Institutional Effectiveness Report, 2013-2014

Cypress College Institutional Effectiveness Report

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2013-2014

November, 2014 Cypress College Prepared by the Office of Institutional Research and Planning

President’s Message

2013-14 represented the major turn-around point for community colleges across the state. That was especially so at Cypress College. Our commitment to students as reflected in the rebuilding efforts we engaged were evident across the campus. We added courses and significantly increased the number of seats available to students. We expended over $1 million dollars on the needs of our programs across campus. We began the process of rebuilding our faculty, classified and administrative ranks. And most importantly, we began to experience significant returns on the investments we have made in support of our students as reflected in their success.

Our graduation ceremony in May of 2014 realized high water marks in attendance for both graduates and faculty members. The 400-plus graduates who walked across the stage reflected the achievement of over 970 associate degrees awarded to participants and their classmates. Amongst our highest academic achievements over the course of the academic year were the results of our English as a Second Language, English, and reading success scores which were amongst the highest in the state as reflected in the Student Success Scorecard.

In conjunction with these outstanding results, we also continued significant and noteworthy success with students enrolled in our career and technical education programs. Pass rates on state and national licensure exams for students in our Health Sciences programs rate amongst the best in the state and the nation, with 100% pass rates for students in Dental Hygiene, Diagnostic Medical Sonography, and Mortuary Science. In addition to these outstanding results, our Automotive Technology program continued to outperform similar programs across the nation. Twenty three automotive technicians graduated from our program, the highest of any T-Ten program in the country.

The College completed the 2014-2017 Strategic Planning Colloquium and presented the results to the College for approval. We continue to focus upon engagement with our local high school partners, we continue to focus upon productive ways to eliminate achievement gaps, and we continue to respond proactively and affirmatively with respect to the development and awarding of AA transfer degrees.

The work of the College is truly a team effort, and to those who contribute to our work, I want to express my sincere gratitude. I also want to acknowledge the significant contributions to the development of this Institutional Effectiveness Report by our Executive Vice President Santanu Bandyopadhyay, our Director of Campus Communications Marc Posner, and to our Director of Institutional Research and Planning, Mr. Phil Dykstra. The success we have experienced at the College is a direct outgrowth of this team effort.

Robert Simpson, Ed. D.

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Contents PRESIDENT’S MESSAGE .................................................................................................................................................................. II CHAPTER ONE ............................................................................................................................................................................... 1 STUDENT SUCCESS SCORECARD ..................................................................................................................................................... 1 INTRODUCTION .......................................................................................................................................................................................... 1 SCORECARD OF INSTITUTIONAL EFFECTIVENESS ................................................................................................................................................ 1 CHAPTER TWO .............................................................................................................................................................................. 9 ENVIRONMENTAL SCAN ................................................................................................................................................................ 9 DISTRICT‐WIDE STUDENT ACHIEVEMENT DATA ................................................................................................................................................ 9 CYPRESS COLLEGE STUDENT ACHIEVEMENT DATA .......................................................................................................................................... 26 CHAPTER THREE .......................................................................................................................................................................... 43 DEMOGRAPHICS .......................................................................................................................................................................... 43 STUDENT DEMOGRAPHICS ......................................................................................................................................................................... 43 FACULTY AND STAFF DEMOGRAPHICS ........................................................................................................................................................... 49 CHAPTER FOUR ........................................................................................................................................................................... 52 MEASURES OF INSTITUTIONAL EFFECTIVENESS ............................................................................................................................ 52 SUCCESS AND RETENTION .......................................................................................................................................................................... 52 AWARDS: DEGREES AND CERTIFICATES ........................................................................................................................................................ 54 TRANSFER ............................................................................................................................................................................................... 57 FULL‐TIME EQUIVALENT STUDENTS (FTES) ................................................................................................................................................... 57 WSCH PER FTEF ..................................................................................................................................................................................... 58 CHAPTER FIVE ............................................................................................................................................................................. 61 DEPARTMENTAL PLANNING AND PROGRAM REVIEW .................................................................................................................. 61 INTRODUCTION ........................................................................................................................................................................................ 61 ACCOUNTING .......................................................................................................................................................................................... 62 ANTHROPOLOGY ...................................................................................................................................................................................... 63 DENTAL HYGIENE ..................................................................................................................................................................................... 64 ENGLISH ................................................................................................................................................................................................. 65 ENGLISH/READING ................................................................................................................................................................................... 66 FOREIGN LANGUAGE ................................................................................................................................................................................. 67 HEALTH INFORMATION TECHNOLOGY ........................................................................................................................................................... 68 HISTORY ................................................................................................................................................................................................. 69 JOURNALISM ........................................................................................................................................................................................... 70 MEDIA ARTS DESIGN ................................................................................................................................................................................ 71 MUSIC ................................................................................................................................................................................................... 72 PHILOSOPHY & RELIGIOUS STUDIES ............................................................................................................................................................. 73 PHOTOGRAPHY ........................................................................................................................................................................................ 74 PHYSICAL SCIENCE .................................................................................................................................................................................... 75 THEATER ARTS ......................................................................................................................................................................................... 76

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CHAPTER SIX ............................................................................................................................................................................... 77 STUDENT SUPPORT SERVICES QUALITY REVIEW ........................................................................................................................... 77 CHAPTER SEVEN .......................................................................................................................................................................... 78 CAMPUS SUPPORT SERVICES REVIEW .......................................................................................................................................... 78 CHAPTER EIGHT ........................................................................................................................................................................... 79 STRATEGIC PLANNING ................................................................................................................................................................. 79 CONCLUSION ............................................................................................................................................................................... 80 APPENDIX A ................................................................................................................................................................................ 81 DISTRICT‐WIDE COMPLETION & PERSISTENCE DATA ....................................................................................................................................... 81 CYPRESS COLLEGE COMPLETION & PERSISTENCE DATA .................................................................................................................................... 89 APPENDIX B ................................................................................................................................................................................ 96 2014‐17 CYPRESS COLLEGE STRATEGIC PLAN ............................................................................................................................................... 96

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TABLE OF FIGURES

FIGURE 1: COMPLETION RATE, DISAGGREGATED BY GENDER, RACE, AND AGE ....................................................................................... 3 FIGURE 2: PERSISTENCE RATE, DISAGGREGATED BY GENDER, RACE, AGE ................................................................................................ 4 FIGURE 3: 30 UNIT COMPLETERS, DISAGGREGATED BY GENDER, RACE, AGE ........................................................................................... 5 FIGURE 4: SUCCESS RATE IN BASIC SKILLS COURSES ................................................................................................................................. 7 FIGURE 5: SUCCESS RATE IN CTE COURSES ................................................................................................................................................ 8 FIGURE 6: ENROLLMENT TREND FROM 2004 TO 2014 ............................................................................................................................ 43 FIGURE 7: PROPORTION OF STUDENTS BY GENDER ................................................................................................................................ 44 FIGURE 8: PROPORTION OF STUDENTS BY ETHNICITY ............................................................................................................................. 45 FIGURE 9: PROPORTION OF STUDENTS BY AGE ....................................................................................................................................... 46 FIGURE 10: PROPORTION OF STUDENTS BY UNIT LOAD ......................................................................................................................... 47 FIGURE 11: PROPORTION OF STUDENTS BY EDUCATION GOAL .............................................................................................................. 48 FIGURE 12: EMPLOYEE BY CLASSIFICATION: CALIFORNIA V. CYPRESS COLLEGE ..................................................................................... 49 FIGURE 13: SUCCESS AND RETENTION RATES FOR CREDIT ENROLLMENTS ............................................................................................ 52 FIGURE 14: SUCCESS RATES BY DIVISION, SPRING 2014 .......................................................................................................................... 53 FIGURE 15: RETENTION RATES BY DIVISION, SPRING 2014 ..................................................................................................................... 54 FIGURE 16: DEGREES AND CERTIFICATES AWARDED .............................................................................................................................. 54 FIGURE 17: TRANSFER TREND FROM CYPRESS COLLEGE TO UC AND CSU .............................................................................................. 57 FIGURE 18: TRENDS IN RESIDENT FTES .................................................................................................................................................... 58 FIGURE 19: TRENDS IN WSCH PER FTEF ................................................................................................................................................... 59

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TABLE OF TABLES TABLE 1: EDUCATIONAL BACKGROUND OF PARENTS .............................................................................................................................. 46 TABLE 2: TOP TEN FEEDER HIGH SCHOOLS .............................................................................................................................................. 48 TABLE 3: STAFF BY GENDER ..................................................................................................................................................................... 50 TABLE 4: EMPLOYEES BY RACE/ETHNICITY .............................................................................................................................................. 50 TABLE 5: DEGREES AWARDED, 2009‐10 TO 2013‐14 ............................................................................................................................... 56 TABLE 6: CERTIFICATES AWARDED, 2009‐10 TO 2013‐14........................................................................................................................ 57 TABLE 7: DIVISION TRENDS IN RESIDENT FTES ........................................................................................................................................ 58

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Chapter One Student Success Scorecard Introduction The 2013-14 fiscal year began with optimism about a decreasing budget deficit and the expectation of generating additional revenue to fund education. After several years of budget cuts to the higher education system at the state level, there was not much opportunity to reduce the budget any further.

However, North Orange County Community College District did a remarkable job with prudent fiscal management that resulted in zero retrenchment. Therefore, the mood at the beginning of 2013-14 was much more positive than in previous years.

The improvement in fiscal affairs of the state was reflected in the course offerings at Cypress College also. In the Spring 2014 schedule of classes, 1,322 sections were offered. Fueled by the positive fiscal scenario, the campus started to add back services that were reduced during the budget downturn.

Following the campus planning process, all one-time funding requests were funded. Furthermore, the College prioritized classified needs across the campus for the first time since 2009. Many classified positions are currently being flown and filled, which will better serve the needs of our students.

The annual Institutional Effectiveness Report, now in its ninth year of publication, summarizes the important landmarks achieved by Cypress College in 2013-14. This report is divided into seven chapters. The first chapter presents the Student Success Scorecard for the year. The second chapter is pursuant to the requirement from Accreditation Commission for Community and Junior College (ACCJC). The requirement is to analyze campus data in specific formats. The third chapter presents student and employee demographic information. Chapter Four summarizes key parameters of institutional effectiveness. Program review for Instructional, Student Services, and Special Programs are summarized in Chapters Five to Seven.

Scorecard of Institutional Effectiveness In previous years, the campus prepared a Dashboard of Institutional Effectiveness in order to provide an executive summary of the College performance aligned with its strategic directions. Performance in five strategic directions identified in the Cypress College Strategic Plan was reported on the dashboard.

Beginning 2012-13, the State Chancellor’s Office has introduced a scorecard for institutional effectiveness. In order to benchmark performance of Cypress College with its peers around the state, the scorecard data is presented this year in lieu of the locally developed dashboard.

The Framework for the Scorecard A statewide advisory group was convened to develop the scorecard. The group came up with a fourtiered accountability framework, where each level targets a different audience or user:  The first level provides a report of the state of the system, a high level overview for legislators and policy makers that summarizes a number of system level aggregations of data and annual performance.

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The scorecard itself is the second level and measures progress and completion at each college for various groups of student demographics, including those with different levels of college preparation. This will be the core of the framework and part of the report that focuses on the performance of each college and incorporates many of the recommendations from the Student Success Task Force, such as providing metrics pertaining to momentum points, the disaggregation of metrics by racial and ethnic groups, and the inclusion of students taking less than 12 units.

The third level is the ability to drill down further into the scorecard metrics through the existing online query tool, Datamart The fourth and most detailed level is the ability for researchers to download the datasets (Dataon-Demand) pertaining to each metric for their particular college.

The first two levels are presented in the Institutional Effectiveness Report. Those looking for more detailed information may contact the Office of Institutional Research and Planning with specific questions.

The Scorecard presents data in two formats: a one-year synopsis and a five-year trend. The metrics focus on five areas: degree/transfer completion, persistence, (completion of) 30 units, (performance of) remedial students, and (performance of) Career Technical Education (CTE) students. Students in each cohort are tracked for six years, through 2012-13. Within each parameter of the scorecard except remedial and CTE, the data are disaggregated into three clusters: performance of those who were prepared for college, performance of those underprepared for college, and overall performance.

Presentation in the three-column format helps to compare one group with another. In the case of remedial education, the data are divided into Math, English, and English as a Second Language (ESL).

Although some faculty members argue that ESL is not a part of remedial education, the statewide scorecard recognizes the ESL data as a part of remedial education.

Degree/Transfer Completion Completion is defined as the percentage of first-time students with a minimum of 6 units earned who attempted any Math or English in the first three years and achieved any of the following outcomes within six years of entry: • Earned AA/AS or credit Certificate (Chancellor’s Office approved) • Transfer to a four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a California community college) • Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA > = 2.0) Figure 1 represents the completion rate of students disaggregated into gender, race/ethnic categories, and age group. The overall completion rate is 46.7% for the Cypress cohort. However, the completion rate among the “prepared” cohort is 70.6%, approximately 30% higher than the “underprepared” cohort. The difference mirrors the state averages, where completion rates among prepared, underprepared, and 2

overall are 70.2%, 40.5%, and 48.1%, respectively. Low completion rates among the 25 to 49-year age group is particularly noticeable.

Degree & Transfer Completion Prepared Unprepared Overall Statewide

Cypress College

Statewide

Cypress College

Statewide

70.6%

70.2%

39.7%

40.5%

46.7%

48.1%

Female

72.4%

73.2%

39.5%

41.7%

46.4%

49.2%

Male

68.5%

67.3%

39.9%

39.2%

47.2%

46.9%

Under 20 years old

72.7%

72.3%

41.9%

42.7%

49.2%

50.9%

20 to 24 years old

64.7%

60.1%

24.8%

31.6%

33.8%

37.2%

25 to 49 years old

38.5%

52.2%

31.4%

32.2%

32.3%

35.2%

50 or more years old

55.6%

44.3%

36.1%

32.2%

40.0%

33.9%

African-American

81.3%

65.0%

30.0%

33.5%

37.1%

37.5%

American Indian/Alaskan Native

100.0%

61.3%

16.7%

31.7%

44.4%

37.6%

Asian

81.7%

80.8%

55.3%

57.2%

66.7%

65.7%

Filipino

80.0%

70.9%

45.7%

44.1%

53.6%

51.1%

Hispanic

50.0%

63.5%

35.5%

34.7%

37.4%

39.1%

Pacific Islander

50.0%

64.1%

29.4%

37.2%

30.6%

42.7%

65.5% 69.8% 38.0% White Figure 1: Completion Rate, disaggregated by gender, race, and age

43.6%

45.1%

52.5%

Cypress College

Cohort Tracked for Six Years Through 2012-13 Cohort

Persistence The percentage of first-time students with a minimum of 6 units earned who attempted any Math or English in the first three years and achieved the following measure of progress (or momentum point) is defined as “persistent”: • Enroll in first three consecutive primary semester terms (or four quarter terms) anywhere in the California community college system.

The persistence rate is reported for the overall cohort, as well as by lowest level of attempted Math or English.

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Figure 2 represents the persistence rate at Cypress College. In several instances, the persistence rate of underprepared students is higher than their counterparts who are prepared. The apparent anomaly is most likely because of the way persistence is defined. More specifically, if a student departs the community college system within three semesters, s/he will not be a persister. Therefore, students who transfer to a CSU or UC within the first three semesters will not be included in the list of persisters. The statewide persistence rate is 71.9%, 70.1%, and 70.5% for prepared, underprepared, and overall categories, respectively.

Persistence Prepared

Unprepared

Overall Cypress College

Statewide

Cypress College

Cypress College

Statewide

Cypress College

Cohort Tracked for Six Years Through 2012-13 Cohort

78.3%

71.9% 78.7%

70.1%

78.6% 70.5%

Female

84.8%

72.3% 80.5%

70.5%

81.4% 71.0%

Male

71.9%

71.6% 76.7%

69.6%

75.5% 70.1%

Under 20 years old

79.9%

72.3% 80.3%

71.1%

80.2% 71.4%

20 to 24 years old

70.6%

69.3% 61.5%

62.2%

63.6% 63.6%

25 to 49 years old

69.2%

68.2% 79.1%

67.4%

77.8% 67.5%

50 or more years old

55.6%

69.6% 83.3%

73.7%

77.8% 73.1%

African-American

81.3%

66.8% 73.0%

64.1%

74.1% 64.5%

American Indian/Alaskan Native

100.0% 68.5% 83.3%

64.1%

88.9% 65.0%

Asian

78.3%

70.1% 68.6%

76.8%

83.2% 74.4%

Filipino

71.4%

73.8% 76.7%

71.9%

75.5% 72.4%

Hispanic

83.3%

71.2% 80.7%

69.0%

81.0% 69.3%

Pacific Islander

100.0% 70.6% 73.5%

68.1%

75.0% 68.6%

White 77.3% 73.1% 76.0% Figure 2: Persistence rate, disaggregated by gender, race, age

70.9%

76.4% 71.7%

30 Unit Completers The percentage of first-time students with a minimum of 6 units earned who attempted any Math or English in the first three years and achieved the following measure of progress (or milestone) within six years of entry is counted as a 30 unit completer: • Earned at least 30 units in the California community college system.

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The performance of Cypress College students is marginally better than the statewide average. The percentage of 30 unit completers across the state are 70.1%, 65.3%, and 66.5%, respectively for prepared, underprepared, and overall categories. In each of the three categories described so far, the achievement gap by race/ethnicity is noticeable. Reducing the achievement gap is one of the strategic initiatives of Cypress College. Although a number of programs/initiatives have been introduced to reduce the achievement gap, the problem persists. The College is aware of the existing problem and is exploring different options to address the issue. At the Spring 2014 Leadership Team meeting, the entire program dealt with the achievement gap and how folks in Career Technical Education (CTE) are dealing with this issue since the problem is not as great in that area. Faculty were able to learn from each other and take best practices back to deal with issues related to general education.

30 Units Prepared

Unprepared

Overall

Cypress College

Statewide

Cypress College

70.1%

68.7%

65.3%

70.1%

66.5%

Female

78.6%

69.9%

68.6%

66.2%

70.6%

67.1%

Male

71.9%

70.2%

69.1%

64.3%

69.8%

65.9%

Under 20 years old

78.3%

71.2%

69.8%

67.0%

71.8%

68.2%

20 to 24 years old

61.8%

63.4%

58.1%

56.7%

58.9%

58.0%

25 to 49 years old

61.5%

62.2%

68.6%

59.8%

67.7%

60.1%

50 or more years old

22.2%

53.6%

66.7%

61.2%

57.8%

60.1%

African-American

75.0%

59.7%

68.0%

55.6%

69.0%

56.1%

American Indian/Alaskan Native Asian

100.0%

68.5%

83.3%

60.3%

88.9%

61.9%

80.8%

68.4%

80.5%

75.9%

80.6%

73.2%

Filipino

74.3%

71.2%

68.1%

68.6%

69.5%

69.2%

Hispanic

76.4%

67.6%

67.1%

62.4%

68.3%

63.2%

Pacific Islander

50.0%

66.0%

70.6%

61.3%

69.4%

62.3%

White 69.7% 72.2% 64.9% 67.3% Figure 3: 30 unit completers, disaggregated by gender, race, age

66.2%

69.0%

Cypress College

Statewide

75.2%

Cypress College

Cohort Tracked for Six Years Through 2012-13 Cohort

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Remedial Progress Rate The remedial progress rate is defined as the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years.

• English and successfully completed a college-level course in English within six years.

• ESL and successfully completed the ESL sequence or a college-level English course within six years.

The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English, and/or ESL at that college. Outcomes in remedial education, more commonly referred as Basic Skills Education, are reported for Math, English, and/or ESL. The success rate of basic skills courses is shown in Figure 4. The low success rate in mathematics is across all categories and is a major cause of concern. This trend is reciprocated statewide. The performance of Cypress College math students is somewhat lower than the state averages on most indicators; therefore, the low success rate demands critical evaluation of effectiveness of low level math courses. The success rates for English and ESL are significantly better than the state averages.

Remedial Math

English

ESL Cypress College

Statewide

Cypress College

Cypress College

Statewide

Cypress College

Cohort Tracked for Six Years Through 2012-13 Cohort

30.1% 30.6%

62.1%

43.6% 65.4%

27.1%

Female

29.6% 32.1%

65.0%

45.7% 65.8%

27.9%

Male

30.5% 28.7%

58.8%

41.1% 66.0%

26.2%

Under 20 years old

33.2% 33.5%

65.9%

48.8% 91.3%

48.9%

20 to 24 years old

28.8% 29.0%

51.8%

36.8% 66.7%

38.5%

25 to 49 years old

27.4% 27.9%

61.5%

35.7% 56.8%

20.4%

50 or more years old

17.4% 23.2%

62.8%

29.8% 57.6%

11.6%

African-American

23.7% 17.4%

50.0%

28.9% 50.0%

24.9%

American Indian/Alaskan Native

30.8% 22.8%

54.5%

34.4%

17.9%

Asian

40.3% 44.4%

77.4%

58.9% 67.9%

36.4%

Filipino

30.1% 35.5%

65.1%

51.6% 40.0%

30.1%

NA

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Hispanic

28.4% 28.5%

59.6%

40.0% 54.2%

16.9%

Pacific Islander

32.1% 26.7%

38.1%

40.0%

28.7%

White 29.1% 34.9% Figure 4: Success rate in basic skills courses

61.8%

47.9% 83.3%

NA

31.1%

Career Technical Education Success rate in a CTE area is defined as the percentage of students who completed a CTE course for the first time and completed more than 8 units in the subsequent three years in a single discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C) and who achieved any of the following outcomes within six years of entry: • Earned any AA/AS or credit Certificate (Chancellor’s Office approved) • Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a California community college) • Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA > = 2.0).

Figure 5 compares the success rate of CTE students at Cypress College with their counterparts across the state. In general, the proportion of students successful in CTE courses at Cypress College is higher than the state averages in nearly every category. In some cases, the difference is significant.

Career Technical Education Statewide

Cypress College

Cohort Tracked for Six Years Through 2012-13 Cohort

61.8%

53.9%

Female

65.0%

57.2%

Male

57.7%

50.7%

Under 20 years old

63.6%

63.8%

20 to 24 years old

68.2%

57.9%

25 to 49 years old

58.4%

45.4%

50 or more years old

53.9%

45.9%

African-American

52.7%

47.7%

American Indian/Alaskan Native

38.5%

51.4%

Asian

65.7%

60.7%

Filipino

75.5%

63.9% 7

Hispanic

54.7%

52.3%

Pacific Islander

60.0%

54.9%

64.1%

53.7%

White Figure 5: Success rate in CTE courses

A detailed analysis of the scorecard information is beyond the scope of this report. However, the College continues to use the data to drive conversations at the campus and formulate strategies to improve student success.

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Chapter Two Environmental Scan The Accrediting Commission for Community and Junior Colleges (ACCJC) serves as the foundation for the institutional self-evaluation of educational quality and institutional effectiveness. The Commission continuously explores avenues to improve documentation pertaining to teaching and learning at its member institutions. In its Manual for Institutional Self Evaluation (available for download at http://www.accjc.org/wp-content/uploads/2013/08/Manual_for_Institutional_Self_Evaluation_2013.pdf) the Commission suggests specific formats for data collection and analysis by its member institutions (section 5.4, page 22). Although the scope of data collection and analysis is subject to interpretation, the purpose of collecting student achievement data is to provide an institution with greater details about the achievement of its educational mission.

North Orange County Community College District started the process of data collection and analysis via the workgroup on Institutional Effectiveness. The workgroup developed data collection guidelines based on its interpretation of ACCJC regulations. Researchers on the committee from all three sites continue to work together to improve the data outputs. However, there are still issues particularly related to persistence data. This is an ongoing process, and the group is committed to making the data more meaningful and easier to understand while making sure the colleges are in incompliance with all data requirements mandated by ACCJC. The data collected and analyzed under the leadership of the District Institutional Effectiveness Council is presented in this chapter.

Three sets of data are presented: the data for the District, information in charts for Cypress College, and data tables for the District and Cypress College (Appendix A). This is a work in progress. The linkage between the data and institutional effectiveness is not evident at this time. As the workgroup continues analysis and fine-tuning of the data, the linkages are expected to become more apparent.

District‐wide Student Achievement Data Student data for the entire district disaggregated according to the following parameters are presented: Age    

Transfer Programs Career & Technical Education (CTE) Programs Basic Skills & ESL Programs Other

Gender    

Transfer Programs Career & Technical Education (CTE) Programs Basic Skills & ESL Programs Other 9

Race/Ethnicity    

Transfer Programs Career & Technical Education (CTE) Programs Basic Skills & ESL Programs Other

Student Educational Goal    

Transfer Programs Career & Technical Education (CTE) Programs Basic Skills & ESL Programs Other

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10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

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Cypress College Student Achievement Data The data for Cypress College is disaggregated by the following parameters: Age  Transfer Programs  Career & Technical Education (CTE) Programs  Basic Skills & ESL Programs  Other Gender  Transfer Programs  Career & Technical Education (CTE) Programs  Basic Skills & ESL Programs  Other

Race/Ethnicity  Transfer Programs  Career & Technical Education (CTE) Programs  Basic Skills & ESL Programs  Other Student Educational Goal  Transfer Programs  Career & Technical Education (CTE) Programs  Basic Skills & ESL Programs  Other

A brief analysis accompanies each graph.

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An nalysis of Agee Student Achievvement Daata Students age 30 and ab bove have con nsistently haad higher succcessful co ourse complettion rates in transfer courrses than yo ounger studen nts. This is most likely due to the of these maturity level o udents tryingg to stu baalance their academic go oals with their many life responsibiliities.

Peersistence is co onsiderably hiigher in all the spring semesters co ompared to alll the fall seemesters. Ressearchers arre currently w working to further break o out the peersistence datta so that co omparisons caan be made and trends shown for just fall and d just sp pring in next yyear’s report. From the chart, yo ounger transfer stu udents tend tto persist at higher rates than our old der students..

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An nalysis of Agee Student Achievvement Daata

Th he successful course co ompletion rates in CTE remained fairlyy stable beetween 80‐90 0% beetween Fall 20 011 and Sp pring 2014 forr all age groups 20 yearrs old and ab bove. There w was co onsiderable ch hange in co ourse complettion rates for the 19 & un nder group over time. This is prrimarily due to usually lesss than 50 stu udents in this category evvery seemester.

Peersistence rattes vary by fall and spring ssemesters in CTE as well. Large flu uctuations aree once aggain present ffor the 19 & under group due to the small population sizze.

28

An nalysis of Agee Student Achievvement Daata

Su uccessful courrse co ompletion rates in baasic skills & ESSL for Sp pring 2014 weere higher for all age grou ups except 5‐29 than they were 25 for Fall 2013. SStudents agge 30 and oldeer had the higghest successs rates in Sp pring 2014 compared to o younger stud dents.

Peersistence rattes co ontinue to varry by fall an nd spring sem mesters in baasic skills & ESSL. Yo ounger studen nts, ages 24 4 and under, ttended to haave the highest peersistence rattes of all the groups oveer the last sixx semesters.

29

An nalysis of Agee Student Achievvement Daata

Sin nce Fall 2011, students agge 30 and abo ove had much higher su uccessful co ourse complettion rates in other coursees than all otther groups, eespecially those age 24 an nd under.

Sim milar to the peersistence ratte in prrevious catego ories, the flu uctuation between the fall and spring ssemester n most is noticeable. In seemesters sincee Fall 20 011, younger students agge 24 and und der tended to havee the higghest persisteence rates.

30

An nalysis of Gen nder Student Achievvement Daata

Feemale studentts in traansfer coursees have haad higher succcess rates than males durring the lasst six semesteers at Cyypress Collegee. This follows a national trend that has been in exxistence for th he last tw wo decades.

Sim milar to the p previous graphs, the flucctuation in persistence rrates beetween fall an nd spring exxists. Transfer peersistence rattes for men and womeen since 20 011 have rem mained virrtually the same.

31

An nalysis of Gen nder Student Achievvement Daata

Ass seen before in traansfer coursees, females in CTE had higgher success rates than males durring the lasst three yearss at Cyypress Collegee.

Su uccess rates fo or females have b been over 80 0% in every teerm.

Peersistence rattes co ontinue to varry by fall an nd spring sem mesters in CTTE as well. Ho owever, female CTE students co ontinue to havve higher peersistence rattes than males in the most recent seemesters.

32

An nalysis of Gen nder Student Achievvement Daata

Th he success rattes of females in basic skills & ESSL continue to o remain higgher than maales over tim me. There waas a slight inccrease in succcess rates for both groupss last year aftter a decline in prrevious semessters.

Peersistence rattes have remained fairlyy stable ovver time based on geender, while tthe vaariation betweeen the fall and spring ssemester remains.

33

An nalysis of Gen nder Student Achievvement Daata

Su uccess rates in n other co ourses based on gender haave fluctuated d over tim me during thee last six seemesters. Thiis is due prrimarily to thee small po opulation sizee of the otther classes.

W While the variaation beetween the faall and sp pring semesteer remains, females tend to haave slightly higher peersistence rattes in otther courses tthan males over time.

34

An nalysis of Raace/Ethnicityy Student Achievvement Daata

he successful Th co ompletion rate dissaggregated by race in traansfer coursees co ontinues to highlight the existence o of an acchievement gap in wh hich Asians and White No on‐Hispanic sstudents haave consideraably higgher course co ompletion rates than Affrican‐Americcans and Hispanics.

Peersistence rattes co ontinue to varry by fall an nd spring sem mesters in traansfer areas. The ethnic groups ttend to be more clustered d together related to persistence than they are for su uccessful courrse co ompletion.

35

An nalysis of Raace/Ethnicityy Student Achievvement Daata

W With the excep ption of Paacific Islanderrs, which make up a veryy small po ortion of the C CTE po opulation, succcessful co ourse complettion rates in Spring 2014 ranged beetween 80 and 90 peercent in CTE..

Sim milar to the peersistence rattes in prrevious catego ories, the flu uctuation between the fall and spring ssemesters remains noticeable.

Ho owever, the ggraph co ontinues to sh how that the persistencee rates of Assians and White Non‐ Hispanics remaain higher than those of H Hispanics an nd African‐Am mericans.

36

An nalysis of Raace/Ethnicityy Student Achievvement Daata

he successful course Th co ompletion rates of Hispanic and African‐ Am merican studeents in baasic skills & ESSL co ontinue to rem main low wer than for Asian and W White Non‐Hispanic stu udents.

Peersistence rattes co ontinue to varry by fall an nd spring sem mesters in baasic skills & ESSL. In Sp pring 2014, peersistence rates among all groups weere very simillar.

37

An nalysis of Raace/Ethnicityy Student Achievvement Daata

uccess rates in n other Su co ourses disaggrregated byy race once aggain show Assian and Whitte Non‐ Hispanic studen nts utperforming African‐ ou Am merican and H Hispanic stu udents. The large flu uctuation in ssuccess rates for Pacificc Islander udents is based on a stu po opulation sizee of less than 10 studen nts in most seemesters.

milar to the Sim peersistence ratte in prrevious catego ories, the flu uctuation between the fall and spring ssemester remains noticeable.

Peersistence rattes co ontinue to varry over tim me by as mucch as 20 peercentage poiints am mong groups..

38

An nalysis of Stu udent Ed ducational Go oal

Ceertificate seekking stu udents have had the higghest successs rates in traansfer level co oursework sin nce Fall 20 011. Howeveer, this group of students taking traansfer coursees makes up p only about 2 2% of the en ntire population exxamined in this graph.

Trransfer and deegree seeeking studen nts tended to o have much h higher peersistence rattes than ceertificate seekking stu udents becau use many off these studen nts do not remain once th heir short‐ term goal is completed.

39

An nalysis of Stu udent Ed ducational Go oal

Th he high success rate of deegree‐seekingg students reflects the stu udent motivation and d initiatives taken n by the CTTE division. In nitiatives su uch as focused d co ounseling fund ded by Peerkins’ Grant are prrobably contributing to the higher succcess.

Taaking into acccount the co ontinuing fluctuation of peersistence rattes for fall an nd spring, certificate an nd degree seeeking stu udents have much higgher persistence rates in CTE courses during n transfer the spring than seeeking studen nts.

40

An nalysis of Stu udent Ed ducational Go oal

In Spring 2014,, su uccessful courrse co ompletion rates in baasic skills & ESSL inccreased for all groups exxcept others o over their Faall 2013 levelss. The larrge fluctuatio on in the su uccess rates o of ceertificate seekking stu udents is based on a po opulation sizee of less than 50 studen nts in each seemester.

Peersistence rattes co ontinue to varry by fall an nd spring sem mesters in baasic skills & ESSL. Degree an nd transfer students seeem to have the higghest persisteence rates for basic skills & & ESL am mong all groups in most semesterrs.

41

An nalysis of Stu udent Ed ducational Go oal

Ceertificate and degree seeeking studen nts tended to o have the higghest su uccessful courrse co ompletion rates in otther courses eevery seemester comp pared to those seeking tto traansfer.

Sim milar to the peersistence ratte in prrevious catego ories, the flu uctuation between fall an nd spring sem mesters remains noticeable.

W While persisten nce rates haave remained d relatively sim milar over thee years, deegree and transfer seeeking studen nts always seeem to have the higghest persisteence rates.

42

Chapter Three Demographics Student Demographics In Fall 2009, Cypress College recorded the highest enrollment in its history. As the state budget started declining, the number of sections offered was also reduced, resulting in lower enrollments. After passage of Prop 30, sections were added to the Spring 2013 schedule. The increase in enrollment is a direct consequence of the changing fiscal scenario in the state. At the Fall 2014 census date, 16,071 students were enrolled, the fourth highest number of students (by headcount) in the history of the College. Figure 6 shows the enrollment trend over the past decade.

18000 17000 16,670

Fall Enrollment

16000

16,444 15,889

15000

16,129 16,071 15,541

14,990 14000 13000

13,773 13,207 13,051 12,981

12000 11000 10000 2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Figure 6: Enrollment trend from 2004 to 2014 Although the increased number of seats available to students is a positive development, the demand for seats in specific areas such as English and math far outweigh the supply. Availability of classes is dependent upon the priority registration process. Until recently, priority registration was primarily determined by the number of units accummulated by a student. The priority registration process was modified last year due to the passage of SB1456. Now criteria such as completion, probation, along with the number of credits earned, play a role in the process. Students who are fresh out of high school, or those who have not accumulated any credits are provided with an opportunity to enroll only after students ahead of them in the priority registration process enroll in the classes of their choice.

In order to deal with limited seat availability in core English and math classes for new students, the College embarked on its new Summer Boost program beginning in Summer 2014. After a semester of research into best practices, the Basic Skills Committee and the Title V Grant Team provided support 43

for the development of this program in coordination with the Student Success Program. In collaboration with the Anaheim Union High School District, Cypress College initiated this program for first-time students who were willing to invest in their success by completing the three necessary steps to qualify for priority registration. A group of 151 students completed orientation, assessment, and a one semester education plan. Because of their efforts, Cypress College guaranteed enrollment in 12 meaningful units of instruction designed for transfer or progression through the math and English sequence. They were also guaranteed enrollment in Counseling 150 to increase their knowledge and understanding of college expectations as well as a transferable general education course. If evaluation results continue to show a positive effect on student success, the College intends to expand this program to all interested freshmen in 2015.

Another key part of the Summer Boost program was a math component . As part of this pilot, high school transcripts were compared with campus assessment scores. If student records demonstrated that there was a misalignment in placement, then the student was deemed eligible for a two week enhancement program in mathematics. Twenty students participated in this program. After 2 weeks, all students demonstrated improved mastery of their math skills with 8 improving enough to move up one level, including 2 who were able to move up two levels. Subsequent evaluation indicates that with a third week of instruction, at least 8 more students would likely have been able to advance a level. Plans are underway for additional Math Boost workshops in Summer 2015 as well as an English Boost component.

Education research has shown that enrolling in math and English courses early in college life is a strong indicator of success. Summer Boost is one new example of how Cypress College is charting a pathway for our students to be successful right as they begin their college career.

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Fall 10

Fall 11

Fall 12 Female

Fall 13

Fall 14

Male

Figure 7: Proportion of Students by Gender Figure 7 shows the distribution of students by gender at Cypress College. Although lower participation rate of males is a concern, the gender ratio at Cypress College mirrors the national trend for many years, with women comprising the majority of students enrolled. As illustrated in Figure 7, the gender ratio 44

has remained fairly consistent for the past five years. However, there are specific areas of study that attract more males than females. The College is looking at avenues to increase participation of genders in traditionally underrepresented occupations. For example, automobile technology is a male dominated occupation. The department, through the help of federal Perkins funding to address non-traditional populations, is consciously seeking to increase participation from women. Similarly, Science, Engineering, and Mathematics attract more male students than females. These examples along with female-dominated occupations, particularly in the health sciences, serve as opportunities to engage nontraditional populations in new experiences that may lead to jobs that they may have never been exposed to before.

50% 40% 30% 20% 10% 0% Fall 10

Fall 11

Fall 12

Fall 13

Latino

White

Asian / Pacific Islander

Filipino

African American

Other

Fall 14

Figure 8: Proportion of Students by Ethnicity The proportion of Hispanic students has been increasing consistently at Cypress College, as shown in Figure 8. For five consecutive years, Hispanics have been the largest ethnic group on campus, and their proportion is increasing at a rate faster than any other ethnicity. This is consistent with the demographics of North Orange County, where the growth of the Hispanic population has exceeded the overall population growth. In Fall 2014, the percentage of Hispanics students rose to an all-time high of 46.1%. The number of college-age adults among the Hispanic population in the North Orange/Long Beach area has also been burgeoning over the years. The proportion of ethnic minorities at Cypress College is higher than the population of the areas it primarily serves. The growth in the proportion of Hispanic students is almost entirely compensated by a decline in the White students attending Cypress College. As a Hispanic serving institution, growth in the Hispanic population is welcome; however, the decline in White students is alarming.

Figure 9 shows the students by age groups. More than seven out of ten students at Cypress College are below 25 years of age. There has not been any significant change in the proportion of students by age enrolling in Cypress College over the last three years. Recent literature indicates that young adults among Hispanics are growing at a rapid pace. The growth of the Hispanic student population and relatively low age profile of students is an anticipated trend.

45

50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Fall 10 Less than 20

Fall 11 20 ‐ 24

Fall 12

Fall 13

25 ‐ 29

Fall 14

30 ‐ 49

50+

Figure 9: Proportion of Students by Age The proportion of first generation students has leveled off at Cypress College after a few years of growth, as shown in Table 1. The rate has remained at 45% the last two years. Additionally, another 23% of the students have parents who attended college but did not receive any degree. Overall, nearly 70% of the students are first generation at Cypress College. These students need guidance and counseling to transition into college life. This is an area of special focus at Cypress College.

Fall 2014 1st Generation to College Number % Yes 2,773 17 Yes 4,566 28

Parental Education No High School High School Some College/No Degree No 3,760 Associate Degree No 1,402 Bachelor’s Degree No 2,401 Graduate Degree No 916 No Response Unknown 253 Total 16,071 Table 1: Educational background of parents

23 9 15 6 2

Fall 2013 Number % 2,530 16 4,713 29

Fall 2012 Number % 2,242 14 4,437 29

3,889 1,425 2,385 950 237 16,129

3,756 1,394 2,492 957 263 15,541

24 9 15 6 2

24 9 16 6 2

Ethnicity, age, and parental education have a significant impact on academic outcomes. Research indicates that students from ethnic minorities, students over 25 years of age, and first-generation students have a higher risk of not achieving their academic aspirations (Source: Achieving the Dream).

As these populations increase in its student body, Cypress College has significant challenges to improve student success. Another important criteria for success is the number of credits attempted in the first 46

semester. Existing research indicates completing at least 20 credits in the first year is an important milestone and a strong indicator of potential success (Source: Toolbox Revisited, Cliff Adelman). The challenge for enrollment management at Cypress College is to provide pathways to students that are known to result in degree/certificate completion and accomplishment of academic goals. The strategic plan 2014-17 (Appendix B) has specific goals to address these challenges. The unmet demand for entry level classes at the beginning of each semester is an indication that the enrollment management plan must address the issue of class availability and provide a pathway to students. The new Summer Boost program mentioned previously is the College’s most recent attempt to address this issue.

Nearly a third of the students attending Cypress College enroll full time, as shown in Figure 10. Fulltime attendance is measured by the unit load attempted by the student: unit load of 12 or higher in a semester represents full-time load. Although research suggests attending full time is an important part of being successful at college, often the attendance pattern is dictated by situations beyond control of the College. In general, students attend part time so that they can work while attending college and pay their bills. Providing the classes students need will help the students in general to fulfill their academic endeavors quicker, thereby increasing student success.

45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Fall 10

Fall 11 Less than 7

Fall 12 7 to 11.5

Fall 13

Fall 14

12 or more

Figure 10: Proportion of Students by Unit Load Figure 11 represents the self-reported goals of students at the time of admission. In Fall 2013, almost half of the students (49.6%) wanted to complete an associate degree and then transfer to a university, another 16.3% sought to transfer without a degree, and 10.5% sought to obtain a degree but not transfer.

Since Fall 2009, the proportion of students seeking a degree and then transfer has steadily increased. A small proportion of students (3.6%) enrolled in Fall 2014 to explore new career options. The proportion of students seeking new careers has remained relatively constant over the last several years.

47

60% 50% 40% 30% 20% 10% 0% Fall 10

Fall 11

Degree & Transfer

Fall 12 Degree Only

Fall 13 Transfer Only

Fall 14 New Career

Figure 11: Proportion of Students by Education Goal

Slightly more than half of the students come to Cypress College from its service area of eight cities.

Hundreds of students come from cities served by other community colleges (e.g., Long Beach, Fullerton, Cerritos, Whittier, and La Mirada). Over 1,900 students enroll in Cypress College every Fall after graduating from high school in the Spring.

Table 2 provides the number of graduates from neighboring high schools who were enrolled in Cypress College in Fall 2012 and 2013. In Fall 2013, 773 high school graduates from ten neighboring high schools enrolled in Cypress College.

HS Grads at Cypress College in Fall 2013 114 Western 108 Kennedy 89 Cerritos 87 Cypress 81 Los Alamitos 77 Loara 59 Paramount 55 Rancho Alamitos 52 La Mirada 51 Pacifica Table 2: Top Ten Feeder High Schools High School

HS Grads at Cypress College in Fall 2012 120 109 61 100 60 61 24 40 41 24

Western High remained the top feeder school last year. The high participation rate from the local high schools is a reflection of the reputation of Cypress College in the community, as well as the continued collaboration with high school counselors, superintendents, and students.

48

Faculty and Staff Demographics Comparative statistics are presented to compare staffing at Cypress College with all California community colleges in Fall 2013. The data is obtained from California Chancellor’s Office DataMart to ensure an appropriate comparison. Employees are divided into four categories: administrators, academic, tenured; academic, temporary; and classified. As shown in Figure 12, the proportion of academic, tenured faculty at Cypress College is 24%, well ahead of the state average of 20%. The proportion of classified employees at 24% is much lower than the state average of 30%. With the improving budget outlook, the College recently addressed this issue by completing a classified needs assessment process, which resulted in several additional classified positions dedicated to serving students.

60.00% 50.48% 47.27%

50.00% 40.00%

30.43% 30.00%

24.35%

23.52% 20.06%

20.00% 10.00%

2.24%

1.66%

0.00% Administrators

Academic, Tenured California

Academic, Temporary

Classified

Cypress College

Figure 12: Employee by Classification: California v. Cypress College The proportion of administrators and classified employees are below the state average, as shown in Figure 12. During the economic downturn, new hires in these two categories were severely restricted. As the budget situation improved, the College began building its employee levels to cater to the need of its students.

While the percentage of female administrators dropped last year, in all other areas, they make up the largest percentage of employees.

Cypress College Employees Administrators Female Male Academic, Female Tenured/ Male Tenure Track

Fall 2013 Percentage 28.57% 71.43% 57.58% 42.42% 49

Academic, Temporary Classified

Female Male Female Male Table 3: Staff by Gender

52.00% 48.00% 52.20% 47.80%

Although employees of the College are racially diverse, the largest employee group is White. This is in keeping with the trend in higher education overall, where the largest employee group, irrespective of location, is White. Figure 4 shows the ethnicity of employees by constituency.

Employees by Race/Ethnicity, Fall 2013 Administrators Educational Administrator by race/ethnicity

Academic, Temporary

1.66% Asian Hispanic

21.43% 7.14%

Unknown

14.29%

White NonHispanic

57.14%

Academic, Tenured/Tenure Track AfricanAmerican American Indian/Alaskan Native Asian Academic, Hispanic Tenured/Tenure MultiTrack by race/ethnicity Ethnicity Pacific Islander Unknown White NonHispanic

Academic, Temporary by race/ethnicity

23.52%

AfricanAmerican Asian Hispanic MultiEthnicity

14.59% 13.18%

Unknown

9.88%

White NonHispanic

56.24%

2.02% Classified

10.10% 15.66% 4.04% 0.51% 11.62% 55.56%

Classified by race/ethnicity

3.29%

2.12%

24.35% AfricanAmerican

0.51%

50.48%

Asian Hispanic MultiEthnicity Pacific Islander Unknown White NonHispanic

5.85% 13.66% 21.95% 1.46% 0.49% 20.49% 35.61%

Table 4: Employees by race/ethnicity The campus climate survey has consistently shown that the employees give the College a very high rating for diversity. Although the largest group of employees remain, White Non-Hispanic, there is an effort on part of the campus community to welcome everyone. The College will conduct its next climate survey in Spring 2015.

50

Â

As mentioned in the previous Institutional Effectiveness Reports, the generation of baby boomers is progressing towards retirement; as a result, there is a growing concern across the nation about preparing the next generation of employees who will fill in the void. Cypress College is no exception from the overall trend. The age profile of Cypress College employees, especially the administrators, is heavily skewed towards the right. This is keeping with the trend in California. There is a strong possibility of several leadership positions falling vacant when the senior administrators decide to leave the workforce.

The College needs to develop a succession plan for the future.

51Â Â

Chapter Four Measures of Institutional Effectiveness Success and Retention Two of the long-standing and important indicators of Calculation of Success and Retention student performance by course are success and retention rates. Successful course completion rates Success Rate = A, B, C or CR grades x 100 All grades reflect the proportion of all initial enrollments divided by the number of successful completions Retention Rate = All grades other than W x 100 All grades (final grade = A, B, C or CR). Retention rates reflect the proportion of all initial enrollments divided by the number of retained enrollments (all final grades other than W).

Figure 13 shows student success and retention rates during the last six terms. Both have remained relatively stable over the last three years, although Fall semesters traditionally registered higher rates than Spring. The College success and retention rates are very close to the statewide averages.

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% F 11

Sp 12

F 12 Success

Sp 13

F 13

Sp 14

Retention

Figure 13: Success and Retention Rates for Credit Enrollments Success rate differs from one division to another. One of the reasons for a differential success rate is selectivity of programs. Typically, Health Science registers a high success rate because of the selectivity and long wait period associated with programs. General education tends to show lower success rates; the low success rate in Science, Engineering, and Mathematics (SEM) is a continuing problem that affects all higher education institutions, and Cypress College is no exception. The SEM division-wide success rate dropped slightly from last year. This continues to be a challenge for the College. The College has 52

invested in the Math Learning Center (MLC) over the years and is exploring avenues to engage students in the MLC to increase success. Figure 14 illustrates the success rate by division.

Health Science Voc/Tech (CTE) Counseling Language Arts Fine Arts College‐wide Social Science Business Physical Education Science/Engineering/Math 0%

20%

40%

60%

80%

100%

Figure 14: Success Rates by Division, Spring 2014 Last year, three divisions (Social Sciences, SEM, and Counseling) were below the college-wide average success rate. A lower (than college average) success rate for Social Sciences most likely results from the low reading skills of students. Several courses in the Social Sciences Division are reading intensive (e.g., Psychology, Sociology, and Political Science). Students enrolling in these courses without adequate ability to read may impact success rates. The College has continued to focus on basic skills to improve the reading skills of students. The college-wide success rate was down slightly in Spring 2014 at 69.8% compared to the previous year at 71.0%.

Retention rate by division is illustrated in Figure 15. Last spring, three divisions (Business/CIS, SEM and Physical Education) were below the college-wide retention rate. Physical Education registered a considerably lower retention rate compared to other departments. This is because of the conscious effort by the College to identify students who enrolled in physical education courses but did not participate regularly. Such students were dropped by the faculty, and this contributed to the lower retention rate.

The college-wide retention rate was up slightly in Spring 2014 at 83.4% compared to 83.3% the previous year.

53

Health Science Counseling Physical Education Voc Tech (CTE) Fine Arts Social Science Language Arts College‐wide Science/Engineering/Math Business 0%

20%

40%

60%

80%

100%

Figure 15: Retention Rates by Division, Spring 2014

Awards: Degrees and Certificates Cypress College awarded 970 associate degrees and 918 certificates in 2013-2014, up substantially from 828 and 750 in 2012-2013. The increase in degrees is due primarily to the new transfer degrees that are now available to students. They are certainly making the most out of this new opportunity. Increases in certificates, primarily in the CTE division, are due to curricular changes and expanded opportunities for students with a renewed emphasis on Perkins Core Measure 1 related to award completion. Figure 16 shows the change in number of degrees and certificates awarded over the past six years.

1200 1000 800 600 400 200 0 2009‐10

2010‐11 Degrees

2011‐12

2012‐13

2013‐14

Certificates

Figure 16: Degrees and Certificates Awarded 54

Degrees Awarded

Degrees awarded by individual programs are shown in Table 5. Areas showing substantial growth are highlighted in yellow. The new transfer degrees in Business and Psychology, the liberal arts degrees with emphasis, and the AA degree is Psych Tech all played a prominent role in increasing the number of degrees awarded at Cypress College in 2013-14.

Degree Accounting Administration of Justice Air & Travel Careers Air Conditioning & Refrigeration Anthropology Art Auto Collision Repair Auto Technology Aviation Business (AA&AS-T) Communication Studies Computer Information Systems Dance Dental Assistant Dental Hygiene DMS/ Radiologic Technology English Ethnic Studies General Studies Geography Health Information Technology History Hotel, Restaurant & Culinary Arts Human Services Liberal Arts Liberal Arts: Arts and Humanities Liberal Arts: Human Communication Liberal Arts: Math and Science Liberal Arts: Soc./Behavioral Science Management Marketing Mathematics Mortuary Science Music Nursing Office Administration

2009-10 5

2010-11 10

7 5 2 1 1 0 3 39

11 4 0 4 0 0 2 31

2011-12 4 1 8 3 1 3 2 7 4 49

11 0 7 11 23

8 1 4 12 31

12 0 9 10 26

2012-13 9 0 6 3 2 3 2 7 6 78 12 10 2 2 11 33

1 137

2 122

1 63

2 25

8

11

16

20 12 147 12 0 25 58 4 2

27 12 87 30 0 51 122 12 2

19 10 18 48 1 106 181 1 7

11 7 32 14 8 55 4 100 174 5 10

40

36

93 2

82 2

35 4 70 2

44 2 82 2

2013-14 8 0 15 5 1 13 1 4 3 111 20 10 1 6 14 33 1 1 12 3 24 3 39 14 1 49 2 129 201 3 0 2 37 0 72 1 55

Degree Philosophy and Religious Studies Photography Physical Education Physics Political Science Psychiatric Technology Psychology Sociology Theater Arts TOTAL

2009-10 1 2 1

2010-11 0 0 1

2011-12 1 1 4

2012-13 3 2 7

15 7 6 1 708

8 9 5 1 740

19 5 3 0 754

6 27 18 2 828

2013-14 2 2 16 5 1 31 52 19 3 970

Table 5: Degrees Awarded, 2009-10 to 2013-14 Certificates Awarded As shown in Table 6, Cypress College awards certificates in almost 30 areas. In 2013-14, the College had its largest number of certificates awarded in the last five years. Areas such as Air Conditioning & Refrigeration, Media Arts Design, and Aviation saw new highs, while Auto Collision Repair and Auto Technology rebounded from much lower levels the previous year.

Certificate Accounting Air & Travel Careers Air Conditioning & Refrigeration Art Computer Graphics (Media Arts Design) Auto Collision Repair Auto Technology Aviation Computer Information Systems Court Reporting Dance Dental Assistant Dental Hygiene Economics Health Information Technology Hotel, Restaurant & Culinary Arts Human Services Management Marketing Multimedia Music Office Administration Photography Physical Education

2009-10 5 64 4 16

2010-11 4 69 3 15

2011-12 7 90 6 12

2012-13 4 81 28 6

2013-14 3 83 95 33

22 145 2 71 0 0 19 15 0 36 127 72 7 30 0 2 0 86 1

15 193 4 48 1 1 19 14 0 26 155 44 15 34 0 6 4 67 1

36 223 14 25 0 1 32 14 0 31 109 69 7 23 0 1 3 23 1

12 176 20 53 5 0 18 12 1 31 102 75 12 18 0 7 3 11 1

32 194 37 69 11 1 20 15 0 11 106 62 5 18 1 9 0 21 1 56

Psychiatric Technology 25 Radiological Technology/ DMS 46 Theater Arts 1 TOTAL 796 Table 6: Certificates Awarded, 2009-10 to 2013-14

20 47 2 807

50 44 2 823

32 41 1 750

32 52 7 918

Transfer The Cypress College Transfer Center helps to prepare students for transfer by providing them with opportunities such as meeting with representatives from various universities. However, with continued budget cuts at CSU and UC, the universities are reducing their course offerings and that is affecting student transfers negatively. However, the number of transfers to CSU in 2013-14 was 772 compared to only 586 in 2012-13. Transfer information to UC for 2013-14 was not available at this time.

Apart from inviting universities to the campus, the Transfer Center also promotes awareness about transfer and creates pathways for students by developing articulation agreements with universities. The impact of the activities undertaken by the transfer center directly impacts the increasing number of students transferring, as shown in Figure 17.

1000 900 800 700 600 500 400 300 200 100 0 2009‐10

2010‐11

2011‐12 UC

2012‐13

2013‐14

CSU

Figure 17: Transfer trend from Cypress College to UC and CSU

Full‐Time Equivalent Students (FTES) In the demographics section of this report, student enrollment refers to unduplicated headcount. An important measure of productivity is FTES generated in a year. The majority of state funding is based on FTES generated by a school. Figure 18 shows FTES generated by Cypress College since 2009-10.

57

14,000 12,000 10,000 8,000 6,000 4,000 2,000 ‐ 2009‐2010

2010‐2011

2011‐12

Summer

Fall

2012‐13

2013‐14

Spring

Figure 18: Trends in Resident FTES In 2009-10, FTES reached 12,310, the highest point in the history of the College. Thereafter, the FTES declined as the College reduced the number of sections offered due to budget cuts. FTES rebounded last year to 11,066.4 from only 10,541.4 the previous year. FTES produced by the College is still over the target set by the North Orange County Community College District and paid for by the state.

Table 7 shows FTES generated by the divisions. Science, Engineering, and Math (SEM), Social Sciences, Language Arts, and Fine Arts are the four largest divisions in terms of generating FTES, and this trend has remained unchanged for the last three years. In most of the divisions, FTES has increased from the previous comparable year.

Summer 23.0

2011-12 Fall 378.0

Spring 388.8

Summer 24.6

2012-13 Fall 361.5

Spring 359.9

Summer 29.0

3.6

77.9

48.1

0.0

69.9

47.6

3.3

74.1

47.0

Fine Arts

24.5

593.1

548.8

23.3

565.7

536.7

33.7

584.8

503.8

Health Science

63.2

474.5

448.7

12.7

420.7

448.4

72.5

411.6

438.1

Language Arts

79.2

844.0

796.1

79.1

823.1

779.1

94.4

892.6

871.6

Physical Education

36.2

366.3

304.1

32.4

292.9

266.6

30.5

270.8

234.2

SEM

127.0

1,223.0

1,192.5

122.3

1226.4

1230.8

164.5

1318.4

1267.1

Social Sciences

135.4

1,016.1

1,039.4

131.7

954.7

1069.5

172.8

1032.8

1101.9

0.0

368.3

288.4

0.0

336.4

322.0

17.0

363.6

360.0

492.1

5,342.3

5,056.5

426.0

5053.2

5062.2

617.7

5294.1

5141.7

Division Business Counseling

Voc/Tech (CTE) Total

2013-2014 Fall 343.8

Spring 330.4

Table 7: Division Trends in Resident FTES

WSCH per FTEF As the basis for state funding, FTES represents the income associated with instruction. The most significant cost is recorded as FTEF (Full Time Equivalent Faculty). To determine general costeffectiveness, the ratio of Weekly Student Contact Hours (WSCH) per FTEF is used.

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A long-standing target for many community colleges in California is to have a WSCH per FTEF ratio of 525 to 1, which assumes an average class size of 35. When enrollment is high at a particular college or when an institution has few courses with mandated limitations on enrollment (such as Health Science courses), a WSCH per FTEF ratio of 525 can sometimes be achieved, but currently such a target would be difficult to reach. A more realistic target is what the NOCCCD has used for some time, and that is 438 WSCH/FTEF, which is based on a student/faculty ratio of 29 to 1. However, each discipline is different in terms of how much WSCH it can, and indeed should, generate.

600 500 400 300 200 100 0 2009‐2010

2010‐2011 Spring

2011‐2012 Fall

2012‐2013

2013‐2014

Summer

Figure 19: Trends in WSCH per FTEF A comprehensive community college must offer a variety of programs with different class sizes. It would be inappropriate to think that every subject should have as many students as can fit into the room in order to generate as much income (FTES) as possible. While 45 students may be an appropriate size for a lecture-based Social Science class, it would be inappropriate for an English composition class or a Nursing class. The pedagogical aspects drive the class size.

The purpose of understanding and examining these numbers is not to compare and contrast departments or divisions. Rather, it is to enable each discipline to evaluate itself according to its own, disciplinespecific standards.

As reflected in Figure 19, the 2009-2010 and 2010-2011 academic years were the most productive in terms of WSCH per FTEF. A surge in enrollment combined with a reduction in the number of course offerings contributed to higher WSCH per FTEF. WSCH per FTEF have been highest in Social Sciences, Physical Education, Counseling, and Science, Engineering, and Math – areas which have relatively high enrollments per section. Areas that have smaller section sizes, such as Health Science and CTE, have consistently lower WSCH per FTEF values.

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Over the last two years, WSCH per FTEF is significantly higher in summer than in fall and spring. This is primarily because in summer, fewer health science classes were offered as a consequence to budget cuts. As the number of liberal arts classes increased, productivity also went up.

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Chapter Five Departmental Planning and Program Review Introduction Departmental planning and program review (DPPR) is a peer-reviewed process that serves as one of the key components to planning and resource allocation at the college. All instructional departments conduct their own program review every three years. The review process involves analyzing data, reviewing outcomes, discussing SLO results, determining relevancy of curriculum, and identifying resources required to facilitate teaching and learning. The heart of the process is dialogue that engages the department faculty.

Faculty review is shared with the instructional dean. The final review, including the dean’s comments, is presented to the Program Review Committee. The committee is appointed by the Academic Senate and includes representative from each division. The committee’s review is submitted to the Executive Vice President for his comments.

Resources identified by the program review process are taken into consideration for budget allocation purposes. The program review instrument is evaluated periodically to ensure it is fulfilling its purpose.

Over the last two years, the Program Review Committee has made changes to improve the instrument and the process. These changes included Institutional Research and Planning populating the data used in the program review template, each department presenting their review to the committee and engaging in a conversation with the committee members and making the SLO reporting process more streamlined.

The revised process was appreciated by the departments undergoing review. Availability of data made the process of review simpler, with greater focus on data interpretation. All departments undergoing review were present to engage in a dialogue with the committee. Both committee members and department representatives appreciated the opportunity to exchange ideas across the table and noted it as a marked improvement from the previous process. The committee continues to work together to help make the process of incorporating SLOs into the program review more meaningful and streamlined.

A summary of the reviews that took place in Fall 2013 is presented in this chapter. Each summary includes program review committee findings, commendations, and recommendations.

Historically, the goals of the Program Review Committee have been to help program representatives accentuate the most positive aspects of their work and to aid them in substantiating a need for resources to support student success. For broader suggestions or concerns identified by presenters that may not be addressed in other campus forums, the committee will maintain a list of “global issues” to share with the Academic Senate.

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Accounting Presenter:

Jeanne Miller

Date:

October 08, 2013

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. The department is taking important steps to improve student success at the risk of facing declining enrollment in the short term. Such effort to improve student success in the long term is commendable.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised?

The committee commends the following: 1.

2.

3.

4.

5.

New AA-T option and alignment with the CSU and UC courses Overall success rate improving Department indicates SLOs are positive The implementation of the “Online Tutoring” Introduction of pre-requisites to improve success rates

Recommendations: What areas does the action plan need to address? What details need to be provided?

The committee recommends the following: 1. Associate degree completion rates have fluctuated from one year to another. The department should look into the issues that result in lower completion rates and remove the barriers 2. Work towards improving success rates of students to improve completion and transfer rates

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Anthropology Presenter:

Becky Floyd

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. It was noted that the department should be listed as Anthropology for Program Review.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised?

The committee commends the following: 6. New AA-T option and alignment with the CSU and UC courses 7. Overall success rate improving 8. Department indicates SLOs are positive 9. The implementation of the “Student Survival Guide” 10. The initiative to conduct the Success and Retention Survey Recommendations: What areas does the action plan need to address? What details need to be provided?

The committee recommends the following: 3. Continue efforts to improve student success with particular emphasis on courses with less than at 60% success rate 4. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Dental Hygiene Presenter:

Carol Green

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. Global Issue: Faculty retirements and lack of replacements.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1.

2.

3.

4.

5.

6.

The detailed student tracking notes Success rates which are well-above the division and college averages The 100% passage rate on the National and State Boards.

Top 10% programs nationwide Detailed tracking of student performance Online instructional videos

Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. If possible, front-load the program with an additional student or two to off-set typical attrition rates 2. Elevate the need for full-time faculty to maintain accreditation to the Academic Senate SLOs: The agency responsible for accrediting Dental Hygiene program has their own student learning outcomes (SLO). Since the program is successfully maintaining their accreditation standard, the SLO developed and accepted by the professional accreditation is anticipated body suffices the requirements of ACCJC.

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English Presenter:

Randa B. Wahbe

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1. The success rates which are above the college average 2. The new AA-T option 3. The acknowledgement that the English Dept. credits campus support programs for contributing to student success rates 4. Ongoing SLO evaluation 5. ENGL 60 “Discovering Resources for Success” assignment 6. Efforts to maintain consistency with Fullerton College 7. Fast-Track English 60/100 in response to the need for flexible scheduling.

8. Full-time and adjunct faculty mini-conference regarding curriculum/methodology 9. New Goal 6 to increase dialogue with local high schools to align performance Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Correct the repeating typos under objective in the Departmental Objectives (The should be the).

CORRECTED. 2. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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English/Reading Presenter:

Sarah Jones

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. In response to a question about why English 60 was included, the Reading Department provided the attached explanation. The topic of reading proficiency requirements was raised; however, the committee found that the issue was outside the scope of program review and referred it back to the department.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee specifically commends the following: 1. Success rates which are above the division and college averages 2. Student Success Scorecards 3. Basic skills courses include both reading and writing 4. Fast-Track accelerated English 58/English 60 program 5. English Success Center (ESC), which is a Title V Grant project 6. IGETC certification for English 106 Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Establish collaborative goals with local high schools related to the K-12 core curriculum 2. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Foreign Language Presenter:

Alex Herrera

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1. The new AA-T Degree for 2014 2. Success rates which are consistent with the college averages 3. Ongoing SLO evaluation which the department reports “good results” 4. The department meetings to share teaching techniques and to identify new website technology that matches learning styles 5. The SLO action plan to engage more adjunct instructors in reading to teaching methodologies.

Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Continue to improve success rate—with particular emphasis on courses with less than a 60% success rate 2. Create a goal for improving student collaboration through refurbishing classroom furniture that correlates to the stated resource needs 3. Create measurable goals (include those related to going to conferences) 4. Recommend meeting with IR for the need for more data (budget implications) 5. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Health Information Technology Presenter

Rosalie Majid

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. Global Issues: Elevate Blackboard training requirements to global issue with Academic Senate. If adjunct cannot complete the time consuming Blackboard training, then evaluate whether the BB instructor training needs to be shortened to allow for hybrid classes. Full-time faculty needed to maintain accreditation.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1. Strong certificate/degree completion. Increased enrollment and completions as a result of the Workforce Investment Act 2. Success rates which are well above the college averages 3. The student requirement to review the SEP w/ counseling and HIT program director 4. Implementation of a student application process for the HIT program 5. 100% pass rate on the RHIT exam for those who choose to take it 6. Faculty participation with industry 7. Employment rate of students Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Investigate whether it would it be possible to work with industry to offset some of the costs of an electronic health record system 2. Develop a contingency plan if an additional instructor is not hired, and the program accreditation is in jeopardy (i.e. recall the faculty assigned to Staff Development?).

SLOs: The agency responsible for accrediting Dental Hygiene program has their own student learning outcomes (SLO). Since the program is successfully maintaining their accreditation standard, the SLO developed and accepted by the professional accreditation is anticipated body suffices the requirements of ACCJC.

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History Presenter

Carol Lewis / Bryan Seiling

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1.

2.

3.

4.

The new AA-T Degree Success rates which are consistent with the division and college averages Pre/post test model for SLO evaluation Varied use of teaching approaches and supplemental instruction to address underprepared students 5. Commend faculty on their involvement in campus affairs, including Academic Senate, Honors Service Learning, and Teacher Prep Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Continue to improve success rate—with particular emphasis on courses with less than a 60% success rate 2. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Journalism Presenter:

Robert Mercer

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. Global Issue: The committee will share with the Academic Senate the stated need for a multimedia studio / sound stage space to replace the TV studio lost in the campus renovation, which has been identified as essential to three departments in Fine Arts.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised?

The committee commends the following: 1. The work on a new AA-T degree in Journalism 2. The ongoing SLO evaluation, which the department reports a student success rate of 72.5% or higher 3. Conversion of all courses to the “flipped classroom” 4. Procurement of high definition camcorders through Perkins Recommendations: What areas does the action plan need to address? What details need to be provided?

The committee recommends the following: 1. Continue to improve success rates—with particular emphasis on courses with less than a 60% success rate 2. Address the following safety issue with facilities: “We still have the kitchen stove exhaust hood over the instructor’s desk” 3. Elevate the discussion regarding the need for a video studio as a goal, so it is not left out of the plans to remodel of the Fine Arts Division 4. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Media Arts Design Presenter:

Ian Holmes

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. Global Issue: The committee will share with the Academic Senate the stated need for a multimedia studio / sound stage space to replace the TV studio lost in the campus renovation, which has been identified as essential to three departments in Fine Arts.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1. The policy of innovation and experimentation that works to meet student needs and future industry requirements.

2. New AS-T degree in Film, Television, and Elec. Media (needs correction pg 10) 3. The ongoing SLO evaluation, which the department reports is meeting objectives Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Continue to improve success rates—with particular emphasis on courses with less than a 60% success rate. While rates may be historically consistent, Spring 2013 with an overall 56.2 success rate needs to be addressed within available resources.

2. Recommend reversing the downward trend in certificate completions from 15 to 6 over the past three years. Given that the current schedule of MAD classes does not align with the breath of catalog course offerings and certificate/degree requirements, it is recommended that the department work to align the two, or offer options for course requirements (either on a permanent basis in the catalog and/or a short-term basis through course substitution authorizations approved by faculty/counselors which students can submit with their certificate applications.)

3. Recommend offsetting 18 new courses with course deactivations. Even in robust times, it would be difficult to add 18 new courses on the schedule in one year 4. Correct the typo in #5, page 17 5. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Music Presenter:

Joseph Gallo

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. Global Issue: Two FT faculty not replaced.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1. Pathway to the new AA and AA-T degrees in Music 2. The Music Department’s “slow but steady growth in the number of degrees and certificates awarded” 3. The overall success rates, which are consistent with the division / college averages 4. The attention to the lower success rates courses 5. The ongoing SLO evaluation, which the department reports has met the SLO requirements with 85% success (with 3 exceptions being addressed) 6. The new adjunct office where students can meet with adjunct faculty. Procurement of high definition camcorders through Perkins 7. The department coordinator’s efforts to manage with the loss of three full-time faculty 8. Efforts to procure smart-classrooms and music equipment Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Continue to improve success rates—with particular emphasis on courses with less than a 60% success rate 2. Elevate the discussion regarding the need for new faculty (to replace the loss of 2 FT faculty) and administrative support by addressing the need with Academic Senate 3. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Philosophy & Religious Studies Presenter:

Greg Cavin

Reviewer:

Program Review Committee

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department for the informative presentation. Global Issue: The committee will elevate the discussion to the Academic Senate regarding the suggestions to add a program review disclaimer about statistical validity and a guarantee that rewards and penalties and evaluations will not be based on the data included in program review (see attached).

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised?

The committee commends the following: 1. The updated AA and new AA-T degrees in Philosophy 2. The increase in degrees awarded 3. The fully updated and refined curriculum 4. The department reports that, in the cases examined, the SLOs were achieved to a high degree of success 5. The use of tutors and supplemental instruction to motivate students Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Continue to improve success rates—with particular emphasis on courses with less than a 60% success rate 2. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Photography Presenter:

Cliff Lester

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1. The efforts to increase the certificates and degrees awarded 2. The linking of the SLOs to the ILOs 3. The department reports that SLO success rates average over 86% 4. The use of tutors, supplemental instruction, and mentors (contact Amy Ward to arrange math tutoring as well) 5. Identification of “families” or related courses to address the loss of repeatability 6. The efforts of the “two-legged tripod” to offset the loss of a full-faculty Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Continue to improve success rates—with particular emphasis on courses with less than a 60% success rate 2. Complete the AA-T in Fine Arts Photography 3. First day diagnostic to improve success rates 4. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Physical Science Presenter

Ron Armale

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. Phil Dykstra will check the Fall 2012 seat count numbers for computer science.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1. Success rates which are above the division and college averages 2. New AST Degrees in Geology and Physics (working on Engineering) 3. Partnership with Cal Poly Pomona on an NSF grant that will provide summer research opportunities for 1-2 physics and astronomy majors 4. Summer research at CSUF as part of the STEM2 Grant 5. Engineering and Physics Club 6. Offering a physics review workshop / “boot camp” 7. Honors Astronomy course design has been changed to “flip” the class 8. Star observation parties and the planetarium plans 9. Geology field trips 10. Comprehensive set of goals Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Continue to improve success rates—with particular emphasis on courses with less than a 60% success rate 2. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Theater Arts Presenter:

Jim Hormel

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals?

Yes X

No____

Other____

Comments: The Program Review Committee commends the department on a thorough report and informative presentation. Global Issue: The committee will share with the Academic Senate the stated need for a multimedia studio / sound stage space to replace the TV studio lost in the campus renovation, which has been identified as essential to three departments in Fine Arts.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized, continued, praised? The committee commends the following: 1. Success rates which are above the division and college averages 2. Associate in Arts Degree Theater Arts, a new Associate in Arts in Theater for Transfer degree and three certificates in production and design 3. Student success tracking form for new students to improve certificate/degree completions 4. Three leveled courses for our Production Technique Class as required by Title V guidelines for limitations on repeatability Recommendations: What areas does the action plan need to address? What details need to be provided? The committee recommends the following: 1. Include the request for a sound stage in the budget 2. Continue to improve student success rates–with particular emphasis on courses with less than a 60% success rate 3. Maintain a list of where students have gone to work or to conservatory 4. Solicit marketing support from Marc Posner and/or Patti Kishel 5. Work toward substantiating program/student learning outcomes assessment with supporting data that enumerates the number of courses that have “closed [and not closed] the loop” by department code and date of assessment* * To assist, the Program Review Committee will work with the SLO committee and the TracDat developers to provide departments using TracDat with the means for pulling summary data by date (ETA 2/1/14).

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Chapter Six Student Support Services Quality Review Students enrolling at Cypress College come from a variety of backgrounds. Nearly seventy percent are first-generation in college, while others have parents with the highest academic achievements. Some come directly out of high school, while others return to college in order to learn new skills or to change careers. The aspirations of students also vary – some want to complete an associate degree and go on to pursue their baccalaureate degrees while others intend to master a skill. Irrespective of their skill level, aspiration, academic goal, family background, or personal situation, their first point of contact is the Student Support Services Department.

Student Support Services provide a range of services to cater to the varied needs of the students. Some of the services such as admissions and records, financial aid, matriculation, and counseling cater to almost all students. Some other services, such as the Transfer Center or international students, are focused on the needs of specific student groups. All student support services departments at Cypress College have defined student learning outcomes, and they regularly assess the SLOs. Also, the departments conduct their own review every three years.

The review process begins with developing a survey in consultation with the departments. There are certain questions that are standard feature on all surveys: these questions are focused on areas such as hours of operation and knowledge of staff. The departments have an opportunity to ask additional operation-specific questions. The survey is sent to the students who are eligible to receive the services.

The survey results are collected and analyzed by the Institutional Research and Planning department.

The dean/manager in charge of the department prepares the review based on the survey results and other information available to them. The review focuses on accomplishment of stated goals, development of new goals, and identification of resources. The reviews are submitted to the Executive Vice President for his comments. Follow up actions are taken based on the findings of the review.

In Fall 2013, four departments were scheduled to conduct their own review. These departments were CalWORKS, CARE, DSPS and EOPS. However, due to the staffing changes that took place in the Institutional Research and Planning Office, those reviews were put on hold. They are currently being conducted this academic year along with those areas previously scheduled for review including the Assessment Center, Counseling, Financial Aid, International Students, and Veterans. Results from all of these areas will be presented in next year’s Institutional Effectiveness Report.

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Chapter Seven Campus Support Services Review The Campus Support Services provide leadership to the areas that are not directly related to student instruction or student services, such as Campus Safety or Maintenance and Operations. However, such services are critical for the overall academic experience of students in an environment that is welcoming to all. The Campus Support Services are evaluated every three years (e.g. 2010, 2013, 2016). All programs completed their most recent quality review, and the findings were reported in the Institutional Effectiveness Report for 2012-13. Interested readers may wish to refer to that document to review the major accomplishments and department goals for: 1.

2.

3.

4.

5.

6.

7.

8.

Academic Computing Bursar Campus Safety Institutional Research & Planning Maintenance and Operations Production Center Public Information Staff Development

The next phase of review for the campus support services is in Spring 2016. In preparation for the upcoming review, the college is evaluating the review instrument and engaging in discussions to bring more areas under review. However, no decision has been made in this regard. The purpose of evaluating the review instrument is to ensure it conforms to the college mission and is congruent with the student learning experience.

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Chapter Eight Strategic Planning

The 2014-17 Cypress College Strategic Plan is one of the guiding documents used by the College in the decision-making and resource allocation process at Cypress College. The process all began in April 2014 when the College convened its two-day Strategic Planning Colloquium. The first draft of this strategic plan was developed at that time with more than 60 members of the Cypress College community from various perspectives participating.

After discussions during those two days, the College embarked on a change to its strategic planning process. While the College would continue to follow the five North Orange County Community College Directions pertaining to completions, the achievement gap, basic skills, planning and resource allocation, along with community partnerships, the College’s planning process would change.

Based on feedback at the Colloquium that the five direction committees, while effective, could be better utilized by combining the first three direction committees related to completion, the achievement gap and basic skills, the College decided to form one committee focused on student success. The remaining two committees would continue to function as in the past. Since all three of these directions feed into student success, the College decided to try this new approach to facilitate greater discussion amongst the parties participating in the process.

That idea along with the draft of the strategic plan itself was shared across the campus community for input, review, and revision. The result is the 2014-17 Cypress College Strategic Plan, which will serve as the basis for decision-making during the coming three years at Cypress College. The entire Plan is located in the appendix.

This new planning structure will be evaluated at the end of this current academic year after feedback from all constituency groups prior to making any decisions moving forward.

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Conclusion

After several years of dwindling resources and cutbacks, last year saw a return to what we do best: helping our students succeed at Cypress College. And that is exactly what our students did.

According to the Chancellor’s Office Student Success Scorecard, Cypress College students not only stayed in school with high persistence rates, they achieved as well in basic skills English and ESL, CTE programs, and completing 30 units at higher rates than the statewide average. Last year also saw the most degrees and certificates awarded in the last five years.

It was also a time to reflect on how we can help our students succeed in light of the achievement gap that has continued to varying degrees. Examining data as is seen in Chapters 2 through 4 is one key aspect of that. The College’s rededication to student success in the drafting of the new 2014-17 Strategic Plan is an example of its commitment to student success by acting on that data in the development of new goals and objectives focused on our students’ success.

Evaluation of instruction, student services, and campus support services on a cyclical basis remain a cornerstone in helping our students succeed. The future is bright here at Cypress College where everyone does their part to help our students be the best they can be.

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Appendix A Districtt‐wide Com mpletion & & Persistence Data

District‐‐wide Tran nsfer Comp pletion & Persistencce by Age

District‐‐wide Care eer & Tech hnical (CTEE) Complettion & Perssistence byy Age

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District‐‐wide Basiic Skills & ESL Complletion & Peersistencee by Age

District‐‐wide Other Comple etion & Perrsistence b

by Age

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District‐‐wide Tran nsfer Comp pletion & Persistencce by Gend der

District‐‐wide Care eer & Tech hnical (CTEE) Complettion & Perssistence byy Gender

District‐‐wide Basiic Skills & ESL Complletion & Peersistencee by Gendeer

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District‐‐wide Other Comple etion & Perrsistence b

by Genderr

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District‐‐wide Tran nsfer Comp pletion & Persistencce by Race//Ethnicity

District‐‐wide Care eer & Tech hnical (CTEE) Complettion & Perssistence byy Race/Etthnicity

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District‐‐wide Basiic Skills & ESL Complletion & Peersistencee by Race/EEthnicity

District‐‐wide Other Comple etion & Perrsistence b

by Race/Etthnicity

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District‐‐wide Tran nsfer Comp pletion & Persistencce by Studeent Ed Goaal

District‐‐wide Care eer & Tech hnical (CTEE) Complettion & Perssistence byy Student Ed Goal

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District‐‐wide Basiic Skills & ESL Complletion & Peersistencee by Studen nt Ed Goal

District‐‐wide Other Comple etion & Perrsistence b

by Studentt Ed Goal

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Cypresss College C Completion & Persisstence Datta

Cypresss College T Transfer Co ompletion & Persisteence by Agge

Cypresss College C Career & Te echnical (C CTE) Comp pletion & P Persistencee by Age

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Cypresss College B Basic Skills & ESL Com mpletion & & Persisten nce by Agee

Cypresss College O Other Completion & Persistencce by Age

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Cypresss College T Transfer Co ompletion & Persisteence by Geender

Cypresss College C Career & Te echnical (C CTE) Comp pletion & P Persistencee by Gendeer

Cypresss College B Basic Skills & ESL Com mpletion & & Persisten nce by Gen nder

Cypresss College O Other Completion & Persistencce by Gend der

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Cypresss College T Transfer Co ompletion & Persisteence by Raace/Ethniccity

Cypresss College C Career & Te echnical (C CTE) Comp pletion & P Persistencee by Race/Etthnicity

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Cypresss College B Basic Skills & ESL Com mpletion & & Persisten nce by Racce/Ethnicitty

Other Completion & Persistencce by Racee/Ethnicityy Cypresss College O

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Cypresss College T Transfer Co ompletion & Persisteence by Stu udent Ed G Goal

Cypresss College C Career & Te echnical (C CTE) Comp pletion & P Persistencee by Studeent Ed Goall

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Cypresss College B Basic Skills & ESL Com mpletion & & Persisten nce by Stud dent Ed Go oal

Cypresss College O Other Completion & Persistencce by Student Ed Goaal

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Appendix B 2014‐17 Cypress College Strategic Plan 2014-17 Cypress Strategic Direction A: Student Success Goals

A.1 Facilitate all students’ achievement of critical milestones by providing excellent instructional and support services, consistent with the Student Success and Support Program and other requirements.

A.2 Provide increased access to mathematics and English for all incoming freshmen.

Corresponding District Strategic Directions: 1, 2, and 3

Objectives A.1.1 Assess on a regular basis the essential current and projected instructional and service needs of our students.

Executive Vice President

A.1.2 Maximize the proportion of students completing a Student Educational Plan (SEP).

Dean of Counseling

A.1.3 Strengthen the college readiness of incoming students.

Deans, SEM & Language Arts

A.1.4 Improve the success rate of students progressing through specified crucial course sequences.

Deans, SEM & Language Arts

A.1.5 Develop and implement a reliable system for tracking students’ achievement, including career attainment, after completion of their Cypress experience.

Director, Research & Planning

A.1.6 Conduct a systematic feasibility study of establishing prerequisites for content-area courses, focusing on potential student success benefits and challenges.

Executive Vice President

A.2.1 Develop and implement enrollment management strategies to ensure that targeted incoming freshmen have the opportunity to enroll in mathematics and English basic skills courses in the first semester.

Executive Vice President

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Persons Responsible

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Goals A.3 Develop and implement programs and services aimed at helping at-risk students succeed in basic skills and college-level courses.

A.4 Dedicate the campus community to student success.

Objectives A.3.1 Reduce the achievement gap among students by removing barriers to success, especially for at-risk students.

A.3.2 Develop and implement a process to connect at-risk students to academic and campus resources focused on helping them succeed.

A.4.1. Make student success a pervasive theme of discourse throughout the College.

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Persons Responsible Student Equity Plan Chair

Dean, Counseling & Student Services President

2014-17 Cypress Strategic Direction B: Organizational Effectiveness & Excellence Goals B.1 Create an organizational structure and practice that maximizes shared-governance and a sense of ownership of the decision-making process within Cypress College community.

B.2 Enhance professional development.

B.3 Foster an environment of collaboration, collegiality, teamwork, communication, courtesy, and respect.

Corresponding District Strategic Direction: 4

Objectives B.1.1 Disseminate, in an effective and timely fashion, information about shared governance, decision-making processes, and participation in both.

Persons Responsible

Chair, President’s Advisory Council

B.2.1 Increase faculty and student services staff participation in professional development activities.

Staff Development Committee

B.2.2 Research training models and approaches that show promise in helping faculty and staff improve student learning and student achievement, and implement on a pilot basis the models and approaches that best fit the College’s needs.

Staff Development Committee

B.2.3 Increase the number and proportion of personnel proposing new ideas and applying for Innovation Fund resources.

B.3.1 Empower new faculty, staff, and administrators to become active members of the campus community.

Staff Development Committee

B.3.2 Provide regular opportunities for faculty, staff, and administrators to collaborate, engage, dialogue, share, and socialize with each other.

Staff Development Committee

B.3.3 Establish forums and other systematic opportunities to solicit input from students on student success and other important issues facing the College.

Director, Student Activities

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Staff Development Committee

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Goals

B.4 Ensure that financial, physical, technological, and related necessary resources are available to meet the essential instructional and service needs of our students.

B.5 Collaborate with the District Office of Human Resources to ensure that hiring and other human resources practices address current and future learning, teaching, and student support needs effectively.

B.6 Formalize emergency preparedness processes to promote a culture of safety.

Objectives B.4.1 Mount an effective campaign to develop additional grant funding as required to meet identified student needs.

Persons Responsible Grants Administrator

B.4.2 Develop other alternative revenue streams to meet identified student needs.

Executive Director, Foundation

B.4.3 Obtain and maintain technology, equipment, and supplies needed to employ best practices in both instructional and support programs.

Director, Academic Computing

B.4.4 Ensure that strategic planning for capital improvements (including facilities modernization and infrastructure) address current and future learning, teaching, and student support needs effectively.

B.5.1. Collaborate with the District Office of Human Resources to establish and institutionalize development, recruitment, and hiring practices that facilitate greater diversity among College personnel, and that focus in part on providing models of success and achievement for our diverse student population.

B.6.1 Increase participation in non-violent, crisis intervention (NVCI) training workshops.

Vice President, Administrative Services

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Diversity Committee, Chair Director, Campus Safety

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2014-17 Cypress Strategic Direction C: Strong Community Connections

Corresponding District Strategic Direction: 5

Goals

Objectives

C.1 Establish more effective collaboration with K12 schools

C.1.1 Develop and implement specific plans with high schools to collaborate effectively on identified problem areas.

Dean, Student Services

C.2.1 Work with campus CTE program advisory committees to develop and enhance partnerships with Cypress College.

Dean, CTE

C.2 Strengthen community relationships by fostering mutually beneficial partnerships.

C.2.2 Integrate and coordinate all campus outreach efforts to business and civic groups.

Persons Responsible

Executive Director, Foundation

C.2.3 Establish and sustain connections with community ethnic organizations.

C.2.4 Strengthen relationships with business and civic groups.

Executive Director, Foundation Executive Director, Foundation

C.3 Strengthen collaboration with SCE.

C.3.1 Develop a seamless transition between SCE and Cypress College.

Executive Vice President

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Goals

C.4 Strengthen collaboration with 4-year universities.

Objectives

C.4.1 Improve transfer articulation and pathways with 4-year universities.

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Persons Responsible

Dean, Counseling

BOARD OF TRUSTEES NORTH ORANGE COUNTY COMMUNITY COLLEGE DISTRICT

Jeffrey P. Brown, President M. Tony Ontiveros, Vice President Michael Matsuda, Secretary

Barbara Dunsheath, Member Leonard Lahtinen, Member Molly McClanahan, Member Donna Miller, Member

Omar Pichardo, Student Trustee, Cypress College Stephen Tith, Student Trustee, Fullerton College

Ned Doffoney, Chancellor & Executive Secretary to the Board