Office of Institutional Effectiveness
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Office of Institutional Effectiveness Office of Institutional Effectiveness Document Transcript

  • Institutional Effectiveness Annual Report-FY2006 Office of Institutional Effectiveness Institutional Effectiveness Design Assessment of Ongoing Performance Key Key Performance Performance Indicators Outcomes Targets (Data) Assessment Assessment used to institute Process Improvement. Assessment of Initiatives Strategic President’s Reports on Initiatives Strategic Initiatives Assessment Initiatives Matrix (5-year goals) Matrix Used to Evaluate Initiatives and/or Implementation Processes Institutional Effectiveness Plan Institutional Effectiveness at Ocean County College is measured in four primary ways, through: (1) effective integrated planning, (2) comprehensive and regular assessment of planning goals and outcomes, (3) institutionalized approaches to process improvement, and (4) data based reporting practices. The college has identified eight key performance targets by which to classify the major indicators of overall effectiveness. These are: 1
  •  Student Learning  Student Success  Attitudinal Climate  Workforce Conditions  Workplace Environment  Resources Development and Management  Institutional Leadership  External Benchmarks For each of these targets, key performance indicators have been developed and relevant data is regularly collected and posted on the college web site for the use of the college’s leadership to assess these aspects of ongoing institutional performance. The college has identified seven strategic initiatives (2005-2010) designed to focus on improvements within the key performance targets. These are:  Educational excellence that embraces quality teaching, new presentation modes, programs to develop intentional learners, and rigorous educational assessment used to improve teaching and learning;  The creation of a campus culture in which students can thrive and reach their fullest potential by receiving increased access to technological support, improved advising and transfer services, the full benefits of financial aid, retention services, and a comprehensive selection of co-curricular activities;  Advancement, partnering, and outreach, whereby the college seeks mutually beneficial connections and associations that promote its mission, its programs, and its culture of collaboration;  Enhanced facilities and technology that support exceptional teaching and learning, institutional growth, and overall institutional effectiveness;  Planning and assessment that are linked to resource management and institutional effectiveness;  Human resource development through the continuation of best practices in hiring, bargaining, and conflict resolution and in the continued expansion of employee development and training programs;  Continued development of varied events, programs and facilities that engage students and community members in rewarding athletic, artistic, cultural and service-oriented activities. 1. Integrated Planning The college has three major planning processes upon which it relies to establish the goals that drive institutional growth and development. Strategic Planning is the development of the five-year strategic initiatives that define the college’s focus in improving its services to students based on its institutional mission. These initiatives are derived from the college’s culture statements—Vision, Values and Mission—and reflect the major directions the college wishes to pursue in clearly defining and providing its curricular, co-curricular and community offerings to its large and diverse student population. These initiatives are reviewed and assessed annually. They also form the basis for the college’s master plans and the departmental planning and budgeting process. Master Plans are developed by those targeted major divisions of the college which stand to benefit from long-range planning. Currently, the college has three master plans—Academic, Technology, and Facilities. Each of these plans expands upon one or more of the strategic 2
  • initiatives and provides goals, tasks, timelines and responsible persons for implementing each goal. Annual Departmental Plans are developed by each of the college’s forty-five budget managers in order to implement the college’s initiatives and master plans on a year-to-year basis and to facilitate the needed funding. Departmental plans and budget requests are reviewed at the division level and then prioritized by the college’s Planning and Budgeting Council (PBC) for recommendation to the President and his leadership team. 2. Assessment of Planning Goals/Outcomes The college reviews the effectiveness of its goals/outcomes in four major ways: The Key Performance Indicators are used to measure how well the college is addressing its key performance targets. In particular, the Master Plan Accountability Reports identify all planning objectives from each divisional Master Plan due to be completed within a given fiscal year and report on the status of their completion. The report is used annually by the appropriate Vice President to review and revise the Master Plan in his/her division. In addition, dozens of additional performance indicators, large and small, are developed, updated, and posted to the IE web site for review and evaluation. (See www.ocean.edu/effectiveness.htm) The Strategic Initiatives Assessment Matrix identifies all new projects directly linked to the President’s Strategic Initiatives and provides regular updates regarding progress and completion (see Appendix 1). The Departmental Planning Documents include a section that asks each budget manager to report on the status of each of the goals initiated two years prior to the current cycle and to report on the status and effectiveness of each of these goals. In addition, all Vice Presidents are asked to identify the relationship between the major initiatives in their divisions and the relevant Characteristics of Excellence standards defined by the Middle States Commission on Higher Education (see Appendix 2). Progress Reports on the Recommendations of External Accrediting Agents are developed in response to all reports, when applicable (see Appendix 3). 3. Approaches to Process Improvement The college has adopted three main approaches to process improvements. Once a target of opportunity is discovered, through an appraisal of the assessment documents (see above) or through some operational dysfunction, one of the following approaches is taken: Local process improvement action is initiated and pursued on the departmental level. Professional development training is available through campus workshops on the use of process mapping and analysis and many departments have found this a useful approach to problem solving. This process suggests the establishment of small departmental teams to investigate the existing process and develop solution strategies. Institutional Process Improvement is directed by the Office of Institutional Effectiveness (OIE) when targets of opportunities span more than one department or when departmental approaches have been unable to produce a viable solution. The OIE establishes teams of no more than twelve individuals comprised of stakeholders and neutral parties with relevant expertise to map the existing process and develop process improvement statements. These teams are conceived 3
  • to be short-term action groups that meet frequently until an agreeable plan for improvement is reached by consensus. In 2006, three such teams met to propose improvements the hiring policy, the schedule of classes, and campus civility. (See Appendix 4.) External Consultants are called in when the targets of opportunity prove to be too extensive or require special expertise for local teams to analyze and, in some cases, improve. The latter situation might indicate the need for a temporary specialist to be hired to work out the details of the solution strategies. 4. Data Based Reporting Practices The Office of Institutional Research (IR) regularly collects and reports on quantifiable data with regard to student information (enrollment, student demographics, credit hours, degrees granted, graduation rates, class size, high school demographics, placement, and professional education), staff information (tables of organization, faculty demographics, and full-time and part-time ratios), course information (academic program codes, average class size/academic majors), facilities information (building codes, building floor plans, space inventories, space analysis, statement of facilities values) and miscellaneous information on pertinent county demographics and financial circumstances. This information is updated regularly and retained in the college’s Fact Book which is available in print and on line for ready access. IR provides this information to external agencies who require it. IR also provides data to all college departments seeking specific studies and in collaboration with OIE, develops local web-based surveys for campus use. In addition, the Assistant Vice President for Learning Assessment (AVPLA) collects and publishes data relevant to the college’s six-part Plan for Learning Outcomes Assessment. This data is reviewed by the Academic Council (the Vice President for Academic Affairs and all college academic Deans and coordinators) and by college’s Committee on Learning Assessment on a monthly basis. It is also posted to the Institutional Effectiveness web site for ready access by all college divisions. Findings: FY 2006 It is clear that the college is moving strongly toward recognition of itself as a “culture of assessment.” Individuals and departments incorporate assessment modules into all planning efforts—viewing timelines, responsible parties and expected outcomes and measures as routine parts of planning conversations. This awareness is strong evidence that the campus community has made an overt commitment to institutional effectiveness through planning and assessment. After a comprehensive review of all Master Plans, Strategic Initiatives, Key Performance Indicator data, and Process Improvement outcomes, the following significant findings are recommended for your attention: Strengths/Observations/Recommendations/Suggestions Student Learning • The Academic Master Plan has completed or has in progress 16 of its 25 initiatives while 5 have not been started and 4 others have been withdrawn or placed on hold. It is recommended that a new Academic Master Plan Task Force be convened in FA 06 to review, revise and update the current plan. 4
  • • The Community College Survey of Student Engagement (CCSSE) administered in 2006 at Ocean County College shows no significant improvements from the 2004 survey and some actual slippage in certain categories. We should be concerned that our students score significantly lower than the student sample (249, 548 students tested) in their satisfaction with active and collaborative learning, with the academic effort required of them (too little), and with institutional support provided for learners. It is recommended that these issues be addressed in the development of a new Academic Master Plan and be monitored through the next administration of the CCSSE instrument. • The program for the Assessment of Student Learning has been fully developed, documented and implemented. It is a very comprehensive and effective program, highly commendable. It is strongly recommended that the outcomes data from the various assessment instruments be actively used for the improvement of programs, teaching, and learning in ways that are visible and can be measured in the next assessment cycle. • For the past 12 semesters, the average class size has been an average of 21 students (low 18.9; high 22.7). It is recommended that measures be developed to attempt to increase and stabilize the average class size. • The Grade Point Averages of graduating students are rising (from 3.02 in 2002 to 3.11 in 2006). Compared to the GPAs for first year students (2.5) and considering negative outcomes seen in the learning assessment process, this disconnect between grades and student achievement bears watching. It is suggested that this disconnect be followed for further evidence of “grade inflation.” • The Presidential initiative for curricular transformation has ended since the PEW Grant did not prove to be conducive to the learning needs of our students. Since that time, no major projects examining OSOL, mediated learning, service learning, interdisciplinary courses/programs, or any other major transformational strategies have been undertaken. It is suggested that options for curricular transformation be seriously addressed in the Academic Master Plan. Student Success • Improvements in the student advising process to respond to findings of student dissatisfaction in the 2004 Self-Study and student surveys (Noel Levitz, CCSSE) have been undertaken (see Appendix 2, Student Affairs, p. 21-22). It is recommended that a survey instrument be developed to gauge the degree to which student satisfaction with advising has improved (or that this information be extracted from the SSAS for evaluation). • The development of virtual student services with the ultimate goal of creating a seamless enrollment process has been progressing since the reorganization of the Student Affairs Division (2005-07). It is recommended that an updated version the reorganization plan with timelines, responsible persons, target dates, and completed objectives be shared again with the college community during FY 07, for information. • The development of a new class schedule for FY 07 that implements a 75-minute class hour across the schedule and classes across the week was proposed by a Task Force on Class Scheduling in February of 2006. It is recommended that a final decision about this schedule be reached early in the fall 06 semester and that a college-wide orientation process begin shortly thereafter, 5
  • • Graduation rates at OCC are gradually dwindling (in 1999, 33.2% after five years; in 2003, 25.9% after five years). There are numerous reasons why degree-seeking students do not persist to graduation. It is suggested, however, that interest in this topic continue and that the numbers continue to be monitored. • Improved financial aid services have generated not only a more efficient user-friendly environment for students, but have produced a 63% increase in funds distributed (FY 03-FY 06) during a period when enrollments increased 16.4%. This constitutes an outstanding standard of excellence for which the entire department is to be highly commended. There are no recommendations or suggestions. Workforce Conditions • The semi-annual AA/EEO hiring report shows that of the 24 positions filled for the first half of FY 06, 45.8% were minorities and females. This is an excellent outcome which is highly commended. There are no recommendations or suggestions. • The annual Clery Report on Campus Safety shows very few incidents and only one minor crime for the current academic year. This is an excellent outcome which is highly commended. There are no recommendations or suggestions. • The bargaining process is approaching a successful conclusion during a year when all five collective bargaining agreements were set to expire. The Negotiating Team for the College and those for each of the bargaining units are to be congratulated and commended for overseeing the process, and, in most instances, bringing each process to a successful conclusion. The College is to be particularly commended for its attempts to insure a civil environment for future negotiation. There are no recommendations or suggestions. Workplace Environment • The Office of Facilities Engineering and Operations (OFEO) issues monthly Project Status Reports on current capital construction projects, future capital construction projects, capital improvement projects, capital renewal projects, and deferred maintenance projects. These are comprehensive and up-to-date snapshots of the college’s physical plant projects, highly informing. The OFEO is to be highly commended for the breadth and scope of these reports. No recommendations or suggestions. • The college out sources many services that represent cost savings and increased efficiencies for certain college services. The 2004 college self-study recommended that some sort of evaluative procedure or oversight committee for outsourcing be established. It is suggested that a process improvement team examine the area of outsourcing and make a report to the President and the Vice President of Finance. Resource Development and Management • The Divisional Planning documents employed a new format this year including three specific outcomes assessment components: assessments based on previous divisional planning documents, on the President’s Strategic Initiatives, and on the characteristics of excellence from the Middle States Association of Colleges and Schools as they are 6
  • applicable to each division’s mission. The results were mixed, with only some divisions responding as outlined. It is suggested that the co-Chairs of the PBC meet with individual division Vice Presidents, as needed, prior to the next planning cycle. • In general, it has been the objective of the Financial Affairs division to create a college culture committed to productivity—cost effectiveness and careful resource management (as well as continuous efforts to expand resource development). The division is to be highly commended for its own efforts along these lines in multiple areas of the college and for its continuing efforts to engage the entire college community in positive resource management behaviors. There are no recommendations or suggestions. • The college currently has $3.5 million dollars in active grants. When one notes, however, that of this total, $2.37 million is for the BBNEP, $ 476,000 is Perkins money, and $119,000 is the long-standing grant for the Pass Program, the remaining total is only $535,000. It is therefore suggested that we take a more aggressive posture in grant development and applications. • It should be noted that the Ocean County College Foundation recently came under the college’s umbrella with a direct institutional association with the College Advancement Division. These closer ties should be most beneficial in the area of resource development and both the college and the foundation staff are to be commended for the creative thinking and creative collaborations that allowed this merger to happen. There are no suggestions or recommendations. Institutional Leadership • Initiated by the college’s Board of Trustees, a college-wide effort to articulate and educate the campus on the need for increased campus civility was successfully launched in the SP 06 semester. A web page that defines civil behavior as well as identifying civility counselors, civility events and links to other civility web sites has been developed and added to the OCC web site. The topic will continue to be actively investigated and employee training opportunities will continue to be offered. It is recommended that civility activities be continued and a resource group be made a permanent part of the college’s organizational structure. • The President, Dr. Larson, continues to engage in leadership team-building activities including, but not limited to, the President’s Leadership Team, the President’s Advisory Council, weekly luncheon meetings with faculty and staff, development of the Dean’s Academy, visits to departmental meetings, involvement with Trustee’s Retreats, and countless other activities that espouse the college’s vision of a collaborative leadership style. The President is to be highly commended for his energy in pursuing these initiatives. There are no suggestions or recommendations. • The President, Dr. Larson and the Executive Vice President, Dr. Judith Icklan, continue to pursue meaningful educational and community partnerships for Ocean County College. They are to be highly commended for recent efforts to establish a southern campus for Kean University at Ocean County College, enabling our county students to have access to public education through the baccalaureate and beyond. There are no suggestions or recommendations External Benchmarks • This past year the division for College Advancement was reorganized to include the College Foundation in addition to College Relations, Grants, Marketing, and Alumni. The 7
  • reorganization can be said to now be complete and the division is to be commended for the very efficient and timely conversions they have made. There are no suggestions or recommendations. APPENDIX I: Strategic Initiatives Assessment Matrix (SIAM) OCEAN COUNTY COLLEGE Strategic Initiatives Assessment Matrix STATUS: SP 06 Strategic Strategic Performance Assessment Measure Expected Initiatives, Indicators Indicators E=Exceeded Goal Outcomes 2005-10 S=Satisfied Goal IP=In Progress NA=Needs attention 1. Educational Quality teaching Curricular Acquisition of PEW To develop a new Excellence and the use of Transformation Grant FA 2004 to delivery mode that innovative transform PSYC 172. maintains or programs and Program discontinued, increases student pedagogies FA 2005; success while ___________ reducing Not conducive to OCC cost/student. curriculum. ____________ Outcomes not applicable. Classroom IP: Classroom To extend classroom Technology technology under access to learning evaluation by Tech technologies to Committee for 05-06 improve student upgrades. performance Program S: Nurse Paralegal To extend career Development Program, Computer program offerings Science Curriculum that respond to Redesign, Digital Mass employment needs in Media, Interpreter the community and Training, Biotechnology, the region Aviation Program, Extended International Studies Program, Center for Genocide and Holocaust Peace Studies. Rigorous Revision of Student IP: Revision of course To use data to help Learning Outcomes assessment measures improve teaching, Assessment Assessment Plan SP-05-FA 06, SP 06; learning. authored local OCC Gen Ed assessment measures FA-05 and SP 06; revision of Program 8
  • Assessment format and reporting lines. S: Using outcome To use data to help assessment measures improve teaching- for 45 core courses, SP learning 05 FA 05, SP 06 Student Use of Surveys S: Survey Schedule To use data to help Feedback Developed FA 04; local improve teaching- web-based survey learning capability acquired SP 05; CCSSE administered SP 06. 2. A campus Student Reasonable levels S: AY 04-05 shows To collect longitudinal culture in which Participation of participation in 2510 students (31%) data to evaluate the all students can scheduled activities engaged in college- student activity achieve their sponsored activities. schedule. potential. Improved Measurable S: Outside consultant To increase the student support Improvements in report and number of students services in Financial Aid departmental served, dollars Financial Aid reorganization, FY 05; delivered, and and Student improved efficiency in increase efficiency in Advising awards and reporting turn-around and practices; annual reporting times. outcomes database articulated for longitudinal assessment; $7 million increase in distribution. Measurable IP: Data pending To provide accessible Improvements in completion of advising information Advising Student Affairs (SA) for all students Reorganization, FA according to their 05-SP 07; new VP of needs. SA sought SU 06. Technological Improvements in IP: Students can now To transfer as many Access to technological apply and register and, routine tasks as Student assistance in in limited instances, pay possible to web- Services admissions, on line as of SP 05; based technology to registration, and Web Advisor available provide speed and transfer for grades and some efficiency for opportunities advising information; NJ students. Transfer available for Transfer Counseling; Freshman student orientations started earlier with more greater use of online applications. Student Success Transfer and IP: Data for transfer To use transfer and Employment and employment is hard employment data for to retrieve; we are program investigating better improvement means to assess outcomes in these areas. Student Use of Survey IP: We are developing To use data for 9
  • Satisfaction Measures web-based surveys to program determine student improvement satisfaction with the orientation and registration processes. 3. Linkages with Business and S: Entrepreneur To achieve the Advancement, community Government/ Certificate Program; college’s mission to Partnering, and services Agency Monmouth-Ocean SBDC be responsive to local Outreach agencies, Partnerships serves ca. 600 new programs and business, and clients annually and workforce training government assists in obtaining needs. $6million in loans; CBET training for municipalities; college houses Barnegat Bay Estuary Program; Ocean County Library Partnership for SEC under development; new linkage with OCC Foundation Collaborative Educational E: Undergrad. and To expand the partnerships Partners graduate courses on college’s educational with colleges, OCC site (FDU, NJCU); offerings through universities, and articulated on site AB partnerships with area schools. degree available from other educational Kean U. ; Ocean County institutions. Tech Prep Consortium; OCVTS MATES shared Building at SEC; increased enrollments in Jump Start (early admissions) Commitment to Off-campus courses E: In AY 03-04, 5,878 In our large county, Student Access and southern students took classes to provide campus off the main campus. geographical proximity to OCC for all regions of the county Enrichment Senior Programs S: The Academy for To provide integrated opportunities for and Events Lifelong Learning (ALL) programs for this the senior has approximately 1400 large, homogeneous population members and offers segment of our 50+ classes each county’s population. semester; CPE runs Senior Ventures, Senior Scholars, and the Senior Citizen Arts Festival. Continuing Diversified E: OSR teacher To provide teacher educational Educational professional training and opportunities for Programming development; CPE 60+ professional professional programs leading to development for the development, local, state and national needs of county advancement, certifications or re- educators retraining, and certifications; a personal growth vocational-recreational children’s program. 10
  • Accessible Wide-ranging E: Over 1000 To continue serving cultural cultural planetarium shows; as a mediating programs for opportunities Planetarium activities cultural resource for the community suspended FA 06 all segments of the and area pending new funding county’s population schools source(s) from (as we are 60+ miles anonymous donor distant from the enabling equipment closest large urban and operational funding centers). needed to maintain the facility; Frankenstein exhibit FA 05 from ALA Grant; successful theater, orchestra, chorus, and art gallery offerings; partnership with the Garden State Philharmonic Revenue Grants IP: In excess of $1 To expand college Enhancement million in grants on revenues, offerings for the College 04-05; in excess of $3.5 and services with million in 05-06; grant funding reorganization of Grants process completed by a Process Improvement Team, SP 05.; leave of absence for Grant Director (FA05) has slowed down new initiatives in this area; new grants coordination appointed—first annual report shows a 2.5 million dollar increase in FY 06. Other Revenue S: Sovereign Bank To enhance the contributes $25,000 to college’s revenue ALL; $50,000 to stream. Foundation; Rotary and Deborah provide sponsorship monies; revenues produced by college partnerships and off-campus enterprises that also increase FTE funding; OCC Foundation and the Office of College Advancement (The Heritage Fund) also seek external, non- tuition, supporting revenues; $2.6 million to Planetarium; A-Cat sailboat contributed to college sailing program as well as private donations in excess of 11
  • $1/2 million dollars. 4. State of the Facilities Facilities Master E: Parking Lot To be guided by the Art Facilities maintenance Plan (FMP) enlargement college’s FMP to and and Outcomes completed; Admin Bldg. attempt to balance Technological new/improved Renovations completed; the need for ongoing Support facilities Furniture Replacement maintenance and for Russell Bldg. new facilities within completed; budget restraints to New Tech Bldg. support the mission opened; new Receiving of the college. Bldg. opened; TV studio completed; architectural design for FA Building renovations near completion (SP 06); ongoing maintenance projects on or near schedule. Campus Technology Master S: Tech Master Plan To be guided by the Technology Plan (TMP) review shows all college’s TMP in the Design; Outcomes projects in progress or development of Computer completed administrative and Replacement IP: Computer academic networks. Plan replacement plan in progress—some delays due to other campus renovation in progress. Outsourcing IT Support from S: Services reflect To provide IT Collegis-Sungard contract requirement management and upgrades. support services for IP: Departmental the college at satisfaction surveys for reasonable cost. IT developed and results used for future planning. Travelocity; Print IP: Ongoing To provide Services; Food assessment continues appropriate services Management to determine the level for the college at Services; Custodial of service and cost reasonable cost. Services effectiveness provided by all outsourced services. Strategic Alliances with the S: Alliances with Ocean To seek partnerships Partnerships county and private County for road repair with public and business to and parking lot private entities where contribute construction; there is support for assistance with OCVTS/Mates project college initiatives or college facilities for new building at the cost-sharing potential SEC; corporate support for Tech Bldg. equipment; private contributions for the OCC sailing club and future Marine Learning Center; county funds for TV studio management; partnerships in new 12
  • Classroom construction; community partnerships sought for Planetarium SP 06. 5. Planning and Open, Annual S: All 07 plans To link departmental Assessment institution-wide departmental submitted on time; assessment to the planning and planning and planning hearings held; development of budgeting budgeting process 07 plans posted to annual operating process. college’s web site. FY plans 07; FY 08 planning documents reviewed through 5/15/06. Planning and S: FY 07 budget To use the PBC to Budgeting Council hearings completed prioritize budget (PBC) makes December 05; all recommendations budget requests prioritized and with oversights recommendations submitted to President, designed to ensure to President PLT, Winter 2005-06. fair and equitable Document used for distribution of college assistance with pending resources. budget cuts due to state funding reductions but 60% of all original new money requests currently approved. Resource Resource analysis S: Ongoing scrutiny of To create an Management reports; audits. operational expense has environment of resulted in measured continuing cost savings for the college assessment and in mailing, color resource analysis in copying, supply order to develop vendors, off-campus new, more cost- printing, and travel effective fiscal vendors. procedures. Institutional Development of S: First Annual To create an Effectiveness Four-Part Institutional environment of Effectiveness Plan: Effectiveness Report assessment in which Planning, (Summer 2005) awareness is Assessment, available to college developed within Process community; six Process every college division Improvement, and Improvement Teams of the value of the Data-Based issue final reports on: planning-assessment- Reporting Practices scheduling, class improvement cancellation, enrollment paradigm. managements, grants, search/hiring policies and retention. (SP05- SP06); College-Wide Task force presents proposal for new class schedule, for FA 07 (W 06). Process Improvement Team on Campus Civility established in SP 06; Civility Web Page completed. 13
  • 6.Human Assessment of Ongoing reviews of S: All open positions To maintain staffing Resource Hiring Needs open positions and filled by 6/1/05; new needed to maintain Development need for new positions filled through and enhance the positions. lateral transfers to college’s achievement support reorganizations of it mission and its in Finance, College new initiatives Advancement, and (2005-10) Student Affairs (Summer 05). S: New Director of Human Resources hired SP 05; all new positions currently frozen due to cut in state aid (FA 06). Bargaining Maintenance of IP: Negotiations began To provide fair and Agreements negotiated with all five bargaining equitable terms and agreements for five units in October 05 for conditions of bargaining units on successor agreements. employment and campus. No settlements as of reasonable wage and 4/20/06. Two benefits packages for settlements as of all bargaining units. 7/25/06. Grievance Adherence and IP: Multiple grievances To provide due Resolutions responsiveness to in progress since FA 05; process for all the grievance two sent to PERC and employees in the procedures in each agreement to negotiate solution of internal master agreement a settlement was disagreements with and/or in college reached. New person regard to contract or policy hired to hear grievances college policy as Presidential appointee. Employee Regular schedule of E: College To provide Development campus training Management Inst. opportunities for and Training workshops; funding offered a wide range of training that ensures available for off- excellent on-campus the needed job skills campus workshops in office and for professional professional management skills with excellence and development an excellent attendance fulfillment of the record for employees college’s mission and (more than 500 initiatives employees in attendance AY 04-05; SP 06). Civility Team schedules or announces various campus-wide events with civility implications. 7. Co-Curricular Commitment to Regular schedule of E: Data and To fulfill the college’s Programs and Student Needs programs, events commentary for this mission to enhance Events and and campus initiative are embedded curricular offerings Designed for Development institutes designed within items #2 and and reach out to the Students and to respond to #3, above. The college needs of the Community Commitment to student needs and continues to schedule, community Community community on a regular basis: Needs and enrichment. theater presentations, Enrichment musical events, children’s shows, planetarium offerings, 14
  • art shows, lectures, events related to Black History Month, Women’s History Month, National Poetry Month; offerings by the Institute for Peace, Holocaust and Genocide Institute, travel/ study abroad opportunities, cultural exhibits, et. al. APPENDIX 2: Departmental Planning Documents, Assessment Summaries 1. Academic Affairs OBJECTIVES STATUS/REASONS ASSESSMENT IMPACT ON FY08 Develop a continuing Accomplished: We have Assessment data is being We are requesting system of curriculum implemented a continuing collected regularly and $10,000 in new money review system of course, the deans “close the loop” for FY 08 for the program, and curriculum to ensure that assessment Assistant Vice President review under the direction results relate to course of Assessment and of the Assistant Vice and program review and Curriculum for President for Assessment revision. assessment and and curriculum professional development activities Identify current practices We have made little We need to review the None 15
  • and initiate a program in progress other than initial objective and initiate a Writing Across the faculty meetings plan to implement the Curriculum” and Writing objective. to Learn” Develop learning Accomplished: We have There is little or no None communities, initiated learning interest in service interdisciplinary courses, communities courses in learning. We will remove team taught courses, statistics// philosophy, this from our objectives service learning music//literature, and opportunities and literature/film and we are capstone courses developing a capstone course in media studies. Ensure that college-level There was no significant We need to reassess the None. reading, writing, speaking, movement on this objective objective and develop research, and information realistic goals. literacy are incorporated in all courses as appropriate Provide experiential No movement on this We need to reassess the None learning objectives objective objective and develop realistic goals or remove it from our planning document . Collaborate with public Accomplished: We We need to ensure None school administration and initiated use of the HSPA annual meetings with the faculty scores as alternative OCC school district placement scores in curriculum supervisors association with the school districts Implement GED Testing Accomplished: GED Once the actual GED The GED testing at Ocean County College funding has been awarded testing program is program is fully funded (Feb., 2006). Staff has underway, we will be by the NJ Department of been trained and will able to assess its Labor through the implement program in effectiveness Ocean County WIB March, 2006. Initiate review of the No significant movement on The Dean of English and None Mathematics and English this objective Literature is initiating a programs: instructional review of the development methods, curriculum course structure with a design, student tracking view to reduce /consolidate developmental writing and reading courses into two combined reading/writing courses Initiate activities Accomplished: (1) We We need to review how The impact is unclear at sponsored by the OCC have initiated a China we can continue to this time Center for Peace, faculty exchange and will sustain these programs in Genocide and Holocaust bring in a Fulbright light of the budget Studies and the Office of scholar (2) We have a emergency International Education regular series of activities sponsored by the Center Review and systematize the No significant movement on We need to reassess its None current procedures for this objective relevance and either make awarding credit for prior progress or remove it as 16
  • life experience an objective. Create a culture of No movement on this We need to revisit this The impact is unclear at college-wide faculty objective objective and define the this time. professional development objective more carefully through a planned program relating to defined initiatives Create a system of No movement on this We need to revisit the The impact is unclear at incentives for individual objective outside of the objective and define it this time and departmental standard IDGs more carefully professional development activities Develop a faculty- No movement on this We need to revisit the None mentoring -faculty objective objective and develop a program plan or remove it as an objective Create an orientation Accomplished: We We need to revisit this The impact on the program and ongoing developed a regular series objective with particular budget is unclear at this professional development of orientations sessions attention to mentoring time. But a adjunct opportunities for adjunct for non-tenured faculty and evaluation of non- faculty program will cost and non-tenured faculty and developed a plan for tenured faculty about $30,000 FY 07 for adjunct faculty development Explore classroom Accomplished: We We need to look at None effectiveness techniques included classroom sustaining classroom assessment sessions in the assessment strategies as annual colloquia activities an integral of our continuing assessment project 2. College Advancement OBJECTIVES STATUS/REASONS ASSESSMENT IMPACT ON FY08 Fund expenses related Ongoing. Division created The division is up and This will be to the creation of a in July of 2005. running and making ongoing and more College Advancement tremendous progress in important than ever division. a very short period of as we try to find time. Reorganization creative ways to was a top priority for increase our the first year and we are resources in the now in the final stages face of a serious of that initiative. budget crisis. Progress is also evident on the implementation of fundraising software, the integration of the College Foundation into the division, and the initial success of our planned giving program. Support professional Completed for FY 06. This transition year This is always an development activities Several department provided many ongoing objective for the College members attended opportunities for staff and one that is very Relations team. discipline related to expand their important to the 17
  • conferences in the region. knowledge base and overall success of Other staff purchased job gain important skills. the division as a related books and attended whole. several webinars. We also sent two members of our area to the DUG conference this year. Publication support. Completed for FY 06. Publications are now This is an ongoing Although no new funding targeted, relevant, and objective as well. was granted to this more cost-effective. Publications are an objective, through an Response to new important part of assessment and feasibility designs and strategies our marketing review of current has been very positive strategy; however, publications the team from the campus it is important to identified tremendous cost community. note that we are savings that allowed us to always searching use our resources in a for ways we can much more effective use technology in manner. place of the printed document. In the long run, that will save dollars that can be allocated to other initiatives. 3. Economic and Workforce Development OBJECTIVES STATUS/REASONS ASSESSMENT IMPACT ON FY08 To maintain responsible Numerous examples— Economic data— At the divisional level, fiscal policies and *Career counselor *Permitted cost center to this remains the top procedures through absorbed into Student be closed down, filled priority. FY 08 continued divisional Affairs for resource vacancy in student affairs; continuation activities resource sharing and sharing; added possible revenue include *Assessment of effective outreach to *Planetarium/Physics *Released time adds all divisional cost centers external partners position; expertise w/out FT salary with special attention to *CBET does OCC *Requires no new FT the Planetarium employee training and employees; uses in-house *Development of development; expertise to meet needs additional online and off- *CPE Allied Health works *Online medical site Allied Health with credit Allied Health; terminology and related offerings items *Expansion of Kean *Kean partnership added *Kean paid for classroom programs to include new high demand academic renovations; revenue graduate and undergraduate and sharing agreement undergraduate degrees graduate programs To expand facilities at MATES building adds 5 Enrollment and Additional combined the SEC through science laboratories; class demographic data indicate SEC/MATES space will mutually beneficial and conference rooms; need for science classes to be scheduled for county partnerships dedicated OCC office support nursing, associate-level courses to marine/environmental increase pipeline to Kean science, criminal justice, degrees and to add CPE and general degree and ALL course offerings offerings in southern Ocean County To eliminate rental of Expansion of FA Center Economic data—rental CPE/ALL/CBET return to 150 Brick Blvd. to return 150 Brick to and maintenance campus expected in campus scheduled for expenses, duplicate spring 08. Instant 18
  • 2007-08; (construction operations, staff Enrollment will also be expected to have major fragmentation fully operational. Staffing impact on FA community and facility usage will be programming FY 08) reevaluated to avoid duplicate functions. To expand ALL Numerous partnerships *Membership data ALL is expected to be a programming (Sovereign, Verizon, *Sponsorship dollars major growth area for the Jewish Federation, adult *Event attendance division. Ocean County’s communities) provide free *Penetration of population is expected to or grant-supported programming into adult be the 6th most populous programs and locations communities county by 2012, with the 45-64 age group expected to grow the fastest (+42.2%)1 To continue to develop *Expansion of and *Demographic data The non-credit division new revenue streams additions to all *Industry projections has existing and new through market analysis programming to the south *Occupational demand programs for the ten *Addition of new projections industries with the educational partners for greatest employment certain programs and new growth in Ocean County off-site locations (dominated by health care and professional and technical services)2 4. Financial Affairs/In Progress OBJECTIVES STATUS/REASONS ASSESSMENT IMPACT ON FY08 List below your top 5 (or Identify the status of each List here any specific Identify the relationship all if you had fewer than objective including, measures you have used, of this objective to the 5) prioritized objectives briefly, action taken, dates, (if relevant), to assess the objectives in your FY 08 for FY 06 any explanations for effectiveness of this Planning Document current status, or any objective, what data (if alternative measures relevant) you have taken. retrieved, and what the data suggests. Develop annual audit manual Expand reporting and analysis of internal operations. Design internal audit process for departmental level review. Develop uses of Resource 25 capital asset data base for year-end audit and financial analysis as needed. Streamline and improve communications with Planning and 1 Ocean County Community Fact Book, Labor and Workforce Development, December 2005 2 New Jersey Department of Labor and Workforce development, 2005 19
  • Administration/Facilities 5. Office of the President OBJECTIVES STATUS/REASONS ASSESSMENT IMPACT ON FY08 List below your top 5 (or Identify the status of each List here any specific Identify the relationship all if you had fewer than 5) objective including, briefly, measures you have used, of this objective to the prioritized objectives for action taken, dates, any (if relevant), to assess the objectives in your FY 08 FY 06 explanations for current effectiveness of this Planning Document status, or any alternative objective, what data (if measures taken. relevant) you have retrieved, and what the data suggests. Leadership Training Professor David Wolfe has Normal annual Uncertain at this point; Program completed the program and performance assessments new appointments now holds an administrative serve as the tool by which currently frozen due to SP appointment; Dr. Duffy and to measure effectiveness. 06 budget constraints. Dr. Clay have transitioned Should funding be from previous positions in available, this program Students Affairs and have will continue. taken on these new administrative roles. Professional Development The NJCCC, ACCT, and In a self-assessment in This objective will be for Trustees local retreats continue to be October 06, the Board continued for FY 08. offered and attended by listed its satisfaction with college trustees. these activities as a 4.6 (out of 5 points), a highly satisfactory rating. Securing Financial Support This is an ongoing process; County support is excellent This objective will be cuts in various revenue (comparative data); state continued for FY 08. sources require budget support has become a more analysis and the critical issue (Governor’s development of new revenue budget message, March streams. 06). To continue OCC’s Affiliations with the Anecdotal feedback from This objective will be leadership role among MSCHE have been conference presentations continued for FY 08. MSA colleges. numerous and in FY 06, Dr. suggests that Ocean is a Icklan and Dr. Duffy recognized leader in successfully completed planning and assessment training for participation on practices. Dr. Parrish and MSCHA Visiting Teams; Mrs. Hubbs have served as Dr. Larson has led two such consultants to the MSCHE; teams. Dr. Larson and Mrs. faculties from other Hubbs were featured colleges in the region have presenters at the MSCHE visited OCC to learn from annual conference in its planning/budgeting December 05. model. 6. Planning and Administration Each office within the Division has assessed data and information unique to its area of operation. In this summary a number of factors are examined as they impact on the effectiveness of the Division. 20
  • The division needs to respond to the distance education movement by supporting technological advances both in the classroom and in the administrative offices. New methods of evaluation will need to be developed and implemented. The Office of Research and Assessment has assisted in the process • The senior citizen age group (65+) in Ocean County is increasing at a rapid rate. The impact of a continuously growing senior population will impact the way we look at our facilities development plan. Current plans for the Fine Arts Center and future plans for the Health and Physical Education Center will be impacted. • The two major areas of future demand for the Ocean County labor force are technology and health care. Physical facilities must be created and renovated to accommodate technological needs. Nearly 20% of construction budgets are be dedicated to technology. This trend is likely to continue well into the future. Institutional development activities will also be focused on technology and health care and hospitality industries. • New and rapidly developing computer technologies and e-commerce are changing the ways individuals and businesses are purchasing goods and conducting business. All new major construction plans are incorporating a section devoted to the technological changes required in the facility. 7. Student Affairs ASSESSMENT RESULTS: In January of 2006 there was a change in the leadership of the Student Affairs division. Dr. Dan Duffy and Dr. Toni Clay were assigned the initiative of Adjunct Faculty development and student retention, assuming the titles of Provost and Assistant Provost respectively. Don Doran, Dean of Student Development became Acting Vice-President of Student Affairs. The Acting Vice-President is engaged in an on-going assessment of the past three years of structural change in the division. This process will take several months to conclude. However, key components of this organizational change are continuing as reflected in this divisional planning document. The process of developing our capacity for virtual student services is progressing rapidly. During the 2005-06 academic year more than 25% of students registered on-line. Each department in Student Services is actively developing their respective websites to ensure that all repetitive questions about services can be answered at any time online. This commitment to fully exploit technology has created an opportunity to redefine many support and professional staff job descriptions. Most job descriptions in the division are in the process of review to ensure that they reflect the most efficient response to on-line and in-person student contact. As many repetitive basic questions are addressed on-line, then in-person contact with students will become more substantive. The commitment to the development of quality student services that encourage achievement and retention are still the key goals of all the departments in the Student Affairs division. The Division of Student Affairs utilizes a “stratified” assessment strategy for determining specific student needs and projecting anticipated departmental services and programs. This strategy includes an analysis of student needs, which have been obtained through the administration of an annual new entering student survey to all first-time, full-time, fall- semester students. In addition, divisional administrators meet periodically to review national and institutional instruments, informing the planning process. These instruments include: Noel-Levitz Student Satisfaction and Institutional Priorities Surveys, Sophomore Student Attitude Survey, P.A.C.E. Survey and the SEC Student Opinion Survey. Additional information has been obtained through an extensive review of the research literature on outreach/recruitment, student development, and retention. A vital outcome of this focus emphasizes that when student expectations are exceeded, persistence increases. In contrast, colleges that are unresponsive to student needs experience higher levels of student attrition (Tinto, 1997). Factors influencing students’ degree of satisfaction with their college experience highlight that relationships between a college staff member and student affects student success and persistence. Because of this dynamic relationship, student attrition rates are of utmost concern to Ocean County College. Thus, the retention rate of first-time, full-time, fall semester students is a key performance indicator for Ocean County College faculty and administrators. Approximately one-half of Ocean County College’s enrollment is 21
  • comprised of full-time students. For this reason, the Office of Institutional Research maintains ten-year comparative retention data for this student population. Retention statistics are computed at the conclusion of a student’s first- semester, second-semester, and third-semester. Fourth-semester retention statistics are converted to graduation rates or degree attainment percentages for cohort members. Table 1 Retention Rates for Full-Time, First-Time, Fall Semester Students (Cohorts) (OCC Fact Book) Semester 1999 2000 2001 2002 2003 2004 1st Semester 79.6% 81.5% 83.3% 80% 80.4% 81.2% 2nd Semester 66.2% 66.1% 68.1% 64.5% 62.3% 66.2% 3rd Semester 55.8% 58.2% 59.6% 53.1% 53.6% Total Students N=1277 N=1217 N=1348 N=1565 1508 Table 1 provides details of retention data for the 1999 - 2004 cohort groups. Retention averages for first, second, and third semester cohorts are: 81%, 66%, and 56%, respectively. One of the long-term goals of the Division of Student Affairs is to increase retention of full-time students. It is anticipated that as technological and service enhancements are implemented, student retention averages will increase. Table 2 Percentage of OCC Graduates Transferring to a Four-Year College or University (OCC Fact Book) 2000 Cohort 2001 Cohort 2002 Cohort 2003 Cohort 2004 Cohort 2005 Cohort N=658 N=757 N=731 N=638 N=708 N=693 82% 79% 83% 84% 83% 79% Another significant performance indicator pertains to the percentage of graduates transferring to a four-year college or university. Table 2 displays the percentage of OCC graduates that transferred in 2000, 2001, 2002, 2003, 2004 and 2005. The five-year average for this performance indicator is 81.6%. It is evident that a central focus of Ocean County College is the successful transfer of students to four-year colleges and universities. In the fall semester of 2005 a Process Improvement Team for Retention was convened at the request of Dr. Frank Wetta, VP of Academic Affairs, with Janet Hubbs, Asst. to the President for Institutional Effectiveness serving as Chair. A major recommendation from this team calls for operational staffing for articulation/transfer services and NJ Stars program administration. The importance of this position is underscored by the fact that more than 80% of OCC students transfer to four-year schools. Additionally, the NJ Stars Program has been expanded to include free tuition at state colleges and universities for community college NJ Stars graduates. NJ Stars I and II have the potential to redefine the “landscape of higher education” in New Jersey. NJ Stars I began in the fall of 2004, providing free college tuition to the top 20% of high school graduates who attend community colleges. Our first year cohort was 127 students. In 2005 we enrolled 125 NJ stars freshmen. Beginning in the fall of 2006 the program is expanding to cover tuition at four year state schools of NJ Stars I students who graduate from a community college with a 3.0 GPA. We can now announce to the top 20% of high school graduates that they have the opportunity for a tuition free college education if they start at Ocean first, graduate with a minimum 3.0 GPA and then transfer to a four-year state school. This year, as of June 2006, there will be more than 1300 Ocean County high school graduates in the top 20%. As parents and students become aware of this free tuition program we could experience a major increase in our full- time enrollment over the next several years. This potential heavy influx of new full-time students will generate its own challenges to all college services to meet the needs of an expanded full-time student population. I believe that the single biggest challenge and opportunity for the college in the next several years will be to ensure that we can recruit and retain this “best of the best” high school population. 22
  • 8. Campus Services Assessment Results/Library OBJECTIVES STATUS/REASONS ASSESSMENT IMPACT ON FY08 Information Literacy Established InfoLit committee Program still in early By 2008 the InfoLit composed of faculty and stages of development. program should be a reference librarians. Held two No formal assessments formal component of meetings in Fall 05. many classes across the Increased number of InfoLit curriculum and/or a for classes scheduled by faculty credit class and/or part of and configured to their a computer and requests. information literacy class. A formal assessment process should be in place Inventory and College ♦ Solicited and received Staff observations of Forming the foundation Archives archival materials from requests for and ease of for preservation of retiring employees and access to newly archived retrievable college renovated offices, etc, material archives and future adding to material digitization already collected.by the library. ♦ Purchased some archival storage materials and began process of storing labeling and listing contents. ♦ Staff is being formally trained in archival procedures by attending workshops provided by PALINET and CJRLC Request for increase in Denied for two consecutive The need to increase hours of service on years Saturday hours has been Saturdays. consistent for years. The partnership with Kean University may increase demand for extended hours further. Increase professional This request was denied since Projected growth of library staff by 1.5 2003. It was deferred last InfoLit program and librarians. year in 2007 increased use of library services indicates strong need for this position. Furniture Denied ♦ Purchase appropriate furniture for InfoLit Lab ♦ Purchase appropriate furniture to display College Archives 23
  • Assessment Results/Media Services OBJECTIVES STATUS/REASONS ASSESSMENT IMPACT ON FY08 Dedicated Funding for TV Currently not funded. Not able to complete at this With the studio in full Channel Cost Center Possibly due to the fact the time operation, funding to studio has not opened until support this operation and Provide pool of Reserve Spring ’06. sufficient part-time staff to and Part-Time Employees complete productions is necessary Hire Instructional Designer Unfunded, as of With the end of a contract Spring, ’06. for instructional design services in FY 07, the college must decide how it wishes to continue to support the on-line faculty with design services that will aid in the achievement of desired learning outcomes, as required in the 2004 Middle States Review. Purchase New servers to Completed in FY 06 Hardware installed Ongoing support of the support updated version of successfully. Database Web CT platform will Web CT software undergoing continue to be a cost to installation in Spring of the college. Software ’06. Testing to ensure licenses, faculty and proper operation to be student support issues will completed in Spring of 06 need to be addressed with human and tech- nological support. Update classroom Postponed, due to the Based upon the level of Attention turns in this new technology in renovated stoppage of plans for service requests and direct FY to the outfitting of Instructional Building renovating Instructional requests for updated new and renovated classrooms Bldg. technology from specific classrooms in the Fine academic departments, the Arts Bldg., scheduled for faculty continue to expect opening in Spring, ‘08 current, easy-to-use technology as part of all classrooms Part Time Media Not funded to date. There is no longer a need Funding for possible Distribution Assistants for to consider support for 150 support staff for the SEC the SEC and 150 Brick Brick Blvd., as it returns to may have an impact on Blvd. the Main Campus in FY the FY ’08 budget. It is ’08. unclear if the need is greater for part time Ongoing assessment of the Media support or a hybrid need for additional support individual, who may personnel at the SEC assume responsibility for should include the a number of support provision and support of issues at the SEC. classroom technology at this site. 24
  • Hire a Video Engineer Completed in Spring, 06. After careful evaluation, it Continued funding of this was deemed more effective position and careful to broaden the monitoring of the workload responsibilities of the to determine if there would current Campus Media be a future need for Technician and upgrade additional part-time or that post to a suitable level reserve technicians to within the organization. support the work of this individual. 25
  • Appendix 3: Middle States Association of Colleges and Schools Correspondence: Monitoring Report, Progress Letter [INSERT] 26
  • Appendix 4: Process Improvement Team Reports Janet Hubbs 732-255-0400 NOTES X2195 jhubbs@ocean.edu Institutional Effectiveness PIT/Campus Civility Civility Web Page Civility Statement Ocean County College defines civility primarily as the demonstration of respect for others, basic courtesy, reciprocity (treating others as we wish to be treated), and behaviors that create a positive environment in which to learn and to work. The Trustees of the College and the College Administration set the tone for civil behavior through their professional conduct and through their leadership of the institution. All members of the college community create a positive environment characterized by considerate and principled conduct. While no civility statement can guarantee considerate and principled conduct, the values set forth herewith represent institutional ideals and should serve as guide posts: 1. Respect for the work of all persons 2. Courteous discourse (oral, verbal, non-verbal and electronic) 3. Honest interactions and utterances 4. Fair and just treatment 5. Integrity and keeping promises 6. Commitment to the community college philosophy: Access, transfer, career preparation, workforce development, partnering, and community outreach. http://www.ocean.edu/welcome/mission_vision.htm 7. Open professional communications 8. Diversity, professionalism, and collegiality 9. Free expression of views without meanness or a desire to do harm 10. Tolerance of differing points of view These ideals are consistently modeled by those in leadership positions—in the administration, staff, faculty, and student body—and should provide direction for all members of the college community. Contact Persons The following campus personnel might prove useful for OCC employees who wish to discuss a civility issue with someone other than their immediate supervisor. Karen Blyskal, Director of Human Resources, X2096, kblyskal@ocean.edu Kathleen Malachowski, X2117, kmalachowski@ocean.edu Nancy Polonitza, Counseling Services, X2495, npolonitza@ocean.edu Bridget Root, X2048, broot@ocean.edu 27
  • Carey Trevisan, Dean of Special Services, X2011, ctrevisan@ocean.edu Dave Wolfe, Campus Ombudsman, X2078, dwolfe@ocean.edu Sexual Harassment Response Team: Carol Crawford, Director of College Health Services, X364, ccrawford@ocean.edu Don Doran, Vice President of Student Affairs, X2039, ddoran@ocean.edu Kate Pandolpho, Counseling Services, X2941, kpandolpho@ocean.edu Nancy Polonitza, Counseling Services, X2495, npolonitza@ocan.edu William Rickert, Mathematics Professor, X2179, wrickert@ocean.edu Civility Events July 13, 2006, Dealing with Difficult People (for Managers, Supervisors and Faculty), 1:00-4:00 PM, room 101 at 150 Brick, William Molloy, facilitator July 28, 2006, Managing Change (for Support Staff, only), 9-12, Conference Room A, Gail Poverman, facilitator August 29, 2006, Managing Change (for Civility Team, only), 12:00 PM, Board Room, Dr. Pamela Steinert, discussion facilitator Fall 2006 Events, times and locations TBA, Dr. Pamela Steinert, discussion facilitator: • Encouraging Positive Behaviors: A Dean’s Role (for Academic Deans, only) (September) • Managing Change (for the President’s Leadership Team, only) (October) • Campus Collaborations (campus-wide workshop), (November) Check this web page for updates on the ongoing civility events schedule. Civility Links The Team on Campus Civility recommends the following web sites: Words Can Heal. Org—a national media and educational campaign to promote the value and practice of ethical speech in order to improve our democracy and build mutual respect, honor, and integrity: http://www.wordscanheal.org Choosing Civility (2002), a book by Dr. P. M. Forni discusses civility, which he defines as “being constantly aware of others and weaving restraint, respect, and consideration into the very fabric of this awareness.” http://web.jhu.edu/civility/talksandworkshops.html TAP Talk: Free Speech and Civility on Campus, an article from the Rutgers University Teaching Assistants’ Journal that observes the linkage between civility and free speech. http://taproject.rutgers.edu/publications/taptalk/feb2004.pdf Campus of Character is a civility web page on the Colorado State University web site. http://www.campusofcharacter.colostate.edu/civility.htm 28
  • DEPARTMENT OF HUMAN RESOURCES Search Committee Hiring Manual Basic HR Procedures Search Committee Procedures Affirmative Action Plan OCEAN COUNTY COLLEGE 2006 29
  • Index I. Search Process for College President………………………………………………..……….3 II. Search Process for Professional Employees……………………………………………….3 A. Search Process for Vice Presidents……………………………..……….………..3 B. Requisition, Recruitment, and Search Committee Formation……….3 C. Search Committee Preparation……………………..…..……………………….…4 D. The Interview Format……………………………………….…………………………...4 E. Chair Responsibilities, Search Committee Procedures……..…………..4 F. Final Interviews………………….…………………………………………………………..6 G. Search Closure Procedures…………………………..………….……………………6 III. Search and Screen Procedures for Adjunct Faculty……………………………………7 IV. Search and Screen Procedures for Staff Positions……………………………………..7 V. Development of Data………………………….……………………………………………………….8 VI. Responsibilities of President, VP, and HR……………………………………………………8 Appendix: Affirmative Action Plan………………………..……………….………….10 Appendix: Board Policy #1260, Appointment of the President………….17 Appendix: College Policy #3000, Equal Employment Opportunity…….18 Appendix: College Policy #3001, Searches and Staffing……………….…..19 OCEAN COUNTY COLLEGE SEARCH PROCESSES 30
  • I. Search Process for the Recruitment and Selection of the College President The Board of Trustees Policy #1260 will govern the search process for the College President. II. Search Process for the Recruitment and Selection of Professional Employees A. Vice Presidents The search for a college Vice President will be conducted in the same manner as searches for Professional Employees, outlined below, with the following amendments: 1. The President will appoint the Search Committee Chairperson and the members of the Search Committee, consisting of at least three faculty members if the search is for the Vice President of Academic Affairs. 2. All area Vice Presidents will interview the recommended candidates and submit independent recommendations to the President. 3. The Board of Trustees will have the option of employing a nationally recognized higher education group, agency, or association to assist in the search. 4. The college President will determine whether or not and in what manner the incumbent Vice President will participate in the selection of his/her replacement. B. Requisition, Recruitment, and Search Committee Formation for Professional3 Positions 1. The immediate supervisor will initiate Personnel Requisition forms as soon as the need to hire is established and approved by the area Vice President. Information concerning this process may be found in the Human Resources Hiring Manual. 2. After the Personnel Requisition is approved and filed with HR, the area Vice President will appoint the Search Committee for the position. The immediate supervisor will, in most cases, chair the committee. Whenever possible, the Search Committee will be composed of professional representatives from the department and such other representatives as deemed appropriate. In the case Grievance of a search for a full-time faculty member, the chair of the committee will settlement request that at least two faculty members serve. If selected faculty member(s) language choose not to serve, the chair has the option of requesting faculty replacement(s) or proceeding without faculty replacement(s). Each Search Committee will have a trained affirmative action representative and female representation. 3. The Vice President of Academic Affairs will serve on all Search Committees for the replacement of academic Deans. 4. HR is responsible for announcing all position vacancies, consolidating requests when needed for cost-efficiency. Position vacancy announcements should accurately reflect position descriptions. 5. HR is responsible for receiving, responding to, and maintaining applications. C. Search Committee Preparation 3 A professional position is usually defined as a full-time position requiring at least a bachelor’s degree or equivalent professional certification. 31
  • 1. Following the posting of the position, the Search Committee Chair shall convene the committee as soon as possible. 2. At this meeting, HR or its designee will provide an orientation to the search process, the interview process, and the affirmative action plan. 3. HR and the Search Committee Chair will review the position with the committee and clarify the minimum qualifications and preferences for the position, as advertised. The Chair will provide each committee member with a copy of the position announcement, the position description, and candidate evaluation forms. 4. HR will record the names of each of the members of the Search Committee for its records. D. Development of the Interview Format 1. Following the initial meeting of the Search Committee, the chair and the members will develop the format for the interviews of position candidates. 2. Questions developed for the interviews must be consistent with the functional responsibilities of the position and the hiring criteria and must be reviewed with HR prior to use. The Chairperson will be responsible for the final editing of the questions and for assuring that each candidate is asked to respond to all of the questions during the interview. This does not preclude asking follow- up questions. 3. Interviews for professional positions should include appropriate multiple activities, possibly including, but not necessarily limited to: • Activities designed to measure technological literacy • Written responses used to measure writing and critical thinking skills as well as content knowledge • Small-group conversations with stake holders • A pre-assigned (short) presentation using at least one digital presentation mode • Any other relevant job-related performance activity or test The Chair will ensure that each candidate is asked to perform the same activities. E. Chair Responsibilities and Search Committee Procedures 1. All college personnel involved in a search are responsible for ensuring that the college selects fully qualified candidates based on Equal Employment Opportunity Guidelines and Affirmative Action Principles (see Appendixes). All will make every effort to attract a diverse pool of applicants. 2. All involved persons must familiarize themselves with all applicable policies and employment agreements. In the event of any conflicts, the policies and/or agreements will prevail. 3. After the application deadline, HR will screen all applications for affirmative action and EEO compliance as well as for applicant’s minimum position requirements and then forward all qualified applications to the Search Committee Chair and a list of the qualified applicants to the area Vice President. 4. In the event the position posting has failed to produce a sufficiently diverse pool or a sufficient number of qualified applicants, HR will re-advertise the position and the search process will be resumed, if appropriate. Should the second advertisement for the position fail to produce a diverse and qualified pool of applicants, the area Vice President will decide on the disposition of the search. Internal promotion, canceling the search, or use of an outside group to assist may be alternative strategies, with the approval of the President. 32
  • 5. In the event that a sufficient pool has been established, Search Committee members will review all applications and select a sufficient number of qualified applicants, six if possible, to be interviewed. This selection should fairly represent the diversity of the applicant pool. 6. The area Vice President will have the right to identify additional candidates from the applicant pool to be interviewed by the Search Committee. 7. All internal applicants who meet the minimum qualifications for the position will be interviewed. 8. The Search Committee Chair will schedule and coordinate interviews with selected candidates at times when all committee members can be present. In the event that a search committee member misses an interview, s/he must abstain from the vote on that candidate and the average tally will be adjusted accordingly. 9. Interviewees for professional positions will be reimbursed for one-half of their documented expenses within prevailing college rates and prior approval by the chair. For a second interview, all documented expenses for travel, meals (at the college rate), and lodging (if necessary) will be reimbursed in full. Foreign travel will not be reimbursed. The chair will be responsible for coordinating the travel needs of the interviewees. 10. The Chair will be responsible for reference checks and employment verifications. These will be anecdotally recorded and kept with the hiring packet. For positions that require background checks, the HR office will coordinate with the committee chair on the information gained from the check prior to any employment decision. An applicant will be informed about the check during the interview process and required to authorize the check if s/he is the candidate selected for the position. 11. When interviews and reference checks are completed, the Chair will convene the committee to decide which candidates to refer to the President and Vice President. It is preferred that the decision be made by consensus, but no less than a majority decision will be acceptable. It is preferred that three candidates be recommended if possible, but in the event that the committee is not able to recommend any finalists, the chair will discuss this with the Vice President and the Director of HR. The Vice President will then decide upon the disposition of the search. Internal promotion, closing the search, or use of an outside agency for assistance may be possible alternatives with the approval of the President. 12. The chair will transmit the (alphabetized) files of the recommended candidates to the Vice President. Included with the candidates’ files will be: • All credentials of the finalists including reference and employment verification anecdotes • The chair’s summary of the committee’s action on each selected candidate (in memo form, addressed to the VP, summarizing the committee’s consensus along with the candidate’s qualifications and the reason(s) for the committee’s recommendation) • A copy of the interview format • An affirmative action report completed by the chair • The originals of any examinations/tests given to the candidate • Any other materials the committee deems appropriate. 13. The chair will transmit all other applications, credentials, evaluation forms, examinations/test results, and other search materials to HR so preparation of communications can begin. All original search documents will be returned to HR. 33
  • F. Final Interviews 1. The President and the area Vice President will first interview candidates (one, more, or all) selected from the finalists recommended by the Search Committee 2. The President and Vice President may review the pool of candidates selected for initial interview by the Search Committee and extend a final interview to candidates in this pool if so desired. 3. The President will make the final selection for recommendation to the Board. G. Search Closure Procedures 1. The Director of HR will contact the selected candidate to secure an agreement on starting date and salary. These offers will be consistent with prevailing wage/salary practices and agreements at the college, as follows: The Director of HR receives the name of the recommended candidate and desired start date(s) and calculates the salary based on the given information (e.g. experience, degrees, salary range, military service, inside promotion/outside candidate, et. al.) and then recommends the salary. This recommendation goes to the President, the Vice President of Finance, and the area VP for approval. If there are any problems, the parties meet to discuss the final salary number. 2. In the event a mutual agreement on starting salary cannot be reached with the candidate, the Director of HR, the area Vice President, the Vice President of Finance, and the President will meet to determine the continuing disposition of the search. 3. After the selected candidate has accepted the employment offer, the Director of HR will: • Prepare the appropriate Presidential recommendation for the next Board of Trustees meeting; • Issue communications to other applicants that the position has been filled; • Maintain all hiring information in accordance with prevailing EEOC regulations and college policies. III. Search and Screen Procedures for Adjunct Faculty A. The Human Resources Department, in consultation with Department Deans, will initiate an advertising request at least twice per year for a reserve pool of adjunct instructors which will be sufficient to sustain the instructional credit load historically taught by adjuncts and to meet projected department-growth patterns. However, advertising for the needs of specific departments may be initiated at any time. B. Recommendations for those candidates interviewed and deemed best qualified by the Department Deans will be forwarded to the Vice President of Academic Affairs for further consideration. The files of candidates approved by the Vice President of Academic Affairs will be forwarded to the President for final review. HR must verify qualifications prior to hire. C. A Department Review Committee consisting of the Department Dean (who will serve as chairperson), the Department Affirmative Action Representative and at least one other department faculty member will meet routinely to review all adjunct applications, in process or completed, to ensure that the College’s commitment to affirmative-action objectives is being met. 34
  • IV. Search and Screen Procedures for Staff Positions (Non-Professional) A. The search-and-screen procedures for all Staff Positions will incorporate the same Affirmative Action/Equal Employment Opportunity safeguards that are utilized for professional positions. All vacancies will be posted in accordance with Equal Employment Opportunity regulations. Internal candidates will be identified and given proper consideration in accordance with the Affirmative Action goals of the Board of Trustees. B. Since the search-and-screen procedures are more centralized in the Human Resources Department for staff positions, the responsibility to coordinate, monitor, and evaluate the selection process rests primarily with the Director of Human Resources. Whenever applicant pools or groups of prescreened candidates are transmitted to College departments for interviewing and selection, the Director of Human Resources will work closely with the appropriate department administrator(s) to ensure AA/EEO compliance. The Human Resources Department will be responsible for assisting department administrators with all pre-employment reference checking and applicant testing. All recommendations for appointment will be transmitted through the Director of Human Resources and the President to the Board of Trustees for approval. The Director of HR brings the forms needed to start the process to the orientation meeting and can intervene at any time in the process to keep it on tract and in compliance. C. The Human Resources Department will maintain proper affirmative-action statistics on staff- position searches. V. Development of Data The Office of Institutional Research will provide, as needed, population statistics to aid the departments in establishing affirmative-action objectives. VI. Responsibilities A. The President will: 1. Be responsible for the overall administration of the College Affirmative Action Plan. 2. Establish, administer, and provide policy directions for the plan so that equal-employment opportunity exists in all areas of the College. 3. Disseminate appropriate directions to Vice Presidents and other administrators from time to time to ensure compliance with the plan. 4. Administratively support the plan so that employment, training, and promotional objectives are met. B. The Vice Presidents will: 1. Be responsible for all aspects of the College Affirmative Action Plan as it applies to their offices. 2. Establish their divisional objectives based on current and projected needs in accordance with the College Affirmative Action Plan and the College Master Plan. 3. Ensure that supervisors and staff fully understand the plan and are adhering to its recruitment, selection, and promotion procedures. 4. In addition, the Vice President of Student Affairs will ensure that the College is fulfilling its responsibility to its students in accordance with Title IX of the 1972 Amendments to the Higher Education Act. C. The Office of Human Resources will: 35
  • 1. Ensure that the procedures used to recruit and select all staff conform to the goals and objectives of the Affirmative Action Plan. 2. Assist in providing career counseling to employees. 3. Establish and implement a system to keep the College aware of significant developments related to equal employment and affirmative action. Such developments will include new laws, court decisions, administrative rulings, and effective programs at public institutions of higher education. 4. Review all proposed hiring actions to ensure that affirmative action is being taken. 5. Develop and conduct briefing programs for the Vice Presidents and other administrators in affirmative-action procedures. 6. Provide guidance to area Vice Presidents and other administrators for identification of alternate career paths for women and minority employees. 7. Insure that the Affirmative Action Officer evaluate the College’s achievement of its affirmative-action objectives annually and report his/her findings to the President not later than July 31 of each year for the fiscal year just ended. OCEAN COUNTY COLLEGE AFFIRMATIVE ACTION PLAN 1.AFFIRMATIVE ACTION OBJECTIVES: To fulfill this commitment, the College will: • Encourage and assist all persons to qualify for employment and educational opportunities solely on the basis of merit, without regard to race, color, creed, religion, sexual 36
  • affection, ancestry, national origin, gender, age, marital status, disabled-veteran status, or physical disability. • Redress any imbalance in representation in classifications with disproportionate numbers of one gender or race caused by artificial barriers of attitude or custom. • Achieve full participation of women and minorities in all categories and in all levels of College employment. • Obtain compliance with both the spirit and the letter of the laws guaranteeing equal opportunity and freedom from discrimination in any terms or conditions of employment. • Preclude sexual harassment in any form in the conduct of employment and educational affairs. 2. PURPOSE: The purpose of Ocean County College’s Affirmative Action plan for both employees and applicants is to provide fair and equal employment opportunities for employment on the basis of individual merit and fitness as ascertained through fair practical methods of selection and promotion and without regard to race, color, creed, religion, sexual affection, ancestry, national origin, gender, marital status, physical handicap or other non-merit factors. It is also the purpose of the Affirmative Action Plan to outline and implement Procedures to effectively use the College’s available human resources. By applying sound management practices and merit principles, available statistical data reflecting job market and population conditions and the availability of persons possessing requisite skills, the College will attempt to alleviate all disparity in the employment of minorities and women in the College’s total work force. Equal employment opportunity in the College’s work force will be accomplished by a thorough review of the College’s total Human Resource administration, and through the following components of its Affirmative Action Program. • Recruitment: Actively recruit qualified minorities for classifications in which they have not traditionally been employed. Actively recruit qualified women for classifications that have been traditionally occupied by men and vice versa. • Selection: Choose personnel considered qualified based solely on the prior- approved requirements for the position and the Affirmative Action Goals, as established by the Board of Trustees. • Career Development: Review current career series to identify possible alternative- career paths. Provide career counseling to employees. • Training: Train all College administrators and supervisors in affirmative action procedures. • Development of Data: Provide statistics to aid in the establishment of affirmative action objectives. • Development of Department Objectives: Develop departmental objectives based on personnel needs and desired achievements in accordance with the overall College Affirmative Action Program. 3. HIRING GUIDE FOR AFFIRMATIVE ACTION 37
  • Filling Position Vacancies: The initial request to fill a vacancy will normally be made by the supervisor through appropriate channels to the area Vice President. When approval has been granted to fill the position, compliance with Board Policies, #3000, #3001, #3040, and the College’s Affirmative Action Plan will occur. All discussions with a candidate will be exploratory and tentative. An offer of appointment to all employee positions will be made by the appropriate Vice President or designee, but will not be made until the Affirmative Action Officer has approved the hiring recommendation form. All final employment decisions are made by the College Board of Trustees upon the recommendation of the President of the College. Record Keeping: The Affirmative Action Officer will be responsible for seeing that information on recruitment, hiring, reappointment, promotion, and non-reappointment are properly recorded and retained in official records. Additionally, the Human Resources Department will maintain on file for a period of two years, all vitae it receives in response to available positions as well as all written evaluations prepared of the candidates interviewed in compliance with prevailing EEOC regulations. Standard Recruitment /Advertising /Interviewing Procedures: • Recruiting: The basic concept of affirmative action is that positive steps should be taken to overcome the effects of any past discrimination, intentional or otherwise. The informality of word-of-mouth recruiting has, in the past, tended to exclude women and minority candidates who were not in touch with the grapevine. Therefore, efforts will be taken to expand methods of recruitment. • Advertising: Regular vacancies will be advertised, both within the college and externally. Job announcements are the responsibility of the Human Resources Department. Sources of advertising include newspapers, postings, direct mailings, web sites, professional journals, other colleges, job search organizations, and special training resources. All advertising and recruitment materials will indicate that Ocean County College is “An Equal Opportunity/Affirmative Action /ADA Employer.” • Vacancy Notices: Vacancy notices will be as precise as possible with regard to the level of the job, the qualifications required of that position, salary information, and any preferred specialization. • Interviewing: When search committees are used, as stipulated by policy and/or contractual agreements, the membership will include women and trained Affirmative Action representatives as members. Interviewers will direct discussion to questions pertaining to the qualifications of the candidate for the position and will not ask questions relative to race, religion, sexual affection, creed, color, national origin, ancestry, age, gender, marital status, armed-forces liability, protected disability, or veteran status. All candidates invited for an interview will be treated equally. Relevant interview notes will be saved in the affirmative action file. • Basis for Non-Discrimination: State and federal laws prohibit discrimination on the basis of race, creed, religion, color, gender, national origin, ancestry, age, mental and physical disability, sexual orientation, atypical hereditary cellular or blood trait, liability for service in the Armed Forces of the United States, or military, or marital status. Additionally, the College is prohibited from discriminating on the basis of previous part-time employment. • Reverse Discrimination: Affirmative action neither requires discrimination against white males nor hiring unqualified persons. Reverse discrimination is just as illegal as discrimination against women and minorities. College administrators will neither imply that the College will not hire white men, nor that a particular position is being held for a female or minority person. In summary, the law prohibits discrimination against any individual on any basis that does not relate directly to the requirements of the job. 38
  • • Subtle Bias at the Screening/Interviewing Level: Search committees and individual interviewers will be alert to subtle discrimination that may affect the evaluation procedure. The Supreme Court has held that standards that tend to have a disproportionate impact on one race or gender, even though they are uniformly applied to all candidates, must be validated. Possible areas of concern in this regard are: a. Age: If preference is given to professional-position candidates in their 20’s over candidates in their 30’s, women and minorities who generally complete their advance degrees at a later age than white males, will tend to be excluded. Candidates will be judged with respect to their “professional age,” not their chronological age. b. Prior Part-time Service: The College is prohibited from discrimination against persons who have held part-time appointments. The reason for this is similar to the age question. Many professional women prefer part-time positions when their children are young. Time spent in part-time service will be pro-rated in comparing the previous experiences of individual to those of other candidates. c. Institution from which Candidates Holds Degrees: Traditionally, women and minorities have not attended prestigious schools to the same extent as white males. Giving greater weight to degrees from specific universities than to other institutions thus tends to have a discriminatory impact. Candidates will be judged on their individual merits, not solely by the institutions they attended. d. Personal Preference or Assumptions: Preference of other employees for whites or males as colleagues will not be relevant to hiring decisions and is illegal. It also is illegal to make hiring decisions based on unverified assumptions, such as assuming that an applicant is unwilling to relocate because of gender or that an applicant is unwilling to work in an all-white department because s/he is of a different race. • Nepotism: In general, policies or practices which restrict the employment of more than one member of a family from working in the same department are prohibited. However, members of the same family will not be employed so that they might influence employment decisions about each other. • Equal Pay: Pay differentials based on race, gender, or other extraneous considerations are illegal. Individuals will receive equal pay for equal or substantially equal work. Differences in pay based on merit or seniority are permissible, but the merit or seniority system in itself will not be discriminatory. This means that similarly situated persons (with the same level of responsibility, same rank/classification, same experience, same or substantially similar qualifications with respect to degrees, etc.) will receive equal pay. • Last Minute Vacancies: The recruitment process is hampered when vacancies develop on short notice. In cases in which departments are not sure early in the year if resources will be available to meet their needs, it is wise to advertise such a potential vacancy rather than be caught unprepared at the last moment. Last-minute vacancies that develop because of unexpected resignations may be handled in several ways. If it is too late to place a notice in the appropriate professional journal, there should still be time to advertise in a weekly publication such as the Chronicle of Higher Education. There should also still be time to contact referral services such as the Higher Education Referral Services. The department may already have on hand a backlog of applications, which may be activated. No permanent position will be filled without an adequate search. If there is not time for an adequate search, a temporary (one-term or one-year) appointment will be made, making it clear to the appointee that a full search will be made and that s/he will compete with others for the permanent position. • Response to Applicants: All applications will be sorted into appropriate categories. All candidates will be informed in a timely manner as to the receipt of their application and/or of materials needed to complete their application. Non-qualified candidates may be notified that they will not be further 39
  • considered for a position. All applicants will be notified when the position is filled by the final selection of a candidate. • Measuring the Effectiveness of Affirmative Action Recruitment Procedures: In evaluating the Recruitment and Selection Report forms, area Vice Presidents will look carefully at the number of applicants and the representation of women and minorities in that applicant pool. General information on the proportion of women and minorities in each academic field is available, and the applicant pool for a vacancy can be assessed as to the number of affirmative-action applicants within the field. If the number is small, the area Vice President, Affirmative Action Officer, or College President, may determine that the recruitment campaign was not thorough enough and appointments or approvals will not be given. In such cases the search process will be reopened, if appropriate. • Monitoring New Hires: In cases of departments with an under utilization of women and/or minorities, particular attention by the area Vice President, Affirmative Action Officer, and College President will be paid to the search process. • Reappointment and Promotion of Employees: Personnel decisions on reappointment and promotion in all employment categories will conform to the same standards in non-discrimination that apply with respect to hiring practices. Decision-makers will be responsible for the same principles of compliance and documentation for non-reappointment and promotion. Documentation will accompany the personnel forms or promotion packets. • Teaching and Committee Assignments: Academic Deans should use Affirmative Action Guidelines and college policy in assigning courses, in determining workloads, and in making committee and other assignments. Such assignments will be made with maximum attention to qualifications and a proper balance of teaching and other duties within the department and will avoid all bias. • College Affirmative Action Officer: The College Affirmative Action Officer designated by the President will be available to discuss questions relating to affirmative action/equal opportunity with individual faculty and staff members. The College Affirmative Action Officer will make affirmative- action reporting forms available to college employees, will observe practices and monitoring procedures, and will serve as the liaison between the College and governmental agencies. • Posting: The Office of Human Resources will be responsible for properly announcing available positions to employees and potential job applicants. Laws and Regulations Concerning Discrimination in Educational Institutions: 1. Executive Order 11246, as amended by 11375: Prohibits federal contractors from discriminating in employment on the basis of race, color, religion, national origin, or gender. 2. Title VI of Civil Rights Acts of 1964: Prohibits discrimination against students on the basis of race, color, or national origin. 3. Title VII of the Civil Rights Act of 1964, as amended: Prohibits discrimination in employment on the basis of race, color, religion, national origin, or gender. 4. Equal Pay Act of 1963, as amended: Prohibits discrimination in wages, salaries, and many fringe benefits on the basis of race or gender. 5. Title IX of the Education Amendments of 1972, as amended: Prohibits discrimination against employees or job applicants because of age and protects those individual who are forty years of age or more. 40
  • 6. Age Discrimination in Employment Act of 1967: Prohibits discrimination against employees or job applicants because of age and protects those individuals who are forty years of age or more. 7. Rehabilitation Act of 1973: Prohibits discrimination in employment because of physical or mental handicap in regard to any position for which the employee or applicant is qualified 8. N.J.S.A. Title 10, Sec. 10:5 – New Jersey Law Against Discrimination: Prohibits discrimination in employment on the basis of race, creed, color, national origin, ancestry, age, marital status, or gender, or handicap. 9. N.J.S.A.Title 34, Sec. 34:11 – Equal Pay for Women: Prohibits discrimination in the rate and/or method of wage payments to an employee because of gender. 10. The Americans with Disabilities Act of 1990: Guarantees disabled persons access to employment, public accommodations, transportation, public services and telecommunications. 11. .The Uniformed Services Employment and Reemployment Rights Act of 1994 (USERRA, Public Law 103-353): Provides reemployment protection and other benefits for veterans and employees who perform military service. USERRA guarantees the right of return to civilian employment with accrued seniority, providing statutory criteria are met. DEFINITIONS AND JOB CATEGORIES Throughout this Plan, the following terms carry the following meanings: Affirmative Action means the steps that Ocean County College will take to satisfy its lawful requirements for equality to all persons of protected classes in the conduct of its affairs in all phases of College operations. The Affirmative Action Officer is that person appointed by the President to coordinate and disseminate affirmative-action policy and programs throughout the College. The Affirmative Action Officer will communicate with all Vice Presidents, Deans, Department Administrators, Directors, and Supervisors on all developments, criticisms, discrepancies, etc., relative to the College’s Affirmative Action Program. Disabled Veteran means a person entitled to disability compensation under the laws administered by the Veterans Administration for disability rated at thirty percent or more, or a person whose discharge or release from active duty was for a disability incurred or aggravated in the line of duty. Divisional Objectives are specific plans that include short-range and long-range goals, timetables, and specific programs for achieving proportional employment. Discrimination means the intentional or unintentional application of personnel policies and/or practices in a way which has an adverse impact on individuals because of their race, religion, sexual affection, creed, color, national origin, ancestry, age, gender, marital status, armed-forces liability, protected disability, or status as war veterans. Equal Employment Opportunity means that all personnel activities and action will be undertaken in a manner which does not discriminate with regard to race, religion, sexual orientation creed, color, national origin, ancestry, age, gender, armed-forces liability, protected disability, or marital status; but which does differentiate solely on the basis of job-related qualifications. 41
  • Disabled Individual means any person who (a) has a physical or mental impairment which substantially limits one or more of such person’s major life activities; (b) has a record of such impairment; or (c) is regarded as having such an impairment. Minority refers to the following classes of persons: African American, Hispanic, Asian or Pacific Islander, and American Indian or Alaskan Native. Protected Class refers to women, veterans, disabled individuals, persons over forty years of age, or the sexual orientation of individuals. “Protected class” means that a class of individuals is protected by either a state or federal law against discrimination in employment because of past discrimination and is therefore, covered by this plan. Qualified means qualified under criteria validly and demonstrably related to the nature of a particular job or enrollment in the College. Sexual Harassment is defined by the Equal Employment Opportunity Commission as unwelcome advances, request(s) for sexual favors, or other verbal, non verbal, or physical contact of a sexual nature when: (a) Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment or status in a course, program, or activity. (b) Submission to or rejection of such conduct is used as a basis for employment or educational decisions affecting an individual; or (c) Such conduct has the purpose or effect of unreasonably interfering with an individual’s work or educational performance, or of creating an intimidating, hostile, or offensive working/learning environment. Veteran refers to a person who 1) served on active military duty during time periods of engagement designated by the Veterans’ Administration as military conflicts and 2) was discharged or released with other than a dishonorable discharge or was discharged or released from active military duty for a service- connected disability. Work Force is all employees of Ocean County College, excluding its own students, who might be temporarily employed under various student financial-aid programs. In addition to using the above definitions, the Affirmative Action Plan frequently makes reference to specific job categories. The specific Equal Employment Opportunity Commission job categories to which the plan refers are defined in the following paragraphs. Administrators and Supervisors This category includes positions responsible for management of a department or a distinct functional area of a department. Assignments require the performance of work related directly to management policies or general business operations of a department. Incumbents must regularly exercise discretionary judgment and direct the work of others. Professionals This category includes positions in which the staff member must have specialized and theoretical knowledge usually acquired through college training, work experience, or other training which provides comparable knowledge. Regular faculty, librarians, counselors, and administrators are in this category. Technicians This category includes positions which require a combination of basic scientific or technical knowledge and manual skill obtained through specialized, post-secondary-school education or equivalent on-the-job training. Paraprofessional This category includes positions in which employees perform some of the duties of a professional or of a technical nature. They function in a supportive role, and less formal training or experience is required for paraprofessional status than for the professional or technician category. 42
  • Supportive Staff This category includes: a. Office and Clerical. These persons prepare the internal and external communications, record and retrieve data and/or information and prepare other clerical work required in an office. b. Service, Maintenance, and Security. These employees work activities contribute to the upkeep and care of buildings, facilities, and public property or the comfort, hygiene, safety, and security of the College work force, the students, and the general public. Adopted: June 26, 1972 Revised: February 14, 1977 Revised: May, 1983 Revised: April 23, 1990 Revised: May 29, 2001 Revised: April 29, 2002 Revised: January 5, 2006 Task Force on Class Scheduling REPORT TO THE PRESIDENT 43
  • Winter 2005-06 Members: Linda Novak, Janet Hubbs, Co-Chairs Richard Parrish, Frank Wetta, George Perabo,Carolyn Showalter,Richard Strada, Francis Polk, Antoinette Clay, Mary Burke, Duane Grembowicz, Karin Gargone, Kathleen Malachowski, Kaaren Finberg, Sandra Kearns, Christine Kitchin Consultants: Chengbo Yin, Sue Fusco, Debbie Pfaff Premises: The Task Force based its deliberations on the following underlying premises that were researched and supported by data throughout our discussions: • That the current schedule of classes is pedagogically inconsistent because of the distribution of learning delivery periods into a 75-minute and a 50-minute format for the same course; that faculty members on the task force unanimously agreed that the 75-minute format is more pedagogically effective; • That students have shown through registration patterns that they most often select classes that meet twice/week and that this selection pattern can be expanded; • That classroom/facilities utilization is not currently distributed equitably, resulting in periods of over-utilization and underutilization [MWF at 8 and 9 AM and all day Friday are heavily underutilized; T-TH at 9:25, 10:50; 12:15, and 1:30 are heavily over-utilized]. Recommendations: The following recommendations of the Task Force to the President are attempts to remedy the negative implications of the premises listed above: 1. Adopt one of the two schedules recommended (Plan A or Plan B) • Plan A essentially replicates our current T-TH time schedule and converts all class hours to 75-minute meetings but re-couples days as M-TH, T-FR, W-SAT for a six-day week, thus expanding the current two- day, 75 minute class offerings from one to three selection patterns. It is understood that any two consecutive 75-minute classes can be joined to form a 150-minute class that meets once/week and that other scheduling configurations may be used for classes of more than or less than 3 credits. • Plan B uses the same days as Plan A for the 75-minute class hour, but starts at 7:30 AM in order to allow classes to start on the hour or half hour and to provide a 15 minute pass time (rather than the current 10 minutes). The Task Force is aware that a 7:30 start might prove to be problematic and will probably require negotiations with the faculty bargaining unit in order to guarantee faculty commitment to the 7:30 teaching time. On the other hand, since the 7:30 classes will meet only two times a week and will not interfere with students’ later afternoon commitments (for work or child care), this might be a desirable option. Also, as our campus expands physically, the extended pass time seems practical. 2. Implement the new schedule FA 07. Implementation would not be feasible by FA 06 and SP 07 seems inconvenient for students (splitting the academic year). 3. Spend the time between the approval of a new class schedule and its implementation in informing the college community and receiving advice. 4. Revise the existing scheduling guidelines to accommodate changes required by the new scheduling model. 5. Share our plans with the Council of County Colleges to see if there is interest in developing a general statewide schedule of classes for community colleges. This would allow OCC to take a leadership position in developing a new learning culture, offering students both more choice and also a stronger incentive to become more fully engaged with their learning community. 44
  • Plan A Day/Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday 8:00 9:25 10:50 12:15 1:40 Activity 3:05 Activity 4:30 6:00 7:25 8:50 Day, M- Color Code: TH Day, T-F Day, W-S Day, Sun Eve, M-W Eve, T- TH Eve, F Plan B 7:30 9:00 10:30 12:00 1:30 Activity 3:00 Activity Evening 4:30 6:00 7:30 9:00 45