Southwestern routinely collects data and provides reports from surveys to share with the public. Surveys include the CCSSE (Community College Survey of Student Engagement) and SENSE (Survey of Entering Student Engagement) as well as employer, graduate, and student services surveys.

Fast Facts and additional demographic information is available within the portal webpages:  Resource Center Reports & Surveys

 

Headcount and FTE (State Funded FTE) - A 10 Year View

 

Student Right to Know

Facts and Figures 2015-16 2014-15 2013-14 2012-2013 2011-12
Student Unduplicated Headcount 8,306 7,801 8,508 9,256 10,140
Average Age - Credit Classes 24 25  26 25 25
Average Class Size - Credit Classes 12 12  13 12 12
Degrees & Certificates Awarded 943 551 496 477 311
* Female
* Male
* Undisclosed
53%
43%
4%
53%
42%
5%
51%
42%
7%
48%
41%
11%
48%
41%
11%
* In-District
* Out-of-District
* Undisclosed
81%
19%
NA
81%
19%
NA
79%
21%
14%
83%
17%
NA
83%
17%
NA
Programs of Study 78; 77 49 55 55
Student Right to Know          

Graduation Rate (Fall cohort 3 yrs prior)
Retention Rate (Fall - Fall)
Transfer Rate (Fall cohort 3 yrs prior)
  * Rates for Full-Time First Time Students Only

39%
59%
20%
29%
59%
18%
22%
61%
20%
20%
50%
14%
22%
42%
12%
4 Year Graduation Rate
4 Year Transfer Rate
28%
18%
23%
16%
23%
15%
21%
18%
20%
24%
Campus Figures          

Employees
* Full-time
* Part-time

347
193
154
366
192
174
380
200
180
400
205
195
404
204
200
Acres Owned 174 174 174 174 174
Acres Developed 83 83 83 83 83
Number of Buildings 44 44 44 44 44

*IPEDS Reporting for Fall of each year beginning in 2008-09; Cohort = Fall 3 Years Prior (EX: 2015-16 data cohort = Fall 2012)

Student Diversity 2015-16
All Unduplicated Headcount Percent First Time Full Time Freshman 2015 Percent

Pell Grant Recipient 2015 Percent

Female 53% 52% 60%
Male 43% 48% 40%
Nondisclosed Gender 4% 1% 0%
American Indian or Alaska Native 2% 3% 4%
Asian or other Pacific Islander 1% 2%  1%
Black or African American < 1% 2% 3%
Hispanic/Latino 5% 12% 13%
Native Hawaiian or other Pacific Islander < 1% 1% 1%
White 52% 69% 68%
2 or more races 2% 6% 5%
Unknown 36% 5% 5%

Refer to the IPEDS Surveys for breakdown of current year diversity information available
from the College Navigator website

Student Diversity 2014-15
All Unduplicated Headcount Percent First Time Full Time Freshman 2014 Percent

Pell Grant Recipient Percent

Female 53% 53% 61%
Male 42% 47% 39%
Nondisclosed Gender 5% 0% 0%
American Indian or Alaska Native 2% 4% 4%
Asian or other Pacific Islander 1% 3%  1%
Black or African American < 1% 2% 2%
Hispanic/Latino 5% 16% 13%
Native Hawaiian or other Pacific Islander < 1% 1% 1%
White 52% 63% 66%
2 or more races 2% 6% 6%
Unknown 36% 5% 7%

Refer to the IPEDS Surveys for breakdown of current year diversity information available
from the College Navigator website

Student Diversity 2013-14
All Unduplicated Headcount Percent First Time Full Time Freshman 2013 Percent

Pell Grant Recipient Percent

Female 51% 55% 55%
Male 42% 45% 45%
Nondisclosed Gender 7% 0% 0%
American Indian or Alaska Native 3% < 2% < 2%
Asian or other Pacific Islander < 2% 1% < 1%
Black or African American < 1% 2% < 2%
Hispanic/Latino 4% 7% 7%
Native Hawaiian or other Pacific Islander < 1% < 2%  2%
White 63% 70% 69%
2 or more races 4% 6% 7%
Unknown 23% 10% 11%

Refer to the IPEDS Surveys for breakdown of current year diversity information available
from the College Navigator website

Student Diversity 2012-13
All Unduplicated Headcount Percent First Time Full Time Freshman 2012 Percent

Pell Grant Recipient Percent

Female 48% 50% 62%
Male 41% 49% 38%
Nondisclosed Gender 11% 1% 1%
American Indian or Alaska Native 2% 4% 4.6%
Asian or other Pacific Islander 1% 1% 1%
Black or African American 1% 1% 1%
Hispanic/Latino 3.3% 7% 7%
Native Hawaiian or other Pacific Islander 1% 1% 1%
White 44% 55% 61%
2 or more races 1.3% 4% 3.9%
Unknown 47.8% 27% 21%

Refer to the IPEDS Surveys for breakdown of current year diversity information available
from the College Navigator website

Student Diversity 2011-12
All Unduplicated Headcount Percent First Time Full Time Freshman 2011 Percent Pell Grant Recipient Percent
Female 48% 48% 61%
Male 41% 51% 39%
Nondisclosed Gender 11% 1% 0%
American Indian or Alaska Native 2% 3% 3.5%
Asian or other Pacific Islander 1% 2.5% 1%
Black or African American 1% 1% 1.5%
Hispanic/Latino 3.5% 4% 7%
Native Hawaiian or other Pacific Islander 2% 1% 1%
White 45% 51% 60%
2 or more races 1% 1% 2.5%
Unknown 35% 24% 47%

Refer to the IPEDS Surveys for breakdown of current year diversity information available
from the  College Navigator website

The Economic Impact Study by Economic Modeling Specialist Intl. (EMSI) estimates the impact that Southwestern Oregon Community College has on the economy both within the district and Statewide. EMSI uses labor market data to provide useful information that helps SWOCC understand the connection between our economy, people and work.  Results from the study indicate

• The total annual impacts on the SWOCC Service Area sum to $166 million .

• The total impact represents 3.7% of the total regional economy and roughly 4,850 average wage jobs.

Access the reports from the public portal:   Economic Impact Studies

In the Fall of 2012, SWOCC worked with EMSI to compile this information for the 2010-11 academic year. The reports provide information that Southwestern Oregon Community College plays a significant role in the local economy and is a sound investment from multiple perspectives. Students benefit from improved lifestyles and increase earnings. Taxpayers benefit from a larger economy and lower social costs. Finally, the community as a whole benefits from increased job and investment opportunities, higher business revenues, greater availability of public funds, and an eased tax burden.

The Center for Community College Engagement provide surveys that "ask questions that assess institutional practices and student behaviors and experiences that are correlated highly with student learning and student retention. All are research-based tools appropriate for multiple uses, such as benchmarking and accreditation":

 

Community College Survey of Student Engagement (CCSSE) survey is a nationally normed survey that is a product and service of the Center for Community College Student Engagement, is a well-established tool that helps institutions focus on good educational practice and identify areas in which they can improve their programs and services for students. The CCSSE is one way to measure the quality of instruction and services provided to students attending Southwestern, allowing for staff to review results and implement continual improvement initiatives to better serve students. Visit the CCSSE website to view national and state data at: http://www.ccsse.org/survey/profiles.cfm

According to the website, the survey is known as " An Improvement Strategy for Community Colleges.The Community College Survey of Student Engagement ( CCSSE) provides a much-needed tool for assessing quality in community college education. CCSSEresults help colleges focus on good educational practice — defined as practice that promotes high levels of student learning and retention — and identify areas in which community colleges can improve their programs and services for students. All our work is grounded in research about what works in strengthening student learning and persistence."

Southwestern administers the survey as part of a consortium with other Oregon Community Colleges on a triennial basis (2011, 2014, 2017 and so forth).  Additional CCSSE documents and reports are located on the myLakerLink portal including prior survey administration documents such as Key Findings for Southwestern and the Executive Summary documents.

 The Survey of Entering Student Engagement ( SENSE), a product and service of the Center for Community College Student Engagement, helps community colleges discover why some entering students persist and succeed and others do not

Southwestern administers the survey as part of a consortium with other Oregon Community Colleges on a triennial basis (2009, 2012, 2015 and so forth). Additional SENSE documents and reports are located on the myLakerLink portal including benchmark comparisons and prior survey administration documents.

 

 

Check out the myLakerLink portal for a list of surveys

A graduate exit survey is administered each year as part of the graduation application process. Information gathered from the survey is analyzed and reported on within the Success Indicator 37 - Graduate Survey that supports the Core Theme Access .

The College routinely surveys students and staff to determine technology needs and gather satisfaction data. Survey results are analyzed and the data used to determine student, faculty and staff needs associated with technology. The data is incorporated into the program review process for the Integrated Technology Services department as well as the Instructional Computing Labs which supports the planning process and integrated into the budget process. Data is also is used to enhance and improve technology-related services including equipment needs of the campus in order to provide a reliable and productive technology infrastructure. Equipment and software maintenance needs are addressed within Success Indicator 19 that supports the Core Theme Sustainability .

 

Coming Soon

D4A: State of Oregon reports - available in late 2016

The Resource Center located in myLakerLink is a public collection of documents and data information. Additional documents and data tools are available for faculty and staff.

Public Resource Center

 

Faculty and Staff Resource Center

 

Robin Bunnell

Institutional Researcher

ir@socc.edu

(541) 888-7339

Data Request Form (Faculty and Staff form - requires on-campus or VPN login credentials). For public requests, please email the contact listed above.

 

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