Institutional Research & Organizational Learning
The mission of Institutional Research and Organizational Learning is to provide research,
evaluation and reporting to inform institutional decision-making. The department provides
data visualization through advanced analytics platforms, data training, analytics
support and reporting to external and internal stakeholders.
Our vision is to provide more widespread knowledge, access to data and research, and expertise to support CBC’s mission of student success.
- Engage in theory-based, evidence-driven research to meet anticipated planning, reporting and administrative needs.
- Provide high quality data to various entities across campus, institutional grants, program review, survey research and other areas requiring analytical relief.
- Support and uphold an environment of diversity, fairness, equity & inclusion and sustainability at CBC.
We report enrollment in a number of different ways. This enrollment dashboard looks
at the number of unique students who enroll at CBC each term/year. This includes all
students served, such as basic education, dual-enrollment, associates and applied
bachelor. Other public data sources have specific cohorts, which may not be representative
of the total student body shown below.
The outcomes below are based on first-year entering students who are primarily seeking
an associates degree.
Columbia Basin College is committed to continuous improvement of the learning experience
and services related to student success. The College benchmarks our students' achievements
against four national peers and two regional peers (IPEDS) and all Washington State
CTCs (SBCTC benchmark data). Data sources include the Washington State Board of Community
and Technical Colleges and the Integrated Post-Secondary Education Data System (IPEDS).
Data is available at the college level, and disaggregated by available demographics
which coincide with those we routinely use to monitor progress – especially for student
groups who have been historically underserved: race, age (State Data), gender, and
full/part-time status (State Data), and by need-based aid (Federal IPEDS). IPEDS Data
are first-time, full-time college entrants, while State Data are all new college entrants
and has more comprehensive indicators available.
In keeping with the Northwest Commission of Colleges and Universities' recommended best practices, peer colleges are not explicitly identified and data is presented in aggregate. Disaggregated student categories are also suppressed where there are few students in order to protect student privacy and retain comparison integrity for long-term planning – acknowledging both the insight in these data and the limitation of these data to represent the lived experience of students.