule of classes, previously a job for department secretaries, is now managed centrally
in the scheduling office. As a result, we have sufficient administrative staff to implement the
new model. However, the College has fewer administrative staff than its primary comparators in
Oregon and is feeling the pressure of the smaller staff in administration, and in all areas in the
institution. As the economy has improved, we have been able to slowly increase staffing levels.
Additional discussion about the staff reductions is found later in this report in Section 2.B Human
Resources.
40
Policies and Procedures
Academics
The faculty have sole responsibility in preparing and presenting the content of their courses
which must reflect the dignity of scholarship and provide a suitable atmosphere for learning.
Other rights and responsibilities for full-time and part-time faculty, including expectations for the
number of hours faculty are to be on campus, advising, tutoring and/or performing other tasks
that facilitate instruction are clearly outlined in the Full-Time Faculty Agreement and Part-time
Faculty Agreement. The College cannot require a full-time faculty member to serve on more than
one active standing committee, but faculty can serve at their will. Part-time faculty are not
required to serve on committees, but may participate, and receive compensation for their service
on specified committees. With the College’s emphasis on quality teaching, faculty have full
freedom in research and artistic creation provided that they meet all academic duties and have
rights to copyrights and patents of materials and processes created on their own time. Parameters
around ownership of professional writing, research, and other creative endeavors partly or fully
created for work at the College are articulated in both the Board policies and administrative
regulations, see Board Policy EGAAA and EGAAA-AR and in the two faculty bargained
agreements. The sabbatical program for full-time faculty is an opportunity provided by the
College to encourage research, scholarship, and artistic creation that will benefit students. The
College also allocates funds every year to encourage each instructor “to become a more learned
and valuable member of the faculty.”
Board policies, administrative regulations, and collective bargaining agreements are available to
all faculty, staff, and students on the College website. When the administration and faculty
unions agree to changes in these academic policies, the leadership of faculty, staff,
administrators, and students rigorously communicates the changes through meetings, emails, and
newsletters. At this time, the College does not address intellectual property rights and artistic
creation in its student rights and responsibilities policies.
The CCC library’s policy is to provide information resources and services to support
instructional programs for transfer, career and technical education, and essential skills students.
In addition, the library provides general information and resources to all partners in lifelong
learning. Specific policies about library card use, checkout periods, borrowing limits, renewal,
overdue notices, fines, and lost items are published on the CCC library website. Hard copies of
the policies are also available at key service points: the circulation and reference desks and in the
Student Handbook. All online students have equal access to the CCC library databases, reserving
books to check out physically, and interlibrary loan; articles requested through interlibrary loan
are delivered electronically. The CCC library website also contains a number of tools designed to
aid students in using these resources effectively. While the intent of library policy is to promote
access, the campus’ network login policies help enforce access safeguards.
The library staff and chair review all policies annually to ensure continuous improvement. When
the staff updates policies, the library chair informs all governing councils and attends regular
leadership meetings. The library staff implements best practices whenever possible concerning
access, procedures, and use of library and information resources. To enforce the policies, the
41
library charges late fines and replacement fees, withholds transcripts for materials never returned
or for fines above $5.00, and has a theft detection gate. The library has directed its limited
resources to higher priority items and does not maintain the full integrity of the theft detection
gate. Despite this, the gate remains an effective loss prevention device.
Students seeking official evaluation of external college credits for determination of applicability
toward degree and certificate requirements at CCC can find information clearly stated in the
Academic Evaluation section of College website. Students must submit official transcripts to the
Office of Graduation Services. The admissions, transfer articulation and degree specialists will
then determine the equivalency of the external credits and run a degree audit report that is then
sent to the student. The College may accept credits from regionally accredited institutions
recognized by the Council for Higher Education Accreditation for course placement, course
equivalency, program requirements and degree completion. Credits earned through military
service or professional training may be accepted when recognized and validated by the American
Council on Education (ACE). An official copy of the DD-214 or other agency recognized
document that supports the educational credit is submitted to the College and those credits are
evaluated in the same manner as all other external credits.
If students have questions about their transcript evaluation, they can consult with an academic
advisor in person or electronically. Student and Academic Support Services (SASS) employs a
team of knowledgeable and experienced academic advisors who communicate and guide students
through the transfer process. SASS is updating the guidelines used for determining eligible
credits and for advising students of program requirements.
The Office of Graduation Services is responsible for administering the acceptance of transfer
credit for course equivalency, program requirements and degree completion. If there is a question
about the alignment of the transfer course content with the CCC catalog, students may be advised
to pursue a course substitution/waiver option to fulfill program requirements. Approval for a
course substitution or waiver in all degree and certificate programs requires both department
chair and dean signatures from the department and division providing the curriculum on the
Waiver or Substitution of a Course form.
When students are ready to complete their degrees, they can submit a petition for graduation to
Graduation Services, which helps them identify the credits from other institutions that will
transfer to CCC. Faculty and staff can access the College policies concerning transfer of credits
on the CCC website through the Instructional Standards and Procedures (ISP) Manual under
Acceptance of Credit.
CCC’s transfer programs follow statewide transfer agreements for transfer of our courses to other
institutions. After the state revised the requirements for the Associate of Arts, Oregon Transfer
(AAOT) degree the Curriculum Committee and Curriculum Office reviewed all general
education courses in the AAOT degree program to make sure that course outcomes aligned with
the new statewide outcomes to ensure transferability to other public institutions in the state.
Many of our Associate of Applied Science degrees also articulate to technical colleges and fouryear institutions.
42
Articulation agreements are established through conversations with the two- or four-year
institutions to insure the integrity of programs at both institutions. The director of Educational
Partnerships is strengthening the processes for documenting and updating articulation
agreements. The Curriculum Office also plays a role in facilitating transfer of our courses to the
public institutions in Oregon. The Curriculum Office ensures all courses have state approval
before they are offered, all active courses have official outlines on file with the office, and that all
lower division collegiate courses will transfer to at least two Oregon public universities. The
Curriculum Office also tracks state approval of CCC’s AAS degrees and certificate programs.
While essential skills classes do not transfer, these students may consult academic advisors for
information about career and educational options. Lifelong learning students access course and
event information through the schedule of classes or event advertising, and classes in these areas
are not designed for transfer.
CCC depends primarily on its website, advising materials, and catalog which is distributed online
and on campus, for communicating college requirements and transfer policies to students. In
addition, the College maintains, markets, and distributes some program and transfer education
brochures.
Students
The Student Handbook is the primary resource for students, faculty and staff regarding students’
rights and responsibilities. The handbook is published annually both in hard copy and on the
CCC website, and is provided free to all students attending CCC’s New Student Experience. The
Student Handbook contains information ranging from student activities, paying for college,
registration and advising, services and support, policies and safety, and study tips. The last
section of the Student Handbook, titled Student Rights, Freedom and Responsibilities at CCC,
contains detailed policies and procedures for the following:
I.
Freedom of Access to Higher Education
II.
On-Campus Rights of Students
III. Off Campus Rights of Students
IV. Student Conduct and Disciplinary Policy (including academic honesty)
V.
Disciplinary Procedures (including appeals)
VI. Temporary or Summary Suspension
VII. Problem Resolution Procedure (grievances)
VIII. Discrimination Concerns
IX. Disability Non-Discrimination Policy
X.
Student Records Authority
The College catalog, printed in hard copy and available online and free to all students, details
accommodation resources available to students through the Disability Resource Center. The
Student Handbook identifies CCC’s commitment and adherence to all applicable laws related to
students with disabilities, and clearly outlines grievance procedures. The course outline and
course syllabus resources in the appendix of the ISP manual suggest that each syllabus include a
statement regarding disability services. A sample statement, along with other helpful
suggestions, is in a Faculty Guide provided by the Disability Resources department.
43
Academic honesty policies are also articulated to faculty through the ISP manual. This manual
contains an Academic Dishonesty policy for faculty to consult. Additionally, the ISP Course
Outline and Syllabus Information policy encourages faculty to include academic dishonesty
information in their course syllabi.
CCC utilizes both an informal and formal process for disciplinary procedures, as detailed in the
Student Handbook. Students with questions regarding appeal and grievance processes are
encouraged to talk a staff member, including academic advisors, counselors, and faculty, who
can provide information regarding the process and procedure as outlined in the handbook. In
2010-11, the associate deans for each instructional division and the dean of Academic
Foundations and Connections reviewed this process, tightened the language in the handbook, and
streamlined the process for students.
The informal and formal problem resolution procedures, also detailed in the Student Handbook,
are designed to enable students to address problems they may have with a member of the CCC
staff. The associate deans also strengthened the processes for working with students and staff in
relation to student concerns, which in turn has led to increased consistency and fairness in
administrating policies and procedures.
Clackamas has an open-door general admission policy and welcomes all students who can
benefit from the instruction offered, regardless of their educational background. While an
application for admission is not required, all CCC students seeking to transfer to a four-year
institution, pursuing a career and technical education or seeking essential skills training are
encouraged to apply for admission ensuring timely and accurate information for getting started at
CCC. Lifelong learners are likely taking community education courses or attending College
events and courses for personal enrichment and are not required to apply for admission to
participate.
All credit-seeking students are encouraged to take placement tests to assess appropriate skill
levels in reading, writing, math, and computer competency. Academic advisors and students use
test scores to determine appropriate placement in courses with pre-requisite requirements. In
recent years, test scores and course placement processes have been under review by the Testing
Task Force, which has led to piloting a more robust placement process known Placement
Advising for Student Success to ensure we are placing students in specific courses as accurately
as possible.
Students interested in CCC’s limited entry programs must apply through a special application
process. Specific instructions, policies and procedures for admission to these programs are
detailed on the application. These programs include: International Students, the Program for
Intensive English, and the following Health Sciences programs: Clinical Lab Assistant, Medical
Assistant, Dental Assistant and Nursing. Students applying to these programs are evaluated
through pre-requisite course completion and/or placement exams to assure a reasonable
probability of student success. Additionally, students in the health sciences programs are
evaluated each term to determine continuation in the program based on the successful completion
of that term’s courses. Criteria for continuation and termination for these programs are detailed in
the College catalog. Students failing to meet these Satisfactory Academic Progress (SAP)
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policies are exited from the program. Students exited from the program can appeal directly to the
program director or in the case of International Students/Program of Intensive English, through
the Office of Registration and Records.
In addition to SAP requirements for the limited entry programs, all degree/certificate-seeking
students must adhere to the Academic Standing policy of CCC. This policy is detailed in both the
College catalog and the Student Handbook. Degree or certificate seeking students enrolled in six
credits or more each term are required to complete at least 50% of their attempted credits.
Students are evaluated for academic standing by the Office of Registration and Records and
students receive email notification of their academic standing and whether they are on academic
alert, probation, or suspension. Instructions regarding what to do (see an advisor, seek additional
resources, etc.) and the appeal process are clearly outlined in the email. Students with financial
aid are subject to additional SAP policies administered and communicated by the Office of
Financial Aid. Students with financial aid who are disqualified for academic reasons also receive
clear communication via email with information regarding the appeal process.
CCC provides numerous opportunities for student involvement through co-curricular activities
including: clubs, music, student publications, theatre, special events, student leadership
opportunities, athletics and intramurals. Details about these co-curricular activities and how to
get involved are found in the Student Handbook, which is available to all students in both hard
copy and online. Co-curricular activities are available to all credit and non-credit students and are
managed through the Student Activities Office and supported by the Associated Student
Government. Policies, procedures and student responsibilities for starting, maintaining, and
running a student club are available through the Student Activities website.
Human Resources
Human resources policies and procedures are published and available to employees in multiple
formats, including on the human resources website, through board policies and administrative
rules and in collective bargaining agreements and employee handbooks. Human resources
policies and procedures are reviewed on a regular basis and updated as the need arises in
response to periodic changes, such as new collective bargaining agreements, or ongoing changes
in federal/state law, board policies/administrative rules, the upgrade/implementation of
technology, and in response to expressed concern from the college community.
The College strives to maintain consistency, fairness and equity by researching history as well as
considering current circumstances when applying its policies and procedures. During fiscal year
2011-2012 the College updated its board policies and implemented a plan for the regular review
of all board policies and administrative regulations.
The College recently completed an update to its Employee Handbook (2014-15). This handbook
contains general information intended to assist employees in their daily work life. An updated
Administrative and Confidential Employee Handbook was adopted by the Board in spring 2012
and updated again in 2014-15.
Employees are apprised of their conditions of employment through their collective bargaining
agreements, board policies and administrative rules, the employee handbooks, and job
descriptions.
45
The criteria and procedures for evaluation, retention, promotion, and termination are outlined in
the respective bargaining agreements, with additional information posted on the human
resources’ website. In addition, employees may inquire about promotional opportunities through
discussions with their supervisors and human resources and by reviewing job postings online.
The dean of Human Resources and the Human Resources manager provide coaching for
supervisors and employees on all matters of performance management.
The Office of Human Resources’ records are maintained in the department’s locked file room in
fireproof cabinets. Part-time and former employee records are scanned and kept electronically.
Employee records pertaining to the American’s with Disabilities Act (ADA), FMLA/OFLA
(Family Medical Leave Act/Oregon Family Leave Act) workers’ compensation or other
medically related matters are kept in separate files, apart from the employee’s personnel file.
Employees may view their records in accordance with their respective collective bargaining
agreement and ORS 652.750.
Institutional Integrity
CCC strives for clear, accurate, and consistent information in its official announcements,
statements, and publications. The public information officer gathers information and prepares a
weekly press packet to communicate news about the College. Many individual programs and
services communicate information through fliers and brochures, which are reviewed and updated
by the departments offering the programs or services. Additional information is shared with the
public through press releases and general public announcements on the website or in local media.
All promotional and marketing information is reviewed and approved by the associate vice
president of Community, Business, and Government Engagement.
The College communicates its academic offerings, programs, and services primarily through the
CCC catalog and website. The College catalog is published annually. Each department reviews
and updates its own program and course information, and each service area reviews the
descriptions of services. The Catalog Advisory Committee meets at least twice annually to
oversee the content and presentation of the catalog before the final draft is assembled, edited, and
proofread. The catalog is published in paper copies and on the college website, giving faculty,
staff, students, and the public full access to the information in the catalog through both print and
electronic formats. Course offerings are advertised through the college’s term schedules, which
are updated and reviewed on a quarterly basis.
CCC has recently invested significant resources in redesigning its website to make it more
accessible and user-friendly for the community and prospective students. Staff and students have
access to internal information and communication through a password-protected portal. The
Public Affairs Department added a social media marketing specialist to help integrate Facebook,
Twitter, and YouTube components into the college’s webpage. Throughout the redesign process,
the website coordinator sought input from staff and students.
A description of all degrees and programs offered at the college is published in the College
catalog. These descriptions include prerequisites, required courses and sequences, and quarterby-quarter course requirements for degree and program completion. The Curriculum Committee
46
reviewed and approved all credit courses and programs at CCC before they were offered, and
reviews and approves significant changes. Department chairs or program directors review
courses at least every three years to incorporate changes in course content and confirm alignment
with degree or program requirements. Each career technical program has an advisory committee
that meets at least once per year. Advisory committees are composed of the program coordinator
or department chair, key staff, and members of the related industry or profession.
CCC demonstrates high ethical standards in the management and operation of the college as
noted in the mission statement. This is publicized on the CCC website as well as in many
publications provided to the public, faculty and students. CCC Board Policies BBF, BBFA, and
GBC support and highlight maintaining high ethical standards in dealings with the public, faculty
and students. Specifically noted is language related to standards of conduct, acceptance of
gifts/entertainment, nepotism, and conflicts of interest. College administration, faculty and
support staff members are held to ethical/professional standards per college policies/codes of
conduct. All contractual agreements outline the schedule for evaluation of all employees, and in
those performance reviews, any lapses in professional and ethical behavior can be addressed.
CCC is committed to fair and equitable treatment of students—a commitment that is illustrated
throughout the Student Handbook. Well-developed, yet easy to understand, student grievance
procedures are documented in the student discipline and problem resolution processes.
CCC also demonstrates its commitment to fair and equitable treatment of faculty and classified
staff in their association contracts that contain sections such as Conformity to Law; CCC Pledge
against Harassment, Discrimination & Coercion; Association & Management Rights, as well as
clear Grievance Procedures. Both student and employee grievance procedures/protocols outline
steps that should be followed to ensure that concerns, complaints and grievances are addressed in
a fair and timely manner. One example of fair and equitable treatment of all is seen in CCC’s
Commitment to Diversity statement that can also be found on the school’s website, in the College
catalog and various other publications available to the public.
The College has policies and personnel in place to provide timely responses to any questions,
issues, and/or grievances that are brought forward by the public, media, community constituents
and/or political representatives. Board Policy KL and its associated AR cover public complaints
and the public complaint procedure.
ORS 244.040 and 244.120 address conflict of interest for elected officials, and hence apply to the
Board. The College has a clearly defined policy regarding Conflict of Interest as it relates to
board members and CCC employees personally benefiting from the construction, repair or
furnishing of CCC buildings as well as from the purchase of any CCC supplies, equipment or
services. The board policy on purchasing also clearly states that “No board members, officers,
employees or agents” shall use their position for personal gain. The policy addresses the criteria
that board members must follow when dealing with issues that may be potential areas of conflict
of interest that include the requirement for public announcement of real or potential conflict of
interest.
47
CCC is not affiliated with any political, religious or corporate organization where autonomy of
the college may be called into question. It adheres to its educational mission to “serve the people
of the college district with high quality education and training opportunities that are accessible to
all students, adaptable to changing needs, and accountable to the community we serve.” In
support of that mission, work centers on the four core themes – academic transfer, career and
technical education, essential skills and lifelong learning.
Codes of conduct are documented and visible. The college’s website clearly states a code of
ethics that “calls all of us to perform our jobs in a way that fosters personal growth and academic
excellence, recognizes the inherent goodness of all people, models personal and academic
integrity, respects diversity, and shows concern for the needs and feelings of others”. Additional
language in the Visions to Reality (Appendix B) document charges students and staff to practice
personal and academic integrity, respecting the dignity, rights and property of all persons,
striving to learn from differences in people, ideas and options and treating others as we wish to
be treated ourselves. The same document lists specific codes of conduct as related to the
community, students, staff, diversity, environment, decision-making and instruction. The
governing board follows clearly stated standards of conduct in Board Policy BBF.
The College has clearly defined copyright and ownership policies. Ownership of intellectual
property is addressed in the college’s Administrative Regulation EGAAA-AR as well as in the
full- and part-time faculty association contracts. In tandem with ownership, questions of
compensation and revenue derived from intellectual property are addressed in these same
documents and mirror the guidelines for ownership.
Copyright policies are also clearly addressed in Administrative Regulation EGAAA-AR and in
the both faculty contracts. To ensure copyright compliance, printing and duplicating guidelines
are contained in the copyright information on the library’s website and instructions for accessing
the Copyright Clearance Center are posted online and available from the duplication center.
Control of intellectual property is the responsibility of the dean of Curriculum, Planning, and
Research per Administrative Regulation EGAAA-AR.
CCC accurately represents its accreditation status on the college webpage. Instruction and
Student Services maintains the statement of accreditation and related documentation, and the vice
president of Instruction and Student Services serves as the contact person when verification of
accreditation status is required. The CCC Accreditation Steering Committee works to ensure
continuous compliance with NWCCU standards of accreditation and the correct use of
accreditation terminology.
CCC forms contractual agreements with external entities for goods and services and for
educational relationships. Written agreements govern both types of contractual agreements.
Contracts for goods and services are subject to purchasing laws and regulations, may involve
competitive solicitation, and are reviewed and signed by the vice president of College Services or
the vice president of Instruction and Student Services. Oregon statutes and regulations require
that public entities procure goods and services in a way designed to foster open competition. The
college Board of Education has adopted the Community College Rules of Procurement (CCRP),
which supplement the state regulations and are tailored to community college needs.
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Purchasing decisions are decentralized to an extent appropriate for the department affected. The
college’s purchasing agent works with every department, assisting each in finding suppliers and
ensuring that its processes comply with purchasing requirements. When the anticipated dollar
amount of the purchase meets the thresholds for competitive solicitation, a committee of college
staff selects the winning proposal.
Contractual agreements related to instruction or student services detail the roles of each entity,
academic programs and standards, and performance and educational outcomes. These
agreements are developed at the division and department level under the leadership of the
appropriate dean with input from other administrators and faculty. Deans must communicate with
involved departments and the external entity to determine that there is value for CCC students
and to ensure their support of the joint venture before presenting a proposed contractual
agreement to the vice president of Instruction and Student Services. The vice president then
reviews the contract to ensure alignment with college internal rules and regulations, and with
state and accreditation guidelines, the needs of the community, of students, and of the institution
before signing the written agreement.
Academic Freedom
CCC values academic freedom as essential to the purpose of education. Board Policy IBB
provides the overarching guidance on academic freedom: “the purpose of higher education is to
pursue knowledge and truth, wherever they may be found, and not to promote any one particular
point of view”. This statement on academic freedom derives directly from the American
Association of University Professors in its 1940 statement on the rights and responsibilities of
faculty. In the Part-time Faculty Agreement, academic freedom is considered “fundamental for
the protection of the rights of the instructor in teaching and of the student to freedom in
learning.” The Full-time Faculty Agreement states: “This institution is being operated for the
common good...The common good depends upon the free search for truth and its free
exposition.” Academic freedom is articulated for students in the Preamble to the Students Rights
and Responsibilities section of the Student Handbook: “Freedom to teach and freedom to learn
are inseparable facets of academic freedom. The freedom to learn is dependent upon appropriate
opportunities and conditions in the classroom, on the campus, in the lab and the larger
community.”
The College’s nondiscrimination policy clearly supports academic freedom, stating “The
College’s commitment to nondiscrimination applies to curriculum activity and all aspects of
operation of the College.” The College pledges to create a safe and healthy work environment.
All employee association agreements have a pledge against harassment, discrimination, and
coercion. In addition, the College employees adhere to the Oregon Administrative Rule
pertaining to the “Ethical Educator” which include accepting “no gratuities or gifts of
significance that could influence judgment.” Numerous board policies protect CCC stakeholders
from inappropriate hostility, harassment, and pressures including Nondiscrimination: Equal
Education Opportunities and Freedom of Access, Campus Safety, Substance Abuse,
Removal/Exclusion of Person(s) from Campus, Sexual Harassment, Americans with Disability
Act, and Health and Safety. The means for filing and processing student complaints and
employee grievances on grounds of harassment, discrimination, and violations of academic
freedom are spelled out in the Students’ Rights, Freedoms, and Responsibilities section of the
Student Handbook, in the Full- Time Faculty Association agreement, and in the Part-time Faculty
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Association agreement. Grievances having to do with academic freedom or inappropriate
influences are filed and processed in the same way as other grievances.
The College clearly defines and actively promotes an environment that supports independent
thought in the pursuit and dissemination of knowledge. Board Policy IBB affirms our
commitment to the unencumbered pursuit of knowledge: “As a public institution, it is college
policy not to promote any particular political or religious point of view, but rather to present
many points of view…” This cultural belief in the right to independent thought is expressed
throughout our mission, vision, and values. In our Visions to Reality (Appendix B) document,
our philosophy statement includes: “The college endeavors to be accessible by… encouraging
free and open exchange of thoughts and ideas; in our values pertaining to the community, it
includes: “We believe that… academic freedom and the free exchange of ideas are essential
elements of the college”; and in values pertaining to instruction, it includes: “We value… dissent
in the pursuit of quality instruction.” These statements are disseminated to students, staff, and
community members on the CCC website and in the college catalog and quarterly schedule of
classes. They are shared with and affirmed by student leaders in the Preamble of the Associated
Student Government’s constitution. The Students’ Rights, Freedoms, and Responsibilities section
of the Student Handbook assure students’ ability to “be free to state reasonable exceptions to
material or views offered in any course of study and to reserve judgment concerning matters of
opinion.”
The Part-time Faculty Agreement specifically articulates the right to independent thought:
“Although the employee observes the stated regulations of the institution, the right to criticize
and seek revision is maintained”. The academic freedom clause in the Full-time Faculty
Agreement states:” As citizens engaged in a profession that depends upon freedom for its health
and integrity, instructors have particular obligations to promote conditions of free inquiry.” Both
agreements contain the following: “Instructors are entitled to full freedom in research and in the
publication of the results…in concert with existing College policies on publications and
printing.” Together, these expressions stress the rights of faculty, staff, administrators, and
students to engage openly in the examination of thoughts, knowledge, and scholarship.
The variety of art exhibits, theatrical productions, publications, field trips and activities
demonstrates the College’s support for a free academic environment. The occasional complaints
about content are dealt with in a collegial way, balancing independent thought with the
sensibilities of the community. The ongoing efforts of the CCC Foundation to support innovation
in the classroom through their yearly mini-grants for innovation and the newly formed
Continuous Learning Collaborative, (now the Department of Instructional Support and
Professional Development), whose mission it is to support teaching and learning and encourage
development of all employees at the college, attest to the College’s commitment to fostering a
free and inspiring environment.
Board Policy EGAAA clearly states that “infringement on copyrighted material, whether prose,
poetry, graphic images, music, audio tape, video or computer-programmed materials, is a serious
offense against federal law and contrary to the ethical standards required of staff and students
alike.” Many faculty use the copyright clearinghouse service every year to appropriately
acknowledge the scholarship of others.
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Bargained faculty agreements guide instructors to present classroom material based upon the
subject matter and in accordance with the professional goals of the discipline. Both of the faculty
agreements state that the “institution is being operated for the common good and not to further
the interest of either the individual instructor or the institution as a whole.” While instructors are
free to discuss any subject, “they should be careful not to introduce into their teaching
controversial matters which have no relation to their subjects”.
The process of reviewing student evaluations by deans and department chairs, and the disposition
of student complaints, if and when they arise, offer a check of the accurate and objective
presentation of academic content. Within the Student Handbook, students’ right to freedom of
expression is stated: “Students will be free to state reasonable exceptions to material or views
offered in any course of study and to reserve judgment concerning matters of opinion.” If
students believe that course material is biased or that they are not free to voice differences of
opinion, they can follow the complaint process outlined in the Students’ Rights, Freedom, and
Responsibilities section of the Student Handbook.
Finance
The college has developed clearly defined financial policies for topics that are recommended by
the Government Finance Officers Association, prudent for financial management and useful for
Board members and the general public in understanding policies and regulations.
Finance Board policies and administrative regulations cover the following:
• Minimum fund balance/reserves to be maintained in the General Fund
• Budget law, preparation, implementation and maintenance
• The relationship between the college and the Foundation, and Foundation fund raising
policies
• Investment of funds not immediately needed for operations
• College involvement in business activities
• Signature authority and related internal controls over bank accounts
• Protection from employee dishonesty; i.e. insurance coverage
• Fixed assets, including inventory and disposal
• Audit
• Purchasing requirements, and expenditures in general
• Tuition and fees, and tuition waivers
Additional operational financial policies are articulated in the budget document and include:
• Financial planning
• Financial reporting
• Debt policy
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Standard 2.B Human Resources
The College serves its student population and fulfills its mission by employing a staff of
sufficient number and quality to support a positive and enriching educational experience. As the
College moved into difficult budgetary times in 2008-09, the Board reaffirmed its commitment to
our mission, vision, and values and charged college leadership with ensuring student success
through:
 Focused lower division collegiate courses leading to a baccalaureate degree
 Focused high-demand, high-wage, high-quality career technical education
 Agile skills development services
 Strategic connections to workforce development and business solutions
 Effective infrastructure to support student and staff success
This charge provided structure and boundaries to budget-driven staffing and organizational
changes to ensure we remained true to our core themes in a changing financial climate.
As did most community colleges, CCC saw declining revenue coupled with an increasing student
population during the recent recession. This created
Figure 2.B.1a CCC Full-time
significant challenges for staffing the College and
450
Employees
we are just beginning to add back staff (Figure
400
2.B.1a). Although staffing levels decreased
350
significantly, the college was able to minimize staff 300
layoffs to less than one percent. The College credits 250
delayed filling or elimination of some positions, the 200
150
use of management transfers, shared human
100
resources and cross training with its success in
50
limiting reduction in force actions.
Administrative
Staffing changes also impacted the distribution of
college staff. Of the five community colleges in
Oregon that serve as comparators, in 2011 CCC
was the leanest in administrative staff and second
leanest in classified staff (Figure 2.B.1b).
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Faculty
15-16
14-15
13-14
12-13
11-12
10-11
09-10
08-09
07-08
To support the College during the most difficult
years, the College and the Full-time Faculty
Association agreed to temporarily relax the fulltime to part-time faculty ratio of 1.91:1 with the
clear commitment to bringing it back up to desired
levels over the next several years. This ratio is
described more fully in the full-time faculty
collective bargaining agreement. The College
continues to monitor staffing needs and evaluate
the effectiveness of organizational changes and
remains committed to having sufficient faculty to
achieve its educational goals.
06-07
-
Classified
The processes for filling full-time administrative, classified, and faculty vacancies are similar.
The College conducts a strategic review of each full-time vacancy and opens those that have the
highest priority in moving the College forward in the fulfillment of its mission. Position
Opening Request (POR) forms (available on the human resources website) are part of the budget
process and were developed by the Budget Advisory Group (BAG). The POR form for new and
replacement positions consists of a series of questions describing the position’s purpose and its
role/need within the College. Completed PORs (Faculty, Classified and Administrators) are taken
to the Joint Deans’ (now known as the Leadership Cabinet) meeting for discussion and
recommendation. The full-time faculty POR forms are posted for review by the college
community approximately one week before a Faculty Forum is held, generally in November of
each year. The Faculty Forum enables anyone in the college community to provide comments
and suggestions and assist in determining priorities. Feedback from the forum and
recommendations from the ISS leadership are provided to the Executive Team for discussion and
the president makes the final decision. Due to continued limitations in funding, the impact of not
filling a position and any alternative ways to meet student needs in both the short and long term
are considered. The process and criteria used for prioritizing faculty hiring is consistent with the
mission, core themes, and College, division, and department strategic plans. As resources have
slowing inched upward, the College has opened positions, including faculty positions critical for all
four core theme areas.
The criteria and minimum qualifications for each open position are clearly stated in the position
announcement and other recruiting materials. Faculty qualifications are aligned with Oregon
Administrative Regulation (OAR) 589-008-0100 and also reflect the nature of each instructional
position. Under certain conditions, employees are eligible to apply as internal candidates for open
positions. Eligibility requirements and internal applicant procedures are outlined in the three
collective bargaining agreements.
Position announcements are published on the CCC Jobs website, as well as in the Oregonian
newspaper. Full-time faculty and administrative positions may also be posted to appropriate
regional and national posting sites such as The Chronicle of Higher Education and to
discipline/function specific publications. CCC recruits part-time faculty via ongoing position
openings posted on the CCC Jobs website. Interested applicants can apply throughout the
academic year and department chairs may select from the applicant pool as need occurs. Ongoing
pools ensure there are qualified part-time faculty available to teach as enrollment fluctuates. The
selection process is clearly and publicly described on the CCC Jobs website.
Salary placement is overseen by the Office of Human Resources and the placement processes for
initial hires as well as internal hires or transfers are clearly explained in collective bargaining
agreements (Full-time Faculty, Part-time Faculty, Classified) and the Administrative Employee
Handbook.
Hiring practices are collaborative, involving broad participation and input in the selection
process. The Office of Human Resources provides guidance for recruitment and hiring including
meeting with selection committees early in the process to discuss best practices and
confidentiality requirements. To ensure the hiring committees review only qualified candidates,
the Office of Human Resources conducts the initial screening of the application materials.
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Full-time faculty positions involve interviews with a combination of faculty from inside and
outside the department that is seeking to fill the vacancy, the supervising dean, and the vice
president of instruction and student services. Administrative positions involve interviews with
the selection committee, the work unit, and other appropriate groups. Selection committees for
positions at or above the associate dean level also include representatives from the full-time
faculty, part-time faculty, and classified associations, and an open forum is part of the selection
process. Student input is gathered for positions most closely associated with student support
services. Feedback from each group informs the selection of the successful candidate.
Job descriptions reflect duties, responsibilities and authority of the position as noted in Board
Policy GAB. Each employee receives a copy of the job description when they are hired and
whenever modifications are made. A copy of the job description, signed by the employee and
supervisor, is kept in the Office of Human Resources. Classified and administrative job
descriptions are reviewed and updated as needed in conjunction with the evaluation process. If
substantial changes in a position occur, the position may be reclassified to ensure an accurate
reflection of the job and appropriate pay grade. The reclassification process is coordinated by the
Office of Human Resources and posted on the office's website. Reclassification can be initiated
by the employee or the supervisor. To ensure objectivity and consistency, the Office of Human
Resources uses an outside vendor to clarify job duties and determine the pay grade for
administrators and classified staff. Faculty job descriptions are defined in the collective
bargaining agreements (Full-time Faculty, Part-time Faculty, Classified).
CCC demonstrates its commitment to continuous improvement and professional growth through
regular and robust performance evaluations of administrative and classified staff members. The
evaluation process is designed to engage employees and supervisors in discussions about areas of
strength and growth and areas needing improvement to promote the continued success of the
employees. The Office of Human Resources notifies supervisors when employees are scheduled
for formal administrative evaluations, tracks the progress and sends reminders of the due dates.
Classified staff evaluations are recorded on a standardized Classified Employee Evaluation Form
provided by the Office of Human Resources, however, additional narrative may be included at
the option of the employee or the supervisor. In addition to being seen as a communication tool,
the evaluation process provides a formal opportunity to review the job description and work
activities, identify areas of continued growth, and document the employee’s performance for the
personnel file. In their first year of employment, classified staff are evaluated prior to the end of
the probationary period (generally 180 days) and again near the end of the year. During the first
three years of employment staff are evaluated by their immediate supervisor in writing at least
once per year. Beginning with their fourth year, classified staff are evaluated at least once every
three years. Staff evaluations include a review of the employee’s job description, an optional
self-evaluation, and the supervisor’s feedback on performance. When a staff member’s
performance is less than satisfactory, specific measures and outcomes are identified and a plan
for conducting periodic reviews is developed.
Historically, formal evaluations of administrators have occurred once every three years. With the
implementation of the Administrative Employee Handbook, formal evaluations were scheduled
to occur annually beginning in 2012-13. Human Resources was charged with researching and
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implementing an online system that would more easily allow the gathering, collating, and
sharing of information from colleagues, subordinates, students, clients and other partners, and the
team piloted the new 360° evaluation process during 2012-2013 and continued to work on
improvements over the next two years. Human Resources led a focus group to develop related
administrative competencies in the establishment of a formal administrative evaluation system.
In 2014-2015, Neogov Perform, a full-featured, automated evaluation system, was used to help
administrative and confidential employees measure their competencies and goals, analyze their
performance data and identify skills gaps, and appropriately align performance to optimize their
development. The introduction of the evaluation process in May 2015 is being viewed as a pilottest while improvements to the system are implemented. The evaluation process will be repeated
in January 2016 and conducted each year thereafter.
The current comprehensive full-time faculty evaluation process, implemented in 1999, was
developed by a taskforce that included administration, full-time and part-time faculty, and
classified staff. Student input also informed the development of the process. Each fall, division
offices inform faculty members of their evaluation requirements. Full- time, probationary faculty
are evaluated twice in the first year and once annually thereafter. Once a faculty member moves
past the probationary period, they have a regular, three-year administrative evaluation. The
faculty member and administrator may also address concerns that emerge between regularly
scheduled administrative evaluations. As part of the ongoing evaluation process, every year each
faculty member completes a self-evaluation and a professional development plan, has student
evaluations completed in at least one class, and has at least one classroom observation (online or
face-to-face) provided by a colleague of the faculty member’s choosing who is also agreeable to
the evaluating administrator. Each faculty member maintains a portfolio of self-evaluations,
student evaluations, and colleague observations.
Evaluating administrators use the portfolio materials and other sources of information if
applicable in developing the administrative evaluation. All administrative evaluations of fulltime faculty are in written form and include at a minimum, highlights of the faculty member’s
self-evaluations, student evaluations and colleague observations; a summary of department
meeting input (for step advancement); areas that might be strengthened and, if applicable, a
course of action designed to eliminate areas of concern, complete with time lines for
improvement. The evaluation also contains a space for the faculty member to enter reactions or
comments. The faculty member receives a copy of their written evaluation, and one is kept in
their personnel file in the Office of Human Resources. Details of the evaluation process for fulltime faculty are contained in the Full-Time Faculty Agreement, in the Full-Time Faculty
Evaluation Handbook, and on the human resources website.
Some faculty and administrators expressed a desire to review the full-time faculty evaluation
process to determine if it could be even more meaningful and effective for the broad range of
faculty assignments. As part of the 2013-16 collective bargaining agreement, a joint task force
consisting of deans and faculty members was established. These discussions reflect the
importance of regularly reviewing and revising our processes and procedures.
The College and part-time faculty recognized the need to create a more robust and meaningful
evaluation process and, as part of the 2007-10 collective bargaining agreement, established a task
55
force consisting of part-time faculty and administrators to address this need. The new process,
was piloted in a few departments beginning in the spring of 2010, and revised and formalized for
broader implementation in January 2012.
Part-time faculty in their first three terms of employment in a department have student
evaluations completed in at least one class per term. A copy of the summarized student
evaluation is given to the instructor after grades are submitted and are also provided to the
department chair. An instructor may choose to create a portfolio for future administrative
evaluation.
Part-time faculty have an administrative evaluation upon reaching Level 2 (after accumulating
510 contact hours), and at least every three years thereafter. The faculty member and
administrator may also address concerns that emerge between regularly scheduled administrative
evaluations. Evaluating administrators use the faculty member’s self-evaluations, peer
observations and evaluations, and student evaluations. The evaluation may include administrator
evaluations, instructor portfolios and other sources of information as appropriate. All
administrative evaluations of part-time faculty are in written form and include at a minimum,
highlights of the faculty member’s self-evaluations, student evaluations and colleague
observations; areas that might be strengthened and, if applicable, a course of action designed to
eliminate areas of concern complete with time lines for improvement. The evaluation also
contains a space for the faculty member to enter reactions or comments. The faculty member
receives a copy of their written evaluation, and one is kept in their personnel file in the Office of
Human Resources.
Further details of the evaluation process for part-time faculty are contained in the Part-time
Faculty Agreement, and on the human resources website.
During in-service, workshops are held for both supervisors and staff on preparing and delivering
effective performance evaluations. Information regarding the evaluation process is available on the
human resources website.
The College is committed to being a learning-centered institution and provides strong support for
professional development in an environment that encourages self-improvement and professional
growth through activities both on and off campus. The College offers annual in-service
workshops, speakers, seminars, and discussion groups. Part-time faculty are encouraged to
participate in these activities and may be compensated for their time. Since 2011, a full week of
professional development opportunities were added as a summer in-service to enhance essential
skills for classified staff. Supervisory training is also offered during in-service and periodically
throughout the year.
The Office of Human Resources, in partnership with Campus Safety, oversees the College’s
SafeColleges online training system. This comprehensive system provides professional
development in a variety of areas and can be used by managers to identify relevant job-specific
trainings for their work groups. It also provides courses that all College personnel are expected to
complete, such as “Discrimination: Avoiding Discriminatory Practices”, “Title IX and Sexual
Misconduct”, “Child Abuse: Identification and Intervention”, “FERPA”, “Drug Free
Workplace”, and “Sexual Harassment.”
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The financial resources available to seek professional development opportunities are outlined in
each collective bargaining agreement and in Board Policy GCL/GDL.
• The Part-time Faculty Association is allocated a $20,000 professional development
pool annually and members are eligible for CCC tuition waivers up to a maximum of
12 credits per term
• Departments budgets receive $600 per full-time faculty member, the association is
allocated a total of $40,000 per year for “exceptional expenses” and members are eligible
for CCC tuition waivers for themselves and their dependents
• Administrative staff are allocated $15,000 annually for professional development and
individuals are eligible for CCC tuition waivers for themselves and their dependents.
• The Association of Classified Employees has been allocated a $20,000 professional
development pool annually and members are eligible for CCC tuition waivers for
themselves and their dependents
Full-time employees also benefit from a partnership with nearby Marylhurst University whereby
the employee and the College each pay one-third of the tuition and the University waives the
final third.
For full-time faculty, sabbaticals provide an ongoing opportunity for development that directly
benefits the College and our students. Each year up to 20 full-time faculty are granted sabbatical
leave for one, two or three terms. Sabbatical pursuits are wide ranging, including such things as
filming and production of a short movie, exploring issues/practices in community corrections,
studying plants and ecosystems in Brazil, and volunteering at Outside In serving at-risk youth.
Administrative staff may take a paid professional leave for endeavors directly related to an
employees’ job.
CCC established the Continuous Learning Collaborative (CLC) in 2010, whose mission is “to
optimize the art and science of teaching to create the best possible learning experiences for CCC
students.” Activities have included: how to develop and use rubrics, showcases of sabbatical
projects including research in sustainable farming practices in Kenya, demonstrations of
technology tools like Apple TV, and presentations about current theory in the use of student
evaluations, peer observations, and vocabulary acquisition. The unique nature of this form of
professional development is the use of our own faculty applying theory to practice. Beginning in
the 2012-13 year, the CLC broadened its focus from full- and part-time faculty to include
continuous learning activities for administrators and classified staff (see sample of CLC offerings
in 2014-15.) This investment during a time of tight finances is a testament to the importance the
College places on professional growth and development. The CLC was recently re-named the
Instructional Support & Professional Development Center. In 2015-16, it began offering First
Year Faculty Experience (FYFE), a year-long learning, training and community-building
program for all full-time faculty members. Participation is required, and faculty in the program
receive one course release per term during their first year.
Participation on college committees, engagement with local and national professional
organizations, and active participation in the Oregon Education Association are also valued
avenues for professional growth. The College Foundation provides a Fund for Excellence that
57
can be used to support professional development activities that facilitate innovation, and also
annually awards Foundation Mini-Grants for selected projects on campus. Each year, the
College sponsors two faculty to attend the Great Teachers’ Conference, one employee to
participate in the 10-month Leadership Clackamas program, and one employee to attend the
Oregon Institute for Leadership Development. The College is a member of the League for
Innovation, and the American Association of Colleges and Universities, and regularly sends
attendees to these and other professional conferences.
The College is committed to identifying areas where skills development can enhance the
productivity and effectiveness of individuals and teams. In 2009-10, a group of fourteen
individuals, including classified, faculty, and administrators, participated in a 9-month project to
develop understanding and be certified as LEAN trainers. As its first project, this group
addressed the scheduling process from the moment the decision is made to offer a course through
the scheduling and student registration. This was an amazing accomplishment and the members
of the “LEAN 14” continue to support LEAN projects throughout the campus. During the
summer of 2014, the executive team, deans, and associate deans participated in extensive LEAN
leadership training. Other examples of strategic team development and training include Project
Management Training for administrative coordinators, Colleague Training for administrative
assistants, development of a Moodle Book for “just in time” department chair training and
support materials, development of a Moodle site supporting faculty in student learning
assessment, regular Moodle training sessions for faculty, and new Web Site Development
Training.
The College’s shared governance model is evident in the role played by faculty in establishing
and overseeing academic policies. Continuity and quality of courses, programs, and instructional
policies are ensured through the Curriculum Committee and Instructional Standards Committees,
both of which include broad faculty representation. In addition, College Council includes faculty
representatives from each division as well as association leadership; Presidents’ Council and the
Budget Advisory Group include the presidents of both the full-time and part-time faculty
associations.
Faculty participate actively in broad college initiatives. In addition to participation by the
governance committees, processes used to develop strategic priorities, institutional activities,
core themes, and budget actions include open forums and surveys for faculty input. The
Accreditation Steering Committee has strong faculty representation, and the teams for analyzing
and preparing drafts for the Resources and Capacity section of this accreditation report included
more than 140 college employees. The College participated in the Foundations of Excellence
initiative in 2011-12, which involved more than eighty College employees in its self-analysis and
recommendation processes and led to a number of improvements and enhancements discussed
more thoroughly later in this report.
Each program area is actively involved in its own strategic planning to ensure the integrity and
continuity of programs. Departments and programs develop and maintain a Blueprint that
includes their mission in relation to the College mission and core themes, relevant history, data to
support effective decision-making, and an overview of short- and long-term needs.
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Career and technical education (CTE) programs ensure relevance, quality, and integrity in a
number of ways. All CTE programs have an Advisory Committee that includes representatives of
local business and industry and provides guidance to program faculty. Faculty shepherd each
new CTE program through an extensive internal approval process that includes the department,
the dean, the Curriculum Committee, the Curriculum Office and the Board as well as a rigorous
external approval process involving the Oregon Department of Community College and
Workforce Development and the State Board of Education. In addition, many health sciences
programs maintain external accreditation.
Oversight and expectations of courses, programs, and services are consistent regardless of the
location or method of delivery. The same committees and process are used for course and
program approval wherever offered and however delivered. The POR processes described apply
to all personnel requests at all campuses. Board policies, administrative regulations, and
instructional standards and procedures are consistent for all programs and classes regardless of
delivery site or modality.
Faculty responsibilities and workload are clearly specified and communicated and are consistent
with our core themes and objectives. Both full-time and part-time faculty belong to a bargaining
unit and are represented as local affiliates of the National Education Association. Each collective
bargaining agreement outlines wages and workload. Job responsibilities reflect CCC’s
commitment to quality education and student success. The primary responsibilities of our faculty
are to effectively prepare content, provide instruction, and assess student learning. Full-time
faculty are responsible for advising and supporting students, and developing, maintaining and
evaluating courses and programs. In addition they are expected to fully participate as an active
member of the campus community through service on committees and by being engaged in
department, division and college meetings.
The annual full-time faculty teaching load does not exceed 45 credit hours or 54 contact hours
without agreement between the faculty and supervisor and additional compensation. The full
scope of full-time faculty responsibilities and expectations are identified in Article 3 of the
collective bargaining agreement (Full-time Faculty, Part-time Faculty, Classified), which
includes job descriptions for instructor, counselor, librarian, and health sciences faculty.
Part-time faculty responsibilities are more specific to teaching and/or providing counseling or
library services, although they may be assigned a variety of additional activities. There is no limit
to the number of classes that may be assigned in any given term to a part-time faculty member.
Because the College embraces a shared governance model, part-time faculty are represented on
most major college committees, including Curriculum Committee, Instructional Standards and
Procedures, Presidents’ Council, the Budget Advisory Group, and some selection committees.
Compensation for participation in these and other college initiatives and activities is outlined in
the collective bargaining agreement.
As a community college, scholarship, research, and artistic creation are not requirements,
however CCC values and encourages these activities. Through faculty sabbaticals and
professional development activities, faculty are actively engaged in scholarship, research, and
artistic creation and the results of these endeavors are readily apparent and visibly shape the
59
campus environment. In addition to those found throughout the campus, examples will be
displayed in the exhibit room. These accomplishments contribute to the high regard the
community has for the College.
Standard 2.C Education Resources
The degree and certificate programs offered by CCC support the College’s mission and its core
themes of academic transfer and career and technical education. CCC offers programs that lead
to associate degrees, as well as certificate programs that are two-years or less in duration. CCC’s
instructional programs are continuously improving and responding to community needs by
providing quality educational programs with appropriate content and standards.
All Oregon community colleges are pre-approved to offer certain degrees, including the
Associate of Arts Oregon Transfer, (AAOT), the Associate of Science (AS), the Associate of
Science Oregon Transfer - Business (ASOT), and the Associate of General Studies (AGS).
CCC’s program requirements and course distribution for these degrees conform to the Oregon
Community Colleges Handbook and Planning Guide’s criteria for associate degrees and to the
Oregon State Board of Education requirements: total credits are between 90 and 108, there is a
recognizable core of general education, there is a standard of academic achievement (the 2.0
grade point average), and all courses applied to the degrees are of collegiate level. These
requirements ensure that programs are college-level programs, appropriate for the community
colleges and well aligned with other public institutions of higher education in Oregon.
CTE degree and certificate programs are approved locally and at the state level on an individual
basis for each college using a thorough and comprehensive process, discussed in detail later in
this section. The approval process includes demonstrating a need for the program/degree,
demonstrating that the College utilized systematic methods of meaningful and ongoing
involvement of appropriate constituencies such as outside agencies, program advisory
committees and other educational partners, that the College program is aligned with appropriate
education, workforce development and economic development clusters, that the program leads to
student achievement of academic and technical knowledge, skills and related proficiencies, and
that the college has the capacity to develop, implement, and sustain the program. It also includes
analyses of course and program titles to ensure alignment and consistency with identified
occupational fields. Oregon community colleges are not permitted to offer any degree or
certificate program that has not been approved.
The following programs support the College’s core theme of Academic Transfer.
• Associate of Arts Oregon Transfer Degree (AAOT):
The AAOT degree is a two-year degree that has been designed for students who intend to
transfer to a four-year college or university and pursue upper division baccalaureate courses.
Completion of the AAOT enables CCC students admitted to Oregon public universities to
enter with junior standing for the purposes of registration.
• Associate of Science Oregon Transfer Degree - Business (ASOT):
The ASOT degree is a two-year program designed for students who intend to transfer to a
four-year college or university and pursue upper division baccalaureate courses in Business.
60
•
•
Completion of the ASOT enables CCC students admitted to Oregon public universities to
more seamlessly complete a Business degree.
Associate of Science Oregon Transfer Degree – Computer Science (ASOT):
The ASOT degree is a two-year program designed for students who intend to transfer to a
four-year college or university and pursue upper division baccalaureate courses in Computer
Science. Completion of the ASOT enables CCC students admitted to Oregon public
universities to more seamlessly complete a Computer Science degree.
Associate of Science (AS)
The AS degree is a two-year degree designed for students who intend to transfer to a specific
four-year college or university and pursue upper division baccalaureate courses in a
particular major area. AS degrees are developed in areas where a student can take
substantially the first two years of the four-year program here at CCC. AS degrees require
close partnership between faculty at CCC and the receiving institution.
The following programs support the College’s core theme of Career and Technical Education:
• Associate of Applied Science (AAS)
AAS programs lead to a two-year degree that provides the skills and work experience
students need to qualify for a job upon graduation. In 2011-12, CCC offered 31 different
AAS programs. The AAS addresses the College’s theme of career and technical education by
preparing students to be successful in employment, reflecting regional workforce needs, and
providing a quality educational experience. In addition to preparing students for immediate
entry into the workforce, a number of AAS programs have strong articulation agreements
with transfer programs at four-year institutions.
• Certificates of Completion (CC)
CCC offers short-term, one-year and two-year certificate programs designed to prepare
students for employment in the field of study. In 2011-12, CCC offered 64 different
certificate programs. Certificates of Completion address the College’s theme of career and
technical education by preparing students to be successful in employment, reflecting regional
workforce needs, and providing a quality educational experience. In many cases, the courses
required to fulfill Certificate of Completion requirements can also be use to satisfy a portion
of the requirements for a related AAS degree program.
• Career Pathway Certificates
Career Pathway certificates are short-term certificates, consisting of 12 to 44 credits. These
certificates are fully contained within AAS degree or certificate programs, and are designed
to provide students with workforce training in building-block fashion. This enables students
to gain sufficient skills within a program to allow them to get a job, and then return to build
on those skills and eventually finish a longer-term program. These also allow incumbent
workers to gain additional skills and move up in their occupation.
• Associate of General Studies Degree (AGS):
The AGS is a two-year degree designed to provide flexibility for students by meeting degree
requirements through a variety of college-level course work, both lower division collegiate
and career and technical, adapted to student interests and needs. This degree is a bit of an
outlier. Due to the flexible nature of the AGS, the College catalog encourages students who
pursue this degree to work with an academic advisor if they plan to transfer to a four-year
institution. The degree does not require the general education alignment that true transfer
degrees contain. However, neither does it provide the specific occupational preparation our
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CTE degrees require. Due to the related instruction and other flexible requirements, it fits
better under the CTE than the academic transfer theme.
Departments identify and publish expected course learning outcomes on each course outline
form, which must be submitted to the College’s Curriculum Committee for review and approval
prior to offering the course. The course outline form identifies the learning outcomes for that
course and also whether the course addresses any of the general education learning outcomes and
the level at which the outcomes are addressed. While the college catalog contains brief
descriptions of its academic courses, and describes the learning outcomes for eight general
education instructional areas, the catalog does not list learning outcomes for all courses. The
College recognizes that the information contained in its course outlines should be made available
to all college stakeholders, including current and future students. The College has created a
master database of all course outlines accessible by faculty and staff, that will soon be publicly
available on the Curriculum Office website. This will enable individuals to learn more about
specific courses before registering, making it easier for students to select the courses that best
meet their needs. Other instructional institutions will also have an easier time determining the
transferability and equivalency of courses on the basis of the outcomes and topics described in
the outline. The information contained in the master database of course outlines is also used to
populate the course descriptions in the catalog. As a result, all information online and in print is
internally consistent with, and aligned to, the approved master course outlines.
Students are informed of course outcomes in several ways: Instructional Standards and
Procedures (ISP) requires instructors to provide students with a syllabus for each section that is
taught. The syllabus must be based on the College’s standard for course syllabi, which requires
every syllabus to identify the specific learning outcomes that will be addressed during
instruction. The detailed outcomes on the syllabus support the broader outcomes listed on the
official course outline for that course and inform students of what they are expected to know or
be able to do upon successful completion of the course. The learning outcomes identified on the
course outline apply to every section of the course that is taught, regardless of its location or
delivery method. Thus, a consistent core of content and outcomes is provided across all
instructional sections. Course syllabi may be distributed to enrolled students in either a printed
format or in an online format that can be printed. The syllabus clearly communicates course
learning outcomes and describes how students will be assessed.
The College identifies and publishes broadly stated program outcomes for all of its degree and
certificate of completion programs in the College catalog, which is distributed free of charge in
print and also online. For transfer degrees, these narrative statements focus on the expected
outcome(s) that students could expect to achieve upon successful completion of the program. For
example, successful transfer to an Oregon public university (AAOT , ASOT or AS) and
completion of a degree tailored to student interests (AGS). The AAOT and ASOT program
outcomes also include the substantial general education learning outcomes that were developed
collaboratively by statewide faculty teams and adopted by the State Board of Education.
Departments identify program outcomes for each CTE degree and certificate on the new program
form, which must be submitted to the Curriculum Committee for review. The program form
identifies the intended outcomes for that program, which include preparation for post graduation
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employment or career enhancement. Program outcomes are listed in the College catalog for each
CTE degree and certificate program. Some programs, such as health sciences programs, have
robust learning outcomes available in the program handbooks and published in industry
accreditation self-study documents.
As was noted in the Year Three visit, although all programs had specific program outcomes in
2012, some programs did not focus sufficiently on student learning. Since that time, all programs
outcomes have been reviewed to ensure that student learning outcomes are included for all of
CCC’s degree and certificate programs.
Course approval processes ensure that expectations for student achievement and the awarding of
course credit is consistent with outcomes, norms, and equivalencies for higher education in the
state of Oregon. All lower division collegiate (LDC) courses offered by the College as part of its
degree and certificate programs have been approved at the state level by the Oregon Department
of Community Colleges and Workforce Development (CCWD) and adhere to State Board of
Education standards and protocols for lower division collegiate courses. “Lower Division
Collegiate” is defined as areas of instruction including a representative range of academic and
professional fields, which parallel the offerings of the first two years of the four-year institutions,
carry regular college transfer credit, and are generally accepted for transfer credit by higher
education institutions. Standards for course approval include: 1) Courses offer content present or
acceptable in the first two years of instruction in four-year higher education institutions, and 2)
courses are designed to assure satisfactory articulation and transferability to any Oregon public
university. Before the College submits a new course to CCWD for review and approval, the
Curriculum Office verifies that it will transfer to a minimum of two Oregon public universities
and the Curriculum Committee reviews and approves the course outline. The Curriculum Office
then sends an Application for LDC Approval form for the course to CCWD. In addition to the
course description, title, and number of credit hours, the application form also indicates how the
course will apply to the AAOT or ASOT degree. The College’s Curriculum Office maintains
copies of all state approved (and disapproved) LDC course applications. A list of courses also
exists at the state level.
CCC defines a credit hour in accordance with the Federal definition and is in compliance with
the NWCCU Credit Hour Policy. Credit is based on in-class or equivalent hours and student outof-class work. CCC operates in a quarter system, and NWCCU and Federal documents are
aligned with the requirements in the Community College Handbook and Planning Guide which
specifies the expectations of various types of contact hours and their relationship to credit hours.
Credit hour integrity at CCC is maintained through the course approval process. The ISP Course
Outline and Course Syllabus Information establishes parameters for the course outline that align
the course with accreditation requirements. The course outline form identifies the expectations
for the amount of work represented by each credit hour and the instructor must acknowledge that
the course meets the requirements as part of the submission process. The form identifies course
credit hours, contact hours and type (lecture, lecture/lab, lab), course description, student
learning outcomes and methods of assessment. Review of the completed course outline form is
part of the approval process for any new course. Existing course outlines are also regularly
reviewed on a three-year cycle. Online and hybrid courses follow the same expectations as faceChapter Two – Clackamas Community College
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to-face courses. The alignment between credits and contact hours is reviewed by the Curriculum
Office and Curriculum Committee to ensure that credit hour assignments are accurate and
reliable. The Institutional Standards and Procedures developed an official credit hour policy in
Fall 2015.
Students can earn academic credit in several different ways at CCC, but all are based on
documented student achievement. The various types of credit at CCC, described below, are
documented and explained in the ISP manual, the College catalog, and the Student Handbook.
Advanced College Credit (ACC) also known as “Dual Credit”
Through the College’s ACC program, high school students can earn CCC credit for taking
college-level classes offered at their high schools. The College’s ACC program has been
approved by the Dual Credit Oversight Committee as meeting the Oregon Dual Credit
Standards, which reflect nationally adopted standards. To become state approved, CCC’s
Advanced College Credit Program had to demonstrate the following:
• ACC courses are equivalent to CCC courses in name, number, title, number of credits,
course content, rigor and quality.
o Most ACC syllabi are based on the CCC syllabi for the same course. College Faculty
review ACC syllabi and materials and only approve courses if they are clearly
equivalent in content and rigor to the equivalent CCC course.
o ACC courses must be approved by the appropriate dean and department
representative/chair.
• Instructors teaching ACC classes must meet the same qualification standards that are
applied to CCC instructors.
o CCC reviews ACC instructor qualifications and approves all ACC instructors for their
discipline area. Only CCC approved instructors are permitted to teach ACC courses
and articulation of ACC courses is specific to approved instructors only.
o ACC courses are regularly reviewed by CCC faculty to assure that grading standards
applied to ACC courses meet those of CCC courses and that ACC students are
assessed by methods equivalent to those used to assess other CCC students.
• Each year, CCC and ACC faculty meet to review Advanced College Credit curriculum
and syllabi to ensure continued alignment and conformance to CCC standards of rigor,
content, quality, and outcome assessment equivalency. The College awards ACC credit
for approximately 200 different courses.
By conforming to the Oregon Dual Credit Standards, the College is able to provide high quality
opportunities for students to make progress toward their college degree goals while still in high
school. CCC’s dual credit approval document is available in the Office of Educational
Partnerships and in the office of the vice-president of Instruction and Student Services. ACC
processes and information are available to both CCC and high school faculty and are detailed in
the program handbook and on the ACC website.
Advanced Placement (AP)
AP is a national, College Board program that provides a means for high school students to earn
college credit through a standardized test given upon completion of an AP course taught at their
high school. Students can have their official AP test scores sent to CCC’s Graduation Services
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office for evaluation. The College awards credit based on the document, Advanced Placement
Credit for Oregon’s Community Colleges and Universities, found in the ISP manual appendix
that reflects CCC course equivalencies for specific AP tests, and indicates the score a student
must receive on an AP test in order to receive credit for the corresponding CCC class. To
facilitate transfer and reduce confusion, credit is awarded based on guidelines agreed to by all of
Oregon’s state colleges and universities.
Cooperative Work Experience (CWE)
Students may earn credit for work experience related to their program of study that is performed
in a departmentally approved workplace. CCC faculty must approve a set of measurable learning
outcomes, developed by the student and potential workplace supervisor, which are tailored to the
student’s skills, interests, knowledge, and the program learning opportunities available in the
workplace. A student’s success in achieving their approved CWE learning outcomes is evaluated
by their workplace supervisors, by CCC faculty, and by the student. Students maintain a
workplace log that documents their progress toward achieving their approved CWE learning
objectives. Supervising faculty maintain contact with workplace supervisors and students during
CWE to ensure the quality of the learning experience and opportunity for acquisition of learning
outcomes. For every Cooperative Work Experience credit earned, students must work 30-36
hours at an approved CWE worksite. They are also required to take a 16- hour seminar (covering
getting, keeping, and advancing in a job) while they are working.
Credit-Bearing Courses
Perhaps the most obvious way for students to earn credit is to successfully complete a creditbearing course. Courses numbered 100 and above result in college-level, transcripted academic
credit that is applicable toward a degree or certificate, and which may be transferable to a fouryear college. Each credit-bearing course is based on an outline that identifies specific learning
outcomes for that course. Most credit bearing courses are taught at one of the CCC campuses or
via online instruction. An exception to this are CCC’s High School Partnership classes (regular
college classes taught on the high school site by college instructors), and credit-bearing training
courses offered through our Customized Training and Development Services Department. These
courses reflect the same course content, student learning outcomes and assessment as the
equivalent on campus or online courses at CCC. Course content, outcomes, assessment and
instructor qualifications are under the purview of the sponsoring academic department. The
instructors are hired by the academic department and are regularly evaluated by the college
according to the pertinent contract.
Some students taking credit-bearing courses at the College are participating in the Expanded
Options program. This program follows the legal requirements set out under Senate Bill 300
(July 2005) for advising, enrollment and academic planning for eligible high school students who
attend classes at CCC and use the college course to also meet their high school graduation
requirements. Written procedures are available from the CCC Office of Educational Partnerships
and at local high schools.
Currently, all faculty assess course outcomes and assign grades based on these assessments in
accordance with the College’s grading policy. However, the College is in the process of
integrating detailed outcomes assessment, at the course and program levels, into its culture and
policies. Consequently, an increasing number of instructors are assessing their learning outcomes
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more explicitly and are then assigning grades based on student achievement of those outcomes.
The College does not award “plus” or “minus” letter grades, only the full letter grades A-F. A
Pass/No-Pass option is available for some courses. Letter grades which result in credit are
defined in the traditional manner: A (excellent, 4 grade points), B (good, 3 grade points), C
(average, 2 grade points), D (below average, 1 grade point), and Pass (minimum C-level work,
no grade points). The same standards are applied to student assessment whether a course is
delivered face-to- face, via distance-learning, or in a blended modality. Faculty maintain records
of students’ individual performance on class assessments, and achievement is officially
documented on individual student transcripts based on a letter grade awarded by instructional
faculty in accordance with CCC grading policies.
All Oregon public universities accept all CCC credits that follow the state guidelines for approval
and inclusion as part of a package of courses that compose an AAOT or ASOT degree. In
addition, college and state approval processes include determining the transferability of courses
to public universities in Oregon. The transferability of courses indicates that the courses conform
to generally accepted norms and course equivalencies for other higher education institutions.
The College also offers a number of specialized and developmental courses, numbered 10
through 99. These courses are transcripted but generally do not transfer to a four-year institution
and may or may not be applied toward a career/technical degree and / or certificate or be
transferable to other community colleges. Programs having courses in this category include Adult
Basic Education (ABE), General Education Development (GED), Adult High School Diploma
(AHSD), computer workshops; English as a second language (ESL) and Program for Intensive
English (PIE); and basic skills development courses in mathematics, reading, and writing. Many
of these are high school level, or college preparatory classes, although some are college-level and
appropriate for certain CTE degrees and certificates. In the case of certain developmental
mathematics and English courses that can be applied toward a career/technical degree, faculty
ensure that the level of math or English instruction is appropriate to the degree or certificate that
these courses are applied to. In no case do specialized or preparatory courses satisfy degree
requirements for the AAOT, ASOT, AS, or AGS degrees.
Credit by Examination
Students can earn college credit by demonstrating course equivalent knowledge and/or
competencies on a formal oral, written or performance-based exam, or by some combination of
these. Credit by Exam is available only for courses approved for challenge by departments and
the Curriculum Committee. The College catalog speaks to the rigor of this exam: it is
“comprehensive, covering all the basic information and skills required of a student completing
the course in a regular manner”. Students must demonstrate competencies equivalent to the
established learning outcomes for the course being challenged. Faculty in the department
responsible for the course being challenged create and evaluate the challenge exam(s) and
determine the degree of competency that will result in credit being awarded. (See ISP Credit for
Prior Learning). The college is moving toward an online database of course outlines that will
show which courses are challengeable. For the time being, a list of courses that are not
challengeable is kept in the appendix of the ISP manual.
Credit for Military Training
Credits earned through military service or professional training may be accepted based on the
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American Council on Education’s (ACE) recommendations on credit for military service. ACE
recommendations for the awarding of academic credit are based on thorough reviews of training
that that are conducted by panels of discipline specific faculty from a variety of higher education
institutions across the U.S. ACE recommendations on course equivalencies have been adopted by
many colleges and universities and are widely considered to be academically sound. Transfer of
credits into specific degree programs are done in coordination with individual departments.
Students must submit an official copy of their DD-214 form or other ACE-recognized military
document to the Office of Graduation Services. Graduation services evaluators review military
credit in the context of the ACE recommendations, seeking input from the relevant departments
as needed. (See ISP Acceptance of Credit)
Credit for Prior Learning (CPL)
Students can earn college credit for learning obtained in other ways, including prior work and life
experiences. The process, outlined in the ISP Credit for Prior Learning, is rigorous. Students
must describe how they developed course equivalent competency in each of the learning
outcomes identified on the course outlines for each course for which they are attempting to
receive credit. They must document their competencies, course by course, via separate portfolios
of examples, and/or they must demonstrate their knowledge in an oral interview or other
assessment. Faculty subject matter experts evaluate the portfolio and/or conduct interviews or
assessments, and an academic dean must approve the award of any faculty recommended CPL.
Student may also show proficiency through recognized training performed by such entities as the
state police, the Federal Emergency Management Agency (FEMA) or corporate or proprietary
training programs, provided that they submit documentation of successful completion of a CCC
approved related training program. In consultation with the student and training provider, CCC
faculty who teach in the discipline covered by the training program evaluate the instructional
content and learning outcomes of training program to determine equivalency to CCC courses
within that discipline. Credit is only awarded for training that delivers equivalent outcomes to
those taught in the courses for which credit is given. Any student who subsequently presents the
same training certificate will automatically be granted the credit for the equivalent CCC
course(s).
Additional details about CCC’s CPL program can be found later in this section.
College Level Examination Program (CLEP)
CLEP tests are nationally normed tests from the College Board that have been developed with
input from instructional faculty from across the U.S. and have undergone a thorough evaluation
to ensure quality and reliability. CLEP test scores are widely accepted by colleges and
universities nationally. Students who take certain CLEP tests may have their scores reported to
CCC’s Office of Graduation Services, and they may earn credit if their score meets CCC
standards for CLEP scores for that particular test according to the guidelines indicated in the ISP
manual. CCC awards credit for CLEP tests based on the American Council on Education’s
recommended passing scores. Faculty reviewed and approved the use of specific CLEP tests
within their instructional area(s) and determined the CCC course equivalencies that are listed in
the grid. CLEP credits appear on CCC student transcripts and may be applied towards course
equivalencies, program requirements and degree completion.
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International Baccalaureate (IB)
The International Baccalaureate (IB) program is a program that provides an opportunity for
students to earn college credit through standardized tests that are given upon the completion of
IB courses taught in their high school. IB diplomas and certificates are internationally recognized
credentials that are accepted by colleges and universities worldwide. Students who complete an
IB diploma or certificate in high school may have an official copy of their certificate or diploma
scores sent to CCC’s Office of Graduation Services for evaluation. In a process similar to that for
AP Exams, the College awards credit based on an IB grid in the appendix of the ISP manual that
reflects CCC course equivalencies for specific IB tests, and indicates the score a student must
receive on an IB test in order to receive credit for the corresponding CCC class. Instructional
departments have determined the appropriate course equivalency and IB credits may be applied
towards course equivalencies, program requirements and degree completion. To facilitate transfer
and reduce confusion, credit is awarded based on guidelines agreed to by all of Oregon’s state
colleges and universities.
Transfer credit
Students may also use approved transfer credit from another institution of higher education to
meet CCC requirements, based on the results of a transcript review by the Office of Graduation
Services. Transfer credit is covered in more detail later in this section.
While the majority of courses are delivered at a CCC campus, some courses are delivered online
via distance learning, and some are delivered in a blended mode that combines online learning
with classroom-based instruction. Some courses may be delivered in locations around the
community or region that support specific program needs (e.g. field-based labs), locations that
support employer needs (credit bearing customized training delivered to employees at an
employer’s location), or at locations that provide practical experience in an actual work
environment (cooperative work experience courses). All CCC programs and courses are held to
the same standards for content and rigor, and must pass through the same course/program
approval process regardless of their location or mode of delivery.
Conferring a degree, like awarding credit for courses, is based on documented student
achievement. The Graduation Services evaluators run a degree audit for every student that
submits a petition for graduation. The degree audit checks to see that all requirements have been
met. This consists of satisfactory completion of required coursework with a minimum cumulative
grade point average (GPA) of 2.0 or better, or demonstration of equivalent knowledge and
competencies via one or more of the various methods of earning credit that are described above.
The College catalog details requirements for obtaining an AAOT, ASOT, AS, AGS and AAS
degrees. For the AAOT, ASOT, AS, and AGS degrees, the requirements include a minimum
residency at CCC of at least 23 credits with a total of at least 90 college level credits, the
aforementioned GPA requirement, and completion of a general education core based on a
required course distribution across seven or eight (depending on the degree) instructional areas.
These requirements conform to the Oregon Community Colleges Handbook and Planning Guide
criteria for associate degrees and to the Oregon State Board of Education requirements.
The Curriculum Office monitors and manages approved course, degree and certificate
requirements. It regularly reviews programs and courses as part of the periodic updating of
course outlines and annual College catalog development, safeguarding important elements and
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supporting coherent design.
Indirect evidence that credit courses and degree and certificate programs reflect generally
accepted learning outcomes, norms, and equivalencies in higher education is seen in the college’s
numerous articulation agreements with colleges and universities in Oregon and beyond. Most
departments participate in state coordinating groups for their disciplines; for example, the
English Department maintains an active presence in the Oregon Writing and English Advisory
Committee. The practice of coordinating curriculum with these discipline groups also helps to
ensure curricular equivalency between institutions and this facilitates credit transfer and
acceptance for students moving to other Oregon community colleges or public universities.
Requirements for the AAOT, ASOT, AS and the AGS programs are outlined in the Oregon
Community Colleges Handbook and Planning Guide and are designed to ensure a coherent
design with appropriate articulations and connections for transfer and general studies students.
CTE degrees and certificate programs are approved on an individual basis for each college.
Community colleges are not permitted to offer any CTE degree or certificate program that has
not undergone an extensive approval process.
CTE degree and certificate development and approval occurs in several sequential steps, each of
which is designed to ensure that CCC programs have appropriate content and rigor and clear
connections between program content and students’ career and/or academic goals.
• Full-time faculty develop degree or certificate programs in consultations with industry
advisory groups. The development includes a comparison to other similar programs and an
analysis of labor market information to determine whether the program will be of sufficient
breadth and depth to prepare students for family-wage jobs that are available in the region.
• The proposed program undergoes an internal review by the department chair and other
faculty within the discipline. To receive approval, the College must satisfactorily address the
five state standards of Need, Collaboration, Alignment, Design and Capacity & Assurances,
which includes the requirement that the college describe how the proposed program
curriculum demonstrates a cohesive instructional program that will lead to the attainment of
the academic, and career and technical exit proficiencies and clearly documented program
and learner outcomes needed for success in the field of study for the identified occupational
area. The department review process helps to ensure that the new program proposal is
complete (including necessary supporting documents), and that it is ready for higher level
reviews.
• The dean reviews and approves the program.
• The Curriculum Office works with the Curriculum Committee, a group of faculty, classified
staff, students and administrators, to review the new courses in the program, ensure that the
proposed program supports the College’s mission, contains clear and complete program
outcomes, meets state guidelines, conforms to College standards, and that supporting
documents appropriately supplement the program proposal. The Curriculum Committee also
makes recommendations to individuals and departments to help them strengthen their course
outlines, student learning outcomes, and program proposals.
• Proposed degree programs and certificates are submitted to the College’s Executive Team for
consideration of alignment with College mission and financial impacts.
• Proposed programs are forwarded to the College’s Board of Education for final local
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•
approval. This approval gives the College the OK to move forward for state approval of the
program.
The CCC Curriculum Office forwards the proposal to CCWD, which provides education and
training providers notice of the proposed new program and an opportunity to give feedback if
there are adverse impact or detrimental duplication concerns. After the feedback period is
over, CCWD has final approval for career pathway certificates and programs consisting of 30
or fewer credits. Programs consisting of more than 44 credits that are recommended for
approval by CCWD are forwarded to the Oregon State Board of Education for final approval.
The state review process verifies that the proposed program is of sufficient depth and breadth
to prepare students for available, living wage jobs upon completion of the program.
All CTE degree and certificate programs are required to have industry advisory committees, and
these committees have a role in approving program content. These programs may also be
advised by stakeholders from discipline-specific interest groups from other institutions of higher
education from within the State of Oregon. Representative examples can be found with the
Administrative Office Professional AAS, the Basic Manufacturing Technician Certificate and the
Professional Truck Driver Certificate. These consultations help ensure that our CTE programs
are responsive to community needs, that the content is current and relevant, that they are
delivered with an appropriate level of content and rigor that is consistent with similar programs
offered at higher education schools elsewhere in Oregon, and that they support CTE degree and
certificate outcomes related to employment.
CTE programs undergo continuous review to ensure that they deliver appropriate content and
outcomes. The review process includes annual consultations with advisory committee members,
during which committee members are asked to review course outlines and syllabi, tour lab
facilities, and recommend changes based on their findings. Faculty regularly assess curriculum
content, rigor and relevance and are informed through frequent, multiple-company visitations,
the employment of part-time faculty from industry in CTE programs, and equipment/technology
vendor involvement and advice.
Some CTE programs such as Nursing, Medical Assistant, and Clinical Laboratory Assistant,
undergo periodic review and accreditation by an outside agency. This occurs on a schedule
according to the particular agency’s requirements. During these reviews, all curriculum,
facilities, equipment, technology, record keeping, staff qualifications, fiscal health and overall
program administration are examined to ensure that the program meets these additional agency
and State standards. Upon successful review these programs are deemed accredited until the next
review cycle.
CTE programs affiliated with Federal Carl Perkins funding participate in an additional level of
quality control in an initiative serving as the basis for enhancing quality control in all CTE
programs. This is referred to as the Perkins Technical Skills Assessment process. In this process,
participating programs must assess graduating students utilizing a valid and reliable instrument
approved by the Oregon Department of Education.
Many of the College’s CTE programs carry industry endorsements, indicating that their
title/designation and program content meet industry expectations for instruction within that
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particular field of study. An example of this is the Utility Trades Preparation: Lineworker
Certificate, which is endorsed by the Utility Training Alliance (UTA), which includes Portland
General Electric and PacifiCorp as well as other regional utilities. Completion of certain other
programs at the College qualifies students to sit for industry exams. For example, students who
complete the Horticulture AAS degree are eligible to sit for the Oregon Certified Nursery
Professional Exam, and students who complete the Horticulture AAS degree with a 2.5 GPA or
higher, are eligible to take the Oregon Landscape Contractors License Exam.
As an additional indicator of the rigor and relevance of our CTE programs, CCC tracks licensure
pass rates of students participating in third-party assessments for the purposes of employment
and skill validation. Since 2005-06 this data is reported by all the Oregon community colleges to
the Oregon Community Colleges and Workforce Development Department as part of the Oregon
comprehensive Key Performance Measures (KPM) assessment process (“KPM #11,
Licensing/Certification Rates”). However, the state last published KPM information for 2010-11
cohorts, and in the last three years, this data has primarily been used as an indicator for the
Oregon Achievement Compacts. While not all programs have a national licensure or certification
requirement or option, students participating in programs such as Nursing and Welding
Technology find their employment success paramount to passing their respective exams. The
2008-2013 five-year average pass rate for Nursing students taking the Oregon State Board of
Nursing RN exam is 91%. The 2005-10 five-year average pass rate for the Welding Technology
students taking the American Welding Society exams is 92%.
Admission requirements are clearly defined and published in a variety of documents. CCC has
an open-door general admission policy and general admission application information can be
found on the CCC website, College catalog and admission applications. Some CCC programs do
maintain selective entry requirements, especially high demand health sciences programs.
Information about programs with specific admission requirements and application materials, can
be found in the College catalog on the website, in individual program information sessions, and
in application packets made available at student services and admissions.
Degree and certificate requirements for graduation are clearly communicated in the College
catalog, on degree plans, and through faculty advisors. The College provides three graduation
services evaluators to assist students in monitoring their progress toward graduation, with
additional staff added during peak registration times. In addition, most departments have
designated faculty advisors who assist students with particular admission and graduation
considerations. A listing of these individuals can be found in the College catalog.
The graduation services evaluators work with students across all program areas to assess their
individual completion status and readiness to graduate. As program requirements can vary from
year to year, policy governing which catalog to graduate under can be found in the institution’s
ISP manual. Graduation policies for special populations such as Adult High School Diploma
recipients are also stated in the ISP manual and published in the college catalog.
In January 2012, a new website redesign linked the overview and course information for each
discipline or degree program directly with the annually published college catalog information.
This new system has improved our efficiency in ensuring that published degree requirements and
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program information are correct and align with official documents in the Curriculum Office, thus
ensuring that students will always receive the most up-to-date information.
Faculty are the originators and authors of curriculum. The Full-time Faculty Agreement details
instructor rights and responsibilities with respect to the development and assessment of
curriculum. Preparing, revising and implementing course content is part of every faculty
member’s job responsibility. As part of this process, faculty identify learning outcomes for each
course (a required component of all syllabi and course outlines), develop assessments to measure
student achievement of those outcomes, and assign final grades based upon those assessments.
Individual courses as well as degree and certificate programs originate as a result of faculty
discussion within departments, often in response to a need identified by another CCC department
or as the result of advisory committee and/or community input. If department faculty believe that
a new course or program is desirable, they inform the associate dean and dean of their interest in
developing a new course or program. If the new course or program appears to be financially
feasible and there appears to be sufficient demand, a new course or program proposal is
submitted to the Curriculum Committee via the Curriculum Office.
The Curriculum Committee is a faculty-driven committee that: 1) reviews and makes
recommendations for all new or revised course outlines and program proposals to ensure that
academic standards are maintained, 2) evaluates the impact of curriculum proposals on the
college to assure that the curriculum offered is complementary and integrated, and 3) establishes
procedures and guidelines to assure quality and conformance to best curricular practice
throughout the College. The Curriculum Committee operates in accordance with College policy
and procedures on new course development and the program approval process, and it oversees
the quality and content of course outlines and transfer and non-transfer degree and certificate
requirements in accordance with the policies and guidelines of the Northwest Commission of
Colleges and Universities (NWCCU) and other relevant agencies.
The Curriculum Office and Curriculum Committee review all new and revised course outlines
for clearly stated student learning outcomes that reflect the breadth, depth and scope of the
course. Outlines for all Lower Division Collegiate, Occupational Preparatory, Apprenticeship,
English as a Second Language, and Program for Intensive English are reviewed at least once
every three years by the department, Curriculum Office and Curriculum Committee. The
Curriculum Committee may either approve or disapprove a new proposed course or a proposed
course outline change.
Faculty are key to the faculty hiring process at CCC. When an opening occurs in a department,
faculty in the department meet to discuss the need to refill the position, the position’s role within
the department, and the need for the position based on current and projected enrollment. This is
done in conjunction with administrators who help by assessing needs, ensuring adequate funding
levels, and reviewing employment demand projections for program graduates. If the position is
deemed viable, a formal position opening request (POR) that provides a comprehensive
justification for the position is written. All faculty and staff are invited to the college Faculty
Forum, an annual event where PORs are presented, questions are answered and attendees submit
written feedback to help prioritize the requests. Executive administration then makes a final
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determination of which positions will be filled based on input from the Faculty Forum and
recommendations from the deans and associate deans.
Within departments, faculty help to define position-specific requirements for new and
replacement instructional positions. After an initial screening of applicants by the human
resources department, an interview committee (comprised of a majority of faculty) works with
the dean to select candidates to interview, formulate interview questions, and determine the
overall interviewing process and time frame. Committee members interview the candidates,
conduct follow-up interviews as necessary, and forward their recommendation(s) to the vice
president of Instruction and Student Services. If the vice president supports the recommendation,
the recommended candidate is officially hired. The applicant’s name is forwarded to the CCC
Board of Education for information purposes. Part-time faculty are hired through a process that
involves faculty, particularly the department chair, who is central to screening and interviewing
candidates. However, this process does not include the POR process or Faculty Forum, nor does
it involve the vice president or College Board. Here again, the primary screening, interviewing
and recommendation to hire are faculty- driven processes. Committee work such as participation
on hiring committees is part of a full- time faculty member’s overall job responsibility.
Reviewing and evaluating student progress is integral to each faculty member’s job. Faculty
have a clear role in promoting a culture of student achievement as measured by assessment.
Faculty establish the learning outcomes for each course and also establish the assessments that
will measure students’ achievement of those outcomes. The College has implemented what is
called the Blueprint, a comprehensive strategic business plan for each program/department that
tells who we are and who we want to be. The Blueprint provides an overview of current practice
within the context of the forces that have and will impact that practice, and anticipates the future
demands upon and needs for the program. Section VI of the Blueprints for instructional
departments addresses student learning and includes such things as professional development and
sabbatical activities to improve student learning, changes and improvements in curriculum,
assessment, general education, and program student learning outcomes. Although still in its
infancy, Section VI of the Blueprint reflects each department’s status with regard to student
learning specifically, and is the reference document providing the basis for all changes,
improvements, and modifications to come.
With the guidance of the A-Team (the College’s assessment committee), faculty are evolving a
college-wide system of student assessment. This has involved refining the course approval
process via the Curriculum Committee, providing references, educational materials and
professional development opportunities to aid faculty in understanding the culture of assessment,
working with Information Technology Services to design and implement a home-grown,
computer-based assessment collection system, recognizing we had “outgrown” that system, and
working with Institutional Research and Reporting to research, and adopt a more robust data
collection and reporting system. Student learning outcomes drive assessment; the ISP guide,
Assessing Outcomes, establishes a method for continuous improvement of student learning by
assessing student general education learning outcomes. In addition, a faculty-led process resulted
in the implementation of third-party student technical skills assessments or the development of
in-house technical skills assessments approved by the Oregon Department of Education for a
number of career and technical programs. This is in accordance with Federal Carl Perkins
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requirements for programs of study linked to high school level programs and was fully
implemented by June 30, 2012.
Teaching faculty are informed of library resources and services at Curriculum Committee
meetings, Department Chairs’ meeting, Vice-Presidents’ meeting and College Council meetings.
New faculty receive information from a library presentation during the New Faculty Orientation.
Librarians have assigned department liaison responsibilities and attend instructional department
meetings to provide new information and receive input from teaching faculty. Course approval
processes also help ensure good communication between faculty and the library. The approval
form asks about the use of library resources for the course, and confirms that the department has
discussed with the library any resources needed to support the course prior to submitting the
course to the Curriculum Committee for approval.
Credit for Prior Learning (CPL) is a method by which CCC recognizes and awards credit for
course-equivalent knowledge and competencies that a student acquires outside of a college
setting. Awarding credit for prior experiential learning can help accelerate student progress
toward degree completion because students are not forced to take classes that duplicate
knowledge and skills that they have already mastered.
Credit is awarded for prior learning according to the procedures described in CCC’s ISP manual,
which is accessible online to faculty, classified staff, and managers. Students obtain detailed
information about the CPL process through academic advisors, faculty, the CPL registration form
and the college catalog. Students interested in obtaining credit for prior learning meet with the
chair of the appropriate department. Students can only receive CPL credit for courses that are
within the College’s regular curricular offerings. Students document their learning by creating a
portfolio that shows how their life experiences address the learning outcomes for the course(s)
for which they are requesting CPL credit. CCC faculty in the department from which the credit is
being requested evaluate the student’s finished portfolio. No assurances regarding the number of
credits that will be awarded are made to students prior to the completion of the portfolio review
process. Students register for the credits to be earned once the evaluation process is completed.
The ISP Committee recently addressed possible barriers impacting students' ability to complete
certificates and, after working with faculty from across the college, revised the number of
experiential (prior learning) credits students could earn toward their degree or certificate. CCC’s
previous procedure for credit for prior learning prohibited students from earning more than 24
credits toward a degree (typically 90 or more credits) or more than 12 credits for a certificate
(typically 45 or more credits). This policy was reviewed in an effort to assist those students
completing Career Pathways which are 12-44 credits. New language states that no more than
25% of degree or certificate requirements can be satisfied by CPL resulting in greater support for
those students attempting to use CPL credits for certificates that are less one year in length, while
maintaining alignment with NWCCU requirements.
A unique section number identifies each course that is completed through the CPL process in the
student information system. Credit for prior learning courses are indicated on a student transcript
with the letters “CPL” after the course title. This distinction has recently been added to better
assist CCC degree evaluators who ensure students are not earning more CPL credits than the
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maximum permitted for a particular degree or certificate.
Per the College’s ISP on Acceptance of Credit, the Office of Graduation Services is responsible
for administering the acceptance of credit for course equivalency, program requirements, and
degree completion. CCC accepts transfer credits from regionally accredited institutions
recognized by the Council for Higher Education Accreditation which may be accepted for course
placement, course equivalency, program requirements, and degree completion. Regional
accreditation provides adequate assurance of the quality of transfer credits because of the
academic standards that institutions must maintain to meet and keep their accredited status. The
College’s graduation services evaluators evaluate the courses on incoming transcripts referring to
the catalog of the college that provided that education to ascertain equivalency of content, level,
and quality of the credit relative to CCC courses. The evaluators consult with College faculty
when department input is needed or appropriate to establish course equivalency. Courses that are
clearly equivalent to CCC courses are transferred in; however, only those transfer credits which
are relevant to a student’s declared program will be used to satisfy degree requirements. CCC
requires students to earn a minimum residency of 23 credits at the College in order to earn an
AAOT degree consisting of 90 credits. Credits earned from unaccredited institutions of higher
education are not accepted, with the exception of foreign education credits, which are discussed
below. Instead, students having credit from unaccredited institutions may be asked to
demonstrate CCC course equivalent competencies by other means such as credit by exam or
Credit for Prior Learning (each described earlier in this section).
To ensure consistent evaluation of all international student transcripts: 1) CCC recognizes the
American Association of Collegiate Registrars & Admissions Officers’ (AACRAO) Foreign
Educational Credential Service’s (FECS) evaluations of foreign educational credentials from
international schools whose accreditation is not recognized by AACRAO, when an official copy
of the FECS course evaluation results are provided to the College’s Office of Registration and
Records. 2) The Office of Registration and Records must approve other agencies that provide
evaluation of foreign educational credits before transcripts evaluated by these agencies will be
considered. 3) Students whose foreign credentials may not warrant the awarding of CCC credit
via the College’s Office of Registration and Records may be asked to demonstrate CCC course
equivalent competencies by other means such as credit by exam or Credit for Prior Learning
(each described earlier in this section).
CCC has established a number of articulation agreements with various regional colleges and
universities. These agreements are designed to facilitate transfer of CCC students to four-year
institutions or to other colleges that offer programs that are not available at the College. None of
these articulation agreements reflect articulation of credit incoming to CCC. The availability of
articulation agreements is referenced in the College catalog, and the College’s web site publishes
a list of current articulation agreements. These agreements can easily become out dated and the
Office of Education Partnerships ensures that articulation agreements are regularly reviewed and
renewed prior to their expiration dates.
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Undergraduate Programs
General Education
The College’s AAOT, ASOT and AS degrees include a core of general education credits that
students must earn by completing a combination of courses from several different foundational
skill and discipline study areas. Students who attain these degrees possess a wide range of
knowledge and skills designed to promote success at four-year institutions. A brief look at some
of the outcomes’ language illustrates how CCC’s general education courses help students
develop the breadth and depth of intellect to become more successful learners by educating the
whole person, and by preparing students to work effectively, live richly, and learn actively. Here
is a sampling of what students will acquire as a result of successfully completing CCC’s general
education requirements: make use of the creative process to enrich their quality of life; critically
analyze their values and ethics; experience a variety of diverse perspectives; learn independently;
analyze and solve problems; critically evaluate scientific data; achieve an informed sense of self;
and use sources effectively and ethically.
The general education areas, number of credits required, and student learning outcomes conform
to those developed through statewide collaborations and adopted by the State Department of
Education. The general education cores for the AAOT and ASOT degrees are similar, but not
identical. The AAOT degree requires Writing (two courses), Oral Communication (one course),
Mathematics (one course), Health and Physical Education (three credits), Arts & Letters (three
courses), Social Science (four courses), Science/Math/Computer Science (four courses), and
Cultural Literacy (one course that also meets the requirements for another discipline studies
area). Approximately 50 General Education credits are required for the AAOT. The ASOT
degree requires writing (eight credits), oral communication (three credits), mathematics (twelve
credits), Arts and Letters (three credits), Social Science (three credits), and Science (three
credits). While the AAOT and ASOT requirements are designed to enable students to meet the
general education requirements at any public four-year institution in Oregon, the AS degree
general education requirements are tightly aligned with the specific general education degree
requirements of the target institution. General education degree requirements are monitored by
the Curriculum Office and the Office of Registration and Records. The College registrar and the
dean of Curriculum, Planning, and Research follow changes required by the state, bring them to
Curriculum Committee, and ensure the catalog and other documents are current.
Designed as a more flexible foundational degree, the AGS has a general education core that has
fewer courses than the four-year transfer degrees, but exceeds the related instruction
requirements for career and technical degrees. The AGS requires one course in Writing,
Communication, Mathematics and Health and Physical Education, four credits in each of the
areas of Arts & Letters, Social Science, Science/Math/Computer Science, and a computer
competency course.
Students may select from a variety of courses in the general education foundational skills and
discipline areas, depending on their program goals and interests. Courses appropriate for the
various general education requirements are listed in the College catalog. As the catalog is
published only once per year, a more current listing of approved courses is available on the
college website. All lower division collegiate courses designated as general education courses by
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the College are fully transferable to any Oregon public 4-year institution as part of a completed
AAOT or ASOT degree.
The College publishes a description of the general education learning outcomes in the College
catalog. The general education requirements and the specific learning outcomes and course
criteria for approved general education courses were adopted by the State Board of Education
after a multi-year development process that included faculty from higher education institutions
throughout the state. The College’s Curriculum Committee reviews all courses for which internal
general education approval is sought, and verifies that the state-approved general education
criteria and learning outcomes are clearly and appropriately reflected in the student learning
outcomes. Every course outline is accompanied by a mapping document that shows which
general education outcomes are addressed in that particular course. All course outlines, with their
associated general education mapping documents, are kept on file in the Curriculum Office and
will soon be published online to make them more accessible to the public.
The outcomes for each general education category are written using specific verbs describing
assessable skills, as seen in the following examples:
• Analyze and form critical responses in subjects such as literature, music, the visual
and performing arts…(Arts and Letters)
• Use college-level mathematics to analyze and solve problems…(Mathematics)
• Apply analytical skills to historical and contemporary social phenomena…(Social Science)
Faculty who teach courses that address general education outcomes assess the degree to which
the learning outcomes are achieved and report this data when they submit their final grades for
these courses. This practice allows the College to track the extent to which students are achieving
the general education learning outcomes.
The AAOT, ASOT, and AS degrees are first steps towards four-year degrees for those who earn
them, and thus address the College’s core theme of academic transfer. The general education
requirements for these degrees are in alignment with the requirements for the public four-year
institutions to ensure strong support of this aspect of our mission.
Related Instruction
A related instruction component is included in the AAS degrees and all Certificate of Completion
programs that require 45 credits or more. Related instruction courses support the college’s core
theme of Career and Technical Education by adding depth and breadth that complement the
discipline-specific program content and increases students’ opportunities to succeed in the
workforce and the community.
To satisfy the related instruction requirements for AAS degrees, students must complete at least
one course in each of the following areas: computation, communication, human relations, and
physical education/health. To satisfy the related instruction requirements for all Certificates of
Completion of 45 credits or more, students must complete at least one course in each of the
following areas: computation, communication, and human relations.
The College publishes a list of courses that satisfy the related instruction requirement for each of
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the required categories. When new AAS degrees or Certificate of Completion programs of 45
credits or more are submitted to the Curriculum Committee for review and approval, the
submitting department must indicate which approved related instruction courses are
recommended. The recommended related instruction courses are typically influenced by industry
advisory groups and the extent to which related instruction course content supports program
goals. Program requirements are described in the College catalog and on program advising
sheets. If specific related instruction courses are required, they are included in the catalog and on
the program advising sheets. If no specific courses are required, students may select their related
instruction courses from the published lists. The catalog encourages students to work with an
academic advisor to select the related instruction courses that are most appropriate for their
degree or certificate program.
Program advising sheets are currently available to students through the college’s Advising
Department, but there are plans to make them available in a centralized location on the
department’s new website once it is developed. Although program advising sheets list any
specific related instruction courses that are required within the course requirements, they
generally don’t clearly identify which of the course requirements satisfy the related instruction
components. Therefore, it is recommended that the College develop a standardized format for
program advising sheets and for program listings in the College catalog that clearly indicates
which of the listed course requirements satisfies the related instruction components and whether
it is possible to substitute another approved related instruction course for the one listed.
Related instruction courses become approved through a formal process described in the College’s
policy on related instruction. A department seeking related instruction approval for courses that
are offered through their department must obtain the dean’s approval and submit the course
outline to the Curriculum Committee for consideration. The Curriculum Committee performs the
same careful review for related instruction as it does for other curriculum. This review includes
ensuring that the related instruction course has been developed and is being overseen by teaching
faculty who are appropriately qualified in the area. All of CCC’s approved related instruction
courses are offered by the corresponding discipline areas, rather than being embedded in program
curricula.
The Curriculum Committee reviews and discusses the learning outcomes of all course outlines
that are submitted for consideration, including those seeking approval as related instruction
courses, and it provides informational materials to course outline developers on ways to write
effective, assessable learning outcomes. Members of the Curriculum Committee may also work
with course outline developers to help them improve the clarity of outline content, including the
instructional outcomes.
The Curriculum Committee provides guidance for writing effective, assessable learning
outcomes, and reviews the assessability of the course outcomes for related instruction. The
responsibility for ensuring the outcomes are assessable rests with the faculty, who indicate
planned methods of assessment on the course outline.
Different programs may deem particular related instruction courses more relevant to the program
of study and the particular computation, communication, human relations, or physical
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education/health outcomes that are considered important to one program may not be considered
as important to another. Therefore, there is no common core of related instruction outcomes that
can be assessed for all (as is the case for general education outcomes). For this reason, related
instruction outcomes are assessed only at the course level.
Graduate Programs (2.C.12 – 2.C.15) Not applicable
Continuing Education and Non-Credit Programs
The College’s credit and non-credit continuing education programs and other special programs
support the College’s core themes of Career and Technical Education, Essential Skills, and
Lifelong Learning, which support the College’s mission to provide a variety of high quality
education and training programs to employers, community partners and district citizens.
Board Policy IGE authorizes the College to offer a wide range of credit and non-credit courses at
appropriate locations throughout the district. Each year, CCC offers these classes and programs,
designed to meet the needs of targeted populations, at more than 100 locations throughout the
College district. The College encourages community partnerships that utilize resources
cooperatively and efficiently.
CCC offers a variety of Continuing Education and non-credit opportunities:
• Continuing education courses, workshops or seminars: These courses, workshops, and
seminars carry no credit and do not apply towards a degree or certificate. Examples include
Horticulture workshops such as Urban Pest Management and Fruit Tree grafting; Oregon
Employment Department workshops for job seekers; Stagecraft in the Theater Arts area; and
Career-Related Learning experience workshops for local high- school students. These courses
support the College’s lifelong learning core theme by supporting community interest and
providing diverse learning events. These programs also demonstrate College responsiveness
to community interests and needs.
• Classes, seminars, workshops and training with CEU’s: These classes, seminars, workshops,
and training opportunities are offered for Continuing Education Units (CEUs). Courses such
as Pesticide CORE training (.4 CEU); 5-Day Waste Water Tester Certification (4 CEU)
typify this set of offerings. These offerings support the College’s core theme of Career and
Technical Education by providing various CEU opportunities that reflect regional workforce
needs, preparing incumbent workers through workforce relevant classes or supporting student
and employer needs.
• Customized Training and Development Services: These services are offered to business,
industry and economic development partners throughout the district. Training can be offered
at the work site or on one of the campuses. The College’s Business Solutions Project
Coordinators work with the business to create a program customized to fit the organization.
Training has included team development, Truck Driver Certification, Welding, leadership
and supervisor training and more. Classes may be non-credit, credit, or CEU. CCC’s
customized training programs support the College’s core theme of Career and Technical
Education by delivering programs that provide employer specific training as well as meeting
the needs of employees to “skill up” the workforce. Thus, CCC helps both workers and
businesses to continue to be relevant in their fields. Meeting workforce needs directly and
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•
•
developing and delivering program student learning outcomes are essential to supporting our
community and state’s economic recovery.
Community Education classes and workshops: An extensive array of non credit community
education classes and workshops are offered at sites throughout the college service area.
These non credit classes are advertised in the quarterly schedule of classes and support the
College’s core theme of Lifelong Learning by providing the community with informal
continuing education opportunities.
Small Business Development Center (SBDC) Programs: The SBDC offers long-term
programs, including the Greenhouse Entrepreneurial Program for business start-ups and the
Small Business Management Program. A variety of short-term, noncredit workshops are also
offered, such as Going into Business, Financial Projections and Customer Service. These
programs offer support for the College’s core themes of Career and Technical Education and
Lifelong Learning. Students can select programs or training that meets specific industry or
workforce needs. These offerings also support lifelong learners in their pursuit of personal
enrichment programs based on their interests or needs.
The College offers both credit and non credit courses in English as a Second Language, General
Education Development (GED) offered both in English and in Spanish, Adult Basic Education
(ABE), Adult High School Diploma (AHSD), Volunteer Tutoring, Corrections and
developmental reading, writing and mathematics courses. These courses are critical to our core
theme of Essential Skills.
The College’s open-door policy ensures that adult entry into courses offered to the general
public (as opposed to contracted trainings) is unrestricted, thus ensuring that high-quality
education and training opportunities are accessible to all community members. By providing
learning opportunities that support the changing needs of individuals, businesses, and the
community, CCC demonstrates that it is adaptable to changing needs and accountable to the
community we serve.
The institution maintains direct and sole responsibility for the academic quality of all aspects of
its continuing education and special learning programs and courses. Credit-bearing courses
follow the same faculty-development and Curriculum Committee approval processes for course
outlines that is required for all classes. Faculty who deliver the courses are academically
qualified faculty who have been approved by the academic department that developed the
course(s). Student achievement is assessed by the same standards, and instructors are evaluated
in the same manner as other college instructors.
The Skills Development Department oversees the credit and non-credit courses in GED, ABE,
Adult HS Diploma, Volunteer Tutoring, Corrections, and some developmental reading and
writing courses. The English as a Second Language (ESL) Department oversees all ESL credit
and non-credit courses. The math and English departments also oversee developmental courses
mathematics, reading, and writing. Courses offered in these areas are subject to the same
requirements of Curriculum Committee oversight and Course Outline approval. Faculty who
deliver the courses are academically qualified, student achievement is assessed by the same
standards, and instructors are evaluated in the same manner as other college instructors.
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For non-credit occupational supplemental course offerings, the CCC department chair examines
and approves course/workshop content, approves the course/workshop outline and instructor
credentials. Approved course/workshop outlines are filed with the College’s Curriculum Office.
Many workshop instructors will conduct short student evaluations at the end of a workshop for
validation of content effectiveness.
The College’s long-standing relationship with the utilities, Portland General Electric and
PacifiCorp, provide a good example of the type of program(s) that offer credit, non-credit and
CEU courses. CCC and the utilities partnered to create the Utility Training Alliance (UTA).
Within this alliance, credit courses and credit programs are continually developed and offered as
occupational and career advancement trainings. The UTA developed five apprenticeship
programs for the two utility companies, strictly pertaining to the utility industry. CCC offers
these programs in-house to utility employees only. The programs fit within the Apprenticeship
Guidelines of Oregon’s Department of Community Colleges and Workforce Development
(CCWD).
For its non-credit course offerings, the director of the Energy and Utility Resource Management
(EURM) department and the CCC department chair work together to develop content, course
outlines, and instructor qualifications. These courses allow employers to assemble groups of
employees to update and refresh skill sets mandatory for utility regulation standards. Employees
engaged in the non-credit offerings and their employers provide feedback on the quality and
effectiveness of these courses/workshops.
The College offers courses for both registered apprentices at journey-level and those interested in
becoming an apprentice. Industry upgrade and code classes are offered in partnership with state
agencies. The programs reflect industry requirements and standards. The standards are set by the
appropriate department in conjunction with the Joint Apprenticeship Training Committee
(JATC). Programs include: Limited energy (JATC), which includes Protective Signaling (JATC);
Plumbing (JATC); Painters (JATC); and Inside Electrical (JATC). The student must first be
accepted into the apprenticeship program by the JATC for that particular trade. Oregon’s
apprenticeship offerings adhere to statewide requirements for Apprenticeship AAS degrees.
The Technology, Health Occupations, and Workforce Division (THOW) provides oversight and
quality control over what CCC refers to as Community Education programs. Non-credit adult
enrichment classes are offered across the district in multiple locations including Senior Programs,
operating with community/senior centers and retirement/care centers. Instructors are evaluated
through a standard evaluation process that includes feedback from students and community
partners. The Seasoned Adult Enrichment program is not connected with the Senior Programs. It
is an independent, self-supporting group that is governed and maintained by its peers. CCC’s
community education staff assists the program only with advertising, classroom location and
handling of their fees collected for their sessions.
Board Policy IGE and ISP Continuing Education Units govern CEU practices. CEUs
acknowledge student accomplishment in non-academic credit, adult, training and continuing
education courses and workshops. CEUs are only awarded through the Registration and Records
office. The specific regulations, conditions, and procedures are outlined in ISP Continuing
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Education Units. Board policy, the ISP and the process used by the Registration and Records
office ensure consistency across the institution. All CEU courses and special workshops are
required to have an outline that identifies objectives and student learning outcomes. These can be
found on the Curriculum Committee website under “Other Documents”. CEU classes are
transcripted but CEUs are not applicable toward a degree and/or certificate.
The institution maintains records that describe the number of courses and nature of learning
provided through non-credit instruction in a variety of ways. Senior program courses require
course outlines and course descriptions are published in the schedule of classes (both in print and
on the website), kept on file and submitted to the state, upon request. Other non-credit course
information is found on the required course outlines and in contracts with business and industry.
Course descriptions are published in the schedule of classes for those courses open to the general
public.
ESL, GED, ABE, Adult High School Diploma, Volunteer Tutoring, and Corrections receive
funding as Title II programs, which requires that students demonstrate skill level gains on
standardized tests approved by the Oregon Department of Community Colleges and Workforce
Development (CCWD). These programs must also show CCWD that they meet Indicators of
Program Quality in these areas: program administration, instruction, orientation, assessment,
transition and completion, support services, recruitment, and retention, and are subject to a peer
review every seven years.
The Skills Development Department maintains records that reflect the nature of learning for all
GED and ABE courses. With recent changes at the state level and implementation of the new
GED, the state has moved towards the Adult Basic Skills Learning Standards. CCCs staff is
trained in using the Learning Standards, the Title II ABE/GED outlines reflect the ABS Learning
Standards, and the Learning Standards have been used to inform the developmental education
integrated reading and writing (WRD) restructure.
Standard 2.D Student Support Resources
From recruitment to graduation, CCC provides extensive services, processes, and resources that
support student success. Faced with increased enrollment and a reduction in staff, the areas of
Enrollment and Student Services continue to assess ways to enhance the student experience for
all students taking credit or non-credit courses across our three campus locations.
CCC creates an effective learning environment by removing barriers that reduce the possibility
for success and ensuring students have access to programs and services that support learning
needs inside as well as outside of the classroom. These programs and services include advising,
counseling, disability resource services, enrollment services (admissions, registration, financial
aid), library resources, services for special student populations (e.g. veterans), student
government and a variety of student clubs and activities, technical support for distance learning
and face-to-face courses, testing services, math and writing labs, and tutoring.
All students registered for academic transfer, career and technical education, essential skills, and
lifelong learning courses, whether credit or non-credit, have access to these services. Student and
academic support services are available at all three campuses. Students need only show a CCC
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student ID card verifying enrollment for the current term to access services such as the library,
math and writing labs, and tutoring. Our veterans, international students, and students with
disabilities, no matter which campus they attend, can be connected with services at our Oregon
City campus by providing the appropriate documentation required for the services requested.
These students then benefit from the services while taking coursework at any of our three campus
locations. Advisors assist populations and students who believe they need to receive specialized
services in identifying available support.
Clackamas provides physical learning environments that complement instruction by supporting
student-learning needs outside of the classroom. Study space is available in the Dye Learning
Center, which also houses the library. Computer, math, and writing labs are available for student
use and provide resources to students needing additional help with assignments and projects. The
robust math tutoring center on the Oregon City campus offers free walk-in and by-appointment
tutoring help for all students. Walk-in math tutoring is also available at the Harmony Campus.
Tutoring is available in a small centralized space on both the Oregon City and Harmony
campuses, and is coordinated through our Disability Resource Center. Tutoring is open for dropin for any student enrolled in a course that corresponds to the subjects being tutored. Additional
study space is available in several other buildings throughout the three campuses. The college
would benefit from additional dedicated study space and a larger centralized tutoring center on
the Oregon City campus.
Students accessing Clackamas instruction from a distance are fully supported by Instructional
Design and Professional Development (ISPD) distance learning staff via email, phone, or in
person. Extensive tutorials on the use of Moodle, CCC’s online learning management system, are
accessible online through the Moodle website and by technical support through the DL website.
CCC is currently exploring software platforms that may enhance the existing student services we
provide for both distance and on campus students. The College contracts for online tutoring
services and provides some email tutoring support to augment our on-campus tutoring resources.
All tutoring service options are available to all CCC students and the online service provides
support in some subject areas not supported on campus. The online and email options, while not
well-used overall, are used by a number of our distance learning students.
The Testing/Assessment Centers, located at all three Clackamas campuses, are the front door or
“first contact” location for many incoming/potential students at our institution. The centers
provide evaluation of prior coursework and American College Testing (ACT) or Scholastic
Aptitude Test (SAT) scores, and COMPASS tests for reading, writing, math, and computer
placement assessments. Students use the testing center for makeup exams and exams that require
special accommodations. The testing center also assists with exams for dual-enrollment or
distance learning students. We provide GED orientations to our adult basic skills department
and proctor GED exams. Information regarding services available at the Testing/Assessment
Centers is distributed by faculty to students and by our student recruitment team to the local high
schools. Information is also available in the College catalog, Student Handbook, and on the
college website.
Information regarding programs and services at CCC are widely available to students, and are
actively presented in one-on-one advising and counseling sessions. In our Student and Academic
Support Services (SASS) area, interdepartmental referrals guide students to explore and access
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support services appropriate to their educational journey such as tutoring, career services,
disability resource accommodations, emergency food resources and childcare. These referrals
provide a holistic approach to supported learning for students. Student and academic support
services are published annually in the college catalog and Student Handbook, and updated each
term on our CCC website.
The Graduation Services evaluators run a degree audit for every student that submits a petition
for graduation. The degree audit checks to see that all requirements have been met and, if they
have not, students receive information detailing any missing requirements. Students can also use
a function in the portal to run an evaluation for themselves at any time. This function also allows
students who are considering multiple degrees or certificates to run "what if" scenarios that
allows them run an evaluation of completed and in- progress courses against each of the degree
or certificate programs they may be considering.
CCC is dedicated to providing a safe and secure learning environment for students. Campus
Safety is proactive in eliminating, reducing and/or minimizing criminal opportunity before a
crime actually occurs. Their commitment to promoting a safe, secure and welcoming
environment for all campus users is demonstrated through campus community patrols at all three
campus locations; suppression of criminal, drug and alcohol activity; on-site crime report filing
with the Clackamas County Sheriff’s Office; crime awareness presentations and counseling;
preliminary fire and medical emergency inquiries; traffic accident investigations; and campus
parking regulation and enforcement.
The Campus Safety department and its officers have a long history of working with both
enrollment and student services teams to support students and staff at CCC. For many years, the
department chair of the criminal justice program also served as the director of Public Safety.
Upon his retirement, CCC created a director of Campus Safety position that works closely with
the associate deans and our counseling staff to ensure both safety and success for our students.
The director of Campus Safety position couples a strong police background with an
understanding of the unique nature of a college campus to enable the college to maintain a safe
environment while working with students who are displaying inappropriate behavior to help
them become successful.
Students with behavioral or academic challenges are identified in a number of ways, including
observations from faculty and staff. Each instructional division has an associate dean and an
assigned counselor who work together to respond to concerns and develop a plan for the student.
If the challenge is behavioral, the campus safety director is notified and is part of the
conversation with the goal of keeping the student in class to the extent possible. If a student is
deemed a threat to themselves or others, an appropriate action plan is developed between the
campus safety director, the associate dean(s), and the dean of academic foundations and
connections. In addition, our counseling department recently acquired an online software system
to track counseling sessions, students of concern, and discipline issues across campus. This
system will provide a comprehensive look at an individual student and their on-campus behavior,
including case-notes and incident reports, allowing for a collaboration of care for the student that
helps ensure the safety of the student population.
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CCC maintains safety and security by ensuring that relevant and emergency information is
communicated to staff, students and other users of the college in a timely manner. This is
accomplished in several ways:
• Information such as upcoming emergency exercises and planned electrical and computer
outages are communicated through the college's FYI information postings. FYI postings
are placed on the college's web portal and are updated daily.
• Critical emergency notification information can be broadcast to each Cisco staff desk and
hallway public wall phone, and to students in select areas of the college where paging
speakers are installed, using the College’s Singlewire InformaCast Emergency Broadcast
notification system. Live, recorded, and text messages to phones and paging speakers can
immediately alert staff and students of emergency situations requiring action.
• The same Singlewire InformaCast emergency broadcast notification system is used to alert
Campus Safety officers and CCC Emergency managers of the campus phone
location/origination of E911 calls being made to the Clackamas County E911 Call center
(aka. C-COM). This allows Campus Safety Officers and Emergency managers be able to
assist and direct first responders to the actual location of the E911 call quickly and
accurately.
• Finally, staff, student and citizens can sign up for college notifications using the Flash Alert
program. This is a third party program that allows the college to post information (such
weather related closures). The Flash Alert program will then notify all members (and the
media) through text and/or email messages conveying the information.
The campus safety director is responsible for reporting federal and state crime statistics as well as
ensuring policies and other disclosures are readily available. Emergency information is
accessible at each of the three CCC campus locations, as well as in publications, including the
College catalog and Student Handbook, and on the department of campus safety website.
Crime statistics and other campus safety disclosures required under federal and state regulations
are made available in accordance with those regulations and referenced in the College catalog.
Specific statistics are maintained through the CCC website. The campus safety director regularly
conducted a review to ensure that all campus statistics and disclosures are current through state
and federal reporting agencies and updated on the CCC Crime Reporting website.
CCC’s student recruitment team collaborates with others in the College to recruit and admit
students with the potential to benefit from the College’s offerings. In an effort to better align
admissions with recruitment efforts, the student recruitment team has recently joined the
Enrollment Service Department. The goal of this alignment is to provide more effective
communication and strategy as CCC identifies, recruits, and admits students. The student
recruitment team works with others throughout the College to provide the most effective
representation as we visit local and regional high schools, and attend local, regional and national
college recruitment fairs. Prospective students are contacted via email, conventional postal
delivery service and through the Clackamas website.
In addition, the student recruitment team has developed a strong partnership with the Office of
Education Partnerships to work with targeted programs such as the High School plus program,
where classes taught by college faculty are offered at the high school, and the advanced college
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credit program, whereby students can earn college credit for courses taught in the high school
that have met strict criteria. The student recruitment team supports broad campus collaborations
and campus-wide events, such as the annual Regional Skills Competition, where high school
students come to campus for a chance to earn CCC tuition waivers for future coursework by
competing in academic areas ranging from art to science to foreign language or technology.
Students interested in attending CCC are encouraged to follow several steps prior to enrollment:
submit an application for admission, take placement exams to determine appropriate course
placement, arrange for financial aid, and attend a new student advising session. While none of
these steps are currently required, all departments within the enrollment and student services
areas strongly encourage students to follow these steps to ensure a successful start to their
educational experience.
Special admission requirements exist for several cohorts of students to ensure they will benefit
from their intended program. These programs include: clinical laboratory assistant, dental
assistant, medical assistant and nursing; degree partnerships with Oregon Institute of
Technology, Oregon State University and Portland State University; international students,
including the Program for Intensive English; and underage students.
CCC has a student population of approximately 27,000, and the sheer numbers require creative
ways of providing group advising to incoming students. We have recently broken our new
student advising sessions into goal-oriented groups in an effort to support our “teams” of areaspecific advisors. All three campuses of CCC utilize new student advising as an opportunity to
orient students to policies, procedures and requirements and ensure they understand the
requirements of the college as well as their programs of study. A session will advise new students
on campus resources, degree requirements, course selection, initial schedule creation and
registration. The sessions run approximately two hours and include a presentation, time for
questions, and individual support for initial registration. Each new student advising session
includes the following topics:
• Paying for College
• Support Services (FREE)
• Essential Tools (Catalog, Schedule of Classes, new student advising packet)
• Programs and Graduation Requirements (AAOT, ASOT, AS, AAS, CC, AGS,
Career Pathways)
• Creating a Schedule
• College Success Courses and Recommendations
• How to Read the Schedule of Classes
• Using myClackamas (Registration, email, account information, and
announcements)
• Next Steps
We have created unique syllabi to correspond with the three types of new student advising
sessions, and advisor/advisee requirements and responsibilities are clearly defined (we also
publish these in our College catalog, the Student handbook, in the Schedule of Classes, and on
the website). These syllabi provide numerous pieces of information to the student about; 1) the
CCC staff members who support the student during their journey at CCC (counselors, advisors,
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career staff/coaches, and faculty advisors); 2) the requirements related to their program of study;
3) minimum standards of academic progress, and; 4) how to receive timely, useful, and accurate
information and advising about relevant academic requirements, including graduation and
transfer policies. Aside from our advising syllabi, advising information is also available through
the advising website, portal announcements and campus postings.
During these sessions students receive important instruction in how to locate and access
information provided by CCC to assist in their degree completion. Below are some examples of
locations we explore with our students:
1. New student academic advisement
2. Ongoing academic advising support;
3. Successful academic standing policies and practices; and
4. Readily accessible student support services that are centrally located in the
campus Community Center
We have instituted some positive changes at CCC that aid student support. Our advisors are now
helping students interested in transferring to another institution through the newly created
transfer center located in the heart of our Oregon City advising center. Additionally, our degree
evaluations team merged with our advising unit to provide broader graduation services in support
of completion. And soon to come - an online version of the new student advising is currently
being created and will be available for use by the end of the 2015-16 school year.
In addition to our new student advising sessions, each term we provide a day dedicated to the
new student orientation. [New student orientations, previously available only in Fall term, are now
available every term.] This day includes a guest speaker and breakout sessions dedicated to the
topics referred to in the new student advising bullet points. It provides an opportunity for students
to take a campus tour, meet faculty in their areas of interest, and connect with peers before the
term begins. During Fall term, new student orientations actually occur over a three day period to
allow students to attend in cohorts based on academic areas of interest. The new student
orientation is associated with several student success courses that are free to those who sign up
and provide a one-credit option for college readiness. Students are not required to attend new
student orientation or new student advising, take a placement test, or to meet with advisors, but
participation in the Foundations of Excellence self-analysis have led to changes and
recommendations for further changes, in these open-ended policies in favor of a more structured
(mandatory) path.
As a student progresses toward completion each term, they must maintain satisfactory academic
progress as outlined in the college catalog. At the end of each term, the Registration and Records
Office runs an evaluation on all students meeting the stated criteria to determine their academic
standing status. Academic status options include Honor Roll, Good Standing, Alert, Probation,
and Suspension. Students in an alert, probation, or suspension status are contacted via their
student email address with information, resources and as appropriate, required next steps for
staying enrolled at CCC, including working with academic advisors. While this process works
very well, it is recognized that CCC needs to implement an evaluation process during the term,
rather than at the end, so students facing academic challenges get the help they need prior to
completing the course. Mid-term evaluation is currently manually applied to cohorts of students
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including the student newspaper staff, athletes and members of ASG.
The steps cited above are designed to see our students through to their educational goals in a
supportive environment, but in the event of program elimination or significant change in
requirements, the institution makes appropriate arrangements to support students in completing
their goals, either at CCC or at our sister institutions. Clackamas follows the protocol outlined in
the Oregon Community Colleges Handbook and Planning Guide related to suspensions and
deletions of programs to ensure that students enrolled in the program have an opportunity to
complete their program in a timely manner with a minimum of disruption.
This process was demonstrated in 2009-10 when the drafting programs were eliminated in
response to the economic downturn and changes in enrollment. Local institutions were contacted
to determine their ability to serve our students based on appropriate curriculum and capacity.
Faculty advisors contacted each student who had participated in relevant classes either during the
current or preceding academic year, inviting them to a group session to explain the situation.
They then worked individually with each student to examine their options. Courses needed by
many students were offered during spring and summer to maximize completions. Students close
to completing a degree or certificate were provided the opportunity for appropriate course
substitutions and waivers or were encouraged to continue at another community college where
they could complete their degree, or reverse transfer courses to obtain the degree from CCC. The
Office of Community Colleges and Workforce Development (CCWD) worked with the College
on an expedited approval process to allow the College to removed 6 elective credits and lower
the total credit requirements from 96 to 90 credits.
Specific college information is provided to students, faculty, staff, and the general public through
many sources but primarily the following:
• College Catalog, published annually, includes: mission statement and core themes, entrance
requirements and procedures, grading policies, program information including completion
requirements and learning outcomes, projected timelines to completion and frequency of
course offerings, names, titles, degrees held and conferring institutions for administrators and
full-time faculty, academic regulations, tuition fees and other program costs, refund policies
and procedures for withdrawal from enrollment, opportunities and requirements for financial
aid, and the academic calendar.
• Student Handbook, published annually, includes: mission statement and core themes, rules,
regulations for conduct, rights and responsibilities, opportunities and requirements for
financial aid, and the academic calendar.
• Schedule of Classes, published quarterly, includes: entrance requirements and procedures,
grading policies, course descriptions and prerequisites, tuition, fees, and other program costs,
refund policies and procedures for withdrawal from enrollment, opportunities and
requirements for financial aid, and quarterly calendar information.
• College website includes: the full College catalog, Student Handbook, and Schedule of
Classes, mission statement and core themes, entrance requirements and procedures, program
information including completion requirements, program learning outcomes, and projected
timelines to completion based on normal student progress, tuition, fees, and other program
costs, refund policies and procedures for withdrawal from enrollment, opportunities and
requirements for financial aid, and the academic calendar.
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•
Course syllabi include: grading policies and student learning outcomes.
In addition, CCC regularly uses posters throughout the three campus locations, announcements
on the CCC website (for the general public) and on the CCC portal, myClackamas, (for students
and staff) to provide all students and constituents with current information. CCC recently
assembled a team to better align these documents and resources. Through discussion with staff,
faculty and students, the goal is to produce both paper and electronic documents and resources
that best serve all transfer, career and technical education, essential skills and lifelong learning
students.
Program information in the College catalog includes any applicable unique requirements for
employment or national and/or state legal eligibility requirements for licensure or entry into a
target occupation or profession. Requirement information is listed on applications for limitedenrollment programs and on the College website. Faculty advisors provide specific information
to students in programs in which special requirements are relevant.
CCC's registrar is responsible for the safekeeping and confidentiality of information contained in
student records once students are enrolled. Policies and procedures established at CCC are
informed by applicable federal and state regulations as well as standards established by the
American Association of Collegiate Registrars and Admissions Officers (AACRAO). Student
record information is stored primarily in three locations: paper copies locked in file cabinets,
scanned to an imaging system (Docuware) or stored in CCC's Student Information System
(Ellucian Colleague). Records stored in Docuware and Ellucian Colleague are backed up on a
nightly basis on tape and delivered to an off-campus site to ensure accessibility in case a disaster
makes on-campus accessibility of records impossible. Provisions for retrievable back-up of these
records are maintained by the Information Technology Services department. Paper forms with
student record information that are not scanned and imaged, are stored in locked file cabinets for
the time period established by state archiving regulations and then are destroyed (shredded).
While there is no reliable back up if paper-only records are destroyed, almost all student
information is located in Ellucian Colleague.
The College catalog and Student Handbook contain policies related to confidentiality and release
of records in accordance with regulations as established by the Family Educational Rights and
Privacy Act (FERPA). The registrar assigns College employees appropriate access to student
record information with corresponding security levels in Ellucian Colleague. This assignment is
determined by job function and the corresponding need-to-know student related information.
Staff are trained in FERPA when they are first hired by the College, and periodic training occurs
campus-wide and departmentally to refresh understanding and address changes in FERPA.
Additionally, a FERPA message appears every time a user logs into the Ellucian Colleague
system.
The financial aid office is responsible for the oversight of many financial opportunities for CCC
students including federal work study, grants, loans, scholarships, tuition waivers, and state
legislated opportunities that impact veterans and senior citizens. This office keeps prospective
and enrolled students as current as possible on all policies and procedures related to obtaining
federal and institutional aid through collaboration with the student recruitment team and the use
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of information nights, advising sessions, workshops, direct mail and email campaigns, and many
CCC resources, such as the quarterly schedule of classes, the annual catalog and the
myClackamas portal.
While the entire financial aid office supports the CCC scholarship program, one full-time staff
member is solely dedicated to working with the CCC Foundation to provide coordination of oncampus scholarships. Additional coordination of resources pertaining to non-institutional
scholarships is also provided. CCC is very proud of our institutional scholarships program which
significantly impacts the lives and goals of many CCC students.
Financial aid accountability is measured and verified by the Department of Education, State of
Oregon, and the Oregon Student Access Commission. The program is audited annually by an
outside agency. The College’s financial aid program is also reviewed through a federal
government program of random selection. In addition, CCC regularly monitors its student loan
programs and the CCC loan default rate. The college is informed of the loan default rate through
a report sent to the director of Financial Aid by the Information for Financial Aid Professionals
(IFAP). College leaders continue to monitor and discuss student debt, working to maintain access
and keep debt-levels manageable for CCC students.
Due to the recent economic downturn, a significant increase in requests for financial aid coupled
with a reduction in staff led to a process that was cumbersome to both students and staff and a
processing time that left some students receiving their aid at the end of the term. Recognizing the
need to process financial aid requests to better support our students, the Financial Aid Office
participated in a three-day LEAN event mapping all of its processes and communications in an
effort to identify areas in which it might be more effective in helping students obtain their
financial aid in a timely manner. This process has already significantly reduced the time it takes
for students to receive their aid resulting in one less barrier to student success.
Prior to obtaining their financial aid, CCC requires students to complete an electronic entrance
interview, informing them of their obligations regarding the entirety of their financial aid award
package. Students receiving financial aid are informed of their repayment obligations through
both the entrance and exit interviews, which are also offered electronically, and when they sign
their promissory notes for loans. Students receive billing and repayment of loan information
directly from the lender.
Once a student has been recruited, admitted, explored funding options, and has reviewed
program information the college provides, they can meet with an advisor who has been trained to
assist them with their educational journey. Academic advising to support student development
and success is readily available to Academic Transfer students, Career and Technical Education
students, Essential Skills, and Lifelong Learning students. Advisors are available at all three
campuses to provide for student needs. The College and our advisors heavily emphasize the
importance of appropriate placement testing procedures, advising, and graduation/evaluation
process and procedures.
We have a mixed model of advising that includes a central unit of advisors located in our
Community Center, area-specific advisors paired with a counselor and housed in specific support
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areas across the three campuses, and 45 faculty advisors. Our central and area-specific advisors
are available by appointment or on a walk-in basis for on-going educational planning and support
towards graduation and transfer. Faculty advisors in the academic departments are available by
appointment to provide specific program of study information; many of them post their hours of
availability on their syllabi. Our advisors are knowledgeable about the curriculum of the
institution and maintain their knowledge by attending training sessions, conferences, curriculum
committee meetings and webinars. Advisors can respond to all general inquiries, but build
expertise in their area of designation by developing relationships with instructional faculty in
their areas and by tracking degree completion requirements with the assistance of our graduation
services team.
CCC recently constructed a comprehensive advisor-training module using our online learning
tool, Moodle. This training module is updated regularly and includes comprehensive support and
resources for all advisors on our campuses to access from any location; this increases their
efficiency and accuracy of advisement. In 2013-14, a student satisfaction survey was distributed
to a 10% sampling of students who entered our advising center each term. These surveys were
used to increase skill in advising and recognize the needs of our advisees. Regular evaluations of
our advisors include qualitative and quantitative feedback of their work performance.
Co-curricular activities consistent with Clackamas’ mission, programs, and services are offered
by various divisions. The Health and Physical Education department oversees Athletic programs
which draw on students from throughout the country; we actively recruit for 11 different teams.
Our athletic teams participate as part of the Northwest Athletics Conference (NWAC) and adhere
to the regulations as published on the NWAC website.
Student Life and Leadership is coordinated by a full time classified staff member who oversees
student government, clubs, and student events and activities. Co-curricular activities such as
discipline- related clubs, music and theater events, student publications, Associated Student
Government (ASG), student leadership opportunities, as well as athletics and intramurals are
organized under the ASG Constitution and the regulations of the college. Clubs must register
with ASG each year and present their individual constitutions for review. A full-time faculty or
staff advisor must meet regularly with each club and sign the yearly registration.
CCC is proud of its award-winning student activities (such as the student newspaper) and
national and regional athletic champions (such as the wrestling and softball
teams). We produce unique student driven theater productions, and present art shows showcasing
our student work each year. CCC’s co-curricular activities are open and available to all students.
Information regarding co-curricular activities is published in the College catalog, the Student
Handbook, and on the ASG webpage.
CCC also provides auxiliary services for students. The bookstore is operated by the College and
provides on-site student access to study materials, school supplies, sportswear/clothing items in
support of school spirit, gift items, and food and beverages.
A contractor provides CCC’s food services. Students, faculty, staff, and administrators have
opportunities for input regarding these services through the Campus Use & Development
Committee (CUDC) and the Food Service Sub-Committee, as well as through less formal
communication with leadership in college services. The contractor works with the College to
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respond to day-to-day student and staff needs as well as special events.
Student athletes and all students who participate in co-curricular programs are subject to the
same requirements and procedures for admission, financial aid and academic standing, and are
held to the same academic standards and degree requirements as other students. For example,
speech and debate students must be approved by the registrar’s office as being students in good
standing prior to a competition. Requirements for athletes are outlined and reinforced in the
Student Athlete Orientation, and reviewed bi-annually in individual student athlete advising
sessions.
The Instructional Support and Professional Development department runs a centrally coordinated
schedule of exams for our distance learning students that are proctored by instructional faculty in
a designated lab at the Oregon City campus. Local arrangements are made for proctored
examinations for students who are further from the campus. Students are required to show their
student ID or other photo ID prior to taking these exams. There is some concern that the College
needs to find additional suitable proctored testing facilities to support all students in online
courses.
Students enrolled in distance learning at another institution can come to the Oregon City campus
to take a test, and will have their identity verified prior to the test. Both of these processes are in
place so Clackamas can ensure identity verification for distance education students and protect
student privacy. CCC ensures that students are informed in writing at the time of enrollment, and
via course syllabi, of current and projected charges that may be associated with the identity
verification process.
Standard 2.E Library and Information Resources
The library has sufficient capacity to collect resources at Level 4, or the Basic Level, as defined
by the American Library Association Guidelines for the Formulation of Collection Development
Policies. The Guidelines describe Level 4 as: “A highly selective collection which serves to
introduce and define the subject and to indicate the varieties of information available elsewhere.
It includes major dictionaries and encyclopedias, selected editions of important works, historical
surveys, important bibliographies and a few major periodicals in the field.”
Collecting at Level 4 becomes further informed when considered in terms of the College’s four
core themes. Meeting the diverse needs of Academic Transfer students, Career and Technical
Education students, Essential Skills students, and Lifelong Learners have always been a
collection development challenge in community colleges, but the core themes make the
challenges more visible. For example, major dictionaries and encyclopedias that are useful to
Academic Transfer students are not the same dictionaries and encyclopedias needed by Career
and Technical Education students. The Gale Virtual Reference Collection provides an example of
electronic resources to make lifelong learning at home much easier, but this may not be the best
format for Essential Skills students.
To track and then improve service to students in the four core themes, library staff started
tracking reference questions and purchases by core theme. Purchases are tracked by Library of
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Congress (LC) classification and LC classifications are grouped by core theme. The same is true
of the Reserve Collection. Reference librarians go a step further in the reference interview to
determine which of the core themes the student’s question belongs in.
Reserves 2014-2015
By Core Themes
Number of Reserve Items
Number of Purchased Items
Library Purchases 20142015 by Core Themes
500
400
300
200
100
400
350
300
250
200
150
100
50
0
0
Academic Career and Essential
Transfer Technical
Skills
Lifelong
Learning
Academic Career and Essential Lifelong
Transfer Technical
Skills
Learning
Core Theme 4: Lifelong
Learning 7%
Core Theme 3:
Essential Skills 14%
Core Theme 2: Career
& Technical 18%
Core Theme 1:
Academic Transfer
61%
WI/SP 2015 REFERENCE QUESTIONS BY CORE THEME
The CCC library has both print and electronic resources. The Oregon City campus library houses
approximately 37,000 print books and subscribes to 315 print periodicals. Electronic resources
are readily available at both the Oregon City campus and the satellite campuses or at any location
with internet access. The library subscribes to services such as EBSCOHost (4,600 full text
magazines and journals), Lexis-Nexis (over 10,000 news, business and legal sources) and
Opposing Viewpoints Resource Center (full text of the popular Opposing Viewpoints books). In
2015, the library subscribed to just over 62 electronic databases and the number is expected to
continue to grow. The print reserve collection averages over 800 items. The College provides a
budget of about $100,000 for print and electronic resources to support all programs and students.
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The library spends about half this budget on electronic resources.
All students have access to all print resources at the Oregon City campus and the Nursing and
Allied Health materials at the Harmony Campus. Library resources at the Harmony Campus are
made available on the honor system. The initial agreement between the Health Sciences
departments and the Library was that the honor system would continue as long as loss rates
remain below 13%. After four years, an inventory of the resources at Harmony showed no loss.
However, after six years, the loss rate was near 20%. The library is working with the Heath
Sciences department to implement a new system. The system will continue to be reviewed every
two years.
The library has four cooperative agreements that enhance resources and student access to
materials. The first is through the Oregon Community College Library Association (OCCLA)
that acts as the representative for participation with the Orbis-Cascade Alliance. The Alliance
negotiates group discounts for university libraries such as the University of Oregon, Oregon
State, University of Washington and Washington State. OCCLA is not a member of the OrbisCascade Alliance, however some members of OCCLA are also members of the Alliance. The
subscription to Cumulative Index to Nursing and Allied Health Literature (CINAHL) Fulltext
Plus is an example of resources obtained through this agreement.
The second cooperative agreement is with the Kaiser Permanente medical library. All students
and the public are welcome to use the Kaiser Permanente medical library located in the lower
level, west wing, of the Kaiser Sunnyside Medical Center, room 3008. The proximity to the
Harmony Campus makes this library of particular benefit to students in the Health Sciences.
The third cooperative agreement is with the state of Oregon Database Licensing Group. This
group pays vendors for three-year subscriptions that libraries across Oregon may access for free.
The Learning Express database is an example of a resource obtained through this agreement.
As a result of the systems/cataloging librarian’s sabbatical in 2012-13, the library has developed
a fourth cooperative agreement through its full membership in the Orbis-Cascade Alliance
library consortium. This membership benefits students and staff because of the shared integrated
library system, on-demand acquisitions program, training opportunities for staff, and access to
millions of items through a private courier service.
As the College has expanded to multiple campuses, the Library has not received additional
funding to equitably supply on-site print resources to other locations. Limited facilities present an
additional barrier to providing on-site library collections and services at satellite campus sites.
Neither the Harmony campus nor the Wilsonville campus has sufficient space to provide library
services or to house collections equivalent to the Oregon City campus collection.
The library maintains an appropriate level of depth, breadth, and currency to support CCC’s
mission and core themes. The library purchases about 700 new print books each year. All faculty
requests that support the curriculum are purchased, but the library supports faculty research only
through interlibrary loan. A majority of the titles purchased are the result of positive reviews that
indicate the intended audience is early undergraduate or general.
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Library staff is comprised of three full-time faculty, one part-time faculty, and 4 classified staff.
Through participation in Curriculum Committee, College Council, ITC, and many other key
committees, library staff receives continuous input to guide decision making. Each year, in
response to new program(s) or recent culling, a large number of titles are purchased in a specific
subject area. For example, when the Curriculum Committee approved additional American Sign
Language (ASL) courses the library responded by involving the ASL faculty in the purchase of
new support materials. The library also followed recommendations from the Early Childhood
Education program to withdraw outdated early childhood education books and purchase new
resources. Library staff also meets with other instructional departments to help guide
acquisitions.
The collection management librarian systematically evaluates the quality of print and ecollections as documented in the Library Collection Management manual. Through the
Curriculum Committee, Department Chairs’ meetings, Vice-Presidents’ meetings and College
Council, the campus community is made aware of the age and adequacy of the collections that
support current programs as well as new programs. At these committee meetings, the collection
management Librarian introduces new services and explains any plans to discontinue services.
The collection management librarian also attends department meetings when changes to the
collection may be warranted. To illustrate this process, the English department was consulted and
provided options when reduced use of the print literary criticism was noted. The savings from the
cancellation of the print literary criticism subscriptions enabled the library to purchase the
Dentistry and Oral Sciences databases. The de-acquisition of materials is guided by a procedure
that has been in effect for over 12 years. The procedure involves compiling a list of titles that are
probably beyond their useful life and emailing the list to the full- and part-time faculty. Faculty
may retain any title for any reason.
Note: The CCC library staff does not monitor the quality, adequacy or utilization of the Kaiser
Permanente medical library, which serves as an additional resource to our students.
Planning for library and information resources and services is guided by a variety of data that
include usage information as well as feedback from students and colleagues. The systematic
provision of library instruction and reference services are documented in the Reference
Guidelines and Procedures Manual, which are updated as needed. Database usage statistics are
collected from all database subscriptions. In most cases, the data cover the most recent five-year
period.
The library also offers LIB-101 and online 1-cedit course and one-time classroom presentations,
usually 50 minutes in length and assignment-specific. The presentations are requested by faculty
so that students are aware of library resources that will help with the assignment. Library
presentations are also provided at the satellite campuses at Harmony and Wilsonville, but are
rarely requested. Also, the library conducts an in-house reference survey based on the work of
Dr. W. Edwards Deming. This survey has been administered 11 times in the past 11 years, most
recently in Spring of 2014. Over the past decade, 450 students have returned surveys. Reponses
to key questions are presented below.
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Summary of Responses to Key Reference Survey Questions
QUESTION
Did the library staff person
make you feel welcome to
ask questions?
If you came back to the
library looking for the
same information do you
believe you could now find
it by yourself?
Did the library have
information you needed?
Do you feel comfortable
returning to the library to
ask for additional help?
YES Responses
NO Responses
NOTES
100%
450 of 450
92%
161 of 175
7%
13 of 175
86%
398 of 459
14%
61 of 459
New question in the
Fall of 2004.
Some students
checked both Yes
and No.
100%
450 of 450
A new student survey was adopted and used in 2015 to measure the library’s program-level
student learning outcome (SLO), “Upon successful completion of library instruction, students
should be able to convert natural-language research questions into effective search statements.”
Assessment results are used to improve support and development of student research skills.
The sabbatical report of Terry Mackey outlined ideas for a learning center in the spring of 2007.
A year later, the vice president of instruction and student services advanced the idea of a learning
center in the reorganization document. The learning center was listed as a goal, but no timeline
was established. Early fall of 2012, the vice president created the Learning Center Task Force
charged with investigating and recommending a Learning Center plan. The library was identified
as a participant on the task force. The intent was clearly declared in the 2013-16 Strategic
Priority #1, Institutional Activity #1 “Enhance and add meeting areas and opportunities on
campuses that encourage students to make connections outside the classroom with each other
and with faculty and classified staff; implement approved recommendations from the Learning
Center Task Force.” Starting in spring of 2013 and completed in the summer of 2014, the Dye
Library was transformed into the Dye Learning Resource Center (LRC), creating a new home for
Academic Computing, the Writing Center, the Math Lab, Tutoring and the Library. The
reference collection was consolidated into the circulating collection and nearly 6,000 books were
removed to accommodate the new learning center.
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The LRC opened to students in fall of 2014 and
has enhanced the student library experience
through collaborative learning within the library
space. Students can find instructional support for
a wide variety of courses and programs in one
welcoming location. During 2014-15, the library
began keeping headcount statistics for the overall
usage of the library space within the LRC.
Gathering this data will help improve the new
library space by tracking usage from term to
term.
The library group study room usage continues to
be consistent, demonstrating student use of
collaborative study strategies. The closed group
areas and adjacent quiet study areas is the only
place on campus of this kind for the campus
community.
Library Usage (headcount)
15000
10000
5000
0
Fall 2014
Winter 2015 Spring 2015
Study Room Usage (hours)
1000
500
0
Fall 2014
Winter 2015 Spring 2015
Standard 2.F Financial Resources
Oregon’s system of funding state and local governments is inherently unstable. The reasons for
this include:
1. The state has no sales tax. As a result, its tax system is not balanced, but rather heavily
reliant on an income tax. Income taxes are very sensitive to the economy and revenue
generated fluctuates up and down significantly based on economic activity and capital gains.
2. The state’s general fund reserves are under 3% of fund revenues and inadequate, especially
given the volatility of its supporting revenue. On top of this, state “kicker” laws require the
rebate of all revenues collected over the close of session revenue forecast if that forecast is
exceeded by 2% or more, making accumulation of additional reserves unlikely.
3. Oregon voters have twice over the past twenty years limited property taxes. Under the
current system, assessed value growth is limited to three percent. In addition, local
governments, including community colleges, are not able to ask voters for an increase to
their permanent rate. Permanent rates generate tax revenue used for base operations, similar
to a tax base. Taxes may increase for capital projects funded with voter-approved general
obligation bonds.
Given this backdrop, it’s absolutely imperative that the college exercise good financial
management practices. These practices ensure some semblance of stability for staff and students
that otherwise simply wouldn’t exist. The college has accomplished this in recent history via a
number of practices. These include:
1. A multi-year (five) focus of revenue and expenditures.
2. Conservative assumptions when forecasting revenue and expenditures.
3. Honesty, transparency and clarity in communicating these assumptions and the
related forecast.
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4. A recognition among staff, students and the board that adequate reserves must be
maintained including a board policy that specifies a minimum in percentage terms (ten
percent of general fund operating revenue) along with the recognition that this minimum
does not include the state deferred payment that is received every second year in July
rather than June. The deferred payment is the result of a budget reduction strategy
enacted by the 2003 state legislature that delays the last biennial payment due in April to
the following July. This results in 5 payments in even numbered years and 3 payments in
odd numbered years.
5. Consistent tuition increases within competitive ranges.
6. Program reductions when necessary
Primarily because of these practices, the college has maintained adequate reserves and solvency
despite a very challenging fiscal environment that included large reductions in state operating
support. These practices led not only to stability, but also to an affirmation of the college’s bond
rating as AA by independent rating agency Standard and Poor’s. Excerpts from the April 2015
report are quoted below:
“The ‘AA’ rating reflects our view of the district’s unenhanced full faith and credit
and taxing power, including the ability to levy property taxes without constitutional
restrictions. The rating also reflects our view of the district’s:
 Local economy, which is situated in the greater Portland-Vancouver region
and has strong economic indicators;
 Ability, common to community college districts in the state, to adjust tuition
rates or eliminate course offerings to improve financial operations;
 Track record of very strong available general fund balances, which we
anticipate will continue; and
 Good financial management policies and practices.”
“As is the case elsewhere in the state, the district has the authority to set tuition rates
and fees and has generally increased such charges to retain programs as state funding
has stagnated in recent years. We understand that the district is seeking to constrain
such growth, making it unlikely that the district will significantly expand its offerings
unless state aid significantly grows. Management reports that the districts annualized
tuition and fees stand at 11% below the state average, which we believe provides a
measure of revenue flexibility.
We believe that this willingness to adjust tuition rates during a period of state
education funding cutbacks has helped the district to maintain a very strong financial
position during the past downward cycle in state funding. The available general fund
balance has measured no less than 20% of expenditures during the past five fiscal
years and most recently stood at 32% of expenditures, or $12.2 million, for fiscal
2014. Management anticipates that the district’s fiscal 2015 ending balance will stand
at the equivalent of 27% of expenditures, which we would consider very strong, and
the district’s most recent forecasting model suggests reserves in excess of 30% of
expenditures through fiscal 2019.”
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The district's management practices are considered "good" under Standard & Poor's
Financial Management Assessment (FMA). An FMA of "good" indicates that
practices exist in most areas, although not all may be formalized or regularly
monitored by governance officials.”
The college anticipates limited state revenue growth after the 2015-2017 biennium causing
pressure to increase tuition in order to balance revenues and expenditures. This is due primarily
to an Oregon Supreme court decision overturning pension reforms. The effect statewide will be
to increase pension costs by nearly a billion dollars per biennium beginning in 2017. Growth in
state funding will be largely consumed by pension cost increases, which will in turn affect state
and local governments for decades as they deal with higher pension costs with constrained state
revenue.
The college’s budgeting practices and financial forecast are conservative. General fund resources
are in approximate terms split evenly among property taxes, state support, and tuition. Property
taxes are relatively stable, while state support and tuition are more dynamic and challenging to
accurately forecast. The college often must budget in advance of when the state appropriation is
established by the Oregon Legislature. In these cases, the college budgets at the low end of the
range of the support possibilities that exist. If additional support is subsequently awarded the
college may appropriate it via board resolution, or simply save for future years. In any event, the
college does not budget state support optimistically. This provides a buffer should downward
adjustments subsequently occur, as they have on multiple occasions during the past economic
downturns. Forecasted tuition assumes enrollment similar to the prior year; no growth is
assumed or budgeted. In addition, actual enrollment is monitored closely and tuition revenue
adjusted if enrollment driven budget variances are apparent. Any unanticipated revenue that
arises during the fiscal year is generally carried forward to future years rather than spent, unless it
is connected to a related cost. Care is taken to distinguish between one-time and ongoing
revenue, and to view budget variances in the context of a multi-year period.
Nonrecurring and limited duration revenue sources are segregated and budgeted outside the
general fund. Grants, contracts, and money for capital projects, debt service, and reserves are
accounted for in distinct funds and program codes. The majority of staff working on grants,
contracts, and capital projects are not bargaining-unit positions and are hired with the expectation
that the position terminates with the related funding.
Contributions from private sources that come through the CCC Foundation for program support
and scholarships are committed in advance of scholarships being offered, and budgeted for
departments prior to expenditure, based on what has actually been received.
Staff vacancies due to retirements or terminations are not automatically refilled. Vacancies are
evaluated to determine if the job needs to be refilled, redesigned, or eliminated. The benefits of
this process are numerous. One, it allows the college to eliminate positions and accrue budget
savings without actual layoffs and the related personal hardships. Two, it also allows the college
to be more strategic in the allocation of its resources, and forces it to consistently reevaluate the
necessity of replacing an existing budgeted position and/or continuing a college process.
Requests to hire full-time staff positions go through an approval process that includes reviews by
college deans, the executive team, and Presidents’ Council. Full time faculty positions are further
required to go through a “faculty forum” process as explained in section 2B.
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Because of the varied and uneven nature of our enrollment, it is challenging to predict with
precision. In past years, there have been times when we’ve been surprised by adjustments that, in
turn, have had financial impacts to the college. This isn’t uncommon among community colleges
given the fluidity of our enrollment. But, the college can continue to improve the coordination
between actual enrollment forecasting and its financial forecasting.
Financial planning and budgeting are very open processes at Clackamas. The General Fund
forecast, maintained by the vice president of College Services, is presented multiple times each
year to various groups -- the Board of Education, College Council, the Budget Advisory Group,
Vice Presidents meetings, staff budget forums, and Presidents’ Council. Significant information
germane to the forecast is passed along as received – updates to the state’s revenue forecast, for
example, are emailed to the association presidents and deans.
The financial planning process is year round and interactive. Key groups and processes follow.
• The Budget Advisory Group, comprised of the college’s executive team, its deans and
association dean and association representatives, meets regularly to review and monitor the
college financial forecast, brainstorm significant challenges and changes, and propose
solutions and directions in relatively broad terms.
• The college’s management team and Presidents’ Council are all involved in defining,
refining, and approving institutional activities. Institutional activities are essentially planned
work activities that align with strategic priorities and institutional goals. They may be
established annually or for a multi-year period – generally the upcoming two to three years.
Money necessary to accomplish the planned activity over and above the base budget is
prioritized during the budget process and set aside in the grants and contracts fund.
• Feedback on ideas for revenue generation, efficiencies, and cost reduction are solicited from
every college staff member via a budget website and budget forums.
• Meetings with association representatives to ensure appropriate communication and feedback
are also part of the process.
The annual budget process involves staff throughout the college. Each department has a budget
originator, the person responsible for developing and managing the budget for a department or
fund within designated parameters. In addition, day-to-day budget management resides with the
faculty and managers closest to the operations. Overall budget oversight remains with vice
presidents, deans/associate deans, and director of Fiscal Services.
The degree of budgetary autonomy and responsibility depend on the nature of the funding.
Budget originators with separate funds, or departments in the Fee Fund, are responsible for the
solvency of those funds or departments; they must monitor both revenues and expenditures to
ensure that the ending fund balance remains positive. The budget originator may also have some
degree of control over revenue. The Fee Fund, for example, accounts for course fees assessed to
cover costs exceeding normal costs of instruction; the budget originator may propose fee changes
deemed necessary to cover those projected expenditures.
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In the General Fund, budget originators are responsible for ensuring that they do not spend more
than the total available to them. Expenditures for each department are tightly circumscribed.
Budget originators may seek funding for non-routine needs or innovations in the following ways:
• The college foundation provides mini-grants to instructors and staff, and funds for excellence
to departments, for creative efforts that enhance instruction and support services.
• Part of the money set aside for institutional activities is designated for departmental efforts in
support of those priorities. Departments may request an allotment during the annual budget
development process.
The budget document is available online to all staff and to the general public. Availability is
announced to staff on FYI, the college’s electronic newspaper. The Executive Team and
Association Presidents receive a printed copy of both the proposed and adopted budget; budget
originators receive a printed copy of the adopted budget. The budget document has received the
Government Finance Officers Association’s Distinguished Budget Presentation Award annually
since 2006-07.
The college publishes a notice for its public budget hearings as required by state budget law.
Time is also set aside at these meetings for the express purpose of receiving public comment.
However, these hearings are poorly attended by the general public and testimony is rarely
received. The college can do a better job of trying to engage the general public in its budget
process.
The vice president of College Services and the director of Fiscal Services, who are responsible
for the integrity of financial systems and information, have solid backgrounds in auditing,
Oregon budget law, generally accepted accounting principles, and the requirements of federal
grants, financial aid, and capital financing.
Internal controls are the attitudes, policies and procedures designed to prevent or detect material
errors or irregularities in recording and reporting financial activity. Key elements in place include
the following:
• Routine reconciliations. Accounts are reconciled routinely and timely, and differences are
resolved.
• Segregation of duties. Tasks are segregated such that individuals do not have access to both
college assets and the recordkeeping for those assets. Internal control analyses, policies and
procedures maintained by the business office, reports and blocks on transactions of certain
amounts and types, and periodic cash counts are all used to reduce the risk of errors or
irregularities.
• External oversight. Some sixty budget originators and their deans/Associate deans are
actively involved in monitoring financial activity. The vice president of College Services also
actively monitors financial reports and decisions on a college-wide basis.
The vice president of College Services receives a monthly General Fund report showing revenue
and expenditures to date for the fiscal year compared to the same date in the prior fiscal year. He
also reviews weekly check registers and monthly payroll registers. Financial reports of budget
and actual are available to budget originators on the MyClackamas portal in F9, the report writer
for the Ellucian Colleague system. Information is in a drill-down format, by fund, division,
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department, account, and transaction. Additional reports detailing wages and salaries by
individual, amounts spent and committed on assignment contracts for part-time faculty, and
charges to grants are automatically emailed at set dates each month to each budget originator.
The college board of education also receives a monthly statement of revenues, expenditures and
changes in fund balances for all funds to review and monitor.
The college manages a number of federal grants and the rules related to their operation are
complex and not always clear. There have been times in recent history when grantor agencies
have found errors in college grant management that have resulted in some relatively small
disallowed costs. These disallowances can result in a liability to the college, especially
challenging in tight economic times. The extent of federal grant rules managed by the college
increased further in recent years due to the College’s Department of Labor TAACCCT grant,
Credentials, Acceleration, and Support for Employment (CASE), for which the College was the
statewide fiscal agent. It was apparent during the recent times of rapid change that in some cases
the rules and guidelines were being developed as issues arise, after the grant had been awarded.
The College will continue to help develop and stay ahead of these regulations to ensure
understanding of federal rules as they apply to grants managed by the institution.
The College went through an extensive long-range capital planning process, both in 2011 and in
2013 in preparation for a public bond request. The process included public opinion surveys,
public forums, employee surveys and forums, a recap of instructional needs by department
including a focus on our core themes - Academic Transfer, Career Technical Education, Skills
Development and Lifelong Learning. It also included meetings with a public advisory committee
and an extensive amount of analysis by staff of both the college’s existing physical plant and
existing and anticipated future program needs necessary to satisfy mission fulfillment. The end
result of this process was a quantification of needs in excess of $200 million, and a $130 million
bond request in May 2011. The bond request in 2011 was not successful.
Capitalizing on matching funds and recognizing the need for a smaller ask in tough budget times,
the College successfully passed a $90 million bond measure in November of 2014.
Within both requests was a myriad of program enhancing components including deferred
maintenance, equipment replacement, technology, new facilities, and the repayment of the
outstanding Harmony full faith and credit obligations. The processes also revealed a number of
somewhat obvious yet important conclusions:
a. The college’s physical plant is in fair condition, but nonetheless is aging and much
deferred maintenance exists.
b. A significant amount of the college’s instructional equipment is outdated.
c. Some curricular areas, such as career and technical programs, have much higher
capital needs than others.
d. The design of certain instructional spaces is outdated and not ideal for current needs.
The college’s general fund budget is devoted almost exclusively to operations given the current
financial constraints. Of the approximately $40 million in general fund expenditures incurred
last fiscal year, only a little over 1% was devoted to capital replacement/renewal. This type of
budgeting isn’t unusual for education entities including Oregon community colleges, but the
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result of this practice is a dependency on supplemental revenue sources for capital expenditures,
both those necessary to maintain existing facilities and for any expansion. The practice also
results in the deferral of maintenance since public approval of bonds is only possible at certain
long-term intervals; the College’s past practice has been to request approximately every ten
years. And, it also results in outdated instructional equipment. Other potential supplemental
revenue sources available for capital funding in addition to voter-approved bonds include nonvoter approved full faith and credit obligations, partnerships and grants. With passage of the
bond in November 2014 the college was able to free up reserves targeted to debt repayment of
refinanced certificate of participation and greatly expand our ongoing capacity to replace
equipment and set aside funds for major maintenance. The equipment replacement fund created
in 2014-2015 with a $100,000 budget was increased to $250,000 for 2015-2016. An additional
$100,000 per year was also added to the major maintenance fund to bring the annual contribution
to $521,000. The debt reserve funds redirected to the equipment replacement and major
maintenance fund provide capacity to continue equipment replacements or maintain the physical
plant in periods of declining revenues.
College debt is well within state limits. It is comprised of voter approved general obligation
bonds which are supported by a supplemental property tax levy, pension bonds used to refinance
a portion of the college’s unfunded retirement plan liability, and certificates of participation/full
faith and credit obligations used to finance a public training facility and the college’s Harmony
campus. The public safety training facility is fully supported by rent payments from Clackamas
County. Harmony building debt service payments will be refunded with proceeds from the 2015
bond sale.
The college’s general operations are budgeted and accounted for within its general, fee and
grants funds. Other funds are budgeted to account for specific revenues, capital projects,
supplemental reserves or fiduciary activities. General fund transfers are generally limited to
support contractually required early retirement program obligations, ongoing big-ticket capital
repairs, and innovations. Auxiliary operations are limited and include the college’s bookstore,
vehicle fleet, print shop, auto repair parts operation and customized training program. Fleet and
print shop operations are budgeted for within the internal services fund. The college’s parts
repair and customized training operations also account for their activities in separate funds and
similarly receive no general fund subsidy. The same is true for the bookstore. These funds are
meant to be self-supporting and assess charges necessary for operations and related capital
replacement. Bookstore fund reserves total approximately $1.2 million, though about half of this
total is needed to fund inventory and receivables. Board Policy DBF defines auxiliary enterprises
and their relationship with the general fund. For context, the next page shows a recap of all
college fund revenues, expenditures and fund balances for the 2013-14 fiscal year.
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General
Fee
Innovation
Debt Service
Lottery Bond
Improvements (b)
Major Maintenance
(a)
Student Technology
Internal Service
Bookstore
Technical
Mechanical
Customized
Training
Intramurals and
Athletics
Student Life and
Leadership
Computer Lab
Retirement
Student Financial
Aid (b)
CASE Grant (b)
Grants and
Contracts (b)
WIA Grant (b)
Insurance Reserve
PERS Reserve
Total
Fund
Balance at
Start of
Year
$9,734,053
1,142,613
5,378,495
Revenue
and Other
Expenditures
and Other
Net
Revenue
Fund Balance
at Report
Sources
$47,924,338
3,825,506
1,316,840
12,423,641
Uses
$45,478,365
3,658,493
729,673
8,364,788
(Expenditures)
$2,445,973
167,014
587,167
4,058,853
Date
$12,180,027
1,309,627
587,167
9,437,348
44,691
272,472
272,472
-
44,691
1,305,967
261,842
422,727
1,311,228
372,618
820,059
282,279
2,181,916
229,779
803,137
212,145
2,200,845
142,839
16,922
70,135
(18,930)
1,448,807
278,764
492,862
1,292,299
51,086
143,850
175,924
(32,074)
19,012
203,749
461,754
349,165
112,589
316,338
22,180
378,098
380,947
(2,849)
19,331
218,509
115,998
1,556,042
182,515
51,119
1,169,000
217,003
49,261
964,146
(34,487)
1,858
204,854
184,022
117,856
1,760,897
37,163
-
25,207,225
7,273,633
25,229,805
7,273,633
(22,580)
-
14,582
-
1,677,103
1
203,050
1,000,000
3,414,306
1,698,944
291,499
-
4,526,067
1,698,946
241,667
-
(1,111,761)
(2)
49,832
-
565,342
(1)
252,882
1,000,000
$24,686,499
$109,691,613
$103,056,260
$6,635,353
$31,321,852
Notes
(a) The name of this fund has been changed from Capital Projects to Major Maintenance. It is the fund used
by Campus Services for repair and maintenance of facilities.
(b) Lottery Bond Improvements, Student Financial Aid, and grant funds (CASE, Grants & Contracts, and WIA):
Expenditures for these funds normally occur prior to billing or drawdown of funds. Revenue for reimbursements from
grantors are normally billed and recorded in the month subsequent to when the expenditures were incurred, causing a
negative fund balance at month end. Final billings and draws at year end will offset any expenditures for the year.
The College prepares a Comprehensive Annual Financial Report (CAFR). The independent
auditors are chosen by the Board of Education. The current auditors, Kenneth Kuhns & Co.,
work exclusively in auditing, focused on community colleges and their foundations, municipal
government, and regulated utilities. For the fiscal year ended June 30, 2014, the auditors’
opinion on the financial statements was unqualified; there were no reported deficiencies in
internal controls, and no reported instances of noncompliance with laws, regulations, or grant and
contract agreements. There were also no adjusting entries proposed by the auditors. The college’s
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CAFR has received the Government Finance Officers Association’s Certificate of Achievement
for Excellence in Financial Reporting annually for 22 years.
The director of Fiscal Services regularly discusses or reviews with the auditors any operational
audit issues during the year and at the start of their annual onsite fieldwork. The auditors provide
an informal communication to the vice president of College Services and the president about the
general status of accounting and financial operations.
The auditors present the CAFR to the Board of Education annually in a work-session open to the
public. The document is available to the public and staff online. Paper copies are given to the
Executive Team and association presidents.
Audit fieldwork is typically done the first two weeks of September, and the CAFR is presented to
the Board in November.
The College’s Business Office does the accounting and financial reporting for the Foundation as
well. The College and the Foundation use the same independent auditors, and the Foundations’
financial results appear in the College CAFR as a component unit. The foundation also receives
a separate, independent financial statement to present to its board.
Fundraising activities are led by a team of experienced professionals under the auspices of the
Clackamas Community College Foundation, a 501(c)3 organization. Board Policy DF and
Administrative Regulation DF-AR govern how fundraising activities are to be conducted on
campus and place the CCC Foundation in the coordinating and managing role for those activities.
The staff are salaried and do not receive commissions or bonuses for securing contributions. Staff
further are college employees and subject to all college personnel rules and Oregon’s ethics rules
for public employees.
Records are kept for each donor, detailing contributions and demographic information. Every
contribution is acknowledged with an accompanying receipt that indicates the use of the
donation. The Foundation Board of Directors reviews and approves financial statements on a
monthly basis, and the treasurer receives a check register for review each month. An annual audit
is conducted by an independent auditor and that financial summary is posted on the Foundation’s
website, together with the most recent four years of history. Investments are professionally
managed with the oversight of the Investment Committee and ultimately the Board of Directors.
Board Policy DED recognizes the CCC Foundation as an independent, nonprofit charitable
organization whose purpose is to raise friends and funds for the College. A member of the
College board serves as a voting member of the Foundation Board. The relationship between the
College and the Foundation is further documented in a formal agreement that is reviewed and
updated no less than every three years.
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This communication and governance model ensures that the Foundation’s fund raising activities
are driven by the college mission and support the College’s core themes. That support is
exemplified in the following:
• More than $500,000 has been distributed each year for the past two years via scholarship
funds to provide access for students spanning all disciplines – academic transfer, career and
technical programs, and essential skills.
• More than $350,000 was distributed from donations and established endowments to help
departments build quality programs and provide cutting edge tools for faculty and students.
Fifty different departments, from English and math, to nursing, welding, GED and the arts,
maintain Foundation Funds for Excellence, accounts set up for program enhancements and
student support.
• The Foundation helps build community by supporting multi-cultural student events, creating
connections with alumni, supporting Veterans’ services, fostering programs in the arts and
athletics, and by hosting events that enrich the campus community and beyond.
Standard 2.G Physical and Technological Infrastructure
Physical Infrastructure
The growth and development of Clackamas Community College’s physical resources displays
the commitment of the College to meet our mission and core themes. The College creates and
maintains physical facilities that are accessible, safe, secure, and sufficient in quality and
quantity. The College has always been known for its well-maintained buildings and grounds that
provide the people of our district educational facilities of which they can be proud.
The College is comprised of three campuses all within the Clackamas Community College
District. The Oregon City Campus is located on 165-acres and is comprised of 24 education and
student support buildings and 2 maintenance support buildings totaling 536,665 total square feet.
The buildings range in age from the 1969 Clairmont Building (the first permanent building for
the college) to the Niemeyer Performing Arts Center constructed in 2005 (the last building
constructed with the 2000 capital bond funds). In total, six buildings were constructed on the
Oregon City Campus with the 2000 bond funds. In a variety of ways each of these buildings meet
the College’s core themes of Academic Transfer, Career and Technical Education, Essential
Skills, and Life Long Learning.
The new Harmony building located at the Harmony Community Campus was opened in 2008
and provides 46,000 square feet of classroom and office space for a wide variety of health related
and general education classes. In addition to this building, the College owned 20.1% of the
55,000 square feet of the adjacent Oregon Tech Building until 2015, when it purchased the entire
building. This additional space provided classrooms for Oregon degree transfer, GED, ESL, adult
enrichment classes and the Small Business Development Center. The college, as one of its 2014
bond measure projects, demolished the Oregon Tech Building and is constructing a new building
at the Harmony Community Campus to be completed in the couple years.
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The Wilsonville Campus has gone through many uses and changes since the original 15,000
square feet was constructed in 1991. In 2001 an additional 36,000 square feet was added for a
total of 51,000 square feet. Currently there is a thriving partnership with Portland General
Electric providing utility- based training for incumbent and aspiring utility workers. In addition,
CCC classroom space at the Wilsonville Campus is used for general education classes.
The College was founded in 1966 and opened in 1969. Much of the Oregon City campus’s
infrastructure (water, sewer, storm water, streets, pedestrian ways, and electrical systems) is
original and in need of upgrades or replacement. Physical infrastructure deficiencies are
identified three ways; 1) through specific studies and reports that identify inadequacies (i.e.,
mechanical, electrical, etc.); 2) through a deferred maintenance list maintained by Campus
Services staff, and 3) through staff generated field work orders. Each of these tools identifies
areas of needed improvement, guides budgeting processes to meet the infrastructure needs and
promotes the completion of projects to keep the facilities at a level expected by the staff, students
and community.
The physical infrastructure of all three campuses is operated and maintained by the Campus
Services Department. The Campus Services Department is comprised of over 40 full and parttime employees who make up plant engineering, operations and maintenance, custodial, grounds,
duplication and campus safety personnel. Campus Services reports directly to the vice president
of College Services. In addition, Campus Services utilizes Federal Work Study, College Work
Experience, and Tuition Waivers to financially assist our students and provide training
opportunities as they prepare for their careers.
The College also has agreements with numerous agencies in surrounding communities. The
College invested $300,000 in the City of Canby and $100,000 at both the Cities of Molalla and
Estacada to develop learning and outreach locations. These facilities, located strategically in the
outlying communities, enhance our mission by increasing accessibility to educational
opportunities specifically in the core themes of Essential Skills and Life Long Learning.
The college has several committees and groups that are responsible for developments on the
campuses. The Campus Use and Development Committee (CUDC) plays a primary role and
reviews, comments and advises on all proposals that change the campus. This group is made-up
of representative from each division of the college and the Associated Student Government. The
committee’s mission is to provide direction for the maintenance, modification, construction and
use of existing and proposed college buildings, facilities and grounds. To accomplish this charge,
the CUDC reviews the Facility Master Plan and existing and proposed practices and procedures,
and makes recommendations to the Presidents’ Council.
CCC’s three campuses are accessible by vehicle, mass transit, bicycle, and pedestrian. The
college is aware of desired improvements in access and is working internally and with outside
agencies to address these as funding allows as discussed below.
In 2014 the college commissioned a Comprehensive Transportation Study utilizing a Portland
State University fellow. The eight-month study provided CCC with an assessment of the current
states of affairs and guidance for future directions, analyzing the many modes of transportation
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that provide access to CCC’s campuses, and the ways those modes interact. The study made a
case for the reduction of single occupant automobile travel through the promotion of alternative
modes of transportation. The study addressed on campus parking, transportation patterns for staff
and students, shuttle transit use. This document will guide the future of the transportation needs
for college staff and students.
The Oregon City campus is 3.5 miles from Interstate-205, which provides vehicle access from all
Portland metro areas. Highway 213 connects I-205 with this campus. Mass transit is available
through the region’s mass transit authority, TriMet. The Oregon City campus is currently served
by three mass transit routes; with 42 stops per weekday. The South Clackamas Transit District
provides bus transportation to the Oregon City campus from Molalla, and the Canby Area Transit
District provides transportation from Canby. Public transportation to the Oregon City campus
from Estacada is very limited. Bus service to the Oregon City Campus is generally available from
4:30 a.m. to 11:20 p.m. In addition, the College, in partnership with TriMet, has been sponsoring
a shuttle program to transport staff and students to the Harmony and Oregon City campuses from
the terminus of TriMet’s light rail Green Line at Clackamas Town Center. Early trials with the
Shuttle were so successful that two Shuttles now provide those services between the Green line
and the two campuses. This Shuttle runs most school days from 9:00 a.m. to 3:30 p.m. This
endeavor has been extremely successful, although maintaining long term funding to continue this
program is challenging.
While there is pedestrian and bike access from surrounding areas to the college, there are several
apartments and single family homes within walking distance to the Oregon City Campus where
sidewalks are not conveniently located. High use areas, where formal sidewalks are not located,
have resulted in paths that are muddy during the wet weather. The college should pursue a formal
pedestrian pathway plan to replace these unimproved trails with hard surfaces that are ADA
compliant.
The Harmony Campus is located near two of Clackamas County’s regional shopping centers,
Clackamas Town Center and Clackamas Promenade. TriMet services this area with the light rail
Green Line that terminates at Clackamas Town Center, approximately ¾ of a mile from the
Harmony campus. A college sponsored shuttle services transports student and staff from the
Green Line to the Harmony and Oregon City Campuses. In addition several TriMet bus routes
provide service to a stop nearer the Harmony Campus. Bus service is available during all time
times the campus is open. A September 2011 survey of Harmony Campus staff and students
showed that 41% either walk or bike as part of their commute. Pedestrians walked from one of
the TriMet bus stops. Cyclists also traveled from one of the TriMet stops or from adjacent
communities. The remaining employees who responded to the survey use vehicles to travel to the
Harmony Campus.
The survey also identified deficiencies near the campus. Items such as poor lighting, substandard
sidewalks, and limited crosswalks were listed by those taking the survey. The College is
currently working with Clackamas County to study bike and pedestrian movement in this area, to
identify deficiencies and make recommendations for improvements.
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The Wilsonville Campus is located in the City of Wilsonville, south of Portland and about 10miles southwest of the Oregon City Campus. This campus is located off of Interstate 5 and
vehicle access to the campus is convenient. Pedestrian and bicycling access to the campus has
been improved because of the large investment the City of Wilsonville has made to pedestrian
sidewalks and walkways.
The Westside Express Service WES/SMART Central commuter rail station became operational
in 2009 providing additional student access. This service, operated by Tri-Met and South Metro
Area Regional Transit (SMART), runs north/south along the I-5 corridor with daily service to
Wilsonville, Tualatin, Tigard and Beaverton.
When on any of the three campuses, staff and students are provided safe and secure accessibility
to all areas and buildings. All campus pedestrian ways and buildings meet the requirements of
the American with Disability Acts standards (Chapter 11 Oregon structural specialty code) and
with the Americans with Disabilities Act Accessibility Guidelines – Board Policy ACA. A
network of way-finding signs and maps aids movement within the campus. Additionally,
welcome booths are placed around campus at the beginning of Fall term to assist new students in
locating classrooms. Consideration is being given to add the welcome booths for Winter and
Spring terms. Internal building signage is adequate, although some signage is old and becoming
faded and will be improved upon as funding allows. For example, signage was recently added to
the McLoughlin Hall to indicate classroom locations. This kind of signage would be useful in
other buildings as well. The Signage Committee meets monthly to review proposals for
additional signage and investigate confusion and/or gaps in signage.
The College Campus Safety Department provides seven-day per week patrol coverage of the
Oregon City campus to ensure campus buildings are safe and secure. Part-time reserve officers
and student cadets provide additional limited patrol at the three campuses. CCC’s Campus Safety
Officers are sworn through an agreement with the Clackamas County Sherriff’s office. This
authorizes the officers to carry firearms and have arresting authority on the campuses. The
Sheriff’s office has decided that it will not renew this agreement, as of June 2016.
Administration and the Board of Education are reviewing alternate configurations for CCC’s
Campus Safety, during winter and spring 2016, including additional investment in this area. The
director of Campus Safety provides executive oversight and management to three specific areas;
1) Campus Safety, 2) Emergency Management and Incident Response, and 3) Environmental
Health and Safety (or Work Place Safety). In addition, the director provides support to the
College’s Counseling Department when addressing student concern issues. This is a new
configuration, begun in 2011. Previously, these assignments were held by numerous employees
with no cohesive vision or plan toward the overall health and safety of the college’s staff and
students. This as a very positive step towards consolidating all safety issues under one
department and manager.
Overall, the physical facilities of the College are sufficient in both quantity and quality to meet
the educational needs of our students. However, it must be noted that the college’s first building,
Clairmont Hall, was constructed 43 years ago. Since that time, twenty-one buildings have been
added to the College’s campuses. Barlow, Randall, and McLoughlin Halls are over 40-years old
and the science buildings, Pauling A, B and C, are 30-years old. While these buildings are
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heavily used for core course work, the buildings are outdated and do not fully meet current
educational design and space needs. In 2014, District voters approved a $90,000,000 bond. This
bond along with $16 million of state match funds will finance the construction four new
buildings and address of long list of deferred maintenance items. The four new buildings include:
Harmony Phase II to enhance the allied health and general education offerings at the Harmony
Community Campus; a new Advanced Technology Center to enable some programs to move
from antiquated and crowded facilities in Barlow Hall; construction of a science wing on
DeJardin Hall to replace older science lecture and laboratory facilities in Pauling C; and a new
Students Center/Community Commons to consolidate, enhance and upgrade student services. In
addition, this bond will pay for many deferred maintenance items currently unfunded in the
general fund.
The recent recession has resulted in enrollment gains at CCC and resulted in strained classroom
availability. While some departments were able to add additional classes where overcrowding
was a problem, many of the College’s science and technical spaces were at capacity. Classes that
typically involve laboratory time in conjunction with lecture were particularly constrained by
space limitations. Examples of these include science classes (chemistry, physics, anatomy and
physiology, and biology), manufacturing and welding, automotive and automotive collision and
repair. As a rule, the college’s small laboratories spaces limit total class size thereby increasing
capacity issues. Each department incorporates creative methods to maximize limited laboratory
time and space. For example the science department may schedule large lectures with several
laboratory sub-sections. Manufacturing incorporates another example of maximizing laboratory
space. This department holds concurrent classes (Levels 1 to 3). This allows spacing of the
lecture and lab time with the available equipment. In addition, level 3 students are able to assist
level 1 student with the equipment. Instructional faculty, classified staff, and administrators work
to schedule classroom space efficiently, including expanding the course schedule into early
morning and late evening hours. CCC offered a midnight (10:00 p.m. to 2:00 a.m.) welding
program to reduce crowding and increase student access during the peak demand during the
recession.
The College is committed to limiting the amount of hazardous material used on campus. The
College meets this obligation through a series of policies, procedures, and practices. These are
managed through the guidance of the director of Campus Safety. (Prior to 2012, this was done by
the Environmental Health and Safety Coordinator.) The College has several departments that
accumulate and store hazardous wastes as part of their routine operation. The safety of the
students, staff and the environment is of paramount importance to the College. The College has a
written Hazardous Waste Operations Plan that provides one central source of written
documentation for all elements of hazardous materials use, reduction and disposal. The Plan is
located in the offices of the director of Campus Safety and the dean of Campus Services. In
addition, an electronic version of the Plan is located on the College shared drive. The Plan is in
full compliance with all Oregon Department of Environmental Quality (DEQ) and
Environmental Protection Agency (EPA) requirements for small quantity generators of hazardous
waste. The Plan provides a written description of handling procedures for hazardous waste,
accumulation requirements, waste reduction, emergency response, shipping protocol, and
employee training.
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The Safety Committee, composed of representatives from each division of the college, meets
monthly to address all safety related issues from the three campuses. Included in this discussion
are the safe use, storage and disposal of hazardous wastes. Departments where hazardous
materials are used include Science, Art, Theatre Arts, Automotive/Collision Repair,
Manufacturing, Welding, Horticulture, and Campus Services.
Material Data Safety Sheet (MSDS) notebooks are adequately maintained and meet the
requirements with DEQ and Oregon Occupational Safety and Health Administration (OROSHA). Each area where chemicals are used has access to an MSDS book for the products used.
The MSDS book is typically located in a common area, such as Administrative Assistants’
offices or conference rooms, or in the area where chemicals are stored, such as laboratory
preparation rooms. Many departments require that most recent MSDS sheets accompany each
new shipment of chemical. Some departments have migrated away from actual, physical MSDS
sheets and books and are using on-line MSDS reporting tools. Because new chemicals arrive on
campus throughout the year, the MSDS books in individual departments may not be immediately
up-to-date. There is a complete set of MSDS sheets in the Campus Safety Office.
The director of Campus Safety works with departments to ensure that wastes are stored properly
before shipment and that the volume of waste is documented. All hazardous waste disposals are
coordinated through a DEQ/EPA approved provider for transportation and disposal.
In order to conduct educational experiments and student labs, the Science Departments
consistently purchases, uses and disposes of hazardous waste bi-products. The science lab
manager also serves as the College’s appointed Chemical Hygiene Officer and is ultimately
responsible for the chemicals from the time they arrive on campus, through their classroom use,
until final disposal. In addition to the Chemical Hygiene Officer, all classroom personnel are
trained in the use of a color-coded storage system and the interpretation of the storage and rating
system. All lab sections have an introduction to the safety associated with a particular experiment
and the students are provided with personal protection equipment during those activities. Prior to
a lab section, the lab manager and/or lab faculty member determines which chemical wastes
generated will be collected and treated as hazardous substances.
When chemicals for science labs arrive at the campus, they are stored in approved chemical
storage areas until used in the classroom. After labs, classroom experiments, or when the
chemicals have expired, chemicals are prepared for disposal. Collected chemical waste is
segregated, stored in bottles and labeled, then placed in storage cabinets by category. At the end
of each term, a licensed hazardous material disposal company removes the hazardous waste.
Disposal records are kept on-site and reviewed annually.
Students in art classes are instructed in the necessary precautions required to handle hazardous
materials. The ceramics classes address safety when using the kiln, creating glazes, and handling
chemicals. Glazes are mixed under the fume hood to keep the glaze room clear of noxious fumes.
In addition, a filter mask is required when mixing ingredients. The photography class (dark
room) includes instruction in the correct use and disposal of photochemical supplies. All
hazardous wastes are disposed of in a manner consistent with the Hazardous Waste Operations
Plan.
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The Theatre Arts Department uses materials that are non-toxic to the most practical extent, such
as green paints and stains and low VOC materials. This practice limits staff and student exposure
to toxic skin contact and fumes. In those cases when toxic material use is necessary, the
department minimizes exposure through limited use and proper venting. Spray paint cans are
collected in a secure receptacle. Flammable materials are stored in an approved cabinet. Surplus
paints, stain, or solvents used in the Theater Arts Department are collected or transported to the
College’s hazardous waste area and stored for proper disposal.
The Automotive Department teaches safety procedures adhering to the guidelines set forth by the
Environmental Protection Agency. Automotive Service Technology students undergo training
administered by SP/2 (Safety and Pollution Prevention). The Collision Repair students spend a
week learning the I-CAR WKR-01 Hazardous Materials program. All curricula deliver
instruction on the most current policies and practices related to the use, storage, and disposal of
hazardous materials including paints, solvents, brake fluid, transmission fluid, engine oils, antifreeze, and others. Several years ago the Collision Repair program adopted the use of waterborne
finishes. This step has greatly limited the amount of hazardous waste generated in that
department. In addition, used solvent is recycled using a solvent still, where clean reusable
solvent is separated from solids.
The solids are non-hazardous and can be disposed of along with standard waste. Waste motor oil
is taken off-site by a licensed recycler. Other waste fluids (e.g., brake and transmission fluids and
anti-freeze) are collected and transported to the College’s hazardous waste area and stored until
removed by a licensed hazardous waste disposal company.
The Manufacturing and Welding departments use a number of flammable gasses, petroleumbased lubricants and water-soluble coolants that are stored in approved containers. A certified
local disposal agency performs tests and removes the materials.
The Horticulture Department stores and applies pesticides, herbicides, fungicides, and
insecticides as part of their educational programs. All chemicals purchased by the department are
non-restricted (available to the general public). Hazardous materials are stored in an OSHA
approved outdoor chemical storage facility that has temperature and air handling management
systems. Fuels, oils and greases are stored in approved flammable storage containers. The vast
majority of these materials are used in the Horticulture Department’s greenhouses, gardens, and
planter areas. Any unused hazardous materials from the Horticulture Department are disposed of
in a manner consistent with the Hazardous Waste Operations Plan.
The Campus Services Department uses hazardous material in routine operations. Paints, stains,
solvents, oils and greases are stored in approved storage facilities in the Campus Services area.
The department purchases and uses green chemicals to the extent practical. Hazardous waste
generated by Campus Services is disposed of in a manner consistent with the Hazardous Waste
Operations Plan.
In 2012 the State of Oregon adopted ORS 634.700 to 634.750, requiring all K-12 schools and
community colleges to implement Integrated Pest Management (IPM) practices. IPM is a
common sense pest-management strategy that integrates multiple tactics including education,
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sanitation, mechanical and other non-chemical methods to control pests. IPM weighs the risks
and benefits of a variety of pest control methods to determine the most environmentally and
economically sound manner of pest control. The IPM regulations require an IPM coordinator to
oversee the program at the College. The dean of Campus Services serves in this capacity.
According to the new IPM regulations, when pesticide applications are necessary, they must be
used in accordance with state and federal laws. Only low impact chemicals on approved
chemical list may be used. IPM practices includes mass notification to the staff and students,
warning postings at the area that will receive the application 24-hours prior to and 72-hours after
the application, and record keeping. The IMP coordinator works with other departments that use
pesticides as a method to control insects and weeds (specifically Horticulture and Athletics) to
ensure that they are in compliance with IPM regulations.
The College has a Master Plan or Development Document for each campus. In addition to
previous master planning work, in 2013 the College developed a Strategic Facilities Plan (SFP).
The SFP was a priority for the College and as such was awarded $50,000 from its internal
Innovation Funds budget. The SFP team interviewed all department staff; analyzed current space
use and future needs and determined where deficiencies existed. Draft findings were presented
for input to the Campus Use and Development Committee, College Council, Presidents’ Council,
and Joint Deans (now known as the Leadership Cabinet). The final report was presented to the
College’s Board of Education and provides guidance to the College’s capital requests and bond
initiatives. The SFP will be updated on a regular basis, and as needed.
With the passage of the 2014 bond, the college is currently in the process of developing a master
plan for the three new buildings at the Oregon City campus. This document, when complete, will
be used to guide the placement of the three buildings, but will also be used for the land use
permit application with the City of Oregon City. Updated information is available on the Bond
Information web pages of the main website.
In 2012, the College also invested in a Life Cycle Cost Analysis. This study reviewed and
evaluated all twenty-two college buildings; inspecting HVAC, electrical, roofing, plumbing,
paint and floor coverings. In addition, the campus’ infrastructure (roads, parking lots, walkways,
electrical, water, sewer, and storm system) were studied. The final report determined both the
deferred maintenance and scheduled maintenance costs necessary to keep our facilities at an
acceptable level. As with the SFP, draft findings were presented for input to the Campus Use
and Development Committee, College Council, Presidents’ Council, and Joint Deans (now
known as the Leadership Cabinet). The final report was presented to the College’s Board of
Education and also provides guidance to the College’s annual budgeting, capital requests and
bond initiatives.
The “Clackamas Community College Master Plan - 2007” was created by Winterbrook Planning
for the Oregon City campus. The document provides guidance for future college development
through 2020. The Master plan addresses the physical development of the Oregon City Campus
to meet the needs of increasing enrollment and adding additional programs. The document
identifies needed infrastructure improvements (both on and off-site) necessary for building
growth at this campus. This master plan identifies 300,000 square feet of building space (a more
than 60% increase over existing condition) to the Oregon City Campus but does not address
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specific buildings or list the specific programs that need additional space. These are addressed in
the SFP discussed above.
CCC’s Wilsonville campus has a Modified Stage 1 Master Plan and a Phase 1, Stage II Final
Development Plan developed by Barrentine, Bates, Lee, Architects (et. al). This circa 1991
document provides a preliminary development concept for the entire 8-acre parcel. The plan
identifies future classrooms, administrative offices, conference rooms and advanced technology
labs. In addition, the plan addresses parking requirements, and other vehicle and pedestrian
movement needs along with preliminary storm water and traffic plans.
The Harmony Community Campus Conceptual Master Plan (October 2009) is a coordinated
planning effort between four key partners in that area: CCC, the Oregon Tech, North Clackamas
Parks and Recreation and Clackamas County. This plan draws a vision for the future of the
regional area and discusses transportation systems, natural resources, educational needs, and
economic development. The plan concludes with the Harmony Unified Vision Conceptual Plan
and lays out the footprint of future areas and buildings (educational, recreation, mixed use, and
parking). This plan needs significant updating as Oregon Tech has now moved to a bigger
location in Wilsonville. With the passage of the recent bond measure, the College has hired an
architect for the design and construction administration of the Harmony Phase II building.
Design will begin summer 2015 with an anticipated completion date of Fall 2017.
Educational equipment is paramount to the success of many programs at the college. Academic
Transfer and Career and Technical Education programs rely heavily on both modern and
functional equipment to meet their educational goals. The College has several processes for
managing and monitoring its equipment needs to support core themes and to achieve the intended
outcomes of its programs and services. Planning for new or remodeled spaces includes planning
for equipment required by those spaces. This approach provides for the thoughtful review of
equipment needs and the funding of those needs to limit the impact on current programs. With
these combined efforts, the equipment needs are addressed and managed to maintain the levels
required to support the College mission.
During difficult budget times, providing new technological equipment is a challenge.
Nevertheless equipment budgets have been protected as much as possible. Funding for
equipment repair and replacement is provided either through the college’s general fund or
through department specific fee funds. The recent budget crisis greatly reduced the ability to
readily replace expensive equipment. In some instances, repairs have also been delayed. The
college seeks creative ways to supplement the equipment budgets through donations, federal
surplus opportunities, grants, special state funding, and public/private partnerships. College staff
members are very creative in ensuring that CCC’s students have access to the latest equipment
ensuring that they have the technical skills to transfer to a four-year college or university or enter
the work force.
There are many examples of creative equipment fulfillment. In January 2012, CCC received a
loan of milling equipment valued at approximately $1.5 million dollars. This is a creative
agreement between a machine tool distributer (Gosiger Manufacturing) and CCC. In the
agreement, Gosiger is allowed to showcase state of the art manufacturing equipment at a space at
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CCC to prospective customers while CCC is allowed to train students on the latest industry
equipment.
Because some of CCC’s automotive diagnostic equipment is old and no longer
used in the industry, instructors have brought their own, current automotive diagnostic equipment
to class so that students are exposed to the type of equipment they would be expected to use in
the industry. Each of these examples shows the willingness of CCC instructors to provide highlevel training to the students who will be using these skills in the work force. The passage of the
bond measure will do much to help the College update our equipment.
Technological Infrastructure
The institution has long valued inclusive and collaborative decision-making, and information
technology decisions are no exception. This is evidenced by campus-wide participation in
Information Technology Services (ITS) planning processes. The formation of the Information
Technology Committee (ITC), which employs the efforts and feedback of faculty and staff
across campus, has helped further ITS efforts toward accomplishing its mission of providing
technology services, leadership, innovative solutions and consultation to the College and
community. The current Information Technology Strategic Plan (2014), the Enhancing Student
Access to Information Systems (ESAIS) report, Strategic Enrollment Management (SEM), the
decision to abandon Blackboard and adopt Moodle, and other efforts were all accomplished
collaboratively. Student feedback is also considered; students were surveyed as part of our web
development efforts and participated in focus groups related to the Moodle deployment.
Consistent with its mission, CCC has made a conscious effort to provide high quality technology,
systems, and connectivity to faculty, staff and students in a secure and effective manner. In direct
support of its management and operational functions, the college has leveraged its investment in
its Strategic Academic Enterprise system—Ellucian’s Colleague. By taking an integrated
approach, the college was able to implement a student/faculty/staff portal based on Microsoft’s
SharePoint technology pulling information from Colleague and web pages.
Recently the IT department purchased a Kourier Integrator with SQL Accelerator which is a
product that pulls data from Colleague into an operational data store (ODS) via SQL SSIS
packages. This ODS database will then be used as a single reporting database for the entire
college, enabling the College to make data-informed decisions. This is also a first step toward a
longitudinal data warehouse that will allow for research and long-term trending.
The College’s ITS department has aligned its staff resources to further reinforce the dedication to
an integrated support model. As a result of aligning staff resources, it is required that ITS staff
are highly skilled in multiple technologies and support methodologies. Staff have been trained in
such areas as Business Analysis Services, LEAN, Colleague programming, Microsoft
technologies, and Cisco technologies (i.e. Unified Computing Systems, Call Center). Staffing in
ITS is relatively lean and most staff must be trained in multiple support areas in order to
adequately support the college’s faculty, staff and student technology needs. This training is
provided for through, departmental internal trainings and external training provided through
vendor relationships and contracted services.
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Along with significant investment in technology systems in support of the College mission, ITS
is adopting specific methodologies that enable staff to be more effective in implementing
technologies and providing for high levels of customer satisfaction through:
1) Training provided to the chief information officer on LEAN to streamline workflow
processes
2) Mandatory formal customer service training for all ITS staff, and
3) Training in Business Analysis Services.
Use of these methodologies have helped in streamlining processes both internal and external to
ITS. Microsoft System Center Orchestrator (SCORCH) is a visual workflow automation program
that works with Microsoft System Center, as well as most other software. This allows ITS to begin
to automate many of the division’s current processes. Using LEAN methodology and SCORCH,
workflows such as new student account creation have been automated and alerts placed on these
workflows will now signal issues as soon as they happen.
As technology becomes increasingly essential for effective instruction, CCC classrooms,
computer labs, and faculty and staff offices are equipped with current computers, Voice over
Internet Protocol (VoIP) telephony, high-speed wired and wireless connectivity. To support a
variety of instructional technologies the college has installed a large number of multimedia
equipped classrooms and supports an integrated Learning Management System (Moodle) with
video conferencing capability for any faculty who wishes to use it. The majority of instructional
systems upgrades for student-use are supported by a student technology fee fund. General funds
support faculty upgrades and other areas that are not primarily for student use, such as
conference rooms, auditoriums, and other general use areas.
In 2014, ITS overhauled the classroom technology, staring with the smart podiums. Podiums
now include wireless audio visual transmitters from the computer to the projector, a smaller and
more advanced document camera that plugs into the computer, and software that enables
connecting wirelessly to the projector from an iPad or Miracast enabled device. Every upgraded
classroom includes 802.11 A/C wireless access points. The result is a podium that no longer
needs to be tethered to the wall by the large umbilical of A/V cords. Instead, the podium can be
moved to any location in the classroom, as long as it can plug into a standard outlet. This gives
instructors more flexibility in connectivity and classroom design. It also gives them more
advanced equipment, such as document cameras that have accessories for use with microscopes,
etc. It adds connectivity to the classroom through the use of wireless, which is one of the 2016
objectives for ITS, and the new Smart classroom technology is less than 50% of the previous
cost.
In conjunction with regular adoption of new or upgraded technology, the college supports
faculty, students, classified staff and administrators with timely training opportunities. For
example, in the 2014-2015, ITS produced information packets for the smart podiums after the
technology in classrooms was upgraded. This training document was made available to staff via
posting in the staff portal, and subsequent podium training were held to train staff on the new
technology. The Business and Computer Science Department, in conjunction with the Academic
Computing Lab, provide faculty and staff with competency based workshops and individual
tutoring in Microsoft Applications as they are updated, including Word, Excel, Access,
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PowerPoint, and Project. Frequent, flexible, and just-in-time faculty technology training is
offered regularly in the ITS classroom and the Instructional Support and Professional
Development lab to support the integration of instructional technology, including distance
learning. Session topics are determined based on interest expressed either directly or via an
online survey system. Faculty members who lead the College’s professional development
programs conduct these sessions. In addition, software specialists from the ITS department
provide both online and face-to-face training in the use of College systems.
The College has both formal and informal processes in place for determining the need for new
technology and for replacing outdated computer, multimedia and networking equipment.
The College has technology replacement schedules to ensure that technology on campus is kept
up-to-date and to inform administration, staff and faculty of expected upgrades. The plan covers
student computer labs, staff and faculty computers and smart classroom technologies. These
items are inventoried and evaluated during the workstation installation process and installed as
the replacement equipment arrives on campus. The implementation of this plan is managed
centrally by ITS. Computers are replaced on a 5 year cycle defined in the replacement
schedule. Under special circumstances more frequent replacement may be implemented.
The goals of the technology replacement schedule are to:
1. Assure that appropriate computing resources in computing facilities, classrooms, and
college offices are replaced in a manner that does not allow the hardware technology to
become stale, which could be an obstacle to supporting the mission of the college.
2. Assure that each faculty and staff member who uses computing resources in their position
has a computer of sufficient capability to fulfill their job responsibilities.
3. Provide the college with a cost effective plan for budgeting purposes.
4. Inform administration, staff and faculty of the replacement cycle so that they are able to
plan for those upgrades.
Informal processes occur throughout the year, where faculty and staff needs are assessed and,
when feasible, are met through a variety of funding sources i.e. departmental budgets, grant
funds, full-time faculty professional development funds, etc. For those choosing not to purchase
campus supported technology, the full-time faculty professional development and Bring Your
Own Device (BYOD) guidelines will apply.
During 2014, the college replaced the 2006 technology plan with a long-range technology
strategic plan that guides the college's investment in technology infrastructure and ensures that
the college provides essential technology to support both instruction and administrative needs in
the future. CCC has made significant technology investments in the data center infrastructure that
have greatly improved the redundancy and stability of the data center environment, security of
network and data, student/faculty/staff/administration access to technology, and improved the
reliability of mission-critical systems.
In addition, streamlining helpdesk support processes required the college to update desktop
computers to a baseline configuration to run the most recent versions of Microsoft Win7, Office
2013 and standardize desktop applications in order to create a standardized computer image. The
imaging process has been and will continue to be refined in order to streamline the workflow
process. The ITS helpdesk consists of five people, and handles approximately 400-500 helpdesk
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tickets per month and images an average of 300+ computers each summer, in addition to
replacing the technology in up to twenty classrooms each summer. As a support strategy, ITS
relies heavily on the students, through cooperative work experience and federal work study, and
part-time employees at each of the other campuses.
Operating ITS securely and efficiently, with high customer satisfaction, requires a highly skilled
staff and a thorough understanding of industry best practices. The ITS department is meeting
those demanding needs through the aforementioned staff training and LEAN methodologies.
However, the ITS helpdesk is still understaffed.
Looking to the future, topics of importance for the department include campus-wide wireless
technologies, Virtual Desktop Infrastructure (VDI), workflow automation, and backhaul line-ofsight (LOS) technologies. in preparation of a VDI strategy, the College anticipates expanded data
storage and backup infrastructure as well as increased access to wireless throughout the campuses.
ITS is also looking at the possibility of using laser radio frequency LOS devices for building-tobuilding backhaul to increase flexibility and decrease fiber replacement costs.
To strengthen the collaborative approach to decision-making and to be better informed of
emerging issues and needs, the dean of Information Technology established a college-wide
advisory committee. The Information Technology Committee (ITC) is made up of faculty, staff,
administration and student representatives. This committee acts as a source of information and
works together to find cost effective solutions that will achieve the needs of the institution that
is relying more heavily on technology.
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Chapter Three: Institutional Planning
Standard 3.A Institutional Planning
Institutional planning is an inclusive, integrated and coordinated process of continuous
improvement through visioning, acting, and learning. It is mission driven and action focused,
maintaining a long-term view of the future while influencing current decision making. Visions to
Reality (Appendix B) includes a description of the planning at CCC and the important roles of
individuals and committees in this process. Additional information is available on the College’s
Institutional Planning website.
The planning
process is critical to
linking what do to
what we believe, to
ensure that our
decisions reflect our
commitment to our
mission and
philosophy as
reflected in our core
themes and
indicators
The college has a number of planning mechanisms which, taken together constitute an ongoing,
purposeful, systematic, integrated, and comprehensive process. The college planning
mechanisms are linked to core themes, and inform resource allocations leading to fulfillment of
the mission. Our planning process has three major interrelated and integrated components:
 Operational planning – the day to day planning at the department, division and
institutional level focused on improving mission fulfillment by regularly assessing and
reflecting upon the effectiveness of our programs, policies and procedures;
 Strategic Priorities and College Action Planning now known as College Assessment for
Planning – systematic, ongoing processes by which we identify and address major areas
that require special focus and attention by the institution to better meet our mission; and
 Resource Allocation – transparent and integrated budgeting that supports and reflects
operational and strategic plans.
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Chapter Three – Clackamas Community College
CCCs institutional planning includes careful attention to and reflection on mission fulfillment as
manifested in the core themes, as well as the external and internal drivers that affect both mission
fulfillment and the College’s operations.
CCCs institutional planning engages the college community and intentionally operationalizes the
elements into our day-to-day activities and decision-making processes. Department and program
planning serve as foundational components to ensure that planning includes robust grass roots
initiatives from those working directly with students on a day-to-day basis. However,
institutional planning cannot be solely “bottom up” or “top down”. Elements to be considered in
planning are brought into the process directly by those most connected to and informed about the
various factors that impact our success as an organization. Responding to student needs, as well
as the needs of business and industry, and trending national and state issues is only possible
through listening to and involving the various classified staff, faculty, managers and
administrators at the College who are most closely connected to and well-versed in different
aspects of these issues.
Our institutional planning includes
processes to identify resources
needed and drive resource allocation.
It recognizes that resources include
people, time, space, technology and
equipment, and anticipates that
resource requirements and allocation
processes need to accommodate both
anticipated and unanticipated needs.
Our institutional planning includes
regular monitoring of appropriate
indicators. These metrics help
document how well the College is
meeting its mission and whether our
actions are making a difference.
Measurements of performance enable
us to identify areas of strength and
areas needing attention, and serve as
catalysts for further action.
Performance measures are clearly
communicated to appropriate
constituents and enable us to be
accountable to ourselves and to the
community we serve. These measures
also address the ever-increasing
reporting requirements.
MISSION
Academic Transfer
Career and Technical
Education
Essential Skills
Lifelong Learning
Internal
Drivers
External
Drivers
Operational
Planning
Strategic
Priorities
Blueprints, Balanced
Scorecards
Institutional Activities
College Action Planning
Master
Blueprint
Innovation
Fund
Requests
Facilities
Master
Plan
Technology
Requests
IT
Strategic
Plan
Equipment
Requests
Budget
Adjustments
Department
Targeted
Task
Templates
Position
Opening
Requests
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The fundamental framework for planning is at the departmental level, culminating with the
departmental Blueprint. The departmental Blueprint is the annual planning tool in which
departments assess operational and strategic priority outcomes and address strengths,
opportunities and issues, identifying short- and long-term needs, and plans for the future.
Blueprints include operational data as well as program review results, and also identify the
department’s front-line activities aligned with the strategic priorities. The division dean reviews
the department’s Blueprints and provides feedback to the departments as well as advocates for
additional resources to move plans forward. As part of the academic master Blueprint process,
division deans synthesize the Blueprints of the departments within their division and produce a
summary of their division’s Blueprints from the division wide perspective. Ultimately the
division Blueprints inform the Instruction and Student Services Master Blueprint, along with
reports and recommendations from college wide workgroups, committees, and teams. The
College is finalizing its first academic master plan (Instruction and Student Services Master
Blueprint) in the 2015-16 academic year that integrates the projected needs and trends identified
in the departmental Blueprints with more global analysis across college departments.
Facilities planning is based on a Strategic Facilities Assessment (SFA, 2014) and the Facilities
Conditions Assessment (available in Exhibit room) which are campus services’ links to
comprehensive planning and part of the current strategic priorities. The Strategic Facilities
Assessment is a comprehensive analysis of all programmatic needs across the college for
facilities requirements. The Facilities Condition Assessment looks at existing infrastructure and
any deficiencies that exist and timeframes to address them.
With changing technology and expectations, information technology planning has become an
important piece of institutional planning. The Information Technology Services (ITS)
department experienced leadership changes in 2013 and the new leadership was tasked with two
high priorities: stabilizing the information technology infrastructure and securing information
systems. Updating the College’s 2006 technology plan was delayed until these primary
objectives were accomplished. The dean of Information Technology formed the ITS planning
committee to serve as the primary representative group to develop, evaluate and communicate
the Information Technology Strategic Plan. During 2014, the College replaced the 2006
technology plan with this long-range technology strategic plan that guides the College's
investment in technology infrastructure and ensures that the College provides essential
technology to support both instruction and administrative needs in the future. The plan is in its
first iteration under the new ITS committee, and is currently in review and implementation
through the governance framework in 2014-15.
The College also engages in strategic planning and identifies strategic priorities – major
organizational focus areas identified every three to five years for sustained attention and budget
priority. Strategic priorities were adopted for the period 2013-16 and complement our core
themes and operational needs. The 2013-16 Strategic Priorities are: 1) Increase retention and
persistence; 2) Increase credential completions, transfers, and job placements; 3) Stabilize the
college’s fiscal health; and 4) Improve community connections. Strategic Priorities for 2016-19
have been adopted by the Board of Education, and are currently the focus of our College
Assessment for Planning event, where we intend to create outcomes and indicators for those
priorities that are continuous with our strategic work in the past and align with our Core Themes
and their indicators. (For the 2016-19 Strategic Priorities, see Appendix K, item 3.)
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The strategic priorities were created through a participatory process by exempt, classified,
faculty and the Board, with numerous feedback points through the College’s governance
structure. For example the strategic planning process included work sessions and presentations at
Presidents’ Council, College Council, Vice Presidents meetings, department chair meetings and
other venues for input and reflection. (Appendix D: Strategic Priorities Development Timeline)
The four strategic priorities are addressed through annual institutional activities intended to move
the College forward over the timeframe of the plan. (Appendix E: Strategic Priorities and
Institutional Activities 2014-15) The strategic priorities are approved by the Board of Education,
which ultimately approves the allocation of resources recommended in the Budget process.
College Action Planning in April or May of each year provides the college wide venue for
discussion of the proposed institutional activities for the following year.
Budget development is a yearlong process with both internal and external constituencies.
Internally through the Budget Advisory Group (BAG), (Appendix F: Budget Advisory Group)
all aspects of resource and requirements planning are discussed and result in resource allocation
recommendations, position opening request recommendations and fiscal guidelines. Request for
resources based on departmental Blueprints come through the deans. The deans resource requests
are combined to form a “long list” of requests which are discussed and revised by the Joint
Deans (now known as the Leadership Cabinet). The “long list” is then brought to BAG for
discussion and analysis. The president makes the final decision as to what get on the “short list”
for inclusion in the budget. The related core themes are identified on each budget request and are
considered as the budget requests move forward to the “short list”. Once the budget has been
developed internally it goes through an external budget approval process by the Budget
Committee, made up of seven citizens and the seven members of the Board of Education. Full
details of the budget development and approval process are contained in the adopted budget
document.
The College makes planning available to stakeholders both during plan development by
providing draft plans for feedback at regularly scheduled college wide meetings (Presidents’
Council, College Council, Vice Presidents’ meetings, Department Chairs meetings), as well as
through specific events for sharing draft plans (Master Blueprint Open Forums, Strategic Priority
feedback events). Final plans are made available through shared electronic resources including
completed Blueprints, strategic priorities, and adopted budgets. Sharing and making plans
available facilitate widespread contributions and feedback as well as broader understanding.
However, it does not necessarily mean that plans are known and understood by all staff. In a
large organization it is sometimes difficult for everyone to see the connections of their daily
work to the overarching planning and decision making that occurs at the college.
The vice presidents and deans are tasked with monitoring the progress on the strategic priorities,
and managing the implementation of the elements. Progress on the priorities is shared with the
Board at least annually. (Appendix G: Board Report Strategic Priorities) While not all action
plans are implemented on the initial timeframe, follow through includes modifying the expected
timelines for activities that are delayed or dropped. The College made numerous and ambitious
strategic priorities and institutional activities for 2013-16 and there were quite a few that were
delayed while others were being addressed. The College continues narrowing the focus of
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strategic priorities to more closely align with capacity for timely accomplishment of the targeted
tasks.
The comprehensiveness of CCCs
planning process is ensured
through planning at the
department level as well as
college wide. Departmental plans
are incorporated into division and
college wide planning and inform
the resource allocation process.
Information flows up from the
departments and down from
college wide planning efforts.
Opportunities for input are
numerous in number and type of
venue, from department meetings,
to division meetings, to meetings
that are integral to the governance
process such as College Council
and Presidents’ Council and
events specifically designed for
input gathering, such as in-service
worksessions and College Action
Planning which are open to all.
For budget development the
Budget Advisory Group provides
opportunities for input as well as check-ins with association leadership between the
“long list” presentation and the “short list” decisions.
Budget reductions caused the position of institutional researcher to remain unfilled for a period
of years, which was a barrier to CCCs ability to gather and analyze data. The College refilled the
position in 2012 and the last three years have resulted in a burst of high quality work that has
created the foundation for a strong culture of evidence in a relatively short period of time. The
College understood the need and was poised and eager to take advantage of our new capacity to
move forward. In preparation for filling the position, significant changes in the job description
were made to move the focus from reporting required information for federal and state reports to
an added emphasis on institutional evidence of excellence. Since that time the College has been
rebuilding the infrastructure of Institutional Research and Reporting (IRR) around meaningful
and measurable data and has begun to put it to good use.
The College uses data in its planning and implementation process, and is expanding its reach for
wider use by the College community. IRR collects data defined by the indicators assigned to the
objectives for each of the College’s core themes and strategic priorities. Core Theme Teams
work collaboratively with IRR to review and refine those core theme indicators. Working with
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IRR, College governance councils identified and approved meaningful indicators for the strategic
priorities for 2013-16.
CCC’s indicators are either developed internally based on our desire to track what matters or are
prescribed by a number of external stakeholders, such as the State of Oregon through
accountability or performance frameworks. Once indicators have been established, data
collection and extraction is shepherded by IRR and made available to those tasked with analysis.
Analysis is augmented by the end user tools, such as Tableau, which summarize information
through visualizations and allow drilling down into details. Analysis can be either an individual
or team activity depending on the nature and scope of the data. The College assigns primary
responsibility for monitoring the data to individuals and groups who work with IRR to engage in
thoughtful and informed interpretation, analysis, and action planning. For example the Core
Theme Teams are responsible for analysis of Core Theme indicators and recommended actions.
A more detailed discussion of Core Theme Teams is found in Chapter 4. Collaborative data
collection, analysis and use is now much more integrated into our work.
A good illustration of the shift to a data focus is seen in the process followed to prepare for and
execute a bond campaign. Over a two year period the college surveyed the community,
conducted focus groups, and engaged the community in determining what needed to be done to
proceed with a bond election, and made those needs part of the strategic priorities. The process
culminated in having the information available to help the community decide which projects to
pursue, and sharing meaningful data of interest to the community to guide prioritization.
Some additional work still needs to be done to capitalize fully on the promise of data-informed
decision making at every level in the organization. The appetite for using data to make better
decisions is there and the practice is emerging. IRR has greatly expanded the information
available online to support all College stakeholders. As an example, CCC Board Data Home is a
webpage that was developed for the CCC Board of Education as place they can stay appraised of
College and community facts as well as key findings related to mission fulfillment, enrollment,
or other special knowledge topics related to external accountabilities, community needs, and
student success.
The analysis by the Core Theme teams provided significant information and understanding, but
also identified questions we can’t yet answer. For example, the teams recognized the importance
of understanding individual and collective student intent in order to assess our effectiveness and
inform our student interactions. As we become more adept at understanding and using data, we
are able to better pinpoint the data that is most important and improve our processes to allow us
access to the right information. The College has shown a commitment to continuing our growth
in this area by adding additional personnel in IRR each of the last two years.
A new formal Program Review process was developed and piloted in 2013-14. Once fully
implemented, results of program reviews will enhance the information about achievement of
program outcomes, including student learning outcomes, within the department Blueprints by
adding additional information to the data used to determine the level of mission fulfillment.
The College’s planning processes clearly articulate priorities and guide decisions about
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allocating time, money, personnel and other resources. The primary group tasked with making
recommendations to the president on resource allocations is the Budget Advisory Group (BAG),
comprised of administrators, full and part-time faculty leadership, full and part-time classified
leadership. (Appendix F: Budget Advisory Group membership).
Budgetary direction from the Board of Education is provided annually in the form of Budget
Principles and Assumptions. Core Theme Scorecards and strategic priorities inform the
development of these principles. The deans develop recommendations based on the
Departmental Blueprints and supplemental information including the Budget Principles and
Assumptions. As the college strengthens its use of Blueprints they are increasingly relied on as
the primary context for resource requests.
The BAG examines the budget picture holistically based on the Budget Principles and
Assumptions and the recommendations from the deans. Considering core themes and mission
fulfillment, the group refines recommendations on fiscal direction, faculty, administrative and
classified positions to add, and other resource allocations in creation of the “long list” of
potential budget actions and recommendations for prioritizing the items that become the “short
list” of actual budget actions for the following year.
Each year, recognizing the need to remain flexible, creative and responsive, the college identifies
resources to address emerging needs and innovation opportunities in its Innovation Fund. The
amount to be set aside in this fund is based on need and fiscal reality and determined annually by
BAG as part of the budget development process. Currently $250,000 per year is allocated in
unrestricted dollars for one-time strategic priority work, special needs, equipment, or targeted
professional development.
Budget approval is ultimately the purview of the citizen Budget Committee and Board of
Education, but the proposed budget presented comes through these internal processes for vetting.
The planning that results in the strategic priorities guides decisions on allocation of time and
effort for the critical activities of the College throughout the year. These priorities are the
framework for institutional activities and the targeted tasks that are selected as part of College
Action Planning. Once selected, the targeted tasks are elevated for attention, efforts, and may
require resources from the Innovation Fund.
In addition to the personnel actions that are part of the annual budget process, decisions about
refilling vacated classified and administrative positions are ongoing throughout the year as
openings occur. Refilling of classified and administrative positions require completion of a
Position Opening Request to ensure it meets current needs. These questions go through the Joint
Deans (now known as the Leadership Cabinet) where both operational needs and strategic
priorities are considered. Through the process, the position may be approved, restructured or
denied.
The timeline shows the integrated planning, budgeting and accountability activities. Each year,
the proposed budget and the final adopted budget document contain a detailed overview of the
College’s integrated planning and budgeting process.
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The College has emergency preparedness plans in place. Select members of the College have
received training in the FEMA Incident Command System and in responding to and managing
incidents on campus. All designated positions within the Incident Command Structure are filled
with administrative employees. In addition to our own emergency responders, Campus Safety
has established relationships with first responders in the community, including the Oregon City
Police Department, Clackamas County Sheriff’s Department, Clackamas County Fire District #1,
and American Medical Response, to effectively partner when needed. Depending on the nature
of the incident, one or more of these agencies will respond and work together to manage the
incident.
Each building on campus has Building Emergency Response Team (BERT) members who are
responsible for building evacuations and localized emergency response. BERT members are
trained each year on topics such as evacuation, fire extinguisher use, and first aid to name a few.
Backup generators are in place in facilities that hold large venues such as the gymnasium and
theater for emergency lighting evacuation, the data center and certain science facilities. A
Moodle shell is set up for every credit class that is offered so that faculty have a method to
connect to students if the college is not accessible. Sufficient reserves allow for restoration of
services and equipment in relative short order.
In the event of a major utility service disruption, inclement weather, medical emergency or crime
in progress, the president, vice presidents, members of the Building Evacuation Response Teams
and members of the Incident Command Team are all integral parts of reducing the exposure from
any of these events. As part of the Incident Command System, we have a designated Public
Information Office (PIO) who would direct the communication to the appropriate channels.
The College has two methods to send messages to our staff and students: the FlashAlert and
Singlewire systems. FlashAlert is a third party alert system that sends emergency messages,
including breaking news and weather closure information, from participating organizations to
members (including the media) via cell phones and email. Students and employees are
encouraged annually to subscribe to the FlashAlert system, and reminders are sent periodically
via FYI Today, campus email, the student portal, and signs posted around campus. The
Singlewire system is integrated into the College’s Cisco phone system and allows the College to
communicate to all the phones simultaneously with text and live, ad-hoc, pre-recorded or text-tospeech audio. Emergency messages can be broadcast on the employee’s desk phone, on the
computer monitor and through public address speakers located throughout the campus. The
college’s PIO, director of Campus Safety and dean of Campus Services are trained on sending
out emergency messages through these two systems.
Campus Services utilizes an 800 MHz system for communication between staff. Campus Safety
utilizes the same system but in addition, can communicate with the regional C-COM (911)
emergency center. Smaller hand held radios are used by the custodial staff for night
communication and each BERT member is assigned a hand-held radio for communication during
an emergency.
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The College’s Emergency Response Guide addresses the general activities the College will
follow for a number of campus wide emergencies. It provides guidelines for students, BERT
members, supervisors, and college services personnel to follow in the event of an emergency.
This guide, available on the campus safety website, details the appropriate emergency response
in the event of:
 Fire/Emergency Evacuation
 Active Shooter
 Inclement Weather
 Electrical/Power Outage
 Water Outage
 Hazardous Materials Emergency
 Bomb Threat
 Heating/Air System Failure
 Medical Emergencies/Death Response
 Crimes/Incidence/Assaults
 Telecommunication Failure
 Earthquake
The Incident Command Team conducts numerous emergency response exercises each year, such
as table-top exercises, field exercises and tests of the emergency notification systems within the
College. These tests are designed to assess and evaluate the emergency plans and capabilities of
the institution and are coordinated with appropriate outside agencies. The director of Campus
Safety keeps detailed evaluations of the effectiveness of drills and exercises.
Targeted safety trainings, such as Active Shooter Response workshops are conducted by Campus
Safety. Additional training material related to emergencies is available to CCC employees
through the SafeColleges online training system, managed by Human Resources. All College
personnel are expected to complete courses on earthquake response and CPR.
Each building and classroom has signs indicating whom to call if emergency response is needed.
Building way-finding signage includes the location of emergency exits, automated external
defibrillators (AEDs), fire extinguishers, and first aid kits.
The Incident Command Team recently updated the Emergency Response Guide (February 2014)
and has regular meetings to discuss incident response, communications plans, and preparedness
for emergencies. Most of the planning has centered on moderately sized events rather than a
major catastrophic event and plans for restoration of services in the event of a catastrophe. The
dean of Information Technology Services and the newly hired direct of Public Safety are in the
early stages of creating a more extensive continuing of operations plan (COOP) for CCC.
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Chapter Four: Core Theme Planning, Assessment and Improvement
Executive Summary of Eligibility Requirements 22 and 23
Commission on Colleges and Universities.
22. Student Achievement – The learning outcomes for every degree and certificate program
offered at CCC are published in the College catalog. Faculty are responsible for assessing
student achievement of the learning outcomes for their specific degree and certificate programs.
The three-year cycle of program review includes a summary of assessment results for program
outcomes, including student learning outcomes. Program faculty complete an assessment
timeline identifying when and how all program learning outcomes will be assessed during the
three-year cycle. While program outcomes have been assessed in the past, this systematic, formal
review of all programs is in the implementation phase, and faculty assessment coaches and
online resources are available to support faculty assessment of student achievement.
23. Institutional Effectiveness – CCC systematically applies clearly defined institutional
planning, assessment and improvement processes with three major components: Operational
Planning, Strategic Priorities and Action Planning, and Resource Allocation. Results of
assessment are used to focus resources for continuous improvement. CCC regularly assesses the
extent to which it achieves its mission and core themes, uses the results of assessment to effect
institutional improvement, and regularly publishes the results to its constituencies. Institutional
planning processes include regular monitoring of CCCs internal and external environments so as
to anticipate and proactively respond to changing circumstances that may impact the institution
and its ability to ensure its viability and sustainability.
Introduction
In 2013 Presidents’ Council endorsed creation of a core theme team for each of the College’s
four core themes, and charged the teams with monitoring and reporting on core theme objectives
and indicators of mission fulfillment. The Accreditation Steering Committee (ASC) worked with
the director of Institutional Research and Reporting (IRR) to create supporting materials
clarifying the roles and responsibilities of the core theme teams and developing the teams’
understanding of the indicators and data available for analysis.
IRR is largely responsible for compiling or facilitating the gathering of data and the initial
analysis as a foundation for the core theme teams. Initial analysis is often done in collaboration
with other campus-wide stakeholders. For example, CCC’s Culture, Communication and
Engagement Assessment (CCEA) survey was analyzed by the CCEA team with IRR’s support.
Likewise, the Community College Survey of Student Engagement (CCSSE) data was analyzed
by others with assistance from IRR. These data are made widely available to the campus
community so anyone interested can review it for their own purpose (e.g. to inform an area’s
Blueprint or for the process of program review).
CCSSE and the Survey of Entering Student Engagement (SENSE) are conducted every three
years on alternate years. CCSSE was last conducted in 2014, and SENSE in 2015. These surveys
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Chapter Four – Clackamas Community College
are the strongest way that we hear the student voice regarding their overall experience. Analysis
of the results are done by a CCSSE/SENSE survey company, as well as by CCC’s IRR. Various
groups across campus use this data to reflect on the findings and consider institutional changes
that might improve the student experience. For example, this data was instrumental in our
decision to design the first year experience survey as well as to identify and inform the
development of other initiatives to improve the first year student experience. Key results from
CCSSE are used as indicators for some core theme objectives. To further inform core theme
analysis, CCC has begun oversampling when collecting CCSSE survey data to obtain data that is
that is specific to the student populations associated with the Academic Transfer, Career and
Technical Education and Essential Skills core themes. These core theme fact sheets along with
fact sheets showing core theme student cohort performance organized by each benchmark, are
available here.
CCC initially identified indicators for each of its core theme objectives for the Year One SelfStudy report in 2010 and further refined those indicators in the 2011 Year Three Self-Study
Report. The addition of a full time director of IRR in 2012 enhanced our ability to ensure that
indicators were meaningful measures. IRR has continued to expand and provided invaluable
support to each of the core theme teams in reviewing and revising the indicators as needed in
2014-15.
Core theme scorecards enable the College to monitor performance on core theme objectives. At
the direction of the Board, we rate performance on each indicator within a range by comparing to
four values: “critical level” (beneath which is considered to be worryingly low), “almost
achieved” (which is considered to be on course to but not yet achieving the target), “target”
(which is considered to be fully successful), and “aspirational goal” (which is considered to be an
ideal, beyond normal expectation). Core theme performance is deemed acceptable if 70% of the
core theme indicators are at or above target level.
In addition to the mission fulfillment targets, CCC’s core theme teams establish annual/biennial
continuous improvement targets for each indicator. Although this adds an additional layer of
detail to the core theme indicators, it appropriately emphasizes our focus on improvement in all
areas, even those that may have attained the mission fulfillment aspirational goal.
Core theme indicators are assessed at least annually. The primary time for core theme team
analysis and completion of scorecards is Fall term. However, each core theme team meets every
term to evaluate data that is available by term or on a semi-annual basis. Term-based meetings
also allow for continued reflection on expressed targets and the work of the college to give
momentum towards achieving those targets.
The IRR Mission Fulfillment landing webpage provides an overview of CCC’s core themes,
objectives and indicators, with links to more detailed information that is further described later in
this report.
Although each core theme is addressed individually, there are natural intersections and overlaps,
and continuous improvement efforts often impact multiple core themes. Despite the resulting
repetition, observations and improvements are included in each of the relevant core themes
discussions that follow.
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The College’s programs and services support multiple core themes, and as such cannot be
divided neatly under just one core theme. Because of this, the complete discussion of planning,
assessment and improvement of programs and services is not found under each core theme. A
discussion of all program and service planning, assessment and improvement processes follows
the sections for the four core themes. (For updated data, see Appendix K., item 2.)
Core Theme #1 – Academic Transfer
The College’s first core theme reflects our commitment to meeting our mission by providing
access to a high quality educational experience that results in successful academic transfer to
a four-year institution.
The Academic Transfer Core Theme Team has established a continuing process of systematic
and regular review and analysis of Academic Transfer core theme data. The first full year of the
process was in 2014-15. Academic Transfer core theme data is collected for the following
objectives:
1. Access: Transfer programs are accessible
2. Quality: Transfer students have a high quality educational experience at CCC.
3. Outcomes: Transfer students are prepared to successfully achieve their educational goals.
During Fall term 2014, the team met weekly to gather and analyze transfer data from 2013-14, a
process that included reviewing the efficacy of the core theme indicators as measures for the
three objectives of the transfer program; determining a preliminary baseline for each indicator;
and establishing continuous improvement goals for the following academic year for each
indicator. With invaluable support from IRR, deans and faculty members from the Arts and
Sciences Division, the division counselor, and the director of Education Partnerships worked
together as the Academic Transfer Core Theme Team to analyze the data and develop goals and
recommendations for improvement. (Appendix H: Core Theme Teams)
Transfer program data was culled from student enrollment and graduation records, results from
the Spring 2014 administration of the Community College Survey of Student Engagement
(CCSSE) report (measures of student perception of their education experience), graduate followup surveys, demographic data for both the transfer student population and the community served,
attainment rates for general education student learning outcomes, reports on transfer rates, fouryear degree attainment rates, and average student GPAs after transfer to Oregon colleges and
universities. The team determined the CCC baseline for each of the core theme indicators, and
established values to indicate the different achievement levels.
Performance on core theme objectives is readily visible online. Each core theme has a home
webpage that is often referred to during core theme team and other college meetings and
provides the option of diving into some of the data through active hyperlinks for a given
indicator. Click here to access the Academic Transfer home page.
The home page also contains a link to the Academic Transfer progress template. This is a
working document used by the core theme team as a central place to track mission fulfillment
levels as well as annual/biennial continuous improvement targets and results for multiple years.
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This is the complete list of mission indicators CCC is committed to whether or not there is
currently baseline or continuous improvement data available. It is a dynamic template in the
sense it is continuously updated as data becomes available. Notes of rationale are added as
needed. This working template, which contains much more detail than the core theme scorecard,
is kept in this online, central location to keep high levels of transparency, accessibility and
understanding.
Core theme performance is also communicated directly in numerous ways. The Academic
Transfer Core Theme Team reports to the Board of Education annually near the end of Fall term.
The report is timed to allow recommendations from the team to be considered in the
development of Budget Principles and Assumptions as well as institutional activities for the
following academic year. In December 2014 the Academic Transfer Core Theme Team gave the
first of these annual reports to the Board. The report included baselines and continuous
improvement targets for each of the indicators and a list of recommendations for improvement
based on analysis of performance in the 2013-14 year.
Academic Transfer core theme results have been presented to the college community at Winter
In-Service, included in the analysis and synthesis for the Master Blueprint, included as part of
the college president’s annual report to the Board, and are discussed at meetings of the College
Council and Presidents’ Council, quarterly Vice Presidents’ meetings, monthly Department
Chair meetings, and regularly at department and division meetings across campus. Selected
metrics from the core theme teams are displayed at the top of each meeting agenda (see an
example here) and are discussed as part of the meeting. The results are posted on the public
portion of the CCC website, linked to the Institutional Research home page.
CCC enjoys a tradition of working together across organizational divisions; CCC is intentionally
structured with transfer programs in multiple divisions to encourage greater networking and
collaboration. This structure ensures that the work we do in support of academic transfer
students, including the courses taught in the transfer disciplines, the assistance provided our
students by Student Services and the library, and the enhancements and improvements made to
our classroom, laboratory, studio, and performance facilities are complementary and oriented
toward student success. For example, the academic transfer program has been improved in the
past few years through coordinated efforts that have produced the construction of a “model
classroom” with all of the bells and whistles in terms of desks, student seating, and instructional
devices that one would hope to see in a twenty-first century classroom; the installation of
instructor podiums with computers, document viewers, and projectors in all classrooms across
campus with continually updated software and hardware to facilitate effective and dynamic
learning experiences for our academic transfer students; and, by moving offices of counseling
and advising staff to instructional buildings, an increased presence of academic counselors and
advisors in the areas where students take their classes, to help ensure that our transfer students
are able to obtain all of the help they need to complete their academic programs. Chairs of our
academic departments meet regularly with other leaders in the campus community in monthly
Department Chair meetings, Vice Presidents’ meetings, and College Council meetings to discuss
student, faculty, and program needs, policies, objectives, and goals in order to more fully
appreciate and make use of the holistic approach.
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In addition to the data, the Academic Transfer core theme team is charged with reviewing the
objectives and indicators annually. The objectives continue to be appropriate and meaningful.
The team made several revisions to the indicators:
 The team reviewed the CCSSE survey and findings to identify which student engagement
indicators, if any, mattered most to the Academic Transfer core theme. This review
resulted in the recommendation of indicators 2.3 a – e. These five indicators single out an
area for improvement from each of the five CCSSE student engagement benchmark
areas. Upon review, due to the extreme difference in the results for part-time students
compared to full-time students, the team decided to establish separate baseline scores and
targets for improvement for part-time and full-time students.
 The team also added indicator 1.3 – Headcount of high schools students who obtain
lower division collegiate (LDC) credit. For this team, this indicator represents a valued
access pathway.
In regard to data integrity and data availability, the team also noted the following of clear
importance to the integrity of the indicators:
 Improved learner intent and program code integrity – This work is highly relevant to making
these mission fulfillment indicators more robust. ITS and the colleges program code/learner
intent integrity group have been at work on this for some time now. The implementation for
the first generation solution was Spring term for a 2015-16 implementation.
 Next generation National Student Clearinghouse transfer data – Use of the National Student
Clearinghouse (NSC) data to track student transfer to a four year school and their subsequent
progression and completion is vital to knowing our mission fulfillment. The NSC is the
primary data-source for these insights. Working with Institutional Research, the team will
help create sustainable, accessible, routine, timely, flexible, discovery-based data sources on
CCC transfer activity. The goal of this next generation is to speak to the transfer, persistence
and four-year graduation rate of CCC transfer intent graduates (including looking at Degree
Partnership students) as well as other types of transfer “completers” as may be defined (e.g.,
high level credit completers). Progress on this work began with a concept proposal to the
Academic Transfer core theme team in 2015. It is anticipated the basic infrastructure for this
capacity will be in place for 2015-16.
 Expand “access/enrollment” counts to reflect transfer intent majors versus only lower
division collegiate (LDC) coursework participation – This will come as the new program
code integrity process is implemented. Currently transfer intent is determined from coursetaking behavior. Once program code integrity is established the college will be able to better
communicate and connect with these students as well as monitor their momentum and
success in a more meaningful and reliable way.
 Work with the Office of Community Colleges and Workforce Development (CCWD) and
Oregon public universities to routinely obtain university GPA data if available – The primary
data-source for this insight has been the Oregon University System’s Chancellor’s office.
With the large scale organizational change in education leadership at the state level, this
office no longer exists, causing uncertainty in the future availability of the data. CCC will
continue to keep the request for these data on the table with CCWD and the new Higher
Education Coordinating Commission (HECC).
 Revisit how CCC identifies potential Oregon Transfer Module (OTM) recipients – This team
values the OTM as an acknowledgement of good progress within a transfer pathway. A small
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group has identified potential technical improvement to the data processes for identifying
OTM completers. The degree audit area ran the identification process using the new
parameters in Spring 2015. The result of this effort was an increase in OTM awarding of
119% from last year (144 to 315), surpassing our record high of 272 in 2012-13.
Indicators will likely continue to be adjusted in the future as the college collects more reliable
data on student transfer intent, and as new and improved tools for the assessment of student
learning outcomes, course outcomes, and program outcomes are utilized and begin to provide a
more comprehensive picture of transfer education. Additional targets will be established for
indicators in student learning assessment as the A-Team (the College’s assessment team) works
to expand the types of data available to faculty and staff to make meaningful improvements in
student learning. As the Academic Transfer core theme team continues to consider additional
possibilities for data analysis, additional indicators, with targets, will likely be added.
CCC has used transfer program data to inform institutional planning and project development for
some time, although the establishment of the Academic Transfer core theme team boosts the
gathering and analysis of transfer program data to a new level of systematic review. Past analysis
was less comprehensive and more informal, but many recommendations for improvement, based
on analysis and best practices, have been developed, approved, and implemented throughout the
past few years. One illustration of this is seen in the development and implementation of the
current strategic priorities, adopted in 2013, that directly concern the accessibility, quality, and
success of the transfer program including Strategic Priority 1: Increase Retention and
Persistence, and Strategic Priority 2: Increase Credential Completions, Transfers, and Job
Placements. Since 2013, the college community has met together each spring to discuss ways
each department can support the strategic priorities, and to volunteer to participate in annual
institutional activities by completing specific targeted tasks throughout the upcoming academic
year, and at year’s end, assessing the results of their actions.
CCC departments maintain Blueprints on a shared institutional computer drive that identify their
connection to each core theme, incorporate transfer course data, course and program needs and
recommendations for improvement of the academic transfer program. Short- and long-term
needs, including staffing needs (part-time and full-time faculty and administrative support staff),
classroom equipment needs, facility needs, library resource needs, etc., are identified as part of
the Blueprint. Before requests for additional resources are approved, administrative personnel
evaluate the data and analysis provided in the department Blueprint. In the case of requests for
additional full-time faculty members, the college community conducts an exhaustive assessment
of the data that support the requests using a “Faculty Forum” process that includes the review of
formal written statements as well as online PowerPoint presentations and department-led public
presentations with questions and answers, of the data and analysis. The results of the Faculty
Forum are used by the Budget Advisory Group to develop recommendations for action on these
requests with attention to core themes as one consideration in the final decision.
Over the last four years, as a result of our focus on the academic transfer core theme and
institutional activities that affect the transfer programs, CCC has:
 Established a Student Learning Center by remodeling existing library space in order to house
student tutors and work areas in a central location complete with the resources needed to
study, conduct research for classes, write papers, complete homework, and work in small
groups or individually with writing and math tutors, among others. Our tutors are now more
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visible and approachable for our transfer students, and students can complete all of their
assignments with the support they need in one comfortable and accommodating area.
Established a task force dedicated to revamping CCC policies and procedures necessary to
award Credit for Prior Learning (CPL). Representatives from CCC were active in the
statewide Credit for Prior Learning Task Force that established Oregon’s Credit for Prior
Learning Standards, adopted in 2014. CCC provided feedback on draft state guidelines for
CPL and has been one of the Colleges in the state’s pilot program during 2014-15. CCC’s
internal task force, which included representation from all instructional areas of the college
as well as student services, produced an advisory paper that was used by the Instructional
Standards and Procedures Committee (ISP) to prepare and gain approval of a new standard
that covers the full variety of CPL available through CCC with clarity and consistency. A
new course was developed to help students who desire CPL create portfolios that effectively
demonstrate their prior learning. Credit for nearly every class included in the CCC catalogue
for academic transfer can be earned through the CPL process.
Reorganized the location of the offices of CCC counselors and student advisors, expanding
beyond the use of a central location for their services to implement an embedded model, with
counselors and advisors located in the instructional areas for which they are designated. This
has resulted in focused expertise around transfer for the designated advisors and counselor, a
much stronger partnering of instructional faculty in the transfer disciplines with the
counseling and advising staff, and has provided a much smoother and more efficient pathway
for many students to receive the support they need in order to remain in school and complete
their degrees.
Established discipline-specific Associate of Science (AS) degrees through articulations with
Oregon universities and four-year colleges to ease and hasten the pathway for transfer
students who have a clear idea of what they want to accomplish in their academic careers.
The establishment of new AS degrees is an ongoing, accelerating process, with faculty
engaged in this endeavor in most every academic department at CCC with the support of the
Office of Education Partnerships.
Participated in the Foundations of Excellence national program and implemented a First Year
Experience program (FYE) to provide instruction and hands-on assistance to first year
students who are uncertain about their career or academic plans, or are unfamiliar with the
campus experience. This program was piloted in 2014-2015, and preliminary results indicate
a positive correlation between program completion and increased student persistence and
retention.
As a result of the core theme team’s analysis of Academic Transfer core theme indicators during
Fall term 2014, the following work has been completed or is in progress:
 Developed a mechanism, through the work of Enrollment Services in collaboration with
Information Technology Services, Institutional Research and Reporting, and Student
Services, to use the online CCC student portal to prompt students to update their educational
goal and program of study each term prior to registration. This program is in place for 201516 and the core theme team will be able to work with more assuredness regarding data
reliability.
 Develop ideas and strategies to reduce the gap between full-time and part-time student
perception of their educational experience in the academic transfer program. After analysis of
the data, the team reached a solid conclusion that part-time students lag behind full-time
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students on every CCSSE measurement of student perception of education experience. This
is troubling since most of our transfer students are enrolled on a part-time basis. The team
will continue to meet throughout the year to monitor and develop ideas and strategies to
reduce and close this gap. Closing this gap has become an Institutional Activity for 2015-16.
Develop more AS degrees in order to facilitate student transfers with designated majors to
specific colleges and universities.
Increase awareness and use of the Oregon Transfer Module (OTM) in the assessment of the
academic transfer program.
Improve and procure additional tools to assist with the assessment of student learning
outcomes and program outcomes.
Research and implement best practices for transfer students (i.e., an honors college, trips to
universities, service learning, interdisciplinary programs, international study program).
Identify strategies to scale high impact best practices.
Continue and strengthen inter-departmental collaboration in the development of annual class
schedules to ensure that academic transfer students are able to register for the courses they
need, when they need them, to facilitate timely graduations and transfers.
Core Theme #2 – Career and Technical Education
The College’s second core theme illustrates our commitment to meeting our mission by
providing access to a high quality educational experience that reflects the economic needs of
the community and region and results in successfully attaining employment upon completion
of the program.
CCC collects and analyzes Career and Technical Education (CTE) core theme data on a regular
basis. CTE core theme data is collected for the following objectives:
1. Access: CTE programs are accessible
2. Quality: CTE students have a high quality educational experience at CCC.
3. Outcomes: CTE students are prepared to succeed in employment.
4. Regional Workforce Needs: CTE programs reflect regional workforce needs.
The CTE core theme team, composed of the dean of the Technology, Health Occupations, and
Workforce (THOW) division, CTE department chairs, the director of Education Partnerships,
and the director of Institutional Research and Reporting, share the primary responsibility for
reviewing the CTE core theme objectives and the indicators as well as setting the targets for
those indicators and reviewing the data used to assess the objectives. (Appendix H: Core Theme
Teams) The formal core theme review process is new to the College. In its first year, the core
theme team refined the indicators, determined the CCC baseline and continuous improvement
goals for 2014-15, and established values to indicate the different mission fulfillment
achievement levels for each of the core theme indicators.
Performance on CTE core theme objectives is readily visible online. Each core theme has a home
webpage and the CTE home page is often referred to during core theme team and other College
meetings and provides the option of diving into some of the data through active hyperlinks for a
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given indicator. Click here to access the CTE core theme home page.
The home page also contains a link to the CTE progress template. This is a working document
used by the core theme team as a central place to track mission fulfillment levels as well as
annual/biennial continuous improvement targets and results for multiple years. This is the
complete list of mission indicators CCC is committed to whether or not there is currently
baseline or continuous improvement data available. It is a dynamic template in the sense it is
continuously updated as data becomes available. Notes of rationale are added as needed. This
working template, which contains much more detail than the core theme scorecard, is kept in this
online, central location to keep high levels of transparency, accessibility and understanding.
The core theme team shares their data analysis and their recommendations in many other ways.
In December 2014 and December 2015, the team gave the first of what are now annual reports to
the Board. The report included baselines and targets for each of the indicators and a list of
recommendations for improvement based on analysis of performance in the 2013-14 year. CTE
core theme results have been presented to the college community at Winter In-Service, included
in the analysis and synthesis for the Master Blueprint, included as part of the college president’s
annual report to the Board, and are discussed at meetings of the College Council and President’s
Council, quarterly Vice Presidents’ meetings, monthly Department Chair meetings, and regularly
at department and division meetings across campus. Selected metrics from the core theme teams
are displayed at the top of each meeting agenda (see an example here) and are discussed as part
of the meeting. The results are posted for the public on the CCC website, linked to the
Institutional Research home page.
The CTE departments also share specific data with their stakeholders, such as the statewide
reporting system for the Small Business Development Center. CTE departments meet and share
information regularly with advisory committees. Further information about CTE advisory
committees is contained in department Blueprints. Departments may have multiple advisory
committees, as appropriate to the programs offered and the industries they serve. For example,
the Education, Human Services and Criminal Justice Department identifies seven advisory
committees in its Blueprint, one for each formal program:
 Human Services and Alcohol and Drug Certificate Advisory Committee:
 Criminal Justice/Corrections Advisory Committee
 Gerontology Advisory Committee
 Emergency Management Advisory Committee:
 Early Childhood Education Advisory Committee
 Para-educator Advisory Committee
 Wildland Fire Advisory Committee
CCC is intentionally structured with CTE programs in multiple divisions to encourage greater
networking and collaboration. Some of our CTE programs are also designed for transfer to
particular four-year degrees at partner institutions and some are closely connected with
associated transfer programs. Many departments house both transfer and CTE degrees.
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The College enjoys a tradition of working together across organizational divisions. This ensures
that the work we do, including the courses taught in the CTE areas, the assistance provided our
students by Student Services and the library, and the enhancements and improvements made to
our classrooms, laboratories, studios and shop areas are complementary and appropriately
oriented toward student success within our programs and in the workforce. For example, CTE
programs have been improved in the past few years through coordinated efforts for installation of
permanent as well as mobile instructor technology stations in classrooms and lab areas,
appropriate technology to meet various industry needs. By moving offices of counseling and
advising staff to instructional buildings, an increased presence of CTE-specific counselors and
advisors in the areas where students take their classes helps to ensure that our CTE students are
able to obtain all of the support they need to complete their programs.
Chairs of all of our instructional departments meet regularly with other leaders in the campus
community in monthly Department Chair meetings, Vice Presidents’ meetings, and College
Council meetings to discuss student, faculty, and program needs, policies, objectives, and goals
in order to more fully appreciate and make use of the comprehensive approach to programs and
services. We have begun to incorporate a more formal holistic view of the College with service
area assessments, SENSE/CCSSE survey data, program assessments, etc., informing the
decision-making process.
Although the final level of decision-making is done by the leadership teams, primarily at the
Executive level, the shared governance structure at CCC ensures that there are opportunities for
all levels of the College community to get involved in the decision-making process. For many
years, this model has ensured that we take an integrated and holistic look at our programs and
service needs. Departments submit to their deans recommendations and resource requests
supported by the data in the department Blueprints. The Budget Advisory Group (BAG), whose
membership includes faculty, staff, and administrators from across the College, analyzes these
recommendation and our budget principles and assumptions and makes recommendations to the
president.
The objectives and indicators for the CTE core theme are reviewed annually by the core
theme teams to ensure they are both appropriate and meaningful. No changes have been
made to the CTE objectives. The team made several modifications to the original indicators:
 As a measure of access, indicator 1.3 was added - “Headcount participation in High
School CTE, High School Partnerships, and Advanced College Credit.” For this team,
this indicator represents a valued access pathway.
 As a measure of quality, the team reviewed the CCSSE survey and findings to identify
which student engagement indicators, if any, mattered most to the core theme area. While
the concepts of student engagement with the college are valued overall, the team
identified one primary quality indicator as critical to CTE student success - percent of
full-time (FT) and part-time (PT) students who often or very often talked about career
plans with an instructor or an advisor. The intent of this specific indicator is an area the
College needs to continue to invest in and enhance use of best practices. Upon review of
the data, due to the extreme difference in the results for PT students compared to FT, the
team decided to establish baseline scores and targets for improvement for PT and FT
separately. In addition to the CCSSE results, the team found this indicator to be aligned
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with Graduate Follow-Up Survey findings that indicated room for improvement for all
types of graduates on “develop a better understanding of career goals.”
The team adopted a new quality indicator drawn from the Graduate Follow-Up survey –
the percent of Associate of Applied Science (AAS) and certificate graduates indicating
CCC prepared them to do the job required of them at job entry. Baseline scores and
targets were established for both AAS and certificate respondents.
Quality indicators were added to capture employer and student satisfaction with
Customized Training.
As a measure of outcomes, the team added two indicators – employment rates for
workforce development participants and the number of completers of business/industry
credentials and certifications from Customized Training and Workforce Development,
On the job trainings, continuing education units, and National Career Readiness
Certificates.
CCC has used CTE program data to inform institutional planning and development for some
time, although in the past there has been no formal use of CTE core theme indicators and
objectives. 2013-2014 marked the beginning of using core theme planning in a specific,
formal way. One of Clackamas Community College’s strengths in this regard is that the
College has long been aware of the importance of the CTE core theme objectives and
indicators, even though they were not formally identified as “core theme indicators” until
after the new accreditation standards were established. Decisions were made based on the
data that is now associated with these indicators. The College has collected much of the data
over the years and so that data was already available during the first cycle of core theme team
analysis. Both the core theme team and the Board of Education have shown keen interest and
enthusiasm for setting targets and monitoring performance.
In addition, some of the same indicators that are used at the CTE core theme level have for many
years been included at a department-specific level within the department planning Blueprints and
considered during the college action planning process. Department Blueprints identify
connections to each core theme, incorporate course data, labor market information, and degree
and certificate completions, and identify short- and long-term needs and recommendations for
program improvement. Program Review analysis includes a review of specific CCSSE data
associate with CTE core theme indicators that supports analysis of responses from CTE students.
Resource requests, including staffing, equipment and facility needs, are identified in the
Blueprints. Before requests for additional resources are approved, administrative personnel
evaluate the data and analysis in the department Blueprints. Requests for new and replacement
faculty positions must be based on data and analysis, which includes review by the college
community of written rationale, an online power point presentation, and department-led public
presentations with questions and answer component. Feedback from the faculty forum process is
used by the Budget Advisory Group to develop recommendations for action on these requests,
with attention to core themes as one consideration in the final decision.
The department Blueprints are important components in planning and resource allocation.
Although the College had not done a formal CTE core theme gap analysis in the past, the
Blueprints have provided a means for departments to monitor changes in labor market related to
existing or anticipated programs and identify current and anticipated staffing, equipment and
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facilities needs that have collectively informed planning. Departments have been using data such
as this to support requests for new full- and part-time faculty and staff and additional equipment
and supplies as well as identification of facilities needs. For example, although we did not have a
CTE core theme analysis cycle in place when the College did comprehensive facilities planning
and preparation for the bond, guidance for facilities improvement were clearly identified in and
culled from the Blueprints. As an example, an excerpt from the Automotive Department’s
Blueprint under section IX: Anticipated and Future Needs is shown below:
“During Rick’s sabbatical, he visited and studied current practices in various shops, and
made note of differences between our N.A.T.E.F. driven curriculum and what actual industry
needs are. In order to respond and adapt to industry needs, we need a footprint designed
accordingly. A shop with adequate number of stalls and lifts, of the specific type and style
needed, tool storage, informational technology, and equipment currently used in the trade.
Our classrooms, or flexlab spaces need to designed for the content of the classes being
taught in them, equipped correctly, including lifts, garage door vehicle access, secure
storage, and all applicable informational and research technology, including document
projectors, printers, and all other “smart classroom” technology.”
The Automotive Department will be a beneficiary of some of the bond funding with more and
remodeled space once the Manufacturing Department moves into a new building.
Blueprints remain a key component in planning, decision-making, and resource allocations. Now
that there is a more formal CTE core theme analysis process in place, the CTE Scorecard and
CTE core theme team recommendations are reviewed with stakeholders throughout the college
and are also used in developing and updating the Instruction and Student Services Master
Blueprint.
Although the core theme indicators are relatively new for CCC, throughout the last four years
since identifying CTE as one of four core themes, changes have been made based on data now
associated with this core theme:
 Enrollment data and regional workforce needs were among the many variables considered
when decisions were made to expand staffing in the Welding and Renewable Energy
programs, increase professional development opportunities for people currently working in
the field, and add instruction focused on hybrid/electric vehicles to the Automotive
Department.
study, write papers, complete homework, and work in small groups or individually with
writing and math tutors, among others. Our tutors are now more visible and approachable for
all students in a central, welcoming area.
 Established a task force dedicated to revamping CCC policies and procedures necessary to
award Credit for Prior Learning (CPL). Increasing the use of CPL was a major focus of the
Credentials, Acceleration, and Support for Employment (CASE) grant awarded in 2011.
CCC was the lead college for this three-year, $18.68 million dollar Trade Adjustment
Assistance Community College and Career Training (TAACCCT) grant that included
participation from all of Oregon’s 17 community colleges, WorkSource Oregon centers,
employers and community partners. The project focused on three strategies – the
enhancement of Career Pathway programs; the use of Career Coaches to reduce barriers to
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student persistence and completion, and the expansion of Credit for Prior Learning to
accelerate student progress and support completion. Representatives from CCC were active
in the statewide Credit for Prior Learning Task Force that established Oregon’s Credit for
Prior Learning Standards, adopted in 2014. CCC provided feedback on draft state guidelines
for CPL and was one of the Colleges in the state’s pilot program during 2014-15. CCC’s
internal task force, which included representation from all instructional areas of the college
as well as student services, produced an advisory paper that was used by the Instructional
Standards and Procedures Committee (ISP) to prepare and gain approval of a new standard
that covers the full variety of CPL available through CCC with clarity and consistency. A
new course was developed to help students who desire CPL create portfolios that effectively
demonstrate their prior learning. Credit for nearly every class included in the CCC catalogue
for academic transfer can be earned through the CPL process.
Based on the success of the focus areas of the CASE grant, CCC integrated the previously
grant-funded Completion Coach model into our ongoing operations to support student
completion and career preparedness.
counselors and advisors located near the CTE classrooms, shops and labs. This has resulted
in focused expertise around CTE for the designated advisors and counselor, a much stronger
partnering of instructional faculty in the CTE areas with the counseling and advising staff,
and made advising and counseling more easily accessible and tailored for CTE students to
receive the support they need in order to remain in school and complete their degrees.
Developed a more holistic and robust placement process called Placement Advising for
Student Success (PASS). This process offers a one-on-one advising session to examine
multiple sources of data rather than just a placement test score and offers students a personal
approach to fitting the best classes to their skill level.
As a result of the core theme team’s analysis of CTE core theme indicators during fall term 2014,
the following work has been completed or is in progress:
 Improved learner intent and program code integrity – This work was highly relevant to
making these mission fulfillment indicators more robust and the new system has been fully
implemented for 2015-16.
 Expanded “access/enrollment” counts to reflect CTE majors versus only CTE coursework
participation – This is a result of the new program code integrity process being implemented
in 2015-16. Currently we identify CTE students by course-taking behavior. Once this
integrity is established the college will be able to better communicate and connect with these
students as well as monitor their momentum and success in a more meaningful and reliable
way.
 Expanded the Graduate Follow-up Survey to include non-graduating “completers” – Starting
Spring 2015, the process for identifying these completers is being developed on a programby-program basis for implementation in 2015-16.
 Skills-gap analysis for College understanding of regional workforce needs (holistically) –The
College has a process for this, but it needed improvement to more regularly and
comprehensively evaluate the region’s workforce needs and identify gaps to which the
College should respond. In Winter term 2015, CCC entered into a five year partnership with
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EMSI to conduct two Gap Analysis studies over the next five years, adopt Career Coach for
students, and develop institutional capacity to best utilize the Analyst tool. An internal kickoff group is developing the best team and institutional approaches for going forward. A
working group of college stakeholder representatives will also engage in forward planning to
use this partnership and these tools to achieve the desired institutional outcomes.
Employer Satisfaction Survey – We remain committed to this highly valued feedback. The
workload of the Institutional Research and Reporting Office and others at the college has not
permitted the design and implementation of a new generation employer satisfaction survey.
College planning and resource allocation process have been responsive to this resource need
and an additional position in the Institutional Research Office was approved starting 2014-15
and another starting 2015-16.
Clarify CTE strategies for support toward career goals – Work is underway to ensure each
student has a clear academic plan, pathway and support system for career technical education
success. We are also strengthening advising and the connection to career support services.
Establishing certificate efficacy – Improve program review processes to further evaluate the
effectiveness of our certificate programs for adequately preparing students to be competitive
at job entry.
Writing and Math progression – Work with institutional research and the essential skills
areas of the college to understand and improve upon the progression of developmental
education students to the writing and math levels required of their CTE programs. This work
will capitalize on the improved integrity of program code and student intent data in 2015-16.
Strategic Communication – Work with degree audit/completion and advising to use credit
momentum and percent completion data to communicate with those students earning 15+
credits who are “close” to completion of a degree.
Core Theme #3 – Essential Skills
The College’s third core theme reflects our commitment to meeting our mission by providing
access to high quality educational experiences that develop essentials skills, such as General
Education Diploma (GED), Adult High School Diploma (AHSD), English as a Second Language
(ESL) and developmental mathematics, reading, study skills, writing and mathematics.
Clackamas Community College regularly collects and analyzes Essential Skills core theme data
for continuous improvement. The Essential Skills core theme has the following objectives:
1. Access: Essential skills programs are accessible.
2. Success: Essential skills students are successful in foundational instruction.
3. Quality: Essential skills students have quality developmental education experiences at
CCC.
4. Transitions: Students who complete essential skills coursework are prepared to succeed
in college-level coursework.
The objectives and indicators reflect the three primary categories of students within the Essential
Skills core theme – ESL, basic skills, and developmental education. The objectives and
indicators are appropriate to the various components of this core theme. Although offered
through multiple departments, (ESL, Skills Development, Writing, Mathematics) all of these
departments are located within the Academic Foundations and Connections division (AFAC) and
department leadership meets regularly as part of the division leadership team.
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Our ESL population consists of: 1) community based students accessing ESL courses for
language acquisition for use at home and/or in their local community; 2) community and
academically interested students who continue through the full ESL program to enhance job
skills and as complimentary to another program of study (certificate); 3) academically interested
students who want the full ESL program to then transition into a certificate or associate degree
program. The program also offers the same course levels for the Program for Intensive English
for international students who come to the U.S. to study English for language proficiency alone
or with the goal of entering a college or university.
Our basic skills population consists of: 1) students in adult basic education and/or general
education development (ABE/GED) in English and in Spanish; 2) students in the adult high
school program; 3) students participating in high school credit recovery program; and 4) students
in developmental study skills, reading, WR-080 and WR-090.
Our developmental education students consist of students in WR-095 and WR-101 and all math
courses numbered below 100.
The Essential Skills core theme team, utilizing staff from instructional and student support
services departments, are becoming more adept at incorporating the collection and analysis of
department-level data into core theme analysis. (Appendix H: Core Theme Teams) Team
representatives from specific department within the Essential Skills Core Theme, such as Skills
Development and English as a Second Language (ESL), have been collecting and analyzing data
for a number of years as it relates to the Title II, Adult Education and Family Literacy Act. This
experience assisted in the refinement of indicators related to access and transition for essential
skills populations.
During Fall 2014, the core theme team met to gather and analyze Essential Skills data, including
a review of the objectives and indicators. With significant support from Institutional Research
and Reporting (IRR), revisions were made to provide more meaningful data for the team. After
reviewing and modifying the indicators, the team determined a preliminary baseline for each
indicator and established continuous improvement goals and mission fulfillment values for the
various achievement levels.
The Essential Skills core theme team now gathers and analyzes specific performance indicators
on a quarterly basis. Departments closely associated with this core theme are working to
establish a systematic approach to review and analysis of key indicators. As data and the team’s
proficiency increases, additional analyses may be performed by the team with support from IRR.
Performance on Essential Skills core theme objectives is readily visible online. Each core theme
has a home webpage that is often referred to during core theme team and other college meetings
and provides the option of diving into some of the data through active hyperlinks for a given
indicator. Click here to access the Essential Skills home page.
The home page also contains a link to the Essential Skills progress template. This is a working
document used by the core theme team as a central place to track mission fulfillment levels as
well as annual/biennial continuous improvement targets and results for multiple years. This is the
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The College documents and communicates Essential Skills core theme results in a variety of
manners to both internal and external stakeholders. In addition to the online information, the core
theme results are annually reported to the Board near the end of fall term. The report to the
Board is timed to allow recommendations from the team to be considered in the development of
Budget Principles and Assumptions as well as institutional activities for the following academic
year. Team recommendations are considered in development and updating of the Instruction and
Student Services Master Blueprint and are also shared at meetings of the College Council and
Presidents’ Council, Vice Presidents’ meetings and Department Chair meetings. Additionally,
instructional and service departments discuss their results internally, and where applicable, report
to specific funders, such as for Title II. College administration uses the outcomes from core
theme indicators to shape strategic priorities, institutional activities, and professional
development for faculty and staff. Additionally, information about core theme data and targets is
conveyed from the core theme team to the appropriate college area that is then responsible for
implementation of changes and/or adjustments to their programs and services as appropriate.
This analysis and process is a good illustration of CCCs rapidly developing culture of evidence.
College administration looks holistically at the various components that influence attainment of
the Essential Skills core theme indicators. The Essential Skills core theme indicators and
objectives have been integrated into the institution’s strategic planning process and allocation of
resources. Holistic analysis and subsequent changes to programs and services within the division
are overseen at the division level. The structure of the AFAC division intentionally combines the
instruction, enrollment, and student support services that are crucial to foundational success at
the College. Through leadership team meetings, these various programs and services are able to
discuss ways to help students navigate the sometimes treacherous path of successful entry into
College and college-level work.
Cross division(s) alignments are being achieved in pockets within the AFAC division. Although
divisions beyond AFAC have input into and will be part of the review and analysis, during the
initial analysis, input from the other divisions was limited. Core theme team membership has
been expanded to ensure a broader perspective in 2015-16. (Appendix H: Core Theme Team
Membership)
The Essential Skills objectives have been revised from those originally identified, although the
revision modified the wording, but not the intent, of the original objectives and split one
objective and set of indicators into two.
The Essential Skills core theme team made the following adjustments to the indicators:
 A decision was made to remove the indicator specific to Title II as it was viewed as more
specific to a program than as a mission fulfillment indicator. Attention to Title II participant
progression and adjustments for continuous improvement of service delivery and outcomes
will still occur, but at the level of the program review process instead at the core theme team
level of reflection.
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ABE/GED and ESL access indicators were modified to reflect enrollment relative to market
potential versus tracking enrollment and headcount only. Market data utilized came from the
American Community Survey data. For example, the team reviewed the number of persons
in our service district that did not have sufficient English language out of the total population
in our service district as a measure of those that might need to study English. The team then
looked to see if the College had a similar representation. At this time both appeared to be
approximately the same – about 3%. However, in the past the college had enrollment of up to
4.5% of ESL courses compared to the total enrollment. Therefore the team identified an
aspirational goal of 4%. A similar analysis was done to determine meaningful indicators and
targets for the skills development.
Regarding the quality indicators, the team reviewed the CCSSE and SENSE benchmark
scores and results for the developmental education respondents to identify those items most
concerning and relevant to the progression of these populations at CCC. The indicators
selected were broad ranging across two CCSSE and two SENSE benchmark areas where
results were less than desirable: Active and Collaborative Learning and Support for Learners
(CCSSE); and, Early Connections and Clear Academic Plan and Pathway (SENSE). The
team established baseline and targets based on benchmark scores for each of these broad
areas of student engagement. However, the importance of tracking results for our students on
each of the items making up these benchmark areas is acknowledged as ultimately more
important and insightful to continuous improvement than a broad comparison score to
external groups.
Indicators related to outcomes were not changed, but the team went through a process of
identifying how the data would be handled and the progress tracked. In brief, it was decided
to identify an ABE/GED and ESL student's last participation in respective subject area and
then use that point as a place from which to mark transition to credit courses. It was decided
that also tracking progression within one, two, three years and to date was important to
monitoring continuous improvement. This, however, does not preclude also tracking credit
enrollment during the last term and prior to the term of last ABE/GED or ESL enrollment.
These data views lend themselves to term tracking as well as annual. Although not yet
refined enough to set reasonable targets and rate performance, results will be updated by term
and provided to the Essential Skills core theme team for review.
Similar data definition work was done for the indicators showing progression to college level
writing and math. The team also emphasized the importance of improving the integrity of
learner intent and program code in order to enable meaningful analysis. Knowing students'
learner and program intent is the only way this tracking can be done reliably and
meaningfully and such data will be available beginning with Summer 2015 enrollees..
The Essential Skills core theme team has significantly invested in refining its core theme
indicators, having crafted multiple iterations. With this third version, the indicators are
appropriate and meaningful. The indicators narrow the focus for the Essential Skills conversation
in each area, which has allowed the College to consider actionable strategies to implement. There
are additional indicators that the College may identify within each of the categories to support
digging further into practices and actionable steps to impact Essential Skills outcomes. As the
college and departments become more adept at gathering and analyzing data, additional core
theme indicators may be selected. Discussion of potential indicators has included research into
reading coursework, progression in non-transfer math classes, intended student outcomes
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(lifelong learner versus degree completer), appropriate intake processes for adult basic skills
(ABS) populations, academic advising and faculty advising, the incorporation of learning
support as a substantial component of each instructional division, and enrollment levels and
access to developmental instruction (beyond ABS populations). A primary consideration for
identifying and analyzing indicators in the Essential Skills core theme is that they may not
illustrate a student’s actual course taking patterns or intents. Essential Skills core theme
indicators highlight some linear progress, however, most Essential Skills students do not behave
in this way.
Essential Skills core theme results shape institutional planning. Core theme results are reviewed
by college administration and influence resource allocations, such as staffing and facility needs.
CCC department Blueprints identify their connection to each core theme, and short- and longterm needs, including staffing, materials, equipment, and facility needs are identified with
supporting evidence of the need. At the division and departmental level, efforts are made to align
resource requests with data collection and core theme analysis results. Additionally, processes
and systems may be realigned to accommodate and adjust for outcomes from the core theme
analysis. Before requests for additional resources are approved, the data and analysis in the
Blueprint is reviewed by the administration. Requests for new and replacement faculty positions
must be based on data and analysis, which includes review by the college community of written
rationale, an online power point presentation, and department-led public presentations with
questions and answer component. Feedback from the faculty forum process is used by the
Budget Advisory Group to develop recommendations for action on these requests, with attention
to core themes as one consideration in the final decision.
Significant changes are occurring within decision-making groups around the incorporation of
core theme results. With the identification of the core themes, the college is more focused now
on Essential Skills than it has been in the past. CCC has used Essential Skills data to inform
institutional planning and development for some time, although in the past there was no formal
evaluation of core theme indicators. Departments within student services have been collecting
and analyzing data to shape services to support essential skills students; there is a clear
connection between new instructional support services and the transition point for students.
The focus on transition points has extended beyond traditional Skills Development and ESL as
the Math and English departments, as well as many other departments on campus, are looking at
student transitions from developmental math and writing classes into college-level coursework.
Some work from the program review processes in student services departments in 2013-14
contributed to both early and ongoing conversations related to the analysis of essential skills
indicators.
Recent areas of development to support essential skills student transitions and progress include:
study, write papers, complete homework, and work in small groups or individually with
writing and math tutors, among others. The learning center is located in the same building on
the Oregon City campus that houses the ESL and Skills Development department. Our tutors
are now more visible and approachable for all students in a central, welcoming area to
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encourage transitions.
counselors and advisors located within the ESL and Skills Development area. This has
resulted in focused expertise in supporting basic skills students for the designated advisors
and counselor, a much stronger partnering of instructional faculty with the counseling and
advising staff, and made advising and counseling more easily accessible for students to
receive the support they need in order to remain in school and transition to college-level
work.
Implementation of College Success courses developed jointly by the Counseling and Skills
Development Departments as part of the new First Year Experience (FYE). These courses
are based on research results illustrating increased persistence and retention of Essential
Skills students. This particular effort targeted developmental students demonstrating high
non-cognitive needs. The outcomes of the first year of this program have led to: 1) further
refinements of the program courses to limit the number of course outcomes (based on student
feedback and success); 2) the development of a 2nd and 3rd term of the course (now labeled
FYE 102 and FYE 103); and 3) potential for the development of a CCC-focused textbook to
align with this uniquely designed program.
To address SENSE survey responses, the FAFSA Lab was constructed to improve financial
literacy and early college connections.
Developed a more holistic and robust placement process called Placement Advising for
Student Success (PASS). This process offers a one-on-one advising session to examine
multiple sources of data rather than just a placement test score and offers students a personal
approach to fitting the best classes to their skill level.
Significant changes have been completed or are in progress to address the Essential Skills core
theme indicators and team recommendations.
 Research into our full development of ESL programming and associated requests from the
community for ESL. This was originally a focus due to self-identified interest within the ESL
department as low enrollment had led to a closing down some of the regional satellite
programs. This effort was further supported by an apparent rise in the number of persons in
our service district that were of a non-English speaking origin and needed to develop English
language skills. Together, these events precipitated a set of research efforts in both the 201314 and 2014-15 academic years. That research involved direct community outreach at several
of our sites, surveys, focus groups, and the analysis of that output. Through this research the
core theme team has identified that there are outreach/community sites that remain interested
in ESL programming; that our community is interested in community-based ESL without a
direct connection/path to an academic program; that the development and maintenance of a
set of community contacts is essential to developing the program; that there are multiple
pathways for ESL programs (including accelerations); and that we need to be intentional in
our marketing and recruitment so that our students represent the diversity of our district.
 Developed a mechanism, through the work of Enrollment Services in collaboration with
Information Technology Services, IRR and Student Services, for using the online CCC
student portal to prompt students to update their educational goal and program of study each
term prior to registration. This program is in place for 2015-16 and the core theme team will
be able to work with more assuredness regarding data reliability.
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The development and integration of enrollment services teams, student services teams, and
ESL to support international student intake and student engagement.
The ESL, skills development, math and writing departments examine specific outcomes of
the essential skills core theme in connection with enhancements or selection of new programs
or services. As an example, essential skills outcomes influenced program planning for recent
new faculty hires in mathematics by placing a special emphasis on effective teaching of both
developmental and college-level coursework.
The Math and English departments developed a streamlined pathway for students to
transition from developmental courses into transfer classes through the development of
MTH-098 and WRD-098. These single classes each replace at least two developmental
classes, therefore reducing student time and expense before entry into transfer writing and
math classes. The outcomes for the new combined reading and writing courses, WRD-098,
and how those outcomes bridge pre-collegiate and collegiate classes can be found HERE.
Core Theme #4 – Lifelong Learning
The College’s fourth core theme reflects our commitment to meeting our mission by providing
diverse special events, enrichment programs, and continuing education opportunities as well as
developing strong partnerships with our community agencies.
CCC regularly collects and analyzes Lifelong Learning core theme data for continuous
improvement. The Lifelong Learning core theme has the following objectives:
1. Access: CCC provides the community with informal continuing education opportunities.
2. Quality: CCC partners with education, business, industry and community organizations
to provide education and enrichment programs.
3. Outcomes: CCC provides the college and community with diverse special events that
enhance educational programs and support community interest.
During Fall term 2014, the Lifelong Learning core theme team met to gather and analyze data,
review the core theme objectives and indicators, determine baseline for each indicator and
establish values to indicate the different achievement levels. (Appendix H: Core Theme Teams)
The indicators for Lifelong Learning rely on a range of data sources: 25Live (for events); CCC’s
Culture, Communication and Engagement Assessment survey (CCEA survey); our information
system/data warehouse data on students, enrollment and sections; collection of partnership data
from stakeholders. In the future, some information may come from the Connections for Business
and Industry database, called The Raiser’s Edge.
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The Institutional Research and Reporting (IRR) office compiles or facilitates gathering the data
and the initial analysis and presentation of results for the Lifelong Learning core theme. In
addition, some data are collected at the department level. An example of this is represented in the
“community partnerships” indicator where only specific areas of the college know where these
connections are. “Event” data is collected on a regular basis, but has not previously been
reasonable to extract and report on regularly. A process was developed to collect this data on a
term-by-term basis, with the first iteration occurring spring 2015.
The Lifelong Learning core theme team reflects on the mission fulfillment indicator results and
makes summative observations about the college’s progress to target as well as an accounting of
our strengths, challenges, and current strategies in place to improve progress to target.
Implications for practice are identified. The team communicates these observations to various
stakeholders.
Performance on Lifelong Learning core theme objectives is readily visible online. Each core
theme has a home webpage that is often referred to during core theme team and other college
meetings and provides the option of diving into some of the data through active hyperlinks for a
given indicator. Click here to access the Lifelong Learning home page.
The home page also contains a link to the Lifelong Learning progress template. This is a working
document used by the core theme team as a central place to track mission fulfillment levels as
well as annual/biennial continuous improvement targets and results for multiple years. This is the
In addition to the online information, results of core theme analyses are communicated to the
college through several different means. The Lifelong Learning Core Theme Team presented the
first of what will be an annual report on the results of its studies to the Board of Education in
November 2014, and this information is posted on the Board’s website. The report is timed to
allow recommendations from the team to be considered in the development of the annual Budget
Principles and Assumptions as well as institutional activities for the following academic year.
Specific results are shared at meetings such as Presidents’ Council and College Council as well
as Vice Presidents’, Department Chair and Division meetings. Additionally, core themes were
the focal point of the 2015 Winter in-service where this information was made available to the
entire campus.
Lifelong Learning requires a holistic look by the College as special events, education and
community enrichment programs and continuing education opportunities are provided by
departments throughout the College for students, employees, and the community. The data is
particularly challenging to obtain and the College is increasing efforts to get this information.
The resultant reports will provide needed information about how both students and community
members are using our facilities and taking advantage of the services we offer. Our 25Live
system does a good job of capturing data with regard to facilities use. As mentioned in many
core theme discussions, capturing data about student intent—whether a student is taking a course
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to obtain a degree or certificate, or whether he/she is taking the course for enrichment—will
make a significant difference in examining and evaluating Lifelong Learning.
Other considerations in identifying and providing lifelong learning opportunities include
community requests for programs, customer satisfaction, the number of people served, what
other schools want, demands for scheduling, population type, and state and federal requirements.
These needs must be woven in with transfer, CTE and essential skills needs throughout the
college in the selection of programs and services.
Lifelong Learning keeps us connected to the community in a different way than all the other
services we provide by bringing people to campus who may not otherwise visit us. Also, the
community connects with us through Lifelong Learning in a more personal way than it does with
other services. Therefore, when considering Lifelong Learning and mission fulfillment, it is
important to embrace the full range of lifelong learning opportunities offered by the college,
despite the associated challenges with data.
The objectives for Lifelong Learning are meaningful and appropriate. The Lifelong Learning
core theme team refined and expanded the indicators to more clearly and reliably reflect the
intent of the core theme.
 “The number of individuals attending events” was modified to reflect the “number of
events.” While this is not as robust as capturing individuals participating in events, it is a far
more reliable indicator to collect data on. Individual participation in these types of events is
not tracked in a way that can provide a reliable duplicated or unduplicated count over time.
Therefore, this data could be grossly over- or under-estimating reality. Events can be tracked
more solidly and, when used in combination with college strategy embracing community
participation, can be used as a framework for monitoring the range of our offering. Collecting
data on “number of events,” remains somewhat of a challenge. Yet, due to the college’s more
robust use of 25Live, we are well positioned to use this software tool for data collection.
Those who approve events will use a college-established set of categorizing variables at the
time of approval. These categories were piloted in the 2013-14 and 2014-15 events data:
“arts/culture”, “athletics/recreation”, “community”, and “other”. These data can then be more
easily mined and aggregated periodically, including with this aggregation an actual listing of
the events associated with those codes. Further attention will be given to resolving this as a
worthwhile method of choice as well as identifying needed campus-wide communications
and training to ensure the best data. This detailed, fairly comprehensive listing has been
brought to life through an accessible data visualization posted on the Lifelong Learning core
theme indicators page. This approach to visualizing the data also allows room for more
storytelling around CCC’s events and our continuous improvement attempts around offerings
and student and community participation in those offerings. CCC values this kind of
communication as essential to the pride with which we want to tell the story of our rich
lifelong learning events.
 In the spirit of having an indicator that reflects student engagement with the campus, this
indicator was added – The % of full-time and part-time students spending 1 or more hours a
week participating in college sponsored activities. This is an indicator from the Community
College Survey of Student Engagement (CCSSE). While our students are enrolled, they are
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also our community and we want to help them realize the array of ways in which they can
connect with us now and for years to come.
The team was also committed to making certain the Lifelong Learning core theme indicators
reflected our commitment to our faculty and staff participating in lifelong learning. This
indicator was added – The percent of full-time and part-time staff who participate in one or
more lifelong learning activities annually (professional development, arts, music, theater,
recreation, other). Baseline data for this was collected in spring of the 2014-15 academic year
via a three-four question email survey of all faculty and staff. Companion to this indicator of
actual participation are two indicators of organization culture – the percent of faculty and
staff who feel they have adequate opportunity to connect with professional growth
opportunities available on campus or supported by the college, and the percent of faculty and
staff who indicate they are encouraged to participate in the lifelong learning the college
offers – arts, music, recreation, classes, etc. These were assessed in 2013-14 as part of our
Culture, Communications and Engagement Assessment survey, and again as follow-up in the
spring 2015 survey of faculty and staff.
The number of partnerships by types indicator did not change. This remains valued as the
college desires a way to see the breadth and depth of these partnerships over time. However,
for the future, the team acknowledges the importance of assessing the strengths of these
partnerships. Also for the future, the college needs a more comprehensive, rich and efficient
way of tracking our range of college partnerships with community organizations and
business/industry. This is currently being explored by Connections for Business and Industry
through the use of Raiser’s Edge software, software already currently owned and supported
by the Foundation. Education partnerships are well tracked by our Office of Education
Partnerships.
The access indicators have not changed. The team refined how it defined community
education and created data views that allowed the Community Education Department to see
their offerings and participation in more meaningful ways, including their repeat customer
constituency. The next generation view of this data should reflect the rich array of offerings
so that different areas of the college can see themselves in that collective story.
Last, but certainly not least, the Lifelong Learning core theme team very much acknowledges
the commitment CCC has to better understanding the learner intent of all students attending
the college. Once the college has a process in place to routinely connect with the intent of
enrolling students, we will be much better positioned to identify those students who are here
for personal enrichment only or personal enrichment in addition to being degree-seeking.
This system will be in place for the 2015-16 academic year registrations. There are countless
ways the college and our students will benefit from this capacity, including better data for the
Lifelong Learning core theme.
We have a strong set of Lifelong Learning core theme indicators, and have begun work on
identifying how to more fully assess their fulfillment. Some data are currently being collected,
however, other processes need to improve in order to better capture the data that matters. The
College is making great progress in responding to this need.
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In the longer term, we will need to address the “so what” questions around each of the indicators.
For example:
 Do events still connect with the values of the district?
 Are we making a measurable difference in the community?
 Are we the only ones offering a particular service in the community? Some communities
have Parks and Recreation Districts with similar offerings, while in other areas--such as
Molalla--we are the only provider.
 Are we reflecting our other institutional commitments such as Achievement Compacts,
state outcomes-based funding indicators or state leadership directives concerning the
wellness of Oregon’s communities, citizens, business and industry?
Core themes overlap in many of our departments and programs, so planning based on these often
occurs at the college-wide level. The College’s current strategic priorities, adopted in 2013, were
influenced by the aspects of the core themes that required attention. For example, the Lifelong
Learning core theme emphasizes the need for strong partnerships with community agencies, so
one of our strategic priorities is to improve community connections. Several specific institutional
activities and targeted tasks associated with this priority are identified each year at the College
Action Planning (CAP) event. All employees from the college are encouraged to participate in
this event, and to support activities. (Adopted institutional activities and targeted tasks for
Strategic Priority 4 - “Improve Community Connections.”)
Core theme planning also occurs at the departmental level. Each department maintains a
Blueprint planning document, which includes information about how their programs intersect
with the core themes. As the Lifelong Learning indicator assessment data becomes more
available, results will have a larger impact on department planning efforts. Following are some
specific excerpts from department Blueprints regarding their role in Lifelong Learning:
 Horticulture: This category makes up an important portion of students in Horticulture
classes. Students and community members often take Horticulture classes because they want
to learn more in this subject area, regardless of other professional or educational goals.
Taking classes in Horticulture is often an “end in itself” as opposed to a “means to an end.”
 Art: Students often decide to take Art and DMC classes because the creative drive persists
throughout a person’s life.
 Manufacturing:
o We host user group meetings and product rollouts for industrial software programs.
o We have hosted tooling and product seminars for cutting edge technologies.
o We provided seminars to home energy hobbyists on wind turbine construction.
Even prior to the formal development of Lifelong Learning indicators and core theme teams,
changes were made based on assessments to improve Lifelong Learning. Recent examples
include:
 The recent creation of the Connections with Business and Industry (CBI) concept for
interacting with the public, which takes away barriers for business people who are seeking
training or other types of support. We determined that businesses often didn’t know which
department to call on for help and often weren’t sure exactly what was available to them.
CBI provides one point of entry, where CBI staff then connect the customer with whatever
college resource is needed.
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The Imagine Clackamas initiative is another illustration of the College’s commitment to
being responsive to the community, and this initiative helped to inform the direction of the
Lifelong Learning core theme indicators. The “Imagine Clackamas” outreach event, designed
to be aligned with the core themes, included an online survey of students, staff, business
owners and county residents, as well as focus groups with different business sectors
(purpose, methodology). This outreach event helped us to understand the community, so that
we could better meet their needs. This in turn led to widespread support for and passage of a
$90 million bond for the college. These bond funds will support the facilities, services and
learning outcomes that the community most values.
The college did its first formal analysis of the core themes during fall of 2014. The very process
of thinking about the indicators, identifying the various levels of achievement, and gathering and
analyzing has had a positive impact in terms of focusing us towards the goals that we want to
achieve. The college also needed to grapple with the question of “what is a lifelong learner”, and
as a result has developed a better understanding of the types of data that will be required for
meaningful analysis.
Several changes are a direct result of our assessment of the college’s Lifelong Learning core
theme. For example:
 The Marketing department initiated a re-design of the schedule of classes in order to make it
easier for community members to find Community Education and Professional Development
classes. This implementation will occur with the spring, 2016 schedule of classes.
 Community Education is exploring ways to offer additional non-credit offerings to a wider
variety of students.
 The college developed a system to capture learner-intent, which makes it possible for us to
gather more reliable data on lifelong learners. This strengthens our capacity as a college to
identify credit students who are here for personal enrichment (e.g. horticulture student who
takes an Art class just for fun). A system for students to update their educational intent and
program codes has been implemented for 2015-16 registrations. Each term, students will be
asked to verify their address, educational intent and program code as appropriate. This
updated information will contribute significantly to our ability to capture the range of reasons
students are enrolling at CCC.
 Many college events are open to the public (e.g. theater, music performances, athletic events,
etc.) – events that provide opportunities for lifelong learning for community residents – yet,
these data have not yet been systematically or holistically made available to the campus for
routine tracking and reflection. While event data is collected on a regular basis, it has not
previously been reasonable to extract and report on regularly. An extraction process has been
implemented to move this reporting to a term-by-term basis with the first iteration occurring
spring, 2015. The data will be provided to the Lifelong Learning core theme team and other
campus stakeholders who have a commitment to understanding and improving the full range
of lifelong learning offered by the college as well as increasing broad community
participation.
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Program and Service Planning, Assessment and Improvement
As mentioned previously, the College’s programs and services support multiple core themes, and
as such cannot be divided neatly into one of the four core theme categories. Because of this, the
discussion of planning, assessment and improvement of programs and services throughout the
College is not found under each core theme, but follows below. The self-study divides the
College’s programs and services into four major areas discussed in turn:
 Education Programs and Student Learning
 Library and Student Support Services
 College Advancement and Curriculum Planning and Research
 College Services
Education Programs & Student Learning
CCC’s education programs clearly and strongly support the College’s mission “To serve the
people of the College district with high quality education and training opportunities that are
accessible to all students, adaptable to changing needs, and accountable to the community we
serve.” The College’s focus on education is conveyed in our core themes, which reflect the
comprehensive nature of CCC’s education programs. In addition to indicators of quality, our
core theme objectives highlight access, meeting the needs of our community, and the
importance of successful outcomes, such as transition into four-year institutions and the
workforce. Department and program processes for planning, assessment and implementation
for improvement include review of indicators at the department and program level that
directly reflect and influence the core theme indicators.
Each of CCC’s education programs supports one or more core themes, however the divisions
and departments that house our education programs do not neatly fall into single core theme
categories. Within the Academic Transfer core theme, for example, CCC offers the
Associate of Arts Oregon Transfer (AAOT) and the Associate of Science Oregon Transfer in
Business (ASOT-Business), each of which is fully transferable to any public university in
Oregon. Clearly the Business department is connected with the ASOT-Business, as are a
variety of education program areas, including Math, Science, Social Sciences,
Communication, and Art, that provide courses that contribute to one or more of the general
education requirements for both degrees. The AAOT and ASOT-Business Program
Requirements in the CCC catalog show the full range of program areas that support these
degrees.
CCC also offers several Associate of Science (AS) degrees that substantially comprise the
first two years of a specific four-year program at a university, such as the AS with emphasis
in Biology which articulates to Portland State University and the University of Oregon, the
AS with emphasis in Computer Science which articulates to Portland State University, and
the AS with emphasis in Engineering which articulates to George Fox University. In addition
to discipline specific departments, a range of departments contribute to the general education
requirements for these degrees.
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Some career and technical education programs also articulate to universities, thus supporting
both the academic transfer and the Career and Technical Education (CTE) core themes. For
example, several of CCC’s Associate of Applied Science (AAS) degrees, such as the AAS in
Computer Information Systems, the AAS in Accounting, the AAS in Electronic Engineering
Technology, and the AAS in Manufacturing Engineering Technology are all transferable to
Oregon Tech. A complete list of current program articulations can be found here.
CCC offers a wide variety of career and technical certificate and degree programs that clearly
connect to the CTE core theme, however many departments offer both career and technical
degrees and certificates and transfer degrees in the same or closely associated disciplines.
Programs such as Nursing and Customized Training provide classes that help students satisfy
professional development requirements or obtain/maintain licensure or certification. A range of
departments support general education and related instruction components for CTE programs.
The college also offers integrated programs and services intended to facilitate the movement of
essential skills students into career and technical programs, thus connecting departments
associate with the Essential Skills core theme with CTE.
Departments associated with the Essential Skills core theme – English as a Second Language,
Skills Development (including college prep, GED, ABE, and study skills classes), Math and
English – provide various essential skills courses that are designed to help make education
accessible to all students. In addition to integrated programs to support entrance into CTE
programs, integrated reading and writing courses, and embedded sections of developmental
mathematics support student transition from non-credit to credit programs. Math and English
support multiple themes through related instruction and general education transfer requirements,
through major requirements in mathematics that go beyond foundational skills for STEM majors,
and through AS degrees offered in the English department.
And lastly, CCC’s education programs excel at providing Lifelong Learning opportunities for
students and for community members in general. Many people take courses to satisfy a personal
interest (such as art, horticulture, music, or bird identification classes), while others take classes
to obtain or brush up on specific skill sets (such as business, world language courses, or first
aid/CPR.) Programs like Water and Environmental Technology (WET) sponsor student-run
clubs that hold meetings, sponsor special events, and help maintain students’ connection to their
program. CCC’s performing arts programs (theater and music) provide a regular series of
performances that are open to the public and enrich the local cultural community. The theater
program goes further by also providing opportunities for community members to be active
theater participants. Clackamas Repertory Theatre employs professional actors and hires student
interns who have been through CCCs theater program. Internally, CCC’s Instructional Support
and Professional Development Department offers lifelong learning opportunities to faculty
through one-on-one consulting sessions and a series of informal professional development
opportunities provided through the Continuous Learning Collaborative. The majority of CCCs
lifelong learning opportunities are provided by departments that also deliver transfer and/or
career and technical education programs.
Each department clearly identifies in its Blueprint its connection to the College’s mission and
core themes. Education programs review their connection to the College’s mission and core
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themes at least annually, typically in the fall of each year as part of updating the department
Blueprint. A few programs like Nursing, WET, Communication and Theater Arts, and the
Small Business Development Center review their program connections to the College
mission and core themes more frequently as part of an on-going dialogue with industry
partners and advisory committees, and as a result of intra-department communication. All
departments review core theme connections as part of the process for requesting new faculty
positions.
Departments are responsible for regularly reviewing department operations and education
programs, wherever offered and however delivered. There are two major components of this
cycle of planning, assessment and implementation for improvement. Each department
undergoes annual review using its foundational operational planning document, the
department Blueprint. For the most part, data in the Blueprint display aggregate information
at the department level that support operational planning. The Blueprint enables departments
to monitor enrollment, capacity, budget, and resources annually, and identify anticipated
short- and long-term focus areas and needs that are then moved into the institutional planning
process.
In addition, instructional departments conduct a formal program review for each education
program offered by the department at least once every three years. Education programs
include all certificate and degree programs as well as clusters of classes that have very
specifically identified expectations for learning outcomes. Examples of these include
developmental mathematics, science for health occupations, general education, etc. The
programs contained within each department are identified in the department Blueprint and
review timelines are shown on the Program Review Schedule. Although we are not there yet,
the College is getting better at analyzing operational data divided into individual programs,
something that has been especially challenging where we have multiple embedded and/or
closely related programs. (For example, BA-101 enrollments consist of students who may be
taking the course to meet a program requirement for the ASOT-Business degree, the AAS in
Accounting, the Accounting Certificate, the AAS in Administrative Office Professional, the
AAS in Business and numerous other programs, or taking it as an elective for the AAS in
Computer and Network Administration, the AAS in Digital Media Communications or other
programs.) Department Blueprints are informed by, and contain the most recent versions of
program reviews for programs within the department, ensuring that the results of program
review are also utilized in department and institutional planning and resource allocation.
CCC’s formal education program review process was developed through the work of a
Program Review Task Force, building upon the Blueprint planning process. Education
programs have identified clear, measurable outcomes that are regularly assessed. A threeyear program review cycle has been established and several programs have already
completed or are near completion of their first review, with all education programs scheduled
for review by the end of 2015-16. A few departments are still coming to understand the
difference between the holistic focus on educational programs and department and/or course
evaluation.
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Although CCC has a formal three-year program review cycle and structure for education
programs offered by departments, departments may informally assess their program(s) more
frequently or collect relevant data for analysis whenever appropriate. Some departments
capture/review program assessment data every term, others capture/review data once a year,
and others capture/review data at various points within their program’s three-year review
cycle as relevant data becomes available.
Program review includes various components and assessment methods as appropriate to the
program, but, at its core, program review includes analysis of some combination of the
following: student learning outcome attainment data, post-graduation student employment data,
student and/or employer satisfaction surveys, labor market analysis, competitive market analysis,
resource and capacity considerations (budget, staffing, facilities, equipment, etc.), advisory
committee input and/or input from transfer institutions, student performance on industry exams,
measures of student participation and engagement, and/or student performance in courses that
follow a series of preparatory courses designated as a “program.” Each program gathers
meaningful data to support a comprehensive review that can be used as the basis for evaluating
program success and recommending program improvements. As our capacity for gathering and
analyzing data increases, program review continues to become more robust and meaningful.
Departments use external measures and assessment processes, as appropriate, for program
review. A number of programs with external requirements or separate accreditation
standards, like Nursing, participate in a rigorous, industry accreditation process that requires
an extensive program review process. This process supports and compliments internal
assessment processes for these programs. Some departments, such as WET and Horticulture,
have industry or licensure exam results that can be incorporated into program review. Some
departments, such as Customized Training and Development Services and the Small
Business Development Center, regularly solicit customer satisfaction feedback and use this
data to make on-going improvements to their offerings. Transfer programs utilize data
regarding successful transfer and completion of four-year degrees from partner institutions
and the National Clearinghouse.
Our CTE programs rely on job placement, feedback from supervisors of cooperative work
experience or internships and input from one or more advisory groups or industry associations to
ensure that the training that we provide reflects local and regional needs. These advisory
committees consist of faculty, professionals currently working in the field. They may include
program graduates and university representatives to ensure transferability. Customized Training
Development Services connects to the local business and industry community through advisory
committees, local chambers, specialized business and industry organizations, county and state
economic development groups, the four-county WIB collaborative, and through workforce
partners. CCCs program advisory committees provide a means to ensure that local employer
needs are met and they provide a conduit through which CCC programs hold themselves
accountable to stakeholders by sharing program outcome/success data.
In some instances Institutional Research and Reporting (IRR) assists in the acquisition and
analysis of data. IRR conducts graduate follow-up surveys and makes program-specific data
available on the IRR website for program review. Results and analysis of the SENSE and
CSSE survey data, including separate views by demographic and core theme, is distributed
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throughout the college. Specific CCSSE and SENSE data is especially relevant in review of
student support services areas. Although CCSSE and SENSE data broken down by education
program is not feasible, data associated with the core theme(s) most closely associated with a
specific program can inform program review and result in activities that collectively support
making changes in core theme indicators.
The ESL and the Skills Development programs assess outcomes using formative and
summative assessments each term, on an ongoing basis, with special data and reporting
expectations associated with federal Title II requirements. Data is analyzed with the help of
IRR and shared with other departments and Student Services to support student success and
progression.
Departments may obtain additional program assessment data from institutional or
departmentally administered surveys, from examination of trends from annual data from the
Blueprints, and from in-depth analysis of changes in the regional labor market.
A thorough discussion of the assessment of student learning outcomes is included later in this
section.
Departments document and communicate their assessment results through their Blueprints,
which contain both the annual indicators and analysis, the most recent program reviews for
individual programs within the department, and the resultant anticipated short- and long-term
needs. The Blueprints are available to everyone on the College’s shared F: drive.
Departments housing education programs communicate assessment results within their own
departments verbally in meetings, as data files in emails, and/or as printed documents. In this
way, departments reach both full-time and part-time instructors with their communications.
For example, Student Services programs share a folder on an internal drive that contains
blank templates, resources, assessments, and templates filled with data, analysis, suggested
improvements, and results.
Data, such as CCSSE and SENSE, DWFI rates, FTE, enrollment, headcount and student
demographics, are documented and communicated for college-wide use on the IRR website.
This site includes the data as well as key observations for consideration. It is especially
useful to departments and programs as it allows individuals to dig into aspects of the data that
is most relevant to them, applying filters as appropriate so that the data can be used for
department and program review. IRR reports are also proactively shared and discussed in
appropriate meetings across the College.
Currently, most specific program assessment data documentation is housed within each
department. Most recently, during Spring of 2015, the College researched and selected
software, Strategic Planning Online (SPOL), that will permit assessment data and other
relevant information to be centrally collected, tabulated, and displayed to support Collegewide program evaluation and planning needs. The implementation plan for the new software
includes an initial launch across a sampling of disciplines during Fall term 2015, ongoing
training for faculty and support staff, and regular communication with stakeholders.
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In some instances, program assessment results are also reported to state or federal agencies to
meet reporting requirements. Examples include Title II reporting and Horticulture’s Oregon
Pesticide Laws and Safety Exam and Private Pesticide Applicator Exam data. In some cases,
as with Health/PE and Athletics, program assessment results are also shared by departments
with their academic peer groups.
Department review via the Blueprint was implemented starting in 2009 and has continued to
evolve and develop. Even prior to having a formal program review process, departments
have been reviewing and discussing Blueprint indicators of department effectiveness.
Departments have been reviewing and discussing those aspects of program planning that
have a department wide impact such as resources (budget, staffing, and equipment needs),
and individual program changes that are expected to impact the department in some manner.
Blueprint data and analysis is updated annually and kept on the College’s shared F: drive,
accessible to the entire college community. Previous year Blueprints are archived in
November, with relevant components rolling into the current year’s Blueprint and division
Blueprint analyses informing the budget development process.
The formal program review process is still relatively new at CCC, so not all programs have
had a chance to complete a full program review cycle. However, formal program assessment
data is beginning to be analyzed and shared with internal and external stakeholder groups,
and some programs have already made positive changes as a result of their program
evaluation and outcome assessment activities. By the end of 2015-16, all programs will have
completed their first formal program review cycle. A majority of programs are capturing data
at least annually, and that data is beginning to be compiled, analyzed, shared, and discussed
among faculty, and in some cases, across the College.
Based upon where they fall in the new program review cycle, some education programs have
no program outcome data to discuss because they either have not collected data yet or the
data they do have is so new that it hasn’t yet been analyzed. Other departments have
established data collection and review processes such as the Nursing department which
carefully monitors levels of post-graduation nursing licensure among CCC graduates to
ensure that CCC’s nursing license passing rate remains acceptable to the Oregon State Board
of Nursing.
In the Business and Computer Science Department, data is analyzed at the course level and the
program level, and shared with course and program lead faculty who are responsible for using
the data to ensure continuous improvement and sharing the data with advisory committees. The
Math and English Departments have initiated department level discussions about their
assessment data, while PE, Skills Development, and the SBDC also share their data within their
division. The Counseling Program shares results of assessment of the First Year Experience
(FYE) with the College as a whole, and with the public via the IRR web site. Other program
areas that began formal program assessments the first year, such as Criminal Justice and WET
already share and discuss program assessment results with their advisory committees.
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Student Learning
The College has expanded and improved its assessment of student learning outcomes and
incorporated strengthening assessment and closing the loop in the continuous improvement cycle
into its strategic priorities and institutional activities. The College participates in the development
and refinement of outcomes for the transfer degrees in statewide committees and in promoting
assessment of outcomes internally through Curriculum Committee meetings, College Council, ATeam (Assessment Committee) meetings, and during college in-service. CCC faculty are to be
commended for their sense of curricular integrity, and the time and effort they are investing in
these comprehensive and meaningful activities.
Without a doubt, the Institutional Research and Reporting (IRR) office has also improved the
climate at the College for data-informed decision-making and continuous improvement of
student learning. IRR has been invaluable in this process and having a data advocate such as the
IRR director hired in 2012, who overflows with enthusiasm about data, who eagerly meets the
needs of all departments seeking information, and who champions the mission of the College has
immeasurably enhanced the culture of evidence.
Course Student Learning Outcomes
Student learning outcome assessment data has been collected for many years in CCCs general
education courses. In recognition of the shared responsibility for general education outcome
attainment, all appropriate credit courses at CCC are mapped to the general education student
learning outcomes and identified as partially, substantially, or completely addressing each
outcome. Thus, a broad array of classes is identified as moving students toward attainment of
each student learning outcome.
Instructional Standards and Procedures provide administrative clarity and substance to the
assessment work. Instructions and procedure manuals help faculty complete the electronic forms
in Colleague indicating the assessment tools used in their classes (presentations, portfolios,
writing assignments, rubrics, etc.), the number of students assessed, and the number of students
who attained each student learning outcome. In addition, faculty respond to the following:
• What do you plan to change the next time you teach the course?
• Please explain how you think this change will improve instruction, curriculum, or the
learning process.
• How will you measure whether the changes have improved instruction, curriculum, or
the learning process?
The College designed homegrown strategies for tracking and analyzing the process and results of
assessment, and began using these tools in Winter 2009. Faculty and managers can access a
variety of reports (tables, graphs) on general education assessment by logging in to CCC’s
Reporting Services website. Reports of individual results can be used to inform a teacher and
learner, and reports of aggregate results provide feedback on a program or particular student
learning outcome.
The state developed and adopted general education outcomes to be used by all institutions in
Oregon offering the AAOT beginning in Fall 2010. This required each College to re-examine
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every course that had been previously identified as meeting a general education requirement. In
an impressive effort led by the Curriculum Committee, each department participated in a review
for every course that the department wished to identify as meeting the newly adopted general
education outcomes. This review required that the department revise the course outcomes on the
course outline and demonstrate their connection to the statewide outcomes and statewide criteria.
Over 220 courses were remapped and approved by the committee as general education courses
during the 2010-11 academic year. The assessment data tracking system was updated to reflect
these changes. Beginning with the Summer 2011, faculty began reporting outcomes achievement
results for students in general education courses for the new statewide learning outcomes.
The work on general education course outcomes led to recognition by the Curriculum Committee
of the need to provide additional guidance on writing measurable student learning outcomes for
all courses, not just those associated with general education requirements. While all courses had
identified student learning outcomes on the outlines, they did not always clearly define the
learning outcome in a way that supported assessment. A subcommittee of the Curriculum
Committee contributed greatly to shifting the culture of instruction toward measuring student
learning by developing a Guidebook For New Course and Outline Revision Approval that
articulated how and why to write or revise measurable student learning outcomes, what the
assessment loop entailed, and how courses mapped to programs. This document helps instructors
make a stronger connection between student learning and identified outcomes.
The Curriculum Committee also established a more thorough, ongoing 5-year review cycle for
course outline revision. 2015-16 marks the third year of implementation of the new review cycle
for course outlines and this impressive endeavor by Curriculum Committee and Curriculum
Office includes review and approval of measurable course student learning outcomes for every
course outline. The goal is to have reviewed, revised, and approved every active course outline
over the course of the five years, and then maintain an ongoing cycle of course outline review
and revision.
Course learning outcomes are clearly identified and consistent for all sections of a course,
wherever offered and however delivered, because of these concerted efforts by all departments,
the Curriculum Office, and the Curriculum Committee to ensure that both course outlines and
syllabi contain uniform, measurable student learning outcomes. Each department is responsible
for developing and maintaining a single course outline for each course and that course outline
must be vetted and approved by the Curriculum Committee. The Curriculum Office then matches
the course outline to state and other requirements and posts the approved course outline in a
centralized, online database. Each department has oversight of all sections of courses regardless
of delivery method or location. Students have access to Student Learning Outcomes (SLOs) on
their syllabi, and some departments go even further to ensure outcomes are readily accessible to
students. For example, the Math department provides links to their outlines on their web page.
The activities undertaken over the last five years under the leadership of the Curriculum
Committee and Curriculum Office have met or exceeded the expectations around documenting
measurable student learning outcomes at the course level.
Half-day workshops bringing together faculty across disciplines to look at one General
Education outcome at a time helped educate instructors about assessment, how grades do not
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give a big enough picture of students’ learning in a course, how institutions assess across
departments, and how instructors share the responsibility of meeting program outcomes,
especially in the General Education program. The Continuous Learning Collaborative (CLC) has
also held numerous workshops over the last six years in writing measurable student learning
outcomes, mapping curriculum, developing rubrics, using classroom assessment techniques, and
a broad array of offerings designed to help create a culture of assessment. The Assessment
website and assessment resources in Moodle, further assist these efforts.
Because of this growing understanding and awareness of the purpose and value of course
assessment of student learning, many departments have developed or are in various stages of
implementation of plans to assess, document, share, analyze, and implement improvements.
While individual student performance is assessed by faculty in every course offered, departments
have begun taking a more global, holistic look at the collective achievement of course student
learning outcomes. Smaller departments, where courses are taught by a single faculty member,
more easily assess student learning outcomes consistently on a regular basis, wherever offered
and however delivered. For instance, the classes in both the Early Childhood Education program
and the Para-educator Programs are taught by individual instructors who have set up the schedule
for review and have completed at least one cycle of course analysis in coordination with their
program review.
Larger departments, those with multiple full-time and part-time faculty members teaching
sections of a course, report a wide variety of methods to analyze learning at the course level and
plans to systematize that assessment. Business and Computer Science (BACS), for example, has
used a system to collect course-level learning data tied to program outcomes since Spring of
2014. The BACS department has created a sign off sheet requiring all lead instructors to certify
that all outcomes are assessed in the course, that areas of improvement are documented, and a
deadline is set for implementation of those improvements. When possible, the BACS lead
instructors will also include assessment materials for their courses.
The Water and Environmental Technologies department has fully integrated outcomes
assessment into the fabric of their program and classes. (See the workshop presentation of the
department’s assessment journey here.) All students are given a syllabus with the course student
learning outcomes (SLOs) at the start of the term. During each lecture the SLOs are presented,
and then at the end of the lecture, students use clickers to indicate if the SLOs have been
addressed. The two instructors in the program meet weekly to discuss SLOs. The department
uses an SLO assessment document to record the student survey results, the other assessments
during the quarter, their analysis of the data, and the suggested course improvements. The SLOs
are also updated during their department-wide Course Outline review process that happens at the
beginning of the year. At that annual meeting, the department analyzes the past year’s learning
and makes modifications to the classes and program.
There are many departments whose instructors are conscientious and committed and talk with
their colleagues in the hall, swap best practices, and make improvements to their classes, but
have not yet established a formal, systematic global course outcome assessment process. In the
Art department, as all departments, individual instructors assess the course SLOs on their own
and make improvements to their courses. In Winter 2015 the department selected a learning
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outcome that crosses over their disciplines (for example, investigating the history of the art
form), identified assessments to measure that outcome, selected artifacts that illustrate the
attainment of the outcomes, discussed and documented desired improvements and distributed the
notes from the discussion to the part-time faculty.
Most departments fall somewhere along the continuum. In the Music department, instructors
assess student learning consistently on an individual basis and as a group (e.g. in ensemble
courses). Students also assess one another. The jury process is an end-of-term performance for
students enrolled in private lessons for credit. They perform for a group of students and faculty
members (judges) who rate them on criteria they know beforehand and that relate to the learning
outcomes for those courses. These performances are recorded and given to students for selfassessment. In Manufacturing the lead instructors for classes with multiple sections will get
together as a group and review the class because the technology and industry change so quickly.
Because a class like Machine Tool Fundamentals changes so rapidly, lead instructors will obtain
indirect assessments from employers of their students as well as feedback from their advisory
group about the necessary tools, topics, and methods needed for students to succeed.
Another particularly responsive department is Customized Training, which is flexible and fluid
in reviewing and revising content to meet specific, immediate industry needs. Their assessments
help them meet changing business needs. In the Math and Communication Studies departments,
lead instructors have relied on peer observation, keeping tabs on trends in their disciplines, and
anecdotal evidence to make improvements in their courses. Communications Studies did a
formal evidence gathering process about student learning outcomes and program learning
outcomes to ensure they are meeting the needs of the CTE programs that require COMM
courses. They, along with many other departments, are in the midst of developing the most
appropriate, formal course analysis processes for improving their courses.
Because of the commitment and professionalism of the CCC faculty, student learning is regularly
assessed and reviewed to ensure that the content and rigor of classes are continuously improved,
despite the varying levels of progress with formally documented assessments. Departments
review and discuss course learning assessment results in a variety of ways. Most often
departments discuss assessment results in department meetings, which occur weekly in some
areas and monthly in others. Additionally, departments in career and technical education review
assessment results during advisory committee meetings held regularly with industry experts and
community partners. The Skills Development department analyzes course data regarding high F,
W, NP ratios, student retention and success data on an annual basis, and uses student surveys
within each class that they discuss as a department quarterly. Again, the smaller the department,
the easier it is to review and discuss global assessment results. In the Water and Environmental
Technology courses, the two instructors discuss weekly the results of the assessment for each
class, record their analysis in a central document, and plan improvements appropriately for the
next quarter.
The English department uses a departmental Facebook page to share strategies for grading essays
or navigating our learning management system. The ESL department creates a folder for each of
their courses and writes up guidelines for all instructors who might be teaching the class, which
they update annually. The Customized Training department evaluates over 90% of their courses,
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and these results are shared with the instructor, the client and (for part-time faculty) the
department chair or directors and associate dean. They are also in the process of reviewing and
revising the course evaluation form to ensure they are collecting the best information.
While these are just a few examples, all departments are committed to improving their courses
for students and sharing the information within their departments. All departments report that
instructors will see something happening on the floor of the machine shop, or ask a colleague in
the hall about when to introduce a particular grammar point, or have a meeting in the department
to discuss the percentage of students who pass a standardized exam.
Some departments, like the English and Math departments, email assessment results to those
who teach the particular classes assessed and/or all their instructors. English, Counseling, and
Skills Development use Institutional Research and Reporting (IRR) for both documentation and
communication of assessment results. The English department data is included in the indicators
for Core Theme 3: Essential Skills. Both illustrate the use of IRR and college planning processes
to inform decision-making as well as provide the documentation that is shared with the CCC
Board and posted publically on our website.
Many departments continue to communicate course learning assessment results informally, and
documentation is most often found in the minutes of department, team, and advisory committee
meetings stored on internal department drives and sent to the members of the committees. In
addition, departments also include assessment results in their Blueprints that are posted and
accessible on the College’s shared drive. Not all departments, however, document these
discussions or the improvements resulting from these discussions. Only recently have all
departments recognized the importance of sharing the assessment of student learning outcomes
in a formal, systematic, documented way.
The College conducted a pilot program in Spring 2015 to support departments with a common
system for regular, rigorous, documented departmental review of course learning outcomes. Lead
instructors for select high-enrolled classes met in Winter 2015 to determine what resources, time,
and support they need to gather a select number of instructors who teach the same course,
analyze the relevance of past General Education data collected in our previous assessment tool,
select assessments to be used within their courses in Spring 2015, and collect data. For Fall 2015
the lead faculty and selected instructors will analyze the data and evaluate the methods used to
assess, document, analyze, and apply improvements of course-level student learning. The results
of the pilot will help guide the implementation of the systematic three-year cycle of course
analysis.
Program Student Learning Outcomes
In addition to the efforts of the Curriculum Office and Curriculum Committee around course
learning outcomes, an expansive effort around program learning outcome assessment the last
three years also helped shift the culture for faculty. A focused effort to support department chairs
in writing meaningful program learning outcomes was coupled with the Program Review Task
Force’s year-long effort developing the pilot program review processes that include assessment
of program student learning outcomes.
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Although nearly all programs had program outcomes identified in the College catalog
previously, training around program learning outcomes was needed to ensure that each program
had measurable program student learning outcomes. The Curriculum Office and Curriculum
Committee ensured that all departments had program outcomes and reviewed program learning
outcomes to ensure that program learning outcomes published in the College catalog beginning
in 2014-15 were measurable and consistent, wherever offered and however delivered.
The Program Review Task Force helped develop tools and trainings for program leads to
implement a three-year cycle of program review. Departments identify when each program will
be reviewed, and also when, where and how each program learning outcome will be assessed. As
the program review process developed, so did the understanding of the continuous improvement
cycle. As departments implement the formal program review processes, they are recognizing the
benefits of learning assessment at both the course and program level.
The A-team and Program Review Task Force, in conjunction with the Continuous Learning
Collaborative (CLC) began providing a series of regularly offered faculty workshops to support
program review. The goals of these workshops have been to help faculty members better
understand program review, program assessment strategies, and how such assessments can help
programs identify and implement appropriate improvements. These workshops continue to be a
regular part of the regular professional development offerings at the College.
With the establishment of a program review cycle and the inclusion of program learning outcome
assessment in the Blueprints, the College has taken great strides in:
a) establishing the sequencing and connecting of content between courses within programs
because of the mapping process of course to program learning outcomes, the articulation
of measurable program learning outcomes, and the discussions required of departments;
b) engaging employers, community partners, and transfer institutions in the assessment of
the content and rigor of our educational programs; and
c) creating a cycle of continuous improvement.
Departments that combine multiple programs, like the Education, Human Services and Criminal
Justice department, noted the benefits of the collaboration that occurs when they develop their
program learning outcomes, how the outcomes will be assessed, the results of the assessments,
and how the programs, outcomes, and assessments will then be adjusted based on the results and
input from their advisory committees.
Programs use multiple learning assessment methods, selecting those that work best for them and
their transfer or business and industry focus. For example, the Early Childhood Education and
Family Studies (ECE) program uses a portfolio that requires students to collect two artifacts for
each program learning outcome as they complete the required courses. Since using this
assessment method, the job placement rate for ECE graduates has been 100%. In the Human
Services program, many of the outcomes are assessed during student participation in their
required Cooperative Work Experience (CWE) where they can be evaluated for their practical
application of what they learned in the program. The Water and Environmental Technology
(WET), and Horticulture Departments use student scores on industry exams to gather additional
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feedback on whether program outcomes are being met.
For departments having programs that consist of courses supporting the general education
requirements for the AAOT and ASOT degrees, the general education outcomes are assessed by
the instructor during the delivery of each course section. The nature of each assessment may vary
from one course section to another (e.g. test versus presentation versus term paper) but the each
assessment is designed to assess a specific outcome. The instructor reports the results at the end
of the term that the course is offered in the college’s central tracking system. This data will be
used to inform the AAOT and ASOT program reviews.
The Math Department applies standardized program outcome assessments to a sampling of math
classes each year and then analyzes the results. The Science Department requires instructors to
use standardized assessments to evaluate program outcomes in all delivery modalities of their
courses as part of their three-year program review cycle. In the Business and Computer Science
Department faculty select the assessment method that they think best captures program outcome
data in their course(s) and this data is reported each term for all delivery modalities and
locations. The WET program faculty assess program outcomes each time a class is offered, using
a combination of course-level student learning outcome performance data, state licensure data,
and job placement data. Nursing measures learning outcomes, in part, by recording student
performance in simulation experiences. The counseling program assesses the Life and Career
Options and First Year Experience (FYE) programs every term, and annually for longitudinal
comparisons. The Automotive program uses CWE employer evaluations of students in
cooperative work experiences as well as employment placement data.
Within the Music courses and programs, assessment practices are performance-based; the
mainstay of student evaluation in CCC’s music program, and a traditional element of formal
musical education, is the juried performance. This is a performance of one or two pieces by each
student, in front of an audience, at the end of every term. All students who seek credit for music
lessons must participate in the jury. Performances are rated by multiple judges (generally other
instructors), and rated on standard rating sheets (criteria are slightly different for jazz and
classical juries). Performers then get verbal feedback from one of the judges, and a recording of
their own performance.
All program learning outcomes are mapped to courses using a tool developed by IRR. This tool
allows users to see the curriculum mapping that has occurred over the last five years between
individual courses in CTE and General Education programs and to explore the interconnection
between programs.
The Business/Computer Science department is a leader in mapping program learning outcomes
to course learning outcomes and collecting data. The BACS department developed a nested
system of outcomes to show the interconnection between their one-year and two-year
certificates, transfer degrees, and pathways. Theirs is an especially complex plan in which
multiple programs map to learning outcomes in one foundational course. Another leader in
assessing program learning outcomes is the Counseling department in their Life and Career
Options program. With the help of IRR, they developed student entrance and exit surveys as
indirect measures of student learning that help guide the delivery of content throughout the
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program.
Departments like Early Childhood Education have done an exemplary job of including in course
syllabi the mapping of course learning outcomes to program learning outcomes and including the
assessments of the outcomes in a chart. In addition, the students can immediately see the way
that the courses link to each other and build upon the learning sequence because of the portfolio
of student learning required by the lead instructor as the culmination of the program.
While the College has made great progress in implementation of program review, as is common,
the assessment of program student learning outcomes is the greatest challenge. Instructors within
most programs have been assessing and reviewing the program learning outcomes informally for
years; it is only recently that the data has been collected formally. Following the 2013-14 pilot it
was clear that formal assessment of student learning in program review was neither deep nor
consistent.
In the Career and Technical education area, programs like Manufacturing Technology are
assessed rigorously by external stakeholders, like employers, certifying agencies, and advisory
groups. Because CTE programs are so responsive to industry and technology demands, because
instructors watch the learning closely out on the floor in authentic assessment environments, and
because they can respond and adapt tangibly and quickly unlike many other types of learning
environments, the prevailing attitude within the department is that assessment happens all the
time. Instructors assess as the students learn, talk informally and improve classes continuously.
They now recognize the need for a more formal system of program student learning assessment
and documentation that works for their learning environment.
Some areas benefit from program learning outcomes that are assessed through national or
industry licensure exams, however, most direct assessment of program learning outcomes is done
by faculty through analysis of individual or multiple course-level student learning outcomes.
Most programs, especially in transfer areas, do not have capstone courses or exams that enable
assessment of a culminating activity. This amplifies the importance of systematic, easily
accessible data on the results of course learning outcome assessments to inform assessment and
analysis of program student learning outcomes.
The data aggregated in the general education assessment system has not provided as much
meaningful information as we thought it would initially. Part of the reason is that instructors
need a more nuanced tool that connects particular assessments used to the outcomes assessed
while retaining more information about characteristics of the individual students. Right now, the
tool records only the number of students in a class that do or do not attain an outcome. This
provides significant information about the mapped course outcomes and yields aggregate data for
a big picture, but does not provide the specificity that leads to meaningful improvement of
general education. Also, our current tool records instructor reflections about intended
improvements, but they are not easily compiled or accessed by instructors or the College.
Growing sophistication with assessment and meaningful improvements in general education as
well as recognition of the need for more robust course and program student learning outcome
information led the College to conclude in 2014-15 that we had outgrown our homegrown
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solution and a new software solution was needed for us to make major gains in using assessment
information. A workgroup studied and evaluated faculty preferences and strengths and
weaknesses of various software solutions. The new software will help instructors link their
particular assessments with particular outcomes and provide more detailed information about
their students. The new tool was selected in Spring of 2015. The College will invest in moving
learning outcome information and assessment data that has been collected into the new software
(sample1, sample 2), and also provide training and support for the new tool. Despite the
limitations of our current tool, faculty have gained a greater understanding of the interrelation
between outcomes in classes and programs and how students accumulate knowledge across
disciplines. In fact, this process is an excellent example of the growth in assessment maturity that
the College is experiencing as it continuously improves.
The development and implementation of systematic program learning assessment falls into a
spectrum of practices. In addition to identifying and securing a more robust software solution,
additional focus has been put into supporting program student learning assessment based on
feedback gathered after the pilot. The program review process was made more structured,
simplified, and focused to enable greater attention to assessment of student learning at the
program level. An assessment website provides more clarity about expectations and the A-team
has created an assessment Moodle shell where departments and individuals can find tools and
resources for program student learning assessment. Additionally, assessment coaches have been
identified to support each division in assessment and learning improvement efforts.
Departments review, document and communicate program student learning assessment results in
several ways. Departments include assessment results in the agendas and minutes of department
meetings, in department Blueprints, and on the shared department drives. While all departments
must include assessment results in their Blueprints, there is a wide discrepancy in the quality and
consistency of the data. The College has developed more formal assessment documentation and
reporting tools for 2015-16. Most of the documentation of student learning is currently shared
within the college. However, as the website and the use of the new institutional software
program develops, it will enable the reporting of results externally.
All CTE programs meet with advisory committees comprised of industry experts and community
partners, to review and ensure that program outcomes are appropriate, to discuss how outcomes
are assessed as well as the results of the assessments. For example, the Human Services
department has reviewed the program learning outcomes during their advisory committee
meeting and asked the participants to help determine the best forms and timing for the
assessments needed for the program. These suggestions will be implemented in the coming
academic year, and the results will be discussed at the next advisory committee meeting.
Departments use the results of assessment of student learning to enhance student learning and
improve programs and services as well as influence institutional planning and resource
allocation. Most CCC programs are just reaching the stage of using formal education program
assessment results for these purposes because they are still in the data collection or data
evaluation stage. However, informal program assessment, external review requirements, and the
formal department Blueprint process have resulted in significant recent improvements to
individual programs. Here are some examples:
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The ESL Department developed new computer courses based on a program evaluation
recommendation to integrate technology across the entire ESL curriculum. In four of six
categories, CCC’s ESL program exceeded the state goals for student achievements during
2013-14. Title II funds are tied to these measures.
Skills Development changed its intake process for Title II programs, moving away from an
open entry/open exit model, and assessments have been embedded in the first year
experience course across all sections. Skills Development targets specific areas for
improvements based on internal data and also statewide and national data. They pilot
changes, review data points and reallocate funding if data shows a need. For example,
research showed support for cohort student models for transitioning students from basic skills
to the comprehensive campus. A six credit co-enrolled college study skills and college
success course was piloted. Data from that cohort was compared to data for students who
were transitioning on their own. The data showed a positive difference for the cohort students
so Skills Development now offers a cohort model of courses to transitioning students every
Spring.
ESL has used the Oregon Learning Standards to revise the outcomes assessment for their
writing curriculum. In the ESL Department, curriculum planning is continually informed by
and in response to assessment results. ESL must demonstrate progress in order to receive
Title II funding.
Based on the results of their developmental math survey, the Math department recommended
the mandatory use of support services that are critical to student success in their first year.
The Math Department also revised the curriculum of MTH-111 to create more opportunities
for students to create and share interpretations of mathematical results and developed an
alternate math pathway more appropriate to non-STEM majors.
Programs for Early Childhood Education and Family Studies are assessed against National
Association for the Education of Young Children (NAEYC) standards to ensure that program
outcomes are in synch with industry standards.
The Horticulture Department made changes to its program as a result of industry, PLANET,
and College recommendations to make the program more relevant for students, by
incorporating additional industry-requested job skills.
The Music department made a number of improvements in response to course and program
review. For example:
o In addition to providing students with individual feedback about their success, juried
performances inform the department and its faculty about necessary changes in the music
curriculum. For example, the department chair, on observing that students in juries
generally were not showing enough progress in performance ability, is reviewing the
course-level outcomes of lessons and several other courses, as well as leading a
discussion among faculty members about how best to improve student outcomes and
performances.
o In the last two years, the department combined its course offerings into two new
programs, to frame student learning within a structure that is better connected to
stakeholders outside the college, and to formally articulated program outcomes.
o Together with this process, the department is reviewing all of its courses and their
outcomes. In some cases, like the music jury example, rigorous assessment has existed
for decades, but the actual course outcomes needed to be updated to reflect that and to
support improvement. In other cases, such as improvements in the music theory sequence
of courses, both the course and assessments are being redeveloped together.
o As the department is working through this process, one apparent challenge is that
programs have been informally defined until recently, and course-level and programlevel outcomes overlap.
o The department has begun formalizing its own meetings and advisory committee input to
better document the processes underlying this improvement.
Some education programs have reached the program enhancement stage of the program review
cycle and are using assessment results to improve their programs and inform department
planning, decision making and resource allocation, and, through the Blueprint’s foundational
connection to institutional planning, College decision making and budget processes. Here are
some examples:
 Data indicated that some athletes weren’t completing at the same rate as other athletes in the
Fall, so a change was made to incentivize Fall term completion by delaying offers of tuition
waivers until after athletes successfully completed their Fall term courses. The results will be
reviewed at the end of 2014-15 to see if athlete completion improved as a result.
 In the Gerontology program, an analysis of program needs resulted in hiring a part time
faculty member with a background in nutrition.
 As a result of advisory committee input, the WET program added more training on electrical
and pump mechanics.
 The Small Business Development Center (SBDC) developed new curriculum to reach
underserved markets. There are 12,000 businesses in Clackamas County; research by
WorkSource Oregon shows that 85% of these businesses have 10 employees or less. These
are the clients that SBDC serves.
 Research data on the Counseling Department’s First Year Experience (FYE) program has
resulted in funds being allocated to support this program.
 The sabbatical research of a Math instructor into the reasons why students drop out of
developmental math classes, and the participation of Math, English, and Skills Development
faculty in a statewide workgroup to study developmental education, led these three
departments to make changes to their systems. The English department developed a rubric to
assess developmental writing classes that was applied during Spring 2014 and has led to
collaborating with the Math and Skills Development departments to develop a more holistic
placement system, called Placement Advising for Student Success (PASS). This process
offers a one-on-one advising session to examine multiple sources of data rather than just a
placement test score and offers students a personal approach to fitting the best classes to their
skill level.
 In addition, the Math and English departments developed a streamlined pathway for students
to transition from development courses into transfer classes through the development of
MTH-098 and WRD-098. These single classes will each replace at least two developmental
classes, therefore reducing student time and expense before entry into transfer writing and
math classes. The proposed outcomes for the new combined reading and writing courses,
WRD-098, and how those outcomes bridge pre-collegiate and collegiate classes can be found
here.
 One of the most ambitious and influential course level efforts at the College so far has been
the development of the First Year Experience classes. Integrated into every module and
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highlighted at the beginning of the module are the student learning outcomes. Students
immediately see what activities are linked to each outcome and what assessments measure
their learning. They know immediately after taking the assessment if they have attained the
outcome. Because these classes are a collaboration between different departments, such as
Counseling, Skills Development, History, and Horticulture, many faculty have been involved
in responding to the research about learning, used the surveys that IRR has developed and
tracked for entrance and exit criteria for the class, experienced the benefit of the alert system
that has helped enrollment and advising services support the students, and helped students
learn to be better learners through the engagement with academic and student support
services. In its first year of delivery, this series of classes has been one of the largest
collaborations ever attempted at the College, and has drawn together faculty, staff, and
students into the usefulness of assessment. Faculty leads considered the findings from Fall
term pre- and post-testing and made some adjustments to the delivery of the content in
subsequent terms. End-of-year data have been reviewed and implications for practice have
been identified. Summary analysis documents can be reviewed here.
As more program data is analyzed, and as more data-driven changes are made and evaluated as a
result of our outcome assessment and program evaluation efforts, we anticipate reaping
continued benefits for the College and our students
CCC evaluates department and program review processes as well as learning assessment
processes to ensure they are assessing authentic achievements and yielding meaningful results. A
number of improvements have been made and will continue to be made as we further develop
and refine our processes. This is especially important in these early stages of implementing more
formal assessment systems for courses and programs. This is done through:
 Creating pilots for program review and systematic course assessment systems
 Gathering feedback on professional development needs of faculty
 Gathering feedback on assessment support needs of faculty
 Continuing to reference and align with state and national standards from discipline and
program-specific professional organizations
 Continued feedback from business and industry to ensure student learning outcomes are
reflected in our graduates
 Continued feedback and alignment with transfer partners to ensure students are successful in
the next stage of their education
We have made a number of improvements based on “assessment of our assessment”, including
the following.
 In response to the need for additional professional development around learning assessment,
the College reassigned a faculty member as Assessment Coordinator.
 Faculty have reviewed and updated course outlines for all current courses to ensure that
course outcomes are current and assessable. Course outlines are now updated on a three-year
cycle.
 Feedback gathered during the pilot year for program review was used to provide additional
guidance, structure and focus to second year reviews. Feedback will again be gathered after
2015-16 to further improve the process in the third year of implementation.
 IRR created an enrolled student list that faculty can run through the faculty portal that shows
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the enrollment status of students in their class, program(s), and percent of completion of the
program(s).
Feedback regarding challenges with assessment, documentation, and communication of
results led to improvement in structure and processes, including modifications in how we
collect general education learning outcome data and development of a regular three-year
cycle for assessing course learning outcomes, analyzing results and documenting
improvements.
The College identified and is implementing a new assessment tracking software package to
provide a centralized location for data collection, a repository for assessment artifacts, a
resource to generate data visualization. This resource will help standardize some of the
assessment processes across the college and ease some of the workload associated with the
assessment data collection and analysis process.
The CLC continues to offer timely workshops responsive to the needs of faculty as they
develop expertise with assessment and data analysis.
The Instructional Support and Professional Development Department (ISPD) has introduced
a First Year Faculty Experience that has a significant component devoted to instructional
design to facilitate assessment.
CTE departments modify assessment strategies and learning outcomes as appropriate based
on regular review of assessment data and other program review results with advisory
committees to ensure assessment are authentic and meaningful.
The College has added a faculty Assessment Coach for each division containing instructional
departments to support student learning outcomes assessment in education programs.
The College expanded the use of department Blueprints from Instruction and Student
Services to all College departments and continues to modify the department Blueprints to
maximize their use in department planning, assessment and improvement.
The College has made significant investments to expand the IRR staff to provide leadership
in refining and continuously improving department review and learning assessment as well as
core theme indicators, data collection and analysis.
Library and Student Support Services
Library and Student Support Services includes: Athletics, Counseling, Enrollment Services
(Admissions, Registration, and Testing), Financial Aid and Scholarships, Learning Center,
Library, and Student Academic Support Services (Advising, Career Services, Disabilities,
Graduation Services and Veterans Services)
Across the student support service areas and the library (which is both a service and instructional
department), program and department mission and purpose statements connect strongly to both
CCC’s mission and its core themes. All service area mission statements are reviewed annually
through the Blueprint process to ensure that staff and programming remain connected to the CCC
mission statement. For example, new programs like the Learning Center, purposefully built its
mission with the College’s mission in mind. The Learning Center mission statement:
The Learning Center at Clackamas Community College offers a welcoming environment for
students. It is an open and accessible space, and inspires people to engage in lifetime
learning. The center is located in the Dye building on the Oregon City campus and offers a
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variety of computer lab, tutoring, and academic services.
All service areas and the library offer services to assist all CCC students from each of the three
campus locations and constituents resulting in connection to each of the four core themes.
Relation and connection to the core themes are also reviewed annually as part of the College’s
Blueprint process.
The directors of student and enrollment services provide services at all three campus locations
and meet on a quarterly basis to align policy and process to ensure consistency for our students.
Additionally, staff from all three campuses are invited to bi-weekly meetings run by the directors
of Enrollment and Student Academic Support Services. Services are coordinated from the
Oregon City campus location. For example, CCC has one disabilities coordinator housed at the
Oregon City campus location who oversees delivery of services at the Harmony, Oregon City,
and Wilsonville campus locations.
The Library and Student Support Services assess their effectiveness on a regular basis. The
current formal systematic assessment processes were developed in the spring of 2013. The dean
and associate dean of Academic Foundations and Connections (AFAC) conducted an overall
review/audit of the enrollment, student services, and library systems for data gathering and
reporting. In prior years, each of the teams had identified regular data that each area would
report. Each area had multiple data points, some examples included: the number of transcripts
produced, the numbers of Free Applications for Federal Student Aid (FAFSA) and Institutional
Student Information Records (ISIRs) pulled down, the number of placement tests, and the
numbers of students developing an education plan. Upon review we discovered that the type of
data (in many cases) was not sufficient to identify how each area could adjust and change their
programs based on student need. We sought out training, partnered with another local
community college, and undertook the use of Council for the Advancement of Standards in
Higher Education (CAS) evaluation tools.
As part of that review process a standard set of tools was developed to assist departments in
describing both the micro and macro outcomes related to each areas. Templates were developed
for each area to list their overall outcomes and a cycle was initiated with each area. A program
review process and timeline was developed for each area, and implemented beginning in the
2013-14 academic year. The development of the assessment plan represents a significant amount
of thought, energy, and staff resources, illustrating CCC’s commitment to student success now
and into the future.
As part of the formal program review process for student support services and the library, each
area identifies goals they wish to achieve in the fall term, collects data in the winter term and
assess outcomes in the spring term which shape the next year’s Blueprint. This process is
conducted annually for all the service areas and the library. Each service area and the library
consider where and how instruction and services are delivered to account for multiple locations
as well as the multiple student types across the four core themes.
Informally, several programs/service areas routinely look for continuous improvement
opportunities by reviewing existing institutional and departmental data and identifying
opportunities to influence access opportunities for students and constituents. With a new director
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of Harmony (2013), a new Registrar/Enrollment Services operations manager (2014), and a new
director of Student Academic Support Services (2014), an opportunity for renewed energy in
communication was established and the service directors from all three campus locations utilize
their quarterly meetings to ensure services at all three campus locations are reviewed and
improved as necessary.
CCC has made significant growth in the identification and analysis of institutional data related to
these service areas. This data has then been invaluable to a quickly escalating and robust student
and enrollment services program review process. There may be some areas that continue to more
clearly identify program/area outcomes, but by-and-large these CCC support systems operate
with a regular and appropriate review cycle. The library often is placed together with services
areas, yet as it is both a service-based and instructional operation, it identified clear learning
outcomes for the students served. The remaining student support and enrollment service areas
will continue to use the newly established program review process to establish clear and
meaningful learning outcomes.
Below are specific examples of continuous improvement both formal and informal for each
service area:
Department/
Program
Program
Outcomes
Data/
Evidence
Collected
Analysis and Area(s)
for Continuation/
Improvement
Implementation for
Fall 2014
Athletics
70% of our
sophomore
student-athletes
will graduate or
transfer after
completing their
2nd season.
Students will be
able to utilize the
Counseling
Department selfreferral tool (portal
and website).
75% was result
in 2013-14
Keeping students motivated
after their playing season
ends has been a challenge at
times.
Data from selfreferral tool:
Number of
students
Type of
resource/
appointment
request
In 2012-13,
there were
46,603
registration
transactions
after a course
began
(compared to
97,115)
resulting in 47%
of registration
activity
happening after
a course began.
Number of accurate referrals
to counseling verses
counseling referrals that
should be addressed by
advising or financial aid.
Continue to require
Educational plans that show
how the second year studentathlete will finish up their
degree (or 72 transferrable
credits) before sophomores
play.
Implement a counseling
versus advising decision tree
will be added to the selfreferral tool
Counseling
Enrollment
Services
(example from
Registration and
Records)
Financial Aid
Students will
register for classes
in a timely manner
contributing to
successful
completion.
Students will
Number of
Our last day to register for an
open seat in a course that
does not require instructor
consent is the Sunday after
classes begin. Analysis needs
to be conducted to determine
if this date should be
changed.
An analysis needs to be
conducted to determine
how/why there are so many
adds after a course begins.
How much of this data is
community education,
“back-door” registration or
other activity in which the
registration date isn’t crucial
to student success?
Number of loan recipients
ARC (Access, Retention and
Completion Committee) will
review in the Fall of 2014
with a Winter term
implementation change
(hopefully).
ITS, IR, the Registrar and
the AD for Enrollment and
Student services will meet to
analyze existing data.
2015 Update: This policy
change was approved and
implemented in Summer of
2015. No more late
registration activity without
instructor consent.
Financial Literacy Education
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understand the
monetary value of
their degree; and
what it means to be
a loan borrower.
Learning Center
(Tutoring)
students taking
out loans and
number of
students
defaulting on
loans.
Number of loans recipients
who graduated and obtain a
job
What type of employment
did they obtain following
their graduation vs. the type
of degree they received
2013-14: Math Lab
collects what types
of courses are
supported
Raw numbers,
tables, graphs
from hourly
census
2014-15 Goal 1:
Math Lab will
support students in
development math
courses.
PSLO: MTH 20
students who
participate in 1:1
tutoring will pass
MTH 20 at the
same or better
rates as those who
do not.
Math Lab serves
about 140
students each
day. Math Lab
usage increased
over the year, as
compared term
to term: Fall
2012-13 up
83%; Winter
2013-14, up
59%; Spring
2013-14, up
141%. Overall
number of
students (*not
unduplicated
headcount),
19,138.
Approximately one quarter
of students served are
seeking science tutoring; the
Math Lab has subsidized this
tutoring almost entirely.
Numbers listed here do not
include science tutoring held
outside of the Learning
Center. Need to establish
data from Science
department for comparison
and discussions of budget for
science tutoring.
(link the studentloans.gov
financial literacy to our
Financial Aid webpage);
implement the FAFSA lab
2015 Update: FAFSA lab
created in the fall of 2014
with new lab/space opened
in winter of 2015.
We will continue to collect
data by hand fall term, then
switch to the new product in
winter term. We should be
able to provide number of
visits and also unduplicated
headcount of students
served.
Provide 1:1 tutoring for
students in Math 020.
Establish targets for other
math courses.
Courses
represented are:
Dev Ed Math:
36%; College
Alg/Trig/Calcul
us: 29%;
Statistics: 5%;
Sciences: 26%.
Library
Student
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[Students will
be able to]
identify at
least three
resources
provided by
the library
that are likely
to provide
suitable
information
for their
course
assignment(s)
Students will be
Data was
gathered from
faculty teaching
WR 80, 90, 95,
101, 121, 122,
123, 127, 222,
227 during the
2014 Winter
term.
Number of
Our librarians are committed
to keeping reference services
a valuable resource for
students. Reference and
instruction are continually
evolving and CCC librarians
work to keep services current
with standards in our field.
We are exploring mobile
reference tools, engaging in
virtual reference services,
and using sabbatical time to
improve library instruction.
Our librarians can continue
to provide the reference and
instruction services that CCC
students need, only with
appropriate staffing levels.
Students that meet with an
Apply for a FT Librarian
Position as well as a Library
director to oversee the
LRC/Library in order for the
faculty librarians to
concentrate on student
success and improvement.
2015 Update: FT faculty
position request was
successful. New hire to
begin September, 2015
-Develop an alternate new
Academic
Support Services
(example from
Advising)
Student Life and
Leadership
able to explain the
requirements
needed for the
degree they are
seeking and how
that degree
correlates to a
career. (e.g.
courses needed,
prerequisites,
faculty advisor,
career options,
etc.)
students
attending new
student advising
Student
governance must
have a written
mission, purpose
and process that is
regularly reviewed.
PSLO: Selfassessment
through reflection
on events and
processes.
-42 separate
reflections on
events were
conducted
(leadership class
assignment)
- ~20 hours of
verbal
reflections
regarding
processes and
events in officer
meetings and
ASG public
meetings during
2014-15
academic
Number of longterm educational
plans created
Number of
Career Center
individual visits
advisor very frequently
receive a degree
requirements forms, however
they do not necessarily have
a long-term educational plan
on file; which helps students
have clear and defined goals
for their education.
Therefore, by increasing the
number of long-term
educational plans and
measuring the individual
CCC student visits in the
career, we will be able to
help students align their
degree to a career and to see
the end result of their efforts.
Consider more effective
ways to document the verbal
reflections of events and
ASG processes. Provide
specific times during the
ASG meetings to reflect.
student advising format
online
-Use Colleague to begin
tracking students with longterm educational plans for
the degree(s) on their
account
-Track the number of CCC
students accessing the Career
Center and how they found
that resource
Provide specific times during
the ASG meetings to reflect
To best identify opportunities for continuous improvement, programs/service areas formally
review assessment results annually. Several program/services also review data term by term.
Some program/service areas, particularly Enrollment Services and Student Academic Support
Services, rely almost exclusively on usage data (quantitative). As such, we are seeking ways to
include more qualitative output from our community (students and staff). Into the near future, the
college is looking forward to ways to include the subjective voice of the student as well. This
will be done with informal/open-ended surveys and focus groups. Thus these areas are looking
forward to implementing student surveys and other measures for gathering and assessing
qualitative data to add to the review process.
As a final step to new processes/redeveloped processes, the College brings information about
change to sub-committees or council meetings for review and feedback. This feedback is then
reviewed to identify if it can be incorporated into the overall review process. Often this feedback
is substantive and an area/workgroup will take the initial feedback to the original team for
review, reflection, and additional work. If there are substantial comments that are referred back,
then the area/workgroup brings the information about change back to the larger college
committee or council for further review.
There are several examples of continuous improvement from the review process:
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The Office of Financial Aid and Scholarships conducted a comprehensive analysis of the
number of ISIRs, and subsequent forms needed as part of the financial aid packaging process.
Coupled with a review of staff time dedicated to the review process and responded to student
needs, the director was able to use this data to create an annual timeline of when additional
resources would be needed to ensure CCC is 2-4 weeks from initial application to creating an
award letter. This information was initially presented to the internal enrollment teams, then to
College Council for review. Feedback from those forums assisted with a request for a new
position to be filled due to this program review process. To date, the Financial Aid office has
stayed under 4 weeks due to this data assessment.
In 2010, initial college-wide and student feedback concerning the CCC advising and
counseling model was that it felt disconnected for staff and students. Additionally, a primary
function for the counseling team was to provide liaison relationships with each division. In
2011, it was identified that most of those liaison relationships were missing or strained.
Through outreach to students and staff, and reviewing best practice – a new model was
introduced that created a counselor-advisor dyad to be placed in each of the colleges three
primary academic units. In the 2014-15 year, the faculty counselor and ½ FTE academic
advisor each have a co-located office in their designated academic unit, serving students in
their home environment. The three areas of emphasis included: 1) Basic Skills, ESL, and
International students; 2) Transfer students; and 3) Career Technical Students.
o Through two years of this process we have continued to enhance this model with
additional instruction dollars, additional materials supports, and software solutions to
enhance service. We have also gained good informal feedback through continuous
student feedback about the strength and need for continued service in this manner.
o Additionally, the college underwent a Title II program review process in spring of 2013.
There were multiple outcomes from this review, but a primary one was the
commendation of this model as extremely effective and important for student success.
o Most recently, the Student Academic Support Services (SASS) team reviewed data
collected in the area of Adult Basic Skills and English as a Second Language, and
Program for Intensive English Language and determined that an academic advising and
career coach should be enhanced to a 1.0 FTE position assisting students in AFAC. As
we move into the 2015-16 year, this will be further assessed to determine if this can be
enhance in the remaining two instructional divisions of the college (the Arts and Sciences
division and the Technology, Health Occupations, and Workforce division).
Graduation Services reviewed initial reports and data regarding students who have completed
85% of their program of study’s graduation requirements and implemented a process that
included contacting each student by phone and email as well as hosting an open house to
encourage students to submit a petition for graduation. These efforts will likely lead to
increased completion for students. In 2015-16, we will compare the number of completers to
the prior year and implement a student survey asking if the direct contact from staff led to the
student submitting a petition for graduation. An analysis of this data will inform the next
phase of changes for the Graduation Services completion efforts.
Also in Graduation Services, because students are already reporting how much the direct
contact is appreciated, the Graduation Services team has now created reports for reaching out
to students who have completed 50% of their graduation requirements leading to better
communication to students that encourages them to keep going and clarify any questions
about their requirements and/or plans for graduation. As with the efforts of reaching out to
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students with 85% of their requirements completed, a comparison of completer’s in 2016-17
to the 2015-16 academic year will need to be analyzed and a student survey administered to
close the assessment loop and identify any on-going gaps or areas for improvement.
A final, significant success story for program review highlights the college’s overall
commitment to student success and ensuring that they have accessible transportation. In
2010-11, based on student feedback about the difficulty of job loss, high gas prices, and
limited access to public transportation, the college sought out a local area Metro grant to
support a transportation shuttle with a direct route from the closest Portland Light Rail stop
to the college. This effort cut down the time of a typical bus ride, from over 1 hour and 20
minutes to a 20 minute direct commute. Original ridership was low and as students gained
more knowledge, it became more and more popular. This activity at CCC provides a good
example of informal and formal feedback to improve a service. We regularly receive student
feedback while students are on the shuttle, through an online website, and by phone.
Additionally, we had been surveying students on a quarterly basis to determine the quality,
timeliness, and efficacy of the service. This efforts led to increased hours, the addition of one
more shuttle per day, and a secondary stop at the Harmony campus.
o Some of these efforts were also strongly supported when the college undertook a
community engagement campaign. That campaign involved formal surveys to our
community, to our students, and to our staff. The output of that work resulted in several
high level issues that have guided the college. One of the top five issues was reliable,
timely, and affordable public transportation.
o The college, building on this success and continued demand, also sought out and
procured an additional grant that will fund in the 2015-16 academic year. This will result
in continued support to build partnerships with our local transit agencies and also fund a
1.0 FTE position as the college’s transportation coordinator.
As part of the annual College Blueprint process, program/service areas provide data and analysis
in the Blueprint document. These documents are located and available to everyone on the
College’s shared F: drive. Some program/service areas provide additional data, goals and
analysis through a term-by-term planning document developed primarily for use in the
enrollment and student services areas. An opportunity for improvement exists to better share
these results with the division dean and other college leaders. For example, the success of the
financial aid review process is significant but not well known by the College at large.
The associate dean of AFAC and the Completion and Support for Employment (CASE) grant
director for CCC led the AFAC division through a series of program review and assessment
efforts. The program review and assessment efforts clearly led to improved services for both the
service areas and the library. The CASE director presented the process to the CCC A-team as a
demonstration of best practices in program review/assessment in the service areas.
There are three areas of strength for the College related to program review processes. One, the
college has established a significant arm in its IRR office. The College continues to expand this
office to assist the college with data, reporting, research, synthesis and analysis of data, and
general student success project support as it relates to program review. Changes in IRR are
assisting the entire College with planning, data, and research.
Two, the college had been lacking a focused and scaffolded system for our planning process.
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Beginning in 2010-11, establishing a formalized planning process (Blueprints) has led to
significant changes in data collection and analysis in the program/service areas. Strengths
include improved collaboration in identifying solutions to address access, retention and
completion efforts college-wide. For example, an examination of applicant to enrollee data
showed a low conversion rate. The service areas implemented Team Clackamas, a call-campaign
that assists all applicants with solving any and all barriers to getting started at CCC. Analysis is
still being conducted but preliminary results indicate this project is having a direct impact on
retention.
Three, the team that approached a program review for student, enrollment, and support services
represents both a significant strength and improvement for the college. Coupled with strengths
one and two (listed above) this has enabled these teams to continue to enhance services to meet
the demands of students every day. We have done this in the face of fairly substantial budget cuts
between the years of 2008 through 2013.
In addition to analyzing assessment results for continuous improvement, all of the student
support service areas currently gather data in one term, analyze the data the next term and use the
analysis for planning future goals and strategies, make decisions regarding prioritizing
improvement projects and curriculum changes.
As part of the Blueprint process, areas are required to use their assessment results to determine
how resources are utilized and allocate, re-allocate or request additional resources as needed.
This has been true in over the last four years of budget cycles:
 In the 2011-12 year, we identified the need for:
o additional data and systems support staff to build capacity for systems support and data
outputs. Two additional staff were added.
o a conversion from a faculty lead advising, careers and counseling team to a director of
academic support services. A new director was hired.
 In the 2012-13 year, we identified the need to realign the following:
o the distribution of the counseling team to division areas,
o the reassignment of the admissions and recruitment team to more closely align to
enrollment/entry services,
o the development of a career center and transfer center as defined locations, and
o the assignment of three .5FTE area advisors to match/partner with the area counselors.
 In the 2013-14 year, we identified the need for broader/more comprehensive student support
through
o the development of two positions (redeveloped after staff retired) into two Student
Support Coordinator positions. One focused on retention and the other focused on
completion and careers,
o the development of a .5FTE coordinator for the Program for Intensive English language
(PIE),
o the realignment of a tutoring coordinator to report to and support the learning center,
o the development of a welcome center, and
o the re-establishment of the multi-cultural student center.
 In the 2014-15 year, we identified the need for broader/more comprehensive student support
through
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
o the procurement of an associate dean position supporting student and enrollment services,
o the procurement of an additional secretarial position to support student services functions,
o the creation of a Financial Aid Support lab (FAFSA Lab) to guide students with
completing the FAFSA application, and
o the pilot use of faculty to support more comprehensive intake in placement testing.
For the 2015-16 year, we identified the need for stronger alignments within student support
through
o the redevelopment of a secretarial position into an Adult Basic Skills coordinator,
o adding the new 1.0 FTE Academic and Career Coach for 2015-16 with an emphasis in
the supporting the PIE program, and
o adding the new 1.0 FTE director of Student Life and Engagement for 2015-16.
Assessment results inform and influence all service area term planning templates and the
Blueprints. These are then tied to institutional goals and activities that support the College
mission and core themes. The above examples represent outputs from the college’s substantive
budget process as the College is able to invest (add positions/resources). Student and Enrollment
Services have provided unique examples of consistent innovation in budgeting, staffing, and
program alignment to meet the changing needs of our students in the face of severe budgetary
constraints. Throughout these changes our student and enrollment program/service areas utilized
their assessment results to request additional personnel, resources and materials.
Additionally, these same program/service areas continue to collect data and information from
comparable institutions to determine appropriate resource leveling. These metrics are useful as
areas conduct planning, goal-setting and resource allocation for the next one-three years and
beyond.
The Blueprint process has been developing since its inception in 2010 adding more integrated
and clearly visible connection from unit planning to college level planning. Blueprint results are
now synthesized into one division Blueprint that is used in discussions with college leadership in
the allocation of resources and contributes to the Instruction and Student Services Master
Blueprint. Additionally, assessment results that lead to improvement are lauded at college-wide
events (e.g. term In-service), improvements are discussed at the annual planning event (College
Action Planning), and as a routine part of the budget process.
An example of this process is the continued analysis of the First-Year-Experience (FYE)
program implemented in the fall of 2014. This program is targeted to the cohort of students who
place into developmental reading, writing or math. The students take two inter-related courses
addressing college survival as well as skills development (e.g. time management) to ensure
success at CCC. The team coordinating the FYE is comprised of faculty and staff supporting
these students. Data is currently being assessed and analyzed and will be used to shape the future
of the program and allocation of resources
The program/service areas annually review their assessment process to ensure the right data is
being collected, the analysis is thorough, and results are meaningful. Several areas within student
support services will look to 2015-16 to more clearly create meaningful/intentional learning
outcomes. Some areas have begun collecting qualitative data in addition to the existing
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quantitative data currently collected while other areas are identifying additional data to be
collected.
While improvement has been made in the assessment process, key leadership changes at the
director level, new department chairs in the Library and Counseling, and the implementation of
the Learning Center, have led to more robust discussions and identification of opportunities to
improve the assessment process.
Additionally, with the help of IRR, the library and student support services continues to better
understand data, data collection, and what it means to assess for meaningful results. Each area
remains committed to improving their planning, assessment and implementation processes to
provide the right instruction and student support services for students in each of the four core
theme areas to fulfill the College’s mission.
College Advancement and Curriculum Planning and Research
This section of the report addresses two divisions, representing the following areas: College
Advancement, Marketing and Communications, Institutional Research and Reporting,
Instructional Support and Professional Development, Curriculum Office, Scheduling Office,
Facilities Reservations, and Office of Education Partnerships. Each program/service is connected
to the mission and core themes of the college. Since there are a number of areas represented,
from those that are very much in both the public’s and the College’s eyes to those that provide
support for other programs, the level at which the people working in these areas see themselves
as directly connected to the mission varies.
College Advancement/Foundation:
College Advancement exists to support the college’s mission and core themes and does so
through fundraising and development, creating government and business relationships, and
marketing and communications that enhances the ability of the college to meet its mission.
College Advancement planning and assessment processes align with overall institutional
priorities and they define their goals based upon the College’s current strategic priorities.
College Advancement regularly reviews and discusses its goals and assessment results as part of
its regular meetings. The assessment results are documented through the strategic planning
template and progress is reported out to the College community through the strategic priority
reports submitted to the Board of Education.
College Advancement staff develop personal road maps that are connected to the strategic
priorities and institutional activities. These roadmaps are regularly assessed, evaluated, and
adjusted informally, and are formally assessed annually. In addition, the foundation undergoes an
annual financial audit.
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Assessment results are broadly communicated via multiple forums: within the division; at
meetings such as Joint Deans (now known as the Leadership Cabinet), Presidents’ Council,
Budget Advisory Group, and the Board of Education; and during College Action Planning
events. The foundation publishes a newsletter and has its own web site to publicize their results.
Results from special large initiatives require broader communication which could mean the use
of digital tools or face-to-face meetings in department or community meetings.
An example of a special, large initiative led by College Advancement is the multi-year Imagine
Clackamas community engagement project. This process was designed to help the college
prepare for its next 50 years of service by helping CCC better understand what its students,
businesses and community members most value about the college. It also shined a light on areas
where the college needed to improve and adapt its educational and training programs to better
meet the need of the community it serves. That community engagement assessment contributed
to a number of initiatives that have directed the college’s strategic goals and allocation of
resources, including the 2014 bond measure.
Additional examples of how planning and assessment in College Advancement has informed
resource allocation for improvement:
 During recent budget reductions, the dean of College Advancement and the dean for
Curriculum, Planning and Research led efforts to research the use of the quarterly class
schedule both in the community as well as on campus. As a result of those findings, what
was one comprehensive class schedule was converted to two publications. One, specifically
designed to meet the needs of the community, will be sent to all households in the college
district, and the other will only be printed for campus use.
 Similarly, through a review of the needs of the college and our capacity to meet those needs,
a critical personnel need emerged which resulted in establishing and filling a creative
manager position.
The Foundation regularly reviews and discusses its goals and assessment results as part of its
regular meetings. The Foundation is governed by a body of community volunteers (the
Foundation Board) who oversee everything from finances to fundraising goals. The Foundation
reports its accomplishments and results of assessments to the Foundation Board on an annual
basis. These assessments can often lead to recommended changes that impact the foundation
budget, such as personnel. Recently to ensure the Foundation could meet its campaign goals, it
added a new position to spearhead communication and event-planning efforts. Also during its
assessment, it reevaluated the way in which it manages data. The result was the retooling of a
position into an IT/database coordinator.
The College’s assessment of needs, informs the foundation planning for fundraising priorities,
thereby the two entities work closely together to contribute to mission fulfillment. For example,
the Imagine Clackamas initiative led to the Foundation pledging to raise $10 million to reduce
student financial barriers, securing grants to help laid-off workers, expanding transportation
options, improving the college’s information channels (both in person and online), providing
financial aid and scholarship info online and more.
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Marketing and Communications:
The connection between Marketing and Communications to the college mission is clear in its
mission statement:
The Marketing and Communications Department supports the Clackamas Community
College core mission through providing high-quality messaging and visual services
that tell the CCC story
Marketing and Communications provides a support role to all areas of the college – noninstructional and instructional. Therefore, they touch on all core themes.
Marketing and Communications reviews connections with the college mission continuously and
describe themselves as in a state of constant continuous improvement. They review their
department plans and goals and have outcomes which they monitor regularly. These outcomes
are typically ones of increased utilization, ease of use, awareness, and participation breadth and
depth.
Their continuous improvement initiatives, associated desired outcomes and results are reviewed
and discussed within the department and are typically presented in various college forums such
as College Council, Vice Presidents’ meetings, Board of Education meetings, and other events as
appropriate. In addition, the department communicates through the Imagine Clackamas and the
bond information web sites.
This area approaches every improvement project and initiative with measureable outcomes in
mind. These outcomes are assessed and these results are communicated campus-wide. Further,
they have embraced a set of organizational culture outcomes related to communication,
engagement of students, and engagement of community. They have a routine practice of
debriefing initiatives as well as an annual practice of their departments reflecting on their plans,
progress and results to date. They also have a practice of connecting to various areas of the
college to show what their area does, what services it can provide, what they are working on and
why as well as to hear input/ideas from faculty and staff.
Marketing and Communications reviews, assesses and evaluates all advertising and strategic
marketing efforts on a regular basis through the development of a coalition called the Social Web
Action Group (SWAG). This cross-campus committee is collectively charged with influencing
and setting direction on strategic college marketing goals that align with institutional priorities
and core themes.
The following examples illustrate performance indicators and their use for improvement. For
webpage improvement, indicators typically look like webpage hits and pass-throughs as well as
user feedback loops. The improvements to the scholarship application process were assessed by
monitoring the level of participation in the application process. Marketing and Communications
also uses the CCEA survey as a lens through which to assess their work – particularly the
communications construct area as well as the student engagement and community engagement
constructs. For each SWAG initiative, they hold a collaborative stakeholder “post mortem”
review of what went well, what didn’t and where next.
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In addition to continuous improvement in performance, over the past few years the assessment
results have led to resources directed to the hiring of a web content/social media specialist for the
department.
Institutional Research and Reporting:
The mission of Institutional Research and Reporting (IRR) is to create a culture of research,
evaluation and support for continuous improvement focused around the CCC mission including
the four core themes, strategic priorities and program-level support. The department has created
a multi-year plan, to support meeting the research needs of the college. The director of IRR and
the dean for Curriculum, Planning and Research regularly review this operational plan.
IRR is an outstanding example of how the continuous improvement process works. They practice
what we call a “culture of evidence for excellence” that is reflected through all aspects of their
web site which is available through the college portal. It not only has information on its own
assessments, but on many of the assessments done throughout the college.
The department is continually assessing and improving it performance based on feedback from
the wide variety of people and groups that use IRR. For the work being done in direct response
to local, state or federal projects, there is immediate feedback on the quality of the work done
that provides a framework for maintaining quality in reporting. The work done by the IRR to
support the processes of other departments results in immediate feedback on its effectiveness—
supporting changes to provide service at the highest level. Improvements are made on an
ongoing basis as projects are reviewed and needs are expressed. In response to feedback and
needs of the various consumers of the data and analysis, the IRR department has adjusted
indicators, indicator definitions, and data collection. They have adjusted presentations and
delivery methods and improved the presentation of information on web pages. There are dozens
of new tables that makes it easier to get at data and the information the data conveys. In addition,
the director and the dean meet regularly to discuss and assess the recent, current, and future
projects.
The director leads the college’s Data Integrity Group which has done a great deal of work in the
past few years to ensure that the data that is collected is both valid and reliable, thereby
improving both data integrity and data infrastructure. We continue to address key data integrity
issues that needed to improve – program code integrity, learner intent and certain student
demographics.
IRR has been understaffed for the demand that must be met and continues to assess these needs
and use them to influence resource allocation for personnel. In assessing the work of IRR, it
became clear that there was a need for a database guru to improve both the data extraction and
reporting capabilities of the office/division. As a result, an applied technology specialist was
added in the Spring of 2014. This addition has made a significant difference in the IRR’s ability
to support the strategic priorities and its related activities. To further the work that is needed, the
college allocated resources beginning in 2015-16 for a research specialist to retrieve and analyze
data for all of the groups that are working to improve planning and assessment for improvement
and mission fulfillment.
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Instructional Support and Professional Development:
The Instructional Support and Professional Development (ISPD) department supports excellence
in teaching and learning in support of student success. After assessing the needs of the campus in
relationship to the services provided by the department, a decision was made to both change the
name and broaden the mission to go beyond the previous emphasis on delivery and support of
online learning. Although the online learning focus remains part of the department, the focus has
broadened to include a wider view of supporting teaching and learning. ISPD had a new
department chair in 2014, and, with input from its stakeholders, updated its Blueprint to include
strategic directions for the department.
The Continuous Learning Collaborative (CLC), within the ISPD, is the College’s center for staff
and faculty development. The mission of the CLC is to optimize the learning of the college’s
employees through offering and supporting professional development opportunities throughout
the year. It is responsive to requests for staff development throughout the year, takes a key role
in developing Fall in-service activities and Summer Skills Camps for classified employees.
Feedback is collected after each of these events and used to improve subsequent events. The
CLC, through its advisory committee, assesses its outcomes annually and makes improvements.
A prime example of using assessment for continuous improvement is the process that resulted in
the department changing its name and focus from distance learning to instructional support and
professional development. After many years of having its main focus on supporting online
learning, the department has become a campus-wide resource for instructors and students.
In 2014-15, under the leadership of the chair of the new department, ISPD went through a major
assessment of its focus and the services it provides. This assessment resulted in an approved plan
and allocation of resources by the College for a new, annual, First Year Faculty Experience
program. This program, offered by the department beginning in 2015-16, is designed to
introduce faculty to the culture and operations of the institution as well as provide them—as
subject area specialists—with the tools necessary to be outstanding teachers. The department has
identified appropriate outcomes and assessments to evaluate the effectiveness of this new
program.
Within ISPD, budget allocations are based on mission. As a result, the department has converted
monies that were previously allocated to part-time positions to create two new classified
positions: a learning management system resource and an instructional designer. Both of these
hiring decisions were based on needs analysis. This change has made it possible to have more
stable support for these functions. The department will assess the results of the changes, and
report those results both internally and to the college community in 2015-16.
Additional evidence of planning, assessment and improvement is evidenced by these department
activities:
 added drop-in hours for faculty and staff in 2014-15 and collected data for use in analysis of
the effectiveness of this support service ; and
 participation in department meetings to gather information about needs throughout campus.
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Curriculum Office and Scheduling Office:
The Curriculum Office supports the college’s mission in all four core theme areas by ensuring
that the classes that the college offers have been approved by the appropriate entities, including
providing support and working with the College’s Curriculum Committee and Instructional
Standards and Procedures Committee. The Scheduling Office similarly supports the College’s
mission in all four core theme areas by ensuring that course offerings are correctly entered into
the student information system so that students can register for their classes and that classes are
scheduled in appropriately equipped rooms.
There are weekly team meetings to review the current work, reviewing what has been done, and
looking at what lies ahead. Changes at the college level are addressed in these weekly meetings.
Representatives meet quarterly with registration and enrollment staff to ensure the correct flow
of process from beginning to end and get feedback on areas that may need improvement.
Motivated by the retirement of a long-standing employee, there has been a concerted effort in
recent years to document all processes that had not been documented previously.
Both offices are continuously looking to streamline processes, and, for example, recently
streamlined the process for canceling a class to reduce the number of steps while ensuring that it
would work for all the stakeholders. The staff continuously works to improve processes and use
the feedback from other departments to ensure that their work is of the highest quality. The team
is working on taking a global and holistic view of the processes, and making improvements as
needed.
Currently, neither of these entities has formal service metrics identified, although their service
goals, and feedback on their accomplishment of those goals are informally well understood and
assessment feedback is received from throughout the college. Notes from weekly meetings
contain discussions of feedback and improvements.
Office of Education Partnerships:
The Office of Education Partnerships provides leadership and support in all four core theme
areas through support for
 transfer agreements and Associate of Science degrees,
 career pathway certificates,
 essential skills connections to career pathway certificates, and
 numerous programs serving high school students and youth through connections with
community education agencies (lifelong learning).
The department’s Blueprint is the primary planning, assessment, and improvement process.
Goals, assessment data and connection to institutional activities, college action planning and
achievement compacts are reviewed at least annually through the department Blueprint. There
are a number of clear indicators, defined internally and by the state, especially associated with
credit completion of students while in high school and successful transfer to four-year
institutions. Assessment information is kept on internal drives, on the college’s IRR site, and
reported to the state. There is additional quarterly reporting and review of measures associated
with the current Career Pathways grant from the state. The department also meets annually with
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high school counselors and high school faculty to look at outcomes and student enrollments in
certain dual credit programs.
The Career Pathways grant is a good example of identifying how the activities and outcomes tie
back to the Blueprint and how planning is done accordingly. Because of the assessment done
within the department, the Office of Education Partnerships added staffing to better support the
CTE programs in the high schools with which the college partners. By doing so, they have also
been better able to support the career pathways efforts undertaken by the college.
By being in close contact with both students and staff and paying close attention to the feedback
and data, the Office of Education Partnerships is continuously improving its ability to support
students, partner institutions and CCC.
Business Office, Human Resources, Information Technology and Campus Services
CCC divides its departments into two primary groupings; the Instruction and Students Services
Divisions, and the College Services Divisions. This section of the report addresses the College
Services Divisions including Business Services, Campus Services, Human Resources, and
Information Technology Services. Business Services manages all financial aspects of the college;
Campus Services maintains facilities and grounds conducive to learning; the Human Resources
division manages human capital; and Information Technology Services provides for and supports
the technical infrastructure and computing needs of the college. The Bookstore also falls under
College Services and provides the books, classroom material and supplies necessary for students
to succeed in their classes at competitive prices and formats to allow students to have access to
course content in a manner that best suits their needs. While College Services staff are located at
the Oregon City campus, they support these services at the Harmony and Wilsonville campuses
as well. (Note: There is not a physical bookstore at the Wilsonville campus, but Wilsonville
students can order books and supplies from the Oregon City campus and have them delivered to
the Wilsonville campus).
It is understood by each of the four College Services divisions that their daily work provides a
foundation for the success of the overall college mission and each core theme, but rarely impacts
one core theme above another. Without the infrastructure provided by College Services the
mission and core themes could not be fully realized. Collectively, the strength of each of these
divisions allows the Instruction and Student Services Divisions to meet the mission and core
themes of the college.
The connections between the College Services divisions and the college’s mission, core theme,
and strategic priorities are reviewed with College Action Planning and in the spring as part of
each division’s annual goal setting and budget preparation. While each division uses a slightly
different goal-setting tool, most areas within College Services use a Blueprint, similar to the one
used in Instruction and Student Services, as well as a balanced scorecard. The balanced scorecard
is a strategic planning and management system that is used to align business activities to the
vision and strategy of the organization, improve internal and external communications, and
monitor organization. This strategy moves beyond standard financial and project goal setting
practices.
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Business Services:
Business Services (including Student Accounts Receivable) uses a Blueprint modeled after the
ISS department Blueprints, along with a balanced score card to set and assess goals. The
department reviews metrics, objectives, data and outcomes two or three times a year during
scheduled staff meetings to ensure alignment with college mission, goals and objectives and
monitor outcomes. This and all College Services Blueprints and goals are found F:\ISS
Blueprints\College Services.
The Business Office solicits feedback from staff and other stakeholders in key activities and
outcomes, such as designing financial reports accessible to all budget managers, creating the
budget document, and revising the format and content of the financial forecast. Student Accounts
regularly meets to review the current status of goals and update progress. The department
periodically solicits students’ feedback, and responses are also important to goal setting and goal
management.
The Business Office and Student Accounts Receivable departments document assessment results
in a combined Blueprint which is available to all college staff on the college’s community drive
at F:\ISS Blueprints\College Services and on the Business Office website. The Business Office
evaluates its metrics, goals and objectives during spring budget preparation and/or college action
planning. As dictated by this review, requests for additional resources may be made to enhance
their programs and contribute to the targeted tasks that underlie the college’s strategic priorities.
The Business Office’s Blueprint shows metrics/objectives and outcomes accomplished or in
process during the fiscal year. Each metric aligns with needs observed by the College
community, regulations and customer service needs. For example, the Business Office set two
goals based on feedback from staff and students. Staff was frustrated with the then-current
financial reporting tool. The software was non-intuitive and often provided wrong values for
which staff had to make budget based decisions. Knowing this, the Business Office implemented
F9: a budgetary reporting tool that meets the staff needs across the college. This tool was
developed out of focus groups designed for the F9 development.
Accounts Receivable (AR) completed a student survey to get input about their expectations and
experience with the department; responses varied, but overall AR discovered that making
ourselves more available to students in person was important. Therefore, we will be adjusting our
“in person” hours to accommodate our students. Other areas we will be looking into improving
include trying to make our billing statements more clear as well as making sure our website is
up-to-date with information that is important for students to know.
AR set several days aside for LEAN review of several of activities in their office, an approach to
evaluate and change which emphasizes process improvement and visual organization within the
AR area. The review of these activities resulted in LEANer, more efficient processes. One result
was establishing more visual management tools and a white board has been installed that is
updated on a monthly basis with the outstanding receivables. Anyone who walks into the office
will see this board and see the work that this department has been doing.
The annual department planning templates, completed as part of the College Action Planning
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process, are included in the Blueprint and show the departments’ tasks and outcomes in support
of the college’s strategic priorities. Within the Blueprint itself, various metrics and objectives
may influence college planning, decision making, and resource allocations. For example
Business Services enhanced internal financial reporting available to budget managers in all
college departments. Some of the metrics and objectives have a direct benefit to the College’s
finances, such as starting an investment program and improving collection of student accounts.
Data and outcomes are specified for each metric/objective. Each time the Blueprint is reviewed,
the data and outcomes are updated, and the objectives are deemed accomplished, modified, or
continued as appropriate. In the Business Office, for example, an initial metric was to develop an
equipment inventory. After that was accomplished, the objective became ensuring that it was
maintained accurately, and articulating processes for funding equipment replacement.
Campus Services:
Campus Services uses a Blueprint modeled after the ISS department Blueprints, along with a
balanced scorecard to set and assess goals. The department reviews goals annually as part of the
budget preparation process. In addition, goals are reviewed monthly at the team lead meetings, to
ensure that progress is being made and the team is moving in unison towards completion of goals
and objectives set for the department.
Apart from annual goals and objectives, Campus Services recently developed a Facility
Condition Assessment (FCA) (available in the Exhibit room) and a Strategic Facility Assessment
(SFA). The FCA analysis was completed by a visual assessment of facility systems and subsystems associated with the facilities maintained by CCC. A final report documented the
observations and financial analysis associated with Observed Deficiencies and Predicted
Renewals. Deferred Maintenance costs identified in the report totaled over $80 million. This is
the cost to bring all College facilities up to current “as-new” standards. While this value is
unreachable and many of the items addressed in the SFA are not needed to meet the College’s
mission, it is an indicator of the maintenance needs of a 50-year old campus.
The SFA was developed to determine future capital investment the college needs to ensure that
we are able to meet future program needs of the College. The SFA report is the result of an 18month process that was designed to reach the widest range of stakeholders within the college to
gain the best understanding of how facilities can best support the College’s teaching and learning
goals. Through online surveys, interactive workshops, visioning sessions, and interviews, the
planning team gathered extensive information from every department on all three campuses. The
resulting documents were presented and vetted through College departments meetings, the
Presidents’ Council and College Council, and finally the Board of Education.
Because of the review of capital and deferred maintenance by Campus Services associated with
goal setting and objectives, the Capital Improvement fund for the 2015-16 budget has been
increased by $200,000; a small move toward fully funding deferred maintenance items.
Campus Services documents assessment results on its balanced score card, which is available to
all college staff on the College’s community drive at F:\ISS Blueprints\College Services and will
be on their internal web site when that page is updated. Campus Services evaluates its metrics,
goals and objectives during spring budget preparation and/or College Action Planning. As
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dictated by this review, requests for additional resources may be made to enhance their programs
and contribute to the targeted tasks that underlie the college’s strategic priorities.
Using the balance scorecard approach to goal setting along with applying objectives and
measurable outcomes has allowed Campus Services to move beyond standard financial or project
goal setting. For example, goals are set to review and modify overtime policy and expenditures
and increase federal work study positions, engage our department with CCC students by hosting
a barbeque each semester, and develop customer surveys to gage the satisfaction of the college
community we service. The balanced approach to goal setting has been met with great
enthusiasm by Campus Services staff as it moves beyond standard goal setting practices.
may influence college planning, decision making, and resource allocations. Campus Services
reviews both core themes and strategic priorities as a part of developing goals and measurable
outcomes. While not directly impacting one specific theme or priority over another, outcomes
were developed looking through the lens of these to ensure that Campus Services goals support
core themes and strategic priorities.
Human Resources (HR):
HR uses a Blueprint modeled after the ISS department Blueprints, along with a balanced score
card to set and assess goals. The department developed a visual management board and has also
documented goals and success indicators. The document is kept in the division’s shared
electronic files. Outcomes can be checked at any time, including during formal and informal
department meetings.
HR receives formal and informal feedback from its team members and all staff within the
college. Examples include deans, Presidents’ Council and College Council. HR also uses
information from the Culture, Communication and Engagement Survey as a source of feedback
for determining activities and outcomes. The employee exit interview, the new hire orientation
process and feedback form are also used as sources of assessment. HR works closely with the
association presidents, meeting weekly or monthly with each. Employees’ feedback is checked
for trends, which could be useful in planning for future outcomes.
Human Resources Blueprint is posted on the College’s Community drive at F:\ISS
Blueprints\College Services. Human Resources evaluates its metrics, goals and objectives during
spring budget preparation and/or College Action Planning. As dictated by this review, requests
for additional resources may be made to enhance their programs and contribute to the targeted
tasks that underlie the college’s strategic priorities.
The HR division assures the integrity and quality of its programs and services by documenting
and re-assessing its plans in support of the college’s mission, core themes and strategic priorities.
The Human Resources Goals and Success Indicators document was last updated in February
2015 by HR staff.
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The HR division’s strengths are also its areas of improvement. The division has seen tremendous
growth in its team, which has changed from an individualized outcomes-based performance to
collaborative communication and goal setting. Success indicators are set and measured by the
team, leading to a greater level of individual ownership for team outcomes. For example, the
length of time for a job to be posted after it has been approved for recruitment has been reduced
to less than three work days, down from one week. Part-time hires are deliberately included in
the employee orientation process to ensure they are broadly connected to the institution and its
resources to facilitate student success.
The team has increased its service to the college community by dividing duties of each
generalist, therefore providing a service model of increased HR competencies, with each
generalist supporting specific divisions and being accessible to employees on all three campuses.
Employees in each division know the HR Generalist with whom they should first communicate
and are more comfortable approaching HR for service.
Payroll applies a continuous improvement model in specific functions, e.g., improving the
timeliness of approving and paying faculty who have faculty assignment contracts. In applying
LEAN principles, the team has maximized its cooperation, evident in areas such as working
together to write the division mission statement, and collaborate in reviewing and identifying its
contributions to the college’s four core themes and strategic priorities.
The dean of HR has added Title IX coordination to her list of direct responsibilities and is
working with a team of students, faculty and instructional division staff to create a relevant
environment of information and responsiveness to staff and students.
As the HR team translates its vision and desires into specific and measurable goals and plans, the
college is benefiting from the division’s shared understanding and common communication of
policies, practices and deliverables. Team morale, team vision, and team participation are high.
HR has been measuring its cost of service more deliberately in the past year. Even though the
team is in the early stages of its organizational development, there is evidence from supervisor
and employee feedback that the model is successful and meets the needs of the organization.
Generalists are visiting campuses and division locations and/or department meetings at least once
per quarter, and are receiving specific telephone calls and emails daily from employees who
know whom they should contact for service delivery. HR generalists are communicating with
each supervisor when there are performance deficiencies noted on evaluations and ensuring there
are performance improvement communication and plans between the relevant employee and
supervisor. The division also measures the number of complaints and grievances from employees
which have been resolved or withdrawn as a result of improved communication and early
intervention—a derivative of the team being more transparent and engaged. Of the five
grievances filed in the 2014 calendar year, all have been resolved prior to arbitration and three
were withdrawn via a formal process of communication and review. As a result of ongoing
communication with Association leaders and an identification of the need for employee
involvement in problem solving at the initial stages of conflict, HR is collaborating with the three
employee associations to train inter-association peer mediators to assist with employee-toemployee conflict resolution and facilitate peer-to-peer mediation.
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may influence college planning, decision making, and resource allocations. HR has been
reviewing its activities to assess the value of each activity and plan additions to the
organization’s operations and to its mission. The loss of personnel due to planned separation and
reduced personnel, for example, resulted in a team review of the division’s organizational
structure before recruiting. This review resulted in a proposal to replace the vacant position with
a lower classification, leading to potential savings of up to $15,000 per year. If approved, that
saving will be used to offset the cost of providing other services to the college.
Information Technology Services (ITS):
Currently ITS uses a technical plan model, but will be adapting the Blueprint model to help
standardize tools across the divisions. ITS looks at technology holistically across the campus in
order to support the college’s mission, core themes, and priorities. ITS provides each employee
with the department goals and objectives, including a visual management board. ITS is also in
the process of developing a centralized system center that will track metrics about service desk
support requests (called tickets), identify the services areas that IT supports, provide internal
service agreements, measure uptime for the systems and the network, and give the customer the
ability to view and track their own tickets. This system center will be used to measure success
from year to year, provide a knowledge base, and an audit trail for change management.
ITS has only recently set their baseline, and the division has not yet published outcomes. When a
new service desk website is implemented (proposed to be completed in 2016), these will be
published. At that time the new service center/service desk portal site will have a dashboard to
display metrics to the rest of the college in the spirit of transparency.
ITS evaluates its metrics, goals and objectives during spring budget preparation and/or College
Action Planning. As dictated by this review, requests for additional resources may be made to
enhance their programs and contribute to the targeted tasks that underlie the college’s strategic
priorities.
ITS has experienced tremendous growth within the last year under new leadership. The list of
accomplishments in that short time is extensive with each one of the three goals listing
accomplished sub-goals. The largest areas of growth are in communication efforts to the rest of
the college, and in finding process efficiency/consolidation through system and resource
collaboration.
When the new leadership took over the ITS division in January of 2014, a needs assessment was
done in all areas of IT, including staffing. That needs analysis has driven the goals and work of
ITS over the last year, and has resulted in a savings of over $150,000 in classroom technology,
and $62,000 in annual hardware and software maintenance costs. The automation of workflow
and manual processes has only begun, and has already saved approximately 100 hours/month in
staff time. Staff has been reorganized in more logical and efficient teams, and productivity has
increased significantly. The budget was adjusted to increase the amount of staff training by
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300%. Through the continuous improvement process, assessment results will continue to be reevaluated, and adjustments to process, budget, and staffing will continue to take place as
necessary.
Recently the IT department purchased a Kourier Integrator with SQL Accelerator which is a
product that pulls data from Colleague into an operational data store (ODS) via SQL SSIS
packages. This ODS database will then be used as a single reporting database for the entire
college, enabling the College to make data-informed decisions. This is also a first step toward a
longitudinal data warehouse that will allow for research and long-term trending.
of the College’s strategic priorities. Within the Blueprint itself, various metrics and objectives
may influence College planning, decision making, and resource allocations. ITS has been
evaluating and reevaluating personnel and budget under their new leadership. A review of
assessment results has shown no immediate need to increase FTE, but rather a reorganization of
existing staff to accomplish objectives. Large budgetary increases were needed within the first
year to replace equipment and shore up infrastructure. However, the infrastructure has been
replaced in a fashion that is much more flexible and greatly lowers the future replacement costs
with targeted budgetary reductions along the way. Replacement cycles are now built in to budget
cycles along with planned requests for any needed increases in personnel.
Bookstore:
The Bookstore uses a Blueprint modeled after the ISS department Blueprints along with a
balanced score card methodology to set and assess goals. The bookstore’s connections are
reviewed quarterly before the term starts to ensure that all items needed are on hand for students
at the beginning of each term. Goals are assessed quarterly in staff meetings immediately
following the start of the term and again after finals week to ensure the bookstore is meeting the
needs of the students. The variety of non-course related products sold is analyzed monthly and
changes are implemented as new products are identified. The Bookstore does not draw from the
general fund. Success is measured in two ways: by measuring sales of textbooks and eBooks,
number of rental books available and by managing costs to remain a self-sustaining operation.
The Bookstore’s sales drive decisions for future purchases as well as requests for new
merchandise. Increased requests for and sales of food items, and additional time needed to
manage eBooks and rentals were indicators they use to reassign tasks of full time staff. The
bookstore is in the process of updating the position of “Customer Service Clerk” to “Buyer and
Lead Customer Service” to respond to these needs.
Data and outcomes are specified for each metric/objective. Each time the Blueprint is reviewed,
the data and outcomes are updated, and the objectives are deemed accomplished, modified, or
continued as appropriate. For example, students were requesting more choices of both
inexpensive food items and healthy foods and the bookstore responded by bringing in hot dogs,
tornados, nachos, hardboiled eggs, packaged sandwiches, shelf-stable meals, fruit, milk, fruit
juices, gluten free items, nuts, nutrition bars, and jerky in addition to the sodas, chips and candy
that have been available for many years.
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In all College Service’s divisions, data and outcomes are used more and more to accomplish and
achieve the listed objectives. Each process is measured by indicators such as impact on the direct
college community, by adherence to plans and by use of resources. Formal or informal feedback
from staff, faculty, students and community members is a critical element in determining impact
and is used to assess achievements and results. Each department makes adjustments based on this
feedback.
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Chapter Five: Mission Fulfillment, Adaptability, Sustainability
Executive Summary of Eligibility Requirement 24
Commission on Colleges and Universities.
24. Scale and Sustainability – The College regularly evaluates and forecasts its resources as part
of its comprehensive planning processes, and proactively adjusts and adapts to changes and
emerging needs. Resources are assessed in light of anticipated changes and directed to priority
areas. Long range planning provides the basis for proactive measures, such as the recent bond
measure to support physical and technological infrastructure needs. CCCs operational scale
undergoes ongoing adjustment based on resources and community needs to ensure it is sufficient
to fulfill its mission and achieve its core themes.
Standard 5.A Mission Fulfillment
The core themes and objectives provide a clear basis for systematic, participatory self-reflection
on evidence-based accomplishments of the College. CCCs planning processes involve all
constituency groups in identifying core themes, objectives and indicators, and engage them in
understanding, analyzing, and responding to assessment results in significant and meaningful
ways. The College has demonstrated its commitment to establishing a culture of evidence to
promote excellence through ongoing cycles of planning, assessment and improvement.
The College’s core theme team analysis is designed to determine mission fulfillment, examine
indicators for performance levels as well as to identify gaps and make recommendations.
Indicators were selected and refined to ensure they highlight aspects of quality and effectiveness.
The core theme analysis and recommendations are communicated to the Board, internal planning
groups, college leadership and governance councils, and shared through our governance
structures. Baseline, target and status of core theme indicators is posted on the Institutional
Research and Reporting website. The first draft recommendations from the core theme teams
emerged in late 2014 and the first reports were presented in November and December of 2014.
Presentations for each Core Theme were made at Board work sessions. Core theme reports are
shared at Presidents’ Council, College Council, Vice Presidents’ and department chairs meetings
as well as within departments and divisions. The winter in-service session in 2014 was focused
on showcasing college core theme results, assessment and changes made as a result of data
analysis. Results inform the annual updates of the departmental Blueprints to reinforce the
planning efforts. Reports from core theme teams are a new way for the College to highlight data
and accomplishments of the College from a different perspective.
Assessment of results is an ongoing process and is practiced throughout the college to identify
gaps in performance or potential improvements. For example the college leadership experienced
some turnover during 2014-15 – a vacancy in the vice president for Instruction and Student
Services position due to a retirement and failed search, two of four new instructional division
deans, and relatively new deans for Information Technology Services and Human Resources.
The implications of this transition were considered and plans were developed to expand the size
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Chapter Five – Clackamas Community College
of the executive leadership team to include all deans and associate deans. The purpose was
threefold – to get to know the new leaders, to create systems that focused attention on results,
and to better inform the leadership of the College in all aspects of college operations. The team
participated in a LEAN process improvement mini-academy in order to create systemic changes
in college processes. One change resulting from that program was redesigned agendas with
tracking of key performance measures.
One recommendation from across the core theme teams was to be more rigorous in the capture of
student intent and program of study. This caused a reprioritization of work for Student Services
and Information Technology to revise the information systems to reliably collect that data from
students in regular and systematic way. Student intent data is now collected and recorded when
students access the college portal. This is one example of the College’s commitment to
developing effective strategies to use indicators we have identified as important. All of these are
listed in our scorecards, despite our current inability to use them with integrity, to keep them at
the front of our mind, driving our efforts to gather and analyze this data. Many additional
examples of improvements that have been implemented based upon assessment of core theme
data are included in Chapter Four.
College leadership discusses the recommendations from the core theme teams and reviews the
gap analysis to focus the selection of future directions, including strategic priorities and annual
institutional activities. For example, the two most compelling gaps noted in 2014-15 across
multiple core themes were in the success rates of part-time compared to full-time students and
the related student engagement differences between the two groups. As a result, focusing on
closing these gaps became one of the 2015-16 institutional activities in support of our strategic
priorities.
As discussed in Chapter 1, the College defines an acceptable level of mission fulfillment by the
level of achievement the objectives for each of its core themes. This is determined by the
achievement level of each indicator, which is identified using a range of values and colors, for
easy visual representation. These are: Red, below the critical level (0), Orange, at or above the
critical level but below the almost achieved level (1), Yellow, at or above the almost achieved
level but below the target (2), Green, at or above target but below the aspirational goal (3), and
Blue, at or above aspirational goal (4). These values are determined using a range of data sources
and reasoning – internal trend data, CCC strategic aspirational goals relative to our values of
good practice on behalf of our understanding of student and community needs, student and
faculty/staff survey data, field data such as comparative data for other Small Business
Development Centers, and any informative state data such as enrollment and awarding
comparisons with Oregon community colleges as well as national data such as comparisons to
CCSSE and SENSE results for Oregon and national cohorts or the enrollment data distributions
for sister community colleges, etc. For most of the indicators below, the baseline data used to
determine our status of mission fulfillment was based on the 2013-14 academic year. Some of
the baselines represent a three or more year average or another selection based on the trend data
and knowledge of the circumstances of the field.
The College defines an acceptable level of mission fulfillment as achievement of 70% of the
objectives at a level of 3 (green, at or above target) or 4 (blue, at or above aspirational goal) for
each of the four core themes. This level of achievement defines what is acceptable while
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encouraging continuous improvement in all areas, a premise that is important to the College and
its Board. We recognize that mission fulfillment requires us to continually assess, adapt and
improve.
CCC set aspirational targets at each turn, the consequence of which is self-imposed lower scores.
Yet, importantly, these aspirational targets are truly reflective of not simply acceptable
performance for one reason or the other, but desirable performance based on our commitment to
excelling at serving our students and community. The result of this process was:
MISSION FULFILLED: CCC has an acceptable level of mission fulfillment at
this time, with each of the four core themes having a score that exceeds 70 percent.
Examination of each of the core theme objectives reveals areas that need attention
if the College is to continue to have an acceptable level of mission fulfillment.
Summary of Achievement by Core Theme
Indicators
Core Themes and Objectives
Achieving a 3 or 4
Academic Transfer
8
Access
Quality
Outcomes
Career and Technical
Education
Access
Quality
Outcomes
Regional Workforce Needs
Essential Skills
Access
Success
Quality and Support
Transitions
Lifelong Learning
Access
Quality
Outcomes
Indicators
Measured
11
% of Indicators
Achieving a 3 or 4
73%
3
2
3
3
4
4
100%
50%
75%
23
28
82%
8
4
10
1
8
6
13
1
100%
75%
77%
100%
6
8
75%
2
2
0
2
2
2
2
2
100%
100%
0%
100%
9
11
82%
1
6
2
1
6
4
100%
100%
50%
Overall, CCC is very pleased with the progress we’ve made in firmly establishing core themes,
and refining our sophistication with data, including our ability to identify the most critical
information, collect the data, and analyze the results in meaningful ways. Even with their
limitations, indicator measures have revealed areas that need improvement. They have led to
deeper and more meaningful questions and identification and collection of data that will enable
those questions to be answered. (For updated data, see Appendix K., item 2.)
A more detailed discussion of the information rolled up into these scorecards, with links to
sources and data is contained in Chapter 4 and on the Mission Fulfillment website.
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Objective 1: ACCESS
Enrollment – 50,863 FTE – 4091
1.1
Enrollment and FTE in LDC courses
1.2
Headcount of students enrolled in LDC coursework
1.3
Headcount and percentage of high school students who
obtain LDC credit
Headcount – 11,243
2,300
29%
Objective 2: QUALITY
2.1
Rates of attainment of general education student
learning outcomes for students within AAOT/ASOT
GE courses, and percentage of GE courses assessed
NA
2.2
Rates of attainment of program student learning
outcomes for students who complete transfer degree
programs (AAOT, ASOT, AS).
NA
2.3
Student perception of education experience as
measured key CCSSE score for academic transfer
students
Full-time
2.4a % of transfer degree graduates indicating CCC
prepared them for further education (Graduate FollowUp).
Somewhat agree 12%
Agree 31%
Strongly agree 54%
2.4b % of transfer degree graduates indicating CCC
prepared them with a better understanding of career
goals (Graduate Follow-up)
Somewhat agree 22%
Agree 23%
Strongly agree 43%
2.5
Part time
NA
% of FT and PT transfer intent cohort earning 15 and
30 college credits within one and two years.
Objective 3: OUTCOMES
3.1
Number of transfer degree attained (AAOT/ASOT/AS)
335
3.2
Transfer rates of transfer degree completers to fouryear institutions
80%
3.3
Average GPA of transfer students to formerly OUS
institutions.
2.69
3.4
Four year degree attainment rates for CCC to
University
70%
3.5
Four year degree attainment rates for CCC degree
partnership students
NA
Core
Theme
Results
Key
Data not yet
available
Below
Critical
Level
Nearly
Critical
Almost
Achieved
Target
Aspirational
Goal
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Reflections on Core Theme 1: Academic Transfer – Score 72%
We provide education that results in successful academic transfer to a four-year institution.
Objective 1 – Access: Transfer programs are accessible. Score 100%
Enrollment in lower division collegiate offerings remains relatively robust and representative of
the service district. Compared to the annual enrollment trend data for other Oregon community
colleges, CCC’s enrollment remains robust and competitive. Similar to the other community
colleges, enrollment has risen and declined with the cycle of the economy. Our decline in the last
two full academic years is less severe than the other colleges and appears to have stabilized.
Reflecting on 2011-14 enrollment and service district population data, the college has a positive,
high-percentage capture of the 18-24 year olds – 49% of our enrollment by age group for 6% of
the service district. The number and percent of area high school students served by CCC who
obtain CCC lower division collegiate credit is one of the highest in the state.
Objective 2 – Quality: Transfer students have a high quality educational experience at CCC.
Score 50%
Student engagement could be stronger, but graduates are very satisfied with their preparation.
The Academic Transfer core theme team selected five CCSSE indicators meriting improvement
in the quality of the student engagement experience for the transfer intent student (based on a
CCSSE oversample conducted by CCC during the last CCSSE administration in 2014). Four of
these indicators represent specific instructional environment student and faculty behaviors. The
fifth indicator represents student use of academic advising/planning at this College. When
considering our own College’s results as well as a comparison of our overall CCSSE results to
Oregon and national cohorts, the team determined we were not at or above the mission
fulfillment target on each of these. They also noted that the student engagement experience for
the part-time student was notably less strong than for the full-time student. This led to assessing
mission fulfillment based on enrollment status as well as setting continuous improvement targets
accordingly. “Student engagement = retention and success.” Regarding the quality of the CCC
experience based on follow-up with our graduates, results are very positive and consistent for
“percent of transfer degree graduates indicating CCC helped them be prepared for further
education” as well as “percent of transfer degree graduates indicating CCC prepared them with a
better understanding of career goals.”
Objective 3 – Outcomes: Transfer students are prepared to successfully attain their educational
goals. Score: 75%
Outcomes for transfer intent students are positive, but a commitment remains to increasing our
awarding of transfer degrees. While CCC typically ranks about the fifth highest awarder of
transfer degrees among Oregon community colleges and our awarding is trending upward to the
point of exceeding our continuous improvement target in 2014-15, we are committed to
increasing awarding overall. We know from National Student Clearinghouse “Completions
Snapshots” we mirror the national completion trends overall and across categories of gender,
race and age. Yet, while we celebrate certain highpoints such as a higher completion rate and 1st
time completion at the same institution for student older than 24 years old, these data also
confirm there is a constant gap between CCC and the national benchmark in age, gender and
enrollment status. For these reasons, the Academic Transfer core theme team assessed CCC as
“almost achieved, but not at mission target.” The transfer rates of transfer graduates to four year
institutions consistently falls within a vast majority range of 73% - 80% with a low end national
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benchmark of 60% of students transferring from a two-year college go on to completing a fouryear degree. Graduate’s GPA at Oregon public universities is similar to our sister schools in all
subject areas as well as competitive with the first time freshmen university cohort. The six-year
graduation rate of transfers from CCC to the Oregon public universities is close to the average of
all the Oregon community colleges and within 1 - 5% of the rates for our comparator schools.
Objective 1: ACCESS
Enrollment – 12,091 FTE – 1169.64
1.1
Enrollment and FTE in CTE Prep.
1.2
Headcount of students enrolled in CTE prep
coursework
1.3
Headcount high school participation in dual credit CTE
(ACC CTE, CTEHS, HSP CTE)
1.4
Number of Program of Study Template (POSTs)
alignments and districts/high schools partners
POSTs – 44
Partnerships - 9
1.5
Headcount in supplemental workshops (excluding
Community Ed Department)
6,175
1.6
Headcount in Customized Training
1,038
1.7
Counseling client participation headcount: Small
Business Development Center
1.8
Headcount in Workforce programs
Headcount – 3,953
628
330
1,770
2.1
Rates of attainment of related instruction student
learning outcomes for students who complete CTE
degree or certificate programs.
NA
2.2
Rates of attainment of program student learning
outcomes for students who complete degree or
certificate programs.
83%
2.3
Percent of students who “often” or “very often” talked
about career plans with an instructor or advisor.
(CCSSE)
Full-time 35%
Percent of AAS and Certificate CCC graduates
indicating CCC prepared to do the job required of them
at job entry. (Grad Follow-Up Survey)
AAS 73%
2.4
Part time 18%
CC 70%
2.5
Percent of FT and PT CTE intent cohort earning 15
and 30 college credits within one and two years.
NA
2.6
Percent of Customized Training employer satisfaction
"gained knowledge and skills needed from the training"
70%
2.7
Percent of Customized Training students with
overall satisfaction score of 4.0 or higher
NA
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3.1
AAS 219
Number of CTE degrees and certificates attained, and
AGS degrees
CC 372
AGS 190
3.2
3.3
Percent of employed within year for those who
complete a degree or certificate program
AAS 92%
Employment rates for workforce development
participants (who participated in training).
Adults 87%
CC 85%
Dislocated Workers 93.8%
3.4
Passing rates of graduates on required certification and
licensing exams.
3.5
The number of completers of:
(a) business/industry credentials
(b) OJTs
(c) CEUs
(d) NCRCs
3.6
95%
Credentials: CT 46
OJT
123
CEU
458
WF 111
NCRC 340
Small Business Development Center Business Starts
12
Objective 4: Regional Workforce Needs
4.1
Percent of employers highly satisfied with student
preparation.
2.2
4.2 Comparison of programs to projected regional job
demand.
Core
Theme
Results
Key
Data not yet
available
Below
Critical
Level
Nearly
Critical
NA
High demand occupations >60%
High demand/High Wage >50%
Almost
Achieved
Target
Aspirational
Goal
Reflections on Core Theme 2: Career and Technical Education (CTE) – Score 82%
We provide education and training that reflect the economic needs of the community and
region and lead to successfully attaining employment.
Objective 1 – Access: CTE programs are accessible. Score 100%
Enrollment in Career and Technical Education offerings remains relatively robust and
representative of the service district. Compared to the annual enrollment trend data for other
Oregon community colleges, CCC’s enrollment has similarly risen and declined with the cycle of
the economy. We typically rank as the 5th largest career technical provider in the state. However,
noteworthy, our decline in career technical preparatory and supplementary over the last two full
academic years is higher than our comparison colleges. This may be a strong reflection of our
students “stopping out” of post-secondary education and training and into employment.
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Participation in career technical apprenticeship has increased. This, too, is likely largely
reflective of improvements in the economy and workforce opportunity. Comparison of
participation in CCC career and technical education relative to our community’s characteristics
shows the College has a positive high-percentage capture of the 24+ age groups. Last but not
least, participation in all of our career and technical education high school accelerated credit
options remains robust despite the growing challenge area high schools have had affording and
supporting career and technical options at their institutions; there is particular growth in the
range of high school partnership opportunities outside of the Advanced College Credit option.
Partnerships and participation in Customized Training is trending upward as well as participation
in the Small Business Development Center “counseling clients,” “counseling hours,” “long-term
clients,” and “training events and attendees.”
Objective 2 – Quality: CTE students have a high quality educational experience at CCC. Score
75%
Student engagement could be stronger, but graduates are very satisfied with their preparation.
The Career and Technical Education core theme team selected one CCSSE indicator meriting
improvement in the quality of the student engagement experience for the career technical intent
student – “talked about career plans with an instructor or an advisor” (based on a CCSSE
oversample conducted by CCC during the last CCSSE administration in 2014). When
considering our own college’s results as well as a comparison of our overall CCSSE results to
Oregon and national cohorts, the team determined we were not at or above the mission
fulfillment target. They also noted that this student engagement experience for the part-time
student was notably less strong than for the full-time student. It is also less strong for the first
time or early student. This led to assessing mission fulfillment based on enrollment status as well
as setting continuous improvement targets accordingly. “Student engagement = retention and
success.” The team also keeps watchful eye on three career-focused companion CCSSE
indicators where we note similar room for improvement – “acquiring job or work-related
knowledge and skills,” “developing clearer career goals,” and “gaining information about career
opportunities.” Regarding the quality of the CCC experience based on follow-up with our
graduates, results are very positive and consistent for “% of AAS and certificate degree
graduates indicating CCC helped them be “prepared to do the job required of them at job entry.”
A majority of participants in our customized training programs provide the highest ranking for
“gained knowledge and skills needed from the training.”
Objective 3 – Outcomes: CTE students are prepared to succeed in employment. Score 77%
Outcomes for career technical students are positive, but a commitment remains to increasing our
awarding of career and technical degrees, certificates and other completions. While CCC
typically ranks as the fifth to seventh highest awarder of AAS and certificate degrees among
Oregon community colleges and our awarding is trending upward to the point of a record high
for CCC (falling only 10% short of a robust improvement target), we remain committed to
increasing awarding overall. We know that nearby comparator schools award two or more times
the number of awards and two medium-sized Oregon community colleges also notably exceed
our awarding. While uncertain of the reality for the latter schools, we acknowledge a strong
anecdotal awareness that we have several programs at CCC from which students “job out”
(successfully find employment in the field prior to completion of the program.) Our
licensure/certification results are positive overall. “Business start-ups” are strong along with
“jobs created” and “capital infusion.” Other types of “completions” such as National Career
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Readiness Certificates (NCRC’s), Customized Training certificates (CT), On-the-Job Trainings
(OJTs), and continuing education unites (CEU’s) are on a growth path and responsive to grant
and/or other external expectations.
Objective 4 – Regional Workforce Needs: CTE programs reflect regional workforce needs.
Score 100%
Employer satisfaction is yet undetermined through the use of a systematic feedback process.
Responsiveness to regional job demand is fairly comprehensive, but the college is ready for a
“next generation process” for knowing regional needs. For new program approval, the state of
Oregon requires community colleges to specify the occupations for which a degree or certificate
trains and demonstrate that there is demand for this training. Colleges also want and have to
specify these career occupations in our catalog. We also currently rely on two data sources to
confirm responsiveness to regional need – the Oregon State Occupational Prioritization, program
advisory groups and, for some program areas, sector advisory groups (e.g. manufacturing
representatives from throughout the region). While we know with fair confidence our degree and
certificate offerings respond to occupational needs identified in the state occupational
prioritization model, we also know that we require a more robust regional understanding of our
four-county economic corridor and timely understanding of occupational trends based on
traditional and real-time labor market data. We know our programs are responding to need, but
we cannot yet as an institution holistically describe what the regional needs are and where there
appears to be an over-supply or under-supply of qualified completers. This past spring, CCC
invested in a partnership with Economic Modeling Specialist (EMSI) to conduct a Gap Analysis,
develop internal labor market data expertise, create strong systems for students to access timely,
robust career information that is directly related to how CCC can support their pathway. The Gap
Analysis is currently in progress with results available in fall of 2015. The goal for 2015-16 is to
have the Connections for Business and Industry group, associate deans, the Academic Transfer
core theme team, and the Career and Career Technical Education core theme team work together
to develop the College’s awareness and understanding of “our regions story” as well as a process
for determining the implications of this knowledge for our instructional environment, student
services support, marketing, and college advancement.
Objective 1: ACCESS
1.1
Enrollment in ABE/GED/AHS (basic skills) programs
(% of total enrollment)
6.9%
1.2
Enrollment in ESL programs (% of total enrollment)
3.01%
Objective 2: SUCCESS
2.1
Rate at which developmental math students compete
the math requirement for their degree or certificate
NA
2.2
Rate at which developmental math students complete
the math requirement for their degree or certificate
within the first year of completing developmental math
NA
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2.3
NA
Rate at which developmental writing students
complete the writing requirement for their degree or
certificate program.
67%
Surrogate Indicator
Percent of enrollment in
developmental math who complete (A,B,C,P)
65.3%
Surrogate Indicator
Percent of enrollment in
developmental writing who complete (A,B,C,P)
Objective 3: Quality
3.1a Developmental Education students perception of
educational experience reflected in CCSSE Active and
Collaborative Learning and Support for Learners scores
Active and Collaborative Learning 50.9
Support for Learners 50.2
3.1b Developmental Education students perception of
educational experience reflected in SENSE Early
Connections and Clear Academic Plan and Pathway
scores
Early Connections 39.1
Clear Academic Plan and Pathway 40.9
Objective 4: Transitions
4.1
4.2
Rate at which basic skills/ESL students successfully
complete at least one college level credit within 1 and 2
full academic years, and distinct to date following their
last basic skills/ESL course.
ABE/GED
ESL
Data not yet
available
Below
Critical
Level
Nearly
Critical
9.1%, 8.4%, 12.0%
NA
Rate at which basic skills/ESL students successfully
complete at least 15 college level credits within 1 and 2
full academic years, and distinct to date following their
last basic skills/ESL course.
Core
Theme
Results
Key
1.7%, 7.4%, 13.4%
Almost
Achieved
Target
Aspirational
Goal
Reflections on Core Theme 3: Essential Skills – Score 75%
We provide education that supports high school completion and learning English, and
develops essential sills such as mathematics, reading and writing.
Objective 1 – Access: Essential Skills programs are accessible. Score 100%
Enrollment in Adult Basic Skills (ABE), General Education Development (GED) and English as
a Second Language (ESL) is relatively stable and robust. Program participation is reflective of
county population characteristics on educational attainment and English language skills.
Compared to the annual enrollment trend data for other Oregon community colleges, CCC’s
enrollment remains robust and competitive. Enrollment in CCC’s ABE/GED and ESL offering
has remained fairly steady these last couple of years and only slightly declined in the prior few
years. GED and ESL enrollment remains above the state median with CCC being typically the
4th largest ESL provider and the 6th largest GED provider. Enrollment in CCC’s ABE/GED and
ESL programs is in close alignment with the respective populations for our service area as
identified in the American Community Survey educational attainment data tables and the “speak
English less than very well” data tables.
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Objective 2 – Success: Essential Skills students are successful in foundational instruction.
Score 100%
Progression from remedial levels in math and writing relative to intent cannot, to date, be
determined with full integrity, but systems improvement for doing so have been fully
implemented. Surrogate indicators of remedial course completion rates are positive. The college
has not been able to conduct strong analysis on the extent to which students starting in
developmental education level math and writing make it to the college level. This limitation is
solely explained by the fact we do not have data integrity with “educational goal/learner intent”
or “program codes” and the level of mathematics required is highly dependent upon the student’s
program. In 2014-15, in response to recommendations from all four core theme teams as well as
Institutional Research and Reporting and the college Data Integrity Group, CCC developed a tool
and process for students to update address, intent and program code three to four times a year.
This process is fully implemented and being monitored. This outstanding accomplishment is
serving the work of the college on behalf of student success in numerous ways, including making
analysis of developmental education progress to college level possible. First generation analysis
will be made available at the end of the 2015-16 academic year. For now, surrogate indicators of
“course completion rates” for math and writing/reading are used – these same indicators are also
used in the Oregon Achievement Compacts. For this reason, statewide comparison data is
available. Analysis reveals CCC results are at or above comparator schools and our internal
improvement is on an increasing trend.
Objective 3 – Quality and Support: Essential Skills students have a quality educational
experience at CCC in developmental education. Score 0%
For the developmental education student, performance on the following benchmark areas are
determined to be at level 2, yellow, at or above the almost achieved level but below the target,
based on internal values as well as comparison of CCC results to Oregon community colleges
and the national cohorts. On this first mission fulfillment pass, the Essential Skills core theme
team selected two full benchmark areas from CCSSE (Student Support and Active and
Collaborative Learning) and two full benchmark areas from SENSE (Early Connections and
Clear Academic Plan and Pathway) as indicators meriting improvement in the quality of the
student engagement experience for the developmental education student. When considering our
own college’s results as well as a comparison of our overall CCSSE results to Oregon and
national cohorts, the team determined we were not at or above the mission fulfillment target on
each of these. As a college it has also been noted that the student engagement experience for the
part-time student is notably less strong than for the full-time student. A spring formative
assessment of these engagement items with the developmental education student already
indicated a few notable improvements in “support to learners,” but no movement on “active and
collaborative learning.” During fall of 2015, the college will be conducting a third
implementation of SENSE along with the Oregon Consortium. “Student engagement = retention
and success.”
Objective 4 – Transitions: Students who complete Essential Skills coursework are prepared to
succeed in college-level work. Score 100%
The rate of transition to one college credit is determined to be at basically acceptable levels, but
with clear aspirational improvement goals. Data relative to transition to fifteen college credits
seems to be running lower than we desire, but the data lacks integrity because of the absence of
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intent codes and comparator information for this population. CCC’s assessment of student
transition from ABE/GED and ESL to college credit work is still in the early phase. While the
general data has been available and analyzed, it is clear that many skills development and ESL
students do not have a goal of moving into college level courses. Indeed, some ESL students, for
example, may already have degrees or certificates. In addition, the extent to which our rates are
similar to or different from other community colleges cannot be clearly known as that data is not
available at this time. Further, internally, the process of setting expectations around this work is
new. In short, determining mission fulfillment targets in this area with any confidence is
impossible at this time. The College is researching the status of other Oregon community
colleges on this objective as well as their culture of evidence for continuous improvement.
Further, it may be that the new state reporting system, Data 4 All (D4A), will soon allow the
option of mining comparative data for other Oregon community colleges. In general, we assess
our performance on transitioning to “at least one college credit” as green, at or above the target
level but below the aspirational goal. However, we will need more detail on the nature of our
own student population and our comparators before we can set targets and evaluate our
performance with integrity on the other indicator.
Objective 1: ACCESS
1.1
Headcount 5,993
Headcount Community Ed Department
(workshops, adult continuing ed, and personal
enrichment)
2.1
Number of educational partnerships (dual credit
secondary, school districts, community colleges,
four year colleges/universities)
ACC 31
Community colleges
18
Four-year schools 25
2.2
Number of partnerships with community agencies,
businesses/industries.
161
2.3
The percent of faculty and staff who indicate they
have adequate opportunity to connect with
professional growth opportunities available on this
campus or supported by the college (CCEA
survey)
53%
2.4
The percent of faculty and staff who indicate they
are encouraged to participate in the lifelong
learning the college offers – arts, music, recreation,
classes. (CCEA survey)
51%
3.1
The number of college-wide special events for
students and the community.
1,100
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3.2
Full-time 19%
The percent of full-time and part-time students
spending one or more hours a week participating in
college-sponsored activities (CCSSE)
Part-time 11%
3.3
The percent of full-time and part-time faculty and
staff who participate in 2 or more college lifelong
learning activities annually (professional
development, arts, music, theatre, recreation,
other)
83%
3.4
Number of students taking credit courses for
personal enrichment and sum of credits.
NA
Core
Theme
Results
Key
Data not yet
available
Below
Critical
Level
Nearly
Critical
Almost
Achieved
Target
Aspirational
Goal
Reflections on Core Theme 4: Lifelong Learning – Score 82%
We provide diverse special events, enrichment programs, and continuing education
opportunities and develop strong partnerships with our community agencies.
Objective 1 – Access: CCC provides the community with informal continuing education
opportunities. Score 100%
Access to community education department offering is assessed as meeting mission fulfillment.
Decline in enrollment over recent years has largely been a result of the program’s decision to
discontinue certain offerings. While CCC is not a college with comparatively high FTE in this
personal enrichment category (ranked 14th), this area of the College continues to maintain strong
working partnerships with 18 community organizations. In this regard, it is a consistent program.
Many of our partners have been with the College for more than ten years. Further, Community
Education at CCC is unique among Oregon’s community colleges in that the community partners
advise the College and direct the offerings, which allows for targeted and efficient programs.
36% of community education students have taken two or more classes over the last five years.
Given the current structure and budget of the program, community education is at capacity for
outside partnerships.
Objective 2 – Quality: CCC partners with education, business, industry and community
organizations to provide education and enrichment programs. Score 100%
Educational partnerships with secondary schools are robust and have high levels of market
penetration. Community partnerships throughout the full range of our instructional
environments are assessed as substantial and growing. Our internal culture is viewed as one that
encourages faculty and staff participation in lifelong learning. CCC has strong, active
relationships with our high school partners, currently partnering with all the public high schools
in our region along with a few outside our region. The college also partners with private and
charter schools in the region thereby providing access to more students. Community partnerships
held by Workforce Development and Customized Training are broad and deep. Workforce
Development partners with 32 public agencies and workforce partners, 63 business and industry
partners and several areas within CCC. Customized Training partners with 28 businesses, 7
colleges, two non-profits, 9 public agencies, the college’s Environmental Learning Center, CCC
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programs such as Wildland Fire, and the college federal grants such as the ACT-On Retail
Management Grant. College tracking of these partnerships is improving through use of Raiser’s
Edge. The Lifelong Learning core theme team is committed to helping the college tell the story
of the breadth, depth and strength/quality of these partnerships.
Further, the perspective of the Lifelong Learning core theme team is that the college has a strong
partnership with itself. The College places high value on having an organizational culture where
faculty/staff indicate they have adequate opportunity to connect with professional growth
opportunities available on campus or supported by the College as well as feel encouraged to
participate in the full range of lifelong learning the College offers. The results of the Culture,
Communications and Engagement survey (Spring, 2013) and a formative assessment in spring of
2014 showed that over half of faculty and staff “mostly” or “completely agree” that this is the
culture here.
Objective 3 – Outcomes: CCC provides the college and community with diverse special events
that enhance educational programs and support community interest. Score 50%
Faculty/staff participation is high, but student participation levels are lower than our targets. A
vast majority of faculty and staff participate in 2 or more college-sponsored lifelong learning
activities annually (CCEA, 2013 and a spring formative lifelong survey of faculty/staff).
However, a lower percentage of full-time and part-time students than desired spend one or more
hours a week participating in college sponsored activities or attending one or more college events
(CCSSE, 2014, and a spring formative lifelong learning survey of students, 2015). Notable, when
faculty/staff are asked if “students are encourage to participate in lifelong learning the college
offers,” a vast majority responded that they “mostly” or “completely agree.” When asked the
same about community members, faculty/staff again indicate high levels of agreement.
Standard 5.B Adaptability and Sustainability
CCC’s continuous improvement cycles connect unit-level, division-level, and college-level
planning and review processes. Review of resources and capacity are integral to the foundational
elements – departmental Blueprints. These Blueprints inform and are informed by the Instruction
and Student Services Master Blueprint, the Facilities Master Plan, the Information Technology
Strategic Plan, and annual budget development. All of the plans inform discussions of resource
allocations in divisions and at the Budget Advisory Group (BAG) meetings. BAG regularly
reviews the 5-year financial forecast to understand the context for financial decisions and ensure
sustainability. The forecast also is used by the Board of Education to develop its annual Budget
Principles and Assumptions.
The College’s ability to adapt has been illustrated clearly in our successful navigation of the
recent economic challenges. That outcome is indicative of how well the College anticipates and
recognizes changing circumstances and adapts to accommodate emerging needs, influences and
trends to ensure enduring institutional relevancy, productivity, viability, and sustainability. These
challenges tested, and improved, our planning, assessment and implementation processes.
As an example, there has been a change in the way budgets have been scrutinized. There used to
be an assumption that budget items would just roll over from year to year. Now we are more
intentional about programs, and resource allocations. We are constantly reassessing whether and
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how components of our plans and budgets contribute to mission fulfillment and which programs
and positions best fulfill the college mission as reflected in the core themes. In BAG and faculty
forum, every existing position that is vacated is reassessed annually. This is happening both in
times of scarcity and times of growth. This increased scrutiny occurs at the academic program
and services level as well, with departments continually asking themselves, “which courses or
services need to be enhanced or increased and which need to be decreased or modified?”
The College clearly documents it cycle of institutional planning and associated practices,
evaluates their effectiveness and makes improvements in the operational planning,
strategic priority, and resource allocation strategies and processes. CCC utilizes
assessment results to make improvements when appropriate throughout the continuous
improvement cycle. Examples include:
 The results of year-to-year institutional activities related to strategic priorities are gathered
annually for analysis and presented to the board for feedback. Results are used to inform
institutional activities and College Action Planning for the following year.
 The College has continued to focus strategic priorities and added meaningful metrics to
enable assessment of progress in these areas. Institutional activities have narrowed in scope
to ensure that we can focus our efforts on significant accomplishments.
 Student representatives will be added to the BAG beginning in 2015-16.
 Timelines for the integrated planning, assessment and budgeting processes have been
adjusted to better complement college calendars and schedules.
 Department Blueprints, the primary operational planning documents for departments are
reviewed and revised each year to reflect improved data and tracking processes, and enhance
department planning.
 A more formal, systematic, and substantive program review for education programs was
piloted in 2013-14 and improvements based upon feedback were incorporated into the
process for 2014-15.
 The assessment of core theme indicators was initially considered an annual process. The
Core theme teams have indicated that their work should occur more frequently to provide
more thorough analysis. Some indicators are updated more frequently and are available for
analysis through the Institutional Research webpage. Core theme team analysis will be
conducted quarterly for some of the indicators and annually for all indicators.
 Core theme team membership has been revised to ensure that the teams are more
representative of the college as a whole.
 Beginning in 2015, Core theme teams will set targets for the next two years versus one year –
an adjustment in approach determined to be more effective than the one year target setting
approach used during the first core theme cycle. This adjustment will allow the teams and
college to be more forward thinking going into strategic planning and the budget cycle.
 We have discovered that we do not have access to some data that we thought was available,
or that data may not be able to be disaggregated in a useful way. We have discovered the
need to improve our assessment tracking tools in order to answer deeply meaningful
questions. Even with these limitations, we are able to measure, with reasonable comfort in
their integrity, 84% of the desired indicators that we’ve identified and refined over the last 5
years and are well on the way to being able to use 100% with integrity.
 The process we use to determine resource allocation for full-time faculty positions has been
improved. The faculty Position Opening Request (POR) process is used to gather feedback
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and make recommendations on the faculty positions to refill and or add. Each year, this
process originally designed by BAG in 2009, has been reviewed and refined. Some of the
criticisms of the 2013-14 process were delays in collecting feedback and returning results,
apparent lack of transparency in presentation of the feedback, lack of time to provide
thoughtful feedback, and lack of transparency in how recommendations were derived. A
subcommittee of BAG was formed to address the process and make improvements. The
current process was mapped and discussed in BAG. The subcommittee made
recommendations to BAG and a new faculty POR process was mapped out (Appendix I:
Faculty POR Current and Future State Maps) and implemented in fall 2014. The new process
included feedback collection on the new process as well as on the faculty positions that were
being considered. The new process included use of Moodle to present position requests,
presentations, Q & A, and an electronic survey to gather feedback from all college staff with
updated timelines. Process timelines were compressed from 4 months to 2 allowing positions
to be opened for recruitment two months earlier. Feedback was generally positive for the
revised process that improved inclusivity and transparency.
The College monitors the internal and external environments to identify current and emerging
patterns, trends, and expectations. This occurs at the department level, where labor market
analysis, changes in industry needs or transfer partners programs, standards from professional
organizations and changes in pedagogy are reflected in the departmental Blueprints. It also
occurs as part of workgroups, teams, and through professional meetings, statewide meetings and
by individuals through contacts with business and industry and the community in general.
As described throughout this Year 7 Report, the College engages in timely, periodic internal and
external scans to identify current and emerging patterns, trends and expectations. Examples
include: the Comprehensive Transportation Study, Imagine Clackamas community engagement
initiative, EMSI partnership, Student Technology survey, Graduate Follow-up Surveys,
Employer Satisfaction Surveys, and the Culture Communication and Engagement Survey. We
adjust and modify the tools we use and the way we gather information to ensure we are gleaning
meaningful information to inform operational planning, strategic priorities, and resource
allocation to position us for the future. Appendix J: Academic Master Blueprint Materials,
provides examples of the types of internal and external factors considered by the college in that
portion of its planning processes.
We continue to engage both internal and external stakeholders as we implement the projects as a
result of the successful bond measure in 2014. Progress and activities are visible to the
community on the bond website, which includes detailed descriptions of projects, FAQs,
information about the Citizen’s Oversight Committee, timelines, and opportunities for feedback.
Information gleaned through monitoring the internal and external environments are specifically
and intentionally included in the college’s planning processes, and integrated into our decisionmaking and resource allocation. The College’s governance systems receive the results of the
analysis and recommendations from work groups such as the Core Theme Teams and the Master
Blueprint team, the Imagine Clackamas initiative. They discuss and revise the recommendations
which are then used college wide in ongoing planning. College leadership and governance
councils participate in the review of the College’s mission and core themes, as well core theme
objectives and indicators. Curriculum Committee and the Instructional Standards and Practices
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Committee stay abreast of changes in and influences on our education programs and services and
respond to changing needs, such as new accreditation requirements and modifications in
statewide standards for Dual Credit or Credit for Prior Learning. College leadership is actively
involved in statewide groups and the evolving Oregon leadership structure for higher education
in order to respond to and influence the future direction for Clackamas and community colleges
in Oregon.
Conclusion
CCC has approached the new accreditation process thoughtfully and responsively. As we
complete this first review cycle, our Year Seven Report reflects our ongoing work, the progress
we have made, and our plans going forward.
CCC’s mission statement, “To serve the people of the college district with quality education
and training opportunities that are accessible to all students, adaptable to changing needs, and
accountable to the community we serve” is widely published, well-known, and appropriate for
us as a comprehensive community college. Our purpose, “Creating lifetime opportunities for
success through responsive education,” expresses the essence of the mission. Using these as
the basis of our work, the College has identified four core themes—Academic Transfer, Career
and Technical Education, Essential Skills, and Lifelong Learning that manifest the essential
elements of our mission.
CCC is a vibrant, creative, entity passionate about its responsibility to enhance the lives of
students and strengthen the community it serves. Dedicated to continuous improvement, the
College has set an acceptable threshold for mission fulfillment based on attainment of the
indicators for each core theme. Performance is compared against multiple target levels of
accomplishment for each indicator, enabling the College to distinguish between unacceptably
low performance, performance that is near the minimum, performance that nearly meets our
expectations, performance that meets expectations, and areas where CCC shines. We understand
that the consequence of this multi-tiered system is self-imposed lower scores, but value the
benefit of such a system in better characterizing performance and driving improvement. Our
aspirational targets reflect desirable performance based on our commitment to excelling at
serving our students and community.
The comprehensive analysis of CCC’s resources and capacity in each functional area clearly
documents that CCC is effectively managed and operated. Our resources and capacity provide
the foundation to fulfill our mission, accomplish our core theme objectives and achieve the
outcomes of our programs and services throughout our service district.
The College has established meaningful core themes and objectives that encompass our mission
and reflect our values and philosophy. The new accreditation standards framework for
continuous improvement blends well with the College’s institutional planning processes. The
core themes guide our integrated planning processes and our strategic priority areas clearly
support our core theme objectives and the sustainability of the college. Despite the abbreviated
five-year timeframe, CCC has integrated the core themes perspective into the fabric of our
everyday work.
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The College is proud of the work it has done to significantly improve the data we have available
and our sophistication with understanding what is relevant and meaningful to guide our work.
We identify realistic targets as well as aspirational goals that inspire continuous improvement in
all areas. Our indicators and scorecards measure our achievements and effectively identify
deficits. We take our scorecards seriously and use our institutional planning processes to engage
the college community in moving from “yellow” to “green”, and “green” to “blue”. Continually
affirming, revising and refining our work is built into these processes.
While our mission provides a strong and stable foundation and clear core themes and objectives,
we continue to examine our indicators and debate what is good enough and the nuances of
indicators that can truly inform our practice in meaningful ways. We continue to evolve our
ability to gather the data we know we need and to solidify regular and systematic assessment
processes. We modify and improve our indicators based on better understanding of what is
relevant to the College and to external stakeholders.
We have proven ourselves to be adaptable to significant and rapid change by staying true to our
mission and successfully reducing expenditures while simultaneously investing in key areas that
position us well in a changing landscape. While the economic picture is currently stabilizing,
oversight structures for higher education in Oregon have changed significantly in the recent past,
and the dust is still settling. Legislative sessions include keen interest in higher education and a
heightened level of directedness. Funding formulas are in flux. Data collection offices, once
separate for community colleges and universities, have now merged into a single entity. At the
end of the recent legislative session (July 2015), Achievement Compacts were eliminated and a
new set of Key Performance Measures for community colleges was enacted. These measures are
still being clarified. All of this will impact the data we will be required to collect, as well as the
data we will have available to us. These considerations will be part of our work as we move into
the next accreditation cycle and the second edition of our Year One Report.
At CCC, we truly believe the ideals contained within the Visions to Reality document. All
college personnel contribute to and support the mission of the College. Every staff member is a
problem solver, with the right and the responsibility to identify and resolve issues, and to play an
active role in our planning and decision-making processes. The self-evaluation that is such an
integral part of the accreditation process is no exception. As an institution, we have learned and
grown from the broadly participatory process that has generated this self-study. Ten turtle teams
gathered detailed information and analyzed our strengths and weaknesses compared to the many
resource and capacity components of Standard Two, and drafted sections of the Year Three
Report. Similarly, a new set of 10 turtle teams tackled Standards Three, Four and Five in
development of the Year Seven Report. (See Appendix A) These turtles are not only a means of
participatory analysis, but also vehicles for peer teaching and learning at CCC. The entire
College had the opportunity to review and provide feedback on posted drafts of the reports.
While having hundreds of people contribute to writing the report is not the most efficient
process, it provided a powerful means for engaging deeply with the core themes and mission
fulfillment, and increasing our culture of evidence for excellence.
The result of this self-reflection and critical review is a Year Seven Report that provides a very
honest and open discussion of the strengths and challenges of the College. The teams identified
recommendations for improvement, and these recommendations are being addressed, some
Conclusion – Clackamas Community College
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immediately, others through our institutional planning processes. This fall, we finalize our
Instruction and Student Services Master Blueprint and begin setting the college’s strategic
priorities for 2016-19. This self-study, and the reflection, analysis, and recommendations we
made to ourselves, are an important part of that discussion.
CCC is conscientiously addressing continuous improvement through sensible core themes,
reasonable objectives and well-crafted indicators. The institution is capturing and using data to
inform mission fulfillment, sustainability and adaptability. Looking ahead, we are confident that
we are on the right path and look forward to the wisdom that is gained from experience with
multiple cycles of collecting and analyzing mission fulfillment scorecards.
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Conclusion – Clackamas Community College
Glossary and Acronyms
25Live
The online room reservation, room scheduling, and calendaring system used
by the College
AACRAO
American Association of Collegiate Registrars & Admissions Officers
AAOT
Associate of Arts Oregon Transfer Degree – a degree recognized and agreed
upon by Oregon’s public community colleges and universities (also
recognized by some private institutions) sharing a common general
education core and other requirements. Students admitted to OUS
institutions who have completed the AAOT are given junior status for
enrollment purposes.
AAS
Associate of Applied Science degree - AAS programs lead to a two-year
degree that provides the skills and work experience students need to qualify
for a job upon graduation.
ABE
Adult Basic Education
ABS
Adult Basic Skills
ACC
Advanced College Credit – ACC is a dual credit program that allows
students to earn college credit for high school coursework that is deemed to
have the same learning outcomes as a college course.
ACE
American Council on Education - Credits earned through military service or
professional training may be accepted based on the American Council on
Education’s (ACE) recommendations on credit for military service. ACE
recommendations for the awarding of academic credit are based on thorough
reviews of training that that are conducted by panels of discipline specific
faculty from a variety of higher education institutions across the U.S. ACE
recommendations on course equivalencies have been adopted by many
colleges and universities and are widely considered to be academically
sound. Transfers of credits into specific degree programs are done in
coordination with individual departments.
AFAC
Academic Foundations and Connections Division – Includes the
following departments: Student and Academic Support Services; Skills
Development; Enrollment Services; English as a Second Language;
English; Athletics, Health and Physical Education; Counseling;
Mathematics; and the Library.
AGS
Associate of General Studies degree - The AGS is a two-year degree
designed to provide flexibility for students by meeting degree requirements
through a variety of college-level course work, both lower division
collegiate and career and technical, adapted to student interests and needs.
AHSD
Adult High School Diploma
AP
Advanced Placement – an examination program associated with high
school coursework that enables students to earn college credit.
Glossary and Acronyms – Clackamas Community College
219
AR
Accounts Receivable
ARC
Access Retention and Completion Committee
AS
Associate of Science – a degree designed to support students interested
in pursuing a specific major at a particular four-year institution.
ASG
Associated Student Government
ASOT Business
Associate of Science Oregon Transfer in Business – a degree recognized
and agreed upon by Oregon’s public community colleges and universities
(also recognized by some private institutions) sharing a common general
education core and business requirements. The degree is specifically
designed for students interested in earning a baccalaureate degree in
Business.
A&S
Arts and Sciences Division – Includes the following departments: Horticulture,
Science, Art, Communication and Theater Arts, Music, Social Sciences, World
Languages, Business and Computer Science, and Engineering Sciences.
A-Team
The Assessment Team – a faculty lead team that provides support and
professional development related to assessment of student learning
BACS
Business and Computer Science Department
BAG
Budget Advisory Group - BAG is comprised of administration as well as
faculty and classified leadership. BAG plays a major role in the budget
formation, which is based on our strategic priorities, the Blueprint process,
and our financial forecasts.
CAFR
Comprehensive Annual Financial Report
CAP
College Action Planning
CBI
Connections with Business and Industry – a one-stop system for
communication with business and industry partners that allows them to make
a single contact and be connected with the appropriate resource(s)
CASE
Credentials, Acceleration, and Support for Employment
CCC
Clackamas Community College
CCEA
CCSSE
Culture, Communication, and Engagement Assessment
Community College Student Survey Engagement
CCWD
Oregon Department of Community Colleges and Workforce Development –
The Oregon administrative department that has responsibility for policies and
support for community colleges in the state. This is not a governing board;
institutions are locally governed.
CEU
Continuing Education Unit
CLC
Continuous Learning Collaborative – provides professional development
opportunities and support for college personnel.
CLEP
(College Board) College Level Examination Program (tests)
220
COMPASS
Computer-adaptive placement tests (reading, writing, math & ESL)
CPL
Credit for Prior Learning - Students can earn college credit for knowledge
and skills gained through prior work experience, military experience, and life
experience. The process, outlined in the ISP manual, is rigorous. Students
must describe how they developed course equivalent competency in each of
the learning outcomes identified on the course outlines for each course for
which they are attempting to receive credit.
CPR
Curriculum, Planning, and Research (Division) - CPR includes the
following departments: Distance Learning, Curriculum, Scheduling,
Educational Partnerships, and Institutional Research and Reporting.
CTDS
Customized Training and Development Services – This department
provides contracted workforce training for local businesses.
CTE
Career/Technical Education
CUDC
Campus Use and Development Committee - The committee’s mission is to
provide direction for the maintenance, modification, construction and use of
existing and proposed college buildings, facilities and grounds. This group is
made-up of representatives from each division of the college and the
Associated Student Government.
CWE
Cooperative Work Experience - Students earn credit for work experience
related to their program of study that is performed in a departmentally
approved workplace.
D4A
Data for Analysis – This is the third generation Oregon community college
data reporting system. Quarterly and annually, all Oregon community colleges
submit the following student level information: student demographics and
other descriptive information (such as PELL recipient); enrollment data;
course data; credit completion; completions; accelerated high school credit;
and technical skills assessment for federal grant reporting requirements. This
system can be used to compare information across colleges.
DEQ
Oregon Department of Environmental Quality
DL
Distance Learning – This department supports faculty and students in using
the college’s learning management system platform for both online and
face-to-face courses. Students accessing Clackamas instruction from a
distance are fully supported by DL staff via email, phone, or in person.
EMSI
Economic Modeling Specialists International – a firm that converts labor
market data into useful information about labor needs
EMT
Emergency Medical Technology
EPA
Environmental Protection Agency
ESAIS
Enhancing Student Access to Information Systems report
ESL
English as a Second Language
F9
Budget information, tracking and reporting system used by the College
221
F: Drive
The College’s shared drive. All employees can access this drive and the
materials in it.
FECS
Foreign Educational Credential Service
FERPA
Family Educational Rights and Privacy Act
FCA
Facilities Conditions Assessment - a comprehensive analysis of the facilities
requirements based on all programmatic needs across the college. This
assessment provides guidance to the College regarding capital needs and
informed the bond request.
FMA
FT
Financial Management Assessment – a ratings system for financial
management
Full-Time
FTE
Full-Time Equivalent
FYE
First Year Experience
FYI
The title of the College’s electronic newsline, available on the College's
web portal and updated daily.
GED
General Education Development
HECC
The Higher Education Coordinating Commission – a relatively new oversight
body for institutions of higher education in Oregon. This is not a governing
board; institutions are locally governed.
IB
International Baccalaureate
IPEDS
Integrated Post-Secondary Data System
IRR
Institutional Research and Reporting
ISP
Instructional Standards & Procedures – This set of standards and procedures
is supported by the ISP committee and is available online for staff and faculty
in the ISP manual.
ISPD
Instructional Support and Professional Development department
ISS
Instruction and Student Services – The five divisions including Academic
Foundations and Connections; Arts and Sciences; Technology, Health
Occupations, and Workforce; Curriculum, Planning and Research; and
Regional Education Services. Led by the vice president of Instruction and
Student Services/Provost.
ITIL
Information Technology Infrastructure Library - Collection of best practices
for information technology service management
ITS
Information Technology Services
JATC
Joint Apprenticeship Training Committee
KPM
Key Performance Measure
LCOP
Life & Career Options Program
222
LDC
Lower Division Collegiate
LEAN
Efficiency-based change (a concept, not an acronym)
MSDS
Material Data Safety Sheet
NCRC
National Career Readiness Certificate
NSC
National Student Clearinghouse
OCCLA
Oregon Community College Library Association - The purpose of this
organization is to promote and improve the instructional support services of
the 17 Oregon Community College libraries.
OJT
On-the-Job Training
OPABS
Oregon Pathways for Adult Basic Skills – A statewide initiative focused
on helping adults attain degrees, certificates, and credentials that lead to
demand occupations, increased wage gain, and lifelong learning.
ORS
Oregon Revised Statutes
OT
OTM
Oregon Tech
Oregon Transfer Module – a defined block of courses that represents the first
year of a four-year degree. It is not an award, but rather a transcript
designation that this set of courses is completed. This designation is
recognized, and the package of courses accepted as transfer, by all 24 public
institutions of higher education.
OUS
Oregon University System
PASS
Placement Advising for Student Success
PERS
Public Employees Retirement System
PIE
Program for Intensive English
PMBOK
Project Management Body of Knowledge – The generally accepted
global standards for project management, as defined by the Project
Management Institute
POR
Position Opening Request – The request form associated with the
College’s strategic review and prioritization of full-time vacancies.
PT
Part time
SASS
Student and Academic Support Services department
SAP
Satisfactory Academic Progress
SBDC
Small Business Development Center
SEM
Strategic Enrollment Management – A college-wide approach to datainformed decision making to support marketing and recruitment strategies.
SENSE
Survey of Entering Student Engagement
SFA
Strategic Facilities Assessment – examines existing infrastructure and
identifies any deficiencies that exist and timeframes to address them. This
223
assessment provides guidance to the College regarding capital needs and
informed the bond request.
SLO
SMART
SP
SPOL
SQL
STEM
Student learning outcome
South Metro Area Regional Transit
Strategic Priority – an area identified for college wide focus and budget
priority for a three to five year period.
Strategic Planning Online – the tracking and reporting software solution
adopted for use with accreditation and student learning data
Structured Query Language, a programming language used for accessing
database information
A general reference to the disciplines within science, technology, engineering
and mathematics
SWAG
Social media Web Access Group
TAACCCT
Trade Adjustment Assistance Community College and Career Training
THOW
Technology, Health Occupations, and Workforce division – Includes the
following departments: Manufacturing; Automotive; Applied Technology;
Small Business Development Center; Education, Human Services &
Criminal Justice; Health Sciences, Workforce Development; and
Customized Training & Development Services.
TOPS
Tracking of Programs and Students – These State of Oregon data provide
state and local decision-makers with information to improve programs and
monitor progress of basic skills learners.
WCMS
Web Content Management System
WET
Water and Environmental Technology department
WF
Workforce
WIA
Workforce Investment Act
WIB
Workforce Investment Board
224
Appendices
Appendix A: Turtles and the Accreditation Report Process
Appendix B: Visions to Reality
Appendix C: Organizational Chart
Appendix D: Strategic Priorities Development Timeline
Appendix E:
Strategic Priorities and Institutional Activities 2014-15
Appendix F:
Budget Advisory Group 2014-15
Appendix G: Board Report – Strategic Priorities
Appendix H: Core Theme Teams 2015-16
Appendix I:
Faculty POR LEAN Maps
Appendix J:
Academic Master Blueprint Materials
Appendix K: 2014-16 Selected Updates
Appendices – Clackamas Community College
225

CCC Year Seven Self-Study Report

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