NOTE: The Office of Matriculation and Assessment Services moved from Instruction to Student
Services in July 2011.The program plan posted here was completed in 2008 as part of an Administrative
Review process when this program was a part of the Instruction component. The format and content
included complied with the model in use at that time. Program SLOs and AUOs were not in existence
then and therefore will not be discussed in this report. The Office of Matriculation currently has one
Student Service SLO and one Administrative Unit outcome that are posted on the Student Services
website along with other Student Services program SLOs. Assessment Services also has an SLO posted
on the Student services website. The assessment of those outcomes is also posted there. The
Matriculation Office and Assessment Services will write a new program plan in Spring 2013, using the
Student Services program planning format.
This is the Introduction to the
ADMINISTRATIVE REVIEW- INSTRUCTIONAL DEVELOPMENT
Spring 2008
Overview for Administrative Review, Instructional Development Division
The Instructional Development Division, renamed from Student Development Division in 2005, designs
and oversees programs and services that support instruction and student success at the institutional level.
The division is a complement to the Career Technical Education Division (CEED) in that the former
focuses on the career options at the institutional level and the latter, Instructional Development,
primarily focuses on the general education and transfer issues.
The areas under the Instructional Development umbrella include:
• Outreach and Recruitment, which coordinates and provides services to increase enrollment and
streamline services into and within Cabrillo
• Articulation, which works with four-year colleges and area high schools in order to strengthen
enrollment into Cabrillo and strengthen transfer to the four-year system; to streamline high
school-to-career programs at Cabrillo
• Matriculation, credit and non-credit, which includes assessment for course placement, in
order to increase student success for all students enrolled in more than six units
• Disabled Student Programs and Services, which supports the matriculation and academic
success for students with disabilities
• Learning Skills, which provides assessment and support to students with specific learning
disabilities
• Tutorial Services, which increases students’ academic persistence and success
• Honors Transfer Program, which provides an instructional option for high performing students
and those on the transfer track
The design of the Instructional Development Division is unique both on the Cabrillo campus and within
the common organizational structures of most community colleges. Some of the functions within
Cabrillo’s Instructional Development Division may be located in the Student Services component at
other colleges; here they are in the Instructional component. Because of the non-traditional clustering,
the Division/Department has the freedom and impetus to be a little “messy” (personal conversation,
Rock Pfotenhauer, 2007), and to think and work in different ways. It encourages the Division to serve
students and the institution across the whole system—from basic skills to honors. Because the common
“hard boundaries” within institutions are not built into the Cabrillo structure, the cross-functional
thinking and program deliveries can benefit the students and the college, as a whole.
Instructional Development is the component of Cabrillo’s mission that commits “…to provide an
accessible and effective learning environment, which aids students in their pursuit of transfer, career
preparation, personal fulfillment, job advancement, and retraining goals…” .
Relationships with other college components
The Instructional Development Dean and staff position work across all the components of the college.
Each program will describe in more detail its relationships with others later in this report. To summarize
and highlight relationships through the division office:
President’s Component:
• Informal sharing of ideas
• PRO for research questions on student success, retention, profiles, etc. for program evaluation
and design
• Marketing and Communications: design of materials, messages
• IT for data for the Chancellor’s Office and improved processes for students
Instructional Component:
• Instructional division deans and faculty
• Career Technical Education division dean
• Tech Prep (trainings, articulation agreements)
• Library for research needs
• Faculty Senate for support for new initiatives (Honors Program, Basic Skills)
Business Services Component:
• budgets and Chancellor Office reports
Student Services:
• Director of Admissions and Records to support more accessible admissions processes
• Individual counselors on matriculation-related questions and processes
• Counseling Department to review and revise systems and processes
• Student Services staff around the design and review of programs and services;.
• Financial support for increased staffing for inputting applications, technology for direct student
use and improved information (computers for online applications, large lobby monitors for
information),
• Co-design (with marketing) and Student Services of orientation scripts for an online orientation
(in development),
• Co-design of trainings for high school counselors on application and enrollment processes
Budget
The division budget is a combination of restricted, categorical funds and general fund monies.
Efforts and Outcomes
The Office of Instructional Development has actively participated in the review of and improvement to
the following areas: Model Programs and their possible barriers to timely transfer; CIP processes and
timelines; the administrative review component of curriculum review and approval; information in the
college catalog and class schedules to improve understanding of and appropriate utilization of college
services and processes; and the initial co-design and development of the new Honors Transfer program.
The Division, although not as visible as others may be, is interwoven into the fabric of the College in
direct and indirect ways.
MATRICULATION
I.
Background and Analysis
a. Description of area and function:
The Office of Matriculation and the services it oversees are integral to the College’s purpose—
“…to provide services that enhance the accessible and effective learning environment, (to) assist
students in their pursuit of transfer, career preparation…job advancement, and retraining goals.”
Matriculation is woven into the fabric of all CA community colleges; connective tissue that has
the same goals and services, no matter at which college it is provided, with implementation being
both similar yet unique, at the different colleges.
The mission of Matriculation at Cabrillo College is “To provide a partnership between the
college and its students, each having a role and responsibility in assisting the student to meet
his/her educational goal in a timely and well-planned manner.” This is accomplished through
five services: assistance in making the admissions process accessible, assessment for appropriate
course placement, orientation to the college experience and expectations, educational planning,
and follow-up services to increase retention, persistence and goal completion. Matriculation
services are provided for both credit and non-credit students. See Cabrillo’s Matriculation
website for additional information and the College’s Matriculation Plan submitted to the
Chancellor’s Office, http://www.cabrillo.edu/services/matriculation/
Three additional components that support the Matriculation goals from the institutional
perspective are the identification and support of correct course placement through pre and
corequisite design and monitoring, research on related student success issues, and staff training
on matriculation-related issues for ongoing quality assurance.
The Matriculation Office at Cabrillo College is in Instruction. We are one of the few colleges
that position this function here, although more seem to be considering it over the past few years.
Cabrillo’s Admissions and Records and Counseling Departments oversee two of the eight
Matriculation services at Cabrillo-- admissions and educational planning. Instruction oversees
assessment, requisites, and research. Orientation, staff training, and follow-up are collaborative
services between Instruction and Student Services. As Matriculation is an institutional
obligation that serves all students with an education goal and who are enrolled in more than six
units, the more and stronger the collaboration across components, the better it is for students -from entry to exit. .
The Assessment services are staffed by three classified staff and several “seasonal” hourly
workers that are supervised by the Matriculation Coordinator, with their daily work directed by
the Student Assessment Coordinator. There has been a 100% turnover in assessment staff over
the past three years and the office has finally settled into a professional and smoothly-run
service. The staff works closely with Admissions, Counseling, and Outreach. This successful,
cross-component service demonstrates the collaborative nature of Assessment, one of the most
visible Matriculation services. The student is the focus.
Sp ’05-F ‘05
Sp ’06-F ‘06
Sp ’07-F ‘07
Reading
English
Math
TOTALS
3258
3040
3519
3256
3043
3515
3284
3568
3508
9798
9651
10542
(+7.06% from ’05 - ’07)
**The 2007 figure is census data vs. enrollment data as listed in the Fact Book. The actual
number is higher.
ESL’s assessment process is different than that of math and English. Cabrillo’s ESL department
initially moved to self-placement due to curricular issues and a directive from the Chancellor’s
Office as part of a site visit. Yet, more colleges are selecting self-placement/informed consent (in
areas other than ESL) and many researchers support the validity of the methodology.
This service has been evaluated over the past three years and changes made accordingly.
Sessions have been advertised as “required” in the class schedule and an assessment staff person,
trained by the ESL faculty, and a counselor provide the sessions. In addition to course level
information, “next steps” in the enrollment process and basic college-going information that ESL
students need have been added. These inclusions have been designed by the counselor.
Assessment provides 32 sessions/year. The sessions are held in Watsonville and Aptos, with
tracking from attendance to enrollment.
ESL is hoping to add a formal assessment to this informed consent session as a result of their
redesigned curriculum.
Student Services SLO Assessment Analysis Form
Department
Assessment (Matriculation)
Meeting Dates
Fall 2008: Quiz developed
Spring 2009: Implementation of quiz.
Summer 2009: Evaluation of responses, modifications made to the verbal
directions to students; re-launched quiz with new verbal instructions.
Spring 2010: Assessment Policy Page revised to include SLO information at
the top of the page.
Spring 2011: Evaluation of the quiz and data; (suspended administering quiz
pending conclusion of ACE self-efficacy survey (Fall 2012).
Summer 2011: Reviewed SLO and survey with BRIC trainer. She suggested
the two week survey window with a pre and post test.
Fall 2012: Evaluate the data and redesign quiz questions as needed, develop
a plan for pre-test administration.
Spring 2013: Re-launch quiz in a pre- and post- test format.
Number of Staff participating
% of department
2-4 depending on meeting dates, agenda and work schedules
75-100% of staff participated in meetings: Dean of Matriculation/CESS,
Assessment Coordinator, and Assessment Program Specialists with SLO
Coordinator, Director of PRO and VPSS as needed.
SLO measured
Critically analyze and identify options that maximize accurate course
placement based upon assessment score, prior knowledge, skills and
experience
Assessment Tool
(Briefly describe assessment tool)
What was the tool? A five question web-based computerized quiz taken
prior to math, reading and English assessment. Responses are recorded in
Surveygizmo.
How do students receive the information to answer the questions? Students
read Facts about the Assessment Test poster in the lobby and hallway while
waiting in the line before assessment sessions; once seated in the lab, staff
directs each student to read Student Assessment Directions sheet and read
and sign the Assessment Policy Page. Before the assessment begins the staff
reads aloud the assessment introduction and instructions script. This script
along with the poster, direction sheet, and policy page all contain the
information needed to answer the questions correctly. The information is
also on our website and included in the on-line orientation.
Assessment Analysis
(Summarize the assessment
results; discuss what student
needs and issues were revealed)
We conducted our first evaluation of the quiz tool in July, 2009, with 1167
students completing the quiz. We noted that questions #1 & 5 had lower
“correct answer” rates than the other three question. Students answered
both a correct answer (“all of the above”) and correct options (just one of
the correct answers) which we assumed might be because they answered in
a hurry and did not read through all the options before responding.
Consequently, we modified our verbal instructions by adding read all
multiple-answer options before choosing an answer.
We evaluated the outcomes four months later with 583 additional
responses. The results showed no significant changes from our first
evaluation of June 2009. The percentages stood consistent with a variable
of 1% - 2% increase or decrease for each question. Adding the additional
“heads up” about reading through all the questions first did not seem to
make a difference. We will need to review those two questions again and
rewrite the questions before we re-launch the quiz.
We continued to administer the same quiz through March of 2011. During
that time we revised our policy page to include information needed to
answer the SLO quiz questions. The correct response rates improved
significantly for all questions except question #2 which went down slightly
(see table). Although we are generally pleased with the students’ correct
answer response rate, when we re-launch the new quiz our goal is for the
correct response rates for each question to be above 80% on the pre-test
and above 90% on the post-test.
Next Steps
(How will you address the needs
Overall, we are satisfied with the tool we are using and the topic of the
questions. However, based upon frequently asked questions from students
and the new course repeat policy it is clear that some additional information
and issues revealed by the
assessment?)
and questions on math testing options is needed. By addressing this our
hope is that students will be able to act more appropriately in their own best
interest when making the choice of which math assessment to take for
accurate course placement. We will add a question(s) that specifically
addresses the choice of the two math assessment tests available. We will
also revise the other questions as needed to reflect Cabrillo in 2012.
Additionally, we will administer the quiz as a pre- and post test so that we
can accurately measure what students have learned.
Timeline for Implementation
Fall 2102: with the help of PRO and SLO coordinator redesign questions; add
math option question(s).
Winter 2013: With the help of IT: using IT’s program of choice to create the
quiz, create website link to the quiz, re-image the assessment lab computers
to include a desktop short cut to the quiz website.
Spring 2013: Assessment staff to develop process for administering the pretest and post- test to students. Implement the quiz for a 2-week window.
Summer 2013: I/T or TLC trains assessment staff to extract the data from the
quiz responses. Evaluate responses and write evaluation report.
(Make a timeline for how you will
implement the next steps outlined
above )
SLO quiz response data for Assessment
Spring 2009:
1167 responses
modified
verbal
instructions
Summer 2009:
an additional
583, total 1750
responses
a) correctly place you in classes that are at your
demonstrated skill level
33.1%
32.7%
25.5%
b) move you closer to your educational goals in a
timely manner
1.8%
1.3%
0.9%
c)give you a better chance of succeeding
d) all of the above (correct answer)
0.7%
64.4%
0.7%
65.2%
1.0%
72.7%
93.5%
93.8%
92.9%
initial
key factors: implementation
revised policy
page
Fall 2010-Spring
2011: 1013
responses
Question # 1. You should take the assessment test
before enrolling in classes because it will: (check all that
apply)
Question # 2: If you believe the level of the class that
the assessment placed you into is not correct, your
options are to: (check only one)
a) Re-take the assessment test (correct answer)
b) Ignore assessment results and enroll in your
desired class
1.5%
1.3%
1.2%
c) Enroll in the class designated by the
assessment test, and change to a different class
whenever you want to
5.1%
4.9%
5.9%
9.5%
7.8%
4.4%
88.3%
2.2%
90.2%
2.0%
90.9%
4.6%
81.1%
18.9%
83.9%
16.1%
85.3%
14.7%
3.6%
5.1%
20.7%
11.1%
59.6%
3.5%
5.3%
19.9%
12.0%
59.3%
3.9%
8.0%
11.5%
9.2%
67.3%
Question # 3: The assessment test can be taken: (check
only one)
a) once only
b) twice in a six month period, at least one week
apart (correct answer)
c) as many times as you want
Question # 4: If a class has a prerequisite or corequisite
course required and you believe you already have the
knowledge and skills for that course, you can formally
“challenge” the prerequisite or corequisite class.
a) True (correct answer)
b) False
Question # 5: The process you need to follow to
challenge a pre or corequisite can be found in: (check all
that apply).
a) schedule of classes
b) the college catalog
c) an orientation session
d)the student guide
e) all of the above (correct answer)
The counseling faculty provides the in-person, group Orientation services. A comprehensive
online orientation, which is in the final stages of development will provide flexibility to students
by allowing them to become oriented to college on real time, from home, and not need to come
to the campus for the initial, basic information. The Matriculation Office is currently working
with the Counseling Department to review and rewrite language for specific portions of the
online orientation. This additional option for the service will allow students to better utilize the
counselors’ expertise through direct interaction on goal setting, educational planning, course
selection, and transfer and graduation planning. This additional mode of receiving the service
also meets the Matriculation requirements of providing as many of the components electronically
as possible.
A counselor also provides in-class orientations to ESL students after they have been attending
Cabrillo for a few months. This is a parallel to the in-person group orientation provided by
counselors.
The Counseling Director additionally identifies subcommittees to work on Matriculation issues
with the Matriculation Coordinator: the redesign of the Orientation for Running Start in order to
be more responsive to changing program needs; data collection issues with IT, as required by the
Chancellor’s Office; and services for ESL students.
Follow-up services must be an institutional and collaborative effort between Instruction and
Student Services with multiple programs within the components involved. Currently, specific
programs/services such as EOPS, DSPS, Puente, Digital Bridge, Basic Skills and other cohortbased programs provide special follow-up for their students. Instructional or CTE programs may
also have specific follow-up activities, but they are decentralized. For the general student, the
follow-up interventions currently are limited to the letters from Admissions alerting students to
their academic and progress probation and “disqualified” status. These efforts are required by
Title V and are the minimum.
Challenges;
1) Identify partners at the College to design effective follow-up strategies and services to
increase persistence and success.
2) Increase collaborative service planning and delivery with Student Services through a
commitment to think outside of the traditional structures and lines of responsibilities that
delineate Instruction and Student Services.
3) Work with ESL to identify an assessment instrument that will support their redesigned
curriculum as referenced in the Program Plan in spring 2008.
b. Relationships with other college components
Admissions and Records: Admissions provides the direct services to students around admissions;
Matriculation is charged with supporting the design of “accessible” admissions systems and
processes. Therefore, our role is as liaison with students, families, and high schools counselors
and staff who have suggestions, complaints and users’ knowledge of what does and does not
work efficiently-- we work with the stakeholders. We also support A&R with financial support
for the hiring of hourly workers to input applications, the purchase of computer equipment to
improve students’ ability to enroll (100 Building), coordinate training with the Admissions staff
to train high school personnel, and provide application workshops through our outreach staff.
These efforts are in addition to the admissions-related services offered by A&R.
Counseling: Matriculation works with the counseling faculty in a number of ways by providing
annual funding for adjunct counseling units, computers for student use in the Transfer and Career
Center, collaboration on evaluating and redesigning orientations for Running Start, support for
the in-person, post assessment orientations, and script design and review for the online
orientation. Individual counselors frequently call the Matriculation Office for matriculationrelated questions. The Matriculation Office also solicits updates from counseling, rewriting,
printing and providing the Student Guides that the counselors use in their group orientation
sessions. Counseling is additionally invited to present training for high school counselors. The
Matriculation Office supports counseling through the set-up of the new Orientation room in the
new Student Activities Building (SAC West, 202) with state-of-the-art equipment. The
Assessment Office also coordinates the scheduling of the counselors’ orientations with the
Counseling Office and compiles packets for all the students the counselors will work with during
orientation. Counseling additionally works with Assessment on self-placement for incoming ESL
students.
PRO: Matriculation regulations require validations of the math and English assessments on a six
year cycle. The consequential validation and disproportionate impact studies are conducted on
schedule with the related faculty and PRO staff. Any issues raised are shared and resolved with
the math and English faculty. Additional research questions are asked throughout the year. The
2007 Fact Book thanked the Matriculation Coordinator, along with others, for (her) … “firm
commitment to, and support of, planning and research at the college.”
Faculty: Math, English, reading, ESL, and counseling faculty are members of the Matriculation
Advisory Committee. We usually meet once/semester. Issues dealt with at the meetings are
initiated from both the Matriculation Office and the Advisory Committee members. The dialog is
cross- component and interesting. The faculty also collaborates with the Matriculation Office
around the issues of challenges to pre and corequisites. The latter oversees the process,
communicates with the division offices, the program chairs and sometimes individual faculty,
making improvements to the process on an ongoing basis to benefit students’ needs.
Students: Direct student interaction occurs around the Challenge Process and through the
admissions, assessment, orientation, counseling and follow-up processes and services. A student
also serves on the Advisory Committee.
Business Office: Our categorical budget requires close monitoring and an annual report. We have
an assigned staff person.
IT: The Datatel Coordinator in IT sends the bi-annual data from MIS to the Matriculation
Coordinator for review. Data that could trigger Chancellor Office questions, or eventually impact
our funding is reviewed. For example, in the latest review, the data indicated 0 contacts for
“informed goal,” which is counted through counseling visits. Knowing this was obviously
incorrect, MIS and the Matriculation Coordinator are meeting with a Counseling rep’ for
solutions to the data collection problem. As a result of these meetings, our IT person can
represent our concerns and suggestions to the Datatel Users Group and locally, we identify new
ways to collect data.
The Matriculation Office proposed the hiring of a FT IT Program Coordinator to specifically
support Matriculation data systems needs. This was designed and advertised in 2007. It would
have been a cross-component support person, supporting admissions, assessment, counseling and
follow-up. Changes in funding froze it.
c. Costs:
The Matriculation Office’s annual categorical budgets are based upon MIS data that is reported
to the Chancellor’s Office by the College. We receive an allocation for both credit and non-credit
services.
CREDIT MATRICULATION
Personnel
Matriculation Staff
Assessment Staff
Research Staff
Operating
Total
05-06
06-07
07-08
193,007
145,912
39,330
103,247
481,496
201,325
197,122
32,996
246,097
677,540
210,689
207,751
52,500
245,990
709,930
NONCREDIT MATRICULATION
Counseling
05-06 06-07 07-08
7,598 9,385 12,817
The Matriculation Office contributes annually at the end of the fiscal year to both Admissions
and Counseling. The amount over the past years for Admissions has included support for hourly
assistance, ongoing staff support, equipment, and training. For counseling, the support has been
for adjunct hours and computers for students.
05-06 06-07 07-08
Average over 3 years
Admissions 29,111 55,219 37,617
40,649
Counseling 29,201 54,460 45,619*
43,093
*as of 4/08
These additional year-end funds are included in the Matriculation operating budget figures
above.
d. Student Success:
Matriculation was designed as a vehicle to promote student success—for ALL students. Its
services have been in place since 1986. Placement assessment using multiple measures,
orientation to college, and educational planning and counseling are the means to student success.
Follow-up services can also provide illumination on ways to improve services. Each service
measures its outcomes. In assessment, the direct service which the Matriculation Office oversees,
we monitor feedback from students, faculty, departments and PRO on accurate placement.
The Assessment Center has program SLO’s Supporting Competencies #s 2 (Critical Thinking)
and #4 (Personal Responsibility) of the Core 4:
After assessment, students will be able to:
1. Evaluate the results of placement assessment based upon prior knowledge of skills and
experience and critically analyze options for next steps.
2. Demonstrate understanding of the role assessment has in the pursuit and achievement of
academic goals.
These will be measured by a pre and post survey of students’ understanding of what their next
steps are: to accept results as accurate indicators of skill and knowledge, understand options for
disagreement, and advocate for themselves and challenge the results through the official
Challenge Process. The survey will be designed during summer 2008 with implementation
planned for fall 2008.
Admissions and Counseling will be identifying SLO’s during a session that is the result of the
2007 Accreditation Report. This will be overseen by Student Services
e. Results of internal survey:
Because Matriculation is primarily an oversight function, there are limited people to survey.
Counseling and Admissions have the responsibility to evaluate their services. This has been done
over the past five years, although follow-up from these efforts by the services is unknown. The
Matriculation Advisory Committee was sent this report and their comments have been included
throughout the report..
An “internal survey” conducted in 2005 by the Matriculation Coordinator identified that a
number of the recommendations from the Chancellor’s Office 2000 site visit had not yet been
completed. They were reviewed with the Advisory Committee and all were completed by the
2006-07 year.
f. Describe trends, issues, and challenges identified.
The challenges that Matriculation faces will be in response to the changing face of the
community college student. As a result, the services provided by Matriculation and the College
will need to adapt. Assessments of need, college culture, and services and interventions will need
to be redesigned. This will require a cross-component effort with a willingness to work across
areas of responsibility that may be in different components. Since January 2008, Assessment and
the Digital Bridge have added a short online assessment for students entering Cabrillo. It is to
identify self-efficacy skills. This data should assist us in making overtures to students in high risk
categories as we design follow-up strategies.
A significant challenge will be the possible decrease in funding from the State. Five years ago
Matriculation was slashed 39%. This occurred while it did not for the other categoricals (DSPS
and EOPS) because Matriculation was less understood, as it was misperceived as serving a less
“obvious” population.
II
Program Directions and Recommendation
a. Description of what is needed for service area to address challenges identified in Section I.
1) Identify partners at the College to design effective follow-up strategies and services to
increase persistence and success. Expand the dialog beyond the “usual suspects.”
2) Increase collaborative service planning and delivery through systemic thinking; emphasizing
the whole program over the parts.
3) Work with ESL to identify an assessment instrument that will support their redesigned
curriculum.
4) Bring some of the issues that are surfacing through the new Honors Program to the
Matriculation Advisory Committee.
b. Proposed plan for next 6 years addressing all aspects needed to institute recommendations.
There is no specific multi-year plan needed other than the one required by the Chancellor’s
Office, as referenced above. The last one was submitted in 2006, per requirement, with
component input and revisions. The annual activities and issues we address at the local college
level are determined by feedback from students and staff as clarification of and improvements to
current processes and polices. If any of the components of the college’s Matriculation Plan need
or desire change, those changes will be communicated to the Chancellor’s Office. For example,
the current activity under the Non Credit Plan, providing outreach and admissions and college
information to high level ESL students at Adult Education ESL programs may not continue due
to low enrollment from those students. This is being evaluated presently with the provider
(Cabrillo counselor.)
c. Description of plan for ongoing evaluation of functions and services
The Matriculation Plan is reviewed by the Matriculation Coordinator in order to identify any
issues that need addressing. These are then brought to the Matriculation Advisory Committee for
discussion. Examples include College policies that are not consistent with what is communicated
in the catalog nor understood as being correct by faculty and staff. The evaluation of assessment
and orientation, which are under the direct oversight of the Matriculation Coordinator, are
evaluated on an ongoing basis with those involved. A number of changes have been made to
both those services as a result: clarification of who needs assessment, self-placement for ESL,
working with CCEU to support the need for seasonal workers, and clarification and ongoing
rewording of printed descriptions of Matriculation services and processes. In orientation, two
versions have been redesigned and the online product that is almost complete will be a feather in
Cabrillo’s cap.
Matriculation will work with PRO on internal surveys for campus perceptions of effectiveness
and improvement.
Overall, Matriculation is well-integrated into the College culture and has a strong foundation
established over the past 20 years. Its visibility can always improve. The new space, SAC West
213, has put a new and more visible face on the service.
2012 Program Student Learning Outcome and Assessment
Department
Meeting Date
Office of Matriculation
Counseling & Educational Support Services Division
September 25, 2012
Number of Staff participating
% of department
2 (100%)
SLOs measured
Students will understand how to present a requisite challenge through
the Office of Matriculation
Assessment Tool
(Briefly describe assessment tool)
Fall 2012- Telephone survey of 12 students that filed summer and fall
2012, Requisite Challenge petitions. We asked 5 questions. Our focus was
on what they knew prior to using the service and what they knew
afterwards. The questions were:
(1) Is this the first time you have utilized the process to challenge a prerequisite?
(2) Do you know the steps to challenge the prerequisite?
(3) How or where did you learn about them?
(4) After working with the staff in the Office of Matriculation, are you
clearer about the process than before you initiated the challenge?
(5) Would you be able to initiate and complete the challenge process on
your own in the future?
Based upon their experiences with the Office of Matriculation and their
utilization of the prescribed process, does the service need to be refined
and improved and if so, in what ways?
Assessment Analysis
(Summarize the assessment
results; discuss what student
needs and issues were revealed)
Next Steps
(How will you address the needs
and issues revealed by the
assessment?)
We interviewed 12/14 of the students that utilized the Challenge Process
through our office. The responses were
(1) Is this the first time you have utilized the process to challenge a prerequisite? 12/12 Yes, (100%)
(2) After working with the staff in the Office of Matriculation, are you
clearer about the process than before you initiated the challenge? 11/12
Yes (92%); Somewhat 1/12 (8%); No 0/12 = 0%
(3) Would you be able to initiate and complete the challenge process on
your own in the future? 9/12 Yes (75%); 2/12 Somewhat (17%); No 0/12
(0%).
Two questions (#s 2 and 3) Do you know the steps to challenge the
prerequisite and How or where did you learn about them? Provided us
with different more qualitative data.
The results indicate 3 primary issues:
1) Once the students have located the office the process is clear and
supportive.
2) Cabrillo staff is unfamiliar with the location of the office and misdirect
students. “Lots of run around.”
3) Online resources need to be easier to find and
4) A Q&A would be helpful (although only one stated this) explaining
What was needed; what should be written as part of the Challenge
process.
The responses to these questions will direct us to do the following:
(1) prepare a Q&A or Factsheet for students that will increase a student’s
knowledge about the content needed in the Challenge Process, the
needed documentation, and for what the departments reviewing the
Challenge are looking (Oct-Nov. 2012)
2) Educate the other services in the 100 building (where the Office of
Matriculation is located) about the process, the form, the common
questions they may be asked and the location of the office that handles
the Challenge Process (Nov. 2012)
3) Improve and expand the communication about the service and the
location (with a map) of where to submit the Challenge forms (ongoing)
For Program planning for Matriculation (Sp 2013) : Review current and
possibly revised regulations from SSTF on requisite challenges and review
our current process (our office vs. division offices for location of
challenge. Does it need to be changed?)
Timeline for Implementation
(Make a timeline for how you will
implement the next steps outlined
above )
Late Fall 2012--Prior to when the Requisite Challenges begin to come in
for the spring 2013 semester.