Annual Report 2004-2005 - Dixie State...

AAnnnnuuaall RReeppoorrtt 22000044--22000055

Dixie State College of Utah

Prepared for Dixie State College Board of Trust Prepared by Robert C. Huddleston, President Prepared for Dixie State College Board of Trust

DIXIE STATE COLLEGE OF UTAH - ANNUAL REPORT - 2004-2005

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TABLE OF CONTENTS

INTRODUCTION 5 Mission 6 Goals 7

DEMOGRAPHIC DATA 8 Organizational Charts 8

President 8 Vice President, Academics 9 Vice President, College Services 10 Vice President, Student Services 11 Associate Vice President Institutional Advancement 12

Enrollment Data 13 Annualized Budget-Related Full Time Equivalents (FTE) 13 Headcount by Term at 15th Day 14 Total Headcount by Term 14 Fall 2004 Racial/Ethnic Diversity 15 Ethnic Diversity of Credit and Non-credit Students 15 Fall Enrollment Ethnic Diversity 15 Graduation Information – Degrees and Certificates Awarded 16 Declared Majors 16 Ethnic Diversity of Graduates by Academic Year 17 Degree Breakdown 17 Degrees Awarded 18 Certificates Awarded 18

Cost Study 19 FTE by Academic Divisions 19 Business Programs 20 Computer Information Technology Programs 20 Technology Programs 21 Health Science Programs 22 Physical Education, Health & Recreation Programs 23 Fine and Performing Arts Programs 24 ASC Programs and General Education 25 Social Science & Humanities Programs 26 Natural Science Programs 27 Family and Consumer Science 28

FUTURE PROJECTS 29-30 EMPLOYEE DEMOGRAPHICS 31

Position Count and FTE of Benefit Eligible Employees 31 Equal Employment Opportunity Staffing Report 31 Employees by Classification 32 Male & Female Employees by Classification 32 Compensation 33 2004/2005 Percentage of Compensation by Classification 33 Medical Claims and Utah State Retirement Data 33 Staffing Activities for the 2004-2005 Fiscal Year 34

OVERALL REPORT CARD 35


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CORE ONE: STUDENT GOALS ATTAINMENT 36 • Measure 36 • Strengths 37 • Areas for Improvement 37 • Plans for Improvement 37

CORE TWO: PERSISTENCE (FALL TO FALL) AND DEGREE COMPLETION RATES 38

PERSISTENCE (FALL TO FALL) 38 • Measure 38 • Strengths 39 • Areas for Improvement 40 • Plans for Improvement 40

DEGREE COMPLETION RATES 41 • Measure 41 • Strengths 41 • Areas for Improvement 42 • Plans for Improvement 42

CORE THREE: PLACEMENT RATE IN THE WORKFORCE 43 • Measure 43 • Strengths 47 • Areas for Improvement 48 • Plans for Improvement 48

CORE FOUR: EMPLOYER ASSESSMENT OF STUDENTS 49 • Measure 49 • Strengths 51 • Areas for Improvement 51 • Plans for Improvement 52

CORE FIVE: LICENSURE AND CERTIFICATION PASS RATES 53 • Measure 53 • Strengths 56 • Areas for Improvement 57 • Plan for Improvement 57

CORE SIX: CLIENT ASSESSMENT OF PROGRAMS AND SERVICES 59 • Measure 59 • Strengths 59-61 • Areas for Improvement 62 • Plans for Improvement 62-63


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CORE SEVEN: DEMONSTRATION OF CRITICAL LITERACY SKILLS 64 • Measure 64 • Strengths 72 • Areas for Improvement 72 • Plans for Improvement 72

CORE EIGHT: NUMBER AND RATE WHO TRANSFER AND PERFORMANCE AFTER TRANSFER 73

NUMBER AND RATE WHO TRANSFER 73 • Measure 73 • Strengths 73 • Areas for Improvement 74 • Plans for Improvement 74

PERFORMANCE AFTER TRANSFER 74 • Measure 74 • Strengths 74 • Areas for Improvement 75 • Plans for Improvement 75

CORE NINE: SUCCESS IN SUBSEQUENT COURSEWORK 76 • Measure 76 • Strengths 78 • Areas for Improvement 79 • Plans for Improvement 79

CORE TEN: PARTICIPATION RATE IN SERVICE AREA, DEMONSTRATION OF CITIZENSHIP SKILLS, AND RESPONSIVENESS TO COMMUNITY NEEDS

PARTICIPATION RATE IN SERVICE AREA 80 • Measure 80 • Strengths 84 • Areas for Improvement 84 • Plans for Improvement 85

DEMONSTRATION OF CITIZENSHIP SKILLS 85 • Measure 85 • Strengths 85 • Areas for Improvement 85 • Plans for Improvement 86

RESPONSIVENESS TO COMMUNITY NEEDS 86 • Measure 86 • Strengths 87 • Areas for Improvement 88 • Plans for Improvement 88 • Areas for Improvement/Challenges 90 • Plans for Improvement 90


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INTRODUCTION This annual report evaluates the institutional effectiveness of Dixie State College of Utah during the 2004-2005 school year. The report is based on a publication of the American Association of Community Colleges, Core Indicators of Institutional Effectiveness, by Richard Alfred, Peter Ewell, James Hudgins, and Kay McClenney. This publication lists fourteen “indicators,” statistics or data that can be used to gauge how successfully a college accomplishes its mission. These fourteen indicators have been integrated into ten core areas in this annual report. This document informs Dixie State’s constituencies about the effectiveness of the College during 2004-2005. Importantly, on page 35 readers will find a “report card” upon which the College has assigned itself a grade for each indicator of effectiveness. This report has two main sections. The first section contains a review of basic demographic data, including organizational charts, employment statistics, enrollment data, and financial information. The second section contains an analysis of the ten indicators of institutional effectiveness. For each indicator, readers will find four headings: first, a description of the measure of the indicator; second, a brief list of strengths associated with the indicator; third, a brief list of areas for improvement for the indicator; and finally, a brief description of plans for improvement for the indicator.


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Mission


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Goals Dixie State College’s Goals and Values Academic Rigor in a Challenging, Supportive Learning Environment DSC focuses on quality teaching and learning, and will be resolute in maintaining high academic standards and rigorous expectations for faculty and students. DSC will also nurture student confidence, retention and success by attracting and retaining dedicated employees, and by maintaining small classes, academic freedom and quality service. Access and Opportunity DSC will invite members of the community with varying preparation for higher education, reaching out to under-represented populations, and meeting individuals’ needs with offerings ranging from developmental education to an honors program. Diversity DSC will provide diversity among its employees and student body to enrich the teaching and learning environment. DSC will provide diverse educational, economic, cultural, and recreational opportunities. Workforce and Economic Development DSC will cooperate with the local community, the region, and the state to identify and meet the demands of business and industry. The college will provide leadership and support to economic development. Sound Management and Responsible Stewardship DSC will be accountable in its stewardship over public resources and students’ trust, using state, tuition, and donor resources to promote the College’s mission.


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DEMOGRAPHIC DATA

Organizational Charts

President


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Vice President, Academics


10

Vice President, College Services


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Vice President, Student Services


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Associate Vice President Institutional Advancement


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Enrollment Data

Annualized Budget-Related Full Time Equivalents (FTE)

Increase/ PercentYear FTE Decrease Change95-96 2945 325 12%96-97 3109 164 6%97-98 3335 226 7%98-99* 3547 212 6%99-00 3667 120 3%00-01 3890 223 6%01-02 4106 216 6%02-03 4251 145 4%03-04 4411 160 4%04-05 4367 -44 -1%

Annualized Budget-Related FTE Last 5 Years

3000

3500

4000

4500

5000

FTE 3667 3890 4106 4251 4411 4367

99-00 00-01 01-02 02-03 03-04 04-05

*Beginning in the 1998/99 academic year, annualized FTE is based on the end-of-term enrollment. In prior years, annualized FTE was based on 15th day enrollment.


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Headcount by Term at End of Term (15th Day until 98/99)

Total UnduplicatedYear Summer Fall Winter Spring Headcount at Year End95/96 1021 4921 3828 3593 731696/97 1272 5318 4448 3823 756997/98 1320 5500 4760 4212 7455

*98/99 1266 5711 5085 752999/00 1520 6673 5473 792900/01 1619 6945 5733 844001/02 1743 8115 6096 894402/03 1808 8195 6294 926503/04 1933 9071 6806 953604/05 1999 9593 6554 10063

*Beginning 1998/99 all enrollment numbers are based on end of term reporting to USHE

Total Headcount by Term

0 2000 4000 6000 8000 10000 12000

95/96

96/97

97/98

*98/99

99/00

00/01

01/02

02/03

03/04

04/05

Aca

dem

ic Y

ear

Students Enrolled

Summer

Fall

Winter

Spring


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Fall 2004 Racial/Ethnic Diversity

0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0%

International

Black or African American

Native Am/Alaska Native

Asian/Pacific Islander

Hispanic or Latino

Ethnic Diversity of Credit and Non-credit Students

TermNonResAlien/International Black

Native American

Asian/ Pac Isl Hispanic White Unknown

Total Enrollment

Fall 95 29 23 64 73 71 4658 4920Fall 96 37 40 79 77 79 4995 5318

* Fall 97 44 49 87 97 97 4874 252 5500Fall 98 20 40 77 88 92 5069 69 5455Fall 99 25 29 78 74 150 5766 69 6191Fall 00 29 25 63 66 135 5092 1105 6515Fall 01 29 36 72 98 183 6814 23 7255Fall 02 46 77 88 175 232 6815 40 7473Fall 03 47 39 129 134 150 7165 18 7682Fall 04 36 119 142 170 236 7801 60 8564

% of Total Enrolled 0.4% 1.4% 1.7% 2.0% 2.8% 91.1% 0.7%

% Increase Between F2001 & F2004 24% 231% 97% 73% 29% 14% 161% Beginning Fall 1997, the Office of Institutional Research began reporting ethnicity of both credit and non-credit seeking students

Fall Enrollment Ethnic Diversity

Five Year History Ethnic Diversity

0

50

100

150

200

250

Fall 00 Fall 01 Fall 02 Fall 03 Fall 04

Nbr

Stud

ents Hispanic or Latino

Black or African AmericanNative Am/Alaska NativeAsian/Pacific IslanderInternational


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Graduation Information – Degrees and Certificates Awarded

YearAssociate Degrees

Bachelor Degrees Certificates

2000/01 725 1 3172001/02 801 37 2112002/03 845 63 4562003/04 811 102 6672004/05 846 94 338

Declared Majors

2004/2005 Associate Degrees & Certificates by College

CIT6%

Natural Sci7%

Bus15%

Hum/Soc4%

FPA 2% FCS 7%

Technology 4%

Health Sci 35%

Gen Ed.20%

2004/2005 Bachelor Degrees by College

BS-Bus 38%

BS-CIT26%

BS-Edu36%


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Ethnic Diversity of Graduates by Academic Year

YearEnding International Black

NativeAmerican Asian/Pac Isl Hispanic White Non-Declared

TotalGraduates

2000 8 6 7 10 14 830 6 8812001 9 5 16 7 19 906 5 9672002 9 4 5 11 13 962 3 10072003 13 3 15 11 30 1214 2 12882004 11 3 20 16 25 1415 1 14912005 15 2 9 14 20 1150 1 1211

(Based on number of graduates, not number of awards conferred)

0

5

10

15

20

25

30

35

2001 2002 2003 2004 2005

International Black Native American Asian/Pac Isl Hispanic

Degree Breakdown DEGREE 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005Associate of Science 461 428 506 478 498 467 505 479 452 475Assoc. of Sci. in Business 17 42 72 71 112Associate of Art 134 140 174 192 199 200 208 229 217 184Assoc. Sci. in Criminal Justice 2 0Assoc. of Pre-Engineering 1 0 1 1 5 7 6 9Assoc. of Applied Science 26 22 30 32 38 39 41 58 63 6Bachelor of Science 1 37 63 102 94

Total Degrees Awarded 621 590 711 702 736 725 838 908 913 940

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Degrees Awarded

0200400600800

1000

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

Ten Year History of Degrees AwardedSummer through Spring

Bachelor of Science

Assoc Sci in Criminal Justice

Assoc. of Sci. in Business

Assoc. of Applied Science

Assoc. of Pre-Engineering

Associate of Art

Associate of Science

Certificates Awarded PROGRAM 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005Apprentice (Plumbing & Electrician) 10 0 17 7 11 7 23 16Auto Body 0 1 17 23 14 27 65 41 13Auto Mechanics 92 97 102 91 72 57 1 3 7 12Drafting 7 6 24 2 7 4 3 22 24 17Emergency Med Tech (EMT) 84 11 79 91 32Graphic Communications 28 78 36 17 34 14 26 4 1 2Diesel Mechanics 1 5Marketing, Mgmt., Sales 20 11 22 13 9 8 8 5 3 3Nursing (CNA) 48 85 34 189 362 128Nursing (LPN) 27 20 23 21 21 46 28 29 3Office Administration 4 5 3 5 5 4 10 7 3 5Paramedics 16 9 10 14 0 * 24 12Phlebotomy 27 41 30Surgical Technician 7 7 6 7Travel/Tourism 1 1 8 11 11 4 5 4 3 5Visual Technologies 3 3 4 3 8 5 7 8 4 1

T otal Certificates Awarded 63 195 117 83 207 317 210 456 667 338

Not tracked until 1998

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Note: Some students receive more than one degree or certificate and the totals here represent duplicated headcounts. Certificate numbers shown on follow-up study are unduplicated numbers. Example: a student in auto body may receive several certificates, but only listed once as a certificate recipient on the follow-up study. * Paramedic certificates for 2003 year not reported until 2004 year. ** 2004 Health Occupation certificates include some from 2003 not posted in time.


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Cost Study

FTE by Academic Divisions The “Education and General” column below shows data for the College overall, including the number of full-time equivalent students (FTE Students), the average cost per student (Direct Cost Per FTE$), and the average ratio between students and faculty. Other columns show the same data for different departments within the College.

EDUCATION& GENERAL BUSINESS TRADES

COMP &INFO. TECH.

FAMILY &CONS. SCI.

HEALTHOCC. PHYS. ED.

FINE &PERF.ARTS

SOCSCIENCE &

HUMAN. ASCNATURALSCIENCE

FTE Students04-05 4,365.20 340.37 75.84 433.49 154.74 252.37 247.09 549.53 949.57 289.59 1,072.6103-04 4,409.91 355.63 94.96 497.17 154.24 228.18 255.95 529.93 1,028.85 253.47 1,011.5302-03 4,251.11 349.51 100.99 476.84 157.36 200.31 294.41 490.37 1,008.33 249.62 923.3701-02 4,106.07 333.12 118.56 483.81 151.72 195.58 287.14 510.28 950.03 238.03 837.8000-01 3,889.90 286.52 145.52 480.63 151.07 159.56 285.87 507.85 917.12 191.30 764.46

Direct Cost Per FTE$04-05 1,931 2,292 4,183 2,325 1,930 4,150 1,162 2,112 1,736 1,392 1,37803-04 1,857 2,269 3,516 2,422 2,390 4,094 1,051 1,902 1,563 1,548 1,25102-03 1,983 2,499 4,635 2,369 2,498 6,295 995 2,071 1,375 1,392 1,32601-02 1,756 2,476 5,291 2,211 2,391 6,940 1,446 2,373 1,668 1,756 1,82800-01 2,224 3,182 4,429 2,020 1,779 7,623 1,051 2,198 1,548 2,026 1,849

Student/Faculty Ratio04-05 20.60 18.53 10.54 19.67 23.81 10.42 64.51 18.17 22.76 19.90 24.8403-04 20.90 19.91 10.50 19.23 16.73 8.54 50.78 18.80 26.80 18.21 27.6102-03 20.51 18.73 9.95 18.98 18.47 7.23 54.72 17.40 27.85 22.03 25.6801-02 15.99 15.17 7.69 19.07 16.53 5.76 25.08 16.69 23.05 15.99 20.8800-01 17.10 13.85 9.62 19.43 21.10 4.16 53.23 16.79 24.38 14.22 22.04


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Business Programs

Travel Systems

Office Information

Systems Accounting EconomicsFashion Retail Management

General Business

Business Administration

(Upper Division)Management &

Marketing

FTE Students04-05 0.82 6.48 64.18 53.40 0.00 96.77 82.36 36.3603-04 5.10 6.02 76.17 54.10 0.00 100.94 76.10 37.2002-03 5.84 10.22 65.95 54.80 0.60 94.16 75.94 42.0001-02 6.78 8.78 59.56 47.40 6.24 101.80 58.90 43.6600-01 9.56 8.94 53.76 48.20 5.84 100.72 23.00 36.50

Direct Cost Per FTE$04-05 1,942 5,071 966 1,748 0 2,391 3,327 1,67803-04 2,016 6,768 688 1,616 0 2,032 4,246 1,48602-03 2,091 4,632 1,188 1,783 44,789 1,672 4,197 1,52801-02 2,373 5,117 1,744 1,838 4,233 1,647 4,488 1,86300-01 1,699 4,998 2,497 1,604 4,628 1,705 9,934 1,995

Student/Faculty Ratio04-05 10.25 8.53 29.17 24.84 0.00 15.22 14.84 38.6803-04 10.00 6.34 41.53 26.65 0.00 17.28 13.49 45.9302-03 9.57 10.54 26.17 28.10 1.76 20.74 14.52 44.2101-02 7.79 10.21 21.42 25.21 11.56 19.32 10.37 39.6900-01 10.74 10.16 14.77 36.79 10.25 17.99 6.13 38.83

Computer Information Technology Programs

Drafting Graphic ArtsVisual

TechnologyComputer Science

Computer Information

SystemsComputer

Skills

ComputerInformation Technology

(Upper Division)

FTE Students04-05 31.33 14.78 40.90 24.40 275.38 4.22 42.4803-04 26.24 17.86 39.06 22.60 349.48 5.67 36.2602-03 23.62 17.30 35.40 23.00 326.99 5.89 44.6401-02 26.58 21.30 59.20 29.60 299.40 5.87 41.8600-01 27.20 27.26 74.36 34.00 288.72 10.09 19.00

Direct Cost Per FTE$04-05 72 6,370 6,083 3,358 1,682 0 2,76303-04 4,604 5,589 7,204 3,315 1,266 508 5,01802-03 4,099 6,249 7,488 3,768 1,299 223 3,29601-02 4,154 6,296 2,517 4,085 1,180 589 4,73400-01 4,055 2,954 2,209 2,758 1,274 2,514 6,772

Student/Faculty Ratio04-05 31.00 10.71 11.52 10.43 20.26 0.00 36.3103-04 10.93 13.43 9.04 15.17 24.32 33.35 20.3702-03 11.09 10.68 8.31 12.23 23.42 73.63 37.5101-02 11.51 12.17 15.66 16.72 23.71 26.68 14.3800-01 10.71 19.33 16.34 21.25 21.79 25.87 19.00


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Technology Programs

Air Frame Air Pilot Auto BodyAuto

Mechanics Construction Electronics

FTE Students04-05 0.00 0.00 17.72 34.32 23.80 0.0003-04 6.62 0.00 36.90 30.24 21.20 0.0002-03 3.86 0.00 42.69 29.14 23.90 1.4001-02 4.12 15.22 33.32 29.46 35.70 0.7400-01 0.00 19.18 34.78 42.12 48.30 1.14

Direct Cost Per FTE$04-05 0 0 4,852 4,646 3,017 003-04 1,555 0 3,361 4,312 3,181 002-03 2,126 0 2,884 8,684 3,291 1,63801-02 0 8,368 3,884 6,184 3,782 14,18800-01 0 8,627 2,840 5,832 2,646 6,018

Student/Faculty Ratio04-05 0.00 0.00 10.24 12.30 8.69 0.0003-04 16.55 0.00 11.42 11.72 7.77 0.0002-03 14.30 0.00 11.18 11.12 7.49 9.3301-02 0.00 4.10 9.36 10.64 9.32 4.3500-01 0.00 4.11 12.60 10.22 13.88 11.40


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Health Science Programs

Dental Nursing ParamedicNursing

(Upper Division)

FTE Students04-05 33.88 169.51 41.04 7.9403-04 32.84 151.92 43.42 0.0002-03 33.44 124.72 42.15 0.0001-02 31.96 120.27 43.35 0.0000-01 31.00 87.46 41.10 0.00

Direct Cost Per FTE$04-05 10,023 3,624 1,710 1,09403-04 9,481 3,084 2,247 002-03 12,692 4,766 3,960 001-02 13,113 5,429 4,490 000-01 12,056 6,637 4,554 0

Student/Faculty Ratio04-05 4.71 11.59 24.14 20.8903-04 5.52 11.35 10.17 0.0002-03 5.39 9.81 7.11 0.0001-02 4.10 8.01 6.11 0.0000-01 3.33 4.92 5.49 0.00


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Physical Education, Health & Recreation Programs

Fitness CenterPhysical

Education

FTE Students04-05 164.25 82.8403-04 166.82 89.1302-03 164.46 129.9501-02 155.01 132.1300-01 164.83 121.04

Direct Cost Per FTE$04-05 391 2,69203-04 252 2,54702-03 436 1,70301-02 383 2,69200-01 412 1,922

Student/Faculty Ratio04-05 182.50 28.2703-04 185.00 21.5302-03 183.00 29.0101-02 143.53 12.7400-01 137.36 29.03


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Fine and Performing Arts Programs

Art Communication Dance Music Theater Arts

FTE Students04-05 183.81 166.22 37.14 103.14 59.2203-04 173.10 174.34 31.32 87.65 63.5202-03 160.70 154.72 29.88 88.99 56.0801-02 162.45 160.80 32.40 94.31 60.3200-01 146.12 163.40 27.08 92.33 61.12

Direct Cost Per FTE$04-05 1,671 2,035 1,863 2,421 3,31403-04 1,791 1,684 1,824 2,145 2,53302-03 1,869 2,049 1,945 2,344 2,96101-02 1,839 2,431 2,027 2,923 2,98400-01 1,730 1,725 2,108 2,948 3,874

Student/Faculty Ratio04-05 19.72 21.67 21.72 13.38 15.4603-04 17.75 23.09 23.73 13.82 19.3702-03 17.52 19.05 23.53 12.41 18.1501-02 19.57 17.40 23.14 12.66 14.4300-01 20.07 20.07 20.99 12.04 12.10


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ASC Programs and General Education

Reading Math Composition General Co-op

FTE Students04-05 19.80 161.13 76.76 31.9003-04 18.20 165.07 37.36 32.8402-03 16.10 150.10 46.44 36.9801-02 17.30 141.29 49.74 29.7000-01 15.90 109.98 32.42 33.00

Direct Cost Per FTE$04-05 2,354 1,109 1,841 1,14103-04 2,527 987 3,927 1,12002-03 2,756 1,050 3,023 13901-02 3,318 1,136 3,275 1,24800-01 3,209 1,279 4,771 1,245

Student/Faculty Ratio04-05 21.76 26.55 14.08 15.0503-04 17.84 30.68 6.93 15.4202-03 17.50 29.43 9.27 123.2701-02 14.42 26.66 8.05 13.4400-01 14.45 23.81 6.13 13.52


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Social Science & Humanities Programs

Composition/ English

Education(Upper

Division)CriminalJustice

ForeignLanguage History Humanities Orientation Philosophy

PoliticalScience Psychology Sociology

FTE Students04-05 287.90 67.86 17.66 103.41 128.70 119.10 34.31 21.13 16.20 118.80 34.5003-04 338.98 58.62 16.70 99.87 133.90 121.90 62.82 19.30 15.70 123.26 37.8002-03 332.82 26.46 14.40 110.12 135.30 127.72 63.79 21.74 17.66 123.02 35.3001-02 329.94 0.00 16.40 102.31 129.60 126.12 47.22 18.54 28.18 108.82 42.9000-01 317.50 0.00 22.50 95.81 122.40 119.00 39.41 13.90 29.16 116.44 41.00

Direct Cost Per FTE$04-05 2,457 2,961 765 1,272 1,076 1,400 406 571 574 1,531 2,09903-04 2,059 3,449 748 1,216 982 1,367 315 459 344 1,418 1,78002-03 1,874 2,827 694 1,188 1,000 1,317 254 177 453 1,424 2,24201-02 2,407 0 890 1,288 1,091 1,562 523 585 185 1,649 2,21000-01 2,337 0 829 1,222 767 1,413 237 576 468 1,430 2,000

Student/Faculty Ratio04-05 16.40 17.58 20.30 21.72 39.12 31.18 42.36 32.02 29.45 32.02 18.7503-04 19.90 20.35 20.88 22.70 41.71 30.32 330.63 37.84 52.33 34.62 22.7702-03 20.39 26.46 22.50 22.89 39.22 31.30 425.00 98.82 36.04 33.89 24.1801-02 16.29 0.00 17.45 20.71 35.41 28.21 205.30 28.09 122.52 28.41 21.3400-01 16.10 0.00 19.57 22.65 43.40 36.39 145.96 28.37 51.16 34.45 23.84Note: For comparability purposes, English and Composition totals are included in the Composition column only.


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Natural Science Programs

Chemistry Geology Life Science Mathematics Physics

FTE Students04-05 114.68 74.76 392.07 448.14 42.9603-04 107.96 78.48 356.68 426.71 41.7002-03 80.11 68.40 295.88 427.40 51.5801-02 76.18 72.08 250.44 373.38 65.7200-01 76.54 58.50 261.11 315.59 52.72

Direct Cost Per FTE$04-05 1,240 1,178 1,287 1,369 2,19603-04 1,247 1,152 1,088 1,285 2,48902-03 1,926 1,239 1,117 1,266 2,19801-02 2,801 2,218 1,951 1,548 1,38800-01 2,659 2,493 1,887 1,286 3,141

Student/Faculty Ratio04-05 28.11 32.65 25.28 24.07 19.0903-04 27.90 31.02 29.00 27.42 17.5202-03 21.25 32.57 27.81 25.84 17.7901-02 15.06 18.53 19.13 24.42 23.5600-01 16.35 18.34 20.13 30.00 15.83


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Family and Consumer Science

Family & Consumer Science

FTE Students04-05 154.7403-04 154.2402-03 157.3601-02 151.7200-01 151.07

Direct Cost Per FTE$04-05 1,93003-04 2,39002-03 2,49801-02 2,39100-01 1,779

Student/Faculty Ratio04-05 23.8103-04 16.7302-03 18.4701-02 16.5300-01 21.10


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FUTURE PROJECTS

Done or Funded

Short-Term

(1-2 yr)

Inter.-Term

(3-6 yr)

Long-Term (6+

yr)

Eccles/Graff Fine Arts Center Done VP/CS ALL Health Science Building Funded VP/CS ALL Land/Building Acquisitions (Adjacent Properties) X VP/CS ALL Student Housing (Construction) X VP/CS ALL Information Commons X VP/CS ALL Property Acquisition (West Campus) X VP/CS ALL Whitehead Student Services Center X VP/CS ALL Classroom Instructional Building X VP/CS ALL

Gymnasium: Security, Code, ADA and Energy Improvements Funded VP/CS ALL

Cox Auditorium: Theatrical Lighting System Replacement Funded VP/CS ALL

Hurst Field: Building Dewatering System Study Funded VP/CS ALL Eccles Fitness Center Swimming Pool Upgrades Funded VP/CS ALL North Plaza: Code Remodeling and Site Improvements Funded VP/CS ALL

Whitehead Student Services Center: Code, Seismic, Life Safety Engineering Study X VP/CS

Tanner Amphitheater Remodeling X VP/CS ALL Hurst Field: Building Dewatering System Upgrade X VP/CS ALL Football Stadium: Recaulk, Seal Bleachers, Remodel Training/Weight rooms X VP/CS

Campus Emergency Power and Lighting X VP/CS ALL Smith Computer Center: Laboratory Lighting Replacement X VP/CS

Campus Master Planning X VP/CS ALL Avenna Center Glass Replacement X VP/CS ALL North Plaza: Photo Lab Relocation X VP/CS ALL Campus Fire Alarm System Improvements X VP/CS ALL Campus Mural Refurbishment X VP/CS ALL Roofing: Automotive Shop, NIB, NP, Technology Building, Browning X VP/CS

Paving: Hazy South Entrance, Whitehead Turnaround X VP/CS ALL Classroom Remodel for Lab for Four-year Degrees X VP/CS ALL North Plaza: Parking and Lighting Improvements X VP/CS ALL Campus Card Key & Security System – Campus-wide Project X VP/CS

Jennings Remodel for CEC/Communications X VP/CS ALL Roofing: Maintenance Building, Physical Plant, Eccles Fitness Center X VP/CS

1. New Buildings and Major Remodels

FUTURE PROJECTS *ResponsibleOffice

**Applicable College Goal

Completion Status/Goal

2. Capital Improvements

ALL

ALL

ALL

ALL

ALL

ALL

*Responsible Office: **Applicable College Goal: VP/AS = Vice President – Academic Services ALL = All Five College Goals VP/SS = Vice President – Student Services LDE = Lower-division Education AVP/A = Associate Vice President – Advancement UDE = Upper-division Education Dean/ALS = Dean – Arts, Letters and Sciences ATE = Applied Technology Education Dean/BTH = Dean – Business, Technology and Health CS and CE = Community Services and Continuing Education Dean/CE = Dean – Community and Continuing Education SSS and SL = Student Support Services and Student Life Dean/IS = Dean – Information Services ED/HR = Executive Director – Human Resources


30

Business Administration Emphasis: Accounting (Bach) Done Dean/BTHand Dean/IS UDE

Establish structures and procedures to coordinate Dixie State College’s various fine arts activities, increase community involvement, and fulfill students’ cultural and academic needs

Done VP/AS ALL

Nursing (BSN) Done Dean/BTH UDE Medical Radiography (AAS) Done Dean/BTH ATE Communication and New Media (Bach) Done Dean/ALS UDE Criminal Justice/Law Enforcement (AS/Bach) X Dean/ALS LDE/UDE Dental Hygiene (Bach) X Dean/BTH UDE Early Childhood Education (AS) X Dean/ALS LDE English and Languages (Bach) X Dean/ALS UDE Secondary Education (Bach) X Dean/ALS UDE Biological and Life Sciences (Bach) X Dean/ALS UDE Chemistry/Physics (Bach) X Dean/ALS UDE Fine and Performing Arts (Bach) X Dean/ALS UDE Health Science Management (Bach) X Dean/BTH UDE Math/Statistics (Bach) X Dean/ALS UDE Music (Bach) X Dean/ALS U Psychology/Sociology (Bach) X Dean/ALS UDE Respiratory Therapy (AAS) X Dean/BTH LDE/UDE Special Education (Bach) X Dean/ALS UDE Speech Pathology (Bach) X Dean/ALS UDE Partner with new and existing business and industry for economic development in Washington and Kane Counties Ongoing Dean/BTH ATE/CS

and CE

Complete Banner implementation X VP/CS and Dean/IS ALL

Implement comprehensive campus Internet solution, to include WEB, email, voice IP, spam elimination, etc. X VP/CS and

Dean/IS ALL

Campus-wide wireless network X VP/CS and Dean/IS ALL

Increase the number of Hispanic students attending Dixie State Colle

DE

ge by 5% in three years X VP/SS ALL

1. Student Goal Attainment Ongoing VP/SS andDean/ALS ALL

2. Persistence (Fall to Fall); Degree Completion Rates Ongoing VP/SS ALL 3. Placement Rate in the Workforce Ongoing Dean/BTH ALL 4. Employer Assessment of Students Ongoing Dean/BTH ALL 5. Licensure/Certification Pass Rates Ongoing Dean/BTH ALL 6. Client Assessment of Programs and Services Ongoing Dean/CE ALL 7. Demonstration of Critical Literacy Skills Ongoing Dean/ALS ALL 8. Demonstration of Citizenship Skills Ongoing VP/AS ALL 9. Number and Rate Who Transfer; Performance After Transfer Ongoing Dean/ALS ALL

10. Success in Subsequent, Related Course Work Ongoing Dean/ALS ALL 11. Participation Rate in Service Area; Responsiveness to Community Needs Ongoing AVP/A ALL

6. Emphasize Quality Instruction and Student Academic Achievement

5. Commitment to Diversity

3. New Academic Programs and Initiatives

4. Information Services

*Responsible Office: **Applicable College Goal: VP/AS = Vice President – Academic Services ALL = All Five College Goals VP/SS = Vice President – Student Services LDE = Lower-division Education AVP/A = Associate Vice President – Advancement UDE = Upper-division Education Dean/ALS = Dean – Arts, Letters and Sciences ATE = Applied Technology Education Dean/BTH = Dean – Business, Technology and Health CS and CE = Community Services and Continuing Education Dean/CE = Dean – Community and Continuing Education SSS and SL = Student Support Services and Student Life Dean/IS = Dean – Information Services ED/HR = Executive Director – Human Resources


31

EMPLOYEE DEMOGRAPHICS

Position Count and FTE of Benefit Eligible Employees The following chart shows the number of employees by category.

NO. FTE NO. FTE NO. FTE NO. FTE NO. FTE NO. FTE NO. FTE NO. FTE NO. FTE NO. FTECONTRACT FACULTY SECRETARIAL/CLERICAL

1.00 88 88.00 93 93.00 90 90.00 94 94.00 96 96.00 1.00 28 28.00 28 28.00 24 24.00 24 24.00 26 26.00Sub-Totals: 88 88.00 93 93.00 90 90.00 94 94.00 96 96.00 0.98 0 0.00 1 0.98 1 0.98 1 0.98 0 0.00COACHES 0.96 1 0.96 0 0.00 0 0.00 0 0.00 0 0.00

1.00 7 7.00 8 8.00 7 7.00 6 6.00 6 6.00 0.92 5 4.60 4 3.68 4 3.68 4 3.68 5 4.60Sub-Totals: 7 7.00 8 8.00 7 7.00 6 6.00 6 6.00 0.77 1 0.77 1 0.77 0 0.00 0 0.00 0 0.00EXECUTIVE Note: Soft-funded for 04/05 is 5 at FTE 4.92

Note: Soft-funded for 04/05 is 18 at FTE 17.20 Note: Soft-funded for 04/05 is 2 at FTE 2

Note: Soft-funded for 04/05 is 3 at FTE 3.00

1.00 8 8.00 8 8.00 8 8.00 9 9.00 10 10.00 Sub-Totals: 35 34.33 34 33.43 29 28.66 29 28.66 31 30.60Sub-Totals: 8 8.00 8 8.00 8 8.00 9 9.00 10 10.00 SKILLED CRAFTSADMINISTRATIVE/MANAGERIAL 1.00 14 14.00 13 13.00 13 13.00 14 14.00 13 13.00

1.00 64 64.00 67 67.00 58 58.00 63 63.00 63 63.00 Sub-Totals: 14 14.00 13 13.00 13 13.00 14 14.00 13 13.000.96 2 1.92 2 1.92 1 0.96 2 1.92 2 1.92 SERVICE MAINTENANCE0.92 3 2.76 4 3.68 5 4.60 5 4.60 4 3.68 1.00 21 21.00 22 22.00 20 20.00 22 22.00 24 24.000.88 5 4.40 5 4.40 5 4.40 4 3.52 4 3.52 0.78 0 0.00 1 0.78 1 0.78 1 0.78 0 0.000.75 2 1.50 1 0.75 3 2.25 2 1.50 2 1.50 0.63 1 0.63 1 0.63 1 0.63 1 0.63 0 0.00

Sub-Totals: 76 74.58 79 77.75 72 70.21 76 74.54 75 73.62 Sub-Totals: 22 21.63 24 23.41 22 21.41 24 23.41 24 24.00TECHNICAL/PARAPROFESSIONAL PERMANENT HOURLY

1.00 26 26.00 25 25.00 24 24.00 23 23.00 23 23.00 1.00 3 3.00 1 1.00 1 1.00 1 1.00 0 0.000.92 2 1.84 2 1.84 2 1.84 2 1.84 2 1.84 Note: All Soft-funded0.78 1 0.78 0 0.00 0 0.00 0 0.00 0 0.00 Sub-Totals: 3 3.00 1 1.00 1 1.00 1 1.00 0 0.000.75 2 1.50 2 1.50 2 1.50 2 1.50 2 1.50

TOTALS: 284 280.7 289 285.9 270 266.6 280 277.0 282 279.6Sub-Totals: 31 30.12 29 28.34 28 27.34 27 26.34 27 26.34

FISCAL YEAR2001-2002 2003-20042000-2001 2002-2003 2004-2005

TOTALFTE FTETOTAL TOTALTOTAL TOTAL

FISCAL YEAR2000-2001 2001-2002 2002-2003 2003-2004 2004-2005

TOTAL TOTAL TOTAL TOTAL TOTAL

Equal Employment Opportunity Staffing Report Faculty Executive Exempt Non-Exempt Coaches Total

Male: White 59 10 47 35 6 157Male: Minority 1 0 1 2 0 4Female: White 34 0 26 58 0 118Female: Minority 2 0 1 0 0 3

96 10 75 95 6 282


32

Employees by Classification

Faculty33%

Executive4%Exempt

27%

Non-Exempt34%

Coaches2%

Male & Female Employees by Classification

0

10

20

30

40

50

60

Faculty Executive Exempt Non-Exempt Coaches

Males Females


33

Compensation

2000/2001 2001/2002 2002/2003 2003/2004 2004/2005Faculty $3,602,482 $4,022,241 $3,892,247 $4,141,095 $4,240,184Executives $605,128 $644,413 $642,614 $696,514 $794,627Coaches $250,688 $311,789 $290,709 $267,181 $278,145Administrative/Managerial $2,857,521 $3,079,639 $2,836,786 $2,944,808 $3,029,346Technical/Paraprofessional $767,155 $728,387 $728,853 $704,278 $705,337Secretarial/Clerical $757,976 $778,275 $666,767 $665,890 $713,093Skilled Crafts $374,965 $365,783 $348,783 $355,959 $392,808Service Maintenance $462,673 $530,418 $488,065 $522,324 $529,957Regular Hourly $19,864 $21,050 $21,050 $0 $0

$9,698,452 $10,481,995 $9,915,874 $10,298,049 $10,683,497

COMPENSATON

2004/2005 Percentage of Compensation by Classification

Faculty40%

Executive7%

Exempt28%

Non-Exempt22%

Coaches3%

Medical Claims and Utah State Retirement Data

Medical Dental Non Public TIAA/Premiums Premiums Contrib. Contrib. Safety CREF

Fiscal Year 2004/2005 $2,496,303 $253,731 14.89% 14.88% 23.46% 14.20%Fiscal Year 2003/2004 $2,114,110 $202,577 13.21% 13.20% 21.15% 14.20%Fiscal Year 2002/2003 $2,259,776 $237,122 11.91% 11.90% 19.68% 14.20%Fiscal Year 2001/2002 $2,189,685 $243,018 11.91% 11.90% 19.68% 14.20%Fiscal Year 2000/2001 $1,942,682 $227,679 15.19% 15.18% 23.62% 14.20%

Utah State Retirement


34

Staffing Activities for the 2004-2005 Fiscal Year

Full Time Staff Positions Filled: 24 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 Note: 23 new hires and 1 reassignment Staff 41 23 24 21 24

Faculty 15 8 9 10 11 Total Number of Staff Applicants: 465 Applications 968 603 811 709 639 Male Applicants: 252 Average 17 19 25 23 18 Female Applicants: 213

Full Time Faculty Positions Filled: 11

Total Number of Faculty Applicants: 174 Male Applicants: 92 Female Applicants: 82

Total Number of Positions: 35Total Number of Applicants:

Male Applicants: 344 Female Applicants: 295

Minority Applicants: 13 Veteran Applicants: 7

Full Time Staff Terminations: 14 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 Early Retirement: 0 Staff 24 22 32 18 14 Retirement: 1 Faculty 4 12 6 9 11 Resignation: 10 Discharged: 3 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005

Staff 12.37% 11.17% 17.78% 9.73% 7.53%Full Time Faculty Terminations: 11 Faculty 4.55% 12.90% 6.67% 9.57% 11.46% Early Retirement: 5 Overall 9.93% 11.72% 14.07% 9.68% 8.87% Retirement: 2 Resignation: 2 Discharged: 2

TURNOVER RATE

HIRES for 2004-2005

TERMINATIONS for 2004-2005 TERMINATIONS

POSITIONS FILLED/APPLICATIONS RECEIVED


35

OVERALL REPORT CARD As a general assessment, Dixie State College of Utah gives itself the following grades on the following indicators of effectiveness:

Core 1: Student Goal Attainment

Core 2: Persistence (Fall to Fall) and Degree Completion Rates

Core 3: Placement Rate in the Workforce

Core 4: Employer Assessment of Students

Core 5: Licensure/Certification Pass Rates

Core 6: Client Assessment of Programs and Services

Core 7: Demonstration of Critical Literacy SkillsCore 8: Number and Rate Who Transfer / Performance After TransferCore 9: Success in Subsequent Related Coursework

Core 10: Participation in Service Area/Demonstration of Citizenship Skills/Responsiveness to Community Needs


36

CORE ONE: STUDENT GOALS ATTAINMENT

Measure The proportion of students who, upon leaving community college, report that their original goal in attending (or subsequent goal decided while enrolled) has been met (Source: Core Indicators of Effectiveness for Community Colleges, Alfred, et al). In order to measure student goal attainment, one survey instrument was employed to ascertain student goal satisfaction. A survey instrument of all students was used that asked several major questions -- Did you have the opportunity to achieve your goals? And secondly, did Dixie State College help you achieve your academic goals?

GOAL ATTAINMENT2005 Survey

1.9%

13.3%

5.4%

3.1%

98.1%

94.6%

86.7%

96.9%

0% 20% 40% 60% 80% 100%

Question 4:Would you recommend DSC to friends

or family?

Question 3:Did you work while attending college?

Question 2:Do you feel that DSC facultly and/or staff

took a personal interest in you?

Question 1:Were your academic goals met at Dixie

State College (DSC)?

Que

stio

ns

Percentage

No Yes


37

Strengths As in previous years DSC receives very high marks from its students as it works to help them to attain their goals. The result for Question 1: 82% of those surveyed felt that their academic goals in particular had been satisfied. The result for Question 4: 88% say that they would recommend DSC to friends and family. Most noteworthy in the data from this indicator is an overwhelmingly positive feeling (94%) that, "DSC faculty and staff took a personal interest in you." The result for Question 2: Nearly 87% of the students surveyed worked while attending college.

Areas for Improvement Average class size has increased and many student service offices have not been able to increase staff in response to growth in enrollment. In addition, the growing number of students completing baccalaureate degrees may have an effect on the indicator.

Plans for Improvement Although these indicators have been positive for a number of years, they need to be monitored closely as the college continues to grow and resources are stretched.


38

CORE TWO: PERSISTENCE (FALL TO FALL) AND DEGREE COMPLETION RATES

PERSISTENCE (FALL TO FALL)

Measure The proportion of an identified fall term entering community college student cohort that is still enrolled for at least one credit the following fall term, or who completed a degree or certificate by August 1 of the following fall term. Data reported each fall term from entry to exit. An entering cohort is defined as degree or certificate seeking students registering for their first * credits, as a matriculated student, at a community college in a given fall term.

First-Time Freshmen Cohort, Full and Part-Time

Fall Term

AdjustedCohort **

2nd Fall %

3rd Fall %

4th Fall %

5th Fall %

6th Fall %

1998 1436 602 42% 141 10% 152 11% 103 7% 60 4%1999 1467 529 36% 190 13% 189 13% 106 7% 58 4%2000 1547 626 40% 200 13% 199 13% 118 8% 2001 1215 553 46% 195 16% 168 14% 2002 1337 606 45% 214 16% 2003 1433 667 47%

* Matriculated students who took college courses concurrently while attending high school are included in the cohort as directed under federal regulation. ** Beginning with the Fall 2001 cohort, the cohorts have been adjusted for students who left the institution for any of the following reasons: died or were totally and permanently disabled; to serve in the armed forces; or to serve on official church missions. These adjustments follow IPEDS Fall Enrollment, Part G, Retention Rates reporting guidelines as of 2003.


39

Cohort Retention

0

250

500

750

1000

1998 1999 2000 2001 2002 2003

Entering Fall

Ret

urni

ng F

resh

men

2nd Fall 3rd Fall 4th Fall 5th Fall 6th Fall

Fall Entering Freshmen RetentionOne Term and One Year Rates

13371433

121579%

66%65%

46%41%36%

0

200

400

600

800

1000

1200

1400

1600

F01/S02/F02 F02/S03/F03 F03/S04/F04

Entering Fall, One Term and One Year

Num

ber o

f Fre

shm

an

Fall TermNext TermNext Fall

Strengths The college is in the second year of a newly implemented Summer Orientation and Registration program. This year over 1,000 first-time, full-time freshmen came to campus over the summer in preparation for making the transition to college in general and DSC in particular. Changes in the program were made based on student evaluations from the previous year. Also for the second time, the college held “Move-in Days” just prior to the beginning of the fall semester for new students and their parents. Attendance at this year’s event


40

almost doubled, to about 900 individuals. The focus is on helping individuals and families understand the cultural of higher education, especially first generation students. This year the college fully implemented new financial aid and scholarship awarding policies aimed at helping to improve retention. Awards were made on a four-year basis (rather than one or two) and requirements for maintaining awards were adjusted to reflect the changing demographics and degree offerings of the institution.

Areas for Improvement The institution still needs to gather more data on retention and attrition. The effort for improvement, including the design and implementation of initiatives needs a broader support and attention across campus.

Plans for Improvement All new students will be surveyed as to their intentions for degree completion at DSC. This includes questions about taking time off during the degree, desires to transfer, and intentions on completing degrees (Associates and/or Baccalaureates) at Dixie.


41

DEGREE COMPLETION RATES

Measure The proportion of an identified entering community college cohort officially enrolled in a degree program that actually completes a degree or certificate, as reported at annual intervals. (Source: Code Indicators of Effectiveness for Community Colleges. Alfred, etal). Graduation Rates of Dixie State College Degree-and-Certificate-Seeking First-Time, Full-time Freshmen Undergraduates The following chart shows the percentage of entering full-time, first-time freshmen that actually complete degrees and certificates within a given time period. These data as reported follow the federal guidelines of the Student Right-to-Know Act and the Integrated Postsecondary Education Data System (IPEDS) Graduation Rate Survey (GRS)).

Term Adjusted Cohort 2 yrs. 3 yrs. 4 yrs. 5 yrs. 6 yrs. *150% By Aug 31stEntered Size Year

Fall 1992 660 23% 31% 1995Fall 1993 781 23% 30% 1996Fall 1994 698 28% 35% 1997Fall 1995 903 29% 37% 2001Fall 1996 907 30% 35% 35% 35% 35% 2002Fall 1997 1139 27% 31% 31% 32% 32% 2003Fall 1998 1187 28% 35% 35% 36% 36% 2004

Baccalaureate Degrees

Percent Graduated WithinFull-time, First-Time Freshman Cohorts Upon Entry

Associate Degrees and Certificates

2 yrs. 3 yrs. 4 yrs. 5 yrs. 6 yrs.29% 34% 34% 35% 35%

4-Year Average Graduation Rate of Full-time cohorts

* Dixie State College of Utah began offering baccalaureate degrees in a few programs in the Fall of 2000. Due to the four year status change in IPEDS, associate, baccalaureate and certificate graduation rates are reported after six years (150% of the longest bachelor program). Only students who were first-time, full-time freshmen in the cohort year referenced are tracked and counted in these totals.

Strengths After two years of declines in the graduation rates for associate degrees, these numbers have returned to the 4-year averages. This is especially noteworthy given the increased size of the cohort, representing the largest in the college’s history. Graduation rates in the baccalaureate programs are also on the rise. Several initiatives, including changes in the financial aid awarding process described under Core Indicator #2, may have helped.


42

Areas for Improvement

The college continues to come to terms with the new pressures placed on it by the growth in baccalaureate programs and the number of students in these programs. Significant stress has been put on the Advising Office as it tries to respond to this demand. The increasing number of transfer students who move to DSC is also a new occurrence that comes with the addition of 4-year programs. Better use of technology and a shifting of resources will help, but additional resources are needed.

Plans for Improvement The new administrative computing system will allow the college to implement an on-line degree audit program that will aid students in tracking their progress towards graduation. Additionally, the advising office will hire a new counselor who will focus on transfer students. Finally, the office is undergoing a review of its practices and procedures to determine how to use its resources most effectively. Some new initiatives, such as group advising, will be piloted.


43

CORE THREE: PLACEMENT RATE IN THE WORKFORCE

Measure “The proportion, of an entering community college student cohort achieving a ‘marketable skill’ (completion of a certificate or Associate of Applied Science Degree) who obtains employment in a field directly related to that skill within one year of last attendance” (Source: Core Indicators of Effectiveness for Community Colleges, Alfred, et al). The follow-up study of the Dixie State College vocational programs, Associate of Applied Science Degree graduates and certificate completers, was conducted by the Department of Workforce Services during the months of June and July 2005. A total of 605 students were tracked in the study. A period of six months to one year must have lapsed between the time of completion/graduation and the time of follow-up, in order to allow graduates ample time for to search for a job and find job placement. For 2003-2004 graduates, the college was unable to locate 13 graduates for the survey. Of those surveyed, 55 students were still in high school, 3 students went on a church mission, and 45 students were determined to be unavailable for the job market.


44

The results of this study were based on 502 students who were determined to be available for work.

QUESTION ONE Total numbers of completers Total number of students contacted who were available for work

2001-2002 2002-2003 2003-2004Number of Completers 278 476 605Available for work 233 399 502

278233

476399

605

502

0

100

200

300

400

500

600

700

Num

ber

2001-2002 2002-2003 2003-2004

YearNumber of Completers Available for work

Evaluation: The number of graduates available for work has increased 118% from 2001 to 2003. The continuation of the lack of funding for growth throughout the USHE has required the college to reevaluate and eliminate some programs in order to fund high demand programs in the Health Sciences. At the end of the 2003-04 academic year the college transferred its drafting program to Dixie ATC. This is the last year the program will remain on campus to allow students to finish their certificate and degree programs.


45

QUESTION TWO

Number of students who found employment 2001-2002 2002-2003 2003-2004

Related Employment 157 308 428Unrelated Employed 84 140 134

Percent Employed 87 100 100

15784 87%

308

140100%

428

134100%

0

50

100

150

200

250

300

350

400

450

Num

ber

2001-2002 2002-2003 2003-2004Year

Related Employment Unrelated Employed Percent Employed

Evaluation: One-hundred (100%) of the 2004 graduates available for work were employed after one year. Eighty-five (85%) of the 2004 graduates were able to find employment in their field or in a related field. The 2004 graduates significantly were more successful finding employment in field. This is directly attributed to the increasing number of graduates in high demand areas such as health related fields. Dixie State College graduates who seek employment find employment and find it in their chosen profession.


46

QUESTION THREE

What percentage of students elect to continue their education after completing vocational certificates/degrees?

2001-2002 2002-2003 2003-2004Continued education in related field 71% 60% 92%Continued education in unrelated field 29% 40% 8%Percent continuing education 8% 19% 46%

71%

29%

8%

60%

40%

19%

92%

8%

46%

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

100%

Perc

enta

ge

2001-2002 2002-2003 2003-2004Year

Continued education inrelated field

Continued education inunrelated field

Percent continuingeducation

Evaluation: The percentage of vocational graduates who chose to continue their education rather than accept full-time employment has increased over the past three years. Forty-six (46%) of the graduating students enrolled for more training. The dramatic increase in the number of students continuing their education after graduation is due to the increased number of new program offerings at the college. The addition of the Bachelors Degree in Nursing is an example of the type of program attracting our Associate degreed RN graduates to further career education. Ninety-two (92%) of the students continuing their education did so in the same or related discipline.


47

Dixie State College Applied Technology Education (ATE) 2005 Follow-up Study

Of 2004 AAS Degree and Certificates Graduates

NAME # ofStudents MAJ CERT

EMP REL

EMP UNR

EDU REL

EDU UNR MIL MISS

NOWORK HS

NO LOC

Auto Body/Collision 33 3 33 12 19 10 14 0 2 1 14 3Auto Mechanics 5 3 4 5 0 3 1 0 0 0 0 0Dental Hygiene 14 14 0 14 2 0 0 0 0 0 0 0Drafting/CAD/Architectural Design 17 0 17 9 8 10 1 0 1 0 3 0Electrician 9 0 9 9 0 3 1 0 0 0 0 0Emergency Med Tech/Paramedic 104 0 104 29 35 28 0 0 0 11 3 0Graphic/Printing 7 6 1 4 1 5 1 0 0 1 0 1Marketing/Business 5 2 3 3 1 2 1 0 0 1 0 1Nursing (CNA) 286 0 286 201 63 132 2 0 0 23 34 3Nursing (LPN) 30 0 30 26 1 30 0 0 0 4 0 0Nursing (RN) 31 31 31 31 0 6 0 0 0 0 0 0Office Administration 5 3 5 5 0 0 1 0 0 0 0 2Phlebotomy 32 0 32 27 4 12 0 0 0 1 1 0Plumbing 14 0 14 13 0 5 0 0 0 1 0 2Surgical Tech 6 0 6 6 0 1 0 0 0 0 0 0Travel and Tourism 3 2 3 1 0 2 0 0 0 2 0 1Visual Technology 4 1 4 4 0 2 0 0 0 0 0 0

TOTAL 2004 DATA 605 65 582 399 134 251 22 0 3 45 55 13Comparison to Year 2003 476 56 451 308 140 52 35 0 12 27 38 8

Key: • MAJ = Major • CERT = Certificate Received • EMP REL = Employed in a Related Field • EMP UNR = Employed in an Unrelated Field • EDU REL = Educated Related (have a degree or certificate that is related to employment) • EDU UNRL = Educated Unrelated (have a degree or certificate that is not related to employment) • MIL = Students went into the military instead of employment • MISS = Students went on a religious mission instead of employment • NO WORK = Not employed • HS = Students in High School • NO LOC = Students could not be found.

Strengths Our efforts to review and modify our vocational curricula, add new programs, and increase our recruitment efforts have resulted in an unprecedented 118% increase in our vocational graduates from 2002 to 2004. Our vocational programs focus on the job market and produce excellent graduates. In the last two years, 100% of the certificate and A.A.S. graduates seeking employment found employment. The Business, Technology, and Health Division has added new programs, increased their marketing efforts, and expanded joint programs with the Washington County School District and the Dixie Applied Technology College in order to continue to provide better opportunities for students in the applied technical education areas. The effects of the changes will be continue over the next few years.


48

The college has added a new Bachelors of Science degree in Nursing adding another step to our nursing career ladder curricula. The nursing career ladder program begins with a LPN certificate program and provides multiple avenues for our students leading to employment at the certificate or Associate degree level or completion through the new Bachelors degree. The college has a program review process to periodically assess the employment needs of the state and local area. As a result we have eliminated our travel program and transferred our drafting program to the Dixie ATC. DSC students will be able to finish their CAD drafting certificates and degree through the spring of 2006. These program deletions allow the college to add programs in high demand areas e.g. health care. Dixie State College gained Board of Regents approval to begin an A.A.S. degree in the Medical Radiology. This program starts in the spring semester. We have recently expanded our nursing programs and will admit students in both the fall and spring semesters to meet the strong demand for nurses. We are currently working with Washington County School District to modify of our certificate programs. These modifications will significantly benefit concurrently enrolled students to shorten their time to degree and to reduce their cost of a college education.

Areas for Improvement Our vocational programs must increase the number of students receiving AAS degrees and/or certificates (automotive service, graphic communications). We are working to improve the enrollment in these programs. The following programs are in the process of elimination or transfer: Office Administration and Auto body. We have addressed many of these areas this year and modified some certificate programs. We need to continually work on marketing these programs and expanding our recruitment program.

Plans for Improvement Department chairs and faculty, in the Automotive Service and Visual Technology Programs, are developing recruiting and marketing plans to increase the number of students in our AAS degrees and certificate programs. We need to develop program specific scholarships to help students enter these programs. This coming year we will seek to better inform the advising community within the college, DXATC, the Washington School District and state-wide. The Business, Technology, and Health Division has developed a student advisors handbook to help disseminate our certificate and A.A.S. program information and to promote work related training opportunities. We will actively seek to increase the number of students choosing certificates and AAS degrees. Dixie State college, Dixie Applied Technical college, and the Washington County School District meet semi-annually to discuss and evaluate our progress in providing more quality vocational training opportunities for the Dixie area.


49

CORE FOUR: EMPLOYER ASSESSMENT OF STUDENTS

Measure “The proportion of a sample of regional employers in a given field who indicate that their employees who received training at the community college exhibit skills and job performance that are equivalent or superior to those exhibited by all employers” (Source: Core Indicators of Effectiveness for Community Colleges, Alfred, et al). This survey was instituted in 2000. Data comparing employer feedback is presented providing in a running three-year comparison.

Questionnaire for Employers QUESTION ONE On a scale of 1-5, with 5 being highest, please rate (employee’s name) as to the level of training or preparation that he/she had when hired for this job.

2002 2003 2004One 4% 2% 1%Two 7% 6% 3%Three 21% 15% 18%Four 36% 51% 45%Five 32% 26% 33%

1%

7%4%

21%

32%36%

6%15%

2%

26%

51%

3%

18%

33%

45%

0%

10%

20%

30%

40%

50%

60%

One Two Three Four Five

Scale

Perc

ent

2002 2003 2004


50

QUESTION TWO

When compared to other employees doing similar work, with similar experience on the job, how would you rate (employee’s name)? Use the same scale 1 through 5, with 5 being highest.

2002 2003 2004One 0% 1% 1%Two 3% 3% 1%

Three 6% 14% 16%Four 32% 49% 28%Five 59% 33% 54%

0%1%1% 3%

32%

59%

6%

33%

49%

14%

3%

28%

54%

16%

1%0%

10%

20%

30%

40%

50%

60%

70%

One Two Three Four Five

Scale

Perc

ent

2002 2003 2004


51

QUESTION THREE What recommendations, if any, would you give to improve the quality of training at Dixie State College to prepare students for this type of work?

59% responded: no recommendations for improvement.

Other responses: 18 – Graduates are good employees 1 – need more state of art equipment in automotive area 1 – teach more basic trouble shooting skills 1 – need to communicate better on paper 3 – need more internships 1 – in drafting area, suggest special area speakers come to classes 56 – need to teach effective working habits, be willing to do cross training 30 – more hands on/specialized experience 1 – training in people skills 1 – teach more theory in electrical area 1 – more trauma experience in EMT area 3 – pay the preceptors 3 – more on transporting in Paramedic area 1 – training on medical procedures related to advanced heart attacks 1 – training to perform more difficult pre-hospital medical procedures 5 – better passing of instruments in Surgical Tech area 8 – better patient communication skills 9 – more clinicals 16 – in health care area, need to have criminal background check done

Strengths Employers rate graduates of Dixie State College ATE programs as being very well trained when they are hired for work. This rating had the highest rating year for the three year’s surveyed and improved 7% over the highest rating last year. When compared to other employees doing similar work, Dixie State College ATE students are well prepared and perform well on the job. This rating increased 21% percent improvement over the prior year’s survey.

Areas for Improvement Recommendations provided by employers did not show any one area that needed specific attention. Suggestions provided have resulted in change. All health science programs now require a criminal background check before admission. Overall, training was rated very high by employers.


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Plans for Improvement The results of the study are shared with department chairs and with program faculty. Any ideas for improvement for individual programs will be discussed during scheduled meetings and changes will be made where appropriate. Program faculty should be commended for the good job they are doing and encouraged to maintain their high standard of training.


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CORE FIVE: LICENSURE AND CERTIFICATION PASS RATES

Measure The proportion of those who complete or graduate from a community college vocational or technical program and then actively seek licensure or certification for the first time within a given year, who actually obtain licensure or certification (Source: Core Indicators of Effectiveness for Community Colleges, Alfred, et al). In 2003, Dixie State College established a goal of 85% student pass rate for certificate and licensure programs. We greatly exceeded this goal in all of our health science programs. One hundred percent of our graduating students who took their licensing exams passed in the following programs: Automotive Service, EMT Basic, Paramedic, Dental Hygiene, and Licensed Practical Nursing. Dixie State College conducts follow-up studies of our students who graduate from our instructional programs for which licensure or certification is available from an outside agency or organization. The resulting data from these studies provides the college with an objective evaluation of our programs. Licensure and certification examinations are given, scored, and evaluated by state or federal agencies, or by appropriate industrial accrediting organizations. Examples of industrial accrediting and certification organizations are the National Automotive Technicians Educational Foundation (NATEF) and the Institute of Auto Service Excellence (ASE). Dixie State College’s automotive service program graduates are certified according to their ASE standards. The National Institute of Auto Service Excellence (ASE) exams are offered in eight training areas. The results of these exams are reported directly and solely to the examinee by NATEF. Dixie State College auto program instructors do a follow-up with students to determine the number taking the exam and the number passing the exam. January 2006 we will enter our first class in Medical Radiography. Our program is the only program with a spring admission date. This increases access to a program within the state throughout the year for students finishing their program prerequisites. It also helps increase access to clinical sites. Medical Radiographers or Radiation Technologists are in greater demand nationally than nurses. Our first class had an applicant to acceptance ratio of 4:1. This year we were limited in our ability to accept students due to clinical availability. We are working to provide increased clinical access for our students. We could have easily accepted twice the number of qualified students in the program, if clinical slots were available. The clinical spaces are in the southern Utah area, but are currently committed to schools outside of the southern Utah area. We are excited about the future of this program and were able to attract a highly experienced program director. Our practical nursing certificate program and our registered nursing Associate’s in Nursing Degree program are fully accredited by the National League of Nursing (NLN).


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In response to the nursing shortage in Utah and Washington County, the practical nursing and registered nursing entering fall classes were increased 66% above our record size 2003 entering classes. In order to accommodate more nursing students, decrease the wait for entering students, and distribute our student’s clinical experiences throughout the year, we plan on entering nursing students both in the fall and spring semesters. This year we have accepted a spring entering class for the practical nurses. The combined fall/spring PN class is 200% larger than the PN class admitted in 2002. This percent increase also applies to the RN classes this year. This year is the first year we will enter both PN and RN classes in the fall and spring semesters. Fall 2004 we entered our first class into our BSN degree program. This year we will graduate our first class of students in the Bachelors Degree in Nursing program. We anticipate a graduating class of approximately 20 students. This Bachelors program is a transition program for Associate Degreed Registered Nurses to transition into a Bachelors Program. During 2004 we enrolled our largest nursing classes in the short history of our program. With the current and projected 20 year shortage of nurses within the state, it is imperative that we increase the number of graduates in our nursing programs. We have improved the quality of our graduates while expanding the nursing programs. Dixie State College’s nursing graduates passed the state licensing exam on the first attempt at the highest pass rate of any nursing program in the state for the last three years. The 2005 RN graduating class exceeded the 2004 graduating class’s first time pass rate by 1% and again leads all nursing programs in the state. What this means is that students accepted into our nursing program are successful – the highest graduating rate and the highest licensure rate on the first attempt. The May 2004 Dental Hygiene graduating class was ranked as the six highest graduating class among 286 American Dental Association accredited college and university programs in the nation on the American Dental Education Association’s dental hygiene certification examination. One hundred percent of the Dixie State College graduates are currently practicing dental hygienists. When our new Health Science Building is occupied in the fall semester of 2007, we will be able to increase our enrollment by 71% in this excellent program. Last year our paramedic program added a human patient simulator for more realistic hands-on training for our EMT/paramedic/nursing students. This patient has fully functional respiratory and circulatory systems and responds verbally to students and physiologically to administered drugs. The college was able to acquire this computer controlled patient simulator through a donation from Dixie Regional Medical Center. Last year we added two AED (Automated Electronic Defibrillators) to help train paramedics and secondarily for better distribution of these lifesaving devices on campus. This year we will add an infant patient simulator to respond to the need for nurses trained in pediatric care.


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The following is a comparison of the past five years’ pass rates in these programs: Licensure and Certification Pass Rates

ASE Automotive Number Trained

Tests Taken

Total Passed

Percentage Passed

Year 2001 37 34 33 97%Year 2002 46 16 15 94%Year 2003 57 35 35 100%Year 2004 120 25 25 100%Year 2005 93 30 30 100%

Practical Nurse Number Trained

Tests Taken

Total Passed

Percentage Passed


EMT/Basic Number Trained

Tests Taken

Total Passed

Percentage Passed


Paramedic Number Trained

Tests Taken

Total Passed

Percentage Passed



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Dental Hygiene Number Trained

Tests Taken

Total Passed

Percentage Passed


Certified

Nursing Assistant Number Trained

Tests Taken

Total Passed

Percentage Passed


Registered Nursing

Number Trained

Tests Taken

Total Passed

Percentage Passed


Apprentice (Plumbing &

Electrical) Number Trained

Tests Taken

Total Passed

Percentage Passed


Strengths The number of nurses completing the Practical Nurse training and taking the examination in 2005 increased 43% compared to the 2002 graduating class. The number of Registered Nurse students completing the training and taking the examination in 2005 increased 123% since 2002. The Nursing Program has done an excellent job of building its program and increasing the number of students involved while maintaining a high quality program. The nursing class of 2005 had the highest first time pass rate in the state on the RN licensing exam.


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A high percentage of our program graduates successfully complete certification and professional licensure. Our nursing programs lead the state. Employment of successful health care workers is virtually guaranteed in the current market. Employers have expressed a high degree of satisfaction with the performance of our graduates in the workplace.

Areas for Improvement The addition of a dedicated Health Science facility will allow us to further expand our health science programs to help meet the shortage of health care workers throughout the state. During 2005-06 we will plan and design our new health science facilities. We must continue to provide additional opportunities for students to receive education and training in the allied health sciences. Dixie State College plans on offering an A.A.S. Degree in Medical Radiography, with the first entering class beginning in the Spring of 2006. Vocational programs continue to be evaluated for cost-effectiveness and proper market placement. DSC has eliminated the Drafting program and the Dixie ATC has added it to its offerings to provide a continuing service to the community and to help realign the college’s effort toward the high demand health care programs. DSC students currently in the Drafting program will be allowed to continue in the drafting program through the spring of 2006 in order to finish their certificate or degree requirements. All of our instructional programs receive ongoing evaluations. As the college seeks to address the needs of the community and the job market, the creation, transfer, or discontinuation of programs is a dynamic process. Dixie State College seeks to offer high quality programs to meet the needs of our students and the demands of a changing job market.

Plan for Improvement The college has sought and received funding to build a larger facility dedicated to health sciences that will replace the converted airframe/power plant facilities currently used to house our health science programs. The State Building Board and the Legislature has funded this building request. The college plans to break ground for the new Health Science facility in the Fall of 2006. The Health Science Building will be adjacent to the Dixie Regional Medical Center Campus. The facility will allow for increased enrollment of our current high market demand health-care programs and the establishment of new programs in respiratory therapy, physical therapy assisting, and medical laboratory technology to produce graduates in these areas of high local and state demand. The Board of Regents in May of 2005 approved the college to begin an Associate of Applied Science Degree program in Medical Radiography. This program was approved by the DSC Board of Trustees prior to the action of the Board of Regents. The college is making changes to the curricula in all of our certificate and degree programs to ensure that our technical education programs remain current and are responsive to the changing market needs. This is the most significant variable that the


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division can control to ensure that our students leave with the competencies required in the rapidly evolving marketplace.


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CORE SIX: CLIENT ASSESSMENT OF PROGRAMS AND SERVICES

Measure “No single statistic currently meets the intent of this indicator. Responding to the intent of this indicator requires the institution to determine (a) the array of different clients that it serves; (b) the nature, types, and volume of programs, services, and activities it provides to different clients; and (c) the extent to which clients are involved in and satisfied with programs, services, and activities”. (Alfred, et al, p21) “Successful reporting of this indicator therefore requires multiple methods for gathering information, including surveys, focus group meetings, face-to-face, telephone interviews, and participation observations” (Source: Core Indicators of Effectiveness for Community Colleges, Alfred, et al). Staff regularly gathers and evaluates information from these sources. This information enables staff to make adjustments to courses and programs.

Strengths 1. During 2004, the summer workshop programs showed a substantial increase in participants (48%), headcount (35%), gross revenue (39%), money for food service (50%) and money put into the local economy (43%). Each individual workshop (Wrestling, Football, Girl’s and Boy’s Basketball, Soccer, Leadership, Volleyball, and Sun Country Forensics) had increases in these areas. Following a year of such significant increases, the focus becomes on maintaining the levels from the previous year. In 2005, the levels remained strong, demonstrating client satisfaction. A key factor in maintaining these levels is the repeat client rate, which was 71%. The quality of service, facilities, and programs has positioned Dixie State College as the destination of choice for these kinds of summer workshops.

$855,186 $1,428,544 Total 21,727 12,060 3,773,999

$181,199 $291,605

2005 4,304 2,849 $752,476 $193,887 $283,810

2004 4,293 2,269 $734,131

$123,483 $196,406

2003 2,902 1,675 $493,841 $120,987 $203,244

2002 2,985 1,524 $567,283

$73,282 $128,792

2001 2,839 1,474 $474,588 $90,428 $172,348

2000 1,949 1,172 $330,777

Food Service Local Economy

1999 2,455 1,097 $420,903 $71,920 $151,887

Conferencesand Workshops Participants Headcount Gross Revenue

2. The premier summer program offered by Dixie State College is the Dixie Leadership Conference. The conference was designed to attract high school student body and


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class officers, along with their faculty advisors. The Dixie Leadership Conference features guest speakers, over 70 breakout sessions (leadership training), Leadercore, activities at Sand Hollow Aquatics Center, the O.C. Tanner Amphitheater and Tuacahn. Since its inception, in 1999, the conference has grown from 308 participants to 601 (an increase of 95%). The repeat client rate from 2004 to 2005 was 93%. The conference has been called, “Without dispute, the best student council workshop in the West.” This year, the students participated in a service project for U S soldiers in Iraq. They wrote personal letters and folded 3x5 inch American Flags for the members of the Triple Duce. Over 500 letters and 1,500 flags were sent. The conference has had a significant impact on the lives of the participants and the people they serve. The Dixie Leadership Conference continues to be the “flagship” of conferences offered by DSC. Participants and advisors indicate that they are having positive experiences while involved in Dixie Leadership Conference. The following surveys indicate client satisfaction.

Dixie Leadership Conference (compare to last year) Rating Scale 1-5, five (5) being the highest

Food Services

4.75

4.093.69

4.33

3.32

4

0

1

2

3

4

5

Quality of Food Service and Cleanliness

Housing

4.72 4.81 4.824.49

4.27 4.21

0

1

2

3

4

5

Comfort and Convenience Cleanliness of the room

Activities

4.724.74.86 4.724.7

3.84.16 4.14

4.66

0

1

2

3

4

5

6

Zion Amphitheatre Sand Hollow Tuacahn

Quality Break out Sessions, Facilities, and Guest Speakers

3.61

4.864.53

4.08

4.9 4.76

4.234.55 4.53

0

1

2

3

4

5

Break out sessions Facilities Guest speakers

2003 2004 2005

3. The mission of Continuing Education, at Dixie State College, is to respond to the needs of local communities, educational institutions, government, and industry. In a broader sense, continuing education perpetuates the overall mission of DSC. It helps students, local citizens, and alumni enjoy educational, economic, cultural, and recreational opportunities provided by DSC. It also enhances the community’s quality of life. The strength of client programs and services is reflected in the increasing number of participants. Participation increases in a climate of client satisfaction. The following tables demonstrate consistent participation and growth.


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Adult Education 2004-05 2003-04 2002-03 2001-02 2000-01 1999-00

Enrollment 1,710 1,590 1,722 1,592 1,677 1,455

(Purgatory) -197 -348 -216 -367 -462 -528

GED 414 443 404 336 350 455

(Purgatory) -15 -8 -38 -35 -36 -70

Diplomas 76 118 100 142 173 168

(Purgatory) -16 -27 -23 -35 -64 -75

College Enrollment 468 438 327 221 262 236

Community Education 2004-05 2003-04 2002-03 2001-02 2000-01

Enrollment 32,059 28,817 26,993 25,943 23,286Classes 497 426 551 599 565Instructors 199 225 272 241 223

CulturalActivities 2004-05 2003-04 2002-03 2001-02 2000-01

Celebrity Concert Series Members 935 898 871 863 857

CCS Attendance 12,950 11,755 13,600 14,247 13,990(Concerts) -12 -10 -12 -15 -17Southwest Symphony Members 319 344 294 294 295

SWS Attendance 10,200 10,450 12,400 8,000 7,850(Concerts) -7 -8 -15 -14 -12Amphitheater Attendance 7,840 6,150 10,700 10,650 9,425(Concerts) -12 -12 -14 -16 -16

Hurricane

Center Sum. 05 Spr. 05 Fall 04 Sum. 04 Spr. 04 Fall 03 Sum. 03 Spr. 03 Fall 02

Enrollment 73 342 468 118 497 546 169 464 420Classes 5 27 29 10 25 32 11 35 32


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Kane County Center Sum. 05 Spr. 05 Fall 04 Sum. 04 Spr. 04 Fall 03 Sum. 03 Spr. 03 Fall 02

Enrollment 57 92 83 43 93 91 37 93 84Classes 4 7 7 3 8 10 5 9 8

Institute for

Continued Learning 2004-05 2003-04 2002-03 2001-02 2000-01 1999-00

Members 588 583 499 484 533 457Classes 41 38 32 32 32 30

Areas for Improvement 1. Recent enrollment growth at the college has remained unfunded by the legislature. There will be significant continued enrollment pressures, faculty recruiting, and retention challenges, and ongoing increases in operating costs. Therefore, it is critical that the college develops additional revenue streams. Given the location of the college, the strengths within the college and the community, conditions seem ripe for the development of a strong professional educational program. This program would have three main objectives; 1) returning an ongoing revenue stream to the college, 2) enhancing the reputation of the institution, and 3) stimulating a drive for higher education quality. 2. As the population of Washington County continues to grow, there will be a population shift towards the Hurricane Valley. The Hurricane Education Center will receive increased pressure to provide additional educational services to the growing population. Course offerings will need to be increased to allow for completion of an Associates Degree, on site. Also, there is a need for different educational tracks that would create opportunities for students to pursue degrees within a given time period. The courses for these degrees would be in sequence. These services would require a fulltime director, advisor, financial aid person, and secretary.

Plans for Improvement 1. Develop, market, and direct high-end professional education conferences and seminars. These professional programs would focus on business, education, and health care; utilizing college facilities and qualified personnel. However, in order to attract diversified clients, resources may be used that are not affiliated with the college, but exist in the local community. Also, develop group training seminars designed to facilitate teacher (public education) recertification. Partnerships would be formed with Washington, Clark, Iron and Kane county school districts. These seminars would focus on Computer Information System, English, history, math, science and athletic coaching. Vocational programs could be included. At the conclusion of each seminar college credit, Continuing Education Unit (CEU) or recertification points would be awarded to the participants. It is clear that developing and presenting professional programs would require a substantial budget investment. The revenue generated by conferences and workshops could be utilized to develop these programs. Over time these programs would generate a revenue stream.


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2. A formal proposal has been made that the new Criminal Justice (C.J.) Degree be offered exclusively at the Hurricane Education Center. This would mean all required general education courses, C.J. prerequisites and C.J. upper division courses would be offered at the Hurricane Center. This would allow for an increased number of general education courses to be offered which would serve the entire Hurricane Valley. This would also conserve precious space on the Dixie State College main campus. In addition, it has been proposed that a crime lab be built on the Hurricane Center site. Washington County has previously discussed the need for a crime lab with DSC. With a C.J. degree and a crime lab, the Hurricane Center would serve as a training center (national in scope) for law enforcement including Homeland Security, POST, and Search and Rescue. This proposal enables DSC to create a brand name in Criminal Justice and Homeland Security, and create a destination training center.


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CORE SEVEN: DEMONSTRATION OF CRITICAL LITERACY SKILLS

Measure Even though the authors of Core Indicators of Effectiveness for Community Colleges write that “No single statistic satisfies the intent of this indicator” (Alfred et al., p. 22), Dixie State College has developed skills tests, the Value Added Skills Assessment (VASA), which is used to measure the effectiveness of math instruction, and the English Literacy Skills Text (ELST), which is used to measure the effectiveness of English instruction. During the 2004-2005 school year, the VASA was administered; however, the ELST was not here, so there is no data about English skills instruction for this annual report. The fact that the ELST was not administered is a significant problem. Therefore, the first planned improvement is to implement the ELST or design and implement an alternative measure, ensuring some basis for measuring English skills. The VASA has a pre- and post-test design math assessment with eighteen items. The pre-test was administered to students taking DSC’s then-required orientation course, SSC 1000 (n=166). Results from this pre-test give a baseline for measuring value added. The post-test was given in all sections of first level college math courses (n=745). Of the seventeen individual questions on the VASA, thirteen showed a statistically significant level of increase in correct responses, and four showed no significant change in correct responses. Questions with no statistically significant change involved multi-step computational and reasoning processes, and two involve manipulation of fractions to complete the problem.

Value Added Skills Assessment Report for 2004-2005 Academic Year

Introduction The purpose of this report is to provide background, status, and analysis of the first administration of the VASA (Value Added Skills Assessment) as an attempt to measure the value added in mathematics for students at Dixie State College (DSC) who complete their first college level mathematics class at the institution. The research and development efforts to create the VASA attempt to answer several research questions. These questions include:

1. Does the VASA successfully measure at a statistically significant level an increase in value added mathematics for students who complete their college-level mathematics classes at Dixie State College?


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2. Is there a statistically significant difference in student performance between students who take the exit exam during a regular classroom meeting and those who take it in the Testing Center during specific dates?

3. Do individual students show a statistically significant gain in mathematics performance using a pre and post test design of the VASA?

Assessment Development During the Summer Semester of 2004, a set of eighteen questions was developed and assembled into the Value Added Skills Assessment. The design of the assessment instrument is intended to measure short-term value achieved by students completing their first required college level mathematics classes at Dixie State College. The mathematical skills included in the assessment instrument are based on identified departmental goals for Dixie State College’s Department of Mathematics. The departmental goals address major competencies in five broad areas including: Arithmetic

Geometry and Measurement Algebra Statistics, including Probability Logical and Analytical Reasoning

Each of the eighteen questions is modeled in format, concept, generalization, objective and/or problem-solving procedure after model practice questions for a variety of standardize tests, such as: ACT, CAAP, SAT, FLAG, CLST or course- specific, content-related test banks. It is anticipated that this modeling provides an inherent validity and reliability that are characteristic of previously normed tests; a rigorous development prohibited by time, money, knowledge, and talent at the local level. The instrument’s question and answer constructions attempt to identify one of four basic error groups: Algorithms - procedures for arriving at a correct solution Concepts – understanding how to use algorithms Generalizations – using formulae or laws Problem Solving – principles or procedures for problem solving In each case the correct answer to a question is one of five offered; four of which are incorrect and are usually based upon predictable errors within the previously stated error groups. For many of the questions, the incorrect answers are a direct result of analyzing the original student completion forms during the first test review during the Summer Semester of 2004. During the summer of 2004, the initial draft of the VASA (with twenty-five questions) was administered to enrolled students in two Math 1010 courses and in two Math 1050 courses. These groups were chosen to resemble, as closely as possible, characteristics of the target populations. Namely, the Math 1010 students represented entering


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freshmen with no college-level mathematics experiences, and the Math 1050 students were enrolled in a college-level mathematics experience that would serve as a general education requirement at DSC. Modifications to the test layout, answer options, and length were made based upon feedback from the test takers and instructors who participated in the initial review, as well as analysis of student-generated work. It is interesting to note that most students, at both levels, were interested in their performances. Many students came by the developer’s office to review and discuss their individual performances. After the initial student work, the instrument was ready for extensive field use. The instrument includes three (#1, #13, #17) of the eighteen questions (17%) as easy benchmark questions to help determine a group’s dedication to the task. Three (#6, #10, #18) of the questions (17%) were designed to be of a difficult nature due to their content or complexity, and the remaining twelve (66%) questions were designed to be of moderate accomplishment.

Comprehensive Field Test

Procedure In order to determine the most accurate performance level possible for incoming, first-time freshmen at Dixie State College, the pre-test VASA was administered during Student Orientation (SSC 1000) during the Fall and Spring Semesters of the 2004-2005 academic year. Unfortunately, due to changes in the course from mandatory to voluntary, the study population went from a large, total population of first-time freshmen to a self-selected sample of only 166 participants in fall. This self-selection may prove to be a source of potential bias in the study. During the last week of both Fall and Spring Semesters, students in every section of first level-college mathematics courses that serve as graduation requirements (Math 1030, Math 1050 and Math 1090) were assigned to take the post-test VASA in one of two locations: the classroom or the Testing Center. Even-numbered sections of each course were given the exit VASA in class and odd-numbered sections were assigned to take the exit VASA in the Testing Center during specific dates. A total of 355 students took the post test in the Fall 2004 (198 In Class setting and 157 in the Testing Center). During Spring 2005 a total of 389 students were distributed between the two settings (235 In Class and 156 in the Testing Center).


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For the In-Class administrations, test forms were kept in a secure environment and delivered by the department secretary immediately before administration. The forms were returned immediately at the end of the test period and returned to a secure location. The Testing Center received a list of students enrolled in the odd-numbered sections and subsequently checked the test takers’ identifications to insure accurate participation. All answer sheets were collected and mailed to an outside company for scoring and recording. Data files were returned that included item frequency analysis for each question. During the fall administrations, it was noted that there was a typographical error in the answers for question 15. Students were subsequently told to by-pass the question and the scoring agent was told to exclude the question from any frequency computations.

Analysis

Is there a statistically significant difference in student responses between students who take the exit exam during a regular classroom meeting and those who take it in the Testing Center during specific dates?

The average correct response rates for In-Class participants and for Testing Center participants for both Fall and Spring semesters are listed in the following table. Analysis showed no statistical difference in correct response rates related to delivery location.

IN-CLASS TESTING CENTER

Fall Semester

56 %

n = 198

56%

n = 157

Spring Semester

54%

n = 255

52%

n = 156

Consequently, results of the study also indicate that there is no statistically significant difference between overall correct responses for aggregate data from Fall or Spring semesters. The importance of this finding indicates that data from either Fall or Spring could be used to describe the overall response rates for individual test items. It also supports that the combined data for the year does note differ in results from the individual semester results. Item Analysis

Does the VASA successfully measure at a statistically significant level an increase in value-added mathematics for students who complete their college-level mathematics classes at Dixie State College?


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Analyzing the effectiveness of the VASA included a pre and post administration of the instrument. As reported, the pre-test was given to approximately 166 students during Fall Semester 2004. The post-test was given to a total of 745 students during the academic year. When the response rates for pre and post tests were analyzed, the size differences of the groups resulted in p values that were outside of the calculated confidence levels. Consequently, the analysis was repeated using pre-test response rates compared to Fall semester data and then independently calculated compared to Spring semester data. As expected the results of the two analyses showed that any difference between the two calculations could be contributed to chance. The mean correct response on the pre-test is 42 percent. The median correct response rate is 38 for the pre-test with a minimum response of 10 and a maximum of 79. The aggregated post-test shows a mean of 55 and a median of 54 with a minimum of 26 and a maximum of 88 percent. The average increase in correct responses is 13.4 percent. The range of increases between pre and post test responses is zero to 31 percent. Below is a visual comparison of the pre and post tests results. Series 1 is the Pre-Test results and Series 2 is Post-Test averages.

Pre and Post Correct Response Comparison

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Question Number

Perc

enta

ge C

orre

ct R

espo

nse

Series1Series2

Thirteen (77%) out of the 17 questions analyzed showed a statistically significant level of increase in correct responses. Questions numbered 9, 10, 17, and 18 showed no significant change in correct response level. Of these four, number 17 is an easy benchmark question and had a pre-test correct response of 79 percent and post-tests levels of 82 percent. The other three questions include two (# 10 and #18) of the three


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designated “difficult” questions on the tests. These two questions include interpretation of independent event probability error in judgment (#10) and a multi-step, analytical reasoning problem (#18). It may well be that the wording of the last problem contributes to the problem complexity and results in an increased level of difficulty. All three designated “easy” level questions (numbers 1, 13, 17) received initial correct response rates of 73, 75 and 79 percent (respectively). Their corresponding post-test levels were 86, 75, and 82 percents in correct responses. Numbers 1 and 13 had statistically significant increases in the number of correct answers of 13 percent for each on the post-tests. These increases indicate that even the fundamental skills of ratios and linear systems were positively impacted by the student participation in mathematics at DSC. As previously identified, three of the four “difficult” questions showed no significant increase in correct responses. The fourth question (number 6) did show a statistically significant increase at 16 percent. Although both questions 6 and 10 are probability questions, the required skills for number 10 are substantially more difficult than for the simplistic counting problem. Skill Comparison for Unimproved Questions Question 9 Question 10 Question18 Competency Solving real-

life problems involving Pythagorean Property

Identify the correct probability of a specific event.

Solve problems with arithmetic algorithms

Secondary Skills

Fractions Multi-step reasoning

Fractions Multi-step comparisons and reasoning

No fractions Multi-step reasoning of simple arithmetic processes used in compound relationships

As indicated in the chart above, the three problems that showed no significant improvements all contain multi-step processes in reasoning and computations. In addition, two require manipulation of fractions to complete the problem. Those questions that received the most substantial increases in correct responses (8 (31%), 11 (22%), 12 (19%) and 7 (18%) were competencies that included algebraic functions in two problems and percentages in the other two.


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The number of students selecting correct responses indicates a positive shift in the number of students who made correct responses. In the pre-test there were 9.6 percent of the population who scored a 75 percent or higher. In the post-tests, 14.3 percent of the students scored at 75 percent or higher. Similarly, in the pre-test 39 percent of the students scored between 50 and 75 percent, whereas, on the post–test 57 percent scored within this range. And last, on the pre-test 51 percent of the students. This movement shows an encouraging shift to greater than 50 percent correct response.

Score Performance Comparisons

9.6

39

51

14.3

57

39

0 10 20 30 40 50 60

More than 12

8 to 12

Less than 8

Num

ber o

f Cor

rect

Res

pons

es

Percentage of Correct Responses

PostPre

Individual Gains

Do individual students show a statistically significant gain in mathematics performance using a pre and post test design of the VASA?

At this point in the analysis, consideration of individual gains would be in order. Preferably this discussion would be based upon correlated pre and post tests for students who took the pre-test in the Fall and the post-test during the academic year. During this first year, only 25 (15 percent) completers were identified. One of those failed to complete the post-test, and therefore, left only 24 in the pool of completers. This number is too small to form a basis upon which to discuss general population representation.


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Perhaps it is worth the time, however, to examine the 25 as a population for a case study. If the discussion is limited to these 24 completing students only, we see some encouraging increases. For instance, the pre-test, mean score for the students was 45 percent; the post-test, mean score is 61 percent or a statistically significant 16 percent gain. In addition there is a median shift from 8 correct answers to 10 correct answers. Eighty percent (19/24) had a gain between 6 and 53 percent with 10 students (43 percents) achieving gains over 20 percent. Below is a visualization of the five point summaries of the results for these 24 test subjects. The results show that all 24 students saw improvements.

Performance Comparison |-----------| | |------------| Pre-Test __1___2__3__4__5__6__7__8__9__10__11__12__13__14__15__16__17

Correct Responses

|--------------| | |----------------| Post-Test

Curricular Implications

Although the results of this first year of pre and post testing for the VASA are encouraging, it is also evident that there are multiple issues to be examined. For instance, the first issue is the rate at which the students are completing. Even if the self-selected group were all underachievers, we would hope to be able to push the students along through the system more quickly. Perhaps those students who only need a review could be identified and helped to fast track into a college level class by spring. Given that statistically significant increases occurred for 13 out of 17 identified competencies, those gains have plenty of room to increase. Even the 31 percent increase for composition of functions placed the post test groups at only 55 percent of the population with a correct response. For those three questions where no significant increase occurred between the pre and post tests, fractions and multiple step problem-solving are highlighted concerns. The Mathematics Department should review departmental suggested assignments and tests to insure that all sections of every class require analytical reasoning and computation at the college level.


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Strengths The mathematics department has established common major instructional goals to implement in all courses not to supplant course objectives. Secondly, the Mathematics Department has established set standards, content time-lines, and required test items for each courses. In addition, the mathematics department developed a comprehensive math assessment tool to evaluate all new students entering the college – VASA. The VASA is a Value Added Skills Assessment.

Areas for Improvement The English department developed a Critical Literacy Test (CLS). The format and quality of the items of the English test were appropriate, measurable, and statistically sounds. The pre test was properly administered to the target audience. However, the post-test was not targeted to the appropriate sample group. Therefore, the data was not reliable and did not validate the study.

Plans for Improvement Due to changes in the college’s student orientation program, the VASA will not be administrator in the SSC 1000. Therefore, administering the VASA must be targeted for testing in specified college math classes. The pre- and post-test must be properly administered so that students are not retaking the pre or post -test more than one time. There must be a screening system devised to eliminate students from repeating the said tests in subsequent math courses. The college’s mathematics department has established the following as their goals for all mathematics classes: • Require students to perform mathematical processes including fractions,

percentages, decimals, proportions/ratios, algebraic equations, and/or calculus techniques.

• Provide students with application problems that use a variety of methods including arithmetical, algebraic, and geometric methods.

• Challenge students to make inferences from mathematical models that include formulas, graphs, and tables.

• Provide students with real-life applications that use a variety of mathematical functions.

The college’s English department has decided to redesign their original Critical Literacy Test. The department will administer their new CLS test in the Fall 2006. The mathematics department will administer their new VASA test in the Fall 2006.


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CORE EIGHT: NUMBER AND RATE WHO TRANSFER AND PERFORMANCE AFTER TRANSFER

NUMBER AND RATE WHO TRANSFER

Measure The proportion of an identified entering cohort actively enrolled in a degree program at the community college and completing at least 12 semester hours of credit (or equivalent), who then enroll within two years for at least 12 college-level credits in a degree program at a four–year institution (Source: Core Indicators of Effectiveness for Community Colleges, Alfred, et al). The following chart shows groups of entering freshmen, the year they came to Dixie State, the size of the entering class after allowable exclusions, the number who transferred within three years, and the percent of students who transferred.

Term Entered

Adjusted CohortClass

Number who Transfer within Three Years

Percent who Transfer

Fall 92 802 120 15%Fall 93 926 183 20%Fall 94 819 167 20%Fall 95 993 223 22%Fall 96 1018 280 28%Fall 97 1250 303 24%Fall 98 1322 522 39%

These include full- and part-time first-time freshman students who are degree or certificate seeking. Beginning Fall 1996 the number who transfer within 3 years increased as both the Utah System of Higher Education and National Clearinghouse (US partners) databases were accessed. Prior to 1996 only the USHE database was available. These rates do not represent the transfer rates reported on the IPEDS GRS Survey which include transfers within 6 years.

Strengths The colleges’ student services departments have worked to counsel students into the appropriate careers and field of studies. These efforts have proven to be successful on case- by -case basis. However, the number students that transferred based on the new intervention efforts will no be reported until six-years from this report.


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The data entered into the Banner System regarding the student enrollment history, tracking, and any future requests for transcripts needs to be monitored for more accuracy.

Plans for Improvement The commissioner’s staff of the Utah System of Higher Education has agreed to track and assist us with reports about our transfer students. In addition, the college has a license and access to the Clearinghouse and Student Tracker.

PERFORMANCE AFTER TRANSFER

Measure “The proportion of regular college-level courses at the transfer (receiving) institution completed with a grade of ‘C’ or better by students who previously attended the community college, compared with a parallel proportion obtained for students who began their studies at the transfer institution as first–time freshmen” (Source: Core Indicators of Effectiveness for Community Colleges, Alfred, et al). In the Utah State System of Higher Education (USHE), baccalaureate institutions make reports about the success of students who transfer from Dixie State College. These reports compare the GPA’s that students achieved at Dixie State College to the GPA’s they are able to achieve at the four-year institution. It should be noted that these reports have not been systematic or consistent, in either format or timing. The results for the academic year Fall 2004 are listed below:

Transfer Institution Number of Students Fall 2004

Dixie's Transfer In GPA

4 Year Cum. GPA

Utah State Univ. 66 3.25 3.2University of Utah 82 3.25 2.79Weber State Univ. 77 2.96 3.08BYU 46 3.34 3.45SUU 154 3.119 3.164UVSC* unavailable unavailable unavailable * Footnote: UVSC indicated they did not have a program written on Banner to retrieve the data requested.

Strengths Those Dixie State students that transfer to Weber, SUU, and BYU reported a cohort GPA slightly higher than their transfer GPA. DSC transfer students performed nearly on par at USU as they did the year before, but those that transfer to the U of U did not maintain their transfer GPA’s as a cohort. Please note, this is a non-statistical report on comparing GPA’s of Dixie State students that transfer to other in-state institutions.


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Develop a better tracking system and communications with students that transfer from DSC.

Plans for Improvement The USHE has agreed to run data mining programs on Banner and report on former Dixie State students. UHSE will report their performance rate in selected subsequent courses only from other Utah sister institutions within the system.


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CORE NINE: SUCCESS IN SUBSEQUENT COURSEWORK

Measure The proportion of an identified entering student cohort that is assessed as deficient in one or more of the basic skills (reading, writing, computation), who subsequently (a) successfully complete developmental work intended to remediate this deficiency and (b) within one year completes their first college-level courses requiring the use of this skill with a grade of “C” or better (Core Indicators of Effectiveness for Community Colleges, Alfred et al., p. 26). This study examines academic data for two student cohorts that were “assessed as deficient in . . . basic skills” –

a) students who in Fall 2003 were placed in the College’s largest developmental math course, MATH0930, and

b) students who in Fall 2003 were placed in the College’s largest developmental

English course, ENGL0750. In keeping with the indicator’s description, the researchers examined student records to see –

a) what percentage passed the developmental course with a grade of “C” or better;

b) what percentage enrolled in the subsequent, college-level, related course (MATH1010 or ENGL1010) within one year (three semesters) of finishing the developmental course; and

c) what percentage passed the college-level course with a grade of “C” or better.


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The following charts report results of this study:

Success in Subsequetn College-Level Math Course (Fall 2003 Cohort)

259 225

176

519

0

100

200

300

400

500

600

Total students inMATH0939(Fall 2003)

Students whosuccessfully

completeMATH0930 (C or better)

Students whoenroll in

MATH 1010within one year

Students whosuccessfullycomplete

MATH 1010(C or better)

From the chart above, one sees that of the 519 students who took MATH0930 in Fall 2003, 259 got a grade of “C” or better, and 225 enrolled in the subsequent, college-level course within one year. Of those who enrolled in the college-level course (MATH1010), 176 got a grade of “C” or better.

Success in Subsequesnt College-Level English Course (Fall 2003 Cohort)

70

33

123

61

020406080

100120140

Total students inENGL 0750(Fall 2003)


complete ENGL 0750(C or better)

Students whoenroll in

ENGL 1010within one year


complete ENGL 1010(C or better)

From the chart above, one sees that of the 123 students who took ENGL0750 in Fall 2003, 70 got a grade of “C” or better, and 61 enrolled in the subsequent, college-level course within one year. Of those who enrolled in the college-level course (ENGL1010), 33 got a grade of “C” or better.


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As described, this core indicator focuses on the percentage who successfully complete the developmental course, the percentage who enroll in the subsequent college-level course, and the percentage who successfully complete the subsequent college-level course. The chart below shows those percentages.

Success in Subsequent College-Level Composition and Math Courses For Fall 2003 Cohort

49.9% 49.6%

26.8%

43.4%

33.9%

56.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

SuccessfullyCompleted MATH

0930

SuccessfullyCompleted ENGL

0750

Enrolled in MATH1010

Enrolled in ENGL1010

SuccessfullyCompleted MATH

1011

SuccessfullyCompleted ENGL

1011

Perc

enta

ge

Strengths Before identifying strengths, one must reflect on the purposes of the curriculum being evaluated. Developmental curriculum has two primary purposes –

a) first, developmental curriculum should prepare students for success in subsequent courses, and

b) second, developmental curriculum should function as a “gate-keeper,” certifying

that students who receive a grade of “C” or better are indeed prepared for subsequent study.

Preparing Students: In the data above, what are indicators of the curriculum’s success in preparing students? In this study, the data give mixed indications of strength: For the 2003 cohorts being studied, the English curriculum has a high rate of students who successfully complete the developmental course with a grade of “C” or better (56.9 percent in English, but only 49.9 percent in math), but a low percentage of students who successfully complete the subsequent course with a grade of “C” or better (33.9 percent in math, but only 26.8 percent in English). Because a higher percentage of math students succeeded in the subsequent course, one should probably conclude that the math curriculum is better than the English curriculum in preparing students. Gate-Keeping: By giving a grade of “C” or better in a lower-level course, the curriculum certifies that the student has achieved sufficient skills for success in the subsequent course. Even though a lower percent of developmental math students succeeded in the developmental course, a higher percent succeeded in the college-level course. When


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math students receive a grade of “C” or better in a developmental course, there is higher probability that they will receive a grade of “C” or better in the subsequent course. This suggests that the math curriculum is a more effective gate-keeper than the English curriculum.

Areas for Improvement The College must balance the two purposes of developmental curriculum, those of preparing students and gate-keeping. One way of measuring how well these two are balanced is to create a ratio in which the percent who succeed in the developmental course is denominator and the percent who succeed in the subsequent course is numerator. The resulting quotient shows the ratio of success in subsequent courses. For the math curriculum, the ratio is as follows:

679.09.499.33 =

For the English curriculum, the ratio is as follows:

471.09.568.26 =

The above quotients show that more than two-thirds of those who succeed in developmental math go on to succeed in college-level math, but less than a half of those who succeed in developmental English go on to succeed in college-level English. This comparison suggests two things. First, the high percent of students succeeding in developmental English in combination with the low percent of students succeeding in college-level English suggest that the English program emphasizes student success over gate-keeping. Second, the low percent of students succeeding in developmental math in combination with the high percent of students succeeding in college-level math suggest that the math program emphasizes gate-keeping more heavily than the English program. Perhaps the math program should give some consideration to raising the percent of students who are prepared for subsequent college-level courses.

Plans for Improvement 1. The developmental English program should give greater emphasis to the gate-

keeping function. To do so, the program may articulate more clear standards, more robust grading rubrics, or more rigorous grading criteria. In particular, the quotient in the above English ratio will rise to a level of 0.6 or higher.

2. The developmental math program should give greater emphasis to the preparation function. To do so, the program may initiate programs aimed at additional support of challenged learners, such things as tutoring, supplemental instruction, and re-s curriculum. In particular, the numerator in the above math ratio will rise to a level of 4.0 or higher.


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CORE TEN: PARTICIPATION RATE IN SERVICE AREA, DEMONSTRATION OF CITIZENSHIP SKILLS, AND RESPONSIVENESS TO COMMUNITY NEEDS

PARTICIPATION RATE IN SERVICE AREA

Measure The proportion of the total population aged 17 or older in college’s services area that has participated in at least one organized activity (course, program, service, event, etc.) sponsored by the college in the past year. Alfred, et al, p 27 The Survey Instrument: A random telephone survey of citizens in the St. George area was conducted to determine client and college relations for the years 2001 and 2002. The samples for both surveys were randomly selected from the St. George and Surrounding Area Telephone Directory- Local Book. The sample sizes were obtained from the population of 33,000 households in the Washington County. The 2001 Survey random sample group totaled 500 and 2002, 2003 Survey consisted of 1000 randomly sampled names from the local book. The lists of 500 and 1000 names were called during a standard set time – late afternoon and evening times. The calling process for the two studies continued until all five hundred phone numbers and 1000 numbers of the both selected group were telephoned. Based on a national research study it revealed that a high number of no connections could be anticipated. Based on the 500 dialed numbers, only 200 individuals were reached; whereas, for the 1000 sample size only 321 were contacted in 2002, 464 in 2003, and 353 in 2004. All those reached in 2001-02 did agree to answer the questionnaire. In 2003 of the 464 contacted 94 were not interested in participating. In the 2004 survey 144 were not interested in participating. The survey (questionnaire) consisted of five major components – demographics – age, zip code, and gender; two Likert-scaled questions about the college’s reputation and its role to the community were asked; and the last two general questions were about attendance and participation to college programs, events and activities. The survey questions and results are as follows:

2005 Survey Results The 2005 survey revealed from the sample group of 335 that 589 participated in or had been on campus attending an event, activity, and/or classes during the academic year. The sample group consisted of 63% male and 37% female with an average age of 43.6. The 2005 survey rates the academic reputation of the college at 8.4 based on 10 as the highest average or mean possible as compared to 8.04 in 2001, 7.59 in 2002, 7.27 in 2003, and 7.7 in 2004. The question to gauge the college reputation was what the importance of the college to the community. The 335 responded that the college is very important. The ratio was a mean of 9.4 based on 10 as the highest attainable figure. The ratios of 8.4 and 9.4 are significant indicators that the college does serve the community and does provide an academic climate for learning. The 2005 survey also generated


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many additional comments on a wide variety of concerns. The most popular was the addition of 4 year programs at Dixie State. The 2005 Survey was determined to be reliable based on analysis of the sampling size. The process to determine sample size is based on the following: The confidence level was 95% with a confidence interval of 3.05 and a population of 35,000 households. The sample size required is 1000. Based on requirements for finding the confidence interval, the following is required: a confidence level at 95% and a sample size of 1000 with a population of 29,000 and the percentage set at 50% yields the confidence interval at 3.05. A Comparison of Survey Composite and Completion for Years 2001 to 2005

Year Population – Households

SampleSize

SurveysCompleted

Confidence Level

ConfidenceIndex (+/-)

2001 29,000 500 200 95 4.35 2002 29,000 1000 321 95 3.05 2003 32,000 1000 370 95 3.05 2004 33,000 1000 209 95 3.05 2005 35,000 1000 335 95 3.05

A Comparison of Survey Demographics and Results for Years 2001 to 2005

Year Avg. Age

Male Female AcademicReputation

Importance of

College 2001 43.07 33% 67% Mean 8.04 Mean 9.37 2002 50.48 38% 62% Mean 7.59 Mean 8.85 2003 48.37 36% 64% Mean 7.27 Mean 8.70 2004 45.3 35% 65% Mean 7.67 Mean 9.01 2005 43.6 63% 37% Mean 8.40 Mean 9.40

Comparison of Years 2001 - 2005 (Academic Reputation)

8.04

7.59

7.27

7.7

8.4

6

6.5

7

7.5

8

8.5

9

9.5

10

2001 2002 2003 2004 2005

Mea

n


82

(Fig. 1)

Comparison of Years 2001 - 2005 (Academic Reputation)

9.37

8.858.7

9

9.4

6

6.5

7

7.5

8

8.5

9

9.5

10

2001 2002 2003 2004 2005

Mea

n

(Fig. 2)

Demographics - Gender of the Sample Groups for Years 2001 - 2005

67%62%

49%45%

37%33%

38%

47% 46%

63%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2001 2002 2003 2004 2005

Female Male

(Fig. 3)


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Cultural Activities 2005

98

52

37

20

147

63

43

28

0 50 100 150 200 250 300

Theater

Art Show

Celebrity Concert

Symphony

Male Female

(Fig. 4)


131

33

10

12

11

154

47

60

23

7

1 - Male

0 - Male

4 - Female

2 - Female

0 50 100 150 200 250 300

Classed

Degrees

Workshops

Speakers

Continuing Ed

Elderhostel

Certif icates

Male Female

(Fig. 5)


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2 8 0

56

12

14

14 2

73

2 7

6

0 50 100 150 200 250 300 350 400 450

Athletics

2005 Street Fair

Clubs

Outdoor Events

Male Female

Strengths The ranking for the college’s Academic Reputation made a gain to the highest level in the five years of this survey. The “Importance of the College to the Community” also made a small gain. Year 2005 showed, as compared to previous years, that more and more participants are enjoying the college campus, events, and classes. The implementation of the DSC Street Fair introduced the campus to many new first time visitors and opened the door for art, conference, and continuing educations activities. More interest on campus was also facilitated with the opening of the new Eccles Fine Arts building. The format of the survey also made the questions more understandable as face to face and group surveys lead to a more comprehensive result as compared to a 30 second phone call previously used. Area high school graduations held at the College Burn’s Arena also have increased the attendance to campus activity across the service district. The new 100 South banner program has made a big difference in the knowledge of campus events and attendance of passing motorists. Many commented on the beauty of the campus.

Areas for Improvement Many of the survey techniques used this year will continue. A simplified survey form will be made to include Gardner Center and Burn’s Arena non-academic activities. Classes and degrees seem to be the first thing people thought of when they answer the survey


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question. Most everyone attends some activity at the campus. The survey needs to reflect that fact.

Plans for Improvement Continue with the new advertising and information presentations to service clubs and other organizations throughout the service district. Adding a new mission statement will affect the academic image. Dixie State will need to reflect this statement in written purpose and use it to meet the needs of their growing service district. Campus expansion to the DRMC campus for Health Sciences will also bring interest. Public Relations should use this event to forward the college image of academics.

DEMONSTRATION OF CITIZENSHIP SKILLS

Measure Service Projects and Citizenship Data Service Projects (tutoring, Campus to Community Work Projects, dinners) Fall 2004 414 volunteers 598 Hours Fall 2005 246 volunteers 445 Hours Inner Club Council 2004-2005 3752 Hours DSC (Dixie Service Club) 4795 Hours Americorps Scholarship Participants 2003-2004 7 participants 2100 Hours 2004-2005 86 participants 43,350 Hours

Strengths There is a pervasive campus and community culture of service. The staff, faculty and students respond immediately to community need. During the fires and floods, College employees joined students in arduous task of sandbagging and cleaning up damaged home sites. The Institutional membership in Campus Compact has resulted in a move to develop a Service Learning Center on campus. Twenty-three courses for Fall 2005 were instructor-designated Service Learning classes.

Areas for Improvement Dixie State College’s transition from a two year to four year institution combined with frequent changes in leadership has left the institution without clearly defined goals and related mechanisms to measure citizenship involvement. The Institution will establish


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guidelines and institutionalized its data collection related to alumni, staff, faculty, and student service information.

Plans for Improvement A committee will be formed to develop a four-year plan to study the direct and indirect benefits of service projects to student achievement and employment.

RESPONSIVENESS TO COMMUNITY NEEDS

Measure There are no statistical criteria set for this indicator. Do periodic needs assessments of the community in the college’s service region or geographic area; Use mail, telephone and/or other communication devices or means to collect community opinions and satisfaction with the college. (Source: Core Responsiveness to Community Needs, Alfred et al.) CELEBRITY CONCERT SERIES (CCS) Activities that fall under the aegis of CCS are the Celebrity Concert Series, Tanner Amphitheater productions, and the Southwest Symphony Orchestra and Chorale. With a mission to present performing artists of the highest quality, CCS celebrated its 47th season. A collaboration between the college and the community, it traditionally presents 10 to 13 multi-disciplined presentations each season, which include symphony, opera, musicals, ballet, and ethnic and chamber music. Series memberships increased slightly this year, however, with membership donations at $21,570 and with fundraising efforts of $22,292 (dinner, So. California trip, concessions, etc.) the year was a financial success. Attendance and membership figures for CCS this year are: Total concerts held 14 Total attendance 14,000 Average concert attendance 1,000 Total memberships 948 — 77 more than last year DSC THEATRE ARTS PROGRAM With the opening of the new Dolores Doré Eccles Fine Arts Center, the DSC Theatre program rebounded nicely from the daunting physical conditions and limitations brought on by the construction of the new center. A total of 6,757 patrons attended theater productions this past year, nearly tripling the number of patrons who attended in 2003-04. Moreover, a membership program was initiated this past year with a beautiful brochure. A total of 486 season tickets were sold, where less than 50 had been purchased in recent years. 2004-05 2003-04 Comparison Broadway Bound 1148 496 Jekyll and Hyde 3052 603 Huebner 1070 642 Midsummer Night’s Dream 1487 567


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TOTALS 6757 2308

Strengths CELEBRITY CONCERT SERIES (CCS) One of the strengths came out of one of the difficulties, last year a contract was cancelled and so Gail Bunker was able to bring on board The Shanghai Circus which turned out to be one of our most popular events of the season. Another strength is that each of the concert performers provided educational programs to local elementary and secondary schools. This happened for every single event. Also, Repertory Dance Theatre did a weeklong community outreach residency. They partnered with the DSC Dance Program for this very successful outreach that went to college and community dance students. It was estimated that 797 students were benefited from these outreach programs. DSC THEATRE ARTS PROGRAM The beautiful new fine arts facility is widely recognized as one of the theater program’s new strengths. It is large, spacious, artistic, and well appointed. Additionally, director Varlo Davenport has done a superb job of directing the program with upward momentum. The shows were not only well attended this past year, they were overall a critical success as well with much positive feedback from audiences. Additionally, Jekyll and Hyde was selected to “take the show on the road” for the American College Theater Festival’s regional conference in Phoenix, Arizona. There, actor Skyler Scott was chosen as “Best Actor” of the entire “Festivention.”


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Areas for Improvement CELEBRITY CONCERT SERIES (CCS) The Tanner Amphitheater facility was constructed in 1976 and has a small budget. Income generated from concerts and facility rentals maintains the budget but leaves little for capital improvements such as enlarging the parking lot, constructing dormitories, and constructing new ticket, projection and concession booths. Upgrading light and sound requirements would improve the facility and generate greater use.

Plans for Improvement CELEBRITY CONCERT SERIES (CCS) Specific goals for 2005 and 2006 include: a. The series will offer two performances of each concert instead of one. This has come

about due to the large numbers of memberships. b. The series plans to offer a couple of recital concerts at the Eccles Center Concert

Hall. c. Board members have agreed to attend each concert one-half hour prior to the doors

opening, wearing a badge that identifies the board member, taking programs and shaking patrons’ hands.

DSC THEATRE ARTS PROGRAM With the enormous success of their first year in the Eccles Fine Arts Center, the DSC Theatre programs hopes to continue the momentum for the coming years. Emphasis will be placed on choosing productions that will meet the needs of the students educational program and entertain campus and community audiences. Guest directors and performers will be brought in to augment the quality of DSC Theatre productions. Worth noting: The new Dolores Doré Eccles Fine Arts Center, a nearly 80,000 square foot facility with three theaters, an art museum, practice rooms, band-theater-dance rehearsal spaces, grand lobby, plus large art and theatre storage spaces has provided a new “cultural living room” for the community. It is clear by the support of the events and the positive feedback provided by patrons that they are enjoying this new facility. A major Dedication Month was planned for the new center, featuring more than 20 performances in all of the arts disciplines during the month of October. Marketing and visual materials were created and invitations were mailed for multiple events. As previously noted, the first major theater season membership drive in many years was initiated. Significant individual marketing campaigns for the productions Broadway Bound, Jekyll and Hyde, Huebener, and Midsummer Nights Dream were run. Many music, dance and art events were held throughout the year and were well attended. News releases, radio ads, display advertising, posters, and post cards were produced.


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In-house mailing lists were boosted from 0 to 5,000 names, plus targeted specific neighborhood mail codes were used for some events. Events increased in attendance dramatically and several productions and concerts were completely sold out. Five major art exhibits were presented with numerous paintings in a variety of media and three-dimensional art utilized for each show. The Sears Dixie Invitational Art Show drew its largest attendance ever, over 4,000 patrons, and sold 54 high end paintings to benefit the museum-gallery. Other exhibits were: “The College Collection,” “Exquisite Corpse, Totems and Other Symbols” - by Gregory Abbott, a world class oil painter, “Faculty, Alumni and Student Show,” and “Western Impressionism.” Several fine arts receptions were hosted with food, art talks and live music in association with the art gallery and productions; hundreds and hundreds of community patrons attended each of these events. These were wonderful community PR opportunities and attendees really enjoyed themselves and most stayed for the entire two-hour duration of these events. DIXIE BUSINESS ALLIANCE The Dixie Business Alliance provides counseling and training for small business owners and those contemplating business ownership in the community. Its component services include:

• Small Business Development Center (SBDC) • Washington County Economic Development Council (WCEDC) • Utah Custom Fit Regional Training Program • Utah Procurement Technical Assistance Program (PTAC) • Short-Term Intensive Training Program (STIT) • Service Corps of Retired Executive (SCORE)

Assessment/Challenges The Small Business Development Center counseled 253 one-on-one clients this fiscal year, and increase of 36 percent over 2003-04, and provided training for 1,273 attendees. Introduced this year by DBA SBDC was the CEO Club, a six-week training developed specifically for experienced business owners and leaders. This specialized training was developed specifically in response to request from area CEOs. Feedback received from trainees indicated that the training was a popular on in its inaugural year. All participants surveyed rated the course as ‘very good’ or ‘excellent’ on a Likert scale. Due to the popular response, the training will again be offered in 2005. The SBDC continued to offer its BizSMART training in 2004-05, specifically designed for business owners of fewer than five years. It, too, received high marks from attendees, with each rating it as ‘very good’ or ‘excellent’ as well. The Custom Fit division of the DBA, which provides custom training for business and industry, worked with 71 companies in the past year, an increase of 20 percent over the previous year. This translated into approximately 12,180 hours of training for 1,577 unduplicated trainees.


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The Washington Economic Development Council (WCEDC) continues to fulfill its goal of supporting existing value-added companies. In addition, the WCEDC devotes considerable time and resources to recruiting new value-added businesses searching for expansion or relocation sites in the county. Scott Hirschi, the executive director of the Economic Development Council, has stated that area employees are currently finding the lack of available workforce challenging, thus discouraging value-added businesses from expanding or relocating to the county. At the same time, however, the tight labor market is exerting upward pressure on wages, helping the WCEDC achieve its goal of increasing local wages to the level of statewide wage levels. A total of 805 trainees availed themselves of the Short-Term Intensive Training (STIT) program in 2004-05, which provides professional job preparation and employee upgrade courses to the business, trades, and professional community. Health-related courses accounted for nearly 40 percent of total STIT enrollment in 2004-05. Computer-related courses accounted for 24 percent. Despite its past emphasis on health occupations, the college has determined that it will be more cost effective for STIT’s health outreach function to be transferred to the Dixie Applied Technology Center (DXATC), which will allow Dixie State to focus its health occupations efforts exclusively on the college’s rapidly growing health science degree and certificate programs, which are helping fill the high demand for health-care workers in the state. As a result, STIT has changed its focus to better accommodate the area’s booming housing market and the professions associated therewith by offering courses preparatory to various professional licenses. It is also marketing continuing education courses to attorneys, insurance agents, accountants, and other area professionals. Overall, STIT generated over $34,000 in profit during 2004-05, the majority coming from non-health related courses.

Areas for Improvement/Challenges The election of Governor Jon Huntsman brought many changes to the economic development scene. His administration calls for more quantifiable results as state monies are spent. The DBA agrees with and applauds accountability. The challenge will be to find ways that effectively measure economic impact. The Governor’s office has encouraged a Business Resource Center approach for the entire state. Fortunately, the DBA has been operating with this model of shared resources since its inception in 1996.

Plans for Improvement One of the goals of the Dixie Business Alliance has been to make its services more readily available to outlying and rural areas. To help achieve this goal, the DBA SBDC is completing development of a web enhanced entrepreneurial training program that will be marketed statewide. This unique program will engage the services of regional SBDC directors throughout the state in a six-week online training course, with several sessions being delivered live. This course is designed to help rural business owners receive high quality training without incurring the cost of holding classes in sparsely populated areas. With classes starting somewhere in the state each month, it is anticipated that urban business owners will also participate. The DBA SBDC has received funding from the state SBDC to develop this course and has also been promised a grant from the Utah Office of Rural Economic Development. Dixie State College will own this course.


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Communication with Stakeholders Assessment The Dixie State College public relations department has ramped up its media relations efforts in recent years in order to better communicate news and events to each of the college’s constituencies. The department has also ramped up its media tracking efforts. Since 2002, the public relations department has produced a weekly report for the President’s executive staff detailing press releases submitted and corresponding coverage. The department has averaged just over 100 press releases issued each year the past three years. More important, however, is the placement rate of these press releases and accompanying news stories. In St. George’s local daily alone, 91 percent of news releases received coverage in 2004-05. Rather than simply tracking the number of releases issued and the corresponding articles printed, the department has begun monitoring the number of corresponding impressions. Impressions indicate the extent of visibility that a given publication receives and are calculated according to the following formula: Avg. Readership X Circulation = Number of Impressions. Newspapers have an average readership of 2.5 persons. So even though The Spectrum, for example, has a circulation of 23,000, each copy is “read” by an average of 2.5 persons. Magazines have an average readership of 3.5 persons. Impressions do not apply to television and radio. In 2004-05, 15.4 million people were exposed to Dixie State College through news articles in media outlets throughout Washington County and the state of Utah, as generated originally from news releases and other stories pitched.

Annual Report 2004-2005 - Dixie State...

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