NOCCCD Comprehensive Master Plan (Final Draft)

NOCCCD Cypress College

CYPRESS COLLEGE

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

1

NOCCCD Cypress College

2

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Cypress College //

College Planning Committee

2011 Comprehensive Master Plan // North Orange County Community College District

Bob Simpson, Executive Vice President (Co Chair) Karen Cant, Vice President (Co Chair) Joyce Carrigan, Dean, Fine Arts Rick Rams, Dean, Student Services John Sciacca, Dean, Health Science Jane Walker, Faculty John Alexander, Faculty Lisa Clark, Faculty Jeanne Miller, Faculty Lynn Mitts, Faculty Doreen Villasenor, Faculty Donna Landis, Staff Virginia Derakshanian, Staff Paul Jan Macalino, Student Michael McCombs, Student Marc Posner, Public Information Officer (Ad Hoc) Valentina Purtell, Dean, School of Continuing Education Diane Henry, Dean, Physical Education

Resources Nancy Byrnes, Project Director Michael Kasler, President Santanu Bandyopadhyay, Director, Planning and Research Albert Miranda, Director, Maintenance and Operations

Master Planning Team HMC Architects, Facilities Planning

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

3

NOCCCD Cypress College

4

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Table of Contents // Cypress College Letter from the President History of the College Planning Process ̷​̷ Educational and Facilities Planning ̷​̷ Community Engagement Document Organization

Educational Plan

Overview Student Success Environmental Scan Community Engagement Program Descriptions Educational Initiatives Planning Data

Facilities Plan

Overview Facilities Planning Principles Facilities Recommendations ̷​̷ 2011 Facilities Plan ̷​̷ Demolition/Removal Projects

Existing Conditions

Overview Existing Conditions ̷​̷ Regional Context ̷​̷ Local Context and Community ̷​̷ Campus Plan ̷​̷ Building Occupancy ̷​̷ Campus Development History ̷​̷ Vehicular and Bicycle Circulation ̷​̷ Parking ̷​̷ Emergency Access ̷​̷ Pedestrian Circulation ̷​̷ Campus Zoning ̷​̷ Campus Landscape

Appendix

Educational Initiatives Action Items Internal Survey Facilities Option Development Reference Documents

̷​̷ Renovation Projects ̷​̷ New Construction Projects Site Improvement Recommendations ̷​̷ Vehicular Circulation ̷​̷ Pedestrian Circulation ̷​̷ Piazza Improvements ̷​̷ Landscape Improvements ̷​̷ Site Improvement Projects ̷​̷ Property Acquisition

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

5

NOCCCD Cypress College

Letter from the President //

INSERT PHOTO OF PRESIDENT HERE

6

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Yours truly,

{INSERT SIGNATURE HERE} Michael J. Kasler, Ph.D. President Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

7

NOCCCD Cypress College

History of the College // Within the enlarged service area, plans called for the establishment of two additional junior colleges. When the newly-formed district became operational on July 1,1965, plans were already in place to build a college in the western part of the district where the large dairies, orange groves and truck farms of Garden Grove, Anaheim, Los Alamitos, and Cypress were being displaced by housing subdivisions to accommodate the burgeoning population. In 1964 a site selection committee appointed by the Board recommended the purchase of land for a college in the town of Cypress.

The District wisely selected a 107.9 acre site for the second campus, large enough to accommodate any reasonable projected enrollment growth. The site, located near the center of the fastest occurring growth in North Orange County, was made up of 22 different parcels with separate owners. The last 20 acre parcel was purchased on July 1, 1966.

On September 12, 1966, Cypress College welcomed its first students. For its physical transformation in only 74 days from dairy farms to a college campus serving 1500 students and a faculty of 51, Newsweek hailed Cypress College in an article entitled “From Cowbells to School Bells,” as the “instant college.” Its modest beginnings included 18 modular, relocatable buildings. The college catalog listed 149 courses in 34 different disciplines. Counseling was the only student support service offered at that time. Later, the modular units were replaced by 11 permanent buildings, built around a second story piazza that connects the buildings, and a small pond, complete with ducks.

8

The original students from Cypress College would hardly recognize the college campus today. In 2002, the votes of North Orange County Community College District passed a $239 million bond, Measure X. Of that bond, $62 million was allocated to Cypress College for building and remodeling projects. State Capital Outlay Funds have been added to the bond proceeds to construct a new Library/Learning Center, a new School of Continuing Education building, a new Student Center, along with additional infrastructure upgrades. These projects are designed to enhance the College’s ability to promote student success by providing a modern, efficient, state of the art environment for the campus community. A number of renovations have occurred as well. The Theater Arts facilities, the dance studio, and band room were all renovated.

Labs have been added to the Business and Science buildings.

However at the writing of this master plan, a number of these facilities are scheduled for new buildings or further renovations and modernizations.

Although technology is ever changing, Cypress College has made every effort to stay as current as funding allows.

A number of smart classrooms have been installed as well as fiber and T 1 lines to enhance internal and external communications. The Technology Plan developed by staff allows the campus to plan for future needs and prepare a systematic planned process to implement changes and upgrades. Social networking by today’s students will continue to challenge the technology plan as well as the faculty to stay current with the latest trends. The College is a long way from the first photocopy machine and the first generation of computers.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

When Cypress first opened in 1966, a student could chose from 149 courses in 34 different fields. Today the campus offers a wide range of educational programs to prepare students for careers in their chosen professions. The College offers a wide range of Associate of Arts or Associate of Science degrees, transfers to four year institutions, and occupational certificates in a number of vocational opportunities. The College also offers many lifelong learning opportunities to all residents in the District. Along with the above, the College now offers Distance Education classes which increase enrollment each semester. While relatively new in relationship to how long Cypress has been teaching students, Distance Education allows the campus to plan for growth without burdening the facilities. The program does bring new challenges such as training for students and faculty, but it is now a quality program at Cypress filling a need for many students.

Forty four years ago, Counseling was the only student support service available to the student. Numerous support services have been added to the Cypress College campus. Funding from many grants as well as Title III and Title V Federal Grants has increased services to support student success. Programs have been designed to increase student success in course completion, persistence, and in degrees and certificates awarded. Programs such as Supplemental Instruction, tutoring, University Transfer Achievement Program, Peer Assisted Learning, University Transfer Achievement Program, and Peer Mentor programs have assisted hundreds of students each semester. Disabled Student Programs and Service (DSPS), Extended Opportunity Programs and Services (EOPS), Cooperative Agencies Resources for Education (CARE) and CalWorks offer support to students who have verified disabilities, and economic and linguistic challenges.

In 1966, there was little community awareness of the new College in town. To date, the College has made significant gains in community outreach. The College has established a Community Advisory Group, a College Foundation, and advisory groups made up of industry professionals who counsel the many Career and Technical vocational programs.

The College reaches out to the parents of potential students and students with Parent Nights offered in both English and Spanish. Breakfast events are held for local high school principals and high school counselors. The Theatre Arts department often sells out to a number of their events supported by the Cypress College communities.

Since the founding of Cypress College, over one half million students have attended and benefitted from the college slogan; “Go Places�. Students have transferred to four year institutions, gone into vocations, occupations, and professions that have contributed to their own wealth as and that of the communities they reside. The students have been well educated, better trained, and better prepared to contribute to their occupations.

Cypress College will continue to be a premier learning environment for student success and community enrichment well into the future.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

9

NOCCCD Cypress College

Planning Process // The Comprehensive Master Plan (CMP) for Cypress College is part of a District-wide approach to the development of an organized plan for the future. The CMP includes both the Educational and Facilities Plan for Cypress College. The Educational Plan serve as the basis for the Facilities Plan by describing the communities the college serves, the programs and services provided and future growth forecasted for the college.

The six steps are summarized as follows:

The CMP integrates information developed in previous plans and is designed to link directly to the Strategic Plan and Program Review. The CMP planning process was very participatory and collaborative and allowed for many to be involved. The committee established for the CMP process was called the Campus Planning Committees (CPC). The planning team worked directly with the CPC which provided direction and input throughout the entire planning process.

Step Two - Educational Plan Analysis and Forecast

Educational and Facilities Planning

yy Forecast projected space needs

The planning process was designed to integrate the development of the educational plan with the development of the facilities plan. The integrated approach included several activities that overlapped in order to provide for clear linkages between the two plans.

The planning team followed a six-step approach which provided a logical framework for developing the collective understanding of each of the educational program needs, the site and facility planning priorities, and an innovative range of planning concepts to develop into the final recommendations.

10

Step One - Strategic Review yy Collect all existing college planning documents yy Define the committee structure for the CMP yy Define the master plan project goals

yy Research and gather external scan yy Identify trends and opportunities yy Interview instructional divisions and support services yy Develop educational initiatives yy Develop long range enrollment and program forecasts

Step Three - Site and Facilities Analysis yy Conduct site visits yy Analyze existing site and facilities yy Identify key planning issues Step Four - Option Development yy Develop facilities planning principles yy Explore site and facilities development options yy Select the ‘Preferred Option’ for development

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Step Five - Solution Development

Three specific activities were undertaken;

yy Develop draft recommendations

yy Community member-focused online survey

yy Define master plan projects

yy Community member 1:1 interviews

yy Explore strategies to maximize state funding

yy Community member group dialogues

Step Six - Documentation and Approvals

Although each of these activities had specific characteristics and timeframes, they were structured and implemented to build upon each other and to expand the experience and understanding of community member and District participants.

yy Prepare draft report for review and comment yy Incorporate comments into final document yy Present to the Board of Trustees

Community Engagement Cypress College identified community engagement as an integral component in developing its Comprehensive Master Plan. Building on a demonstrated belief in the importance of strong campus and community relationships and partnerships, the CMP included a multi-faceted community engagement process. The process included several activities designed to engage both the internal and external college communities.

External The role of the external community engagement in the planning process was to provide the opportunity for meaningful public participation, dialogue and input, which would assist to promote mutually beneficial understanding, shared value, and strengthened relationships throughout the District.

The community engagement process was viewed as complimentary to other processes, including the external scan.

With a clear focus on engagement, the input or result from the activities undertaken was not intended to provide information to be used as research or scientific data. The goals of the community engagement were: yy To educate community members regarding NOCCCD; the District’s mission, programs, issues, and resources yy To support and increase awareness of NOCCCD planning processes yy To engage community members and community leadership in one-to-one, broad-based dialogue yy To provide opportunity for community member input and participation into the comprehensive master planning process yy To gather information regarding community awareness, perceptions and community-based priorities

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

11

NOCCCD Cypress College

Throughout the community engagement process, specific results and information from the three activities were integrated into the planning process. District leadership and the planning team, including individual college and campus participants were actively involved in the community engagement process.

Internal The planning process was designed to maximize the involvement of the internal campus communities. In addition to the broad representation of the committee members, it was very important to broaden the plan’s perspective. Three avenues were designed to assist in this engagement: CMP Intranet Portal In an effort to provide all members of the internal community with information regarding the CMP, an intranet portal was created to house information related to the CMP in a centralized location. Information posted to the portal included committee members, project timelines, announcements, meeting minutes, and PowerPoint presentations. The portal was accessible to all District employees and maintained by the District’s Project Director.

Questionnaires In order to engage the faculty and staff on the campus, an online questionnaire was developed to solicit information for the CMP in relation to trends, student success and best practices.

The questionnaires were slightly different at each of the three entities in order to allow for each to address their unique cultures.

The summary findings of these questionnaires are included in the Educational Plan section of this document.

12

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Document Organization // xxxxx

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

13

NOCCCD Cypress College

14

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

EDUCATIONAL PLAN TAB

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

15

NOCCCD Cypress College

EDUCATIONAL PLAN TAB

16

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Overview // Cypress College is an exceptional educational resource that is accessible to all residents of North Orange County and beyond. Its importance to the economic and cultural development of its service area can hardly be overstated. The decision to update its previous Educational Master Plan at this time presents an opportunity to assess college programs and services, and to determine the types of educational and student services programs that will be needed in the future.

With the inclusion of new Educational Initiatives, this plan will assist the College in establishing priorities and integrating program review, budget planning, and hiring processes.

Overview of the 2011 – 2020 Educational Master Plan

The Educational Master Plan, together with its Strategic Plan provides a blueprint for the future of the Cypress College.

It represents the best thinking of all constituency groups about what the future of the College should be. The Board of Trustees, faculty, administrators, staff, students, and community members contributed to the shaping of the plan.

The third piece of the plan is the Community Engagement section. Although mentioned in the District wide section, each college incorporated their own community engagement forums.

Community involvement is important for each campus and information is provided on the various activities.

The 2011 – 2020 Educational Master Plan serves the following specific purposes: 1. To establish clear direction to the College by envisioning the future in the light of internal and external trends and influences.

2. To serve as a primary resource for the development of other plans.

3. To inform the community of the College’s present situation, needs, and future plans, and to forge closer relationships with community members.

4. To identify the limitations, strengths, and capabilities of the College and offer options for the future.

5. To provide a basis for decisions regarding expansion and modification of technology and facilities.

Cypress College is committed to the success of its students in their educational pursuits, their personal lives, and in their future occupations. The first part of this educational plan discusses their philosophy of student success.

Secondly, there is a collection of internal data provided by the Institutional Research department of Cypress College. This data is used by faculty, staff, and administration for evaluation and planning purposes.

Next there is a collection of descriptions of all disciplines, departments and work units in the College with statements of their future plans. These descriptions were developed by the consultants with the assistance of members of the departments and their Deans or supervisors.

A set of Educational Initiatives is included in the planning process. These were jointly developed by the members of the Campus Planning Committee, the District Steering Committee, and the consultants. They are intended to provide direction to the College for the next decade.

Last is the planning data which is imperative for the College.

The Chancellor’s office will use this data as starting point to justify any Capital Outlay project. Current enrollments and future projections are critical to any planning model.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

17

NOCCCD Cypress College

Student Success // Cypress College has long been committed to student success.

In order to determine how to expand that commitment even further, the Campus Planning Committee agreed to conduct a survey of faculty and staff in the academic and student services divisions and work units. Respondents were asked, among other topics, to identify best practices aimed at student success, professional development needs, future plans for, and possible obstacles to, ensuring student success. Their best practices and future plans have been incorporated into the program descriptions that follow this section. The issues and/or obstacles and professional development needs will be explored here. The actual questionnaire is located in the Appendix

Technology In addition to the technology training needs identified above, faculty are concerned about the ability of the College to keep pace with advances in technology. Many disciplines require, and industries depend upon the departments having, the latest equipment for student training. Not being trained to industry standards hinders the student’s ability to have success in his/her chosen field. Even instructors of standard lecture hall classes want “clickers” so students can be more interactive with the material and the instructor. The cost of such equipment is a barrier for most departments.

Basic Skills and the Underprepared Student Faculty question whether students several levels below collegiate level in reading, writing, and math should be getting that remediation at the College. The suggestion has been made that such students be referred to the School of Continuing Education as the faculty there are trained in adult education and are better equipped to teach these students.

Their belief is that SCE has already demonstrated that they are successful in helping the lower level basic skills students.

The Student Success Center currently in development, thanks to a Title 5 grant, should be a valuable addition to improving success and retention rates in Basic Skills courses.

Not wanting students to fail, the faculty believes that prerequisites are needed for certain college courses, particularly in the Social Sciences, to prevent students from registering into them when they cannot read, write or think critically. Faculty do not feel good about “signing students up for failure.” Many faculty feel that every student should be required to have mandatory assessment before registering, and that an orientation should also be mandatory.

Student Needs To help students succeed, many survey respondents felt that more tutors and mentors would be of great assistance.

They also mentioned Supplemental Instruction and Learning Communities as examples of programs that should be expanded.

Gathering places for students where they can study together, or just visit, are needed. Small rooms for group learning or supplemental instruction are scarce on campus. Research has shown that students who become engaged with their college are more likely to complete their education.

18

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Professional Development

Summary

Faculty members were hired as content experts, not necessarily experts in teaching. They know that the “sage on the stage” with chalk and a chalkboard no longer engages a student in the learning process. They want training in how to use a variety of methods to deliver content in an engaging way. Many faculty are overwhelmed by the expectation of using technology in the classroom. Most can now do Power Point presentations, but the thought of using YouTube, iTunes, iPads, iPods, smart phones, and other technologies that students love, is daunting to them. Most are willing to learn, but classes and workshops need to be provided. Faculty believe a technology training center, where they can go for help with using technology in their courses and in the development and presentation of online courses, would be extremely beneficial to both teaching and learning. Such a facility would also give faculty a place to gather for coffee and discussion, to share ideas, and to feel “collegial.”

While much is being accomplished at Cypress College in the realm of student success, faculty and staff have additional ideas that, when financially feasible, could strengthen the student success efforts. The new Student Success Center should contribute greatly to those efforts as well. Data should be gathered on what is working well, and what isn’t, and decisions to expand certain programs should be data-driven.

Faculty has indicated a need for training in how to deal with students with psychological disorders, autism, and disabilities.

More of these students are being mainstreamed and are attending regular college classes. This is a relatively new experience for college faculty, and they feel ill equipped to deal with it. They want to help these students, but need new teaching strategies to do so.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

19

NOCCCD Cypress College

Environmental Scan // When planning, it’s imperative that both external and internal environmental scans be conducted. The first component of environmental scanning was the external scan that assessed community needs, and the impact on the District of trends in demographics, the economy, the job market and other areas.

The external scan was conducted for the entire District, and is reported in the District’s portion of this Comprehensive Master Plan.

The second component of environmental scanning is the internal scan. Internal scans were conducted for the two colleges and SCE and are reported in their individual educational plans. Fortunately for NOCCCD, each campus has an active research department that does internal scanning throughout the year. The data is used by faculty, staff and administration for evaluation and planning purposes.

Therefore, their internal scans were readily available, and excerpts were used in this Comprehensive Master Plan.

Cypress College’s Internal Scan This scan utilizes the most recent data available from the College’s research department, its 2009-2010 Institutional Effectiveness Report, and the College website. It focuses on the College’s students and student success. The internal scan affords the opportunity for the College to assess how well it is meeting the needs of its students, and to identify its strengths and weaknesses

20

Student Profile Student Origin. The primary service area of Cypress College includes the cities of Cypress, Anaheim, Buena Park, Garden Grove, Stanton, La Palma and Los Alamitos (Rossmoor).

Nearly half the students enrolling in Cypress College come from the eight cities within its primary service area. Residents from four cities (Anaheim, Buena Park, Cypress, and Garden Grove) within the service area comprised 44% of the student population in Fall 2010. The other half comes from several neighboring areas. In fact, hundreds of students come from cities served by other community colleges (e.g., Long Beach, Fullerton, Cerritos, Whittier, and La Mirada).

One hundred sixty-five (165) fewer students enrolled from the primary service area in Fall 2010 compared to Fall 2009.

Overall, the enrollment declined by 227 students. The decline is because of reduction of sections rather than weak demand.

It is likely that students are seeking classes in many colleges as the availability of seats has declined. However, no study has been conducted to support this hypothesis.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Cities of Residence for Cypress College Students

(* denotes cities within the College’s primary service area) City

Fall 2009

Fall 2010

Fall 10 %

Change

Anaheim*

3,000

2,982

18.10%

-18

Buena Park*

1,711

1,734

10.50%

23

Cypress*

1,687

1543

9.40%

-144

Garden Grove*

982

1012

6.20%

30

Long Beach

818

818

5.00%

0

Fullerton

675

659

4.00%

-16

Cerritos

596

605

3.70%

9

Whittier

499

523

3.20%

24

La Mirada

478

491

3.00%

13

Stanton*

469

428

2.60%

-41

Lakewood

422

426

2.60%

4

La Palma*

403

396

2.40%

-7

Norwalk

367

381

2.30%

14

Downey

296

318

1.90%

22

Los Alamitos*

349

314

1.90%

-35

La Habra

265

265

1.60%

0

Bellflower

220

222

1.40%

2

Westminster

244

218

1.30%

-26

Huntington Beach

218

204

1.20%

-14

Santa Ana

169

164

1.00%

-5

All Others

2,802

2,740

16.70%

-62

Total

16,670

16,443

100.00%

-227

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

21

NOCCCD Cypress College

Total at Cypress College in Fall 2009

Cypress High

154

945

Kennedy (John F.) High

133

829

Western High

130

622

Los Alamitos High

107

557

Cerritos High

86

494

Savanna High

48

396

Pacifica High

59

358

Buena Park High

37

348

Loara High

65

344

La Mirada High

78

337

Magnolia High

43

318

Gahr High

40

241

yy Dominguez Hills (28)

Sunny Hills High

38

237

Rancho Alamitos High

Over 270 Cypress students have attended UC campuses, including:

29

232

Artesia High

35

212

Total Feeder High Schools

1,082

6,470

Total Cypress College

1,877

16,670

High School

22

Students’ High School of Origin. Almost 2,000 students enroll in Cypress College every Fall after graduating from high school in the Spring. The following table provides the number of Spring 2009 graduates from neighboring high schools who matriculated to Cypress College in Fall 2009 (California Department of Education). These fifteen schools are defined as the primary feeder schools of Cypress College. In Fall 2009, 1,082 high school graduates from the primary feeder schools enrolled in Cypress College, compared to the total of 1,877 new graduates from all schools. Thus, students from the primary feeder high schools represent 58% of all new high school graduates who enrolled at Cypress College in Fall 2009.

New HS Grads at Cypress College in Spring 2009

Students’ College Backgrounds. Cypress College students have a wide range of educational backgrounds. Almost 250 colleges/universities were identified as the last college of attendance. Students with previous college experience represent transfers to Cypress College, students concurrently enrolled in multiple community colleges, or degree holders who are seeking re-training for new careers, upgrading of skills, or life-long learning. The colleges and universities include many California community colleges, with Fullerton, Cerritos, Long Beach, Golden West, and Orange Coast accounting for over 2,400 Cypress students. Almost 900 students previously attended a California State University, such as: yy Fullerton (389) yy Long Beach (253) yy Pomona (59) yy Los Angeles (37)

yy Irvine (109) yy Riverside (57) yy Los Angeles (42) yy San Diego (36) yy Santa Barbara (29)

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Proportion by Gender

The growing international student program has brought students to Cypress College with experience in colleges and universities from over 20 foreign countries.

Citizenship. Most students are U.S. citizens (88%) or permanent residents (8%).

Gender. Although the lower participation rate of males is a concern, the gender ratio at Cypress College has mirrored the national trend for many years, with women comprising the majority (56%) of students enrolled. As illustrated in the accompanying figure, the gender ratio has remained consistent for the past five years.

Ethnicity. Hispanic students were the largest among all ethnic groups for the first time in Spring 2010, as shown in the accompanying table. Also, Cypress College continued to recruit a large proportion of African American students compared to the proportion of African Americans in Orange County. The percentages of African Americans at Cypress College (6%) are much higher than their proportion in the population of Orange County which is 1.7%. (Source:2008 American Community Survey).

More than 63% of students enrolling in Cypress College are from traditionally under-represented ethnic groups. A large proportion of Hispanic students are from non-English speaking backgrounds. Traditionally, students from minority ethnic backgrounds tend to be academically less prepared for college (Source: National Center for Education Statistics). In addition, students from non-English speaking backgrounds require additional intervention from the institution in order to be successful.

Students by Ethnicity – Spring 2010 Hispanic

30%

White

28%

Asian/Pacific Islander

19%

Filipino

7%

African American

6%

American Indian/Alaskan Native

1%

Other

1%

Unknown

8%

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

23

NOCCCD Cypress College

Proportionof Ethnic Minorities

Two trends emerge from the figure above: (1) growth in number of Hispanic students, and (2) growth in number of African-American students. Although Hispanics constitute a large proportion of population in Orange County and this population segment is growing steadily, there is not much growth in the African-American population in the county. The proportion of ethnic minorities at Cypress College is higher than the population of the cities it primarily serves.

Educational Attainment of Students’ Parents One important aspect of the student demographic information is the level of education of their parents. Nationally, a large proportion of students starting their postsecondary education in community colleges are first generation in college. Cypress College is no exception. 40% of the students are first generation of their family to attend college.

24

Student Goals. Students self-report their goals at the time of admission. In Fall 2010, the primary educational goal for over 40% of students was to obtain an associate degree and transfer to a university; another 15% sought to transfer without a degree, and 12% sought to obtain a degree but not transfer. Since Fall 2002, the proportion of students seeking a degree and to transfer has steadily increased. Although almost 60% of students indicate their intent is to transfer (with or without a degree), only about half of them end up doing so. It is not known how committed the students are to their academic goals; however, the gap between declared intent and accomplishment regarding transfer is quite wide.

Student Unit Load. The largest proportion of students takes less than seven units per term, while a quarter of the students take 7 - 11.5 units per term. Over a third of students attend full-time (12 or more units per term). This distribution has been consistent for the past several years. The low proportion of fulltime students also mirrors the national trend.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Proportion of Students by Educational Goal

Proportion of Students by Unit Load

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

25

NOCCCD Cypress College

Student Achievement Success and Retention. Two of the long-standing and important indicators of student performance are success and retention rates. Successful course completion rates reflect the proportion of all initial enrollments divided by the number of successful completions (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).

The following figure depicts student success and retention rates at Cypress College during the last six terms. Success rates reached their lowest level (64.3%) in Fall 2007 but have since increased to 69.1% in Fall 2009. 2009-2010 showed the highest success rates in the last three years. Retention rates

saw an increase in 2009-2010 compared to the previous two years. Cypress College success rates are slightly above and retention rates are slightly below the corresponding figures for community colleges in California during the same period. The Fall 2009 statewide success rate retention rate was 67.2% and 84.4% respectively.

Success and retention differs from one division to another.

While overall student success has improved, Science, Engineering, and Math division has not kept pace with the improvements in other areas (61.0% success rate in Spring 2010). The lower success rate of SEM is a national trend that all institutions are trying to improve.

Success and Retention Rates for Credit Enrollments

26

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Success Rates by Division

Retention Rates by Division

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

27

NOCCCD Cypress College

Retention rates in 2009-2010 were at the highest level in the past three years. The retention rate of Counseling, Fine Arts, Health Science, Language Arts, Physical Education, Social Science, and CTE divisions were higher than the college average. Business and Science, Engineering, and Math (SEM) had a retention rate lower than the college average.

SEM and the Business division struggled with retention rates in Spring 2010. The college has been offering supplementary instruction and tutoring services to improve the success and retention in areas such as Science/Engineering/Math and Language Arts. Although recent analysis shows that supplementary instruction (SI) is having a positive impact on student performance, the relationship between SI and success/ retention is not yet clear.

Success rate in online and hybrid courses. The number of courses and sections offered in an online format has increased steadily at Cypress College, similar to the national trend. In Fall 2001, the college offered 12 online courses across five divisions; by Spring 2010, a total of 149 online sections and 23 hybrid sections (utilizing both online and face-to-face teaching methods) of 117 courses across nine divisions were offered.

Students enrolled in traditional format classes are generally more successful than their peers in similar online courses. With few exceptions, this pattern has been consistent at Cypress College since record-keeping in this area started. The pattern is similar across the state: in Fall 2009, there was a statewide success rate of 57% for Internet classes with asynchronous instruction compared to 68% for all traditional format classes.

28

The success rate in online courses at Cypress College has improved steadily each semester until a slight decline in Spring 2010. It is likely that the improvement is because of the continued investment in the area of distance education by the College. The distance education plan was approved in Spring 2009. The plan provides guidelines for training and student support for online courses. Although online and hybrid courses offer unique options and flexibility to instructors and students and help busy, motivated and disciplined students complete their programs in a faster and/or more convenient manner, students and instructors must keep in mind that online instruction is simply not a good fit for every student or every program. With students scrambling for any class available during Spring 2010, it is possible that some students who might not find online courses a good fit, stayed in the class simply because they needed any class that was available.

Basic Skills Improvement. In addition to success rates for courses each term, student progress through key course sequences is tracked as an important indicator of institutional effectiveness. In this section the basic skills improvement, defined here as the percentage of students who successfully complete a basic skills English or math course or ESL course in Fall and also pass the next course in the sequence by the following summer (one academic year), is analyzed in detail.

Conceptually, higher rates mean that students are passing the first and second course in a timely manner, and the first course has adequately prepared them for the next course in the sequence.

ESL. ESL core courses have many levels and range from ESL 80- Low Intermediate ESL and 186 - Advanced ESL Writing.

Basic skills improvement rates in ESL have varied over the years. The most recent improvement rates were higher than those for 2008-2009 in most of the ESL course sequences.

Analyses revealed that females outperformed males, and Asians and Pacific Islander students outperformed Hispanics in most levels of ESL.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

English. Basic skills improvement rates increased in all levels of English in 2009-2010 compared to 2008-2009 levels.

Improvement rates for the English 57 and English 60 cohorts were at the highest levels in 5 years.

Math. Students struggle to succeed in math, and their progress through the basic skills math courses at Cypress College leaves much room for improvement. However, improvement rates for the 2009-2010 cohorts in all math levels were higher than at any point in the last 5 years. Although it is likely that the improvement in mathematics is the collective result of initiatives taken by the department based on Cypress institutional research conducted, it is too early to correlate the results with the initiatives.

Further analyses revealed that, in math, the improvement rates for African-American and Hispanic students are not as high as rates for other groups. A very small proportion of Hispanic students succeeded in transitioning from Math 15 to 20. The progression from Math 40 to transfer level math for AfricanAmerican students was not as good as other ethnic groups.

Persistence – First-time, Full-time, Degree-seeking students. Unlike success or retention - which focuses on enrollments within a single term - but similar to improvement rates, persistence examines the extent to which students remain at the college over several terms. To be counted as persisting from one term to the next, a student must be enrolled past the census date in at least one course during both terms. Rather than examining persistence rates for all students, it is typically more informative to examine persistence rates for specific types of students (e.g., new students, or students who seek a degree). Therefore, the persistence analyses have been limited to new college students, enrolled full-time (twelve or more units attempted), who were degreeseeking (goal of a degree, transfer or undecided).

Researchers looked at five entering Fall cohorts over two (Fall to Spring) or three semesters (Fall to Spring to the following Fall). The most recent Fall 2009 cohort had a 2nd semester persistence rate of over 89%. While Fall to Spring persistence remained just under 80%, the 2009 Fall cohort had a persistence rate of 89%. The most recent cohort to complete a 3rd semester, Fall 2008, had a persistence rate of 70%. The economic downturn most likely had an effect with financial circumstances causing students to not finish the course.

Persistence of First-time, Full-time Degree-seeking Students

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

29

NOCCCD Cypress College

Awards: Degrees and Certificates. Cypress College awarded 704 associate degrees in 2009-2010, up 8% from 2005-2006 although down from a high in 2006-2007. The number of certificates the college awarded also increased 34% from 596 in 2005-2006 to 796 in 2009-2010. Programs such as Air and Travel Careers, Computer Information Systems, Health Information Technology, Human Services, and Photography experienced substantial increases in the number of certificates awarded during 2009-2010 compared to the previous year.

The main reason for the increase in 2009-2010 compared to the two previous years is the continuation of federal Perkins funding allowing several CTE programs (especially some of the ones mentioned above) to hire counselors to work with students, which helps increase outcomes in these programs.

That was certainly the case in 2009-2010 where the number of certificates awarded increased by more than 160 awards.

However, there was a drop in the number of degrees awarded in 2009-2010 compared to the previous year. Current economic conditions have made it difficult for students to get all the classes they need to graduate on time with a degree.

Also, students may be opting for shorter term awards like

certificates, which have increased steadily in the last two years during the economic downturn. These students are most likely opting to get a certificate quickly so they can get a job.

For the first time in 2008-2009, associate degrees in Liberal Arts now include an Area of Emphasis or Departmental/Area Major. This provides students with an opportunity to earn a degree with a broad liberal arts education, allowing them to understand the intellectual relationships between various disciplines in either a broader Area of Emphasis, or more specific focus in a Departmental/Area Major.

Figure 30 represents the trend in degree and certificates awarded over the last five years.

While the number of degrees has fluctuated in the last few years, the number of certificates awarded has surged in the last two years. Although degrees and certificates are an important measure of institutional effectiveness, many students come to Cypress College with other objectives. Some come to develop new skills while others come to prepare themselves for transfer to a four-year campus. The degree accomplishment does not reflect the performance of those students.

Degrees and Certificates Awarded

30

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Degrees Awarded. Cypress College awards associate degrees in approximately 30 areas. Most degrees are earned in Liberal Arts and General Studies. In 2008-2009, degrees offered under Liberal Arts and General Studies were restructured. The Associate degree in Liberal Arts now has four areas of emphasis: Arts & Humanities, Human Communications, Math and Science, and Social Science/ Behavioral Science. As a result, the number of degrees awarded for Liberal Arts and General Studies has gone down from 2008-09 levels, but that is offset by the number of degrees in the new Liberals Associate degrees.

Numbers of Degrees Awarded – 2005-06 through 2009-10 20052006

20062007

20072008

20082009

20092010

652

785

722

773

704

Nursing still provides a large number of awards as it had 93 degree recipients in 2009-2010. Smaller programs such as Business and Psychiatric Technology also showed increases for 2009-2010.

Certificates Awarded. Cypress College also awards certificates in almost 30 areas. Auto Technology awarded the most certificates during 2009-2010, followed by Hotel, Restaurant & Culinary Arts, Photography, Human Services, and Computer Information Systems. Smaller areas such as Auto Collision Repair and Health Information Technology saw the number of certificates awarded in 2009-2010 increase over their 20082009 level. The significant increase in certificates is most likely due to the support of counselors in CTE programs funded by the Perkins grant.

Numbers of Certificates Awarded – 2005-06 through 2009-10 20052006

20062007

20072008

20082009

20092010

596

607

505

634

796

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

31

NOCCCD Cypress College

Transfer. The California Postsecondary Education Commission (CPEC) provides data regarding the number of transfers to University of California (UC) and California State University (CSU) for all community colleges in the state. Because of the budget cuts, the data on transfer has not been updated since last year. This does not provide an opportunity to compare the trend of transfer students with the previous years.

In the absence of data from CPEC, Cypress College collaborated with National Student Loan Clearinghouse to track transfer students. However, the data for Fall 2010 was not available at the time of preparing this report. The transfer data was compiled for all students who enrolled in Cypress College in Fall 2006 after graduating from high school in Spring 2006.

Although this does not represent the full cohort capable of transferring, it represents 1,601 students. 23% transferred to a four-year university, and another 10% enrolled in a different 2-year college. 53% continued for at least one more term at Cypress College. The transfer data will be tracked more closely in future with the help of National Student Clearinghouse.

Full-Time Equivalent Students (FTES) Since 2003, Cypress College has generated an average of 10,903 resident FTES each year. In response to the statewide budget crisis, the college reduced the number of sections it offered in 2003-2004 and generated only 10,223 resident FTES. The college rapidly increased the number of sections offered the following year and resident FTES grew to 10,616.

Although resident FTES grew in 2004-2005 by over 3.8%, the college fell short of its annual FTES targets for 2004-2005 and 2005-2006. Enrollments and FTES grew slightly in 20062007; the college generated 10,261 resident FTES and met its target for the year. In 2007-2008 enrollments and FTES grew to 11,048 - their highest level in many years - and the college exceeded its FTES target for the year by 582 (over 5%). In 2008-2009, FTES reached 11,727, and in 2009-2010 FTES reached 12,310 the highest point in the last seven years due to a surge in enrollment.

Trends in Resident FTES

32

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Four divisions contribute the largest numbers of resident FTES: Science, Engineering and Math (SEM), Social Sciences, Language Arts, and Fine Arts. This trend has been fairly consistent over the past three years. All divisions, except Counseling, had higher resident FTES in 2009-2010 than during 2008-2009.

As the enrollment growth has outpaced the state funding, Cypress College has been monitoring the demand of classes very closely. An Enrollment Management Plan has been developed, and the college is working towards meeting the needs of its students despite declining resources.

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 cost-effectiveness, the ratio of Weekly Student Contact Hours (WSCH) per FTEF is used.

A long-standing target for many community colleges in California is to have a WSCH per FTEF ratio of 525, 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.

A comprehensive community college must include programs with smaller enrollments than others. 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 should drive the class size.

Trends in FTES per WSCH – 2003-04 through 2009-2010

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

33

NOCCCD Cypress College

Summary Cypress College is committed to identifying the needs of its students, introducing interventions to help students succeed, and conducting research to determine if the interventions are producing the desired results. Institutional Research will continue to pursue research studies in collaboration with individual departments to understand what works and what does not. The studies will contribute to overall institutional effectiveness.

Overall, Cypress College has maintained a welcoming environment that supports student success. The faculty, staff, and administration continue to work collegially to support an increasing number of students with limited resources. While the campus community is optimistic about the future, it is also prepared to face unknown challenges and is committed to serving students.

34

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

35

NOCCCD Cypress College

Community Engagement // Throughout the community engagement process, specific results and information from the three activities were integrated into the planning process. Results of these activities are located in section xxx of this document and the specific results of the activities focused on Cypress College follow.

Cypress Community Group Member Dialogues The most dynamic and interactive community engagement activities undertaken at the college level were the group dialogue forums. During the fall of 2010 and the winter of 2011, a series of forums were held at the District, Fullerton College, Cypress College and the School of Continuing Education.

Members of the public were invited to join fellow community members and District representation to receive specific information, including development of the comprehensive master plan, and to engage with one another to dialogue in various areas of mutual concern and interest.

The community dialogue forum held at Cypress College followed a similar agenda and format as the District wide forums, and also provided an opportunity for more indepth discussion and participation focused on the unique characteristics of the college. The following summary identifies key discussion items and input received at the Cypress College forum.

Cypress College 1/13/11 Discussion/Input Themes: yy Circulation, parking yy Relationship to the surrounding community, needs and impacts yy Impacts and benefits of the proposed facilities improvements (MP) yy Strengthened collaboration between CC and community (business partnerships, civic relationships)

The Cypress College forums allowed for more in-depth discussion and consideration of local, even neighborhood considerations. Consistent with the other community engagement activities, the results and input from the group dialogue forums was integrated into the overall planning processes.

36

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

37

NOCCCD Cypress College

Program Descriptions // Overview

Instructional Divisions’ Program Descriptions

Program descriptions were developed by the planning consultants from information provided by the faculty, staff, and administrators of the divisions and departments listed below.

Information was collected and summarized from a series of departmental interviews, program reviews, and program questionnaires. In addition, instructional and student services department employees responded to a survey designed to elicit information about their student success best practices and strategies.

Business and Computer Information Systems Division

Each description contains an overview of the department, current issues or concerns, and plans for the future. These program summaries are a collection of future-oriented opinions and provide information about trends and projections affecting each discipline. These future plans, trends and projections are critical to the facilities plan portion of the Comprehensive Master Plan.

Program descriptions are listed in the following order: instructional divisions, instructional support services, student support services and campus support services. Within each division or service, program descriptions are listed alphabetically.

The Business and Computer Information Systems Division consists of five departments: Accounting; Computer Information Systems; Court Recording; Management/ Marketing; and Systems/Office Administration.

The Accounting Department is designed for the business major working toward an Associate in Arts degree in Business Administration while completing the first and second year requirements for transfer to a four year institution. The program also offers an Associate in Science degree in Accounting.

Program curriculum prepares students for employment in the fields of general bookkeeping and accounting. Additionally, the College offers an Accounting Certificate that emphasizes student readiness for occupational competency. It is estimated that 90% of students enrolled in accounting classes are transfer students. The Accounting program has remained consistent in both enrollment demand and courses offered.

It is projected the Accounting program will grow at approximately the same rate as the College over the next 5 to 10 years.

The Real Estate program is a subdivision of the Accounting Department and offers three courses. The program has experienced a real change in the type of student that is enrolling for classes. Prior to the 2006/2007 economy collapse, most of the students were college educated but looking for a career change. After 2006/2007, students enrolled looking for an employment opportunity while attending college. Others were looking for a way to supplement the family income by getting a license and working part time. The class composition is becoming more diverse, and sitting for the licensing exam is becoming more difficult.

38

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

This program’s enrollment is related to the economic conditions in the Southern California real estate market. When homes are selling, the class is popular among students who are interested in pursuing a real estate license. Conversely, when the economy is in a downturn, the program is subject to low enrollment. Training for the real estate license is also offered by a number of local private real estate companies. In the Fall of 2009, the program served only 86 students.

In order for students to succeed, the faculty feels tutoring and supplemental instruction will be important and will help students understand concepts. Providing students with a variety of learning opportunities, including in-person, web enhanced, hybrid and online instruction will address the needs of learners with diverse styles. The department would like to pursue the acquisition of networked computers for instruction and tutoring.

It is projected that over the next 5 to 10 years the Real Estate program will grow at a slower pace than the College, if at all.

Continuing declines in student demand for Real Estate courses will require discussion and consideration of options on the part of the College to address program viability.

The Computer Information Systems Department offers a wide range of courses with both practical and vocational aspects. The department offers an Associate of Arts degree and a number of Associate in Science degrees. All program curricula provides theoretical and practical knowledge in this area of study and assists in preparing students for careers in CIS. Cypress College also offers a number of certificates in the Computer Information field. Each is unique to an area of study and allows students to prepare for specialized areas of employment.

Marketing and outreach efforts are vital to increasing enrollment. The program is currently marketing to the surrounding public and private sector in order to improve our competitive position.

New emerging technologies will challenge the department to keep pace for themselves and for the students. There are several internet trends that are shaping the future of CIS, and a few of them are listed here: globalism will distribute information at a lower cost and will continue to lift the world community for generations to come; virtual communications, with the doubling of computer capability every couple of years, will become a reality; and integration where the internet will provide unprecedented and integrated data which will access and control telephones, television, home appliances and hardware devices. These are just a few of the emerging fields.

New courses will be needed to teach technologies with updated equipment and software to prepare students to meet these challenges. Students must receive the knowledge and skills for a thorough understanding of the industry as well as the exposure and interaction between the students and the industry. Barriers must be overcome that limit access or success for special populations in the field of information technology and faculty must have enhanced disciplinary capabilities, teaching skills, vitality, and understanding by providing workshops, intensive seminars, or/and industrial internships through professional development.

Faculty will nurture student success by helping them to connect with each other, by providing new challenges for those students already considered successful, by connecting them to real world experiences, concepts and skills, and by engaging learners in direct experiences/challenges to use higher-order thinking skills.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

39

NOCCCD Cypress College

Finally, the faculty believes that Cypress College is committed to providing students with a broad selection of courses with emphasis on the practical and vocational aspects of the subject matter. In addition, the college is dedicated to the provision of excellent instruction, and to developing a supportive learning environment for all students, especially those with special needs. The institution is continuously putting effort into being sure that students can think clearly, are well informed, are able to integrate their knowledge, and can apply what they have learned.

The best practice in this department is consistency in the classroom following a structured pattern of learning with reinforcement, goals, and strategies that are realistic and attainable.

Employment opportunities in the CIS field are expected to continue to grow. Therefore, with effective marketing and outreach strategies, the Department expects to realize increasing demand for its courses, certificates and degrees over the next 5 to 10 years.

Over the next ten years, the department would like to offer more web-based classes for court reporting and also offer online practice tools for students using the campus website.

The department will also move forward with implementation of suggested program changes recommended by the Court Reporters Board. The changes in the legal system and the State of California will require close monitoring by the Department, with adjustments made as necessary to maintain program viability.

The Court Recording Department offers courses to meet the requirements and accreditation of the Court Reporters’ Board and offers an Associate in Science degree. The program is regulated by the State of California. The Department offers a number of certificates in varying areas of specialization.

Each certificate prepares the students for employment in the particular area of specialty.

The career path is a demanding course of study and students are counseled to take remedial coursework when necessary in order to achieve success in the program. Students meet their speed goals through an open entry-open exit curriculum that is designed for success.

The Cypress program continues to have one of the highest overall student pass rates on the State exam. Most students are self directed and are pursuing this program for employment. As a sign of the economic times, a number of students are training for second careers.

40

Demand for court reporters far outweighs the current supply, and voice-over is not currently being implemented as some economists and labor studies had predicted. The career path offered at Cypress represents an attempt to fill the needs of the current market.

There is a need to increase the number and proportion of students in the program who are bilingual. The need for foreign language captioning is growing, and there are currently no translation tools available.

Labor statisticians suggest this field will grow over the next ten years. The department will be required to focus upon effective pathways to successful completion of certificates and degrees in order to meet the expected demand over the next 5 to 10 years.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Management/Marketing curriculum is designed to provide an opportunity for the Business Administration major to complete course work for transfer to a four year institution. The program offers five Associate in Science degrees as well as a number of certificates. The Management/Marketing program awards more certificates than other programs on the campus. The certificates range from small business management to sports management and cross over into other programs – Hotel/ Restaurant/Culinary Arts, Music, Health Sciences, PE, and Economics. All department certificates are designed to impart to the student the skills needed to develop a successful career in management/marketing.

Faculty are interested in receiving information on events related to cultural diversity and the global marketplace, as well as emails of articles on this subject. Many resources are now online but it is time consuming to find them.

The Management/Marketing program is supported by a Community Advisory Committee. The Committee meets formally once a year and can meet more often as the need arises. Local business community representatives are active participants in the advisory role in support of the program. A number of the certificate programs have internships as a result of the efforts of the Advisory Committee and the department coordinator. Employment opportunities are limited without a four year degree.

The Systems/Office Administration curriculum is designed to prepare students for employment in a business office as an administrative assistant, clerical or support staff position.

The program offers three Associate in Science degrees and a number of certificates. Upon completion of their programs, students will have accomplished a variety of skill development opportunities in creating business documents, effectively using the Internet for business-related applications, and using software applications currently favored by business and law offices.

In order to meet the needs of students, the department will continue to develop new classes and programs. Conversely, the program will deactivate courses where there is no longer an audience or the courses are offered in other areas. In order to reach students with differing levels of preparation, the faculty indicate they have a very inclusive teaching style that helps students tap into their own resources by providing for a “real world� approach. In time, more hybrid courses will be offered as dictated by student demand, but the primary instructional delivery method will continue to be face-to-face.

An expanded Business and Technology Center would be of interest to this department, creating an expanded environment where business students can learn and access the resources they need.

The Management/Marketing program is expected to grow at the same rate as the College over the next 5 to 10 years.

Systems/Office Administration courses are listed in the College Catalog and class schedule as CIS courses. Current enrollment trends indicate a long-term decline in demand for courses offered in the program. Significant outreach and marketing efforts will be required to bring the program back to substantial viability. In the absence of such efforts, we should anticipate that demand for the program will continue to decline.

The program is anticipated to grow at a rate slower than the college. Employment opportunities are not projected to grow in the next 5 to 10 years.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

41

NOCCCD Cypress College

Career and Technical Education Division (CTE) The Career and Technical Education Division (CTE) consists of eight departments, including Automotive Technology, Automotive Collision Repair, Air Conditioning & Refrigeration, Airline and Travel Careers, Aviation, Hotel, Restaurant, Culinary Arts, Marine Service Technician, and Administration of Justice. CTE offers two types of career and technical programs: those leading to an Associate in Science degree and those leading to a Certificate of Achievement. Both provide instruction for a variety of career opportunities. Degree programs require completion of GE courses in addition to courses in the student’s major. CTE offers 35 certificates which require students to complete a series of career/technical courses in a designated discipline. Typically, students who seek certificates wish to complete a career program as quickly as possible to obtain employment. Job placement and followup of students is commendable. Some industry partners such as Toyota’s Technician Training & Education Network (T-TEN) program require tracking of students.

The CTE Division funds most of its technology through the Vocational Technical Education Act (VTEA/Perkins), EWD Initiative Grants, and Advanced Transportation Technologies & Energy Initiative (ATTE) grants. Technology funds are essential as it is critically important that students be trained on the state-of-the-art equipment they will be using when they are employed.

CTE programs are career driven, and thus are created and evolve in response to industry job demand. CTE would like to pursue new programs for evolving career fields such as “green” energy in wind and solar, and in other evolving climate neutral technologies. However, there a lack of sufficient dedicated space for existing CTE programs, let alone growth. Disciplines cooperatively share space, but at some detriment to the programs. As new programs are developed, existing programs will need to change, or be phased out to make room for the new programs.

42

CTE programs are supported by Advisory Councils consisting of local business leaders, community members, and members of the various industries served by the programs. The college also has a number of business partners including, Toyota Motor Sales, U.S.A., Inc., Johnson Controls, Inc., Sherwin Williams, Akzo Nobel, Volvo Penta, TorboCor, Inc., SnapOn Tools, Matco, Geary Pacific Supply, Bard Manufacturing, Knott’s Berry Farm, and Disney Resorts.

CTE programs are also partnered with industry licensing and certification groups such as the National Automotive Technician Education Foundation (NATEF), the Anaheim Hotel, Motel & Lodging Association, and the American Society of Heating, Refrigeration and Air Conditioning Engineers (ASHRAE), all of whom participate on Advisory Committees, provide student scholarships, and contribute instructional materials, equipment, and supplies to the programs they support.

Airline and Travel Careers/Aviation These two departments are closely associated in educational objectives and careers and have a single department coordinator covering both departments. Several of the courses offered in these disciplines are cross-listed to enhance productivity. The two programs combined typically have over 1000 enrollments.

Airline and Travel Careers (ATC) provides students with the customer service experiences, communication skills, professional image practice, and technical understanding necessary for pursuing a career as a flight attendant, Homeland Security specialist, Cruise Line Sales and Operations specialist, travel consultant, or airline customer service representative. Labor market projections anticipate moderate to strong growth in the future hiring of airline customer service representatives. The Federal Aviation Administration has mandated certification for flight attendants.

Typically, airlines also want flight attendants to have a Bachelors degree.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Among the successful student success strategies is the requirement of student career portfolios, which every student in the program must prepare with samples of the capstone projects required in each class. Students must also substantiate their hands-on skills in demonstrations and presentations that are also documented in their career portfolio. The use of Perkins-funded mentors and tutors also contributes greatly to student success.

The program has experienced significant growth, student success, WSCH, and job placement. Additional program growth will be limited by space capacity and student-to-teacher ratios. The two programs are currently served by a single full time faculty member.

The most pressing issues for improving student success in ATC are space, additional faculty, and lab support. A full-scale lab would contribute significantly to program plans and student success. Given the need for greater access to hands-on simulations, there is a need for a lab of at least 1000 to 2000 square feet with high ceilings and roll-up doors to house the fire-fighting equipment, CPR manikins, first-aid equipment, flight simulators, cabin mock-ups, computer simulators, and video-interview stations. Online classes are very popular, but there is a need for online students to visit campus to put their coursework into practice in the lab. The program is expected to grow at the same rate as the college.

Aviation curriculum is designed for students entering the field of aviation management or as commercial pilots. They develop needed skills and training in the fields of flight service, airport management, and cargo and freight handling services, as well as developing the skills as a commercial pilot, leading to FAA licensing as a private pilot, commercial pilot, and pilot instructor.

The program has a partnership with Flight Safety International that provides flight simulators for instruction. There is expected to be a shortage of commercial pilots over the next five years, increasing opportunities for students studying in this field.

Additionally, a large cohort of commercial pilots will be retiring at the FAA mandatory retirement age of 65 years. Community college trained pilots will face strong academic competition as more airlines are requiring Bachelor’s degrees for commercial pilots. The Cypress College program is articulated with several four-year transfer institutions, including Embry-Riddle, one of the nation’s pre-eminent aeronautical institutions.

Among the successful student success strategies is the requirement of student career portfolios. Students must include examples of capstone projects required in each class. In addition, students must substantiate their hands-on skills in demonstrations and presentations that are also documented in each student’s career portfolio.

As with the Airline & Travel Careers, the most pressing issues for improving student success are space, additional faculty, and administrative/lab support. Impressive equipment has been secured, but there is no room large enough to create a full-scale lab. Perkins grant-funded mentors and tutors have been essential in supporting the student success. A technology building that better showcases the program technologies would enable students to see the range of opportunities available to them in the CTE Division.

The College has committed to the hiring of a full time faculty member with an FSA in Aviation. Current and projected program demand appears to be moderate over the next 5 to 10 years.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

43

NOCCCD Cypress College

Administration of Justice The Administration of Justice (AJ) program provides only two courses – AJ 100 C, Introduction to Law Enforcement and AJ 110 AC, Criminal Law. Both classes are highly sought after by students and when offered, always fill. AJ 100 C normally fills to beyond its 45 student capacity, while AJ 110 routinely enrolls 35+ students. These courses are required in the Homeland Security component of the ATC program, and must be completed for a student to earn the Homeland Transportation Certificate. The two courses are offered on a rotational basis to meet the needs of these students. The same student success strategies as employed in ATC are applicable here.

Since significant growth is expected in all of the Homeland Security and related fields, the demand for these and other AJrelated courses is expected to grow dynamically. The program is expected to grow at the same rate as the college.

Air Conditioning and Refrigeration (AC/R) The AC/R program has a commercial/ industrial focus. It is dedicated to student learning and career skills development. The program offers an Associate of Science degree as well as several Certificates of Achievement. The AC/R program has built a strategic network of partnerships with highly respected industry leaders and its own alumni. These partnerships result in significant donations of instructional equipment and materials to update training and technology. Many students become highly employable after the first year of classes. Through HVAC Excellence accreditation, which is nearing completion (Fall 2010), students will be eligible to take and pass industry standardized testing which will enable them to place higher within the local union.

With changes in legislation, the types, usage and handling of refrigerants have changed dramatically. Traditional CFC refrigerants have been phased out and replaced by a new class of HFC refrigerants. Looking forward for the next ten years, it appears that HFC refrigerants will be replaced by other, yet to be developed refrigerants. Because of the

44

evolving technologies and refrigerants, curriculum requires constant modification to ensure that course offerings cover the requirements of HVAC Excellence accreditation, provide flexibility in scheduling, offer specialized certificates, incorporate new course topics reflective of advances in the industry, and lay foundations for online and hybrid course delivery.

Goals and strategies to be employed over the next ten years include, completing HVAC Excellence accreditation, provide flexible class scheduling, employ distance education strategies, introduce webinars as seminar and specialized topic instruction, address changing/emerging technologies, partner with the HRC program with courses relating to foodservice equipment, develop courses involving green technologies and sustainable energies, develop several career pathways in air conditioning and refrigeration through the offering of specialized skill certificates and certificates of achievement in addition to the general certificate and degree, update facilities as necessary to keep pace with changes in the industry, continue to grow the ASHRAE Student Chapter Club, and continue the department philosophies of learning through performance, demonstration and explanation.

Growth is predicted for this industry through 2016 even with the economic decline of the residential, commercial and industrial construction segments. The program is expected to grow faster than the College over the next 5 to 10 years.

Automotive Collision Repair (ACR) The ACR program is designed to prepare students for employment as automotive collision technicians and for jobs in numerous related areas of the automotive industry. Training is given in both theory and practical skills. Practical work is simulated to represent on-the-job conditions. The program offers a number of Skill Certificates, Certificates of Achievement, and an Associate in Science degree. Currently the program at Cypress College is the only community college collision program in California that is National Automotive Technician Education Foundation (NATEF) certified.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Continually changing technology requires instructors to maintain the most current certifications available. The training, accreditation and certification program established by NATEF, which the Collision Repair Department utilizes to ensure job preparedness skills of its students, requires current and timely curriculum updates. New lighter weight, stronger steel alloy materials, composites and plastics found in modern vehicles necessitate up-to-date equipment designed for their repair, and a staff of qualified instructors trained in the characteristics, usage and repair of this equipment. The Collision Repair Department will continue its partnership with NATEF to ensure students’ success as entry level technicians. Research into the latest up to date textbooks will continue.

Alternative resources will be required to provide students with current technology. In the future the ACR program will take advantage of grant opportunities, such as Perkins, to assist with the acquisition of needed equipment and supplies, and to facilitate the transition to water-based paint solutions mandated by the EPA and other environmental compliance matters that are resulting in changes to the instruction. Laboratory space is at its maximum usage. In order to address anticipated higher program demand, space limitations will have to be addressed.

The demand for skilled automotive collision repair technicians will continue to increase over the next five years regardless of the economic downturn. The evolution of the automobile, as it becomes increasingly efficient and environmentally friendly, will trigger new and challenging safety and collision repair approaches. Students will require cognitive and hands-on education with hybrid, electric, and fuel cell technologies that will arise faster than the industry can supply. The department will continue to add new certificates, and seek to find scheduling formats that will ensure the highest level of student success.

Alternating course scheduling from morning to evening and from semester to semester will remain unchanged. As more classes can be offered, faculty will reintroduce Friday, Saturday and summer offerings. ACR will also pursue additional articulation agreements with local high schools, allowing a seamless transition into the program. ACR will also identify outreach opportunities to attract and retain students.

This program is expected to grow at the same rate as the College over the next 5 to 10 years, but further program growth is limited by lab space and scheduling of classes.

Automotive Technology (AT) The AT program is designed to prepare students for employment as automotive technicians and for related careers in the automotive and transportation industries. Training is given in both theory and practical skills. Practical work in automotive maintenance and repair is in simulated on-the-job conditions. The program offers an Associate of Science degree as well as Skill Certificates and Certificates of Achievement. The program is served by an advisory council and a number of community partnerships such as the Toyota Motor Sales, U.S.A., Inc., Technician Training & Education Network (T-TEN) program. Other manufacturers and local dealerships support the program as well.

The Automotive Technology department has evolved from offering similar courses in a discipline to requiring concurrent enrollment to restructuring courses to the five 12 unit core classes that meet 4 days each week for 4.5 hours a day. These are offered in five separate automotive technology areas. The Automotive Technology department rotates the scheduling of the 12 unit core courses through a morning, afternoon and evening rotation allowing students the opportunity to complete the two year program in a time frame of their choosing. This alternate scheduling process has been the most instrumental aspect in improving enrollments and student success.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

45

NOCCCD Cypress College

All AT courses are currently operating at over 100% fill factor with a maximum seat count at 24. The AT department has recently added prerequisites on some of the 12 unit core classes. AT has also created a similar course offering cycle for prerequisites so that students can take prerequisite courses in the morning, afternoon and evening rotation. The AT department has developed additional programs of study in emerging areas -- Wind Turbine Technician, Marine/Motorcycle (Power Sports), and Automotive Maintenance Technician -but with budget constraints has been unable to offer the new courses without impacting the existing programs.

The program is actively looking to develop programs in the field of alternative and renewable fuels. The need for more classroom and lab space will be the largest hurdle in this area.

The AT department is proposing to develop a new department within the CTE division that will address these rapidly developing fields of study.

Scheduling classrooms, lab space, and maintaining and upgrading equipment are challenges to this department.

Physical characteristics of lab space are not sufficient for today’s automobile market. While the program has experienced tremendous growth, further growth will be contingent upon procuring adequate classroom and lab space. There is a constant need to upgrade the program as technology is continually evolving. Existing equipment must be updated to be in compliance with new laws and regulations governing the environment and industry.

Faculty is exploring the possibility of constructing a new building funded by Toyota, or some other partner, to house this department. The needs of the entire division require the addition of a new or remodeled structure so that the individual departments can expand to meet the demands of the programs. A new building may be required in order to pursue these new technologies.

46

The program is expected to grow at a faster rate than the college as the demand for automotive technicians is extremely high, even in times of economic down-turn. This demand will increase even further as current the technologies evolve away from petroleum based fuel sources to alternative and renewable fuel sources.

Hotel, Restaurant, Culinary Arts (HRC) The HRC program provides students with high quality education and experience to earn Skill Certificates, Certificates of Achievement, or Associate in Science degrees in Hotel Management, Food Service Management, or Culinary Arts. Culinary Arts provides students with basic competencies in the methods of food handling, cooking, and culinary management. The Food Service Management degree provides students with the needed management skills including cost control, restaurant operations, guest services, leadership, legal aspects, catering, technology and personal development to pursue a career in the food service industry. The degree in Hotel Management provides students with the skills in operations, guest services, leadership, law, and technology to pursue an entry-level career in hotel management, or transfer to a four-year university. The program is supported by an active Advisory Committee.

HRC faculty has developed articulation agreements with CSULB and Cal Poly Pomona. There are also transfer agreements with UNLV, the Culinary Institute of America, and Johnson and Wales. HRC has added peer to peer tutoring, and students are encouraged to use the LLRC services.

The growth of the Anaheim resort district and surrounding communities is dependent on a skilled and educated workforce. The HRC program is integral to providing a local, skilled workforce in these high-paying industries. The program has continued to grow and labor demand for workers in the food industry is high. The Advisory Committee shares a concern with the department faculty that the lack of basic skills is a growing issue for career success.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

HRC best practices include the Culinary and Hospitality Club noted for the creation of a collaborative faculty/student environment, and student to student interaction that is effective in promoting student engagement, retention, and success.

Students are also engaged in informal service learning activities by volunteering at soup kitchens and trade shows.

Finally, a best practice that has quadrupled the number of certificates and degrees awarded in just eight years is counselors attending class to let students know they are eligible for certificate or degree awards.

The department is currently at 105% fill factor, and it is likely that high demand for classes will continue. Limited classroom space and resources will continue to be problematic in meeting demand. Recent California labor market information indicates that the hospitality and culinary industries are growing faster than average. Nationally, over the next decade, an estimated one million new jobs are projected in the food service industry.

The Anaheim resort district is expected to grow by 26.4% during that time. The program is expected to grow faster than the college.

Creative student engagement initiatives are emerging due to the needs of the diverse student populations enrolled at open access community college higher educational institutions.

We are eager to explore the recent findings that intentional integration strategies have been found to be especially effective for those students who start college with two or more characteristics associated with early departure, defined by as: low income, students of color, low scores on placement assessments, academically underprepared students, and firstgeneration students; all common traits of HRC CTE students.

Faculty will seek professional development support to assist with achieving desired outcomes related to diverse student populations.

Marine Service Technician (Power Sports Technician) (MRN) The MRN Technician program is not a program under the normal definition of such, in that no certificates or degrees are awarded upon completion of the cohort of courses. Enrollments in the MRN program have suffered for several years since the loss of a full-time faculty member in the discipline. The program has only five courses, which are offered on an alternating basis. It is currently undergoing a

Faculty plan to explore several student success strategies, including, a first semester orientation program, service-learning capstone activity, tutoring and supplemental instruction, formalized student to student mentoring, a capstone fundraiser incorporating several interdisciplinary classes, hosting a hospitality/culinary career fair, increase online/hybrid offerings, develop a social media learning community, and improved basic skills training and/or requiring prerequisites. HRC faculty will also explore adding a new field of study in Special Event Management. HRC will combine the hotel management and foodservice management degrees into one pathway called Hospitality Management, focusing on articulated classes congruent with our University transfer partners. HRC also plans to rename the department to reflect our changing emphasis and rigor to “Hospitality Management and Culinary Arts�.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

47

NOCCCD Cypress College

Perkins funded redesign to incorporate the similar technologies found in motorcycle maintenance and repair into a single combined Power Sports Technician program that will be supported by the same facilities and equipment infrastructure that currently supports them independently. This is being done to realize savings and to attract more students to the more current and popular discipline of power sports for which there is a significant employment market in Southern California.

The Motorcycle program, which is part of Automotive Technology consists of 9 courses that share the same engine and drive train technologies taught in the MRN program, and offers a Certificate of Achievement in Motorcycle Performance.

With the development of the revised Power Sports program the two disciplines will be blended into a single program and a series of skill certificates, Certificate of Achievement, and an Associate in Science degree will be offered.

Fine Arts Division The Fine Arts Division is composed of eight programs including Art, Art Computer Graphics, Dance, Journalism, Music, Photography, Theater and Multimedia. The program offers transfer classes, Associate Degrees, and a number of certificates. The division has an active performance program with dance concerts, musicals, plays, and choral and jazz concerts throughout the year. The division also hosts an art gallery displaying students’ and professional artists’ pieces.

There is a trend toward the use of more technology in fine arts such as in the areas of digital cinema, MIDI, and computer graphics. Another trend impacting the division is the increasing enrollment of older adults interested in lifelong learning. This trend may require the various departments to review their offerings and scheduling to accommodate the needs and desires of this population.

Among the best practices identified by the Art Department is the use of collaborative projects to give students the experience of working outside of their comfort zone and see how other students process and analyze information.

The Art Department is a large department offering, on average, 200 sections per semester. The department offers two Associate of Arts degrees (Advertising Design and Art) as well as a transfer program. Both degrees are intended to prepare the student for employment. The department offers online courses and schedules classes at nontraditional times to accommodate student needs. Approximately 93% of the student surveys rate the instruction in the department as “very good or excellent”.

Recruiting students at high schools and sponsoring special recruitment events is encouraged to maintain and increase enrollment in the department. Appealing to the older adult population as lifelong learners may encourage them to pursue art classes at Cypress.

48

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Multimedia artist and animator jobs are growing occupations in the entertainment industry in the Southern California marketplace. This suggests the demand for art classes at Cypress will remain stable.

Over the next decade, the Art Department believes that technology will play an increasing role in the classroom from art history to ceramics. Students are responding well to technologically enhanced classes. The faculty may have to change the way classes are taught and curriculum will continually need to be reviewed to keep up with evolving technology. Lecture classes are now integrating the new i-Pads and interactive websites in the classrooms. The Department faculty is also writing new courses to better serve transfer students.

In order to meet the needs of students with differing levels of preparation and motivation, the department uses tutorial centers as labs. Instructors stay late to keep their classrooms open. Some department members also encourage study groups and provide online instructional resources to enhance student study and retention skills.

The ability to measure success may not change significantly over the next ten years as students need to be tested, complete homework and in-class assignments to develop their skills in art as well as critical thinking. One change that will be considered is the creation of more collaborative projects for students to work together to gain real-world cooperation skills and perhaps stimulate more creativity and critical thinking.

Collaboration across the disciplines would also help students make greater connections in their general education process.

In the future, the department would like to see a new Arts Building and space for the new Digital Cinema Program to develop. This new program, by all standards, should grow tremendously.

Art Computer Graphics includes desktop publishing, web publishing, advertising design, graphic arts, video making/ editing and interactive media. There are six certificates for the department; four of the certificates are pending state approval.

Courses in the Art Computer Graphics department prepare students for transfer to a four year art and design college as well as for employment. The ACG Department uses various methods of instruction including online, tutoring, supplemental instruction, orientations and social media.

The department strives to provide high quality education for transfer and also provide students with the knowledge and hands-on skills necessary to obtain employment or update job skills in the fields of computer graphics, including desktop publishing, web publishing, advertising design, graphic arts, video making/editing and interactive media.

The field of computer graphics is always evolving as new technologies emerge, and keeping up with technological advances is challenging. Students will need to train in these technologies and workers will need to be retrained to keep up with the new technology. Training faculty, updating equipment and software, and keeping the equipment current requires ongoing expensive acquisition, repair and maintenance.

The curriculum is evolving and changing to meet the needs of the industry. The process for curriculum approval may require fast track approvals to keep pace with an ever changing industry.

Over the next ten years the department believes that there will be an increasing number of mature students who are returning to upgrade their skills in an effort to retain their current employment and for those out of work to gain employment.

Changes in the labor market are placing a greater emphasis on the need for skilled workers using new technologies in the field of media arts and design, digital imaging, computer graphics and technologies related to digital cinema including motion picture production, post-production, animation, and social media.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

49

NOCCCD Cypress College

In order to meet these changes, the department has created the Digital Cinema Program of Study to educate students for employment in the growing fields of motion picture, video production, animation and media arts content creation. When completed, the Digital Cinema Program will include 18 new courses and five new certificates addressing pre-production, production and post-production processes of content creation and distribution.

US Labor Statistics show a significant growth in employment for the digital cinema-related fields, and California is the center of production for each of those areas of employment. The ACG Department is also embarking on the developing area of interactive mobile content creation and delivery.

In the future, the department would like to see a state of the art, Media Arts Design facility with a professional video production sound stage at the heart of the complex. The focus of art, design, media and entertainment production worldwide is video content creation and interactive content for distribution to a variety of channels including web, mobile, traditional television and motion picture.

Labor market forecasts show the computer graphics field will add more jobs in the next five years. The need is so great that Disney and Knott’s Berry Farm often recruit students with limited class work and experience before their education is complete.

It is anticipated the program’s enrollment will grow faster than the college.

Dance offers an Associate of Arts degree, three certificates, and a transfer program. The college offers a wide range of classes in all dance styles. The emphasis of the program is to teach, choreograph, and perform.

50

In order to address the needs of students with differing levels of preparation, the dance department encourages students to attend annual dance conferences where they may take master classes and perform in adjudicated concerts. This participation is a huge motivational tool. The on-campus performance opportunities and dance touring ensemble are an excellent method of instruction.

In order to measure success for students, the dance department looks at the data and meets weekly to discuss how the program can be improved and to focus on what is important for the students to gain from the dance program. The SLOs also provide information on success in the classroom.

The best practice identified by the department is the hosting of the high school invitational. Over 200 high school students participate in master dance classes in a variety of dances. It encourages students to major in dance and to also consider Cypress College.

Dance has become more popular with the introduction of film and television shows emphasizing dance and competitive teams. The department is focusing on the senior population as one market that might choose the dance program as a form of exercise. This will assist the college with enrollment and encourage lifelong learning.

The department expects only moderate increases in enrollment over the next ten years. The priority of the department will be to increase the number of students receiving the AA degree in Dance. Keeping up with the current trends in the field of dance is an on-going goal.

The faculty in the department also believes that they need to be able to properly raise funds in order to support classroom related activities. Professional development in grant writing would also help to reach out to the community for sponsorships.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

In the future, the department would love to see a new Theater and Dance Building, where there are state of the art dance studios.

The labor market does not suggest growth in the dance field.

It is expected the growth of the program will be similar to the growth of the college.

Journalism offers a transfer program only, with no Associates degree or certificates. The department emphasis is transfer as a Bachelors degree is required to work in the field. The curriculum is a web centered journalism program. There is an Advisory Committee that supports this department.

In dealing with students with different levels of preparation, the faculty believes students must meet all prerequisites prior to engaging in program instruction. If they fall behind, they are encouraged to meet with faculty for tutoring.

Demand for Journalism courses is not growing. Employment opportunities also remain flat. Teaching basic writing and reporting skills is still needed, but newspaper revenues are declining faster than the web is absorbing advertising.

Audiences are shifting from print to digital devices. There will be jobs in media, but it is difficult to predict which media.

Over the next ten years, the department has indicated that there will be a complete evolution away from traditional media.

As new media models become apparent for information acquisition and delivery, the curriculum must adapt. In order to meet the expected changes in the program, faculty must be adaptable and flexible to changes in pedagogy and technology.

The department will continue to work collaboratively to form a Multimedia Department to include photography, art computer graphics and journalism. Also in the plans are cross-curricular relationships with commercial music and theater that will enhance the curriculum and make better use of resources.

Journalism is anxious to join with photo and art computer graphics in the same physical location where a truly global media department can be formed. The purpose is to prepare students for globalization in mass media. Students publish for an international audience and interact with students from around the world and experience the need to be precise in their communication.

While there may be moderate growth over the next ten years, it is expected the enrollment in this program will grow at a slower rate than the college.

The Music Department offers a transfer program, an Associate of Arts degree, and two certificates. The Department’s mission is to provide students with the training and experience to participate in the field of music as a performer, educator, or commercial music technician. Faculty has responded to the evolving needs in the music industry by establishing new programs. For example, faculty established a commercial music program which includes MIDI, songwriting, music production and distribution, and other similar classes. This program has attracted students that might otherwise not have come to Cypress. The music industry is becoming more and more influenced by technology and students are seeking more training in this area.

The department supports student learning by offering tutoring in the music library and supplemental instruction in the way of software support. Lab hours offer the opportunity for students to be tutored one on one, and internships provide firsthand knowledge and experience. The Applied Music Program allows advanced students to access private instruction for greater breadth and knowledge. Course offerings have been expanded to include distance education and hybrid classes.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

51

NOCCCD Cypress College

The music department uses a multifaceted approach for measuring student learning. This includes student evaluations, SLOs, assessment techniques, performance evaluations, and peer review to name a few.

The best practice of this department is the Applied Music Program where students receive private music lessons if accepted. At the end of the semester, each student must perform before a music jury. This audition and jury process prepares the students for the rigors of the music world.

The department is responding to at least two trends that impact its programs. (1) Student demographics are changing. There are more adult age students enrolled in the music program.

As the age of the students rises, shorter term classes may be needed to accommodate the schedules of adults who have families, jobs and other responsibilities. The department should consider alternative schedules such as nine week classes. (2) As the music industry utilizes more technology, the program will need to stay current in the technology and equipment offered in the music program.

It is expected the program will grow at a rate slower than that of the college.

The Photography Department offers a curriculum that prepares students for employment in the photography profession. The program also offers those already employed opportunities to update and upgrade their technical and esthetic skills. The department offers an Associate of Arts degree as well as multiple certificates in photography, digital, portraits, and multimedia. Additional certificates are also pending state approvals. The Photography Department also offers a transfer program for those students wanting to use their photography skills in a corporation or educational institution. Educational institutions often require a Master’s Degree in Fine Arts. Others want to work independently and are not motivated by degrees. Photographers for newspapers and other publications, and those who see their photography as art, usually don’t need degrees.

The Department supports enrollment by actively recruiting and by encouraging students to enroll in more than one class in the department.

The methods the department uses to reach students with differing levels of preparation include the referral of students to student services for support. Most students would benefit from mandatory orientation as well, and a significant amount of attention is provided by the faculty when students are working in the lab.

In order to meet expected changes in the next ten years, the department is adding new and revising current courses to meet the demands of the industry. The department has also submitted a revision of the AS in Arts Degree in Music. The department will also explore offering nine week courses.

Faculty believes that the secret to student success is individual contact with the instructors, instructional assistants, tutors, counselors and other student support staff. A significant part of this relies on the availability of instructors outside of their specific class hours.

The department envisions a building dedicated to the education and performance of music that would incorporate the use of smart classrooms in order to reach a greater variety of student learning styles. There should also be dedicated facilities for both rehearsal and performance.

The expected changes in the department over the next ten years include a new certificate program titled Digital Photo Technician and the plan to add, revise and redistribute the content of existing courses. New content in the future will include new image capture and processing and display technologies.

52

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

In order to enhance the curriculum, new courses in digital motion capture and time lapse imaging are needed, as well as courses in the areas of fashion and food photography.

Faculty needs professional development in dealing effectively with special needs students and training in the application of emerging software to be used by faculty.

Theater education is experiential learning. Performance classes are primarily lab classes where students are improving their skills and faculty are working with students individually.

Students receive real-work training in production classes and receive additional support and feedback when their work is videotaped.

The field of photography is changing with technological advances. There has been and will continue to be an increase in the computer/digital imaging technology. The department’s curriculum has and will continue to adjust to the changing technology. For instance, digital photography is not a separate entity, but has been incorporated into most of the courses offered. There will be a greater need for smart classroom technology and computer workstations within the department.

The department produces and promotes a number of productions and performances. Marketing is done by the Fine Arts department with little support from the college. The theater is a community outreach program and the college often has over 1200 attendees for their large productions. Although these productions generate revenue, it usually is a break even venture with the cost of the production.

In the future, the department would like to see a new Arts Complex that would include a Performing Arts Center as well as a building where the visual arts would be housed. Both areas would include classrooms, computer and darkroom areas as well as exhibition spaces, and rehearsal/performance facilities as appropriate.

It is expected the program will grow at a slower rate than the college.

Theater Arts offers a transfer program, an Associate of Arts degree, and three certificates. The department has streamlined the AA Degree in Theater Arts from 41-42 units to 29-30 units to make it more appealing to the students. The department chose to cut back on online classes due to budget concerns and in consideration of the fact that on-campus classes better serve a theater arts instructional program.

The best practice of the Theater Department is that faculty members stay in close touch with students regarding attendance and performance in class. If problems are caught early, there is an opportunity to get the student back on track or even sometimes redirect them to an area where they would be more successful. Instilling a sense of pride and ownership in the students greatly increases their chances for success.

One of the chief measures of student success in a performance based program such as theater is the high quality and artistic integrity of the productions that make up the theater and dance season. Over the year, the department will draw an audience of over 4000 paying members from the college and the community. This reflects a high level of proficiency and accomplishment for students in the program. The department also measures success through the number of degrees and certificates earned each year by students, as well as job placement in the related theater industry.

The department plans to meet the challenges that lie ahead for the next ten years by keeping courses current and relevant.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

53

NOCCCD Cypress College

Community outreach and recruitment are vital to the fine arts program. The Department is constantly upgrading microphones, sound equipment, and lighting to stay with the changing technology in the industry. This is required to keep the program current and to attract students.

A multimedia studio is needed that would also be shared with other programs of the Fine Arts Division. The remodel plans for the building contain a studio. This may require reconsideration to ensure the needs of current departments are fully addressed.

Professional employment opportunities in regional theater, film, commercials and television are projected to be of average or stable growth. It is expected the program will grow at the same rate as the college.

Health Science Division The Health Science Division is comprised of eight programs leading to certificates, licenses, or transfer. The division also offers continuing education courses for health care professionals in the community. Each program demonstrates commitment to excellence and has resulted in high pass rates on both national and state examinations. Graduates of the programs are highly sought after and are recognized for their ability to integrate into the practice setting.

The eight programs are: Dental Assisting; Dental Hygiene; Health Information Technology; Mortuary Science; Nursing; Psychiatric Technology; and Radiologic Technology. The division is under pressure from the community to increase enrollment and graduates from the programs. However, there are several factors that impact increasing enrollments. The programs each need qualified faculty and the lab/clinic space is limited in enrollment. In today’s economic times, there is seldom funding to purchase additional equipment and supplies in addition to the space constraints. The State does mandate certain faculty to student ratios and it is difficult to recruit teachers due to the salary differentials between private practice and the educational environment.

Dental Assisting is a one year program which includes patient care, experience in a fully equipped on site facility, and externship experiences. The program offers an Associate in Science degree as well as a Dental Assisting Certificate.

Students who complete the Dental Assisting program often pursue a Bachelor’s degree in Dental Hygiene. The program is accredited by the Commission on Dental Accreditation and has been granted accreditation status. At the completion of the program, the student is able to take the California Registered Dental Assistant’s exam and the National Certification Examination for Dental Assistants.

54

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Students are successful in the program due to workshops and orientations held before classes even start, followed by the use of mentoring, tutoring, supplemental instruction, and study groups. For those students with differing levels of preparation, ability, and motivation, the faculty uses a variety of teaching methods, including lectures in the classroom, online instruction, hands-on skills practice, and the use of interactive dental software programs. Success is, therefore, measured in two ways: skill competency and knowledge attainment.

The changes in technology, as well as ongoing state mandates, challenge the program to stay current with chairside classes.

The Dental Hygiene program offers an Associate in Science degree and is accredited by the Commission on Dental Accreditation. The curriculum provides the student with the appropriate academic instruction to be eligible to take the National Board of Dental Hygiene Exam and the California State Board Examination for a licensed, registered Dental Hygienist. Students rarely transfer as the curriculum allows a student to take the State and National Boards, the same as if they had completed a program at a four year college. A Bachelor’s degree is not required to take the state exams.

Student success is achieved through tutoring which includes strategies for basic problem-solving and critical thinking.

The faculty believes that over the next ten years there will be good job opportunities for Dental Assistants. Despite the downsizing of staff in individual dental offices due to the economy, there is still a strong need for outstanding Dental Assistants. During the next few years, in consideration of changing state and national regulations, the department will be expanding the courses it offers and will explore the need to develop new courses including a digital x-ray course, crown milling machine courses, and courses to assist with the learning of dental computer programs for front office work.

The program is impacted by an ongoing need for full-time instructors. There is great demand for Dental Hygienists, but finding hygienists qualified to teach in the program is difficult.

Compensation factors make it difficult to attract qualified instructors from the industry.

Faculty envisions for the future an enlarged or new dental clinic where dentists will practice dentistry and dental assisting students would be immersed in a real-world environment.

Students currently engage in externships, but a dental clinic on campus would be of significant benefit for low cost community dentistry while providing expert dental experiences for the student.

Also, over the next ten years there will be a conversion to digital health information which will require appropriate technology for the Dental Hygiene department. Courses are continually updated as changes occur in the dental field and as procedures change based on scientific evidence.

Due to the continuing need for qualified dental assistants, this program is expected to grow at the same rate as the college.

The growth is constrained by the costs of the program and by the limiting student to faculty ratio.

The faculty, as they look forward to the next ten years, believes that it will be difficult to replace retiring faculty due to the lack of competitive salaries compared to working in a dentist’s office.

Mentoring good adjunct professors will help in this regard.

The faculty believes the establishment of higher levels of English as a prerequisite would serve students who often are unable to comprehend textbooks or express themselves in written communication. There is also a pre-entry dental terminology course offered on-line, but it is not mandatory.

In the future, we may need to make this course mandatory, as well as a course to help with critical thinking and problem solving.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

55

NOCCCD Cypress College

In the future, a new Health Science Building would be beneficial to the whole division with the expansion of all of the programs. The dental clinic could be designed to accommodate all of the new technology now used in practice as well as provide better storage for information and specialized equipment.

It is expected that the program will grow at the same rate as the college. Growth is constrained by the costs of the program and the required limiting student to faculty ratio.

The Health Information Technology Department offers two Associate of Science degrees and eight certificates. The industry is transitioning from a paper based medical records system to electronic records.

The Health Information Technology program is accredited by the Commission on Accreditation for Health Informatics and Information Management Education, and is the only accredited program in Orange County. Graduates of the program are eligible to take the American Health Information Management Association’s national qualifying exam leading to certification as a Registered Health Information Technician (RHIT). The program has worked with the College of St. Scholastica to articulate with RHIT Progression and the Master’s Degree. An information articulation agreement exists with the Healthcare Administration Program at California State University, Long Beach. The Advisory Committee actively participates in curriculum review and program development.

The department is transitioning to online course delivery.

Additional certificates and courses should be offered to meet the Federal Government mandates for electronic patient records.

Perkins funds have paid for mentors to work with students individually. This assistance has proven to be of great benefit.

An additional factor contributing to student success is the development of Student Education Plans that are required in one of the classes. However, electronic SEPs are needed 56

as students often lose their hard-copy plans. Supplemental instruction has also worked very well. Plans are to continue to provide this support. Several workshops are available for students to evaluate their readiness level offered by the Career Planning Center, but they are offered during the day when many of the students are working. Workshops offered electronically are needed.

The US Department of Labor projects a 49% growth in the number of Health Information Technology workers by 2012. This would be the sixth fastest growing occupation in the nation. Approximately 7,000 workers are needed to fill new positions and replace those who are retiring or leaving the field. Only 2,000 graduates enter the field each year. A network of approximately 60 hospitals accepts students for directed practice. Area health information managers and human resource departments contact the program to post job openings.

Over the next ten years, employment growth will result from the increase in the number of medical tests, treatments, and procedures that will be performed. External factors at the state and national levels are having a major impact on the program as regulations are being put in place that require existing health care employees to increase or develop new skills in an electronic environment and patients become knowledgeable consumers of health care and their personal health records.

There is a documented need for individuals to support the implementation of electronic health records mandated by legislation. The sophisticated coding that must be in place by 2013 will require practicing professionals to be further trained and this training will require a solid foundation in anatomy and physiology, medical terminology and pathophysiology.

One of the challenges that will confront HIT is the increased number of Health Information Technology Programs offered by private colleges in the LA/Orange County area to meet the emerging need for HIT professionals. Also, high school medical academies need to include HIT in their programs. Faculty will be working on high school programs by serving on high school advisory committees in the medical field.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Student success is a challenge to the faculty. Students come unprepared for success. There is no formal screening process, so students enter the program without the proper foundation and study skills for this challenging program. The students’ priorities sometimes preclude their effective pursuit of career goals. School often is not their first priority, resulting in poor performance and retention. A course focusing upon goal setting and commitment would be of great benefit to these students.

Online classes have not been successful in this program and faculty will examine other teaching methodologies.

With such high employment expectations, this program is expected to grow faster than the college over the next 5 to 10 years.

The Mortuary Science program is designed to enlarge the background and knowledge of students about the funeral profession as well as to educate them in all phases of funeral service. The program is recognized regionally and nationally for quality instruction and responsiveness to industry needs. Students are typically placed for employment prior to their graduation from the program. Success and retention rates exceed the college average. The department offers an Associate in Science degree and a Mortuary Science Certificate. The program is accredited by the American Board of Funeral Services Education and meets the educational requirements for most states. The Cypress program is one of the largest Mortuary Science programs in the United States. In the last few years, over 80% of Cypress Students have passed the National Board exam. The enrollment for the Mortuary Science program has been consistent over the last several semesters (45 to 48 students).

Student success in this program is measured by the passage of the National Board Examination (NBE) which is the standard all accredited mortuary science programs are measured. The college has maintained an above-average passing rate on the NBE. Student success is achieved through the enactment of cohort grouping. All new students are placed in the same

cohort and are not allowed to progress to the second semester cohort until all of the first semester is completed. The success rate in the third and fourth semesters has increased.

The Mortuary Science program requires web based technology for licensing as well as hybrid online classes. Updating equipment is an ongoing budget issue.

Over the next ten years, the faculty believes that the economic factors of high unemployment will continue to inflate the number of applicants into the program. The higher death rate as a result of the baby boomer generation reaching senior status will also increase the need for licensed funeral home staff. The faculty also sees increased legislation in the profession and will be prepared to offer a full degree in funeral directing to match new licensure requirements.

Teaching and learning is also changing. Faculty is considering hybrid course offerings, the use of a VOD cast, and web enhanced instruction. More students are attending college with verified learning disabilities which would be aided by VOD casting technology, along with the provision of lecture notes and instructional slides.

Over the next ten years, the faculty would like to pursue the establishment of a chapel and a crematory. The national cremation rate is expected to increase by 35% over these next ten years. More students are expected to have crematory experience and the indigent population need assistance with disposition of their family members. Students would gain the much needed knowledge about the operational details that accompany the cremation process.

It is expected this program will have a growth rate similar to that of the college.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

57

NOCCCD Cypress College

The Nursing program offers an Associate in Science Degree in Nursing. The program is approved by the California State Board of Registered Nursing and nationally accredited by the NCNAC. In addition to this program, the College offers opportunities for Licensed Vocational Nurses to become Registered Nurses after completion of the curriculum. 20062007 had the largest group of students complete the program – ninety three graduates passed the NCLEX-RN licensure exam with a 98% first time pass rate.

There is a national shortage of nurses although the economy has slowed the hiring rate of new registered nurses. Older employees are working longer as the value in their retirement accounts has declined. Hospitals are facing budget cuts similar to their business partners and are able to hire fewer nurses.

This trend is not expected to continue. The program at Cypress continues to have hundreds of applicants apply to the program every year.

The Nursing program, along with other Health Services programs, is facing a staff shortage due to retirements. The program is faced with mandated ratios of faculty to students and cannot add students without increasing faculty. There is also a shortage of clinical placement locations.

Best practices for student success include the department’s successful mentoring program (funded by grant funds from the Perkins IV and from Nursing Enrollment Growth funds).

Another best practice is the communication class for nursing ESL students, which helps students learn how to communicate in healthcare settings.

Factors that will influence the department over the next ten years include the following: greater influence of high fidelity clinical simulations; computerized medical records legislation; a wide range of abilities and expectations among students; less clinical placement opportunities for Associate Degree Student Nurses; an increasing acute hospital demand for

58

nurses with Bachelor Degrees; and large staff turnovers in an aging nursing work force (including faculty) due to retirements.

Community college graduates will be pressured to pursue more advanced degrees making future partnerships between the department and medical facilities and local universities a program priority.

In order to address the potential changes over the next decade, faculty members believe they will need to become expert grant writers to fund simulation and advancing technology needs. Partnering with the Health Information Technology Program to develop electives or shared courses should be considered.

Positioning the department to provide the BSN degree, once needed legislation is in place, is an area of strong interest for the faculty. Developing positive relationships and partnering with CSUs will be essential.

The staff believes that new strategies are necessary for reentering students after a clinical or academic failure. Elective and transition offerings to incoming LVN students need to be expanded, communication elective offerings for ESL and basic skills students need to be increased, simulation experiences need to be increased, and the successful mentor program should become institutionalized so such student support and success efforts are not dependent upon grant funding.

Student support services are needed for today’s students.

Younger students need assistance with learning strategies, basic skills, and life emergencies. Peer and mentor tutoring are needed and beneficial to the success of the students.

It is expected this program will grow faster than the college enrollment. It is restricted by the available lab space and the faculty to student ratio.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

The Psychiatric Technology program offers an Associate Degree even though the State of California does not require a degree in this field. The program also offers a Psychiatric Technology Certificate. The program is accredited by and conforms to the regulations of the California Board of Vocational Nurses and Psychiatric Technicians. Upon successful completion of the program, graduates are eligible to take the State Board Licensure exam.

The program prepares a beginning level practitioner to function in a variety of service and health care settings for persons with developmental and psychological disabilities. After one semester of prerequisites and three semesters of the program, a new graduate can start making $53,000 a year.

The downsides to the program are (1) the amount of clinical hours required to complete the program, and (2) access to clinical facilities for internships. The Cypress program is the only psychiatric technician program south of Los Angeles.

Employment opportunities for students graduating from the psychiatric technician program have increased as correctional facilities and the prison health system are actively recruiting graduates from Cypress College. An incentive for students to enroll in the Cypress program is the college’s participation in the 20/20 program offered by the mental health facilities.

In this program, students attend school full time and work 20 hours for a facility in the program, but are paid a full time salary. Cypress has been allocated one 20/20 position at Fairview Developmental Center and another at Metropolitan State Hospital. Another incentive for students to consider the psych tech career is the pay increase for technicians recently awarded by the Department of Development Disabilities and the Department of Mental Health. Many of the psychiatric technician graduates use the career ladder option to become registered nurses at the Cypress College nursing program.

The program serves a large student immigrant and ESL cohort. Tutoring and mentoring continues to be a requirement if they are to succeed. Student success is measured through

tests, critical thinking assignments, care plan creation, clinical experiences and evaluations. Some of the best examples of student success are through real life practice or clinical assignments to augment theory concepts, learning from their clinical sites by acting as an employee using hands-on techniques with clients, and finding effective role models to precept students in the clinical setting.

The department expects that over the next ten years there will be more students interested in this profession as the coursework leads to well-paying jobs. More facilities are closing and clients are moving into the community, and the prison population continues to require attention. More services will be needed.

In order to address these changes, the program should expand by adding one more section with a clinical component in the correctional system. Faculty are also interested in adding hybrid courses to the curriculum, and in proposing a psychopharmacology class for PT students. There is a need to implement a course in English skills development. A crisis intervention course is necessary for the protection of students who will deal with clients with developmental disabilities/mental illnesses. The faculty will continue to obtain feedback from advisory committee members who keep them abreast of the latest trends and job opportunities.

In order to meet the needs of students from diverse backgrounds, faculty intend to continue tutoring and mentoring services, identify students for DSPS testing as needed, and create a PT club for support and continued learning. The faculty would also like students to participate in culturallybased learning activities and in field trips that provide exposure to cultural diversity.

Faculty would also like to receive Crisis Prevention Intervention training of teachers so that they might be able to train students.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

59

NOCCCD Cypress College

The Radiologic Technology program is intended to prepare students for gainful employment in the radiologic technology field, either by earning the Associate in Science degree or one of two certificates. The program prepares the student for examination by the American Registry of Radiologic Technologists and the California Department of Health Services. All 2008 graduates of the program passed the national American Registry of Radiologic Technology certification exam and the California Department of Public Health license exam. Survey data also reported the graduates are all employed full time or per diem at major acute care hospitals.

Student success is achieved through instructor and student to student tutoring, and orientations and workshops provided prior to the initiation of program studies. Student success is measured through learning outcomes, retention rates, the passing of national credential exams, graduate surveys and employer surveys. Student learning outcomes will continue to be assessed and revised.

The most significant factor impacting the Radiologic Technology program is the advancement of technology which requires constant updating of curriculum. Computerized, diagnostic image machines are used and are extremely expensive. In addition to staying state of the art, the program will need additional full time faculty as retirement and growth occur. Adjunct faculty are rarely available for regular day assignments. The program has modified its schedule in an effort to use adjunct faculty.

The quality of the Diagnostic Medical Sonography program is also outstanding. All 2008 graduates passed the American Registry of Diagnostic Medical Sonographers in Physics and Abdominal Scanning. All of the graduates are working full time in hospitals and private offices.

Over the next ten years, the challenges that face this department include increasing the number of affiliated hospitals, the purchase of digital radiology equipment, training of the faculty in new digital techniques, and grooming potential 60

faculty to be ready with degrees and credentials when positions open up through retirement or expansion.

In order for graduating students to enter the workplace, they will need the experience and knowledge of digital radiography, which is quickly becoming the industry standard. Classroom radiology equipment has to expand and modernize to train students to be successful in clinical performance. Film imaging will go by the wayside, as well as film processing equipment, to be replaced by digital equipment which includes a lab with computer workstations, multi-load imaging plate readers and digitizers. Over the next ten years, this must be accomplished by the department in order to keep pace with the ever changing medical field. Although students may pass prerequisites, communication skills in the healthcare setting is an issue.

Plans for improvement will be developed and implemented as soon as possible.

New courses are planned by the faculty, including mammography, computerized tomography, angiography, and other imaging modalities to assure students are more marketable. The department will also explore the feasibility of online instruction.

The faculty believes that the Sonography Program is a great fit for potential students needing education and training for a job during these economic times. Many more students apply than we can accommodate. In the future, the department would like to expand its offerings to include vascular sonography. This would make the students more competitive in the workplace. In order to do that, the curriculum would need to be expanded an additional six more months from its current 18 month program.

Additional clinical/hospital settings would also be required. The faculty will investigate the use of online instruction over the next few years, as well as grooming additional instructors who are certified and have an interest in teaching and learning for the program as retirement or expansion occurs.

This program is expected to grow at a faster rate than the college; however program growth is limited by lab space and availability of instructors.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Language Arts Division The Language Arts Division consists of five departments: Communication Studies, English, Reading, English as a Second Language, and Foreign Languages. All departments are predicting modest growth in both five and ten year projections. Factors contributing to these predictions are the increase in tuition at four year colleges which may lead to more students starting their education at community colleges, and the possible return to school of baby boomers seeking opportunities for personal enrichment. Reading and English as a Second Language will continue to grow as students entering the Community College system are often ill prepared for college level courses.

Communication Studies (formerly the Speech Department) consists primarily of courses in speech, interpersonal communication and forensics. The department offers only a transfer program. There are no certificates or degrees offered.

Courses in Communication Studies meet requirements for vocational, certificate, and transfer programs, as well as for the Associate Degree.

The program attracts culturally diverse students who are non native speakers seeking courses to improve their communication skills in American English. Also, the department sponsors a forensics team that competes both state-wide and nationally.

In order to help students of different preparation and motivation, the department has revised the Effective Communication Course to focus more on communication skillbuilding for the vocational student. The faculty also created Oral Communication for Advanced Non-natives, designed to improve oral communication skills for ESL students.

The best practice in Communication Studies continues to be the video recording system for student and instructor feedback, especially since the upgrade to digital technology.

Over the next ten years, the department is committed to continually assessing the need for curricular changes or modifications and to continue discussions on hybrid courses.

Faculty will also continue to assess the need for new courses such as Health Communication and Business and Professional Speaking, as well as expanding offerings of Intercultural Communication.

The Communications Department has indicated a need to offer more flexible classes and schedules. The department intends to create a series of one unit mini courses designed for enrichment or professional development. Both will add to the enrollment of the department as well as the success of the students. Courses that are not general education requirements are not as popular and should be reviewed for revision or discontinuation.

Faculty would benefit from additional training in various technological tools, as well as additional opportunities for international/intercultural education. Faculty also believes that professional development programs that focus on the impact of green technologies would be a great investment.

It is expected this program will grow at the same rate as the college.

English offers a transfer program as well as Basic Skills classes. The mission is to provide courses that are innovative, flexible, and challenging to meet academic standards for transfer, vocation, and personal development. The program offers online, hybrid, and learning community classes and expects to expand those offerings to accommodate the students and their success.

There are several challenges facing this program. First, the program is challenged in that much of the student body is academically and socially underprepared for college level courses. Secondly, changes in technology will challenge the department and may impact faculty jobs. For instance, technology is already allowing the department to use video

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

61

NOCCCD Cypress College

broadcasting format in the Educational Interpreter Program for sign language interpreters serving in educational settings.

Using this technology allows the program to serve hundreds of students state-wide and on a national level, but will require fewer instructors than the normal classroom setting. Thirdly, instructors are concerned about the success rates for students in online English courses, which are lower than the success rates in the traditional classroom setting. Department members hope to find better ways to engage different learning styles in online courses. There may be a move to offer only hybrid courses as the success rate in those is better. Lastly, there is a need for more tutoring hours. Ideally, to be more accessible to the varied student population, tutoring hours should be expanded to include weekends and evenings.

Over the next ten years, the department sees more impacted enrollment and a greater demand for online classes. Improved technology will be key in meeting this need. More students are testing into developmental English classes, but the goal of student transfer will not diminish. In order to meet the challenges that lie ahead, the department plans to offer classes that develop a liberal arts experience, more classes with sufficient diversity to facilitate transfer, more service learning and learning community experiences, and more international and multicultural ideas and literature in courses.

Future plans for the department include creating an Associate in Arts degree in English. Additionally, the English Department plans to expand existing course offerings to include World Literature, Folklore, and additional courses specific to campus programs such as Puente, Black Studies, UTAP, The department also plans to offer additional learning communities.

The department hopes to conduct more outreach to public high schools in hopes of impacting the high school curriculum to include more emphasis on writing mechanics. Lastly, department members hope to improve upon their collaborative effort with the Learning Resource Center to enhance support services to students in the English program.

62

In order to meet the needs of students entering with differing levels of preparation and motivation, the faculty would like to encourage more tutoring, Supplemental Instruction, special programs and learning communities. The department would like to require orientation of all new students with a special segment focusing upon online classes. The department would also like to offer a course addressing writing for scientific and technical purposes to build science and engineering skills, as well as offer more courses to meet the AA in English degree requirements.

Faculty needs training in emerging technologies, and would like to see more multicultural activities on campus as well as a forum hour. The faculty also believes that a space for special programs with a comfortable area for students to socialize and/ or study would be helpful, as well as spaces for learning and meeting spots for clubs.

This program is expected to grow at a faster rate than the college.

The Reading program is designed to empower students to improve their reading, writing, study skills, and critical thinking. The program does not offer degrees or certificates.

The department utilizes a unique approach to instruction in that the lower level courses include both reading and writing.

(Most other colleges teach reading and writing separately.)

Instructors use a holistic approach and engage students by recognizing and teaching to varying learning styles.

One of the best practices in the Reading Department has been the use of the computer classrooms in the building.

This technology has advanced the developmental reading and writing instruction making lessons more engaging and effective.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

The department has suffered from staffing concerns due to reassigned time and retirements. Classes have been cancelled due to lack of faculty available to teach classes. The state’s requirement that faculty tutors in the Learning Resource Center must have Master’s degrees has created problems in filling those positions. More tutoring hours are needed in the Learning Center.

Over the next ten years, it is anticipated that there will be an unprecedented rise in demand for developmental courses for underprepared students. At the same time, more students will be coming to the community college because of the rising costs at the universities. In order to meet this challenge, the faculty will be preparing to provide an English Success Center that will provide instructional support for basic skills English, reading, faculty mentoring, directed learning activities, and so forth. The Title V grant that funded this project will also fund activities to support reading and writing across the disciplines in the later years.

In order to support students with differing preparation and motivation, the Reading Department will continue with integration of study skills in the curriculum, require students to use the support services offered by the L/LRC, and require orientation for students in all developmental classes. Faculty will also continue the practice of encouraging students to use services provided by student services.

It is expected this program will grow faster than the college.

The expected growth will come from students who are underprepared for college level work, as well as from the diverse ethnic populations from the area. Students needing to improve their competency in reading, writing, and critical thinking in order to obtain employment will also contribute to growth in the department.

English as a Second Language serves the many non native speakers from the large and growing immigrant population in Orange County. The ESL Department reaches out to the community by hosting an annual ESL Potluck and Scholarship Award Ceremony to provide cross-cultural interactions among students, community, and faculty. Summer classes have been increased in response to growing demand. The program is experimenting with offering Friday classes and will consider offering Saturday courses in the future to meet the needs of the students. The program maintains a significant success rate, 7% to 10% above the college average.

The program faces some challenges. CELSA testing, required for placement of the student into the proper class, has seen a steady decline on the Cypress campus. This may be because students are choosing to attend similar classes offered at the School of Continuing Education which are free. The SCE offerings overlap with the lower level ESL offered by Cypress.

Another challenge is the need for faculty to serve as ESL tutors in the Learning Resource Center and for more effective coordination of writing tutors.

During the next decade, there will be more ESL students enrolled at community colleges than are enrolled in universities. These students, who belong to the 1.5 generation, possess high oral skills but are lacking in grammar, writing, reading and study skills. Many students are not prepared for college and may only speak English in the classroom, reverting to their native language at home.

In order to meet the challenges that lie ahead, the department would like to offer more grammar classes, more reading electives, and new courses to include American Culture, study skills, general college orientation for new students and possible hybrid classes.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

63

NOCCCD Cypress College

In order to support students with differing preparation and motivation, the faculty would like to utilize more tutoring services and utilize the new English Success Center when it is developed. The ESL classes have always been heterogeneous and what has worked well has been the use of tutoring, service referral to DSPS, the Career Center and Counseling. There is a huge need for ESL students to be assessed for learning disabilities and the current instruments do not do that.

Faculty would like support in funding for conferences addressing strategies to work with the 1.5 generation, and to have more student services available to students, including increased hours in the L/LRC for students on weekends.

Space is needed for students to study alone or in groups, where students can go for support in balancing life and school, and informal mentoring and partnerships with native English speakers.

The program is expected to grow at a rate similar to that of the college. Departmental growth will come from several sources: (1) an increase in the number of international students, (2) the demand in the workplace for English competency, and (3) the elimination of Basic Skills programs in the California State University system due to funding, sending students back to the community college system for language development.

The Foreign Language Department’s mission is to provide students the opportunity to develop cultural awareness and skills in speaking, listening, reading, and writing in a new language. The College offers four semesters of transferrable Spanish, French and Japanese, and two semesters of Portuguese and Chinese. Degrees or certificates are not offered. The Japanese program is notably strong and offers a breadth of curriculum. The program has a partnership with a university in Japan and faculty and students travel to Japan. The University of California at Irvine has dropped its Portuguese program, and it is unclear how this will impact the Cypress program. Chinese is doing fairly well, and the Spanish program is growing despite the fact that the demographics in the Cypress area are not highly Hispanic. There are tutors for all foreign languages available for the students. The department offers non credit classes in French and Spanish as well. The program offers online classes in some of the languages.

The Foreign Language Department faces several challenges: (1) The French department is without a full time instructor to oversee the program. (2) Classes in the third and fourth semester have a low fill rate. The department may need to evaluate the allocation of resources and space for third and fourth semester classes. (3) Additional classrooms are needed during peak school hours.

It is expected that interest in foreign languages will continue to grow due to increased employment opportunities in Asia and Latin America. The North American Trade Agreement (NAFTA) and the US Central America Free Trade Agreement (CAFTA) may create a higher demand for workers with linguistic and cultural skills.

64

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Research indicates that an increase in enrollment in foreign languages classes is anticipated over the next ten years.

Students will be more interested in taking foreign languages to be more marketable for those companies investing in countries such as Brazil and China. The diverse population in these classes allows students to be exposed to new languages and cultures. In order to meet the challenges of tomorrow, the department would like to offer more levels of Chinese courses, develop a Portuguese course for Spanish speaking students, and request funds for tutors and SI leaders in all languages taught.

In order to meet the needs of students with differing motivation and preparation, the department would like to add Japanese and English as a learning community. Also, the department would like to offer some of the core courses as hybrid courses and consider providing study skills workshops.

Faculty would like to receive training in the use of technology in the classroom and attend the conferences needed to stay current. Faculty would also like to create a devoted language learning lab where software and hardware are integrated, as well as create virtual language learning experiences to enhance classroom teaching.

Physical Education and Athletics Division The Physical Education and Athletics Division consists of the PE Department and the Athletics Department. Together, these departments prepare students for entry into the disciplines of physical education and athletics by increasing their knowledge of physical fitness, health practices, and professional activities. Specialization is possible by combining the Associate of Arts degree with electives chosen from a certificate program in aerobics, aquatics, coaching, or sports management that are designed to provide occupational competency for those wanting careers as instructors, coaches or managers in these sports or recreation areas. The sports management certificate is pending state approval. A student may also elect to work toward transfer to a four year university.

The PE Division offers many ½-1 unit activity classes, as well as 2-3 unit theory courses in physical education. Additionally, students participating in intercollegiate sports can earn 2 units of credit up to three times.

The Division offers an equal number of men’s and women’s intercollegiate sports.

The division is unique in that it has a full time counselor assigned to assist athletics coaches, faculty, general students and athletes. The counselor is also helping the division track the number of AA degree and transfer ready students.

The best practice identified by the division is the hosting of high school sporting events through rentals of facilities or recruiting visits. Hundreds of high school students participate through weekend soccer, volleyball, and basketball tournaments, and Southern Section CIF boys and girls volleyball playoffs. These activities encourage students to consider Cypress College as a possible site for their educational expansion. For many students, the physical education program is the gateway and stepping stone into college life.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

65

NOCCCD Cypress College

The faculty have identified two major areas of focus for the next ten years: (1) to increase the number of students receiving AA degrees in Physical Education and the number of athletes receiving AA/AS degrees: (2) to keep up with the current trends in the field of physical education.

In the future, the division supports a new Theater and Dance Building so that an Exercise Testing area could be developed in the current dance classroom (G2-125). This classroom (G2 – 125) is currently located next to the Cypress College Health Center and would be an ideal location for program expansion.

In the future, a relationship could be developed regarding health, wellness, and physical testing. Our students are coming to us not only underprepared in the 3Rs, but are unable to understand what they have to do to maintain their physical bodies throughout a lifetime. It is our goal to give them those skills.

In order to address the needs of students with differing levels of preparation and motivation, the division will encourage students to join a Physical Education Club or Sports Medicine Club. This participation is a method to motivate students to become involved in various areas of the field. The on-campus athletic competitions and internship opportunities are also excellent ways to nurture student interest.

It is expected the growth of this department will be the same as the college growth for two reasons: (1) Labor market statisticians forecast that job opportunities in recreation and fitness will continue to grow. (2) Obesity continues to be an issue, and the public is encouraged to exercise. It is anticipated that baby boomers will return to college for exercise and fitness, recreation, and health education.

The division is challenged by grounds and facilities issues, although most will be addressed through the ten year facilities plan as the PE area is scheduled for modernization. The challenges include: (1) the pump and irrigation system for the baseball, softball, and soccer fields should be configured to water each field separately; (2) appropriate ADA modifications need to continue to be phased in as budgets permit; (3) a golf instructional area is needed.

The division expects enrollment to range between 6 – 7 percent of the FTES generated by the campus.

In order to measure success for students, the physical education division looks at data, and meets every semester to discuss how the program can be improved. We focus on what is important for the students to gain from the program. SLOs also provide information on success in the classroom.

66

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Science, Engineering and Mathematics Division (SEM) The Science, Engineering, and Mathematics Division consists of four departments housing multiple disciplines.

The departments are Biological/Life Sciences, Chemistry, Mathematics, and Physical Sciences.

There is a large student demand for science courses, particularly in Biology since many Biology courses meet prerequisites for nursing and other allied health programs.

Based upon College “failed registration attempts” reports; some 300 to 500 students in need of Biology courses are turned away each semester due to the lack of full time instructors, lack of sufficient budget, limited lab space, and lack of a full time technician (which was also cited in the previous master plan).

The division feels challenged by several facilities and technological issues. New equipment is needed as technology evolves. Ideas to address these concerns include establishing a computerized laboratory classroom for science classes and developing and establishing an open lab/science learning center for students to use for review and study.

Faculty believes there is a need to “right size” classrooms for each department’s needs, and that most labs are not interchangeable. Due to the substantial changes that have occurred over the years in all fields of science, in the student body makeup, and in pedagogical methodology, the need to remodel and modernize the Einstein House (SEM Building) has increased greatly. The modernization effort should address the issues of support for instruction, support for faculty and staff, and current student needs. The SEM Building is on the State Capital Projects list waiting for funding.

The Biological/ Life Sciences Department is designed for students who are planning to transfer. The department does not currently offer Associates degrees or certificates. The department is committed to keeping current with transfer/ articulation agreements as well as pursuing new articulation agreements. Instructors work closely with College vocational areas, especially those in the health sciences, to assure that the curriculum addresses the needs and demands of those programs.

The Biology Department is currently undergoing a shift in instructional methodologies, especially in the areas of computerized visualization and laboratory technologies that enhance the learning environment. Friday and Saturday classes have been viable in the past, achieving acceptable student demand and fill rates. As resources allow, the Department would like to re-institute these offerings.

Biology is a dynamic and growing field that requires the latest technology and equipment. This need is met by utilizing one time grants, other College funding resources, and outside opportunities. The upgrading of equipment is an ongoing need and process requiring constant attention and institutional energy.

The Biology labs require significant updating and infrastructure attention. Furniture and equipment are also dated and insufficient. Classrooms need to be converted to “smart rooms” to enhance lectures and lab teaching. Due to the expansion of the nursing program, multiple anatomy classes are running concurrently. This has created a shortage of anatomical models and other support needs.

If the economy continues to be sluggish over the next ten years, the department would expect to see an increased interest in job skills/vocational education, as opposed to traditional general education. The faculty feels there will be increased demand for classes as students consider the health science field with its strong job market.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

67

NOCCCD Cypress College

The department sees an increasing number of students entering courses with very little background knowledge and preparation for the rigor of the sciences. These students have poor note-taking and study skills, making their success rate low. The faculty in the department feel that they can improve student success of underprepared students by the following strategies: utilize visual and technology-rich lectures and textbooks, increase the amount of student participation in classes through problem based learning, and incorporating the teaching of study skills and note-taking skills into classes.

A one-unit companion study course for some of the more challenging courses is also a possibility. The department is also considering re-introducing some of the General Education field courses for more hands-on experiences for students who are “detached from the normal world�.

As students become more technologically savvy, the department needs to increase the amount of technology in the classroom. They would like to develop courses that utilize electronic clickers, and data analysis programs and videos.

Finally, the department wants to offer additional online courses, increased use of supplemental instruction, and introducing a science orientation for all incoming science students and anatomy/physiology orientation for all health science students.

Many students are now failing science courses because they do not have the English skills to listen to a lecture or read the textbook and do not have the math skills to do basic calculations required in the sciences. If students are to succeed, they need to be prepared to succeed.

It is anticipated Biology will grow at a rate that exceeds the rate of the College over the next 5 to 10 years.

The Chemistry Department offers a transfer program and does not offer a degree or certificate. The program offers one online course and two courses have been approved for hybrid delivery. Growth in demand for online Chemistry classes exceeds the ability of the division to offer such classes.

68

Afternoon and evening classes fill to nearly 100%, as do Chemistry courses offered in our summer inter-sessions. The department previously experienced significant demand for Friday/Saturday courses and will pursue reinstating as the budget allows.

Demand for Chemistry for allied health professionals has also increased due to changes in the nursing program at CSULB and the dental hygiene program at Cypress. The department has not been able to meet this demand due to the difficulty in identifying and hiring full time instructors. Another staffing concern is the inability to cover the evening and weekend hours in the stockroom with the current stockroom manager’s limited availability during these times.

Faculty believes the greatest challenge they face is improving the quality of department facilities, equipment and supplies.

Limitations on the availability of facilities are limiting our ability to offer sufficient numbers of courses to address current student demand. There are few lecture rooms available during traditional day time hours when students prefer to attend class.

In addition, Chemistry lab facilities are in constant use during peak hours and in the evening. Labs in the work environment are becoming more computerized. The College will need fully computerized modern labs to stay current, competitive, and to adequately train our students. Budget cuts have impacted the ability of the Department to purchase necessary supplies and equipment. The cost of scientific supplies, equipment, and chemicals continue to outpace the inflation rate of the economy as a whole.

Over the next ten years, the faculty feels that in order to meet the challenges of changing student attributes, additional student support services are needed outside of the classroom.

Two programs that have become essential for students from differing preparations and motivations in the Chemistry classes are tutoring and Supplemental Instruction. Online and hybrid classes are successful as well. Students from the Chemistry Club have used social networking services like Facebook in order to reach out to a wider population of students.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

A new building to house the SEM Division is required if we are to keep pace with changes in the field. Only then will the facilities challenges outlined above be addressed.

It is expected the Chemistry Department will grow at the same rate as the College over the next 5 to 10 years.

The Mathematics Department offers basic skills developmental courses and courses designed for transfer.

Most classes are taught using a traditional classroom delivery method, although hybrid distance education classes have been offered .The department does not currently offer an Associates degree or certificates as most of its students are primarily interested in developing college-level skills or in meeting transfer requirements.

In order to reach students with different preparations and motivations, the department utilizes relationships with several student support services such as Supplemental Instruction, DSPS, and the Math Learning Center. The department also provides textbooks for the Library reserve section and the MLC. Faculty also offers math success workshops for EOPS students and the student body at large. The department has reduced class size for two basic skills courses (Math 10 and 15) to assist underprepared students The department sees a need for additional dedicated math classrooms. The classrooms need to be equipped with appropriate technology that enables math materials to be delivered to a visually oriented generation of students in the way they prefer to receive information. In addition, Department members have expressed an interest in identifying smaller instructional spaces for smaller classes or group tutoring.

Over the next ten years, the department expects to be able to offer the additional sections needed to meet the high student demand for math courses. This will involve offering classes in alternative formats, including Friday and Saturday instruction.

For the near future the department will not be proposing any new math courses because of the state of the budget.

In the next two years, the department will begin offering College Algebra, a transfer level course, and Intermediate Algebra in an online format. Thus, the students will be able to meet the graduation requirement as well as the transfer requirement through distance education. The department would like to increase offerings in developmental math courses.

The faculty in the math department monitors success and retention rates for their classes, as well as SLO reports. Over the next ten years, there will be some modification of course material in some courses to concentrate on the essential skills and concepts listed in the SLOs. There is a great need for space for students on this campus to meet for SI instruction and tutoring as well as Peer Assisted Learning. The Math Learning Center also needs to be expanded to accommodate all of the needs of students and faculty tutors, as well as increased hours in the Learning Resource Center.

The enrollment trend has been positive over the last five years and is expected to grow at the same rate as the College over the next 5 to 10 years.

The Physical Science Department offers students a broad exposure to the fields of Astronomy, Engineering/Computer Science (including Engineering Technology), Geology, and Physics. The Department offers a transfer program in each of these physical sciences plus Engineering and Engineering Technology each offer an Associate’s degree. Science literacy is emphasized in all disciplines.

A collaborative partnership has been formed with Jacobs Engineering which will help train students and provide job opportunities.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

69

NOCCCD Cypress College

New degrees and programs will be developed to train more students for job opportunities. The department is currently developing an Associate in Science Degree in Engineering.

The geology program may develop a certificate program in the geosciences in answer to the job opportunities in the environmental field over the next decade.

Some of the curriculum delivery methods that faculty will use include development of online/hybrid courses. There will also be continued use of interactive lectures; project based and problem based learning assignments, and possibly electronic clickers for answering questions during lecture. Each program has listed objectives to be met over the next five years which should be utilized in the program review process.

A report developed by Jacobs Engineering states that there is an increased demand for engineers. The Bureau of Labor Statistics also states that job opportunities in engineering are expected to be good. However, the industry now requires advanced training and Bachelor’s degrees for employment, so some students may enroll at four-year institutions immediately after high school instead of enrolling at the community college level.

However, since the department offers several disciplines – not just engineering - enrollment is expected to grow. There is high demand from employers for students in science and engineering who achieve the necessary technical skills for the work place. According to the American Institute of Physics, an increase in science majors is occurring nationally. Also, an increasing number of students will choose the community college over four year institutions because of tuition increases.

Additionally, job opportunities have become the focus of many students in the Health Sciences area, and those students must take classes in the physical sciences as either pre-requisites or for transfer.

70

The Astronomy program is exploring new teaching methods in an effort to improve student success and retention. Online and hybrid classes are offered, and faculty is considering participating in learning communities for hands on exercises in an effort to reach students. The program is expanding its use of software technology to create learning environments similar to night exposure.

Star Parties are scheduled in an effort to attract the local community and high school students. The evening viewing events have been well received.

The program coordinates with California State University Long Beach and its astronomy program, and keeps abreast of the changes in technology and course offerings there. Curriculum modifications are being considered to accommodate solar technology and environmental studies.

Faculty in the program has indicated a desire and a need for a planetarium and astronomy observing dome. Such a facility could also serve as a dedicated lecture classroom as well as a facility to engage the community. It could become a major center for astronomy in Orange County. Classes are currently taught in the physics lab. It is expected the Astronomy program will grow at the same rate as the College over the next 5 to 10 years.

Engineering/Computer Science The Computer Science program moved to the Physical Sciences Department from the Math Department as Engineering students are required to take Computer Science courses. The two programs are collaborating to adapt course offerings to meet student and employer needs. The Engineering program has combined its drawing and CAD course into one course in an effort to stay competitive and offer what the industry is requesting. The Computer Science program has deleted one programming course and added a different one in an effort to maintain currency in programming instruction.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

The two programs have been impacted by the enrollment of underprepared students who need basic skills classes before taking the more advanced engineering and computer programming classes.

In an effort to recruit the more prepared students, the faculty will capitalize on their partnership with Jacob Engineering and continue their outreach effort to the feeder high schools.

Engineering sees a need for an “exercise lab� and expansion of its software and technology. The Computer Science program needs a central computer lab with stations.

It is expected the Engineering and Computer Science programs will grow at a slower rate than the college due to the Engineering/ Engineering Technology Associate of Arts degrees no longer being as competitive in the market place.

This is partially due to the requirement in the industry for a Bachelors degree. Students now focus on transfer, rather than an A.A. degree, and some are now going directly from high school to the four year university.

Geology offers hybrid and online classes and offers a class for current teachers in Geology for Teachers. Faculty is using a-hands on approach to teaching research methods by using more technology and scientific websites in the curriculum.

It is expected the program will grow at the same pace as the College over the next 5 to 10 years.

Physics is strictly a transfer program with no degrees or certificates offered. In addition to the use of peer tutoring and supplemental instruction, the physics program is researching and discussing alternative teaching styles in an effort to increase student success and retention. An Engineering Physics club has been developed to promote collaboration on the campus with students who have interests in this field. It is hoped that this, too, will help increase student interest and retention.

The faculty will continue its research of alternative delivery methods and its focus on student success and retention.

Faculty will advocate for upgraded labs, and particularly the development of a hybrid lecture/lab with appropriate architectural design and planning. Computers have been added to the current labs but the design no longer works as computers are located next to sinks.

The lack of funding for equipment and modern technology is an on going issue that must be addressed.

Growth in enrollment is expected to reflect that of the College over the next 5 to 10 years.

Faculty will continue to explore new teaching methods and styles in an attempt to increase student success and retention and hopes to implement a certificate as well as an environmental studies program option.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

71

NOCCCD Cypress College

Social Science Division The Social Science Division offers courses that satisfy general education and transfer requirements for students. A variety of transfer and Associate of Arts degree programs are offered in the disciplines of Anthropology, Economics, Ethnic Studies, Geography, History, Human Services, Philosophy and Religious Studies, Political Science, Psychology, and Sociology. The division also offers the following certificates: Business Economics; Geographic Information Systems; Geographic Information Systems/ Marketing; Alcohol and Drug Studies; Conflict Resolution; Criminal Justice; Family Studies (Basic and Advanced); Gerontology; Human Services Generalist; and Victimology. Several special programs overseen by the Social Science Division are described later in this Program Description: Legacy Program, Honors Program, and Teacher Preparation Program, and as part of the Teacher Preparation Program, the Educational Interpreter Training Program, and the Paraprofessional Certificate Program.

The division has 25 full-time faculty and approximately 70 part time faculty, and is the third largest division on campus based on the number of sections offered and students enrolled. The variety of general education courses offered exposes students to a variety of instructional methods, including small group discussions, team projects, internet assignments, programs such as myEconLab and myHistoryLab, and research methods.

Given the amount of general education and transfer programs housed in the Social Science division, the division is expecting continued growth in all programs. With the California State Universities and the University of California charging higher tuition and reducing the number of freshmen they will admit, more students will be starting their higher education at the community college level. Also, many unemployed persons are returning to school for additional education and training. From fall 2005 to fall 2009, the programs that have experienced the most growth are Anthropology, Ethnic Studies, Philosophy,

72

Human Services, and Geography. From fall 2005 to fall 2009, departments in this division have grown by 10% (Political Science) to 66% (Anthropology).

All division classrooms have computer media stations with new equipment. The newly remodeled building now has wireless capability. There are also numerous study areas for students to work with their personal laptop computers.

A long-term goal of the division is to have an SPSS software license for all 35 students enrolled in our Probability and Statistics classes. The division will continue to seek funds for tutors and Supplemental Instruction where appropriate, and is committed to increasing student success and retention rates in the future.

Special Programs Overseen by the Social Sciences Division The Legacy Program, a part of the Ethnic Studies Department, is a learning community that focuses on the Black experience. Its mission is to encourage students’ academic success and transfer. Legacy consists of linked courses over a span of three semesters: English 60 and Counseling 150, English 100 and Ethnic Studies 129, and English 104 and Ethnic Studies 130. Students may join the program at the start of any semester. Along with the complementary instruction, students also have the opportunity to attend plays and films, visit museums and universities, and participate in on-campus activities. Future plans include further developing student camaraderie and mutual support through the establishment of peer mentoring.

The Cypress College Honors Program is designed to encourage talent and ability in highly motivated students as they begin their academic studies and prepare to transfer to a four-year college or university. The goals of the Honors Program are to (1) facilitate the transfer of highly motivated students, (2) attract high achieving high school students to Cypress College, (3) offer a student-oriented program focused

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

on cultivating the learning process through high quality and challenging teaching, and (4) offer exciting curriculum that relies on faculty innovation and creativity.

The program provides a unique seminar environment with close academic and social interaction with outstanding faculty and other highly motivated Honors students. Guest speakers, cultural events, and field trips enhance the challenging and creative learning experience. The program is supported by an Honors Director and an Honors Counselor available for program and academic counseling. There is also a very vibrant Honors Club which provides many opportunities for student leadership. Students are also required to complete ten hours of Service Learning each semester either in courses which incorporate a Service Learning component or in program group or individual projects.

Students in Honors courses have a higher course completion rate and are actively pursuing transfer. The program has grown from 61 students in 2006 to 159 students in 2010.

The Honors Program would like to increase these program enrollment numbers and visibility through both on and off campus recruitment. This could be accomplished off campus through closer partnerships with the local high schools, and development of a recruitment video to add to the Honors campus web site and social network web sites. And, on campus through stronger relationships with EOPS, DSPS and other Special Programs, as well as outreach to ENGL 60 faculty and students. Increased course offerings in the math and sciences would provide for a wider student appeal. The program would also like to add a Phi Theta Kappa Chapter and expand Service Learning agencies and options for students.

Cypress College is an active member of the state-wide Honors Transfer Council of California which actively monitors and negotiates transfer agreements with four-year institutions.

Students who complete the Honors Program and meet all major transfer requirements will have priority consideration for admission to specific four-year institutions.

The Honors Program also has a Service Learning component that consists of: (1) community service with academic instruction, (2) a focus on critical thinking and problem solving, (3) values clarification, (4) social and personal development and (5) civic and community development. The purpose is to provide educational opportunities that join faculty, students, and the community in a powerful learning experience designed to meet community needs and enrich the student’s learning and educational experience.

Many community agencies receive assistance from Cypress College student service learning volunteers. These agencies include the Tiger Woods Learning Center, the Orange County Food Bank, Paint Your Heart Out, The Cesar Chavez Foundation, Habitat for Humanity, and the Orange County Registrar. This component also actively promotes student service on our campus in locations such as DSPS, and at events that require volunteers, for example, theatre productions, Kindercaminata, and the Language Arts Scholarship Book Sale.

The Teacher Preparation Program is a comprehensive transfer program that provides academic courses, support, specialized counseling and outreach to students who are interested in pursuing a career in K-12 teaching. The program offers special classes designated as Teacher Preparation sections. Each semester, between 21 and 26 general education and elective courses are taught by instructors who not only cover course content but teaching pedagogy, an essential part of teacher training. The program is also a clearinghouse of information and resources to help prospective teachers as they move through the preparation pathway.

The program provides early fieldwork experience in local schools, as well as opportunities to serve in the community as Educational Ambassadors. Students are fully prepared to transfer to four year institutions to complete a Single Subject, a Multiple Subject or Education Specialist credential.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

73

NOCCCD Cypress College

The future and efficacy of the Teacher Preparation Program is strong. Regardless of the upturns and downturns in the overall economy, careers in teaching and highly qualified teachers will always be in demand. Despite budget cuts in recent years, districts are beginning to hire again. Both typical and special education populations continue to grow, so the need for teachers will grow. This is true all along the K-12 spectrum.

Pathways to credentialing are constantly streamlining and aligning so candidates can reach their end-goals sooner with maximum preparation in the allotted time frame. Fieldwork activities are very successful for both preparation for transfer and for working in the local community schools. The program has grown from 203 in 2005 to 310 in 2010.

The Educational Interpreter Training Program (EITP) serves students who want to be interpreters in a K-12 educational setting. The program’s delivery methods of both on-site and video broadcast format classes enable the program to be offered to native Cypress College students, candidates from programs serving Deaf and Hard of Hearing students, and students from other community colleges that do not have specialized training for this particular segment. One highlight of the program is that the Practicum courses offer essential preparation for the state testing and certification for educational interpreters that is necessary for employment in the state of California.

The future and efficacy of the Educational Interpreter Training Program is strong. Services for Deaf and Hard of Hearing students are federally mandated, so service providers are now and will always be in high demand. The program has grown from 11 in 2005 to 29 in 2010.

The Paraprofessional Certificate Program is designed to prepare those who are pursuing a career as classroom paraprofessionals in special education settings. With the passage of SB 2042, all paraprofessionals must possess a high school diploma, have two years of college-level units

74

related to the field of education, or hold an AA degree in a related field, or must pass a rigorous comprehensive test designed by the school district where they seek employment.

The future and efficacy of the Paraprofessional Certificate Program is in jeopardy because there are so many routes to being highly-qualified, many candidates “job out� of the certificate and take the District tests instead of taking classes.

Departments The mission of the Anthropology Department is to provide high-quality education in the four major fields of anthropology.

The Department offers an Associate of Arts degree and a transfer program. The department has an excellent reputation and a well-equipped biological anthropology lab. The department emphasizes practical applications in its curriculum in an effort to meet general education, transfer, and lifelong learning goals. Several online classes are offered to meet the needs of our students. The department has attempted to use Supplemental Instruction to provide tutoring for students, but discontinued the program due to lack of student involvement.

The department has grown from 297 students in fall 2005 to 874 students in fall 2009. We are planning on expanding the archaeology aspect of our program, possibly creating a certificate or specialization in archaeology. As of fall 2010, the department has revised several archaeology courses and plans to offer the field school class in the future.

The Anthropology department has devised Student Learning Outcomes and assessments for all of its courses. All courses have been evaluated in the past four years and will be assessed again when required.

As the department plans for the future, faculty has a goal to train every student to think like an anthropologist, to consider multiple aspects of every facet of the human experience, and to embrace a multi-disciplinary approach. As private industry continues to demand employees to be educated in

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Cultural Competency, programs at universities are working hard to fill this demand by developing programs in Corporate Anthropology and Applied Anthropology. The department will remain flexible and agile in meeting the needs of the students to prepare them for transfer to these universities.

The faculty will continue to analyze the data in their field and offer more courses where demand is the highest, focus classroom instruction on practical applications and ask the surrounding universities for input for student preparation. They have revised the archaeology field course and will offer that pending approval of the curriculum committee. The faculty believes if there were money available for a new building, an integrated sciences building with state of the art laboratories and clear integration among all natural and physical sciences on campus would be ideal. Growth of the Anthropology program is expected to exceed the College growth rate over the next 5 to 10 years.

Economics offers a Business/Economics certificate and a transfer program. The program also serves the needs of students majoring in business, math, and social sciences. The department offers both full semester length and short term classes on campus and online in Principles of Economics – Macro and Principles of Economics – Micro. Partially due to the new transfer model (SB1440), the department would like to develop an Associate of Arts degree in Economics and add Environmental Economics and Global/International Economics to stay current with the quickly changing trends.

The faculty use of My Econ Lab – an interactive electronic learning tool that students use to complete homework assignments, study plans, quizzes, tests, etc. – has contributed significantly to student success. To increase student success, faculty has determined there is a need for tutoring. The department plans to work with Supplemental Instruction to improve student retention and student success.

This department has grown from 575 students in fall 2005 to 791 students in fall 2009; however, due to the addition of prerequisites, the enrollment may be impacted. The department is coordinating with the campus for managed growth due to budget cuts and restraints. It is expected that job opportunities for students will grow along with the recovery and growth of the U.S. economy.

The foremost factor that will affect the Economics Department over these next ten years is the recovery of the U.S. economy.

More students will be returning to school to acquire the desired skills as the job opportunities will increase. It is expected that a majority of students will be less prepared for the department’s courses which might affect student success rates; thus, the department has added a Math 40C prerequisite for the Econ 100C and Econ 105C classes, and will review the impact that this may have on enrollment. Different audio and visual methods are used to enhance student learning. Since students are coming less prepared for college, it becomes even more challenging to retain these students and to attain better student success rates. Tutoring and supplemental instruction are critical for economic courses but are not available presently.

The department needs math tutorials to help students better understand business math or other economic concepts.

The department would like to have an Economics Lab equipped with computers that would house Supplemental Instruction leaders and tutors so students could get the help they need. University students could be hired to offer peer-topeer learning assistance. This lab will be needed more than ever. In the SLO reports, students showed improvement in all correct response rates, indicating greater understanding of the SLO core material.

If more university prepared students enroll due to high cost of the universities, enrollment will grow. It is projected this program will grow at the same rate as the college over the next 5 to 10 years.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

75

NOCCCD Cypress College

The mission of the Ethnic Studies Department is to promote and embrace cultural diversity. The department offers classes that focus primarily on the experiences of underrepresented racial/ethnic populations in the United States, and encourages its students to appreciate the cultural diversity of American society.

Faculty in the department has not embraced online and hybrid classes because of the important nature of classroom discussions. The department would like to see students face to face for the verbal interaction and topic discussions required in these classes and would also like to incorporate Supplemental Instruction into their courses.

The department offers an Ethnic Studies transfer program and Associate of Arts degrees in African-American Studies, Chicana/o Studies, and Ethnic Studies. Additionally, a Multicultural Marketing Certificate is offered in collaboration with the Marketing Department. All courses satisfy the college’s Cultural Diversity requirement. Five of the courses also satisfy the CSU requirement in American Institutions.

The Department would like to procure and incorporate more DVDs and videos for the Learning Center. These are used to increase development in basic skills, encourage successful course completion, and increase transfer rates. It is projected this program will grow at a faster rate than the college over the next 5 to 10 years.

Currently the Ethnic Studies Department offers an honors course and is involved in collaborative efforts with the English and Counseling Departments in the coordination of the Legacy Program, an academic program which focuses on the study of African-American culture.

The Chicano/Latino student population is now the largest single student population at Cypress College, and Asian Pacific American and African American enrollments have also been steadily increasing. These enrollment patterns have undoubtedly contributed to the doubling in size of the Ethnic Studies Department over the last five years.

Faculty will continue to provide high quality curriculum that focuses on the rich and varied experiences of underrepresented racial/ethnic populations in the United States. Currently, both Asian American and Native American History courses are one-semester survey courses, with an abundance of material folded into one semester. Faculty will consider the practicality of teaching these courses as twosemester sequence survey courses. A new AA degree in Asian Pacific American Studies will also be developed in the near future, and based on current demand, new courses may be added to the curriculum.

76

Geography offers a Geographic Information Systems (GIS) certificate, Geographic Information Systems/Marketing certificate, Associate of Arts Degree in Geography, and a transfer program. The department’s goal is to provide students with an understanding of the geographical bases of the economic and social development of the surrounding community as well as a broader understanding of earth science through earth processes and systems. Cypress has a competitive advantage over neighboring colleges by utilizing creative teaching methods, providing access to state of the art earth technologies, and an atmospheric/earth science lab.

Rebuilding of the Weather Station remains a department goal.

The department offers three online courses and has approval to develop more as funding allows. GIS classes may soon include online delivery modes as well. Smart classrooms are necessary as faculty use very demanding computational and graphic displays of countries, people, satellite imagery and 3-D terrain modeling.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Student Success is a significant focus of the department. The common thread among the faculty has been their willingness to change and alter their pedagogy to address the needs of students. Faculty state that they work diligently to provide a student-centered approach to learning by encouraging group projects, field work, independent and group research, and student presentations. They strive to make geography an applied field of knowledge for students to better understand their individual relationship with the environment. Over the last few years SI has provided additional opportunity for small group work and study sessions for students and has resulted in student success and retention.

One of the best practices used in Geography is the establishment of high expectations while understanding that students must be shown how to meet those expectations.

Faculty insists upon individual responsibility from the students while providing a safe forum for classroom discussions.

Faculty hopes to develop an environmental studies/science course and an A.A. in Environmental Studies Degree program over the next ten years to meet student interest and demand.

They will continue to use a combination of instructional delivery methods such as traditional lecture, online learning, multimedia, projects, presentations and field work.

It is important for staff development to offer instruction or funding opportunities for faculty to explore different pedagogical approaches. Learning communities amongst the faculty should be created to explore curriculum development as well as developing relationships with faculty from local universities to explore issues in curriculum and instruction.

The campus should continue investing in technological infrastructure to stay current.

Over the next ten years, the department expects to enroll more students in classes since there is a resurgence in the field as K-12 is slowly reintroducing geography into the curriculum.

There is also an increasing use of geotechnical tools in society such as GIS, satellite imagery, GPS, navigation systems, and 3D visualizations. This, coupled with an increasing environmental awareness, will increase enrollments in these classes and expand the department over the next ten years.

Faster than average job growth rate for surveying and mapping technicians, GIS analysts and remote sensing specialists in this field will contribute to continuing demand and enrollment growth. Growth in the Geography and GIS programs is expected to be greater than growth of the College over the next 5 to 10 years.

History is a significant transfer program. The overall mission of the History Department is to provide students with the highest quality of instruction in history courses, spanning a multitude of eras and cultures The department supports the Cypress College mission of enriching students’ lives by teaching them how to think and write critically, to analyze primary and secondary sources to better succeed in all other courses and activities, and to further shape a more educated and responsible future generation and electorate.

Despite section reductions over the last two years, the program maintains a creative schedule, including short term, night classes, and some online courses. Wide selections of courses are offered for students who need to fulfill their general education requirements for graduation, as well as in-depth and specialty courses designed for transfer to four-year institutions.

Faculty utilizes various forms of multimedia presentations and believes smart classrooms are a necessity. A number of software programs have been incorporated into instructors’ pedagogy.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

77

NOCCCD Cypress College

One of the department’s best practices is the use of Google Earth in the classroom along with many images and graphics to help students better understand the historical relevance of events. However, faculty believes the most important best practice is teaching with passion.

There has been a slight decline in course/section offerings over the past five years due to budget cuts. However, the number of students enrolled increased 11.71 % in Fall 2009, and 5.18% in Spring 2010, increasing our overall productivity.

In fall 2005, there were 1,281 students enrolled compared to 1,517 students in fall 2009, showing a steady increase in students each year.

Over the next ten years, the department believes that there will continue to be high student demand for History courses. As the costs continue to rise at universities, students will seek out the community college for their undergraduate requirements.

The department will continue to offer a wide variety of courses to meet the transfer demand and will continue to use course objectives as the guideline to measuring student success through the different approaches in class such as essays, out of class research, objective quizzes and group presentations.

The History Department is expected to grow at the same rate as the college over the next 5 to 10 years.

Human Services The belief that personal desire to help others can be strengthened and enhanced with academic training underlies the mission of the Human Services Department.

The department offers an Associate of Arts Degree in Human Services, eight different Human Services certificates, and a transfer program. The certificates include: Human Services Generalist; Alcohol and Drug Studies; Criminal Justice; Gerontology; Conflict Resolution; Family Studies (Basic & Advanced); and Victimology.

78

In addition to classes offered online and on campus, classes are also offered at the Orange County Social Services, Santa Ana location. A community advisory group with representatives from, among others, courts, non profits, and drug and alcohol rehabilitation centers advises the program on current trends and employers’ needs. The department is accredited by The California Association for Alcohol and Drug Educators (CAADE).

Many students who take classes in the Human Services division are drug addicts in recovery. Many students have been assessed with learning disabilities and lack computer skills.

The instructors work very closely with the Disabled Students Program and Services Center for support. Tutoring and Basic Skills classes are encouraged in an effort to have students succeed in their college education.

Student success is measured through the Student Learning Outcomes (SLOs) devised by the department. The success rate for the last four years is 74.8%, well above the division success rate of 66.7% and the college success rate of 70.3%.

The California Association of Alcohol and Drug Educators, an association of educators providing academic certification, and the California Association of Alcohol and Drug Abuse Counselors, a group of treatment providers, are working toward licensure requiring a Bachelor’s degree and 6,000 hours of supervised field work. This degree would have a positive impact on the program at Cypress.

This department has grown from 657 students in fall 2005 to 1050 students in fall 2009 and experienced a 32% increase in students from fall 2008 to fall 2009. Certification of human services professionals is now required by the State of California resulting in employees returning to Cypress for additional training.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Over the next ten years, the department expects to see growth in several trends affecting this department: (1) a focus on the decriminalization of drugs and society’s encouragement of treatment approaches; (2) an increased need for trained gerontology professionals due to an aging population; and (3) an increased need in the area of preventive health issues including a focus on co-occurring disorders and psycho/ social/addictive strategies. These issues will be addressed by continuing education, by remaining involved in human service agencies in the community and by an increased focus on hiring adjunct professors with the experience in alcohol and drug studies, gerontology and co-occurring disorders.

The strategies that the department plans to use to help students be successful are increased use of web-enhanced, hybrid and online learning environments; development of e-books and online textbooks for students, and increased use of multimedia in the classroom and on MyGateway. The department would like to increase the number of online classes offered.

The faculty sees a need for a college grant writer, increased use of online conferencing, e-conferences, and increased use of continuing education for program development. If money and space were available, the department would like to see an on-campus Senior Center run by the Human Services Department, staffed by fieldwork students, that would provide low-cost services while serving as a learning lab for students.

In the alternative, an on-campus out-patient treatment facility for treatment of addictions, available to all students, run by the Human Services Department in conjunction with the Health Center and the Nursing Program is desirable.

It is projected this program will grow faster than the college over the next 5 to 10 years

Philosophy and Religious Studies offers an Associate in Arts degree in Philosophy and a transfer program and seeks to provide quality instruction in philosophy and religious studies, and in particular, critical thinking and ethics. The department offers on campus and online classes for the benefit of students, and is continuing to grow the number of online courses offered. Students pursuing the associate degree are often planning to pursue academic careers requiring a master’s degree or a Ph.D. Also, many students find the analytical and critical thinking skills taught in this discipline helpful in pursuing many other careers, especially law and computer science. Undergraduate Religious Studies majors often pursue careers in the Ministry or other Social Services. Philosophy and Religious Studies majors and minors are well-suited for employment in numerous careers, such as management, human resources, business, marketing, law enforcement, elementary and secondary education, and human services.

Faculty has determined a need for tutoring for students. The department also tries to work with Supplemental Instruction when funds are available to improve student retention and student success. The Philosophy and Religious Studies department has devised Student Learning Outcomes and assessments for most courses and will continue to finish for those classes being offered in spring 2011. The department’s SLOs will be evaluated as needed. The department appears to be doing an average job in the area of student success with a 62.7% success rate in fall 2009 and a 64.5% success rate in spring 2010.

Faculty state that the best practice in this department is their effort to instill in students a sense of curiosity, a love for the not-immediately-practical, and a love of knowledge.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

79

NOCCCD Cypress College

With the increasing expense of universities, it is expected that many more students will be coming to the community college for their undergraduate requirements. The department believes that over the next ten years, demand for courses will grow as the student population grows. In order to meet the needs of the prospective students, online courses will continue to be offered. This will help meet diverse student needs and demand.

Currently, the department has about 15-20% of classes online during a regular session. According to some studies, 50% of classes offered online and in a hybrid format are certainly within the realm of possibility over the next ten years. These classes should continue to be monitored to ensure that there is a positive effect on other classes and student learning. It should be noted that increased focus upon online offerings remains an issue of debate within the department.

In order to reach students with differing levels of preparation and motivation, the faculty will explore the adoption of relevant strategies such as tutoring, supplemental instruction, learning communities, and social media when and if the need arises.

In regard to staff development, faculty need training in the use of technology in the classroom, the use of various software, and the use of the newest models for teaching students both in online and hybrid courses. Software trainers are needed either through existing faculty experts or through hiring an outside agency.

The use of online student self evaluation will likely increase as a mode of measuring students learning in the classroom.

Self-monitoring will allow students to take practice quizzes and exercises and increase learning, while at the same time prepare for their exams.

The department would like to see the construction of a Thinking/Statistics/Research Methods Learning Laboratory, in conjunction with the Psychology Department. This lab has been planned to be included in the Social Science remodel, but funding is still needed to complete the project.

80

It is projected this department will continue to experience steady growth in the next 5-10 years. In fall 2005, there were 702 students enrolled compared to 1,209 students enrolled in fall 2009.

Political Science offers a transfer program emphasizing both theoretical pedagogy and practical aspects of the subject matter. Students are encouraged to become active participatory citizens in the political and social arenas. Students are encouraged to become politically knowledgeable and active in the area of higher education funding issues, both at the state and federal levels of government.

Most courses articulate with the California State University and the University of California system. Political Science 100C is a CSU graduation requirement and meets a CSU and UC general education requirement. Therefore, most students planning to transfer take this course. The department is working to establish a major in the field and more courses will be offered in support of the degree program. We would also like to develop a Political Internship Program.

The department currently offers student centered courses that modify traditional lecture to engage students with differing learning styles. The department does not have a tutoring program but frequently offers supplemental instruction to students on an informal basis. The department supports distance learning and the use of social media such as MyGateway, Blackboard, and email contact.

Faculty continues to utilize high quality learning-centered strategies to increase student success such as: yy Student panel presentations and other collaborative projects yy Teaching through lectures that are inclusive of nontraditional learners and students from other cultures and perspectives

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

yy Varying pedagogical methods, such as storytelling, and small lecture groups such as tutorials yy Assignments that encourage students to get involved with the political process yy Writing assignments that develop excellent research, writing, analysis, and communication skills The overall success rate for the department has increased every year since 2006, and was 67.4% in fall 2009. The student success rate in online classes has improved, and demand for online courses is increasing.

The department believes that over the next ten years, the future must be approached with a great deal of realism and practicality. . Economic downturns happen regularly in a capitalist economy. The department will continue to offer courses that meet the general education requirement for UCs and CSUs, and courses for Political Science majors like Comparative Politics and Political Theory will be offered at least once every two years. We focus upon the importance of political activism and the need for students to be engaged citizens.

The faculty has indicated a need for more Supplemental Instruction time to improve student retention and student success. The department is pursuing collaboration with English, History, and Sociology in forming Learning Communities.

Strategies we hope to use in the future to increase student success and retention include: yy A Political Science tutoring program for students who need additional help outside the classroom. yy A College Poll Worker Program, that is developed in cooperation with the community to recruit poll workers from Cypress College, for either extra-credit, as a course assignment, service learning credit, etc. yy Development of a Political Internship Program, both in Sacramento and Washington D.C.

Faculty would like to engage in professional development regarding more effective delivery of instruction to a diverse student population.

SLOs that have been developed and used may need to evolve as the department evolves to reflect changes in the discipline.

The best practice that works for the department is the use of regular lecture breaks to pose a question to students, show a video clip, or break into groups to discuss a topic, besides using all forms of technology. These include, but are not limited to, online teaching, podcasts, blogs, wikis, video casting and narrated Power Point presentations.

Enrollment has grown from 858 students in fall 2005 to 947 students in fall 2009, and is expected to continue to grow as more and more students are precluded from admission to the CSUs or UCs. Psychology offers an Associate of Arts in Psychology and a transfer program. The purposes of these courses are to meet the general education requirements for transfer to four year institutions, to stimulate personal growth, and to fulfill lower division requirements for a major or minor in the field of psychology. Cypress College offers the most comprehensive course offerings among psychology departments in Orange County community colleges, offering a blend of applied and scientific explorations.

The department offers courses in a variety of formats: full semester classes, 9 week classes, Friday classes, and online courses. Some department members have implemented “clicker technology� to increase and stimulate student course involvement, participation and learning. The department participates in Supplemental Instruction and works closely with the DSPS Center as well as using the Tutoring Services in the Learning Resource Center.

The department has experienced a steady increase in student success rates from fall 2005 (63.4%) to fall 2009, (73.3%).

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

81

NOCCCD Cypress College

Students are learning at a level that is the same as the division, the college as a whole, and the state. Success rates are expected to continue to improve over the next 10 years.

Psychology is a field that remains among the top five most popular majors among college undergraduates in the U.S. (American Psychological Association, 2008). This is occurring even though most Psychology majors are not entering a career after graduation that is directly related to the field. The trend will likely be reflected in the continually growing enrollment within the Psychology Department. Data supports the notion that the Cypress College Psychology Department offers a comprehensive Psychological education for community college students that is of high quality and results in increased chances for successful performance and learning.

Future department goals include (1) increasing the technology available to faculty and students, (2) collaborating with the Philosophy and Religious Studies Department in the development of the Statistics and Critical Thinking Lab and, (3) upgrading software and instructional tools, such as the ability to have SPSS installed on all computers in the GIS/Statistics computer classroom.

Faculty believes that, over the next ten years, the most significant factor affecting the Psychology Department will be the need for funding. The department will not be able to progress into the use of cutting edge technology for student learning or instructional methods without this.

There is continuing demand for additional online courses, but the department has not come to consensus on the best approach. With that said, the faculty is proud of the online program developed over the last seven years. Each of the main courses has an online equivalent. The department would like to migrate half of its instruction to online within the next ten years.

82

The Psychology Department was the first department in the division to create an A.A. degree. This has become very important and positive for students. Changes will occur in curriculum as a result of SB1440, but is unknown at this time just what those changes will be. Courses in cognitive psychology and personality might be added to the curriculum according to early possible recommendations for transfer, as well as honors courses in areas such as statistics It is projected the program will grow faster than the college over the next five years.

In order to improve student success over the next decade, the department believes that tutoring, supplemental instruction, learning communities, online/hybrid offerings, social media and bridge programs are excellent suggestions for reaching students with differing levels of preparation.

There has been a plan for a statistics, research and critical thinking lab in place for an extended period of time. The new remodel has a room designed for this purpose, but funds were not available to complete the project. This needs to be accomplished for students to enhance statistical reasoning education, to augment student research opportunities, and to provide the critical thinking skills they need to succeed in an increasingly competitive academic and employment market.

SLOs have been written according to guidelines developed by the American Psychological Association and changes will be made as changes occur with APA recommended learning outcomes.

Sociology is the study of social life, social systems, social change, and the social causes and consequences of human behavior. The Sociology Department offers an Associate of Arts degree and a transfer program. This high demand program is designed to provide students with an introduction and overview of the sociology field. Coursework is structured to address the needs of program majors and those pursuing

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

transfer. The range of classes includes research and methods, criminology, and the sociology of aging. The program has expanded its online presence, integrated with the Human Services Department, and intensified its articulation efforts.

Online classes are offered to allow students who may not be able to attend classes on campus the opportunity to continue their education. Nine week and night classes are also offered and filling effectively.

The department currently endorses use of the student support services offered on campus such as EOPS, DSPS, Puente Program, Legacy Program, and LLRC. The department supports distance learning including social media. The department encourages student involvement in campus learning communities.

The Sociology Department has developed Student Learning Outcomes for standards of evaluation to be applied in all courses. All course offerings have gone through this process, and the SLOs will be modified (if needed) as we go through the evaluation process.

One of the best practices the department employs is to place strong emphasis on direct communication with students.

The department believes that listening and viewing lectures increases success in coursework. Smart classrooms and use of integrated technology allows students to increase learning and success. It is important that these classrooms and technology be kept up to date.

Data contained in the Cypress College Five Year Comparison Report indicate that even though classes have been cut over the last five years, enrollment has increased from 1144 students to 1369. The research also shows that the Sociology Department success rates have exceeded both State and division levels for the period of Fall 2005-Fall 2009.

The future of careers in sociology reflects potential growth (American Sociological Association). Specific fields for job growth include demography (marketing and public relations), criminology, and gerontology.

The Sociology Department will work diligently with limited resources to continue to provide quality educational opportunities to students. As the economic situation in the state improves over the next ten year period, the department will explore the best means of offering new and innovative courses.

We have no plans to delete any current offerings.

The department continues to stay updated on current technologies and software applications, and is quite concerned about the ability of the college to continue to upgrade technology and/or maintain it. It is important to student success that smart classrooms and technology be kept up to date.

Faculty will continue to seek innovative methods to reach the diverse student population. In the next ten years, the department is interested in exploring the possibilities of participating in learning opportunities and dialogue that will enhance student learning success.

It is projected the department will grow at the same rate as the college.

Instructional Support Services Program Descriptions The Business and Computer Information Systems Lab is equipped with business and office automation equipment and microcomputers with a wide range of business application software. The lab is available for business students who are concurrently enrolled in courses which require the use of the lab for developing business skills.

The Learning Resource Center is an open lab which offers students computers where they may access the Internet and use software applications and course specific software assigned by their instructors. There are also scanners available along with photo editing software. Students may also use a broad variety of academic support media placed in the LRC by instructors. Some assistance using computers and applications is provided. Wireless connectivity is also available for students using their own laptops. Individual tutoring is also available by appointment. Basic Skills tutors are housed in the LRC.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

83

NOCCCD Cypress College

The computers are always in use during operational hours.

There is no additional space to add computers which is a concern with future growth. The department would like to purchase additional software and hardware to improve student success. Tutorial assistance should be expanded to include additional groups and one-on-one tutoring.

Student satisfaction scores reflect a need for additional tutors and increased hours of operation especially before mid terms and finals. The Math Learning Center closes when tutors or instructors are not available. The Math Learning Center is supported by the Basic Skills Initiative, Title V and other grants for financing.

The Library at Cypress College maintains a collection of books, periodical subscriptions as well as videos, CDs, DVDs, cassette tapes, maps, pamphlets, and several databases with selected full text newspaper, magazine, and journal articles. Students may access the internet, the library catalog, databases, the TILT academic research tutorial program, and extensive full text EBSCO Host periodical database. Eight group study rooms are available by reservation.

Supplemental Instruction (SI) provides opportunities for students to voluntarily participate in study group sessions for difficult classes. These sessions are held immediately after each class, and students wishing to use SI leave the period after class as an open period. The study groups are organized and facilitated by SI leaders who are students who have successfully completed the class. Students who have participated in Supplemental Instruction report an increased understanding of the course concepts and improved study and test-taking skills. Data show that students who participate earn a half to a full grade higher than those who do not participate.

The librarians also teach the library orientation classes. They offer this class as a hybrid online class. Concerned about students’ poor online research habits, the librarians teach a research methods class that demonstrates the difference between good and bad online research. The department has requested a ceiling mounted projector in the library classroom.

Student surveys reflect a lower than acceptable standard in hours of operation and access to computers. Due to economic constraints, the library closes early on Friday and is not open Saturday. The use of the library has increased by 67% in the last three years; however, use of the computer stations has remained the same, limited by the space for computers. Both areas will need to be evaluated by the campus administrators to determine budget changes for the library.

The Math Learning Center provides students assistance in solving problems and understanding concepts in mathematics, chemistry, and physics. Resources include an array of math solutions manuals and computer applications. Students receive assistance from math faculty or peer tutors on a “first come-first served” basis.

84

The Puente Program is a special program with emphasis on English, counseling, and mentoring. The program’s mission is to strengthen students’ academic success and assist them in transferring to universities. The Puente Program is a statewide transfer program open to all students. The program is especially beneficial for first generation college students who need assistance in understanding the requirements of academic life and in learning about the many resources available on a college campus. Cypress College has a high transfer and retention rate with Puente students.

The department would like to improve transfer rates and increase visibility and enrollment in the program. Faculty and staff intend to create a brochure for recruiting use.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Student Support Services Program Descriptions According to the Student Services Master Plan created in 2007, the mission of the Cypress College Student Support Services is to maximize the potential of prospective and current students to achieve academic and career success.

From the departments’ program reviews and their responses to the student success survey, it is evident that the faculty, staff and administrators in Student Support Services have many strategies designed to help achieve student success, and engage in many activities in implementation of those strategies.

Admissions and Records admits and registers all students; archives, maintains, retrieves and distributes official student records and transcripts; provides final evaluations for graduation, certificates and transfer applications; reports attendance data to appropriate agencies; and provides information and supportive contacts to students, faculty, administrators and the community at large. Continual training, committee work, and interfacing with Cypress College, Fullerton College, School of Continuing Education, and the District Information Services personnel and processes is essential to the department’s success.

The department goals are to continue to provide more online 24/7 services to students and instructors as well as user friendly websites and easy access to information students need. Storage is an ongoing issue and although the process of scanning records has begun, there are over forty years worth of records to scan. It is also necessary to create a retention and destruction schedule for the department.

These changes will be addressed by making sure that customer service assistance technologically matches the district portal and student needs, and by collaborating for seamless customer service to students. Continued sensitivity training for staff regarding cultural diversity and needs of special populations must be ongoing.

The hiring process should include the need to hire not only the most technically prepared employees, but also those with a mindset to offer outstanding customer service. Current employees will continue to require training and support during times of change.

The move into the new state of the art Student Services Center, centrally located on campus, has resulted in more visible “one-stop” service to students. Storage of paper documents is a problem and the transition to electronic storage is the solution to be accomplished over the next few years. Over the next ten years the department will expand and continue the use of student self-service web-based applications. All forms need to be put online and processed electronically and standardization of the electronic records needs to be accomplished. A degree audit program needs to be implemented and server space will need to be adequate as well as security and safety of student records.

The Articulation function is a responsibility of the Student Support Services division. Articulation agreements define how courses will transfer from one institution to another.

Cypress College maintains major and/or course to course articulation agreements with most public universities and many independent colleges and universities in the state.

Changes that will occur in or affect the department over the next ten years will be many, including: an increase in the number of certificates and degrees; web-based transactions; electronic storage of forms, records and documents; implementation of a degree-audit program; student use of mobile devices; and web-based customer service with the A&R office evolving into an information center.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

85

NOCCCD Cypress College

The Assessment Center provides a variety of services to determine skill levels in grammar, reading, and mathematics.

The center is one of the main components of matriculation services offered to each student. The purpose is to match students’ skills, needs, and goals with placement in appropriate courses, programs, and services. It is an ongoing goal to ensure equal access, opportunity, and success for all students at Cypress College. The department has developed a College Readiness Program to assist new students with educational plans and academic goals over the summer months.

The Career Planning Center offers services designed to assist students and the general public to move forward with confidence, new skills, and strategies for success. Students can visit the Career Planning Center to learn about career options, determine ideal careers, clarify interest and activities, and gain assistance with job searches. The center offers one-on-one counseling to assist with selecting college majors, occupational possibilities, career goals and other aspects of career searching. Also available are career assessment, workshops, a research library, and career related software programs. Traditional career classes are offered online as well as in a hybrid format and a traditional classroom setting.

A best practice that works very well for the CPC is group career assessment interpretation sessions. These sessions usually include 5-9 students and one counselor in a two hour session.

Group sessions are held in lieu of 1:1 counseling which is limited. Several group sessions are offered each semester.

The department’s goals include (1) training for faculty regarding career assessments and services available at the center; (2) procuring additional student computers; (3) expanding outreach and increasing marketing efforts; and (4) assisting students undecided about their career choice and help them to be successful students and graduates. With new legislation that addresses the need for students to be prepared

86

to transfer while being awarded a degree in a major or area of emphasis, the CPC will play a vital role in ensuring that students make informed decisions regarding their career and/ or major and transfer options.

Current research indicates new trends in career service delivery will mainly be driven by technology, globalization, new generational trends, and recent economic challenges. As a result, the CPC will be transitioning to web-based services.

Students interact and communicate through technology.

The Career Center will continue to evolve and create outlets that meet student needs and demands. Technologybased interaction is a challenge, but also creates incredible possibilities.

The challenges that face the CPC involve the creation of a virtual career center through interactive web sites that provide web resources, workshops and information, self-help tools, inperson or online counseling, and integrating social networking web sites. The Career Planning Center needs to leverage technology and new economic conditions to engage our students and the community.

The program relocation into the new Student Services Building and the blending of multiple services has created some confusion for students. This challenge will be addressed by the Career Planning Center (CPC) over the next couple of years.

Counseling is committed to promoting student learning and success by providing academic, career, and personal counseling, classes, and support services to maximize students’ potential for achieving educational and life success.

The Counseling Department serves all students across the campus community. The department is unique in that it is engaged in both instructional and support services. Counselors are also faculty and teach student development courses as well as counsel students.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Counseling faculty is located in all of the academic buildings and is specialists in working with specific majors. Counselors also provide outreach to feeder high schools and other prospective students by conducting outreach events, campus tours, college nights, and orientations. Orientations for new students are encouraged and support student success on campus.

The department has identified several “best practices�.

Over the last three years, the Counseling Department has implemented the following: New Student Cohort; Probation Cohort; Line H/Prerequisite Counselor who performs course clearances during registration; New Student Welcome Night; LINKME to College for first year experience students; and the piloting of Mandatory New Student Orientation for a cohort identified from recent high school graduates.

The department is faced with economic concerns since it is funded through the general fund. There is a need for technology upgrades and training as more online services are available for students and faculty. There is also a need for additional counselors as there has been an increase of underprepared students entering the college. There are also many first generation college students who need additional support navigating the college system.

During the next several years, the department expects an influx of students with special needs: displaced workers and homemakers needing to be retrained or trained; underprepared incoming students; and additional military veterans requiring increasing levels of support. In order to meet the needs of these students, the department needs to engage in strategic planning and appropriately address the realities of limited funding and staffing. Currently, the department plans to introduce group and online counseling to maximize the effectiveness of resources, both financial and human. Career classes will be added to address the high unemployment rate and the number of displaced workers returning to college.

Additional career counseling is needed.

Additional learning communities with counselor involvement should be added to the counseling curricula. Since learning communities have proven successful in increasing retention, more resources should be put into this area where faculty work together. There is also the need for hybrid and online delivery of counseling classes to allow students more flexibility, variety and convenience. The department will continue to focus on effective communication with local high schools, and the liaison program will continue to be a priority.

Department members have indicated a need for training in working with students with disabilities. Also, helping counselors keep pace with the constant changes in technology will be extremely important. Continued support for counselor attendance at transfer workshops will help both the department and students.

The Disabled Students Program and Services (DSPS) program offers services to students with verified disabilities who are enrolled in the college. The services are mandated by state and federal governments. Disabilities include mobility impairment, visual impairments, hearing impairments, learning disabilities, head injuries, and psychological impairments.

Accommodations are tailored to the student’s individual needs with the goal of integrating the student into all facets of college life.

Typical services include complete assessment and evaluation of learning disabilities; academic, vocational, and personal counseling; referrals; registration assistance; test taking assistance; interpreters; and alternate media services. Growth has been relatively steady among students with learning disabilities and currently makes up the largest group served by DSPS. Student success is achieved in this department by requiring all students to meet with a counselor at least once a year in order to obtain services. This meeting is beneficial in helping students stay on track and be successful in achieving their goals.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

87

NOCCCD Cypress College

During the next ten years the department expects certain populations to grow, especially students with autism and psychological disabilities, and veterans with brain injuries and post-traumatic stress disorder (PTSD). Staff will need training on working with students with autism, PTSD and other psychological disabilities.

The department faces space challenges for its materials and storage of equipment and supplies. There is also a request for space for study groups and tutoring. The EOPS students would like a “safe� small area to study where they are supported with one on one tutoring. The department also lacks privacy areas for confidential meetings with students.

Older students are also expected to return for training to make them more employable. In order to meet the challenges facing these students, courses in Basic Skills geared for students with disabilities may be required. Workshops on test taking strategies and dealing with test anxiety will be popular, as well as providing training in the use of assistive technology. Staff and student handbooks will need to be developed as well as specialized new student orientation.

Growth of the EOPS student enrollment has been consistent and all indications are this trend will continue

As the student population served by DSPS continues to grow, additional staff, computers and space will be needed to accommodate the larger student population. Technology advancement will require staff training. New curriculum, including online will need to be developed and implemented.

Extended Opportunity Programs & Services (EOPS) is a state and college funded program designed to assist students with economic, linguistic, and educational challenges, as defined by Title 5. The program is designed to help students enroll and succeed in a higher education environment and in future careers. Comprehensive support services are provided to promote access to college and once the student is enrolled, to increase retention and/or transfer to a four year college.

Services include outreach; recruitment; orientation; tutoring; computer labs; specialized counseling services; priority registration; textbook services; educational supplies and materials; and university application fee waivers.

Program staff determines whether students are progressing and which students require additional retention interventions. It is important to track these students and monitor and encourage their success. Documentation of program and student success is required in an annual report to the state Chancellor’s office.

88

Department members have several ideas to overcome challenges that may lie ahead over the next ten years. As the demographics change to serving more Latinos and females, more gender-based, ethnic-based, non-traditional age student support groups will be needed. Staff will need professional development for diversity awareness and effective teaching strategies, and EOPS will need to collaborate with existing learning communities and the Ethnic Studies Department.

New faculty will need to be recruited from diverse ethnic backgrounds.

In regard to technology, it is extremely important to improve student tracking, participate in the development of electronic Student Educational Plans, and assist in the development of electronic academic reporting.

The integrity of the department will be maintained by collaborating with financial aid to determine eligibility, explore programs and services that address the achievement gap, analyze high achieving and marginalized students, and analyze existing student data.

In addressing the low student success rates in developmental math, the department would like to evaluate mandated math enrollment and mandated academic support requirements, use priority registration to target specific math courses and specific course instructors, and explore enhanced staff development training opportunities regarding effective teaching strategies for math faculty. The department would also like to develop a

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

list of highest demand majors and recruit students for those majors, and develop an SEP for students in those majors.

Internship opportunities need to be explored with community partners, and an EOPS alumni network to help mentor students needs to be developed. Finally, EOPS would like to recruit more community leaders to participate on the EOPS advisory committee, and promote greater visibility of EOPS on campus.

Cooperative Agencies Resources for Education (CARE) provides additional services and grants to eligible EOPS single parents who are on public assistance. The CARE program is a combined effort of three agencies – the Department of Social Services, the Employment Development Department, and Cypress College. The hope is to break the welfare dependency cycle by completing college level educational training programs to become employable and economically sufficient.

CARE students must be a head of household/parent, have a household member that is a TANF/CalWORKS recipient and have at least one child less than 14 years of age.

Through CARE, eligible EOPS students receive supplemental educational support services such as counseling and advisement, group support, peer networking, peer advising, information and referrals to campus and community based services or agencies, and workshops. Grants and allowances for child care, bus passes, textbooks, supplies, transportation cost, computer access, and on campus meal tickets are used to enhance the retention, persistence, graduation, and transfer rates for these students. All CARE students are required to attend a student success conference each semester as well as three counseling sessions with an EOPS or CalWORKS counselor.

Among the best practices that CARE has identified are the advocacy workshops for CARE students to learn to advocate for themselves and others by identifying needs, formulating solutions and analyzing regulations with regard to the welfare

process. The CARE program educates CARE students on advocating for services and welfare-to-work plans that maximize and support their educational goals with their Social Service Agency at Cypress College.

Over the next ten years there will continue to be budget challenges, and although some services will be reduced, CARE staff will focus upon creating increased awareness of financial aid and satisfactory academic progress requirements.

Like CalWORKS, the department would like continual training, especially in sexual orientation. The aim is for understanding of differences which will eventually lead to an increased appreciation of the incredible variety of human attributes, flexible thinking and less prejudice and stereotyping.

Departmental needs exist in regard to space and technology.

Additional storage is needed for materials and supplies.

Increase enrollment will require student files be scanned.

Encrypted software will be needed to maintain security of personal files.

CalWORKS (California Work Opportunity and Responsibility to Kids) program provides services to students who are receiving Temporary Aid to Needy Families (TANF).

Through the CalWORKS program, students may be eligible for paid work study opportunities; child care; academic guidance and counseling; funds for books and supplies; work activity progress report form completion; communication assistance with the Department of Social Services; workshops to enhance living skills; and networking activities. Staff are advocates of self sufficiency through education and will work to coordinate on campus and off campus support services for students.

Factors that will affect the department over the next ten years include a decrease in funding and an increase in students.

More students will be seeking support. New funding formulas are being developed, but there are definitely services that will suffer until the budget outlook changes.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

89

NOCCCD Cypress College

The department believes that training for staff and students is important, especially in the area of sexual orientation. Students are increasingly more diverse, and transgender is a general term applied to a variety of individuals, behaviors, and groups involving tendencies to vary from the usual gender roles. There needs to be increased appreciation and understanding of differences.

In order to improve student success, better data collection is needed. A plan for scanning student files is necessary, including application, agency verification, counselor notes, and other important documents. Encrypted data files will need to be maintained to protect personal information from unauthorized access.

Financial Aid provides information regarding the types of financial assistance available to students. The department collects and completes all necessary financial aid forms and documents and provides guidance on student loans. The office administers state and federal grants, loans, and work study programs. Common types of financial aid are Pell Grants, Federal Supplemental Educational Opportunity Grants (FSEOG), Cal Grants, Board of Governors Enrollment Fee Waiver (BOGW), Federal Work Study funds (FWS), and loans, both subsidized and unsubsidized. The number of applications for financial aid has increased each year.

Staff has identified the orientation workshops on student loans for new and returning students as a best practice within the department. The orientations are designed to promote student awareness of the responsibilities of being a “borrower.” Another best practice is the “in-reach program” that brings a financial aid specialist into the classroom to explain financial aid to students, per the instructor’s request.

Over the next ten years, the department identified several issues that will impact financial aid. There will continue to be an increase in eligible students due to the economy and students returning to education to get a job. Applications have

90

tripled and will continue to rise. It will take longer for students to graduate due to a diminished class schedule. In order to meet these challenges, staff will need to develop more efficient ways of communicating with students. Proper staff training will also help in dealing with the increased and more diversified population of students who will need to be served.

The department would like to do more promotion, both on and off campus, of the financial aid programs available to students. Staff’s goal is to manage an increasingly responsive, efficient, and quality office to enable students to accomplish their educational goals. Meeting this goal will require the use of technology to improve and expedite the processing time and response to the applicants.

Technology will play an even greater role over these next few years. The department will stay focused on creating a “paperless office”. Loans, book advances, and Pell Grants should be submitted online to reduce lines in the office. Clarity of the students’ responsibilities related to financial aid might be better served by providing online information. More rigorous eligibility guidelines would help to prevent students from abusing the system. Disbursing grants earlier in the semester would alleviate student frustrations. The staff believes that the loan amount a student may borrow should be re-examined, and Banner should be streamlined so that it is more conducive to the financial aid process.

Staff development will become increasingly important as staff need to learn methods of coping with stress in a sometimeshostile environment, and identifying more efficient ways of dealing with students with psychological disorders. Staff also needs to be able to attend workshops on diversity and sexual harassment. Staff training will also allow a focus on customer service that enables both employees and students to “come in with a smile and hang your troubles at the door”.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

The goals of the Health Services Center are to promote physical and emotional wellness, prevent illness and injury, provide basic outpatient health services, and to educate students toward taking responsibility for their own health.

Registered students are eligible for basic health services at the center. A registered nurse and/or family nurse practitioner is available at all times. Psychological counseling services are also available to students.

professional objective at an academic institution and has been enrolled in SEVIS (the Student and Exchange Visitor Information System, an internet-based tracking system first implemented in 2003). The program provides comprehensive programming, counseling and advising services. All F-1 students at Cypress College are therefore required to be enrolled in at least 12 units and registered in SEVIS each semester.

The Health Center maintains an excellent record, scoring above the 90th percentile according to the Student Satisfaction Surveys in overall satisfaction, quality service, and a good value for the cost. The number of patient contacts has grown and will continue to grow with the use of outreach, advertising and the website. Diversity training is an annual event and will continue so that staff can stay abreast of cultural/diversity health issues to meet the needs of the students.

In order to be accepted at Cypress College, students must complete a separate international student application (students cannot apply online) and submit required documents (financial support statement, high school and/or college transcript in English, and current immigration documents, if applicable) and appropriate test scores.

The Health Center is self funded through student health fees.

All planning for the future revolves around funding, cost of living increases, and student enrollment numbers.

The department believes that over the next ten years, there will be many changes in technology and how it affects the health care system. The staff must stay current and although the new website has allowed them to upgrade from a paper scheduling system to a computerized appointment/practice management system, they would like to be able to go paperless with medical records over the next ten years.

International Student Program Cypress College is designated by the United States Department of Homeland Security to offer Cypress courses of study to international students who enter the United States with an F-1 student visa.

An F-1 student is defined as a nonimmigrant who is pursuing a “full course of study� to achieve a specific educational or

In addition to providing counseling services on visa and other immigration issues, the ISP Office processes applications, and determines admission and transfer eligibility. Matriculation services including academic counseling are also provided for all international students each semester.

Specialized events organized for international students to ensure success and retention include an international student club, a student mentor program, weekly conversation hour, and other social activities such as spring and fall potluck dinners, year-end holiday dinners, and attending athletic events.

Matriculation is mandated by state legislation and funded by the state with a match by the college. It is defined as an agreement between the college and its students that ensures that every community college student will be afforded the same opportunity for services and to achieve academic success.

The five components or services are admissions, assessment, orientation, counseling/advising, and follow up, including research and the collection of data about student progress

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

91

NOCCCD Cypress College

The college strives to make the institution a place of easy access for students to achieve their educational and economic goals. With more students entering college who are under prepared in basic skills, matriculation services are critical to student success. With the relocation to the new student center, student traffic has increased tremendously, and staff is assisting many more students.

Technology is a critical element of matriculation, enabling staff to provide students with an electronic educational plan and “early alert” warnings when students have been determined to be struggling in a particular area of study. The Banner/myGateway system has simplified the registration process including the wait list procedures for closed classes, prerequisite blocking at the time of registration, and student notification updates regarding registration. Technology has also enabled implementation of an early alert service that enables faculty to give instant feedback to students while they are still registered in the course.

The department sees itself employing several strategies over the next several years. These include: (1) assisting the higher numbers of students expected to test into levels below the basic skills who will require remediation prior to enrolling in college; (2) continue to supplement staffing with student workers; (3) continue to conduct validation research for English and math; (4) participate in training in the use of scheduling software and online student educational plans; (5) convert from the present SARS system to a Banner/My Gateway system for counseling appointments and tracking; and (6) charge fees for proctoring for online universities.

Student Activities The Student Activities Advisor is responsible for the Associated Student organization, promotion of the student benefits sticker, promotion of the photo ID card, and the Student Activities Center. He also coordinates the Annual High School Senior Day Event, Graduation Ceremony,

92

and Campus Publicity Guidelines. The source of funds for the Student Activities Center and its various programs, other than the general fund, are from the interest drawn on a CD at Bank of America, game room revenues, the AS Benefits sticker, photo ID fee, on campus phone booth/ATM ads, school newspaper kiosks ads, and miscellaneous income derived from AS fundraisers. Clubs also use a variety of fundraisers as their main source of funding.

The Transfer Center assists students interested in continuing their education at a four year institution with an emphasis on reaching the under represented transfer students. The center offers students opportunities to meet with representatives from four year schools for advisement and to attend workshops and transfer fairs. Staff maintains a library of resources including college catalogs, articulation agreements, reference books, college videos, and computer programs for students use.

One of the practices that has worked well for the Transfer Center is “Transfer Awareness Week” with approximately 40 universities available to provide information to students.

Workshops are conducted that week and university representatives are available to talk to students individually.

The move into the new Student Services Building, coupled with an increase in university-ready students choosing to come to the community college because of cost, has resulted in a tremendous increase in the demand for services.

Over the next ten years, the department will be impacted by the transfer initiatives that will become state law. The recent passage of SB1440 will require new transfer degrees that need to be articulated with the California State Universities.

On the horizon is the Course Numbering System Project that will require considerable work by the articulation officer and finally, there is increased demand for articulation with private universities and that will need to be implemented.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

The department plans to offer online transfer workshops in order to make transfer information available to all. Beginning next year, work will begin on streamlining the transfer to CSUs following the SB1440 mandates. Transportation is also important in getting students to universities for visits. Innovative approaches need to be in place for this to continue. It is the key to getting students to visit university campuses.

In order to streamline the operation of the Transfer Center, staff development is needed in emerging technologies. The department plans to utilize new technologies to disseminate information about transfer activities including pertinent dates and deadlines. Counselors need to be trained in new transfer initiatives, requirements and new programs at universities.

TRAC Training Resources to Achieve Completion (TRAC) is a program that is funded through the Vocational and Technical Education Act (VTEA) to assist students who are single parents and enrolled in one of the following vocational majors: Automotive, Health Science, Business, Multimedia, or Hotel, Restaurant, and Culinary Arts (HRC).

single parents; and workshops on topics such as self-esteem, parenting, study skills, and time management. Grants and allowances for equipment, bus passes, textbooks and school supplies are provided to enhance the retention, persistence, graduation and transfer rates of these highly motivated students.

Veterans Affairs staff provides information and customer service to veterans on educational benefits in accordance with federal and state regulations. Students who wish to utilize GI Bill benefits are encouraged to work with the Veterans Affairs office. The office submits claims for veterans’ educational benefits to the Department of Veterans Affairs. Applications are now done online. Students must also obtain course approval from an academic counselor each semester prior to registration The staff completes enrollment certifications and activates necessary vocational rehabilitation textbook and supply accounts. Referrals to extended services and files are maintained in accordance with the regulations specified by the Department of Veteran Affairs.

TRAC also serves students who are enrolled in a nontraditional trade/career major. Non-traditional trades/career majors for men are Administrative Assistant, Court Reporting, Flight Attendant or Nursing, and for women the majors are Air Conditioning/Refrigeration, Automotive, Hotel, Restaurant, and Culinary Arts (HRC), or Mortuary Science.

Veterans are required to verify enrollment on a monthly basis using the VA automated telephone verification system or online verification. Online software has been a great help in reducing processing time. Due to the technology required for this service, it is imperative that this office be able to maintain up to date technological computer services.

In addition to the above requirements students must also qualify for financial aid, attend the Student Success Conference, complete three counseling appointments, complete classes with a grade of C or better, and maintain a 2.0 grade point average.

The Veterans Resource Center opened recently and is a great place for veterans to meet, study and relax.

Through TRAC, students receive supplemental educational support services such as advisement; group support; peer networking; help from peer advisors; information and referrals to campus and community-based services or agencies; networking activities specifically designed for low-income

This new GI Bill program is expected to grow significantly over the next ten years. The number of students will increase along with tracking and reporting requirements. This department will become increasingly busy as a result. Adequate staffing will be a critical issue. More staff will be needed to certify the GI Bill, engage in program outreach, and provide the referral services necessary for these students to be successful. There will also be the need to hire or designate a veterans’ counselor.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

93

NOCCCD Cypress College

The types of veteran students coming to the community college will change. They may have difficulty transitioning to civilian life, may suffer from post-traumatic stress syndrome, and/or may have traumatic brain injury and isolation issues.

These students will need much staff support, and priority registration appointments would benefit them.

Curriculum will also need to be coordinated and monitored for the veteran students, as the Department of Veteran Affairs reviews the college catalog and schedule of classes, and sends a list of approved classes that the veteran may take.

Only classes on the list will be compensated.

Campus Support Services Program Descriptions Academic Computing oversees technology, software, and media support for all the faculty, and staff. The department is responsible for planning, design, implementation, technical support including systems training, maintenance of the college network and infrastructure. It is responsible for application software and website development, the installation and maintenance of all computing hardware including, but not limited to, servers, workstations, printers, scanners and other peripherals. The Cypress College Technology Plan, approved November 11, 2008, lists the future goals of the department.

The Bookstore provides textbooks and supplies for purchase, both in the store and online. Additional textbook services are provided online as are textbook rental options. Textbook buyback occurs during specific times throughout the semester.

The bookstore also offers special orders for those books students are unable to locate in area stores. Supplemental educational books and supplies, as well as Cypress College logo clothing, gifts, greeting cards, snacks, beverages and general merchandise are available as well. The bookstore is attempting to respond to significant changes in the modes of delivery for print materials which progressively change the bookstore business.

94

The Bursar’s Office processes registration payments and refunds, deposits and disbursements for a variety of campus functions including Associated Students, clubs, bookstore, athletics, fine arts activities, and the Cypress College Foundation. The office is also responsible for scholarship disbursements, managing the campus rideshare program for compliance with AQMD, and monitoring campus fundraising activities.

The Bursar’s Office and Admissions and Records moved to the new Student Center with food services and counseling services in 2008. Financial Aid is also nearby in an adjacent building.

These student services are much more centrally located than previously for students and staff. However, the Bursar’s Office is still challenged by some facilities issues such as: (1) The office has inadequate storage areas and has attempted solutions such as use of scanners, reducing length of forms, and consolidation of records. (2) There are some security concerns with the open area between Admissions and Records and the Bursar’s Office in the new Student Center. (3) The noise level from the open area on the first floor of the Student Center is of concern.

Following a needs assessment, the Bursar’s Office has been at the top of the campus list for an additional classified position since prior to the move to the new facility. With the significant increase in the student population in recent years workload has increased, however, staffing has not. The ability to complete responsibilities with the time and attention warranted is strained.

Campus Safety is committed to providing a safe campus environment for its students, faculty, and visitors. The department is responsible for crime prevention and personal safety. The combination of staff commitment and the relationship with local law enforcement has been successful in solving many of the problems and issues that have been presented to Cypress College members. Campus Safety provides coverage to the campus 24 hours a day. The college

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

complies with the Standardized Emergency Management System (SEMS) and the National Incident Management System (NIMS) by conducting emergency exercises each semester.

Campus Safety has cited the need for a single mass emergency notification system for the entire campus in order to improve communication during emergencies. Additionally, the department would like to enhance patrol efforts by installing additional closed circuit television cameras. The cameras will be used as a surveying tool, to deter crime and as a trouble shooting mechanism. The cameras should be placed in well traveled areas (interior and exterior) such as the pond, the Gateway and the campus parking lots.

The Physical Plant/Facilities Department plans, operates, manages and maintains the various areas and components of the campus facilities. The many responsibilities of the department include: transportation/vehicle fleet; heating and air conditioning; grounds, irrigation and landscape; custodial and maintenance services, including scheduled maintenance programs; water conservation efforts; energy management system; waste/recycling programs; hazardous and medical waste; campus infrastructure; power generation; building modification; access control; security camera system; fire alarm suppression systems; warehousing, shipping and receiving; and mail distribution. In addition to day to day operations the department has managed ongoing issues related to old infrastructure, new buildings, construction, and swing space.

The list of necessary replacement and repairs far exceeds the limited budget available. The department continues to work on upgrading standards for the campus. Projects and needs are consistently being prioritized with campus administration for the best and most efficient use of the limited funding.

The Faculty/Staff Service Center (formerly the Production Center) was created by a move of three functions into one shared facility in May 2008. Those functions are production, extended day operations, and mailroom services. By summer

2009 modifications were made to the space to make it more functional, but facilities issues still exist. The new location was designed to allow direct access from outside so faculty could pick up their mail or drop off copy requests. This modification, while well-intended, created a staffing issue in that the facility requires a Service Center staff member to be present to allow access to others. As a result, Service Center staff is exploring ways to address staffing coverage issues and develop a plan that keeps the facility open consistently. Staff is also working with the Vice Presidents and the Director of Facilities to identify ways to improve the facility and improve access and efficiency and the resources to do so.

Institutional Research and Planning The mission of the Institutional Research and Planning office is to provide sound, action-oriented research in order to support institutional assessment, decision-making and strategic planning. High scores in all areas of the recent Quality Review for the research office reflect the overall satisfaction with the services provided. Survey participants also indicated a desire to participate in institutional research projects with college-wide implications, and staff is attempting to design a method to engage the campus community in future research. Goals for the office include (1) improving the effectiveness of the campus-wide planning process, (2) measuring the impact of current plans on overall college performance and (e) monitoring implementation of the program review cycle.

Since research involves using large data files, the processing speed, memory requirements, and electronic storage needs for the office continue to grow. Periodic upgrades are needed in both hardware and software in order to maintain an efficient and effective operation.

The primary responsibility of the Public Information Office is to shepherd, safeguard, and enhance the image of Cypress College through both proactive and reactive efforts.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

95

NOCCCD Cypress College

Among the accomplishments of this office are the development of a Cypress College Image Plan, the delivery of “Marketing Individual Programs” workshops, the continued improvement of @Cypress, an internal communication piece, and growth of information-sharing in the area of social media. Future plans include initiating a blog to unify the office’s objectives in social media and to create a central destination for information sharing on a greater scale.

The Public Information Officer plans to improve response time to requests by utilizing new strategies for organization, including a more effective use of task-management and project-management software and e-mail. Restoring staffing to pre-2007 levels through the use of professional experts and interns would also improve the efficiency of this office.

Staff Development The vision of the Staff Development Program, implemented by the Staff Development Committee, is to promote and enhance a premier learning community in which shared respect is a reality, and shared responsibility is an actuality. The program is driven by efforts to enable the college staff to respond more effectively to the various forces that demand change, and to enhance its own sense of professionalism with the ultimate goal of improving student success.

96

The committee has ambitious plans in the area of training, including promoting academic excellence and student success through a series of workshops. Topics will include: Student Learning Outcomes Assessment; TracDat; Learning and Teaching Styles; Brain Research to Improve Instruction and Student Services; Motivating Students; Classroom Management; Culturally Responsive Teaching; Critical Thinking; Collaborative Learning; Learning Disabilities; Working with ESL Students; Faculty Inquiry Groups; Web Accessibility; Instructional Technology; Health and Wellness; and Grant Writing. Additional goals include implementing the Resident Expert Program to provide one-on-one assistance for all college employees and presenting college events to recognize employees.

Since May 2008, the Staff Development Office has undergone a significant change due to budget cuts – the loss of a full-time position that provided administrative support to the day-to-day operation of the office. In Spring 2011, the 2010-2015 Title V Grant will provide the funds to hire a Staff Development Office administrative assistant with the understanding that the position will be institutionalized at the end of the grant in Fall 2015.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

97

NOCCCD Cypress College

Educational Initiatives // The 2011 Educational Initiatives that follow evolved from numerous planning activities, including: yy Analyzing program reviews yy Interviewing members of every work unit yy Reviewing the sites’ Annual Reports yy Reviewing the Colleges’ Institutional Effectiveness Reports yy Reading numerous other reports and studies yy Consulting the College catalog and class schedule yy Analyzing internal and external demographics yy Analyzing data related to student success yy Reviewing labor market and labor force information yy Reviewing trends impacting community colleges yy Many meetings and discussions with planning committees, task forces, and employees yy District-wide retreat As will be seen when reading these initiatives, the primary driver behind them was ensuring student success. Members of the Campus Planning Committee agreed that each initiative must be crafted carefully to reflect the College’s commitment to the success of its students in their personal lives, their continuing education, and in their future occupations.

The initiatives were vetted through the shared governance process and approved by the Campus Planning Committee.

Recognized as College priorities, they will be used to drive the planning and resource allocation processes. For each initiative there are corresponding suggested actions that will be considered for inclusion in the strategic plans of the District and its campuses. (The actions are found in the Appendix.) Future facilities plans, including the projects to be supported by the next bond measure, will be directly driven by the educational directions established by the initiatives.

98

Cypress College was conceived and developed to provide access to higher education and career/technical training. From its inception in 1966, the College has committed to the ongoing success of students in attaining their academic/career goals.

The College remains committed to this proposition and to the provision of academic, career/technical, and student support services dedicated to the success of all of our students. The faculty, staff, and administration of Cypress College commit to the following educational initiatives that are designed to contribute to student success.

Initiative 1: Effective Planning in Support of Students Utilizing established College planning processes, the campus community will continue to identify and rank priorities which impact students and staff. These priorities should drive the allocation of resources.

Strategic planning, master planning, and action planning are vital to the success of a college, especially in enabling students to reach their educational goals. Cypress College is committed to implementing a process that maintains current strategic and tactical plans for key elements of the college.

The College should review these current plans on a regular and ongoing basis for revisions as needed or implementation/ status of established action plans. This process will ensure that resources are allocated according to the priorities determined in the planning processes.

Initiative 2: Collaboration to Enhance Student Success Cypress College is dedicated to creating an environment that promotes best practices in teaching and learning through faculty collaboration and faculty-student interaction.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Initiative 3: Connecting Research and Data to the Support of Students and Staff The College supports the use of data wherever it is available to guide decision making processes and to inform the decisions that will affect the ability of students to meet their educational goals.

Although the College has developed plans and implemented some of the steps, it would be appropriate to revisit the technology plan and the Distance Education plan for revisions or areas not yet implemented. An assessment of priorities and fiscal resources may need to be reviewed. The College may work collaboratively with the other campuses as well as the District IT staff for the coordination of plans.

Initiative 6: Institutional Advancement: Grants

Initiative 4: Community Partnerships for Enhanced Relationships and Student Support Cypress College recognizes the importance of communicating the value of the College to the diverse communities it serves.

The College will explore effective ways to continue and to expand where possible activities in the following areas:

Initiative 5: Technology and Services Committed Supporting Students, Staff and Community Cypress College recognizes the need for development and maintenance of appropriate technology infrastructure to support the educational programs, student services, institutional research and administrative support services.

The College will review plans already developed and approved for implementation of necessary initiatives and will respond effectively to the incorporation, as needed, of emerging technologies. The College review will also address accommodation requirements in accord with provisions of the Americans with Disabilities Act (1990) and section 504 of the Rehabilitation Act (1973).

With the state of the economy not expected to improve significantly in the near future, the need for external resources has grown since the last master plan was developed.

Initiative 7: Professional Development Cypress College is committed to the ongoing professional development of all employees. In addition, the College believes in the value of life-long education. In consideration of these principles, the College will allocate resources to support a comprehensive and integrated professional/staff development program with a focus on personal development, improvement of services and student success.

In developing the Educational Master Plan, areas of concern were highlighted in the interviews and program reviews.

Certain programs in the college struggle to stay current with the latest technology (e.g. Performing Arts, Science, CTE) due to funding and fiscal constraints.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

99

NOCCCD Cypress College

Planning Data // The Educational Plan for Cypress College serves as the foundation for the development of the Facilities Plan and drives the recommendations that are described in the CMP. The Educational Plan includes both qualitative and quantitative information. The qualitative documentation is described in the educational plan sections of this document and summarized in the Educational Initiatives. The quantitative information referred to as Planning Data, assists in the quantification of space needs for facilities and is described in this section.

Using the information developed during the educational planning process along with the figures received from the State Chancellor’s Office, the data is organized into two timeframes: 2009 2020

Base year of actual complete data Projected year used for planning purposes

It is important to note that the exact year in which a projected student enrollment is met is not critical. It is more important to understand that the projections for student enrollment are master-planned so that when these forecasts are achieved, the district will have the appropriate level of instructional programs, support services, facilities and staffing.

These forecasts are distributed to the sites in the District and used as a basis for developing the Facilities Master Plan Recommendations. The following tables summarize the enrollment and WSCH forecasts for Cypress College. Figures are based on the fall semester.

Program of Instruction In order to develop a forecast for future programs of instruction, it is necessary to begin with a baseline. For the purposes of this plan, the fall 2009 semester was used as the baseline.

This aligns with the Chancellor’s Office which also uses fall semesters for planning purposes.

Using the baseline data, the planning team met with the college to develop a growth model for forecasting instructional programs. The model was based on information collected during the planning process and included: yy External Environmental Scan yy Internal Environmental Scan yy Student Success Rate yy Labor Market

Enrollment & WSCH Forecasts

Projected Space Needs

The Long Range Enrollment and Weekly Student Contact Hours (WSCH) Forecasts are issued by the Chancellor’s Office, California Community Colleges each year and projects enrollment growth for the next 10 years. It includes historical data from previous years and projects total enrollment and WSCH for the District using an average anticipated change.

Title 5 of the California Administrative Code prescribes a set of benchmark standards for the utilization and planning of most educational facilities in public community colleges. These standards, when applied to the total number of students served and the related Weekly Student Contact Hours (WSCH), result in the total capacity requirement expressed in assignable square feet (space available for use by occupants). These standards were applied to the 2020 WSCH projections in order to generate the Instructional space needs for lecture, lab, office, and library space for the campus.

100 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

The projected space needs table summarizes the current distribution of space on the Cypress College campus, the projected space needs for the year 2020 and the approximate difference between the two.

Cypress College shows an overall need for an additional 28,480 assignable square feet in the areas of lecture/lab, office and instructional media in the forecasted year 2020. This served as the basis for the development of the Facilities Master Plan recommendations.

FTES, Enrollment & WSCH Forecast YEAR

Enrollment

WSCH

2008

13,834

165,904

Actual

2015

20,130

227,608

Projected *

2020

23,862

278,839

Projected *

Space Type

Adjusted Inventory

2020 Space Needs

Difference

Lecture/Lab

190,625

206,704

-16,079

Lab

123,296

114,913

8,383

Office

60,866

74,357

-13,491

Library

48,085

47,422

663

Instr. Media

9.875

13,503

-3,628

Other

171,931

167,876

4,055

TOTALS

481,382

509,862

-28,480

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 101

NOCCCD Cypress College

102 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

FACILITIES PLAN TAB

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 103

NOCCCD Cypress College

FACILITIES PLAN TAB

104 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Overview of Facilities Plan //

The Facilities Plan recommendations for Cypress College present an overall picture of the future developed campus and include recommendations for construction of new facilities and campus-wide site improvements.

While drawings in the plan appear specific, the forms are conceptual sketches designed to highlight the location and purpose of the improvements. The actual design of each site and facility project will take place as projects are funded, a user group is defined, and detailed programming and design occurs.

This section consists of the following elements: yy Facilities Planning Principles yy Facilities Recommendations ̷​̷ 2011 Facilities Plan ̷​̷ Renovation/Removal Projects ̷​̷ New Construction Projects yy Site Improvement Recommendations ̷​̷ Vehicular and Bicycle Circulation ̷​̷ Pedestrian Circulation ̷​̷ Piazza Improvements ̷​̷ Landscape Improvements ̷​̷ Site Improvement Projects ̷​̷ Property Acquisition

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 105

NOCCCD Cypress College

106 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Facilities Planning Principles // The following is a summary of the principles:

The Facilities Master Plan recommendations for Cypress College present a model that is based on the concurrent educational planning efforts and addresses the current and projected needs through the year 2020.

Maximize functional space yy Renovate facilities to address program needs.

Throughout the planning process, a series of facilities planning principles were developed and used to guide discussions and inspire the development of the recommendations.

yy Continue technological advancements.

Eliminate non-functional space yy Activate inactive space.

Improve efficiency/utilization of site and facilities yy Maximize land use. yy

Create flexible, interdisciplinary spaces.

Right-size the campus to address program needs yy Align facilities inventory with state guidelines. yy Position the College to maximize funding (state and local).

Improve circulation and establish connections yy Delineate clear, inviting campus entry points. yy Define clear and safe vehicular movement and drop-offs. yy Improve pedestrian circulation and connections throughout campus. yy Link central campus to north and south areas. yy Locate parking in best locations.

Enhance the campus environment yy Create gathering spaces for collaboration. yy Improve campus landscape and wayfinding.

Simplify implementation yy Limit disruption to campus and programs. yy Reduce swing space costs. yy Reduce number of temporary moves.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 107

NOCCCD Cypress College

Facilities Recommendations // The recommended 2011 Facilities Plan is depicted on the adjacent page.

108 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 109

NOCCCD Cypress College

Renovation/Removal Projects // Cypress College has existed in its current location for more than 50 years and is distinguished by the high quality and durability of its overall concrete construction. Today, such construction would be cost prohibitive. Many of its buildings have a long history of service and there is a need to address aging infrastructure, deferred maintenance, and advances in energy efficiency and educational technology.

In terms of removal projects, Cypress College has begun the process of removing all temporary buildings from its campus.

The remaining “CCCE Holder� (CE1 thru CE6) portable buildings are slated to be removed from parking Lot 6 East this year.

Renovation projects offer the opportunity to consolidate related programs, to adapt space for current and future educational curriculum and programs, to create space for flexible state-ofthe-art facilities, and to provide universal accessibility.

These projects must also address logistical planning for temporary facilities or swing space, construction access, and the protection of students, faculty, and staff during the building process.

The facilities plan recommends that these renovations be addressed on an as-needed basis and aligned with ongoing deferred maintenance projects. In addition to the projects highlighted, the facilities plan recommends the renovation of all other existing campus facilities as required.

These projects address the following facilities planning principles: yy Maximize functional space yy Eliminate non-functional space yy Improve efficiency/utilization of site and facilities The facilities plan recommends the renovation of the following facilities: yy Business yy Fine Arts yy Gymnasiums 1 & 2 yy Lecture Hall yy Science, Engineering & Math yy Student Activities Center yy Technical Education Buildings 1, 2 & 3 yy Theater Arts The recommendations for buildings to be renovated are highlighted and described on the adjacent page. The order of the projects does not reflect a priority order or a recommended sequence of development

110 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 111

NOCCCD Cypress College

INSERT LARGE PHOTO HERE

112 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

New Construction Projects // The recommendations for new construction projects are included on the following pages. Descriptions of these projects are organized into groups based on campus location. The order of the projects does not reflect a priority order or a recommended sequence of development. Preliminary phasing plans will be developed following the completion of this facilities plan and will be tied to availability of funding.

These projects address the following facilities planning principles: yy Improve efficiency/utilization of facilities yy Right-size the campus to address program needs yy Simplify implementation The facilities plan recommends construction of the following new facilities: yy Library/Learning Resource Center Addition yy Future Instructional Building yy Planetarium yy Field House yy Ticket Booth yy Tennis Toilet Room Building yy Chiller Plant Addition yy Thermal Energy Storage Tank Addition The recommendations for these facilities are highlighted and described on the following pages. The order of the projects does not reflect a priority.

1 xxx 2 xxx 3 xxx 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 113

NOCCCD Cypress College

Library/Learning Resource Center Addition // xxx

Future Instructional Building and Planetarium // xxx

114 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Field House, Ticket Booth, and Tennis Toilet Room Building //

xxx

Chiller Plant Addition and Thermal Energy Storage Tank Addition //

xxx

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 115

NOCCCD Cypress College

INSERT LARGE PHOTO HERE

116 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Site Improvement Recommendations // In addition to the recommendations for facilities, a series of site improvement projects were identified to address the facilities planning principles of “improve circulation and establish connections” and “enhance the campus environment.”

Additionally, the site improvement recommendations address the key site issues identified in the analysis of existing conditions and planning for sustainability by incorporating more water and energy-efficient landscape.

The Cypress College Campanile is an example of a successful existing site element and architectural feature.

Campaniles have a long history; originally they were built as detached bell towers in Italy. The Leaning Tower of Pisa is a campanile.

Today, a campanile is a freestanding tower that can found on many college and university campuses. As a freestanding element, there is an opportunity to walk around and appreciate the many, shifting views of the tower and the campus beyond.

At Cypress College the Student Center and companion Bookstore building wrap around the base of the campanile.

With the opening of these new facilities, the campanile became a beacon of sorts, calling students to the place where they can begin their educational journey at Cypress College.

This facilities plan recommends that the College obtain the following: Traffic Study A detailed study should be undertaken to determine how to best implement the proposed Cypress College North road and how to address traffic flow and safe entry and exit from all areas of the campus. There is a strong desire to explore the addition of a traffic signal at the Lincoln Avenue/proposed Cypress College North intersection and potentially at the intersection of Orange Avenue/Cypress College South.

The following graphics illustrate: yy Recommended Vehicular and Bicycle Circulation yy Recommended Pedestrian Circulation yy Recommended Piazza Improvements yy Recommended Landscape Improvements The recommendations for site improvement projects are included on the following pages. Descriptions of these projects are organized into groups based on campus location or project type.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 117

NOCCCD Cypress College

INSERT large vehicular photo HERE

118 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 119

NOCCCD Cypress College

INSERT large pedestrian photo HERE

120 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 121

NOCCCD Cypress College

Piazza Improvement Recommendations //

122 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

INSERT recommended piazza improvements plan HERE

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 123

NOCCCD Cypress College

INSERT large landscape photo HERE

124 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 125

NOCCCD Cypress College

INSERT inspiration images here

Campus Edges //

Campus Entries //

yy Consistent and distinct “park-like” identity from the surrounding neighborhood. yy Maintain and replicate tall tree character currently at Valley View. yy Gradually reduce turf with low maintenance ground covers.

Campus Drop-Offs //

yy Theater Arts and Student Center maintain informal “forested” medians with formal trees at drop off plaza. yy Library/Learning Resource Drop off - formal regularly spaced canopy trees line drive.

1 xxx 2 xxx 3 xxx 126 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

INSERT PLAN DRAWING HERE

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 127

NOCCCD Cypress College

INSERT inspiration images here

Campus Loop Road //

yy Maintain and replicate tall tree character, limit species types to pines and eucalyptus. yy Gradually reduce turf with low maintenance ground covers, screen parking with low hedge. yy Incorporate way finding and signage.

Cypress College West Road // yy xx

Parking Lots //

yy Reconfigure for more efficient and clearly defined circulation. yy Regularly space trees for reduce heat gain, one tree per 10-15 spaces. yy Incorporate clearly defined pedestrian walks. yy Incorporate sustainable design measures when possible.

1 xxx 2 xxx 3 xxx 128 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

INSERT PLAN DRAWING HERE

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 129

NOCCCD Cypress College

INSERT inspiration images here

Pedestrian Walks/Spines //

yy Improve pedestrian experience with consistent planting of low maintenance and shade or sun tolerant appropriate planting. yy Avoid mixing too many plant types. yy Add seating, art, lighting, special paving to enliven dark corridors.

Primary Civic Spaces //

yy Primarily formal planting and paving patterns. yy Maintain as a memorable landmark landscape of the campus. yy Abundant seating opportunities. yy Allow for large gatherings and small group seating. yy Balance sun and shade.

1 xxx 2 xxx 3 xxx 130 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

INSERT PLAN DRAWING HERE

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 131

NOCCCD Cypress College

INSERT inspiration images here

Central Pond Open Space //

yy Incorporate a new “Veterans Memorial� Bridge yy Maintain park like landscape with simple lawn and incorporate more large canopy trees for shade. yy Use small flowing trees for interest. yy Eliminate fire road and develop promenade with seating and small plazas. yy Add low maintenance plant accents for color and texture.

Quads and Greens //

yy xx

Courtyards and Plazas //

yy Opportunities for special unique landscapes that reflect adjacent building functions. Discovery. Surprise. yy Encourage creative and interesting designs that fit into broader campus landscape palette.

1 xxx 2 xxx 3 xxx 132 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

INSERT PLAN DRAWING HERE

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 133

NOCCCD Cypress College

Athletic Landscape //

yy Create new athletic quad with planting, seating and paving for large groups. yy Informal lawns areas for practice. yy Create direct pedestrian connection from main campus with formal allee of architectural canopy trees. yy Fencing to control access. yy Open landscape character to engage community. yy Provide shaded retreats for athletes.

Campus Wayfinding and Signage //

Wayfinding is essential in a modern campus environment as it impacts all users of the College. Functionally, wayfinding means reaching a destination within an acceptable amount of time and energy. A comprehensive wayfinding program improves traffic patterns by providing essential information that people need to find the College and navigate the campus while improving accessibility and public safety. Experientially, it establishes a relationship with architectural and urban or natural landscapes. Wayfinding is more than a navigational aid, rather it is a way to market the College’s resources, evoke a sense of history and character, create pride of place, and improve the streetscape.

To meet these goals and the facilities planning principle of “enhance the campus environment,� it is recommended that Cypress College develop a comprehensive wayfinding program that brings consistency, clarity, and brand identity to the campus. It is further recommended that the program include both wayfinding and identification signage and address life safety and accessibility requirements.

1 xxx 2 xxx 3 xxx 134 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

INSERT PLAN DRAWING HERE

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 135

NOCCCD Cypress College

Recommended Property Acquisition // As part of the planning process, the surrounding properties were studied in order to identify potential acquisitions for future development and to address the facilities master plan principle of “improve circulation and establish connections.”

INSERT property vignette here

The facilities plan recommends that the College consider acquiring and developing a portion of the existing commercial property that separates the northern edge of the campus from Lincoln Avenue.

The acquisition of this property would enable the College to build the much needed “Cypress College West” which would connect Lincoln Avenue directly to College Circle Drive.

INSERT property photos here

INSERT property photos here

1 xxx 2 xxx 3 xxx 136 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

EXISTING CONDITIONS TAB

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 137

NOCCCD Cypress College

EXISTING CONDITIONS TAB

138 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Overview of Existing Conditions //

The existing conditions analysis phase of the planning process involved studying the existing conditions on campus in order to identify key planning issues which the Facilities Master Plan would address. The information was based on campus tours, meetings, and discussions with Cypress College Leadership and the Cypress College Campus Planning Committee (CPC).

The findings are summarized in a series of graphic plates that illustrate patterns and characteristics to guide future development.

This section consists of the following elements: yy Regional Context yy Local Context and Community yy Campus Plan yy Building Occupancy yy Campus Development History yy Vehicular and Bicycle Circulation yy Parking yy Emergency Access yy Pedestrian Circulation yy Campus Zoning yy Campus Landscape

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 139

NOCCCD Cypress College

Regional Context // Located at 9200 Valley View Street in Cypress, the College is easily accessible from several Southern California freeways, including the 5, 91, 605, 22 and 405.

INSERT photo here – Disney Land and Resort

The campus is just a stones-throw from Downtown Disney and Knott’s Berry Farm.

Cypress College is in the City of Cypress, immediately adjacent to Anaheim (home of Disney’s Resort), Buena Park (Knott’s Berry Farm) and just miles from Huntington Beach and Long Beach.

INSERT photo here – Knotts Berry Farm

INSERT photo here

1 xxx 2 xxx 3 xxx 140 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

INSERT Regional Context Diagram HERE

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 141

NOCCCD Cypress College

Local Context and Community // The following issues and comments were discussed during the planning process: yy The overriding land used throughout the surrounding area is residential with some light commercial at the north east.

INSERT photo here

yy The campus is buffered from the surrounding community. yy Housing directly adjoins the east and south boundaries of the site. yy There are three (3) main exterior views of the campus – west, east, and south. yy There is no view from the north. yy Some properties directly to the north of the campus are rundown.

INSERT photo here

̷​̷ There was a Lincoln Avenue Specifc Plan for redevelopment 0 the city that would address this. yy The campus is a potential anchor for commercial development at the north. yy There is a potential connection across Valley View to commercial development at the west. ̷​̷ There is still interest in connection to the north, but there is concern that the vacant lot at Lincoln may already have been purchased. ̷​̷ Not optimistic that there is property available for purchase.

INSERT photo here

yy The rumor is that the light rail is not happening. ̷​̷ Is it possible for Cypress to purchase the railroad easement area? ̷​̷ The college currently maintains it, even though they do not own it for aesthetic reasons. yy Some people do not see the college when travelling along Valley View – need more of a presence/marker. ̷​̷ However, between 8-11am the traffic is stop-and-go and everyone sees the College.

1 xxx 2 xxx 3 xxx

142 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 143

NOCCCD Cypress College

Existing Campus Plan // Cypress College was planned as the second district community college campus and is located on a relatively flat 107.9 acre site in Cypress, California.

The relatively dense grouping of large, permanent buildings at the center of the campus are all consistently modernist in style. The consistent use of architectural finish grey concrete further unifies the campus. Originally the curved stair towers were accented with brightly colored tile to counteract the large expanses or grey concrete and help identify the entries to the buildings. Recently, the Humanities Building Renovation revamped the curved stairwells by cutting the poured-in-place, solid concrete forms and introducing channel glass to allow natural light to penetrate the interior spaces.

INSERT photo here

INSERT photo here

The adjacent graphic illustration of the existing campus describes all of the existing facilities on campus including the temporary/portable buildings that are highlighted in gold; the buildings currently in design/under construction that are highlighted in brown; and the existing utility trunklines that are represented in red.

The following issues and comments were discussed during the planning process: yy The main campus is comprised of multi-story buildings set back behind a wide ring of parking lots, the perimeter loop road known as “College Circle Drive” and landscaping, including the PE/Athletics fields.

INSERT photo here

yy There is a consistent building aesthetic and a focused, uncluttered site plan. yy There are a number of temporary buildings on the campus. yy Is the common term used the “Lake” or the “Pond”? Use POND. yy The temporary buildings at the south of campus will be removed very soon.

1 xxx 2 xxx 3 xxx

144 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 145

NOCCCD Cypress College

Existing Building Occupancy // The following issues and comments were discussed during the planning process: yy The temporary buildings are currently vacant and inactive.

INSERT photo here

yy Vacant space in permanent buildings needs to be reprogrammed.

INSERT photo here

1 xxx 2 xxx 3 xxx 146 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 147

NOCCCD Cypress College

Campus Development History // The following issues and comments were discussed during the planning process: yy

The campus began in 1966 with a temporary campus comprised of modular relocatable classrooms.

INSERT photo here

̷​̷ Some have been removed. ̷​̷ However, today 40 years later, many still remain. yy Cypress College had the distinct advantage of a comprehensive planning effort, a complete parcel of land and construction within a short 8-year time span. ̷​̷ Based on the “House” organizational model. yy Recently, eight (8) buildings were remodeled for efficiency – BUS, TE1, TE2, TE3, CCPLX, G2, TA, HUM.

INSERT photo here

yy Recently, five (5) new buildings were constructed – Library/ LRC, M&O, Bookstore, Student Center, & SCE. yy Of the original and oldest buildings remaining, Fine Arts and SEM have not been renovated. yy The following buildings were only partially remodeled: ̷​̷ TE 1 – only the 2nd floor. ̷​̷ TE3 – partial. ̷​̷ Business – minimal work done. ̷​̷ The Lecture Hall has NOT been remodeled; it is part of the Fine Arts remodel scope of work.

1 xxx 2 xxx 3 xxx 148 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 149

NOCCCD Cypress College

Vehicular and Bicycle Circulation // The following issues and comments were discussed during the planning process: yy Loop Road: ̷​̷

Primary vehicular circulation is a one-way counterclockwise loop road with parallel parking at the perimeter of the loop and parking lots convenient to each “House.”

yy Cars often drive the wrong way when leaving Lot 1 and exiting to Valley View (avoiding the loop). yy Bicycles share the loop road with cars. ̷​̷ There are no designated bike lanes. ̷​̷ The campus allows open access to both bikes and skateboards. yy Mass Transit:

̷​̷ A plan optimized for vehicles and their dominant role.

̷​̷ Future commuter rail will occur someday.

̷​̷ Was the loop road ever two-way? Albert indicated that in the 32 years he has been at the campus, it has always been one-way.

̷​̷ OCTA Bus service along Valley View were cut during the hours that students would typically use it - 10am – 3pm

̷​̷ This issue was studied in the 1999 master plan and it was deemed too expensive to pursue.

yy Flooding: ̷​̷ The city says they have ancient infrastructure.

̷​̷ There are three (3) entries – west, east, and south.

̷​̷ Major entry at Valley View floods.

̷​̷ Traffic hazard at left turn to campus from Valley View.

̷​̷ Holder Street entry also flooded this last rain.

̷​̷ Explore a different entry to Lot 9 (a north entrance would be ideal). yy There is a secondary west entry from Valley View, but it is only available to northbound traffic because of the median. yy There is no entry at the north from Lincoln. Visitors are forced to enter at Valley View and travel all the way around the loop road if they are trying to get to the north end of campus.

INSERT photo here

yy The loop road is narrow and drivers who parallel park along it and exit from their vehicles are exposed to hazards from cars.

1 xxx 2 xxx 3 xxx 150 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 151

NOCCCD Cypress College

Existing Parking // The following issues and comments were discussed during the planning process: yy The gated/monitored vehicle entrances to lots are no longer used.

INSERT photo here

yy Low visibility when exiting Lot 1 is a hazard and circulation from this lot needs to be studied. yy The goal is eliminate the overflow lot G adjacent to the baseball field and relieve auto pressure in this field area and would allow baseball spectator seating yy The LRC parking lot 5 & 7 expansion included palm trees at Circle Drive. yy Distribution of staff parking allocation is a concern:

INSERT photo here

̷​̷ Staff prefers parking adjacent to their destination. ̷​̷ The Academic Senate believes that the distribution of parking on the north and south sides of the campus is not accurate. ̷​̷ Currently Karen’s team is reviewing the inventory to study which areas are unused and where to redistribute staff parking. ̷​̷ It was noted that colleges often have a parking committee to address staff concerns about parking and other related matters.

1 xxx 2 xxx 3 xxx 152 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 153

NOCCCD Cypress College

Existing Emergency Access // The following issues and comments were discussed during the planning process: yy The primary vehicle routes and campus entries also double as emergency access.

INSERT photo here

̷​̷ However, emergency access is allowed in the interior of campus. yy The remnant of Lakeshore Drive within the center of campus is for emergency vehicles and pedestrian circulation; however, it still looks like a road. ̷​̷ The committee agreed that the pond area needs to be improved so that it does not look like a road.

INSERT photo here

INSERT photo here

1 xxx 2 xxx 3 xxx 154 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 155

NOCCCD Cypress College

Existing Pedestrian Circulation // The following issues and comments were discussed during the planning process:

yy Students jaywalk through commercial development to access the campus from Lincoln. ̷​̷ There is no fence between the campus parking lot 9 and the commercial development to the north.

yy This plan favors the automobile over the pedestrian. yy The multi-story, compactly grouped buildings minimize walking distances at the interior of the campus.

yy The college has tried the following measures to address the jaywalking from lot 9 across circle drive:

yy No direct connection from the bus stops on Lincoln at the north to the campus. yy The removal of portions of the Piazza and the creation of the Gateway Plaza have created much needed outdoor places for students to gather at the center of the campus.

̷​̷ Crosswalks and signs. So far, the measures have been unsuccessful. Students cross everywhere along this stretch of road. yy Student gathering areas: ̷​̷ There is an informal “smoking club” at the first floor entry to the Humanities building.

̷​̷ The remaining elevated piazza lacks the amenities that would encourage gathering and socializing. The areas under the piazza are dark and pose potential security issues

̷​̷ Currently there are a limited number of outdoor tables and they are moved around to different locations ̷​̷ North of SEM building is a wide walkway where students hang out.

̷​̷ When there were tables on the Piazza, students used them a lot.

̷​̷ Students congregate at a table on north side of SCE.

yy There are no appealing places to gather at the Tech Ed area at the south end of the campus.

̷​̷ Providing tables & seating in the shade is a good way to address underutilized outdoor areas and share is where students congregate.

yy Students cut through the landscape between the CCPLX and SC. yy As a result of the addition of the Bookstore and Student Center, the Tech Ed buildings are not clearly connected to the center of the campus (or seen). ̷​̷ The buildings are “behind” the Bookstore.

INSERT photo here

̷​̷ Most students take the stairs to access the Tech Ed buildings. ̷​̷ Access from parking lot 9 to the main campus and from the main campus to the PE/Athletics fields requires crossing College Circle Drive and is hazardous. yy Sidewalks along the Loop Drive are not continuous. yy Most of the existing exterior staircases require immediate attention. yy The east sidewalk along College Circle Drive is tight and close to the baseball field backstop.

1 xxx 2 xxx 3 xxx

156 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 157

NOCCCD Cypress College

Existing Campus Zoning // The following issues and comments were discussed during the planning process: yy The original campus plan was based on the “cluster college” or “house” concept and that resulted in a decentralized organization.

INSERT photo here

yy The goal of the previous master plans was to consolidate programs and create appropriate instructional clusters. ̷​̷ Admin and Student Services are in the center. yy The majority of classrooms are at the north edge of campus. yy Tech Ed and SCE are located at the south edge of campus. yy The library and gyms are the east edge.

INSERT photo here

yy Maintenance & Operations is dispersed with some facilities at the center of the campus. yy Security is located far away from the main campus and is not directly connected to a main entry or the Loop Road. It needs to be relocated. yy The PE/Athletic fields are heavily used by the community and the restroom near the tennis courts is too small and dirty. yy There are no designated smoking areas. The college posts signage to keep smokes away from buildings. ̷​̷ Large number of smoking students. ̷​̷ Hard to police. ̷​̷ This is a staff union issue and the college is currently backing away from issue. yy There used to be a café and mini bookstore in the humanities building. ̷​̷ It would be nice to have some form of retail/food service on the North side of campus. Vending machines would suffice. yy Note: the library has scantron forms for purchase. yy Campus Police is typically located at an edge with adjacent parking.

1 xxx 2 xxx 3 xxx

158 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 159

NOCCCD Cypress College

Existing Campus Landscape // The following issues and comments were discussed during the planning process:

yy The Community uses the following areas: ̷​̷ Lot 9 & restroom for Swap Meet ̷​̷ Loop road

yy The pond at the center of the campus acts as a focal point.

̷​̷ Track

yy Originally large open gathering spaces were minimized and the open spaces were discontinuous.

̷​̷ Pond

yy The PE/Athletics facilities are compact. yy There are narrow corridors that link to major campus spaces. ̷​̷ Example - the passageway from SC to TE is not very scenic. ̷​̷ The space between TE2 & TE3 and between TE2& G2 and between TA&FA are small, dark and pose security issues.

INSERT photo here

yy Need to address walkway through SC and CCPLX. ̷​̷ There is a well worn dirt path through the landscape adjacent to the CCPLX that needs to be converted to a paved path. No point in fighting. ̷​̷ Also, this is a very noisy area because sound bounces off both buildings yy The remnant of Lakeshore Drive within the center of campus is for emergency vehicles and pedestrian circulation; however, it still looks like a road. yy The entries at Holder Street and Orange Avenue are not as well defined with consistent planting, trees, and signage as the main entry at Valley View.

INSERT photo here

yy “Back-of-the-house” areas are not separated and screened from pedestrian systems. ̷​̷ Screening the service areas and roof equipment is necessary. yy The campus landscape is developed in some areas and not in others, therefore there is a not a coherent sense of place and easy wayfinding beyond the campus core.

1 xxx 2 xxx 3 xxx

160 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 161

NOCCCD Cypress College

162 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

APPENDIX TAB

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 163

NOCCCD Cypress College

APPENDIX TAB

164 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Appendix //

The following information is included in this section: yy Educational Initiatives Action Items yy Internal Survey yy Facilities Option Development yy Reference Documents

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 165

NOCCCD Cypress College

166 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Educational Initiatives Action Items // Initiative 1: Effective Planning in Support of Students

December 12, 2010 Reviewed and finalized February 9, 2011 Cypress College was conceived and developed to provide access to higher education and career/technical training. From its inception in 1966, the College has committed to the ongoing success of students in attaining their academic/career goals.

The College remains committed to this proposition and to the provision of academic, career/technical, and student support services dedicated to the success of all of our students. The faculty, staff, and administration of Cypress College commit to the following educational initiatives that are designed to contribute to student success.

Utilizing established College planning processes, the campus community will continue to identify and rank priorities which impact students and staff. These priorities should drive the allocation of resources.

Strategic planning, master planning, and action planning are vital to the success of a college, especially in enabling students to reach their educational goals. Cypress College is committed to implementing a process that maintains current strategic and tactical plans for key elements of the college.

The College should review these current plans on a regular and ongoing basis for revisions as needed or implementation/ status of established action plans. This process will ensure that resources are allocated according to the priorities determined in the planning processes.

Actions: 1.1 Review all current plans – e.g. Basic Skills, Technology, Distance Education, Staffing, Educational Master Plan, and assure their linkage to the strategic plan and to resource allocation.

1.2 Utilize data from external scans to establish effective strategies to address changing local demographics in order to respond effectively to the needs of our service community population and to inform the establishment of an appropriate balance of transfer, basic skills and career/technical education programs.

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 167

NOCCCD Cypress College

Initiative 2: Collaboration to Enhance Student Success Cypress College is dedicated to creating an environment that promotes best practices in teaching and learning through faculty collaboration and faculty-student interaction.

Actions: 2.1 Encourage and support innovation in educational programs.

2.2 Maintain current and develop new partnerships with the College, within the District, and within the local community.

2.3 Expand upon the currently established partnerships with local area high schools to strengthen collaboration in the development of pathways for students in college.

2.4 Enhance current connections and identify additional opportunities for effective partnerships between instruction and student services 2.5 Develop and encourage mentoring programs for all employee groups and for students where possible 2.6 Coordinate opportunities to share best practices among College staff.

2.7 Identify opportunities to share best practices among District partners.

Initiative 3: Connecting Research and Data to the Support of Students and Staff The College supports the use of data wherever it is available to guide decision making processes and to inform the decisions that will affect the ability of students to meet their educational goals.

Actions: The collection and analysis of data is particularly important for decision making in the following areas: 3.1 Student learning outcomes and assessments 3.2 Transfer rates 3.3 Enrollment management 3.4 Curriculum development 3.5 Resource allocations 3.6 Students transitioning from basic skills to college programs 3.7 Coordination and sharing of external scan data (demographics and labor markets)

168 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

Initiative 4: Community Partnerships for Enhanced Relationships and Student Support

Initiative 5: Technology and Services Committed Supporting Students, Staff and Community

Cypress College recognizes the importance of communicating the value of the College to the diverse communities it serves.

The College will explore effective ways to continue and to expand where possible activities in the following areas:

Cypress College recognizes the need for development and maintenance of appropriate technology infrastructure to support the educational programs, student services, institutional research and administrative support services.

The College will review plans already developed and approved for implementation of necessary initiatives and will respond effectively to the incorporation, as needed, of emerging technologies. The College review will also address accommodation requirements in accord with provisions of the Americans with Disabilities Act (1990) and section 504 of the Rehabilitation Act (1973).

Actions: 4.1 Public Information 4.2 Outreach and recruitment of traditional and non-traditional students 4.3 Alumni relations 4.4 Collaboration with business and community partners 4.5 Student equity 4.6 External scanning data 4.7 Public events – Performing arts programs, athletics, program-related public speakers, community forums, etc.

In developing the Educational Master Plan, areas of concern were highlighted in the interviews and program reviews.

Certain programs in the college struggle to stay current with the latest technology (e.g. Performing Arts, Science, CTE) due to funding and fiscal constraints.

Although the College has developed plans and implemented some of the steps, it would be appropriate to revisit the technology plan and the Distance Education plan for revisions or areas not yet implemented. An assessment of priorities and fiscal resources may need to be reviewed. The College may work collaboratively with the other campuses as well as the District IT staff for the coordination of plans.

Actions: 5.1 Distance Education 5.2 Electronic Educational Plans 5.3 Technology Plan 5.4 Potential of technology gifts from business partners 5.5 Student and alumni tracking 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 169

NOCCCD Cypress College

Initiative 6: Institutional Advancement: Grants

Initiative 7: Professional Development

With the state of the economy not expected to improve significantly in the near future, the need for external resources has grown since the last master plan was developed.

The College will allocate resources to support a comprehensive, integrated professional/staff development program with a focus on improving student success.

Actions:

Actions:

6.1 Hire a grant writer

7.1 Identify and establish resources such as a stable funding base and adequate personnel to promote and coordinate programs in the staff development office.

6.2 Train other personnel in grant applications 6.3 Provide training in grant management 6.4 Oversee fiscal matters

7.2 Establish training programs in a variety of formats to address the need for updating teaching and learning theories and practice.

7.3 Develop a format for sharing best practices within the college and the district 7.4 Coordinate a plan to provide training opportunities in various forms to address the needs of staff to understand and possibly implement new emerging technologies.

170 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 171

NOCCCD Cypress College

Facilities Option Development //

During the planning process a series of options were developed for review and discussion with Cypress College Leadership and the Cypress College Campus Planning Committee (CPC). The options were used to stimulate discussions that ultimately led to the development of the 2011 Facilities Master Plan for Cypress College.

This section includes illustrations of these options and is included in the appendix in order to inform the reader of what was considered: March 24, 2010 – Preliminary Options: yy Define clear, inviting campus entry points yy Promote clear and safe drop-offs yy Promote clear and safe vehicular movement yy Locate parking in best locations yy Remove temporary buildings yy Improve pedestrian circulation yy Improve P.E./Athletic facilities yy Strengthen Piazza yy Improve efficiency utilization of facilities

172 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects

NOCCCD Cypress College

April 21, 2010 –Option Development yy Improve circulation and establish connections/enhance the campus environment

May 12, 2010–Option Development yy Zone 1 – Proposed Option

yy Zone 1 – P.E./Athletics and east campus entry – preliminary options

yy Zone 1 – Proposed N/S Pedestrian Passage

yy Zone 1 – P.E./Athletics and east campus entry – option development

yy Zone 1 – Proposed P.E./Athletic Facilities yy Zone 1 – Proposed north plaza and pond bridge yy Zone 2 – Proposed Option

yy Zone 2 – Valley View campus entry and security – preliminary options

yy Zone 2 – Relocate to Campus Police to BE building

yy Zone 2 – Valley View campus entry and security – option development

yy Zone 3 – Perimeter loop road option

yy Zone 3 – Improve existing loop road option

yy Relocate Campus Police to BE building yy Zone 3 – North campus entry and loop road – preliminary option yy Zone 3 – North campus entry and loop road – existing loop road yy Zone 3 – North campus entry and loop road – existing loop road option yy Zone 3 – North campus entry and loop road – perimeter loop road option

yy Zone 3 – Loop road offshoot option yy Zone 3 – Radial parking and loop road offshoot option yy Improve efficiency/utilization of facilities: ̷​̷ Science, Engineering & Math (SEM) ̷​̷ Fine Arts & Lecture Hall ̷​̷ Business Education ̷​̷ Gymnasium II yy Potential Future Expansion yy Preferred Option?

August 13, 2010–Option Development: yy Preferred Option December 8, 2010–Option Development: yy Preferred Option-Developed February 9, 2011–Option Development: yy Recommended Facilities Master Plan yy Recommended Vehicular Circulation yy Valley View 2-way entry option yy Recommended pedestrian circulation yy Recommended Landscape Improvements

2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects 173

NOCCCD Cypress College

Reference Documents //

The following documents were referenced during the planning process: Category yy xxx-date yy xxx-date yy xxx-date yy xxx-date Previous Master Plans yy North Orange County Community College District 1999 Educational and Facilities Master Plan-Volume 2 of 3: The District – 1999 yy North Orange County Community College District 1999 Educational and Facilities Master Plan-Volume 2 of 3: Cypress College - 1999 yy North Orange County Community College District 1999 Educational and Facilities Master Plan-Volume 3 of 3: Fullerton College - 1999 Sustainability yy Campus Sustainability Vision for Cypress College – January 2010

174 2011 Comprehensive Master Plan // Draft March 21, 2011 // HMC Architects