Foothill College State of the College 2005

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Foothill CollegeState of the College 2005

• Report to the
• Board of Trustees
• May 16, 2005

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Foothill College Guiding Principles

• Our Vision
• Core Values honesty, trust, integrity, openness,
  and forgiveness
• Purpose Educational Opportunity for All
• Mission Promote student learning through the
  first two years of lower division coursework

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Foothill College Guiding Principles

• Our Mission-based Governance
• Transfer
• Career Education
• Basic skills
• Student outreach and recruitment
• Student development and retention

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Back to Basics the Arkthe woodpecker will have
to go
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Behavioral Goals of Leadership

• Instill, maintain and
• foster trust
• Energize and stimulate creativity and innovation
• Keep the pot stirred to promote change

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What we did

• Maintain enrollment and productivity
• Embedded hours
• Performing Arts Alliance
• Year-long PE classes
• Coop Ed

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What we did

• Basic skills focus to improve student success
• Learning communities
• Academic Senate resolution on course advisories

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LINC and EWYL Programs (K-16 faculty)

• 155 students in 1998
• 7,000 students to date
• 230 Earn While You Learn Grads

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New articulations

• Joint certificate with Stanford School of Ed in
  professional development for teachers
• New transfer program with SJS in Health Science
• New BIN program biotechnology, informatics, and
  nanotechnology

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Enforcement of fee policy

• Payment required at time of registration
• Full implementation Winter 2005
• No negative impact on enrollment
• Positive impact on retention

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What we achieved (EMP goals, p. 14, 46 ff.)

• 1 in State in successful transfer course
  completion
• 1 in State in basic skills course completion

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What we achieved (EMP goals, p. 14, 46 ff.)

• 2 in State in overall successful course
  completion
• 14 in State in vocational education course
  completion

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What we achieved(p. 14)

• 92 student retention
• 91 in minority student retention
• 84 student successful course completion
• 81 minority student successful course
  completion

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Foothills budget history (p. 15)

• Positive ending balance each year
• Are we over-budgeted? No, see budget history
• Using different strategic sacrifices each year

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Foothills budget reductions (p. 15)

• 01-02 512K
• 02-03 860K
• 03-04 2.7M
• 04-05 900K
• 05-06 800K

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Foothills budget history (p. 15)

• Flexible reductions
• Freezing vac. positions
• Reassignments
• Redistribution of tasks
• Non-teaching to 25 teaching loads

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Foothills budget history (p. 15)

• 3 admin. positions
• 2 divisions w/o deans
• 14 FT faculty positions
• 10 non-teach to teach
• 26 staff partial reassign.
• Many PT fac. laid off

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Foothills budget history (p. 15)

• Academic Restructuring
• Embedded hours
• Year-long PE classes
• Coop Ed
• Performing Arts Alliance

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Student tracking system(p. 18)

• Math lab utilization inversely related to course
  enrolled
• 81 of students utilize only one service

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Student tracking system

• There are implications for the expansion or
  reduction of services

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What Can We Do Better?(p. 19)

• Increase number of degrees and certificates
• Improve tracking transfer students
• Include assessment and evaluation in student
  learning outcomes

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What Can We Do Better? (p. 19)

• Assess and improve employer satisfaction of our
  students
• Increase Black and Hispanic/Latino successful
  course completion rates by 10 by 2010
• Improve basic skills learning communities

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What will be doing? (p. 20)

• Self-Study for re-accreditation
• Thematic approach
• Student Learning Outcomes
• Organization
• Planning, Improvement and Evaluation
• Dialogue
• Institutional integrity
• Institutional commitment
• Campus-wide involvement

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Outcomes of self-study

• Climate survey
• Revision of mission statement
• Update of Roundtable Guidelines
• Make perception of inclusivity a reality
• Complete comprehensive implementation of student
  learning outcomes in curriculum

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Foothills enrollment 04-05 (p. 24)

• Fall headcount declined 5
• Fall FTES up 1
• Precipitous decline in Visa students (17)
• And CTIS students (61 in 5 years)

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FTES by Division (p. 29)
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Student Age Distribution(p. 31)

• Median age of 27
• Modal age of 19
• Average age is 33
• 43 of students under 25
• 22 of students are full-time
• 79 are day students
• 8 are first-time college students
• 30 hold a bachelors degree or higher

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Student Age Distribution(p. 31)
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Productivity (p. 37)

• 562 productivity exceeded district goal of 558
• Annual review of programs/departments under 530

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Productivity by division
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• Special Projects

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The Sakai Communityand ETUDES
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Getting Started with ETUDES

• The ETUDES story, beginning in 1994
• ETUDES Easy To Use Distance Education Software
• Michael Loceff, faculty-author of ETUDES
• Michael Loceff, co-executive producer/writer of
  24-2004

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(No Transcript)
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ETUDES the First Generation

• Enter Vivian Sinou in 2000
• ETUDES Alliance created
• 50 colleges
• 60,000 students
• Open source

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ETUDES Community

• Bakersfield College, CACerro Coso Community
  College, CACoastline Community College,
  CACollege of Alameda, CACollege of the
  Siskiyous, CACrafton Hills College, CADe Anza
  College, CAEast Los Angeles College, CAFoothill
  College, CA Gavilan College, CAGlendale
  Community College, CAHarcum College, PAImperial
  Valley College, CALake Tahoe Community College,
  CALaney College, CALos Angeles City College,
  CALos Angeles Harbor College, CALos Angeles
  Mission College, CALos Angeles Pierce College,
  CALos Angeles Southwest College, CA

• Los Angeles Trade-Tech College, CALos Angeles
  Valley College, CAMerritt College,
  CAPorterville College, CAMendocino College,
  CASan Bernardino Valley College, CASan Joaquin
  Delta College, CATaft College, CAVista College,
  CAWest Los Angeles College, CA
• Antelope Valley College, CAChabot
  College, CAEl Camino College, CALong Beach City
  College, CAMiraCosta College, CASanta Rosa
  Junior College, CASkyline College, CAStephen F.
  Austin State University, TXWest Valley College,
  CA

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Community Source Effort

• University of Michigan
• Indiana University
• MIT
• Stanford University
• Foothill College
• UC-Berkeley
• Open Knowledge Initiative (OKI)
• uPortal Consortium
• Sakai Partners
• Commercial Affiliates Program

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SOFIA Project

• Sharing Of Free Intellectual Assets
• Free course content for 8 courses
• Creative topography
• Elementary statistics
• Enterprise network security
• Musicianship II
• Intro. to Java programming
• Intro. To Macromedia Flash
• Physical geography
• Webpage authoring

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Back to the Basics

• Focus on basic skills to position ourselves for
  the impact of CSUs 2007 decision
• Respond to CAN decision

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Foothill College Opening Day

• Selected Findings on Basic Skills

Rob Johnstone, 9/17/04
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1.2 English Placement Status of Core Transfer
Students, Fall 2002
Note Analysis includes 5,800 students from Fall
2002 who were taking 6 units and did not already
have an AA degree or higher 1,679 had taken the
English Placement test.
Data Excerpted from P12 Summary Tables
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1.3 ESL Placement Status of Core Transfer
Students, Fall 2002
Note Analysis includes 5,800 students from Fall
2002 who were taking 6 units and did not already
have an AA degree or higher 909 had taken the
ESL Placement test.
Data Excerpted from P12 Summary Tables
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1.4 Math Placement Status of Core Transfer
Students, Fall 2002
Note Analysis includes 5,678 students from Fall
2001 who were taking 6 units and did not already
have an AA degree or higher 3,085 had taken the
Math Placement test.
Data Excerpted from P12 Summary Tables
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• 1.5 How many students are placed into Basic
  Skills and do not enroll, or enroll in non-Basic
  Skills courses?

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1.5 Placement Outcomes
Data Excerpted from Executive Summary P14
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2.1 What are the success rates of Basic Skills
students?

• Math
• 250 65
• 200 58
• 101 57
• 105 69

English 100 75 110 73
ESL 130s 71 140s 67 150s 67 160s
80 170s 78 025 81
Data Covers 2003-2004 School Year
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2.2 What are the success rates in Basic Skills
courses by ethnicity?

• Math
• Asian 71
• Black 46
• Filipino 68
• Hispanic 54
• White 68
• Other/Unk 68

English Asian 76 Black 68 Filipino
65 Hispanic 68 White 80 Other/Unk 77
ESL Asian 82 Hispanic 64 White
84 Other/Unk 71
Data Covers 2003-2004 School Year
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2.3 What are the retention rates of Basic
Skills students?

• Math
• 250 88
• 200 85
• 101 86
• 105 79

English 100 88 110 88
ESL 130s 90 140s 86 150s 88 160s
92 170s 93 025 93
Data Covers 2003-2004 School Year
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• 2.9 Do students who complete their Basic Skills
  courses have a higher rate of success than those
  who dont?

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2.9A English Course Completion BSS Success
Data Excerpted from Executive Summary P13
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2.9B English Placement and BSS Success
Data Excerpted from Executive Summary P13
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2.9C Math Level and Econ 1/Actg 1/Astr 10
Data Excerpted from Executive Summary P55
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Decisions for the future

• Fully implement BS learning communities
• Mandate BS placement
• Finalize block scheduling
• Monitor bookstore parameters
• Est. Heritage Rooms

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Preparing for the next generation student

• Onset of deep learning
• Better understanding of how and what students
  truly learn
• Focus on the in-depth concepts in course content
• Moving from teaching to learning and from
  learning to deep learning

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Deep learning is not timed

• The measurement of student work is increasingly
  more focused on what the student is learning
  rather than how much time is spent in a course

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Deep learning is not timed

• If there are no real time constraints, what
  constitutes a five unit course?
• The content!

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So that we can focus on

• Not just what students know, but how well they
  know it
• Not just how many students we serve, but how well
  we do it
• Not just how high our transfer rate is, but which
  universities accept our students
• Not just how many career education students get
  jobs, but what types of jobs they get

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Course Outline agenda for 2005-06

• Basic Skills Across the Curriculum, Pt. 2
• Understanding and Promoting Deep Learning

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Special thanks to

• Paul Aguilar, Campus Services
• Bob Barr, Institutional Research
• George Beers, Intl Distance Learning
• Mia Casey, Presidents Office
• Alan Harvey, VP Ed. Resources Instruction
• Kee Hoon Chung, ASFC
• Rob Johnstone, IIR Office
• Jon Obergh, Chancellors Office
• Bill Patterson, VP, IIR Office

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Special thanks to

• Lucy Rodriguez, IIR Office
• Vivian Sinou, Dean, Distance Mediated Learning
• Paul Starer, Academic Senate
• Annette Stenger, Presidents Office
• Lori Thomas, Marketing
• Marilyn Williams and Custodial Staff
• Carmela Xuerb, Classified Senate
• Administrative Council
• Faculty, Staff and Students of Foothill College

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Questions?

• Answers?