Institutional Effectiveness
About this Page
Within Higher Education, the term Institutional Effectiveness (IE) refers to the systematic, ongoing process of evaluating how well a college or university is achieving its mission and goals. IE relies on evidence-based data to drive continuous improvement across academics, administration, and student support.
OCCC’s Mission states: At Oregon Coast Community College, we equip students for success by providing educational pathways and supports in response to the evolving needs of Lincoln County and beyond.
The key components used to assess institutional effectiveness at OCCC are:
- Student Success Core Theme Indicators with Peer Institution Comparison
- The College Strategic Plan and Annual Planned Initiatives
- Service and Program Area Review Process (SPARE and SPARC)
- Assessment of Student Learning Outcomes.
Oversight and accountability for the assessment of institutional effectiveness at OCCC resides with the Institutional Effectiveness Steering Committee, the Vice President of Academic and Student Affairs, and ultimately the President.
Student Success Core Theme Indicators
Student Success Core Theme Indicators
With Peer Institution Comparison
Methodology: OCCC defines Mission Fulfillment within a single core theme: Student Success. The metrics comprising Student Success align with the metrics and methodologies of the Oregon Community College Student Success Center (OCCSSC) framework and dashboard (4 measures: Completing Gateway courses, Progress, Retention, Success) augmented by a local 5th measure, Belonging and Early Success. The Measuring Student Success chart further delineates subobjectives, achievement indicators, and thresholds for each. These metrics rely upon data sources currently most available, reliable, and useful for assessing institutional effectiveness. In assessing institutional outcomes for student success, OCCC considers student outcomes in year-over-year trends for OCCC students, as well as considering results for four other rural-serving Oregon Community colleges similar to OCCC.
Visit Student Achievement tab, below, for most recent data on student success as defined above.
College Strategic Plan
College Strategic Plan 2023-2028
And Annual Planned Initiatives
OCCC’s Strategic Plan (CSP 2023-28) builds and expands upon the 2015-2022 “Five Big Ideas” framework. The CSP was developed via a year-long process engaging with the college Board of Education and employees, industry partners, Lincoln County School District, various data sources, and the Economic Development Alliance of Lincoln County.
Strategic Priorities for 2023-2028 are
- Students at the Center
- Careers Built Here
- Resourced and Ready
- First Choice, Best Choice
- Sharks Make Their Marks
Annual Planned Activities to Advance Strategic Priorities
Based on assessment results and other inputs, college leadership annually develops a list of planned activities to advance the five strategic priorities.
2023-2024 in CSP page 3
2025-2026 under development
Other Institutional Plans at OCCC
Service & Program Area Review
Service and Program Area Review Process (SPARE and SPARC)
OCCC’s Service and Program Area Review (SPAR) is intended to provide a comprehensive and in-depth analysis of program effectiveness, and a review of program alignment with Mission, Student Success, and the College Strategic Plan. SPAR encompasses the ongoing and systematic evaluation of all College instructional programs and service areas. A Comprehensive Service and Program Area Review (SPARC) is expected by program or service area every four years. The SPARC is supplemented by the Service and Program Annual Review and Evaluation (SPARE), which provides an annual progress report toward achievement of goals and outcomes.
The OCCC ASSESSMENT PLAN AND HANDBOOK describes and guides the process for completion of both SPAR reports. (Revisions to the 2022 Handbook are underway).
Sample completed SPAREs and SPARCs can be viewed below and include both Instructional and Service Areas.
Instructional SPARC example link (replace with actual name)
Instructional SPARE example link (replace with actual name)
Service Area SPARC example link (replace with actual name)
Service Area SPARC example link (replace with actual name)
Questions regarding SPAR processes should be directed to the Director of Curriculum Operations & Effectiveness.
Assessment of Student Learning Outcomes
Assessment of Student Learning Outcomes
OCCC assessment of learning outcomes includes formative and summative assessments. The combination of assessment methods enables the College to capture information about effective teaching and learning in the classroom and to assess how successfully students are able to integrate learning over time, after the completion of a sequence of courses or program. Summative assessments at the College include the assessment of learning outcomes associated with successful completion of a group of courses, either within a general education discipline (Discipline Learning Outcomes, or DLOs), or that fulfill requirements to complete a certificate or degree (Program Learning Outcomes, or PLOs).
Assessments are integrated and aligned through a curriculum outcomes mapping process, which identifies Course Learning Outcomes that relate to student achievement of Discipline and/or Program Learning Outcomes. Student achievement of learning outcomes is evaluated using four levels of achievement: Emerging, Developing, Competent, and Advanced. Faculty assess, evaluate, and document student achievement of learning outcomes and suggest and implement changes in the classroom to effect continuous improvement in teaching and student learning. Assessment results are shared, discussed, and evaluated in groups of faculty, including discipline and program faculty.
Student Achievement
State and National Benchmarking
*Scroll below this tab to view the interactive OCCC Student Success Dashboard
Oregon Small College Comparison Group (OCCA)
College | Head-count | State | Rural/ Town | %Female | %PT | %Hispanic | %Pell |
Oregon Coast | 398 | Oregon | Rural | 74% | 60% | 20% | 52% |
Tillamook Bay | 538 | Oregon | Rural | 58% | 80% | 22% | 52% |
Clatsop | 714 | Oregon | Rural | 56% | 63% | 19% | 49% |
Columbia Gorge | 1,039 | Oregon | Town | 65% | 72% | 24% | 41% |
Blue Mountain | 1,227 | Oregon | Rural | 55% | 55% | 27% | 41% |
Note: Data sharing between institutions within the state of Oregon only began in 2022, utilizing an agreed upon shared set of metrics from the Guided Pathways Framework. As such, the comparison of overall and disaggregated data amongst colleges is limited, though OCCC and the other Oregon Institutions are in the process of additional data collection, which will be updated in the chart above as it becomes available.
The shared metrics include:
- Completing Gateway Courses in Math and Writing (Pace)
- Reaching Momentum and Milestone Points (Pace)
- Staying Enrolled (Retention/Persistence)
- Achieving Success (Graduation/Transfer)
These metrics represent leading and lagging indicators in the lifecycle of the student and allow the College to make strategic investments of financial and human resources in order to improve overall student achievement and close equity gaps.
National College Comparison Group (NWCCU Region)
College | Head-count | State | Rural/ Town | %Female | %PT | %Hispanic | %Pell |
Dawson | 462 | Montana | Rural | 51% | 55% | 6% | 39% |
Miles | 583 | Montana | Rural | 66% | 53% | 3% | 43% |