Office of Institutional EffectivenessDocument Transcript
Institutional Effectiveness Annual Report-FY2006
Office of Institutional Effectiveness
Institutional Effectiveness Design
Assessment of Ongoing Performance
Assessment used to institute Process Improvement.
Assessment of Initiatives
President’s Reports on Initiatives
Strategic Initiatives Assessment
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
The college has identified eight key performance targets by which to classify the major indicators
of overall effectiveness. These are:
Resources Development and Management
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
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
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
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
initiatives and provides goals, tasks, timelines and responsible persons for implementing each
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
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
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
• 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.
• 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
• 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
• 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.
• 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.
• 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
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
• 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
• 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
• 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
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
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
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
Not conducive to OCC cost/student.
Classroom IP: Classroom To extend classroom
Technology technology under access to learning
evaluation by Tech technologies to
Committee for 05-06 improve student
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
Center for Genocide
and Holocaust Peace
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
measures FA-05 and SP
06; revision of Program
Assessment format and
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
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.
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.
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
earlier with more
greater use of online
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
Student Use of Survey IP: We are developing To use data for
Satisfaction Measures web-based surveys to program
determine student improvement
satisfaction with the
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
houses Barnegat Bay
Ocean County Library
Partnership for SEC
new linkage with OCC
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;
in Jump Start (early
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
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
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
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
exhibit FA 05 from ALA
chorus, and art gallery
with the Garden State
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
Team, SP 05.; leave of
absence for Grant
Director (FA05) has
slowed down new
initiatives in this area;
new grants coordination
report shows a 2.5
million dollar increase in
Other Revenue S: Sovereign Bank To enhance the
contributes $25,000 to college’s revenue
ALL; $50,000 to stream.
Foundation; Rotary and
revenues produced by
enterprises that also
increase FTE funding;
OCC Foundation and
the Office of College
Heritage Fund) also
seek external, non-
revenues; $2.6 million
to Planetarium; A-Cat
sailboat contributed to
college sailing program
as well as private
donations in excess of
$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
design for FA Building
completion (SP 06);
projects on or near
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
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
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
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.
contributions for the
OCC sailing club and
future Marine Learning
Center; county funds
for TV studio
partnerships in new
sought for Planetarium
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
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
reductions but 60% of
all original new money
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
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.
and retention. (SP05-
Task force presents
proposal for new class
schedule, for FA 07 (W
Improvement Team on
established in SP 06;
Civility Web Page
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)
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.
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
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
attendance AY 04-05;
SP 06). Civility Team
schedules or announces
events with civility
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,
art shows, lectures,
events related to Black
Month, National Poetry
Month; offerings by the
Institute for Peace,
Holocaust and Genocide
Institute, travel/ study
cultural exhibits, et. al.
APPENDIX 2: Departmental Planning Documents, Assessment
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
Identify current practices We have made little We need to review the None
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.
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
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
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
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
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
developmental writing and
reading courses into two
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
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
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
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
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
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
2. College Advancement
OBJECTIVES STATUS/REASONS ASSESSMENT IMPACT ON
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
into the division, and
the initial success of
our planned giving
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
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
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
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
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
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
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
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
Develop annual audit
Expand reporting and
analysis of internal
Design internal audit
process for departmental
Develop uses of Resource
25 capital asset data base
for year-end audit and
financial analysis as
Streamline and improve
Ocean County Community Fact Book, Labor and Workforce Development, December 2005
New Jersey Department of Labor and Workforce development, 2005
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
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
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
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
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.
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
• 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
• 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
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
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
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
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
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
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.
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.
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
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.
8. Campus Services
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
♦ Purchased some archival
storage materials and
began process of storing
labeling and listing
♦ 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
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.
♦ Purchase appropriate
furniture for InfoLit
♦ Purchase appropriate
furniture to display
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
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-
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
technology as part of all
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
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
Appendix 3: Middle States Association of Colleges and Schools
Correspondence: Monitoring Report, Progress Letter
Appendix 4: Process Improvement Team Reports
Civility Web Page
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
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.
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.
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, email@example.com
Kathleen Malachowski, X2117, firstname.lastname@example.org
Nancy Polonitza, Counseling Services, X2495, email@example.com
Bridget Root, X2048, firstname.lastname@example.org
Carey Trevisan, Dean of Special Services, X2011, email@example.com
Dave Wolfe, Campus Ombudsman, X2078, firstname.lastname@example.org
Sexual Harassment Response Team:
Carol Crawford, Director of College Health Services, X364, email@example.com
Don Doran, Vice President of Student Affairs, X2039, firstname.lastname@example.org
Kate Pandolpho, Counseling Services, X2941, email@example.com
Nancy Polonitza, Counseling Services, X2495, firstname.lastname@example.org
William Rickert, Mathematics Professor, X2179, email@example.com
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
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.
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.
Campus of Character is a civility web page on the Colorado State University web site.
DEPARTMENT OF HUMAN RESOURCES
Search Committee Hiring Manual
Basic HR Procedures
Search Committee Procedures
Affirmative Action Plan
OCEAN COUNTY COLLEGE
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
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
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
B. Requisition, Recruitment, and Search Committee Formation for Professional3
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
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)
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
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
A professional position is usually defined as a full-time position requiring at least a bachelor’s degree or equivalent professional
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
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-
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
• Any other relevant job-related performance activity or test
The Chair will ensure that each candidate is asked to perform the same
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
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.
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
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
• A copy of the interview format
• An affirmative action report completed by the chair
• The originals of any examinations/tests given to the
• 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
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
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
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
• 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
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-
V. Development of Data
The Office of Institutional Research will provide, as needed, population statistics to aid the
departments in establishing affirmative-action objectives.
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
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:
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
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
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
affection, ancestry, national origin, gender, age, marital status, disabled-veteran status, or
• 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
• 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
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
• Development of Data: Provide statistics to aid in the establishment of affirmative
• 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
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
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
• 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
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
• 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
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.
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
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.
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
(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
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-
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
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
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
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.
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
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
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.
Day/Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Color Code: TH