cpc - presentation - aug 2015 - professor watkins€¦ · cpc - presentation - aug 2015.pptx...
TRANSCRIPT
Where Have We Been? Achievements & Innova5ons Since 2000
College Planning Council August 6, 2015
Where do you think we have been?
• Write 3 ways that you think Chaffey College has changed or improved since you first arrived here. ! your role ! students ! departmental ! college-‐wide
• Share • Discuss
Unduplicated Student Headcount 2000-‐01 through 2014-‐15
16,870
18,537
19,984
18,438 18,845
18,082 18,824
19,751 20,481
21,552
19,771 19,432 18,420
19,945 20,226
0
5,000
10,000
15,000
20,000
25,000
Und
uplicated
Stude
nt Headcou
nt
Chaffey College Student Race/Ethnicity 2000-‐01 Compared to 2014-‐15
14%
6%
36% 2%
38%
4%
2000-‐01
8%
6%
18%
4% 61%
3%
2014-‐15
African American
Other Ethnicity
Asian/Pacific Islander
Hispanic
Caucasian
Unknown/Decline to State
Chaffey College, Rancho Campus, September 2003
Chaffey College, Rancho Campus, April 2014
Facili5es & Student Learning
• Success Centers 2000 • Fontana expansions 2007 & 2011
• SSA, etc. at Rancho 2007
• new Chino campus 2008
• Faculty Success Center 2008
• GPS Centers 2014
• other improvements & expansions ongoing
Course Success Rates (Primary Terms Only) 2000-‐01 through 2014-‐15
60.7 61.0
62.1
63.1 63.6
62.8 63.6
64.8
66.1
68.8
70.6 71.5 71.7
71.3 71.7
54.0
56.0
58.0
60.0
62.0
64.0
66.0
68.0
70.0
72.0
74.0
Course Success Rate
Course RetenFon Rates (Primary Terms Only) 2000-‐01 through 2014-‐15
76.9 77.7
79.3
80.7
84.5 84.7 85.8
86.4 86.7 87.9 88.4
90.7 90.0
90.8 91.7
65.0
70.0
75.0
80.0
85.0
90.0
95.0
Course Reten
5on Rate
Success Rates by Student Race/Ethnicity 2000-‐01, 2004-‐05, 2009-‐10, and 2014-‐15
Race/Ethnicity 2000-‐01 2004-‐05 2009-‐10 2014-‐15
African American 52.6 58.5 61.9 65.9
Asian 65.2 72.9 77.5 80.1
Caucasian 66.5 68.3 73.1 77.8
Hispanic 57.4 60.6 66.7 69.9
Na5ve American 59.4 50.7 66.1 70.2
Pacific Islander 54.0 61.8 64.5 62.3
Mul5-‐Racial/Ethnic 56.0 62.9 65.3 69.9
Unknown 61.7 68.4 70.7 72.2
TOTAL 60.7 63.6 68.8 71.7
RetenFon Rates by Student Race/Ethnicity 2000-‐01, 2004-‐05, 2009-‐10, and 2014-‐15
Race/Ethnicity 2000-‐01 2004-‐05 2009-‐10 2014-‐15
African American 72.6 82.6 86.6 90.9
Asian 79.8 88.0 90.1 93.4
Caucasian 79.1 85.3 89.1 92.2
Hispanic 76.0 84.0 87.2 91.5
Na5ve American 75.5 78.0 85.3 87.8
Pacific Islander 72.2 86.2 82.7 90.2
Mul5-‐Racial/Ethnic 73.7 82.9 86.4 91.1
Unknown 77.0 87.3 88.7 91.6
TOTAL 76.9 84.5 87.9 91.7
Culture of Innova5on
• Puck Awards 2008 • Faculty Inquiry Teams 2011
• Classified Success Network 2011
• Hope, Engage, Succeed 2011
• PRIDE: Faculty Values Statement 2013
• Reading-‐English Dept. merger 2013
• Fast-‐tracks, Suppl. Instr., SLOs ongoing
Degrees & CerFficates Awarded 2000-‐01 through 2014-‐15
1,497 1,625
1,737
2,052 1,851
1,694
2,033 2,162
2,291 2,265 2,306
2,869
3,123 3,280
3,473
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
Degrees & Cer5fi
cates Awarde
d
Awards by Student Race/Ethnicity 2000-‐01, 2004-‐05, 2009-‐10, and 2014-‐15
Race/Ethnicity 2000-‐01 2004-‐05 2009-‐10 2014-‐15
African American 9.6 8.0 9.0 8.8
Asian 8.8 8.4 6.6 7.3
Caucasian 39.3 34.3 29.1 24.1
Hispanic 32.1 37.3 39.7 53.4
Na5ve American 0.3 0.6 0.4 0.5
Pacific Islander 0.5 0.4 0.2 0.3
Other 5.2 5.0 4.5 2.7
Unknown 4.2 5.9 10.4 2.9
TOTAL 100.0 100.0 100.0 100.0
Improved Processes • registra5on / counseling
! orienta5on & assessment ! waitlists ! add & drop deadlines
• scheduling tool / more accurate FTES planning • Program & Services Review • Resource Alloca5on Commicee • faculty & classified priori5za5on processes • robust new faculty orienta5on
! the majority of current full-‐5me faculty were hired since 2000
Reflec5on
• Compare your list of 3 improvements with the data and informa5on above. o How is your list similar or different? o What comes next?
• Share • Discuss
• Break
Issues to Consider • Review/Evaluate College Planning Process • Review/Evaluate Effec5veness of Governance Structure • Provide Oversight for the Alignment of Individual Plans • Set Goal-‐Related Benchmarks • Address “Stuck” Processes or Decisions • Develop Program Ini5a5on/Discon5nuance Guidelines • Iden5fy Poten5al Future Direc5ons for the College • Review and Evaluate Core Competency Data • Provide Communica5on to the Campus about Planning • Plan for Immediate or Unforeseen Needs