UPDA 2012 duca 20102015 - De Anza CollegeUPDA 2012 duca 20102015 1 Overview This document, approved...

UPDATE FALL 2012 – De Anza College Educational Master Plan 2010-2015

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Overview This document, approved by College Council on Dec. 13, 2012, serves as an annual update to the De Anza College Educational Master Plan 2010-2015.

Table of ContentsStudent Demographics and Listing of Key Data 3

Demographics and Achievement Data 4

Institutional Metrics 14

Program Review, Integrated College Planning and Resource Allocation 15

Learning Outcomes 18


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Summary of Student DemographicsDe Anza College undertakes integrated planning, which includes not only the establishing of goals but also an understanding of important demographics and variables, both internal and external, that affect the college. Key Student Characteristics and Key Data examine trends in student access, success, equity, basic skillsand community engagement.

Key Student Characteristics, Fall 2011• StudentsfromDeAnza’sdesignatedserviceareaaccountforabout19%ofthestudentpopulation.• 47%ofthecollege’sstudentsresideinthecityofSanJose,about11%inSunnyvale,9%inCupertino and7%inSantaClara.• 42%ofstudentsareconsideredfull-time,taking12ormoreunits.• 1,644internationalstudentsattendthecollege.• 15%ofstudentshavealreadycompletedabachelor’sdegreeorhigher.• 63%ofstudentsare24yearsoldoryounger.• Femaleandmalestudentsareequallyrepresented.

Listing of Key Data1. FallHeadcount2. TotalFull-TimeEquivalentStudent(FTES)Enrollment*3. SantaClaraCountyPublicHighSchoolGraduateParticipationRate*4. SantaClaraCountyAdultPopulationParticipationRate5. Santa Clara Adult Population and De Anza Students by Ethnicity6. Ethnic Distribution of Students7. StudentParticipationinCommunity/CivicEngagementCourses*8. Number of Associate Degrees and Certificates Awarded9. TransferstoFour-YearInstitutions10. CourseSuccessandRetentionRatesComparedtotheStateAverage11. CourseSuccessRatesbyEthnicity*12. VocationalCourseSuccessRates*13. BasicSkillsCourseSuccessRates*14. Next-CourseSuccessRatesInEnglishforBasicSkillsStudents15. Next-CourseSuccessRatesinMathforBasicSkillsStudents16. Fall-to-WinterPersistenceofFirst-TimeStudents17. Fall-to-FallPersistenceofFirst-TimeStudentsbyEthnicity*18. ARCCStudentProgressandAchievementRate*19. Faculty-to-StudentEthnicDistribution20. EmployeesbyJobGroupandEthnicity

*InstitutionalMetrics


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1. Fall HeadcountFallheadcountenrollmentincreased1%from2010to2011,from23,760to23,982.

Figure1

De Anza CollegeFall Credit Headcount

20 000

22,500

25,000

27,500

Fall Credit Headcount

10 000

12,500

15,000

17,500

20,000

0

2,500

5,000

7,500

10,000

02007 2008 2009 2010 2011

Source:FHDAIR&P

2. Total Full-Time Equivalent Student (FTES) Enrollment*Full-timeequivalentstudentenrollmentincreasedslightlyfrom20,025in2010-11to20,143in2011-12.TheinstitutionalmetricisforFTESenrollmenttoincrease5percentagepointsbyfall2015,whichisunlikelyinviewofstate-mandatedworkload(i.e.enrollment)reductions.

Figure2

D A C llDe Anza CollegeTotal Fiscal Year Full-time Equivalent Students (FTES)Total Fiscal Year Full-time Equivalent Students (FTES)

24,000

20,00020,000

16,000

12 00012,000

8,000,

4,000

002007-08 2008-09 2009-10 2010-11 2011-122007 08 2008 09 2009 10 2010 11 2011 12

Source:FHDAIR&PandCCFS-320Reports,P-1Report


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3. Santa Clara County Public High School Graduate Participation Rate*DeAnzaattracted13.5%ofallSantaClaraCountystudentsgraduatingfromhighschoolin2011,up1percentage point from 2010. The institutional metric is to increase the participation rate of Santa Clara County publichighschoolgraduatesfrom16%infall2008to20%infall2015.Reductionsinstatefundingwilllikelypreclude the achievement of this goal in the near term.

Figure3

De Anza CollegeDe Anza CollegeSanta Clara County Public High School June Graduatesy g

Enrolled the Following Fall18%18,000

16%16,000

14%14,000 l

12%12,000 F

al

ds

10%

12%10,000

ed inGra

10%8,000 ro

lle

HS

8%6,000 t E

nr

ber

6%4,000 cent

Num

b

4%2,000

,

Per

cN

2%0

2,000 P

2%02007 2008 2009 2010 2011

June HS Graduates Percent Enrolled

Source:FHDAIR&PandCADepartmentofEducation

4. Santa Clara County Adult Population Participation RateThepercentageofDeAnzastudentsidentifyingasAsian,FilipinoorPacificIslanderishigherthanthepercentageoftheSantaClaraCountyadultpopulation.AfricanAmericanandHispanicrepresentationisaboutequal to the adult population while white students are proportionately less.

Figure4

De Anza CollegeSanta Clara County Adult Population

100%

Santa Clara County Adult PopulationCompared to De Anza Students

70%80%90%

29%

45%48%

25%40%50%60%

29%

3%

23%

1%5%

21%

25%

1%10%20%30%

0%Asian/Filipino/PI African American Hispanic White Native American

Santa Clara County De Anza Fall 2011Santa Clara County De Anza Fall 2011Note: Unreported, Multi‐ethnic and Other not included to be consistent with Santa Clara and De Anza reporting.

Source:FHDAIR&PandCADepartmentofFinance


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5. Santa Clara County Adult Population and De Anza Students by EthnicityIn2011,DeAnzaenrolledabout1.71%oftheprojectedadultpopulationduringfallquarter,whichisaboutthesame as the percentage of draw in 2010.

Figure5

1 0%

1.5%

2.0%

2.5%

3.0%

3.5%

1,150,000

1,200,000

1,250,000

1,300,000

1,350,000

1,400,000

1,450,000

Perc

ent D

raw

dult

Popu

latio

nDe Anza College

Santa Clara County Adult Population Compared to De Anza Headcount as a Percent of Draw

0.0%

0.5%

1.0%

1,000,000

1,050,000

1,100,000

2007 2008 2009 2010 2011

P

Ad

Adult Population HC as a % of Population

Source:FHDAIR&PandCADepartmentofFinance

6. Ethnic Distribution of StudentsStudentsidentifyingasAsian,FilipinoorPacificIslandercomprised44%ofthefall2011enrollment,upfrom41%in2010.TheHispanicpopulationcomprised20%,a6-percentage-pointincreasefromfall2010.Thisislikely due to a new reporting methodology, which no longer includes a multi-ethnic category; however, it also representsthecollege’sstrategicfocusonunderservedcommunities.

Figure6

De Anza CollegeDe Anza CollegeHeadcount Percentage Distribution by Ethnicityg y y

Fall 2011Other / Unknown

8%8%

WhiteAsian / Filipino / Pacific Islander

te23%

Pacific Islander44%

HispanicAfrican American

4%

Hispanic20%

4%

Source:FHDAIR&P


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7. Student Participation in Community/Civic Engagement Courses*Thecollege’scivicengagementgoalistohave10%ofallstudentsseekingtransferenrolledinatleastonecoursewithacommunity/civicengagementcomponentby2015.Thefigureiscurrentlyat3%,unchangedfrom2010.

Figure7

De Anza College, Fall 2011Percent of Students with a Goal of Transfer or

Enrolled Community / Civic

Degree that Enrolled in a Section with a Community / Civic Engagement Component

EngagementCourse, 543, 3% Not Enrolled,

16,537, 97%

Includes students with an education goal of transfer with oreducation goal of transfer with orwithout a degree enrolled in fall 2011.

Source:FHDAIR&P

8. Number of Associate Degrees and Certificates AwardedBetween2009-10and2010-11thenumberofdegreesawardeddecreasedslightly,from1,254to1,242.Thenumberofcertificatesawardeddecreasedslightlyfrom490in2009-10to472in2010-11.

Figure8

De Anza CollegegAssociate Degrees and Certificates Awarded

1,400

1 2001,200

1,000

800800

600

400400

200

02006 07 2007 08 2008 09 2009 10 2010 112006-07 2007-08 2008-09 2009-10 2010-11

Associate Degree CertificateAssociate Degree Certificate

Source:FHDAIR&P


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9. Transfers to Four-Year InstitutionsTotaltransferstoafour-yearcollegeoruniversityin2010-11were3,299.UCtransfersincreased5%from666to699;CSUtransfersincreased68%from843to1,422.ThelargeincreaseinCSUtransfersisattributabletoopenspringadmissionsatCSUcampusesin2011afteradmissionswereclosedinspring2010.Spring2012admissionswereclosedatmostCSUs,likelyleadingtoasignificantdropinCSUtransfersthatwillberecordedforthe2011-12 academic year.

Figure9

De Anza CollegeDe Anza CollegeTransfers to UC, CSU, Private and Out-of-State Colleges

1 4001,500

Transfers to UC, CSU, Private and Out of State Colleges

1,3001,400

1 1001,200,

1,0001,100

800900

,

700800

500600

400500

200300

100200

02006 07 2007 08 2008 09 2009 10 2010 112006-07 2007-08 2008-09 2009-10 2010-11

UC CSU Private/OoSUC CSU Private/OoS

P i t d O t f St t (O S) ti t d f 2009 10Private and Out of State (OoS) estimated for 2009-10.

Source:CCCCO,CPEC,CSU

10. Course Success and Retention Rates Compared to the State AverageThecoursesuccessrateforcreditcoursesis3percentagepointsabovethestateaverageat72%,andthecourseretentionrateis1percentagepointabovethestateaverageat86%.

Figure10

Source:FHDAIR&PandCCCCODataMart

D A C llDe Anza CollegeFall Credit Course Success and Retention RatesFall Credit Course Success and Retention Rates

Compared to Statewide Average100%

p g

90% De Anza Retention

80% State Retention

70% De Anza Success

60%

70%State Success

50%

60%

40%

50%

30%

40%

20%

30%

10%

20%

0%

10%

0%2007 2008 2009 2010 20112007 2008 2009 2010 2011


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11. Course Success Rates by Ethnicity*An institutional metric is to achieve a fewer than 5 percentage-point difference between the annual course successrateforunderservedgroupsandallothergroups.Filipino/PacificIslanderstudentshadacoursesuccessrateof72%,upfrom66%andlikelyattributabletotheinfusionoffundingthroughtheAANAPISIgrant.Hispanicstudentshadasuccessrateof67%in2010-11comparedto69%in2009-10.AfricanAmericanstudentshadacoursesuccessrateof60%,downfrom65%in2009-10.Thecollegewillinvestigateandworktoaddressthese declines.

Figure11

30%

40%

50%

60%

70%

80%

90%

100%

De Anza CollegeCourse Success Rates by Ethnicity

0%

10%

20%

30%

Asian Black Filipino/PI Hispanic Native Am White Other/Unknw

2006-07 2007-08 2008-09 2009-10 2010-11

Source:FHDAIR&P

12. Vocational Course Success Rates*Thevocationalcoursesuccessratedropped4percentagepointsfrom78%in2009-10to74%in2010-11.Thisisattributabletothe15%dropinenrollmentofJobCorpsstudentsbetween2008-09and2009-10(from18%to3%).Whilethismeasurehasdecreased,itremainsabovetheARCCpeergroupaverage.

Figure12

Source:ARCC2011Report

De Anza CollegeDe Anza CollegePercent Successful in Vocational Education Courses

100%85% 83% 82%

78%90%

78%74%80%

70%

60%

50%

40%

30%

20%

10%

0%2006 07 2007 08 2008 09 2009 10 2010 112006-07 2007-08 2008-09 2009-10 2010-11


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13. Basic Skills Course Success Rates*Aninstitutionalmetricistoachieve85%orthehighestscorewithinthepeergroupby2015inbasicskillscoursesuccess,whichiscurrentlyjustover73%.Thisrateremainedstablefrom2008-09to2009-10butdroppedin2010-11. The college remains above the peer group average on this measure.

Figure13

Source:2011ARCCReport

14. Next-Course Success Rates in English for Basic Skills StudentsForEnglishwriting(EWRT),AfricanAmericanandAsian,FilipinoandPacificIslanderstudentsshowthehighestcoursesuccessratesat74%.CoursesuccessratesforHispanicstudentsareat60%whilewhitestudentsareat67%.

Figure14

D A C llDe Anza CollegePercent Successful in Basic Skills Courses

100%

Percent Successful in Basic Skills Courses

90%

100%

82%79% 78% 77%80%

90%78% 77%

73%70%

80%

70%

60%

50%

40%

30%

20%

10%

0%2006-07 2007-08 2008-09 2009-10 2010-11

Source: CCCO Data Mart, Basic Skills Cohort Tracking Tool

De Anza CollegeDe Anza College% Students Starting in EWRT211 Successful in EWRT 1A

C h t f N E t i St d t T k d 3 YCohorts of New Entering Students Tracked 3 Years

90%100%

74% 74%80%90%

60%67%70%

50%60%

40%50%

30%40%

(20) (260) (108) (114)

10%20%

(20) (260) (108) (114)

0%10%

0%African American Asian/Filipino/PI Hispanic White

Cohort enrolled in EWRT211 in fall 2008 and those successful in EWRT1A in fall 2011. Other, Native American and Unknown not graphed. N = Success in EWRT 1A


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15. Next-Course Success Rates in Math for Basic Skills StudentsThecoursesuccessratesofstudentsstartinginabasicskillsMathcoursearewithin4to7percentagepointswhendisaggregatedbyethnicity.ThesuccessrateofAsian,FilipinoandPacificIslanderstudentsisslightly higherthanAfricanAmericanandwhitestudentsat48%comparedto46%.Hispanicstudentsexhibitthelowestrateat41%.

Figure15

Source: CCCO Data Mart, Basic Skills Cohort Tracking Tool

16. Fall-to-Winter Persistence of First-Time StudentsThefall-to-winterpersistencerateoffirst-timeDeAnzastudents(newstudentsaswellasthosewhomayhavepreviouslyattendedanothercollege)hasincreasedfrom76%in2010to77%in2011.

Figure16

De Anza CollegeDe Anza College% Students Starting in MATH114 Successful in MATH10

C h t f N E t i St d t T k d 3 YCohorts of New Entering Students Tracked 3 Years

90%100%

80%90%

70%80%

46% 48% 46%50%60%

48%41%

46%

40%50%

30%40%

(117) (22) (53)(6)20%

(117) (22) (53)(6)

0%10%

0%African-American Asian/Filipino/PI Hispanic White

Cohort enrolled in MATH114 in fall 2008 and those successful in MATH10 in fall 2011. Other, Native American and

De Anza CollegeFall to Winter Persistence First-time to De Anza StudentsFall to Winter Persistence, First time to De Anza Students

With a Goal of Transfer, Award, or Undecided

100%

78 1% 79.4% 76 0% 77 2%90%

74.5% 78.1% 76.0% 77.2%

70%80%

60%70%

50%

30%40%

20%30%

10%0%

2007 2008 2009 2010 20112007 2008 2009 2010 2011

Note: 1 133 students did not persist from Fall 2011 to Winter 2012Note: 1,133 students did not persist from Fall 2011 to Winter 2012.

Source:FHDAIR&P


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17. Fall-to-Fall Persistence of First-Time Students by Ethnicity*Asian,FilipinoandPacificIslanderstudentsmadesubstantialgainsinfall-to-fallpersistencefrom2009-10to2010-11;thepersistenceratesofAfricanAmerican,Hispanicandwhitestudentsdeclined.Theinstitutionalmetric is that targeted groups will persist from fall-to-fall at a rate as high as other groups.

Figure17

De Anza CollegegFall-to-Fall Persistence by EthnicityFirst time Students Earning 6 Units100% First-time Students Earning 6 Units

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%Af i A i A i Fili i d P I Hi i WhitAfrican-American Asian Filipino and P.I. Hispanic White

2006 to 2007 2007 to 2008 2008 to 2009 2009 to 2010 2010 to 20112006 to 2007 2007 to 2008 2008 to 2009 2009 to 2010 2010 to 2011

Job Corps students not included. All other groups, Decline to State, Native Americans, Other, not graphed.

Source:2012ARCCReport

18. ARCC Student Progress and Achievement Rates*TheStudentProgressandAchievementRatedecreasedfrom73%to68%forthecohortbeginningin2005-06.ThedropcorrespondstothepeakinthenumberofJobCorpsstudentsenrolled.Thisstudentgrouptendstobe vocationally focused and to enroll in degree-applicable math and English courses at a lower rate than other students. De Anza remains above the peer group average in this measure but did not achieve the highest score within the peer group.

Figure18

Source:ARCC2012report

66.6% 70.4% 70.8% 72.8%68.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 to 2006-07

2002-03 to 2007-08

2003-04 to 2008-09

2004-05 to 2009-10

2005-06 to 2010-11

De Anza CollegeARCC Student Progress and Achievement Rate

Cohorts Tracked for Six Years

Students who showed intent to complete and achieved the following within 6 years: transferred toa four-year college; earned an AA/AS or certificate (18 or more units); or achieved "Transfer Directed" or "Transfer Prepared" status.


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19. Faculty-to-Student Ethnic DistributionFaculty-to-studentethnicdistributioniswithin1to7percentagepointsforNativeAmerican,AfricanAmerican,FilipinoandHispanicethnicgroups.Whilewhitefacultycomprisemorethanhalfofthefull-timeteachingfaculty and white students comprise less than a quarter of the student population, the percentage of non-white faculty has been increasing over the past few years. Figure19

De Anza College

90%

100%

gFall 2011 Headcount-Student and Teaching Faculty by Ethnicity

60%

70%

80%

30%

40%

50%

10%

20%

30%

0%Native

AmericanAsian/Pacific

IslanderAfrican

AmericanFilipino Hispanic White Other

Full-time Faculty StudentsFull time Faculty StudentsOther includes Middle Eastern, Multi‐Ethnic, Unknown and Unreported.

Source:FHDAIR&PandCCCCODataMart

20. Employees by Job Group and EthnicityClassified professionals comprise the largest proportion of the employee population that identify as Asian/ PacificIslanderorHispanic.ThelargestproportionofAfricanAmericanemployeesisinthefacultycategory.

Figure20

Source:FHDAIR&P

De Anza CollegegEmployees by Occupational Categories and Ethnicity

Fall 2011

300350400

150200250

050

100

Asian/Pacific Islander

AfricanAmerican

Filipino Hispanic White Other

Administrator Full-time Faculty Classified

Native American not graphed. Other includes Middle Eastern, Multi‐Ethnic, Unknown and Unreported


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Summary of Progress on Institutional Metrics The college developed nine institutional metrics outlined in the Educational Master Plan 2010-2015. Targets foreachinstitutionalmetricaresetforachievementbyfall2015,withprogressreportedannually.GoalsbaseduponDeAnzaCollege’sinstitutionalStrategicInitiatives–Outreach,StudentRetentionandSuccess,CulturalCompetenceandCommunityCollaborations–continueto be tracked through several metrics. The list includes selectedindicatorsthatarealsopartoftheFoothill-DeAnzaCommunityCollegeDistrictStrategicPlan.

• On-campusFTESenrollmentwillincrease5percentagepointsbyfall2015.Whilefull-timeequivalentstudentenrollmentincreasedslightlyfrom20,025in2010-11to20,143in2011-12,thecollege’sachievementofthemetricisunlikelyinlightofworkload(i.e.enrollment)reductions.

• ThepercentageofJuneSantaClaraCountyhighschoolgraduatesattendingDeAnzawillincreasefrom16%to20%byfall2015.ThepercentageofSantaClaraCountypublichighschoolgraduatesenrollingatDeAnzaCollegeiscurrentlyat13.5%.Reductionsinstatefundingwilllikelyprecludetheachievementof this goal in the near term.

• By2015,10%ofstudentswithagoaloftransfer,withorwithoutadegree,willhaveenrolledinatleastonecoursehavingacommunity/civicengagementcomponent.Currently,3%ofstudentswithagoaloftransfer, with or without a degree, have enrolled in at least one such course.

• By2015,thecollegewillachievealessthan5-percentage-pointdifferencebetweentheannualcoursesuccessrateforhistoricallyunderservedgroupsandallothergroups.Filipino/PacificIslanderstudentshadacoursesuccessrateof72%,upfrom66%andlikelyattributabletotheinfusionoffundingthroughtheAANAPISIgrant.Hispanicstudentshadasuccessrateof67%in2010-11comparedto69%in2009-10.AfricanAmericanstudentshadacoursesuccessrateof60%,downfrom65%in2009-10.Thecollegewill investigate and work to address these declines.

• By2015,thecollegewillachievea90%coursesuccessrateorthehighestscorewithinthepeergroupforvocationalcourses.Thecollege’scurrentvocationalcoursesuccessrateis74%.

• By2015,thebasicskillscoursesuccessratewillreach85%orthehighestscorewithinthepeergroup.Thecollege’scurrentbasicskillscoursesuccessrateis73%.

• Thefall-to-fallpersistenceoffull-timestudentswillincreasefrom71%to75%by2015.Fall-to-fallpersistenceincreasedfrom63.6%%forthe2008-09cohortto83.4%forthe2009-10cohort.

• By2015,underservedgroupswillpersistfromfall-to-fallatarateatleastashighasallothergroups.Asian,FilipinoandPacificIslanderstudentsmadesubstantialgainsinfall-to-fallpersistencefrom2009-10to2010-11;theratesofAfricanAmerican,Hispanicandwhitestudentsdeclined.

• By2015,thecollegewillachievearateof75%,orthehighestscorewithinthepeergroup,ontheARCCAchievementRate,whichmeasuresattainmentofdifferentoutcomeswithin6years.ThedropcorrespondstothepeakinthenumberofJobCorpsstudentsenrolled.Thisstudentgrouptendstobevocationally focused and to enroll in degree-applicable math and English courses at a lower rate than other students. De Anza remains above the peer group average in this measure but did not achieve the highest score within the peer group for 2012.


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Program Review, Integrated College Planning and Resource Allocation

The Six-Year Planning and Assessment Cycle

Inaccordancewiththesix-yearplanningcycle,theprocessofresourceallocationwascontinuedwithineachofthethreePlanningandBudgetTeams(PBTs)–Instructional,StudentServices,andFinanceandEducationalResources–andapprovedbyCollegeCouncil.Thisyear’splanningincludedbest-andworst-casescenariosforbudget reductions based on state budget cuts and the tax initiatives on the November 2012 state ballot. Student LearningOutcomesandAssessmentCycles(SLOAC)continuedwiththecompletionofadditionalStudentLearningOutcomes,ProgramLevelOutcomesandAdministrativeUnitOutcomesaswellastheassessmentoftheseoutcomes.ThecollegeasawholeassessedtheInstitutionalCoreCompetency(ICC;thecollege’sequivalentofInstitutionalLearningOutcomes)ofCriticalThinkingthisyear.Inaddition,theCurriculumCommitteereviewedcurriculum,developedandapprovednewtransferdegreestomeettherequirementsofnewstate law, and reviewed and implemented new state requirements related to repeatability policy and procedures related to prerequisite enforcement.

The college will continue these processes in 2012-13 and begin to prepare for the comprehensive evaluation of its planningprocessesin2013-14.Thefollowingsectionssummarizetheactivitiesthecollegecompletedaspartofthe planning process over the past year.


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Moving from a Three-Year Program Review Model to the Current Six-Year Outcomes-Based Program Review Model

TheProgramReviewprocesshasbeeninplaceformanyyearsandremainstheprimarysourceofprograminformationforthethreePlanningandBudgetTeams(PBTs)andCollegeCouncil.Quantitativeandqualitativedatainprogramreviewshaslongbeenusedfordecision-making.The2010-15EducationalMasterPlan(EMP)recognized the need to formally integrate outcomes assessment information into the program review process.

AtthetimetheEMPwasreviewed,thecollegeemployedathree-yearcycleofComprehensiveProgramReviews(CPR).The2010EMPrevisionincorporatedAnnualProgramReviewUpdates(APRU)tobesubmittedannuallyinthethreeyearsbetweenComprehensiveProgramReviews.Beginningin2009-10,theAPRUistheprimaryvehicletocommunicateoutcomesassessmentresultsandenhancementplanstotheCollege’sPlanningand Budget Teams.

Uponfurtherevaluation,review,anddiscussionsinCollegeCouncil,StudentLearningOutcomesSteeringCommittee,AcademicSenate,ClassifiedSenate,andthePBTs,CollegeCouncilinMay2010decidedtochangethethree-yearCPRcycletothecurrentsix-yearOutcomesBasedProgramReviewprocesssupportedbyAPRUsineachofthefiveyearsbetweenCPRs.Underthisplan,theDeAnzaProgramReviewanddecision-makingmodel synchronizes with the six-year accreditation cycle of the Accrediting Commission for Community and JuniorColleges(ACCJC).Theproposedsix-yearintegratedplanningprocessappearsintheEducationalMasterPlanUpdateSpring2011,andanupdatetothatversionisincludedinthecollege’s2011Self-StudyReport.Itisthecollege’splantocontinuetointegrateoutcomes-basedinformationintoprogramreviewprocessanddecision-making.

Followingthismodel,eachyeartheindividualcollegeprogramssubmittheirAPRUsincludingupdatesoftheoutcomesassessmentactivitiesandresultssincethelastAPRU.Eachprogramalsohastheopportunitytomakeany resource allocation requests based on their outcomes results and program improvement plans. Each year, programssubmittheirAPRUtotheappropriatePBTatthebeginningofthespringquarter.EachofthethreePBTsmaintainsawebsiteatwhichtheyposteachprogram’s2008-09ComprehensiveProgramReviewandAPRUsfrom2009-10,2010-11and2011-12forusebythecollegeindecision-making.

FurtherevaluationandrefinementofthenewprocessledtothedecisiontosetthenextComprehensiveProgramReviewin2013-14andtoreviewtheEMPin2014-15.CollegeCouncilalsoestablishedtheCollegePlanningCommittee(CPC)andchargeditwiththeresponsibilitytomaintainandevaluatethenewsix-yearintegratedplanning process.


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College Planning Committee

In2012,theCPCdevelopedanassessmentofthegovernancegroupsthroughanAnnualGovernanceAssessmentform,whichwaspilotedinthethreePlanningandBudgetTeams.Feedbackwillbeusedtoimprovethe next survey, which will then be sent to all governance groups in spring 2013 for completion. The data collectednextyearwillbeusedtoassessthecollege’sgovernancegroupsaswellasassesstheSix-YearPlanningand Assessment Cycle.

CPC also developed and published the annual planning calendar, which was shared with the Planning and Budgetteams.Inaddition,thecommitteecreatedatemplatetobeusedtomonitortheprogressandcompletionofthecollege’splanningagendas.UponCollegeCouncilapprovalofthetemplate,itwillbedistributedtoeachgovernancegroupinthefallforsubmissioneachspringsothecommitteecanmonitorprogressincompletingtheplanningagendasfortheAccreditationSelf-Studyreportin2016-17.

TheCPCisalsoplanningtoreviewthemissionandvisionstatementin2013-14asscheduledwithintheplanningcycle.TheReaffirmationofAccreditationLetter(Feb.1,2012)includestherecommendationthat“…the college mission statement clearly identify the intended student population for whom the college will provide programsandservices.”Inanefforttodeterminehowothercollegesinthestateidentifythestudentpopulationtheyserve,theCollegeResearchOfficeconductedananalysisofthemissionstatementsofthe112CaliforniaCommunityColleges.Almosthalfofthecolleges(47%)arebroadlyinclusiveinwayssimilartoDeAnza’sintenttoserve“studentsofallbackgrounds,”usingtermssuchas“students,”“diversestudents,”“diversecommunityoflearners”and“studentsofdiversebackgrounds.”Fifty-threepercentofcollegesidentifythestudentstheyserveintermsofthecommunity(“diversecommunity,”“ourcommunity,”“ourspecificregion”).TheCPCandCollegeCouncil will use this compiled information as well as broad feedback from the campus community to review the missionandvisionstatementsinthe2013-14academicyear.Theconductingofthemissionstatementreviewatthattime,inaccordancewiththeSix-YearPlanningCycle,wasdiscussedandratifiedbyCollegeCouncilinOctober 2012.

Other CPC goals for 2012-13 include reviewing and updating the college values statements and reviewing and updatingtheGovernanceeHandbook.

Assessment of the Planning Cycle

AlsoinitsletterreaffirmingDeAnza’saccreditation,ACCJCrecommendedthat“thecollegesystematicallyevaluate the newly implemented integrated planning, assessment and resource allocation model, and evaluate the model for its effectiveness in improving programs, services and student learning. The commission recommended that at the appropriate point in the cycle, the college should assess is evaluation processes.”

Inordertoassesstheplanningcycle,theCollegePlanningCommitteedevelopedandpilotedtheAnnualGovernanceAssessmentformintheInstructionalPlanningandBudgetTeam,theStudentServicesPlanningandBudgetTeam,andtheFinanceandEducationalResourcesBudgetTeam.Eachteamreportedthatithasimproved a program or service, that it used data in doing so, and that its processes were adequate to achieve their intended outcomes. Additional feedback included that the program review process has been incorporated into decision-making.


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Learning Outcomes

ACCJC’sthirdandfinalrecommendationtothecollegeuponreaffirmationofitsaccreditationwasthat“thecollegeacceleratetheimplementationofitsStudentLearningOutcome(SLO),StudentServicesLearningOutcome(SSLO)andAdministrativeUnitOutcome(AUO)assessmentcyclesatalllevels.”Thecommissionstatedthatthecollegeshouldassesstheeffectivenessoftheprocesses.Itconcluded:“Additionally,thecollegeis reminded that the standard requires accredited institutions to include ‘effectiveness in producing learning outcomes’intheevaluationoffacultyandothersdirectlyresponsibleforstudentprogresstowardachievingstated student learning outcomes.”

Inordertomeetproficiencyaswellasassesstheeffectivenessofitsprocesses,thecollegethisyearengagedinthefollowing activities.

Student Learning Outcomes (SLOs)All1,098ofthecoursescurrentlytaughthaveStudentLearningOutcomestatements.Thesearenowrequiredtobepartofthecourseoutlineaseachissubmittedforfive-yearreviewtotheCurriculumCommittee.Seventy-fourpercentofcourseshaveongoingassessments;therefore,thecollegeiswellontracktoreach100%bytheComprehensiveProgramReviewinspring2014.

Program Level Outcomes (PLOs)All57instructionalprograms,including100%ofcertificatesanddegrees,haveProgramLevelOutcomestatements.Eighty-three–or21%–of401PLOstatementshavemethodsofassessment.Thecollegeisontargetforreachingthegoalof100%bythetimeoftheComprehensiveProgramReviewinspring2014.

Institutional Core Competencies (ICCs)AllInstitutionalCoreCompetenciesOutcomes(ICCs)arebeingassessedwithinthesix-yearplanningcyclebeginningin2012andconcludingin2017.ThetaskforceonICCsin2011selectedcriticalthinkingasthefirstofthefiveICCstobeassessedandwillpresenttofacultyinfall2012arecommendedrubrictobeusedcampuswideforthedirectassessmentofthatILO.ThesecondILOtobeassessedthroughmappingwillbeidentifiedinspring2013.

De Anza College in spring 2012 participated in the Community College Survey of Student Engagement (CCSSE)andaspartofthesurveyadded15questionsdirectlyrelatedtothecollege’sICCs.TheresultsshowedthatintheareaofCommunicationandExpression,61%ofrespondents“verymuch”or“quiteabit”believethattheirexperienceatDeAnzaincreasedtheirabilitytocommunicatetheiropinionorviewpointclearly.IntheareaofInformationLiteracy,65%ofrespondents“verymuch”or“quiteabit”believethattheirexperienceatDeAnzaincreasedtheirabilitytorecognizewhenadditionalinformationisneededtocompleteanassignment.RegardingCriticalThinking,63%ofrespondents“verymuch”or“quiteabit”believethattheirexperienceatDeAnzaincreased their ability to evaluate conclusions to ensure they make sense.

Administrative Unit OutcomesInstructionalsupportprogramsintheareasof StudentServices(16),InstructionalServices(six),andAcademicServices(seven)haveoutcomestatementsandareinvolvedinongoingoutcomesassessment.Coordinatorsfor all but two program areas have been trained in how to use TracDat to organize, plan, record and report their AdministrativeOutcomesAssessmentCyclesandrelatedinformation.InstructionalsupportprogramsareontracktoachievethecollegegoalofcompletingatleastoneSSLOACandAUOACforeachactiveoutcomestatementbeforetheCPRyearof2013-14.


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Inthecollegeservicesarea,allofFinanceandEducationalResources(eightareaseach)haveoutcomestatementsand are involved in ongoing outcomes assessment. The coordinators for two program areas have been trained in how to use TracDat to organize, plan, record and report their outcomes assessment cycles and information. By the end of 2012-13, all programs will have been assigned TracDat accounts and undergone training. Educational ResourcesareontracktoachievethecollegegoalofcompletingatleastoneAUOACforeachactiveoutcomestatementbeforetheComprehensiveProgramReviewyearof2013-14.

Integrated Planning and Budgeting

Annuallyeachfall,thePBTsreviewandconfirmtheAnnualProgramReviewUpdate(APRU)criteriatobereported in the spring of that academic year. Over the past three cycles the criteria has been increasingly refined andwillbeincorporatedintotheComprehensiveProgramReviewduein2013-14.

IPBT In2011-12,theIPBTusedthepreviousyear’sAPRUinformationinmakingallocationdecisionsforMeasureCfunds,facultypositionprioritizationandbudgetreductionscenarios.TheIPBTalsoapprovedandimplementedaprogramviabilityanddiscontinuanceprocesspredicatedonprogramreviewinformation.Since2009-10,theIPBTusesaprocessinwhichitsmembersareassignedtheresponsibilitytothoroughlyreadAPRUsandtodevelopquestionsrelatedtotopicssuchasprogramviabilityandresourcerequests.Inspring2012,theIPBTmadethefirstattempttouseTracDatfortheAPRU.TheIPBTandtheSLOCoreTeamarereviewingtheresultsof this effort.

SSPBTIn2011-12theSSPBTusedthepreviousyear’sAPRUinformationinmakingallocationdecisionsforresourceallocation and developing budget reduction scenarios. The SSPBT also approved a service viability and discontinuance process based on program review information for service areas. An SSPBT goal is to update program reviews in the fall in order to have data available for decision-making purposes in the spring.

FERPBTIn2011-12theFERPBTusedthepreviousyear’sAPRUinformationinmakingallocationdecisionsforMeasureC funds and budget reduction scenarios.

Summary Update of Outcomes and Assessment Planning Activities

Opening Day 2011• SLO Team emphasized the cyclic and sustainable nature of the SLOAC process through an animated

movieillustratingthatSLOs,PLOs,ICCsandtheirassessmentsareheretostay.• TheSLOteamvisitedeachdivisiontoexplainthedocumentsthatdepartmentsweretosubmit:1)2011-

2012planforassessingSLOandPLOstatements,and2)surveytoassessSLOCoreTeam’sprogress.• Liaison reception was held in the evening to thank division and department SLO liaisons for their efforts

and to encourage other faculty to offer their time as liaisons.

2012 Partners in Learning Conference• AnSLOcoordinatorpresentedaworkshoponassessment:“Wouldyouteachdifferentlyifyoudidn’t

have to assign grades?”


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TracDat• The new SLO process data entry system was loaded with course description, SLO statements, PLO

statements and completed SLOACs from the previous data entry system, the Electronic Course ManagementSystem(ECMS)

• During fall quarter, two workshops were held to train liaisons to use TracDat.• During winter quarter, 10 workshops were held to assist faculty in entering their Student Learning

Outcomeassessments(SLOACs)andtheirProgramLevelOutcomeassessments(PLOACS).• Two workshops for SLO liaisons were conducted to ensure a common understanding of the assessment

of Program Level Outcomes.• Thirty-nineindividualSSLO/AUOTracDattrainingsessionswereconductedbetweenMarchand

August 2012. These trainings were primarily in Student Services and Academic Services with more trainingsessionstobeconductedinthefallof2012forFinanceandEducationalResourcesprograms.

Program Review• InstructionaldeanswereintroducedtoTracDatthroughcompletingtheirAPRUsummaryusingthe

software.• Fourworkshopswereconductedwiththedualpurposeofexplainingtherequirementsfordepartmental

APRUsandintroducingdepartmentchairstoTracDat.• TheAPRUsfor2011-12inStudentServicesandFinanceandEducationalResourceswereconducted

usingthesamerecordingprocessasinthelasttwoyears.ProgramReviewsintheseareaswilleventuallyuse TracDat.

April 27 Faculty SLO Convocation• AcampuswidedialoguehasbeenlaunchedtofocusonassessingtheILOof“CriticalThinking.”Atask

force has established plans and a timeline. • The“asks”inSLOprocessworkwerepresentedtoallfaculty.Thesewerethateachfacultymember

participate in the assessment of one course and that each department complete the assessment of one PLO.ThetargetdateforcompletionandenteringworkintoTracDatwasJuly15,2012.

Faculty HelpshopsInordertoaccomplishthestatedgoalofeachfacultymemberparticipatinginthecompletionofoneSLOACandeachdepartmentcompletingonePLOACbyJuly15,“Helpshops”wereconductedbyanSLOcoordinatoronNov.4,2011,andthefollowingdatesin2012:May22,23and24;June1,4,5and29;andJuly2,3,11and13.

These were intended to assist faculty on two levels. The helpshop guided faculty through the process of choosing methods of assessment, stating the data summaries and reflections, and choosing meaningful enhancements at thecourselevelandattheprogramlevel.FacultymemberswerealsoassistedintheactualentryoftheSLOACorPLOAC into TracDat.

Presentation to Academic Senate• OnJan.30,2012,twoSLOcoordinatorspresentedtotheAcademicSenateaplantodirectlyassessthe

college’sInstitutionalCoreCompetencyofcriticalthinking.

Conference• TheCaliforniaStatewideAcademicSenateAccreditationInstituteheldFeb.10-11wasattendedbyall

SLOcoordinatorsandtheaccreditationliaisonofficer.

UPDA 2012 duca 20102015 - De Anza CollegeUPDA 2012 duca 20102015 1 Overview This document, approved...

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