Institutional Effectiveness
The Coastline Department of Institutional Research, Planning, and Effectiveness supports the planning and decision-making efforts throughout the college by providing data and information for managing and maintaining the quality and effectiveness and encouraging continuous improvement of academic programs, academic and student support services, and administrative services.
The department also provides information that is mandated by external accrediting agencies and legislative bodies and serves as a primary source for information on institutional effectiveness at Coastline College.
-
Guiding Principles
The Department of Institutional Effeciveness has adopted, adapted, and affirms the following overarching principles from the Asscoiation if Institutional Research (AIR) regarding the use of data to facilitate insights and improve decision making. These principles guide us as we promote the use of data, analytics, information, and evidence to improve student success and institutional effectiveness.
We act with integrity:
- We recognize the consequences of our work. The analytic algorithms and applications we build and/or implement, as well as the policy decisions incorporating information we analyze and disseminate, impact people and situations.
- We acknowledge that the individuals whose information we use have rights, derived from both legal and ethical principles that can cross national borders.
- We make intentional efforts to protect their information from misuse or use that could cause them harm. We protect privacy and maintain confidentiality when collecting, compiling, analyzing, and disseminating information.
- We act as responsible data stewards. We secure the data and information over which we have control, following generally accepted guidelines and professional standards for physical and electronic security and data sharing.
- We provide accurate and contextualized information. We do not knowingly or intentionally mislead the consumers of our information.
- We deliver information and analyses appropriate to the questions being asked, to the quality of the data available, and to the context in which the questions are asked.
- We seek to be fair and transparent, minimizing our own personal biases in our research assumptions, methodologies, and conclusions.
- We avoid conflicts of interest, and disclose them when unavoidable, particularly with third parties and vendors. We act in the best interests of our institutions, students, and stakeholders.
- We strive to make our work accessible to those who need data, information, and analysis to generate insight and make decisions.
- We share knowledge of the Institutional Effectiveness field and its application so we may facilitate insights and promote common understanding to our stakeholders.
- We value lifelong learning and the enhancement of our field. We draw on and contribute to relevant and emerging scholarship and educate ourselves on developing trends. We utilize those methods and techniques for which we have, or can obtain, appropriate knowledge and capabilities.
-
Data DashboardsEnrollment Management
- Daily Enrollment and FTES Comparison
- Daily Extended Learning Enrollment Comparison
- Enrollment , FTES, and Section by Subject
- Enrollment by Course and Term Comparison
- Weekly Enrollment by Subject
- Weekly Waitlist by Subject
- In-Person General Education Course Offerings
- Student Schedule Preferences by Major and Demographic
- Unduplicated Student Headcount by Term and Demographic
- Unduplicated Headcount by Zip code and Demographic
- Education Pathway Course Taking Patterns
- College Applications by Location
- Financial Aid Application Processing
- Financial Aid Awarded by Demographic
- Onboarding Services by Volume and Demographic
- Success Center Utilization and Impact
- Student Reasons for Dropping Classes by Course and Term
- Course-Level End-of-Term Retention by Subject and Demographic
- Course-Level End-of-Term Retention by Term and Modality
- Course-Level Success by Subject and Demographic
- Course-Level Success by Term and Modality
- First-Time Student Term-to-Term Persistence by Demographic
- First-Time Student Fall-to-Fall Persistence by Demographic
- Degree and Certificates Awarded
- Transfer by Volume and Demographics
- Career Education Job Placment Rates
- Occupational Outcomes
College Plans
Research and Reports
-
Resources
College Processes
- Research Request Form
- Data Cube Manual
- Survey Development Process
- SLO Cloud
- Student Learning Outcomes (SLO) Refernce
- Student Learning Outcome (SLO) Report Generator
State and Regional Resources
- California Association for Institutional Research (CAIR)
- California Community Colleges Chancellor's Office - Data Mart
- California Community College Scorecard
- California Department of Education - K-12 (Data Quest)
- California Postsecondary Education Commission
- CCCCO Pathways Launchboard Login
- CPEC Transfer Pathways
- California State University - Analytical Studies Data Library
- The Research and Planning Group (RP Group)
- RAND California Community College Enrollment Statistics
- Student Right to Know Trends - (California Community College Transfer and Award Rates)
- University of California - Statistical Tables on Student Enrollment, Degrees Conferred & Personnel
- Western Interstate Commission for Higher Education
Federal and National Resources
- American Association of Community Colleges (AACC) Research
- Association for Institutional Research (AIR)
- Department of Education Scorecard
- Education Commission of the States
- Educational Resources Information Center (ERIC)
- Integrated Postsecondary Education System (IPEDS)
- National Center for Education Statistics (NCES)
- National Institute for Learning Outcomes Assessment (NILOA)
- Office of Vocational and Adult Education, U.S. Department of Education
- School Matters.com (K-12 student performance data)
- Society for College and University Planning (SCUP)
- Survey Development Best Practices
- U.S. Census Bureau
- U.S. Department of Education
-
Proposal Review Board
The Institutional Proposal Review Board (IPRB) reviews research projects that involve human participants to uphold two broad standards: first, that participants are not placed at undue risk; second, that they give uncoerced, informed consent to their participation.
With representation from a wide range of disciplines and from outside the academic community, the IPRB gives prompt but individualized attention to the numerous research projects at the university.
If you are interested in conducting research at Coastline College, please submit IPRB Review Form and associated documentation (outlined in the IPRB Form) to Dr. Aeron Zentner at azentner@coastline.edu.
-
Contact
For more information contact the Coastline College Department of Institutional Research, Planning, and Effectiveness by e-mail. Contacts are listed below:
Aeron Zentner, D.B.A.
Dean
azentner@coastline.eduJorge R. Sanchez, Ph.D.
Associate Dean
jsanchez@coastline.eduShanon Gonzalez, M.A.
Senior Research Analyst
sgonzalez@coastline.eduRaissa Covit, M.A.
Institutional Effectiveness Analyst
rcovit@coasltline.eduDarian Aistrich, B.A.
Grant Development Specialist
dasitrich@coastline.eduMarilyn Brock, Ph.D.
Accreditation Coordinator
mvbrock@coastline.eduSteven Fauce, Ph.D.
Program Review / SLO Coordinator for GE
sfauce@coastline.eduBrandon Brown, Ph.D.
Program Review / SLO Coordinator for CTE
bbrown118@coastline.edu
Related Pages
Institutional Effectiveness