II. Unit Plans and Trend Data Contents

Transcription

2009‐2010 Annual Unit Plans Educational Master Plan II. Unit Plans and Trend Data Contents
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BAKERSFIELD COLLEGE ADMINISTRATION ................................................................................................. 1
ACADEMIC DEVELOPMENT ......................................................................................................................... 10
AGRICULTURE ............................................................................................................................................. 30
ALLIED HEALTH........................................................................................................................................... 46
ART .............................................................................................................................................................. 52
BEHAVIORAL SCIENCE ...............................................................................................................................61
BIOLOGY ..................................................................................................................................................... 68
BOOKSTORE ............................................................................................................................................... 77
BUSINESS MANAGEMENT & INFORMATION TECHNOLOGY ........................................................................ 83
COMMUNICATIONS ...................................................................................................................................... 91
COUNSELING ............................................................................................................................................... 99
DELANO CAMPUS CENTER ....................................................................................................................... 108
DISABLED STUDENTS PROGRAMS & SERVICES....................................................................................... 124
ENGINEERING AND INDUSTRIAL TECHNOLOGY DEPARTMENT................................................................ 134
ENGLISH .................................................................................................................................................... 143
ENGLISH AS A SECOND LANGUAGE ......................................................................................................... 150
ENROLLMENT SERVICES .......................................................................................................................... 162
EOP&S, CARE, CALWORKS ....................................................................................................................... 169
EXTENDED LEARNING ...............................................................................................................................186
FAMILY & CONSUMER EDUCATION (FACE) ............................................................................................... 191
FINANCIAL AID .......................................................................................................................................... 202
FIRE TECHNOLOGY ................................................................................................................................... 210
FOOD SERVICE .......................................................................................................................................... 217
FOREIGN LANGUAGE / ASL ....................................................................................................................... 223
FOUNDATION ............................................................................................................................................. 228
GRAPHICS CENTER ................................................................................................................................... 231
HEALTH, PHYSICAL EDUCATION, & ATHLETICS ....................................................................................... 236
INFORMATION SERVICES .......................................................................................................................... 243
INSTITUTIONAL RESEARCH AND PLANNING ............................................................................................ 248
JOB PLACEMENT WORKABILITY III ........................................................................................................... 252
LIBRARY .................................................................................................................................................... 260
MATH ......................................................................................................................................................... 267
MAINTENANCE AND OPERATIONS ............................................................................................................ 278
MEDIA SERVICES....................................................................................................................................... 285
NURSING ................................................................................................................................................... 289
PERFORMING ARTS................................................................................................................................... 296
PHILOSOPHY ............................................................................................................................................. 304
PHYSICAL SCIENCE................................................................................................................................... 319
PUBLIC SAFETY......................................................................................................................................... 328
RADIOLOGICAL TECHNOLOGY ................................................................................................................. 336
SOCIAL SCIENCE ....................................................................................................................................... 346
STUDENT ACTIVITIES ................................................................................................................................ 359
STUDENT HEALTH CENTER....................................................................................................................... 363
Annual Unit Plans i
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan BAKERSFIELD COLLEGE ADMINISTRATION
2009-10 LEADERSHIP PLAN
1. MISSION
The mission of the President’s Executive Administrative team is to provide the
leadership and vision that facilitate and support the effective and efficient delivery of the
highest quality instruction and support services to foster respect for individual
differences and offer options for learning to one’s potential to meet the needs of the
community we serve.
2. ADMINISTRATIVE SERVICE DESCRIPTION
The President’s Executive Administrative Team consists of the President of Bakersfield
College, and those reporting directly to the President: the Vice President of Academic
Affairs, the Vice President of Student Services, the Executive Director of Administrative
Services, the Director of the Foundation, the Director of Institutional Research and
Planning, and the Director of Marketing and Public Relations. The administrative team
makes certain that the accomplishment of Bakersfield College’s student learning
focused mission is through effective, seamless, and efficient implementation of the
institution’s core student learning and foundational processes. Plans for the president
and two vice presidents are in this executive leadership plan. Plans for five areas within
Administrative Services (Maintenance and Operations, Bookstore, Food Service,
Graphics, and Public Safety), the Foundation, and Institutional Research and Planning
are individual annual unit plans.
The President:
Communicates the institution’s vision, provides overall guidance to participatory
governance, delegates appropriate responsibility and associate authority, manages
resource allocations, sets the example, and insists upon accountability that enables
Bakersfield College to improve student access, retention, and success. The
President is ultimately responsible for all human and fiscal resources, development
of grants and new sources of income, staff development, adherence to all local,
state and federal laws, and institutional effectiveness in striving to help students
learn and achieve.
The two Vice Presidents:
Collaboratively ensure the first two core student learning processes of enrollment
management and learning services meet the diverse needs of our students as they
enter into meaningful career and transfer pathways.
The Vice President of Academic Affairs (VPAA):
Orchestrates the effective delivery of core student learning processes 3-6 by leading
instructional administration, curriculum, the Library, and Information Technology
Bakersfield College Administration 1
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan Services, through seven Education Service Centers (hubs) organized around five
deans and two directors.
The Vice President of Student Services (VPSS):
Leads student services administration, the core foundational process of
matriculation, counseling/academic advising, health, physical education, and
athletics, career resources, and campus security through three deans, and nine
service unit directors. As the Chief Student Services Officer of Bakersfield College,
the VPSS has primary responsibility for student outreach, recruitment, campus life,
Title V programs, and student retention and student attainment support strategies
and services.
The Executive Director of Administrative Services:
Provides fiscal and financial assistance and manages the College business and
auxiliary functions. These functions include College-level budget preparation and
administration, maintenance and operations, public safety, bookstore, food service,
printing, graphics, and mailroom.
The Director of the Bakersfield College Foundation:
Employs community relations, communication, and publication production to reach
target audiences for fundraising with key messages to support Bakersfield College
core processes. The Foundation generates private gifts, grants and bequests that
enable the College to: expand access and opportunity for students of all ages;
improve the quality and diversity of instructional programs; support the professional
development of faculty and staff; purchase leading edge technology for classrooms
and learning laboratories; and generally enhance the College’s ability to address
student needs.
The Director of Institutional Research and Planning (IRP):
Contributes appropriate research and analysis to cabinet-level decision-making. The
Director serves as the Bakersfield College Accreditation Liaison Officer coordinating
compliance with accreditation standards that provide overall guidance for its student
learning focused mission and core processes. IRP provides the leadership, research,
and analysis necessary for coordinated and effective institutional planning. IRP
fulfills fundamental roles in four of the College’s core processes: Enrollment
Management, Nine Principles of Good Practice for Assessing Student Learning,
Matriculation, and Institutional Effectiveness.
The Director of Marketing and Public Relations:
Communicates key messages to a variety of internal and external target audiences
including employees, students, the news media, the business community, local and
state elected officials, and the community at large. This office leads the college’s
efforts in student recruitment for our service area.
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan Unit Growth Projections
As Bakersfield College student headcount and Weekly Student Contact Hours (WSCH)
grow, the delivery of the Bakersfield College Mission becomes increasingly complex,
thus increasing the need for effective leadership from the President’s Executive
Administrative Team.
Complexity of managing Bakersfield College growth is further explained by:
 Increasing numbers of students served in off campus locations including the
Bakersfield College Delano Campus Center 30 miles to the north, the Weill
Center in downtown Bakersfield, Stockdale High School, Arvin High School, and
via distance learning technologies
 Projected off campus growth is more rapid than main campus and there is a clear
need for Bakersfield College Centers in west Bakersfield and in the Arvin-Lamont
area
 Rapidly increasing diversity of the demographics, academic ability, and special
needs of the student body
 An aging physical plant that is over 50 years old consisting of 700,000 gross
square feet located on 153 developed acres.
3. UPDATE FROM 2008-09 ANNUAL PLAN:
Abbreviated list of Bakersfield College Key Accomplishments for 2009
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Work continued on Action 2012 as we completed one cycle and linked college
goals to the plan.
Unit plans and the Educational Master Plan have been drafted and are being
used in decision making.
College Council has been restructured to a smaller, specifically representative
body; initial reports indicate improved communication and participation.
A subgroup of the College Council is drafting a document to help clarify
information flow and decision making at the College.
BC admitted and enrolled more students than last year, despite reduced
numbers of sections. Productivity is up, and chairs and deans are working
together to utilize new enrollment management tools to better manage course
offerings.
For 2009, there was a 25% increase in the number of financial aid applications
processed.
For the second year in a row, Bakersfield College partnered with local public
service agencies to facilitate mass vaccination efforts in the community. More
than 1,700 citizens received vaccinations in the drive through clinic that was held
in the stadium parking lot. Operation of this clinic was a test of BC’s Incident
Command Center.
Bakersfield College 2009‐2010 Annual Unit Plans 
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(Return to Top) Educational Master Plan Athletic teams provided opportunities for more than 350 students, with more than
90% of the athletes coming from the Bakersfield area.
Critical Academic Skills (CAS) workshops for students continue to be presented
and increased awareness and support of Basic Skills instruction at the college
have been fostered.
The Foundation became just the second California community college to meet
the Osher Foundation challenge. By meeting the challenge so early, dozens
more scholarships of $1,000 were able to be awarded to students.
The Foundation also launched an employee giving campaign encouraging all
staff at the College to donate to the Foundation to support the college. There are
now almost 150 employees signed up.
Bakersfield College submitted its accreditation midterm and special reports to the
Accrediting Commission for Community and Junior Colleges of the Western
Association of Schools and Colleges. The reports were developed by a team of
faculty, staff, and students, which met regularly during 2009.
4. FUTURE DEVELOPMENT STRATEGIES
College Council recommended alignment of annual goals and the new strategic plan
(known as Action 2012) initiatives at its meeting of December 12, 2008. At that meeting
the president approved the new framework “BC 2012 Action Plan and 2008-2009
Annual Goals Matrix.” In spring 2009, College Council developed 2009-2010 Annual
Goals that support the Action 2012 strategic initiatives (see Roadmap Figure 7).
The President’s Executive Administrative Team:
Will work through its deans and directors to assure all departments examine and
incorporate best practices in order to more effectively and efficiently administer
college resources and develop effective practices toward institutional effectiveness
and learning to enact the college’s vision, mission and goals. To ensure that
Bakersfield College stays focused on achieving the Action 2012 seven strategic
initiatives within the context of the planning assumptions outlined in the Educational
Master Plan (EMP), the Executive Team will provide leadership that:
 Ensures all resource allocations, reallocations, and reductions (if necessary) are
prioritized and directed toward improving student access, retention, and success
in accordance with the EMP
 Engages with the leadership of the Kern Community College District, servicearea high school districts, CSUB, and the Central Valley Higher Education
Consortium to initiate improved articulation and cooperation
 Prioritizes and directs investments in the use of technology designed to increase
student access, improve student learning, and maximize core foundation process
efficiencies
 Encourages innovation, supports research into best practices, and champions
initiatives that will improve student learning and streamline district budget,
finance, and human resources systems
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(Return to Top) Educational Master Plan Creates a culture of evidence and regularly exercises data-driven decisionmaking
Strengthens/streamlines the Bakersfield College participatory governance
decision-making process
Encourages multiculturalism in the curriculum, in student support services, and in
the hiring of faculty and staff
Supports an integrated educational master plan coordinated with the plans of
Cerro Coso Community College and Porterville College
Honors and celebrates the achievements of the campus community.
The Vice President, Academic Affairs (VPAA):
Will collaborate with faculty and staff to assure the highest quality, documented
outcomes through student learning, academic excellence, lifelong learning without
barriers, an ethic of community service, sustainable economic development,
stewardship of resources, and accountability in the context of a rapidly changing
global environment. The VPAA will continue to work through Deans of Instruction to:
 Improve the operation of Education Service Centers (hubs) so that they serve
students and faculty better and more efficiently
 Emphasize student learning and improve student success. Support faculty
professional development and disciplinary excellence
 Assist and support faculty to provide quality general, transfer, vocational, and life
long learning opportunities to students
 Encourage a thoughtful review of general education outcomes
 Advocate for an integrated approach to education and learning across the
curriculum, including thoughtful and precise writing, quantitative reasoning,
critical thinking, and learning communities
 Identify new revenue streams and profit centers to support and expand curricular
innovation
 Reassess vocational learning options in light of globalization, information and
knowledge economy, community economic development imperatives, and career
ladder and life long learning requirements of students and stakeholders
 Institutionalize an Enrollment Management System in close collaboration with
faculty
The Vice President, Student Services (VPSS):
Will assure the effective delivery of Student Services by promoting the professional
growth of the Student Services deans and directors through mentoring and modeling
effective leadership qualities and promoting the development of customer
relationship management strategies. The VPSS will assure effective and seamless
student services that fully contribute to the College achieving its strategic initiatives
by:
 Introducing and encouraging the research of best practices in student services
across the nation
 Providing leadership that institutionalizes and fully implements all seven
components of Matriculation: Admissions, Orientation, Assessment,
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(Return to Top) Educational Master Plan Counseling/Advising, Follow-up, Research and Evaluation, and Coordination and
Training
Providing professional development opportunities for all student services staff
members ensuring access and equal opportunity
Developing and institutionalizing customer relationship strategies
Ensuring compliance with ADA/504 regulations which focus on accessibility for
disable students
Facilitating transfer for students transitioning to baccalaureate level institutions
Implementing applicable sections of the Student Equity Plan
Ensuring compliance with applicable state, Federal, and local regulations, and
district policies and procedures
5. REQUIRED RESOURCES
Implication for facilities
Modernization of the majority of the Panorama Campus buildings is planned for in the
District Facility Twelve-Year Plan.
The following facility-based efforts are underway and/or planned for the future. Specific
Unit Plans in this Educational Master Plan Update address the specifics of
modernization needs.
Panorama Campus Facilities
Baseball/Softball Modernization This project has local funding and addresses ADA
issues with both the baseball field bleachers and softball bleachers. Completion of the
Baseball component was in spring 2009, with Softball to follow in 2010. See the Health
and Physical Education Unit Plan for additional information concerning this project.
Levan Center for the Humanities Modernization This project has local funding from
a philanthropic donor. Work began spring 2009 with completion expected February
2010. It replaces an office technology computer lab. This function has been relocated to
the LRC computer commons.
GET Bus Terminal Bakersfield College and Golden Empire Transit share a common
desire to improve parking safety and provide a convenient and safe location for transit
dependent students, faculty and GET patronage. The Panorama Drive configuration will
accomplish this desire. An MOU was Board Approved 9/4/2008. Scoping project plans
is in progress. Funding is 100% by Golden Empire Transit.
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan Campus Center Modernization This project has local funding and work began during
summer 2009. This facility is almost 60 years old and serves as a focus of student
activity via cafeteria, student government offices and a student computer lounge.
Relocatable Swing Space This project has local funding which will provide space for
classrooms, offices, meeting areas, etc. as buildings on the Panorama Campus are
modernized. Internal planning is underway and the initial planning stage should be
completed during the spring 2009 semester.
SAM Modernization The Final Project Proposal was submitted to the State
Chancellor’s Office in July 2007. Project planning received State funding approval for
08-09 Capital Outlay carry over funds. Schematic design has begun. See the
Performing Arts Department Unit Plan for information concerning this project. This
project will be funded by local and state funds.
Fine Arts Remodel for Efficiency The Final Project Proposal was submitted to the
Sate Chancellor’s office in July 2007. Since the State wide bond was not moving
forward, the Project IPP was resubmitted September 2008 for following year FPP
submission in 2009. See the Fine Arts Department Unit Plan for information concerning
this project. This project will be funded by local and state funds.
Wellness Fitness Modernization (Health and Physical Education facility) The
Final Project Proposal was submitted to the State Chancellor’s office in July 2008 and
will be adjusted in a re-submittal September 2009. Project will proceed if a statewide
bond is passed in the fall of 2011. See the Health and Physical Education Department
Unit Plan for information concerning this project. This project will be funded by local and
state funds.
Supportive Services Modernization Phase 1 The Final Project Proposal was
developed during the spring 2008 semester. Project may proceed if the statewide bond
is passed in the fall of 2010. See the Student Support Services Unit Plan for information
concerning this project. This project will be funded by local and state funds.
Language Arts Remodel for Efficiency The Initial Project Proposal will be prepared
to fund the remodel via the 2012 State bond. The anticipated completion date 2015.
This project will be funded by local and state funds. See the English/ESL Department
Unit Plan and the Behavioral Science Unit Plan for information.
Business Administration and CIS Building Modernization The Initial Project
Proposal will be prepared to fund the remodel via the 2012 State bond. The anticipated
completion date 2015. This project will be funded by local and state funds. See the
Business Administration and Computer Studies Departments Unit Plans for information.
Automotive Technology Building Modernization The Initial Project Proposal will be
prepared to fund the remodel via 2014 State bond. The anticipated completion date
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan 2017. This project will be funded by local and state funds. See the Industrial Technology
Department Unit Plan for information.
Agriculture and Horticulture Lab Modernization The Initial Project Proposal will be
prepared to fund the remodel via the 2014 State bond. The anticipated completion date
2017. This project will be funded by local and state funds. See the Agriculture and
Horticulture Department Unit Plan for information.
Delano Campus Center Facilities
Relocatable units to new site In order to accommodate the closure of the Randolph
site, relocatables were installed at the new campus site during fall 2008. This project
was locally funded.
LRC Multipurpose Building An FPP for this facility has been submitted for funding
via State bond. No anticipated completion date is set pending state bond activity. This
project will be funded by both state and local funds.
Initial Buildings Phases 2, 3, and 4 Additional facility construction at the new campus
site will be dependent on enrollment growth. Current plans project submission of a new
facility in conjunction with forthcoming State bonds. These projects will be funded by
both state and local funds.
Northwest Center Facilities
Northwest Center Land acquisition is complete. Development will be predicated on
resolution of the County of Kern’s land planning revision. Once resolved, a decision will
be made based on instructional programming and current budget considerations for
submission of an IPP.
South Center Facilities
South Center Land acquisition is complete. Development will be predicated on future
plans of Bolthouse Properties. Once resolved, a decision will be made on instructional
programming and current budget considerations for submission of an IPP.
Equipment needs
Office of the President, Vice President/Academic Affairs, Educational Service
Centers (hubs), and the Vice President/Student Services will require regular
replacement of computers and software.
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan Other needs
President’s Cabinet requires adequate funding to institutionalize the Office of
Assessment as a permanent, operating unit of the college.
Staff needs
The President’s office:
 Has an administrative assistant and had a department assistant who was
transferred to an Educational Service Center (hub) leaving no clerical support for
the two personnel in Institutional Research and Planning.
 With the relocation of Institutional Research and Planning to a separate office,
departmental assistant services need evaluation.
Vice President, Academic Affairs:
 Has one administrative assistant with anticipated need for one additional support
staff personnel. This position may be shared with the Office of Student Services
 Educational Service Center (hub) staff needs as required
Vice President, Student Services:
 Staff needs as required
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan ACADEMIC DEVELOPMENT
2009-2010 ANNUAL UNIT PLAN
1. Unit Mission
The Bakersfield College Academic Development Department provides quality developmental education necessary for our socially and ethnically diverse students in a supportive environment in order for students to achieve academic, personal, and occupational success. Academic Development promotes its mission by:  Preparing students to become independent, lifelong learners who communicate clearly both orally and in writing  Understanding the needs of our diverse student population (College Mission; Strategic Initiative: Student Excellence)  Offering coursework that increases retention and success rates in academic, vocational education and basic skills courses. (College Mission; Strategic Initiative: Student Excellence)  Continuing to work with employers and support workforce retraining. (College Mission)  Respecting diverse talents and learning styles.  Communicating high expectations through active learning within a collaborative setting.  Evaluating curricula to respond to student and community changes (College Mission).  Sharing our knowledge and skills within the college community (Strategic Initiative: Communication). 2. Program Description
ACDV provides pre‐collegiate coursework and academic support services for students primarily in the Jerrry Ludeke Learning Center at Bakersfield College, the Delano Center, and the Stockdale High School campus. ACDV supports the improvement of teaching and learning by “filling in the gaps” and building study, reading, writing, information competency, and math skills and strategies for a diverse population of transfer level, developmental education, and occupational/ vocational education students. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions
State how/whether last year’s resource allocation met unit goals.  Last year’s resource allocations provided for an additional full‐time ACDV faculty position beginning Fall 2009. This helped meet unit goals of responding to the increasing demand for developmental education courses. Academic Development 10
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 
The recent Learning Center Modernization Project facilitated many positive changes and unit goals: Improved student paths of travel, enhanced security, universal learning designs to improve accessibility, localized counseling for ACDV students, and a professional learning environment for BC students (Funded by BSI and CSUB STEM funds). Universal learning design is an approach to the design of all products and environments to be usable by everyone, to the greatest extent possible, regardless of age, ability, or situation. It serves people who are young or old, with excellent or limited abilities, in ideal or difficult circumstances. Universal design benefits everyone by accommodating limitations (Strategic Initiative: Facilities). 
The First Year Experience class is a recent addition to our program and helps to meet unit goals. This class, taught the week before the regular semester begins, introduces the student to the college community. Students learn how to navigate the college physically, how to access student services, how to apply study strategies, and what skills are needed to be a successful college student (Strategic Initiative: Student Excellence) 
CAS workshops: A team of ACDV faculty and other faculty across campus developed the Critical Academic Skills (CAS) workshops beginning in Fall 2008, which are funding through the Basic Skills Initiative. Designed to provide small group instruction on critical skills needed for college success, the sessions typically cover approximately 15 topics including math, English, study skills, and learning strategies that lead to college success. (Strategic Initiative: Student Excellence) 
ACDV Counselor: Through our assessment process, we identified a specific need for an ACDV counselor to be housed in the Learning Center for accessibility to our learners. We secured funding from BSI and hired a PT counselor (Strategic Initiative: Student Excellence; College Goals) How did your assessment results and decisions from the past cycle inform your planning this year? ASSESSMENT RESULTS:  After assessing the BC English series benchmarking data provided by IRP, we plan to continue dialogue with English and ESL departments abut placement and alignment of basic skills courses 
After assessing the SLOs and curriculum in ACDV B62 we plan to discuss the effectiveness of the current reading textbook vs. a new textbook piloted in Fall 2009. We will continue to pilot the new text for Spring 2010 
We plan to meet with library staff to discuss changes in library projects for ACDV B62 and B91 
After assessing data from IRP about the success and persistence outcomes for the math program, we plan to reassess the ACDV B78 quiz format, homework policies, and final exam content to determine if we can improve ACDV B78 student outcomes in subsequent math courses. Additionally, to improve access for students with disabilities, we are revising all quizzes, with both standard and large print versions. Academic Development 11
Bakersfield College 2009‐2010 Annual Unit Plan 
(Return to Top) Educational Master Plan We plan to assess the study skills program and determine if policy or curriculum changes are required to improve the program. How did your assessment results and decisions from the past cycle inform your resource request this year? 
ACDV had 10 full‐time faculty positions in 2004‐05, with 3906/451.43 students (unduplicated student headcount/FTES). In 2008‐09 ACDV still had only 10 full‐time faculty positions, but the number of students increased 42% to 5550/586.88. Likewise, the number of course sections in the same time period increased 27%. This prompted our request for an additional full‐time faculty position, which was funded beginning Fall 2009. Nonetheless, the assessment of incoming freshmen, based on Placement Levels for 2008 Entering High School Graduates, indicates that 75% of incoming students will need Pre‐Collegiate (developmental education) courses. Additional full‐time faculty are needed to help the college meet this demand. 
We currently have two teaching assistants; two additional teaching assistants are needed to assist faculty with the efficiently and effectively handling the increasing enrollment in our department (see data above). 
We assessed the breadth and scope of our Student Success Lab courses and services and identified a need for addition space for proofreading services (See data below) 
We also found a need for additional space in the Student Success Lab to add more computers and workstations. The increased enrollments and service demand will also require more staffing for the lab areas. (See data below) o
Student Success Lab credit courses (ACDV 201ab) Fall 2008: 66 headcount Fall 2009: 423 headcount, up 541% Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.)  The Bureau of Labor Statistics reports a current jobless rate in Bakersfield of 14.3% ‐ http://www.bls.gov/eag/eag.ca_bakersfield_msa.htm. With these economic challenges, BC experiences an increase in overall numbers of students, and ACDV students in particular. Our current number of course offerings is not adequately meeting the demand. Seventy‐five percent of our students need one or more basic skills courses; however, BC is only meeting 25% of that demand. We need more course sections to meet this demand. o
Sections‐ 04‐05:177 to 08‐09: 225 (27% increase) o
Unduplicated headcount‐ 04‐05: 3, 906 to 08‐09: 5,550 (42% increase)  Again, the downturn in the local economy corresponds to an increase in BC and ACDV student enrollment. Our Student Success Lab courses and services have been inundated with students seeking a way to earn credits and those in need of proofreading assistance. We need Academic Development 12
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan more space proofreading areas and more computer work areas to meet the increasing demands in the success lab courses. o
Student Success Lab credit courses (ACDV 201ab) Fall 2008: 66 headcount Fall 2009: 423 headcount, up 541%! Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc.  This year BC experienced significant enrollment growth while simultaneously cutting approximately 10% of course offerings, the “open entry” Student Success Lab experienced 541% growth as more students needed its credit courses. (See data above) 
ACDV faculty use tablet laptop computers for instructional purposes in order to better meet the needs of our students. The tablet laptops are outdated and need to be replaced. The tablets are critical for meeting the needs of our students because they provide visual assistance to promote success and help meet special needs of many students in ACDV (Strategic Initiative: Student Excellence; College Mission). 
With the increase in overall numbers of ACDV students, our current number of teaching assistants (2) is not adequately meeting our demand. We need 2 more teaching assistance in order to effectively meet the needs of our students. (Strategic Initiative: Student Excellence; College Mission). o
Sections‐ 04‐05:177 to 08‐09: 225 (27% increase) o
Unduplicated headcount‐ 04‐05: 3, 906 to 08‐09: 5,550 (42% increase) 
Although the Learning Center recently went through a modernization project, there are many items that are in dire condition. Our center houses the Tutoring Centers, the Student Success Lab, the proofreading services, and the test accommodations service for the entire campus. The only elevator with access to our area needs to be replaced as do all the door locks throughout the area. The two powered doors with wheelchair access are not working properly and need to be replaced. 
Two classrooms, SS3 and 3A need lights replaced and need painting. SS206, 122, and 117 need painting. Academic Development 13
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data
We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program Type of parameter
Instructional: Course enrollments and/or productivity summary Academic Development Data
source(s)
Findings/trends
Trend Data: Sections‐ 04‐05:177 08‐09: 225 (27% increase) Unduplicated headcount‐ 04‐05: 3, 906 08‐09: 5,550 (42% increase) Student Success Lab credit courses ACDV 201ab Fall 2008: 66 headcount Fall 2009: 423 headcount (451% increase) IRP 14
Impact
With the increase in overall numbers of ACDV students, our current number of course offerings is not adequately meeting the demand. We had to turn away over 500 waitlisted students in Fall 2009. Our Student Success lab courses have been inundated this fall with students seeking a way to earn credits and those in need of proofreading assistance. We need more space in proofreading areas and more computer work areas to meet the increasing demands in the Success Lab courses. We need to accommodate demand while keeping class sizes small. Research shows that smaller class size increases retention and success rates for developmental students. (SOURCE: Waycaster, P. W. (2001, June). Factors impacting success in community college developmental mathematics courses and subsequent courses. Community College Journal of Research and Practice, 25(5/6) “Class size research shows an important link between lowered student/teacher ratios and higher achievement” (Academic Senate, 2000). Bakersfield College 2009‐2010 Annual Unit Plan Student achievement: retention/success; awards; licensure pass rates; etc. Academic Development (Return to Top) Educational Master Plan (SOURCE: The State of Basic Skills Instruction in California Community Colleges.The Academic Senate for California Community Colleges http://www.losmedanos.edu/deved/docume
nts/AcademicSenateBasicSkills.pdf) We need another classroom to accommodate the increasing enrollment trend in basic skills courses Student Success Rates‐ 65.6% to 69.1% (3.5% Our academic development courses have shown an increase in retention and success increase) rates over the last 5‐year period. In order to Retention Rates‐ 83.9 to 88.1 (4.2 % increase) continue increasing our success and retention rates, we need to keep our class sizes small to accommodate the individual needs of our learners. (College Degrees Mission/College Goal/ Strategic Initiative: a. 04‐05: 67% (417) of the total AA/AS Student Excellence) degrees were awarded to those with previous ACDV coursework within 5 years We need on‐going professional growth of graduating. training in order to keep current with b. 08‐09: 56% (476) of the total AA/AS degrees were awarded to those with pedagogy as it relates to our non‐traditional previous ACDV coursework within 5 years and diverse student population. (College of graduating.* Mission and Accreditation Recommendation Certificates #7) a.04‐05: 33% (205) of the total number of certificates were awarded to those with We need opportunities for dialogue with previous ACDV coursework within 5 years faculty in the Math, English, and ESL departments, as well as disciplines across of graduating campus, all of whom have basic skills b.
08‐09: 44% (370) of the total students in their classes. (Renegade 2012 number of certificates were awarded to Plan: Communication) those with previous ACDV coursework IRP 15
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) within 5 years of graduating.* Staffing levels / workload values Other ‐ e.g.:  A&R transcript data  Extended Learning data  Financial Aid types  Comparisons to statewide from CCC Data Mart  Any other data relevant to your unit Academic Development 04‐05: Faculty BC/Delano‐ 10 full‐time 08‐09: Faculty BC/Delano‐ 10 full‐time. One additional full‐time faculty member was hired in Fall 2009. OUR Student Success Rates‐ 65.6% to 69.1% (3.5% increase) Statewide comparison: 62.5% OUR Retention Rates‐ 83.9 to 88.1 (4.2 % increase) Statewide comparison: 81.3% Source: CCC Data Mart 16
Educational Master Plan The reduction AA/AS graduation rates coincide with the simultaneous increase in certificate rates for ACDV students. This reflects a trend for students to achieve short‐
term goals, especially in a “down” economy. With the high jobless rate (14.3%), more non‐
traditional students are entering BC and these students tend to place into ACDV courses and tend to seek certificates rather than degrees. Given the current enrollment trend for basic skills courses, we need to hire and additional full‐time faculty member and two additional teaching assistants. Our success and retention rates are higher than the state average. This is due to our centralized developmental education program, our commitment to learning communities, our coordination of services, our collaboration with other disciplines, our comprehensive support services, and our continual program assessment practices (Boylan, 2002) (Source: Boylan, H. R. (2002). What works in developmental education. Boone NC: National Center for Developmental Education.) Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics
Ed Master Plan
College
Unit Plan
Priorities
Unit
Student Excellence  Goal Improve services to To increase access all students and to computer remove barriers to software and academic and research access in occupational order to enhance success. student success in reading, writing, math, and study skills  Request: Classroom dedicated to computer instruction  Priority 1 Academic Development Funding / Support Requested
Equipment
Additional 35 computer workstations with desktop computers with PLATO software installed, internet access, and standard productivity software. Also provide separate area for proofreading services. Total cost: Computers: $600 each ($21,000) Work Stations: 500 each ($17,500) Staffing
17
Outcome /
Metrics
Facilities
Other
Info.
Outcome
Convert existing space in learning center to computer classroom and proofreading service area. Total Cost: $ 20,000  Expand existing facilities and equip‐
ment to meet new and on‐
going needs. ACDV needs to have additional classroom space and computer access for students in order to meet the demands of our continual increases in enrollment in basic skills courses and to continue to increase students’ success and retention rates. Bakersfield College 2009‐2010 Annual Unit Plan Student Excellence Improve services to all students and remove barriers to academic and occupational success. College Mission: ‐Understanding the needs of our diverse student population ‐Responding to student and community needs with efficiency and flexibility (Return to Top)   Goal To accommodate the increasing enrollment trend in basic skills courses and labs  Request: 1 additional full‐
time faculty  Priority 1 Academic Development  1 full‐time faculty $ 100,000  2 part‐time teaching assistants Total Cost: $35, 000 each 18
Educational Master Plan   Given the current enrollment trend for basic skills courses (see Trend Data 3b), we need to hire and additional full‐time faculty member to adequately accommodate the influx of students enrolling in ACDV courses and labs.  ACDV Enrollment growth has been supported by faculty overloads and reliance on adjunct faculty.  Developmental Educational research supports the need for additional teaching assistants for pre‐
collegiate basic skills. (Boylan, 2002) Bakersfield College 2009‐2010 Annual Unit Plan Student Excellence  Goal Improve services to To effective establish and implement all students and remove barriers to campus learning communities academic and occupational  Request: success. 20% release time for learning College Mission: communities ‐Understanding the coordinator needs of our diverse student Priority 1 population ‐Responding to student and community needs with efficiency and flexibility Communication Improve our internal and external culture of communication by developing comprehensive communication protocols. We will incorporate effective uses of technology with targeted training opportunities within multiple communication venues. Academic Development (Return to Top)   20% release time for full‐
time faculty learning community coordinator Total Cost: $20,000 19
Educational Master Plan   According to Tinto (1997), learning communities (LC) are found to be effective for improving success and retention rates (Boylan, p. 69). Boylan’s research shows that to be effective, learning communities need a faculty coordinator. Coordinating LCs is labor‐intensive, and the faculty coordinator should be assigned release time (p. 70.) (Source: Boylan, H. R. (2002). What works in developmental education. Boone NC: National Center for Developmental Education) Bakersfield College 2009‐2010 Annual Unit Plan Student Excellence  Improve services to all students and remove barriers to academic and occupational success. College Mission: ‐Understanding the needs of our diverse student population ‐Responding to student and community needs with efficiency and flexibility (Return to Top)   Goal  Replace all FT To remain current faculty’s with computer instructional technology laptops Cost: $18,000  Request: To replace instruction laptops for each FT faculty member  Priority 1 Academic Development Educational Master Plan       20
Bakersfield College 2009‐2010 Annual Unit Plan Student Excellence Improve services to all students and remove barriers to academic and occupational success. College Mission: ‐Understanding the needs of our diverse student population ‐Responding to student and community needs with efficiency and flexibility (Return to Top)  2 additional  Goal laptop carts To increase access for student to computer use in software and classrooms research access in order to enhance student success in  COST: 40,000 reading, writing, each math, and study skills  Request: Two additional laptop carts dedicated to computer instruction  Priority 2 Academic Development Educational Master Plan  21
 Developmental reading and writing curricula focus on proper research, citation, and draft‐
to‐production procedures. With in‐
class laptops students develop these skills with immediate feedback from faculty and teaching assistants. Currently, ACDV has one classroom equipped with laptops for students. ACDV textbooks include instructional CDs and web access; if students had access to laptops in class, these essential tools could be utilized. Bakersfield College 2009‐2010 Annual Unit Plan Student Excellence Improve services to all students and remove barriers to academic and occupational success. College Mission: ‐Understanding the needs of our diverse student population ‐Responding to student and community needs with efficiency and flexibility  Goal To meet the needs of our underprepared students across campus  Request: Increase number and variety of Critical Academic Skills (CAS) workshops  Priority 1 Academic Development (Return to Top)   Stipends for faculty who develop and present CAS workshops COST: BSI Funding 22
Educational Master Plan   The CAS workshops are designed to provide small group instruction on critical skills needed for college success. The sessions typically cover about 15 topics including math, English, study skills, and learning strategies to be successful college students. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top)  6 SMART Student Excellence  Goal Boards Improve services to To provide all students and technology for COST: remove barriers to instruction that academic and best serves the occupational needs of our success. learners College Mission:  Request: ‐Understanding the Smart Boards in all 6 needs of our classrooms diverse student population  Priority 3 ‐Responding to student and community needs with efficiency and flexibility Smart Boards in classrooms  Atomic clocks in Student Services Building  Academic Development Educational Master Plan  23
 SMART Board interactive whiteboards bring interactivity to the learning environment. Currently, none of the classrooms assigned to ACDV courses has a Smart Board. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs
Type of Device Number of Units Equipment Users Cost Estimate Alignment with College Goal 09‐
10 Or Program SLO/AUO (State) Priority Number of Students Served 1 = mission critical 2 = necessary
3 = nice to have if funding available Repair or replace disabled access door equipment 3 Disabled Students Facilities All disabled students who need access to our building 1 Paint SS classroom 122, 117, 3, and 3A 4 All students attending class in those rooms Facilities All students attending class in those rooms 2 Replace existing Elevator in SS building 1 All students/faculty/vis
itors who need access to our building via a safe and reliable elevator Facilities All students/fac
ulty/visitors who need access to our building via a safe 1 Academic Development 24
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan and reliable elevator Window blinds in SS128, 117, and 206 Total Cost Estimate 3 All students attending those classrooms Facilities Students are having trouble viewing the board due to glare from the large windows in these rooms. 4c. Future Development and Innovations
Prioritized Ideas Implement Universal Design for Learning guidelines for new or revised ACDV curriculum and furnishings (student desks, paths of travel, etc.). Action Item Facility Impediments Order necessary furniture to accommodate the needs of our learners Create computer classroom in Learning Center with desktop PCs Order 35 computers and workstations Improve/Create better area for proof reading Order furniture to create the new space for proofreading Academic Development 25
Student / Program Outcome Supported Understanding the needs of our diverse student population Student Excellence Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Prioritized Ideas Upgrade tablet notebooks Explore Smart Board technology for ACDV classrooms Create a spelling lab area with desktop computers Action Item Educational Master Plan Facility Impediments Order 15 new tablets with upgraded technology for each FT faculty Discuss costs and feasibility with media Services and IT Order needed items to create the new space Student / Program Outcome Supported 5. Trend Data from IRP and/or Other Relevant Program Data
C. Summary Analysis of Enrollment, Indirect Outcomes, and Productivity Trends 1)
2)
Student Demographics a. ACDV students are predominantly Hispanic (53%), female (64%), and fall into two major age categories: 19 or less (40.1%) and 20‐29 (40.5%). The ACDV student demographics are not proportionate to campus wide enrollment demographics. We have 10.6% more females, 8.7% more Hispanic students, and 11.3 more students 19 or younger. More students are coming right out of high school and placing into ACDV courses. Number of Students Served a. Sections‐ 04‐05:177 08‐09: 225 (27% increase) b. Unduplicated headcount‐ 04‐05: 3, 906 08‐09: 5,550 (42% increase) Academic Development 26
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan c. Student Success Lab credit courses (ACDV 201ab) Fall 2008: 66 headcount Fall 2009: 423 headcount 3) Course/Program Retention and Success  Student Success Rates‐ o (04‐05) 65.6% to (08‐09) 69.1%  Retention Rates‐ o (04‐05) 83.9% to (08‐09) 88.1% 4) Number of Students Completing Your Program (if defined differently than #5) 5) Number of Students Completing Certificates or Degrees  Degrees (Trends from 04‐05 to 08‐09) o 04‐05: 67% (417) of the total AA/AS degrees were awarded to those with previous ACDV coursework within 5 years of graduating: o 08‐09: 56% (476) of the total AA/AS degrees were awarded to those with previous ACDV coursework within 5 years of graduating.  Certificates (Trends from 04‐05 to 08‐09) o 04‐05: 33% (205) of the total number of certificates were awarded to those with previous ACDV coursework within 5 years of graduating o 08‐09: 44% (370) of the total number of certificates were awarded to those with previous ACDV coursework within 5 years of graduating. 6) FTES/FTEF: 04‐05: 28.2 and 08‐09: 27.2% (This productivity is effective for ACDV courses, which need to keep smaller class sizes in order to meet the needs of our underprepared students (NCDE Executive Report, 2007) 7) Faculty and Staff Demographics (2009‐2010)  Full‐time: Main Campus (10) Delano Center (1)  Part‐ time: Main Campus (10) Delano Center (8) Stockdale (1) (see below Academic Development 27
Bakersfield College 2009‐2010 Annual Unit Plan
Educational Master Plan
(Return to Top)
TRENDS
Academic Development
Student Headcount, Unduplicated1
Headcount
Student Headcount Trend
% Change from
6,000
Prior Year
2008-09
5,550
6.3%
2007-08
2006-07
5,220
21.9%
4,283
-3.4%
2005-06
4,433
13.5%
2004-05
3,906
Headcount
Academic
Year
5,500
5,000
4,500
4,000
3,500
2004-05
Gender
Academic
Year
2005-06
2006-07
2007-08
2008-09
-
Majors of Students Enrolled in Academic Development
Female
Male
% of Total
Total
Unknown
% of Total
Total
2008-09
3,546
63.9%
1,990
35.9%
2007-08
2006-07
3,267
62.6%
1,935
37.1%
2,787
65.1%
1,490
34.8%
2005-06
2,871
64.8%
1,560
35.2%
2004-05
2,540
65.0%
1,365
34.9%
Headcount
2008-09 Top Five Self-Declared Majors
% of Total
Total
14
18
6
2
1
#
0.3%
0.3%
0.1%
0.0%
0.0%
%
Registered Nursing
686
12.4%
Criminal Justice
458
8.3%
Business Administration
396
7.1%
Liberal Studies
286
5.2%
Psychology
256
4.6%
828
14.9%
Undeclared
Age
Academic
Year
19 or Younger
% of Total
Total
20-29
30-39
% of Total
Total
40 or Older
% of Total
Total
% of Total
Total
2008-09
2,224
40.1%
2,250
40.5%
570
10.3%
506
9.1%
2007-08
2006-07
2,107
40.4%
2,083
39.9%
551
10.6%
479
9.2%
1,637
38.2%
1,754
41.0%
481
11.2%
411
9.6%
2005-06
1,732
39.1%
1,778
40.1%
460
10.4%
463
10.4%
2004-05
1,485
38.0%
1,603
41.0%
393
10.1%
425
10.9%
Ethnicity
Academic
Year
African American
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
2
Islander
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
538
9.7%
84
1.5%
398
7.2%
2,942
53.0%
1,228
22.1%
360
6.5%
2007-08
515
9.9%
63
1.2%
406
7.8%
2,807
53.8%
1,091
20.9%
338
6.5%
2006-07
325
7.6%
64
1.5%
326
7.6%
2,418
56.5%
994
23.2%
156
3.6%
2005-06
407
9.2%
75
1.7%
290
6.5%
2,401
54.2%
1,148
25.9%
112
2.5%
2004-05
426
10.9%
57
1.5%
279
7.1%
2,006
51.4%
1,037
26.5%
101
2.6%
Gender - 2008-09
Female
63.9%
Ethnicity - 2008-09
Age - 2008-09
20-29
40.5%
30-39
10.3%
Hispanic
53.0%
White
22.1%
40 or Older
9.1%
Male
35.9%
19 or Less
40.1%
Age Campuswide
Gender Campuswide
Female
55.3%
Academic Development 20-29
43.8%
Unknown
0.3%
28
Unknown
6.5%
2008-09
30-39
14.3%
19 or Less
28.8%
African
Amer
9.7%
Ethnicity Campuswide
2008-09
2008-09
Male
44.5%
Asian/ Pac
Isl
7.2%
Am Indian/
Other
1.5%
Unknown
0.3%
40 or Older
13.2%
Hispanic
44.3%
White
33.5%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
Unknown
African Amer 7.2%
7.4%
Bakersfield College 2009‐2010 Annual Unit Plan
Educational Master Plan
(Return to Top)
Trends
Academic Development
Course Enrollments ‐ Productivity ‐ Outcomes
3
Number Enrollment
Term /
Students/ of Academic Year
Census
End
4
Sections
Section
96
99
30
225
95
95
24
214
88
88
25
201
85
89
26
200
78
79
20
177
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
3,169
3,337
632
7,138
2,988
3,290
452
6,730
2,522
2,904
520
5,946
2,482
3,562
668
6,712
2,671
2,799
461
5,931
4,410
4,486
853
9,749
3,775
4,163
603
8,541
3,238
3,439
665
7,342
3,139
3,631
727
7,497
3,083
3,157
582
6,822
Annua
Annual
l Census
CensusEnrollment
E nrollm ent
88,00
,0000
Productivity
FTEF5
Annual FTES
66,00
,0000
255.31
274.00
57.56
586.88
245.72
275.76
42.17
563.65
219.41
239.53
41.53
500.47
215.46
251.76
38.84
506.06
206.27
219.96
25.20
451.43
13.3
14.7
10.8
27.2
13.3
14.8
11.5
27.6
13.0
14.1
11.7
26.8
13.6
14.5
12.4
27.8
13.8
14.7
12.6
28.2
Annual FTEF
600
77,00
,0000
FTES5
19.18
18.60
5.32
21.55
18.43
18.69
3.67
20.39
16.89
16.94
3.55
18.69
15.88
17.38
3.13
18.20
14.96
15.01
2.01
15.99
33
34
21
32
31
35
19
31
29
33
21
30
29
40
26
34
34
35
23
34
FTES / 6
FTEF
20
400
15
300
10
04- 05
05- 06
06- 07
07- 08
67.1%
68.9%
81.0%
69.1%
67.3%
67.9%
80.0%
68.5%
67.0%
66.4%
86.3%
68.3%
69.5%
67.2%
79.4%
69.3%
65.2%
65.1%
71.3%
65.6%
87.2%
88.3%
91.9%
88.1%
86.8%
87.8%
96.1%
87.9%
88.2%
86.0%
95.7%
87.8%
87.5%
87.3%
95.4%
88.1%
84.0%
82.7%
92.5%
83.9%
Annual Succ ess &Retention
25
500
Outcomes
Success Retention 7
7
Rate
Rate
S uccess
Retent ion
100%
90%
80%
08- 09
04- 05
05-06
06-07
07-08
08-09
70%
Annual FTES /FTEF
55,00
,0000
04-05
04-05
05-06
05-06
06-07
06-07
07-08
07-08
08-09
08-09
60%
30
04-05
05-06
06-07
07-08
08-09
25
20
04-05
05- 06
06-07
07-08
08-09
Degrees or Certific ates
2 004 -0 5
A wa rds for P re viou s Aca dem ic D eve lo pm en t Stu dents 8
2 00 5-0 6
200 6-0 7
200 7-08
20 08-09
AA/ AS CE RT AA/AS C ERT AA /AS CERT AA/AS CER T AA /AS C ER T
Education/General Studies
Bus iness
182
-
158
-
167
-
154
-
144
37
32
38
54
41
110
48
96
39
68
Language/C omm unication
Fam ily & Consum er Education
Soc ial/B ehav ioral Sc iences
20
22
55
9
114
8
20
26
68
32
70
11
28
34
75
58
83
6
34
25
90
67
118
7
34
39
83
56
127
12
Allied H ealth
Math & Sc ience
29
41
13
1
32
45
33
3
38
39
42
1
28
53
36
7
42
55
73
0
1
18
8
21
4
35
9
61
7
30
15
7
8
3
3
4
14
8
10
5
2
5
20
12
10
2
3
16
10
6
1
2
1
9
15
6
3
1
Industrial Tec hnology
Public S af et y
Fine & Performing Arts
Agriculture
C omputer Studies
-
-
-
-
4
2
4
1
2
-
3
To tal d eg ree or cer t w ith pr evio u s AcDev co u rsewo rk 8
417
205
431
238
472
341
475
396
476
370
D eg/cert percen t of all award s with prev A cD ev co ursew ork 8
67%
33%
64%
36%
58%
42%
55%
45%
56%
44%
All aw ards w ith p reviou s Acad emic D evelop m ent cou rsewo rk 8
622
669
813
871
-
846
Definitions
1
Student Headcount, unduplicated : Number of students enrolled on census day, where each student is counted one time.
Asian/Pacific Islander: Includes the Filipino ethnic category.
3
Enrollment: Student headcount duplicated- or every student, each course the student is enrolled in on census day counts as one enrollment.
4
Students/Section: Student enrollments per section on census day. Cross-listed sections are not combined.
5
Acronyms FTEF and FTES represent full-time equivalent faculty, and full-time equivalent students, respectively.
6
FTES/FTEF: A measurement of productivity where the generally accepted target is 17.5 per term and 35 annually.
7
Success rate numerator: Number of course enrollments with a successful passing grade (A,B,C,P,CR).
Retention rate numerator: Number of course enrollment s retained through the semester (grade = A,B,C,P,CR,D,F,NP,NC,I).
Success and Retention rate denominator: Number of enrollments retained (A,B,C,P,CR,D,F,NP,NC,I) and withdrawn (W).
8
Awards: Awards received by students who completed Academic Development coursework within 5 years prior to their award.
2
Academic Development 29
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan AGRICULTURE
1. Unit Mission The mission of the Bakersfield College Agriculture Department is to provide pertinent state‐of‐the‐art education for vocational and transfer students in order to produce skilled agricultural and natural resource professionals for the industry, both public and private. This is in accordance with the college mission to respond to student and community needs with efficiency and flexibility and with the BC institutional level learning outcomes, i.e. to demonstrate knowledge and abilities in a chosen area of study. 2. Program Description The Agriculture Department represents one of the educational and training outlets for the largest industry in Kern County and the Southern San Joaquin Valley. The department offers programs of study leading to certificates and degrees in Agribusiness, Animal Science, Crops Science, Environmental Horticultural, Forestry, Natural Resources, Soil Science, Registered Veterinary Technician, and Pre‐Veterinary Medicine. In addition to the full courses of study, the department operates two, hands‐on lab facilities supporting the classroom experience. The department employs five full‐time faculty, fifteen adjunct faculty, and one full‐time laboratory technician. Through its adoption of a core curriculum that has recently been articulated statewide with all CCs and CSUs and as an identified career pathway, the department is leading the college in implementing a program directly in line with the college goals of improving services to all students and removing barriers to academic and occupational success. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Last year’s GUI operational budget was approximately $25,468 (We received additional VTEA funding of about $28,000 earmarked for the horticulture program, and received approximately $8,000 in donations to our Foundation account. In general, this fiscal allocation was adequate for our needs. However, because GUI funding must be paid through purchase orders and the VTEA funding was earmarked for special horticulture equipment, it was, and has been for years, very hard to purchase small items from anything other than the Foundation account, using private funds, and then apply for reimbursement. We feel this problem could be solved by having only the Foundation audit the account and not both the foundation and administration as it is now. Also, without our Foundation account funds, we would definitely not have met unit goals. Foundation moneys go toward the purchase of necessary supplies and equipment for our Ag Farm Laboratory (animal feed, fertilizer, pesticides, seed, etc.) and supplies for all other labs (plant biology, horticulture, soils, animal science, and forestry). It is only through our work with, and the generosity of, our agriculture industry that we can fully fund these programs. Agriculture 30
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your planning this year? We just developed our departmental SLOs and began a program with methods to assess those outcomes. Program Outcomes: 1. Demonstrate managerial and leadership abilities in ag classes for employment that will enhance opportunities and success in the agriculture industry in the 21st century. 2. Demonstrate the skills necessary for baccalaureate level education or to obtain a certificate at BC. 3. Demonstrate specific skills within an agriculture discipline necessary for employment in the agriculture industry in the 21st century. Assessment Plan: 1. Track Perkens IV Core Indicator CTE top code data for employment of our students and work with CTE database professionals to develop another top code defined as “Agricultural Management / Leadership”. 2. Track A.A., A.S., Certificate, and transfer rates from Datamart and Perkens IV databases. 3. Track Perkens IV Core Indicator CTE TOP code data for employment of our students by discipline. Assessment Results: 1. Latest Perkens IV Database employment data (2006‐2007) shows that we only had 56.6 % of our graduates employed in an agriculturally related field. This is down from 70% in the previous two years and below the state performance goal of 73 %. However, this data is biased for several reasons: 1) The number of professions listed as being “agricultural” for the “top code” is very incomplete, and 2) There are only a few years of data. We need to help the district and state update and expand the list of professions identified under the agricultural top codes and wait a few years to see if the drop in employment rate is consistent before we can competently use this data for unit planning. Also, the state database does not track how many graduates are in management level positions vs. others. Even so, it is evident that many of our graduates are not being employed in “traditional” agriculturally related fields. Therefore, we must develop more “hands‐on” experiences for our students, including entrepreneurial projects, local internships, work experience sites, and employment networks with local agricultural businesses that will employ our graduates. The web‐based computer tracking system, that will be used to determine management vs. other positions, is still in development. 2. Latest Datamart and IRP statistics indicate that our total FTES has increased 12% from 04‐05 to 08‐09, but our graduate numbers have remained small and steady over the same period. Our raw graduation rate (grads /majors / yr) has dropped from 14% in 04‐05 to 7% in 08‐09. However, core indicator data from the Perkens IV database shows that our completion rate (Certificate, Degree, and Transfer ‐ Core Indicator 2) has remained high and fairly constant at about 75 ‐ 85% from 04‐05 to 08‐09. Also, in the near future, it is probable that our actual graduation rate will climb somewhat, because the 4‐year institutions are now giving entrance preference to those students finishing programs at community colleges. Because of this, we drastically need more, not less, orientation and counseling to direct our students toward degree and certificate goals in the future. We also need to extend our outreach program to attract more of the “traditional” agriculture students who have the goal of obtaining a degree or certificate at BC. Agriculture 31
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3. Latest IRP data shows that although FTES have increased in all disciplines, the number of self‐declared majors in certain disciplines, especially the plant sciences, is unacceptably low (< 5.2% of total majors, averaging about 60 for the past five cycles). We need a concerted effort to recruit and graduate more students in these disciplines. At this time, Perkins IV Database employment data for each discipline in agriculture is relatively new and incomplete at best. We must scrutinize and develop new top codes for each discipline and help the CTE database professionals develop a more accurate, long‐term database for employment before it can become useful for future planning. How did your assessment results and decisions from the past cycle inform your resource request this year? 1) Need to finish and effectively utilize the Renegade Ranch trailer for student entrepreneurial projects and outreach. 2) Need to not only have our advisor’s release‐time returned, but increased to include time as an outreach coordinator. 3) Need to effectively lobby to immediately replace retirees to be able to fully implement the above, especially given our continued increase in FTES. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) 1) Necessity of meeting state mandated CTE core indicator goals. 2) Necessity of meeting Advisory Committee expectations of providing state of the art training in all of our disciplines. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. 1) Need to increase enrollment in certain disciplines within the department. 2) Reduction in classes and advising time due to budget cuts. 3) General increase in agriculture FTES over the past four cycles. Agriculture 32
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Agriculture IRP, Datamart Findings/trends Impact Annual students served increased 14% from 2,077 to 2,420 from 04‐05 to 08‐09 and the number of students majoring in agriculture increased 26% from 480 to 651 during the same time period. Our productivity (FTES/FTEF) dropped slightly from 04‐05 to 06‐07 and has been rising again since that time to 28.1 students per instructor in 08‐09. The original drop was because of increasing FTEF, not decreasing FTES (we hired one new full‐time instructor and several new adjuncts). We added ½ additional faculty member and one additional staff member in the past 5 years. Additional sections of general ed courses have also been added and will need to be added in the future. We can not afford not to replace any retiring faculty and we badly need our adjunct faculty returned. To accommodate more part‐
time students, we are teaching more on‐line courses, more night courses, and more courses with fewer, but longer, meeting times. The “average recommended productivity” for our district is 32 FTES/FTEF. However, because most of our courses involve hands‐on labs, we are slightly below the recommended level. We feel that many administrators do not understand the necessity of having reduced student/teacher ratios in our labs. However, the agriculture department does feel that we could safely and effectively increase student numbers in many of our labs if we had adequate facilities. We believe that our success rates will be hard to improve, given the difficulty of placing pre‐
requisites on our courses. However, we are developing a “recommended” course sequence for all of our majors. Also, the first course that is Success and retention rates held steady at about 75% and 90%, respectively, from 2004 to 2009, which closely matches the state averages for agriculture programs (Datamart). Our three‐year‐
old vet tech program has 100% licensure pass 33
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) rate, so far, but a relatively low success and retention rate (less than 50%), because it is a very rigorous program taught mostly by veterinarians. Our number of degrees /certificates awarded is very low in relation to our FTES. The average for the department has dropped from 11% in 2004 to 7% in 2009. However, there are some challenges in interpreting this data, i.e. our large number of non‐majors and non‐degree seeking students, and a very large portion of students who transfer before graduation. Due to budget cuts, we recently lost 75% of our adjunct faculty sections and are teaching 40% fewer total sections than at this time last year. We also lost all of our ag counseling hours (Mr. Kelly, Ag Advisor). Staffing levels / workload values Fall 2008 vs. Fall 2009 class schedules Educational Master Plan recommended for all ag majors is Agri B1, which is now used to counsel beginning students into recommended course sequences. We have mostly increased our student numbers through development of courses that meet general education requirements. Career technical education programs, like agriculture, can not afford to become solely general education programs if they are to survive. We believe that our department needs to attract more of the “serious” agriculture students from local high schools. These are the traditional, 18 year old students who plan to acquire higher degrees and become professionals in our industry. Very few students can finish programs within two years, and most programs are being extended to 5 or 6 semesters. All classes are at or above recommended capacity for seating and lab facilities (Fall 2009 class rosters) Because of this, the quality of the classes, especially the labs, have decreased due to overcrowding and lack of equipment and supplies. It is hard to predict the long term affects of losing all of our counseling hours, however we believe it will make it even harder for students to finish our programs within a 2‐year time frame. This will probably lead to an even larger increase in student numbers, especially of part‐time students as we develop a backlog of non‐graduates. Agriculture 34
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Outcome / Metrics  College Goal 09‐
 Goal: Attract 10 ‐ Images more  Identify and degree/certificate support specific track agriculture projects, activities students by and programs enhancing and that enhance the promoting our college's department’s reputation within exceptional the institution programs at local and in the high schools and community. events.  Request: Implement Renegade Ranch Market  Priority: 2 Agriculture Equipment  4 – Banners $500  Posters $400  2 – EZ‐Up Shade Cost $1,200  3 ‐ Exterior Light Lamps Cost $1,500 Staffing  1 Renegade Ranch Market Manager  $50,000 / yr  40 hrs / wk 35
Facilities Other Info Outcome ∙Demonstrate  New  Innovative specific skills within an agriculture discipline necessary for employment in the agriculture industry in the 21st century. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  College Goal 09‐
10 ‐ Student Excellence  To research various prerequisites, assessment testing, placement, and retention methods to improve student success. ∙ Goal: Increase graduation rates in the agriculture department and attract more majors in the plant sciences  Request: Obtain designated faculty advisor/ outreach coordinator for the agriculture department. ∙ Priority: 2  1 half‐time faculty advisor / outreach coordinator for the agriculture department  $48,000 / yr  20 hrs / wk ∙Ongoing replacement with added innovative duties ∙Demonstrate the skills necessary for baccalaureate level education or to obtain a certificate at BC.  Identify and support specific projects, activities and programs that enhance the college's reputation within the institution and in the community.  Goal: Maintain our “momentum” regarding program growth and excellence.  Request:  2 full‐time faculty  $160,000 / yr  Ongoing replacement ∙Demonstrate the skills necessary for baccalaureate level education or to obtain a certificate at BC. 1
Table suggested by FCDC subcommittee, spring 2009. Agriculture 36
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Upgrade and Install Electrical outlets and Circuit Breakers in Horticulture Lab Unknown ‐ per electrical code Hot Water Heater Total Cost Estimate 2 Equipment Users Cost Estimate Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Agriculture Department and Horticulture Facility Users $1,000 Identify and support specific projects, activities and programs that enhance the college's reputation within the institution and in the community. Faculty, Staff and Students $1,000 Help insure clean, safe sanitation practices for Horticultural labs and personal safety. Number of Students Served 1,000 / yr 1,000 / yr 1 = mission critical 2 = necessary 3 = nice to have if funding available 2 2 $2,000 Agriculture 37
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Prioritized Ideas Student / Program Outcome Supported Action Item Facility Impediments Environmental Horticulture Lab Replacement. From Agriculture unit plan 2005‐2006 Removal of 50 year old non‐
insulated, wooden Horticulture Lab. (Restrooms ‐ ADA incompliant) Replace with a Green Sustainability Plant Sciences Building with Plant Production Lab, Computer Landscape Technology and Micro‐
propagation Clean Lab, Lecture Classrooms, Materials storage, and Living green roof. Labs should be constructed to hold at least 30 students each. Not ADA compliant No clean environment for plant propagation, especially using tissue culture or for computer labs. Inadequate number of lab stations to efficiently teach the “hands‐on” experience. No hot water for cleaning / sterilizing various planting media or containers. 1. Demonstrate managerial and leadership abilities in ag classes for employment that will enhance opportunities and success in the agriculture industry in the 21st century. 2. Demonstrate the skills necessary for baccalaureate level education or to obtain a certificate at BC. 3. Demonstrate specific skills within an agriculture discipline necessary for employment in the agriculture industry in the 21st century. Hydroponic Greenhouse Construction of new sustainable greenhouse dedicated to teach hydroponic vegetable and crop plant production. Existing greenhouse designed only for containerized plants. Also, insufficient electrical outlets to power required pumps and filters. Demonstrate specific skills within an agriculture discipline necessary for employment in the agriculture industry in the 21st century. Agriculture 38
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) TRENDS
Educational Master Plan Agriculture
% Change from
Headcount
1,300
Prior Year
2008-09
1,279
15.4%
2007-08
2006-07
1,108
20.7%
918
-13.9%
2005-06
1,066
-2.6%
2004-05
1,095
-
Headcount
Academic
Year
1,200
1,100
1,000
900
800
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Agriculture
Male
Female
Academic
Year
% of Total
Total
Unknown
% of Total
Total
2008-09
591
46.2%
686
53.6%
2007-08
2006-07
524
47.3%
582
52.5%
419
45.6%
498
54.2%
2005-06
417
39.1%
649
60.9%
2004-05
439
40.1%
656
59.9%
2
2
1
0
0
Headcount
% of Total
Total
#
0.2%
0.2%
0.1%
0.0%
0.0%
Animal Science
%
137
10.7%
Agriculture Business Management
78
6.1%
Veterinary Technician
73
5.7%
66
5.2%
Forestry
Undeclared
66
5.2%
217
17.0%
Age
19 or Younger
Academic
Year
20-29
% of Total
Total
30-39
% of Total
Total
40 or Older
% of Total
Total
% of Total
Total
2008-09
479
37.5%
527
41.2%
120
9.4%
153
12.0%
2007-08
2006-07
410
37.0%
477
43.1%
85
7.7%
136
12.3%
372
40.5%
369
40.2%
74
8.1%
103
11.2%
2005-06
409
38.4%
462
43.3%
81
7.6%
114
10.7%
2004-05
381
34.8%
481
43.9%
107
9.8%
126
11.5%
Ethnicity
Academic
Year
African American
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
Islander2
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
149
11.6%
33
2.6%
43
3.4%
364
28.5%
581
45.4%
109
8.5%
2007-08
2006-07
118
10.6%
28
2.5%
32
2.9%
310
28.0%
529
47.7%
91
8.2%
104
11.3%
17
1.9%
25
2.7%
249
27.1%
469
51.1%
54
5.9%
2005-06
115
10.8%
28
2.6%
33
3.1%
301
28.2%
548
51.4%
41
3.8%
2004-05
131
12.0%
27
2.5%
30
2.7%
302
27.6%
569
52.0%
36
3.3%
Gender - 2008-09
Female
46.2%
Ethnicity - 2008-09
Age - 2008-09
40 or Older
12.0%
Unknown
0.2%
Male
53.6%
Male
44.5%
Agriculture Unknown
0.3%
Other
2.6%
30-39
14.3%
40 or Older
13.2%
19 or Less
28.8%
39 Unknown
8.5%
2008-09
2008-09
20-29
43.8%
African
Amer
11.6%
Age Campuswide
2008-09
Female
55.3%
Hispanic
28.5%
Asian/ Pac
Isl
3.4% Am Indian/
19 or Less
37.5%
Gender Campuswide
White
45.4%
30-39
9.4%
20-29
41.2%
Hispanic
44.3%
White
33.5%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
African Amer
7.4%
Unknown
7.2%
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Trends
Agriculture
3
Enrollment
Number Term /
Students/ of Academic Year
Census
End
4
Sections
Section
38
49
7
94
48
48
2
98
39
44
8
91
46
55
12
113
44
44
10
98
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
2,50 0
965
1,332
105
2,402
976
1,219
62
2,257
806
1,021
118
1,945
802
1,172
267
2,241
886
1,045
146
2,077
879
1,192
101
2,172
858
1,084
60
2,002
731
898
117
1,746
761
1,055
267
2,083
777
923
141
1,841
Annual Census E nrollm ent
Productivity
FTEF5
Annual FTES
2,20 0
100%
11
05- 06
06- 07
07-08
90.6%
93.4%
95.3%
92.3%
92.6%
91.8%
100.0%
92.4%
94.0%
89.5%
100.0%
92.0%
95.6%
92.5%
99.3%
94.4%
90.8%
92.2%
95.3%
91.8%
Success
Retention
80%
5
04-05
76.4%
71.1%
86.8%
74.0%
77.1%
75.0%
86.7%
76.2%
74.9%
69.9%
90.5%
73.2%
79.6%
71.8%
91.4%
77.0%
76.3%
77.1%
85.8%
77.4%
90%
8
100
2,10 0
12.9
15.2
12.8
28.1
12.4
14.5
13.1
26.9
11.2
13.4
12.7
24.7
11.0
15.6
26.2
29.1
15.1
16.4
18.0
31.8
Outcomes
Success Retention 7
7
Rate
Rate
Annual Succ ess &Retention
14
400
300
200
2,30 0
124.08
165.19
17.56
306.83
125.58
155.02
8.79
289.39
100.17
127.10
17.72
244.99
86.77
152.91
40.02
279.70
119.30
131.93
18.01
269.24
Annual FTEF
500
2,40 0
FTES5
9.61
10.86
1.37
10.92
10.15
10.69
0.67
10.76
8.98
9.49
1.40
9.94
7.89
9.82
1.53
9.62
7.92
8.03
1.00
8.48
25
27
15
26
20
25
31
23
21
23
15
21
17
21
22
20
20
24
15
21
FTES / 6
FTEF
08- 09
04- 05
05-06
06-07
07-08
08-09
70%
2,00 0
60%
Annual FTES /FTEF
1,90 0
04-05
05-06
06-07
07-08
08-09
35
04-05
05-06
06-07
07-08
08-09
30
25
20
04-05
05-06
06-07
07-08
08-09
Degrees or Certificates
Awards Related to or Contributed to by Agriculture
Agriculture Business Management
Animal Science
2004-05
2005-06
2006-07
2007-08
2008-09
AA/AS CERT AA/AS CERT AA/AS CERT AA/AS CERT AA/AS CERT
Crop Science
Environmental Horticulture
Forestry
Horticulture
Veterinary Technician
Total Agriculture Awards
Liberal Studies
5
3
2
1
7
18
103
3
1
1
1
5
11
-
2
8
2
3
4
19
89
3
3
8
4
18
-
3
5
1
2
8
19
101
11
2
7
20
-
2
4
2
1
8
1
18
79
1
2
4
7
-
5
8
2
1
2
18
85
1
4
5
-
Liberal Arts/Science
281
-
260
-
251
-
238
-
226
-
Definitions
2
3
Enrollment: Student headcount duplicated- or every student, each course the student is enrolled in on census day counts one an enrollment.
1
4
5
6
7
Retention rate numerator: Number of course enrollments retained through the semester (grade = A,B,C,P,CR,D,F,NP,NC,I).
Agriculture 40 Bakersfield College 2009‐2010 Annual Unit Plan Agriculture (Return to Top) 41 Educational Master Plan Bakersfield College 2009‐2010 Annual Unit Plan Agriculture (Return to Top) 42 Educational Master Plan Bakersfield College 2009‐2010 Annual Unit Plan Agriculture (Return to Top) 43 Educational Master Plan Bakersfield College 2009‐2010 Annual Unit Plan Agriculture (Return to Top) 44 Educational Master Plan Bakersfield College 2009‐2010 Annual Unit Plan Agriculture (Return to Top) 45 Educational Master Plan Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan ALLIED HEALTH
1. Unit Mission Allied Health Department (EMT‐1 Program, CNA program, and Medical Science Courses). Support for the College Mission: The Allied Health Department meets the primary mission of the college by offering academic and vocational education to prepare men and women for careers in health occupations. The department is committed to improving and advancing the health and welfare of our community by preparing excellent, competent, safe health care professionals. The department maintains active advisory board membership, which strengthens the quality of the programs. The department also maintains articulation between the Bakersfield Adult School, and the local high schools which streamlines student access whenever possible. Support of Action 2012 Strategic Initiatives: The Allied Health programs foster a teaching and learning environment that is conducive to student academic and/or career success and achievement (Student Excellence). The Departmental Total Effectiveness Plan reflects the department’s support of the College’s Strategic Initiatives in the areas of Student Excellence, Communication, Oversight and Accountability, Fiscal Responsibility, Facilities, Image, and Linkages. The department will continue to address the college’s strategic initiatives through ongoing assessment and improvement of the quality standards. 2. Program Description Allied Health Department The Allied Health department offers programs and courses that upgrade workforce skills in nursing and other allied health fields. In addition, the department provides lifelong learning opportunities through continuing education opportunities in Nursing and Medical Science. The Allied Health programs and courses include:  Certificate of Specialization for Emergency Medical Technician‐1  Certificate of Specialization for Nursing Assistant and Home Health Aide  Community non‐credit education in Paramedic Training  Medical Science Courses 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Resource allocation for the Allied Health Department was adequate. Allied Health 46
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your planning this year? The Allied Health department’s assessment criteria focused on attrition data and licensure/certification rates for the EMT‐1 and CNA;s. The assessment data reveals that we continue to have attrition rates higher than desired. To decrease our attrition rates, we plan to increase access and referrals to student success courses and supportive services. (Much of our data indicates that student preparedness, financial stressors, and a lack of coping skills frequently impact student attrition). Persistence and success rates as measured by college data remains high at 90% or greater. How did your assessment results and decisions from the past cycle inform your resource request this year? To sustain our current level of access to our Allied Health Programs and to maintain and improve our student attrition and success rates, we need to maintain our staffing at the current levels along with the supportive instructional supplies (software, equipment, etc) that support student success. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Health care jobs remain in high demand during this economic downturn. The departmental goals are directly impacted by the economic forecast along with being regulated by the state governing agencies. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The EMT‐1 and MEDS B52 classes have been held at the Weill in dedicated classrooms. The MEDS B52 (Basic Life Support) course serves all Nursing, EM‐1, and Radiology Technology students. Recently we have been notified that we will no longer have these rooms. The MEDS B52 room has thousands of dollars of equipment as does the EMT/Paramedic skills lab. The loss of these facilities will have the following impact:  The accreditation of the Paramedic Program accreditation will occur in early Feb. Losing the skills lab may result in a citation and/or loss of accreditation status for the Paramedic Program, as well as an inability to provide EMT‐1 skills instruction.  We are an America Heart Association Training Center. Losing the dedicated room for Basic Life Support classes (MEDS B52) affects the department’s ability to provide the training required for the Nursing and Allied Health programs. Students having to go elsewhere will result in increased costs to the student. Not to mention that is does not present a favorable picture if the Training Center does not offer the training courses. Allied Health 47
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Student achievement: retention/success; awards; licensure pass rates; etc. Instructional: Cost / FTES Total Budget FY09 /Total FTES FY09 Allied Health Data source(s) IRP IRP Findings/trends Licensure rates ‐ 08/09 1)EMT certification rate; ‐ 45% first attempt ‐ 60% by 3rd attempt (National average is 65% for first attempt and 77% for 3rd attempt) 2)Paramedic licensure rate: ‐ 90% ‐ 1st attempt ‐94% 3rd attempt (National average is 68%) 3)CNA certification rate: 99% CAN Completion rate (08/09) = 98% FTEs production remains high for EMT and Medical Science courses with excellent productivity ‐ FTES/FTEF of 48.2 and 58.2 respectively. 48
Impact Student retention continues to be a challenge; it is often related to academic failures as well as personal and social/ financial issues. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit SI: Student excellence ILO: Demonstrate knowledge and abilities in a chosen area of study  Goal Improve student retention and success  Request: Two designated classrooms for skills and BLS  Priority = 1 Funding / Support Requested Equipment  Staffing  Outcome / Metrics Facilities Other Info Outcome  Acquire designated classrooms at Weill – minimum to no cost – move existing equipment/ desks  Current classroom has been taken away. Room utilization: EMT‐1 meets 2x/week, Paramedic meets 3x/week and BLS is once a week.  Access to skills lab will improve certification/ licensure rates 1
Table suggested by FCDC subcommittee, spring 2009. Allied Health 49
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan TRENDS
Allied Health
% Change from
Headcount
1,400
Prior Year
2008-09
1,356
12.5%
2007-08
2006-07
1,205
22.6%
983
7.7%
2005-06
913
11.2%
2004-05
821
Headcount
Academic
Year
1,200
1,000
800
2004-05
2005-06
2006-07
2007-08
2008-09
-
Gender
Majors of Students Enrolled in Allied Health
Male
Female
Academic
Year
Total
% of Total
Total
Unknown
% of Total
2008-09
995
73.4%
356
26.3%
2007-08
913
75.8%
291
24.1%
2006-07
742
75.5%
241
24.5%
2005-06
691
75.7%
221
24.2%
2004-05
623
75.9%
198
24.1%
Total
Headcount
#
% of Total
5
1
0
1
0
0.4%
0.1%
0.0%
0.1%
0.0%
%
Registered Nursing
562
41.4%
Radiological Technology
169
12.5%
LVN to Associate Degree Nurse
95
7.0%
Vocational Nursing
47
3.5%
Biology
45
3.3%
158
11.7%
Undeclared
Age
19 or Younger
Academic
Year
% of Total
Total
20-29
Total
% of Total
30-39
Total
40 or Older
% of Total
% of Total
Total
2008-09
296
21.8%
745
54.9%
198
14.6%
117
8.6%
2007-08
257
21.3%
638
52.9%
181
15.0%
129
10.7%
2006-07
230
23.4%
531
54.0%
144
14.6%
78
7.9%
2005-06
242
26.5%
471
51.6%
139
15.2%
61
6.7%
2004-05
210
25.6%
435
53.0%
108
13.2%
68
8.3%
Ethnicity
Academic
Year
African American
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Islander2
Total
White
Hispanic
% of Total
Total
% of Total
Total
Unknown
Total
% of Total
% of Total
2008-09
91
6.7%
21
1.5%
173
12.8%
492
36.3%
499
36.8%
80
5.9%
2007-08
2006-07
90
7.5%
18
1.5%
145
12.0%
470
39.0%
429
35.6%
53
4.4%
61
6.2%
17
1.7%
127
12.9%
382
38.9%
376
38.3%
20
2.0%
2005-06
47
5.1%
19
2.1%
143
15.7%
313
34.3%
368
40.3%
23
2.5%
2004-05
50
6.1%
12
1.5%
105
12.8%
288
35.1%
348
42.4%
18
2.2%
Gender - 2008-09
Female
73.4%
Ethnicity - 2008-09
Age - 2008-09
20-29
54.9%
White
36.8%
Hispanic
36.3%
30-39
14.6%
Male
26.3%
40 or Older
8.6%
Unknown
0.4%
19 or Less
21.8%
Gender Campuswide
2008-09
2008-09
20-29
43.8%
30-39
14.3%
Female
55.3%
Allied Health 40 or Older
13.2%
Unknown
0.3%
Unknown
5.9%
African
Amer
6.7%
Age Campuswide
2008-09
Male
44.5%
Asian/ Pac
Isl
12.8%
Am Indian/
Other
1.5%
19 or Less
28.8%
50 White
33.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
Unknown
7.2%
African Amer
7.4%
Allied Health
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment 3
Census
27
19
20
66
25
25
7
57
16
14
6
36
15
16
2
33
16
10
‐
26
End
738
589
362
1,689
665
613
196
1,474
531
463
157
1,151
483
535
49
1,067
484
426
‐
910
643
512
358
1,513
549
504
168
1,221
423
397
133
953
418
433
47
898
415
369
‐
784
1,70 0
Productivity
Students/ Section4
FTEF5
27
31
18
26
27
25
28
26
33
33
26
32
32
33
25
32
30
43
‐
35
Annual FTES
81.67
65.22
39.77
186.67
66.04
67.69
26.33
160.05
61.01
58.83
20.57
140.41
55.68
67.70
10.21
133.59
59.48
49.48
‐
108.96
26.1
24.0
25.2
50.3
20.5
21.1
19.9
41.3
19.5
22.8
15.5
39.9
19.8
23.2
27.8
43.8
17.7
22.7
‐
39.4
100%
90%
150
1,30 0
3
3
100
2
04- 05
05- 06
06- 07
07- 08
08- 09
Retention Rate 7
80.5%
73.6%
86.9%
79.6%
76.7%
82.0%
88.8%
80.6%
72.9%
78.1%
84.5%
76.7%
81.9%
78.8%
97.9%
81.6%
80.9%
84.8%
‐
82.6%
92.6%
93.0%
97.8%
93.9%
93.4%
92.7%
94.4%
93.2%
87.4%
89.6%
88.4%
88.5%
92.1%
89.5%
97.9%
91.1%
91.6%
93.7%
‐
92.5%
Success
4
1,50 0
Success Rate 7
Annual Succes s & Retention
Annual FTEF
4
200
1,10 0
FTES5
3.13
2.72
1.58
3.71
3.21
3.22
1.32
3.88
3.14
2.59
1.32
3.52
2.82
2.91
0.37
3.05
3.35
2.18
‐
2.77
Outcomes
FTES / FTEF6
Retention
80%
04-05
05-06
06-07
07-08
08- 09
70%
Annual FTES /FTEF
90 0
04-05
05-06
06-07
07-08
08-09
60%
60
04-05
05-06
06-07
07-08
08-09
50
40
30
20
04-05
05- 06
06-07
07-08
08-09
Awards for Allied Health Students
2004-05
Nurse Assistant
14
Registered Nursing
Vocational Nursing
All Allied Health Awards
Total Awards Within Allied Health
2006-07
2005-06
2007-08
2008-09
-
22
42
-
17
92
-
-
22
106
128
22
49
-
20
94
-
-
21
116
179
63
47
-
15
120
-
-
28
137
214
77
99
-
130
-
158
-
-
27
-
23
150
224
74
173
122
295
Definitions
1 Student Headcount, unduplicated : Number of students enrolled on census day, where each student is counted one time.
3
Enrollment: Student headcount duplicated‐ or every student, each course the student is enrolled in on census day counts as one enrollment.
4 Students/Section: Student enrollments per section on census day. Cross‐listed sections are not combined.
5 Acronyms FTEF and FTES represent full‐time equivalent faculty, and full‐time equivalent students, respectively.
6 FTES/FTEF: A measurement of productivity where the generally accepted target is 17.5 per term and 35 annually. 7 Success rate numerator: Number of course enrollments with a successful passing grade (A,B,C,P,CR).
2 Allied Health 51 Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan ART
1. Unit Mission The Bakersfield College Art Department recognizes the universal human need for self‐expression, the necessity of the visual arts in contemporary society, and the importance of cultural diversity provided by exposure to the arts. The mission of the Art Department is to provide excellent instruction in the visual arts to prepare students to make societal contributions by becoming citizens who are visually literate, culturally aware, skilled in creative problem solving, and aesthetically sensitive. The Department mission supports the College mission by: 1. building upon a history of strong visual arts instruction, and continuing the tradition 2. providing instruction which is culturally sensitive 3. scheduling courses that responds to student and community needs 4. continuing to offer programming which encourages community interaction 5. offering vocational, transfer, and general education courses The Art Department supports the 2009‐2010 College Goals and Action 2012 Strategic Initiatives (#1 Student Excellence) by a commitment to student excellence. In the 2009‐2010 academic year, the Department is embarking upon a thorough review of prerequisites, skill‐building, and retention methods in department courses to assist student success in all courses, whether general education, major‐related, or vocational. The Department, through courses that satisfy General Education requirement “C ‐ Arts, Literature, Philosophy and Foreign Language”, supports an understanding and appreciation of the ways in which the arts reflect historical, intellectual, and cultural contexts, as well as aesthetic tastes. 2. Program Description The Art Department provides freshman and sophomore lecture and studio courses that: satisfy core general education requirements, provide for Art majors, satisfy art transfer requirements for the CSU and UC systems, offer a workforce associate degree and certificate in Digital Arts. Art Department courses reinforce foundational competencies and provide a depth of knowledge sufficient to contribute to lifelong interest. The Art Department’s programs of study offer students a vocabulary through which they can speak visually. By teaching the principles and elements of design, all courses provide students with the tools needed to express abstract concepts and to find meaning in symbolic and metaphorical visuals. The Digital Arts program is a workforce development program and a component of the “Arts, Media and Entertainment” designated career pathway. Art 52
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Unit goals for 2009‐2010: ‐Maintain and enhance quality of program for optimum student success ‐Maintain equipment to assure student success ‐Maintain facilities to assure student success ‐Provide access to high quality digital images for all art faculty The department made adjustments to assure that goals have been met with the current resource allocation. The resource allocation required the department to modify programming in the Wylie and May Louise Jones Gallery. The cancellation of an exhibition and a reduction in the compensation paid to our curator/gallery director was the result of budget cutbacks. The department, nevertheless, was able to maintain the program. Another adjustment required, involved our inability to replace a tenure‐track faculty member who resigned late in the Spring 2009 semester. This has required the department to hire an increased number of adjunct professors. While adjuncts are valuable members of the Department, they do not have as much opportunity to assist students in a holistic manner concerning their career goals and course selections. How did your assessment results and decisions from the past cycle inform your planning this year? The Art Department has revised its Student Learning Outcomes. They are: 1. Art courses will include the elements and principles of design. 2. Art courses will include the critique process. 2. Art courses will include the creation of a portfolio of work. Assessment results and decisions from the past cycle caused the Department to carefully examine the current Student Learning Outcomes, and make revisions. The department tested SLO #1. The results were: 80% of students surveyed in all courses, recognized and could identify and define basic principles and elements of design. Our planning and allocation requests result from our focus on student learning. The more that facilities and equipment work properly, the more that faculty can focus on student learning, which includes the SLOs. The less time that is required for “workaround” or maintenance, the more that professors can focus on student success. How did your assessment results and decisions from the past cycle inform your resource request this year? The Department’s resource request is focused on student success. One measure of student success is the results of assessment. The optimum learning environment allows students to create, explore, and grow. Any resource request that includes facilities and equipment is directly linked to assuring student success. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Art 53
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan The Digital Arts Advisory Committee provides the Department with advice regarding software use, employment conditions, and trends that professors and students need to be aware of. The Digital Arts VTEA/Workforce Development budget request is based partly on advice from the advisory committee. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Due to budget reduction issues, the Art Department has reduced the number of courses offered in the 2009‐2010 AY. The Department has also carefully adjusted the number, location, and delivery method of courses (especially Art Appreciation) that satisfy the General Education requirement to better serve students. The department has also carefully allowed small increases in enrollments in studio courses when the increase does not affect pedagogical issues. These increases assist students that need access to these courses. Art 54
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Art Department Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values IRP Findings/trends Impact According to Trend Data, Art Department enrollments have increased from 2148 (headcount, unduplicated, AY 2007‐2008) to 2456 (headcount, unduplicated, AY 2008‐2009). Trend Data also shows an increase in majors. In AY 2007‐2008, 171 students taking Art courses identified themselves as Art majors, 77 identified themselves as Digital Arts majors. In AY 2008‐
2009, 293 students taking Art courses identified themselves as Art majors, and 124 identified themselves as Digital Arts majors. This increase in majors and the overall increase in FTES, justified Art Department hiring of a drawing/2D professor in Spring 2009 semester, and a Ceramics/3D professor in Fall 2009. In Spring 2009, an unexpected resignation caused the department to be one tenure‐track professor short in drawing/2D. In Fall 2009, courses were cancelled, and an 80% adjunct was approved and hired to deal with the vacancy. In order to support retention, provide continuity and increase student success, the Department will request to replace this position once economic conditions allow. According to Trend Data, student success and retention increased slightly from AY 2007‐2008 to 2008‐2009. The success rate for 2007‐2008, was 71.8%, retention rate was 87.5%. The success rate for 2008‐2009 was 73.7%, and the retention rate was 89.1% According to Trend Data, FTEF in AY 2007‐2008 was 12.15; FTES was 462.61; FTES/FTEF was 38.1. FTEF in AY 2008‐2009 was 15.82; FTES was 510.31; FTES/FTEF was 32.2. The increases in FTEF and FTES, and the decrease in FTES/FTEF can be attributed to tenure‐track faculty teaching overloads, and a reliance on adjunct faculty. Art 55
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Art Department Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Outcome / Metrics Facilities Other Info. Outcome  Goal Maintain equipment  Request: Ceramics maintenance needs  Priority 2 Replacement motherboards for potter’s wheels, foot control replacements for potter’s wheels, cable replacement kit for large slab roller, humidifier.  $4000 (estimate)  Goal Enhance student success  Request: Media Priority 3 Life Drawing ‐ DVDs ‐ Robert Beverly Hale lecture series on anatomy and figure drawing.  $800  Goal Maintain facilities  Request: Drape replacement in FA9 Priority 2 Replacement of badly deteriorated drapes in FA9. Drapes no longer serve purpose of blocking light effectively. Dust and particulate matter released in clouds if pulled open or closed which is a health hazard. Unknown cost.  Unknown Art 56
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  Goal Access to digital images for all art faculty  Request: Subscription to online art image database Priority 3
 $4500 for subscription to an online art image database, allowing all art faculty use of high quality images  $4500 Goal Maintain quality
of program for
optimum student
success
 1 position, tenure‐track, full‐
time (when economic conditions permit)  (data from Dean)  Purchase and installation of replacement air compressor, cost of $3000 (estimate)   $3000 (estimate) Request Replace
2D/Drawing Professor
Priority 3
Art  Goal Maintain facilities and equipment  Request: Replace inoperative air compressor in FA20 Priority 3
57
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  Goal Maintain facilities and equipment  Request: Purchase Pressboard bats for ceramics lab  Priority 3  Purchase 14 inch Brent Pressboard bats  $1000  Goal Maintain facilities and equipment  Request: Purchase kiln for ceramics lab  Priority 3  Purchase and install Electric Skutt Kiln 1227 PK (1‐Phase)  $4500  Goal Maintain facilities and equipment  Request: bat pins for ceramics lab  Priority 3  Purchase bat pins for ceramics lab  $100  Goal Maintain facilities and equipment  Request: Maintainence items for sculpture lab Priority
3 
 Replacement blades and paper for sanders, screw set, dust masks, vacuum bags  $300.00 (estimate) Art 58
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 6. Trend Data from IRP and/or Other Relevant Program Data TRENDS
Art
% Change from
Headcount
2,500
Prior Year
2008-09
2,456
14.3%
2007-08
2006-07
2,148
17.4%
1,829
4.6%
2005-06
1,749
7.8%
2004-05
1,623
-
Headcount
Academic
Year
2,300
2,100
1,900
1,700
1,500
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Art
Academic
Year
Female
% of Total
Total
Unknown
Male
% of Total
Total
2008-09
1,472
59.9%
983
40.0%
2007-08
2006-07
1,233
57.4%
913
42.5%
1,106
60.5%
723
39.5%
2005-06
1,057
60.4%
691
39.5%
2004-05
935
57.6%
687
42.3%
Headcount
% of Total
Total
1
2
0
1
1
#
0.0%
0.1%
0.0%
0.1%
0.1%
%
Art
293
11.9%
167
6.8%
Liberal Studies
160
6.5%
Digital Arts
124
5.0%
Criminal Justice
114
4.6%
Undeclared
407
16.6%
Age
Academic
Year
19 or Younger
% of Total
Total
20-29
30-39
% of Total
Total
40 or Older
% of Total
Total
% of Total
Total
2008-09
922
37.5%
1,156
47.1%
178
7.2%
200
8.1%
2007-08
2006-07
840
39.1%
944
43.9%
182
8.5%
182
8.5%
711
38.9%
839
45.9%
123
6.7%
156
8.5%
2005-06
639
36.5%
825
47.2%
143
8.2%
142
8.1%
2004-05
565
34.8%
784
48.3%
119
7.3%
155
9.6%
Ethnicity
Academic
Year
African American
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Hispanic
2
Islander
Total
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
118
4.8%
33
1.3%
132
5.4%
1,081
44.0%
880
35.8%
212
8.6%
2007-08
90
4.2%
33
1.5%
138
6.4%
944
43.9%
800
37.2%
143
6.7%
2006-07
74
4.0%
35
1.9%
126
6.9%
839
45.9%
673
36.8%
82
4.5%
2005-06
86
4.9%
44
2.5%
104
5.9%
734
42.0%
713
40.8%
68
3.9%
2004-05
69
4.3%
26
1.6%
108
6.7%
672
41.4%
687
42.3%
61
3.8%
Gender - 2008-09
Female
59.9%
Ethnicity - 2008-09
Age - 2008-09
20-29
47.1%
30-39
7.2%
White
35.8%
Hispanic
44.0%
40 or Older
8.1%
Unknown
0.1%
Male
40.0%
Asian/ Pac
Isl
5.4% Am Indian/
Other
1.3%
19 or Less
37.5%
Gender Campuswide
Female
55.3%
Male
44.5%
Unknown
0.3%
Age Campuswide
2008-09
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
19 or Less
28.8%
Unknown
8.6%
African
Amer
4.8%
Hispanic
44.3%
Asian/ Pac Isl
Amer Indian/
6.1%
Other
1.4%
White
33.5%
Unknown
African Amer 7.2%
7.4%
Art 59
Art
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
3,500
Enrollment3
Census
48
47
5
100
51
47
3
101
45
45
3
93
46
40
4
90
43
39
3
85
End
1,433
1,492
225
3,150
1,361
1,272
138
2,771
1,131
1,184
127
2,442
1,135
1,017
150
2,302
966
1,035
97
2,098
Productivity
Students/ Section
1,193
1,241
186
2,620
1,076
1,029
131
2,236
937
968
119
2,024
922
845
138
1,905
798
858
89
1,745
Annual Census Enrollment
FTEF5
4
30
32
45
32
27
27
46
27
25
26
42
26
25
25
38
26
22
27
32
25
Annual FTES
15
400
10
300
5
2,500
Rate
Rate7
16.8
15.0
24.0
32.2
19.4
18.4
23.3
38.1
17.1
17.8
20.7
35.2
17.6
17.3
16.6
34.8
16.1
16.6
14.4
32.5
73.3%
72.9%
81.1%
73.7%
70.4%
71.3%
88.6%
71.8%
71.1%
70.6%
90.3%
71.9%
71.2%
75.4%
88.6%
74.2%
71.3%
70.1%
87.9%
71.5%
88.9%
89.2%
90.3%
89.1%
86.5%
87.2%
99.2%
87.5%
87.8%
88.2%
96.0%
88.4%
88.3%
89.7%
95.0%
89.4%
88.4%
88.3%
97.8%
88.8%
FTEF
237.08
244.49
28.74
510.31
232.91
211.07
18.63
462.61
193.50
197.93
16.58
408.01
191.81
171.15
19.89
382.85
162.47
168.08
14.43
344.98
04-05
05-06
06-07
07-08
08-09
Retention 7
Annual Success & Retention
20
500
Success 6
Annual FTEF
600
3,000
FTES5
14.15
16.30
1.20
15.82
12.00
11.50
0.80
12.15
11.30
11.10
0.80
11.60
10.90
9.90
1.20
11.00
10.10
10.10
1.00
10.60
Outcomes
FTES / Success
Retention
100%
90%
80%
04-05
05-06
06-07
07-08
08-09
70%
2,000
04-05
05-06
06-07
07-08
08-09
Annual FTES/FTEF
45
40
35
30
60%
04-05
04-05
05-06
06-07
07-08
05-06
06-07
07-08
08-09
08-09
Awards Related to or Contributed to by Art
2004-05
2005-06
2006-07
2007-08
2008-09
Digital Arts
Art
Photography
Total Art Awards
4
4
-
2
2
8
9
-
4
-
11
13
-
4
-
11
7
-
5
-
13
11
-
4
-
8
4
17
Liberal Studies
103
-
89
4
24
4
18
5
24
4
-
101
-
79
-
85
Liberal Arts / Science
281
-
260
-
-
251
-
238
-
226
-
Definitions
1
2
Student Headcount, unduplicated: Number of students enrolled on census day, where each student is counted one time.
3
Enrollment: Student headcount duplicated-or every student, each course the student is enrolled in on census day counts as an enrollment.
5
6
4
7
Art 60
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan BEHAVIORAL SCIENCE
1. Unit Mission In full support of the College mission statement, our mission is to provide a diverse student population with a high quality education in the field of the behavioral sciences. We will accomplish our mission by: 


Fulfilling curriculum requirements; Insuring an adequate support system for increasing the quality of teaching and learning; Creating an environment conducive to learning. 2. Program Description The Behavioral Science Department currently offers majors with degrees and/or certificates in the following areas: Anthropology, Criminal Justice, Human Services, Psychology, and Sociology. Upper division transfer institutions accept most courses taught by the department. Many of the core courses in each discipline have been articulated both to the University of California and the California State University systems. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. None of the additional resource allocations requested for academic year 2008‐09 were received. With the status quo resource allocation, key performance indicators have increased but some fall short of the targeted goals. How did your assessment results and decisions from the past cycle inform your planning this year? Student Learning Outcomes, from the general education level on down, are a deliberate component of each and every course level curriculum. This means that Student Learning Outcomes are subject to the same assessment processes as the rest of the course content. Isolating each Outcome for individual treatment is a redundant process and does very little to inform planning and resource requests. The ongoing evaluation of classroom dynamics, the effectiveness of student/teacher interaction, retention and success rates, student/teacher ratios, and a continual evaluation of the assessment tools and processes are far more pertinent to the formulation of future planning requests. Behavioral Science 61
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your resource request this year? Student Learning Outcomes, from the general education level on down, are a deliberate component of each and every course level curriculum. This means that Student Learning Outcomes are subject to same assessment processes as the rest of the course content. Isolating each Outcome for individual treatment is a redundant process and does very little to inform planning and resource requests. The ongoing evaluation of classroom dynamics, the effectiveness of student/teacher interaction, retention and success rates, student/teacher ratios, and a continual evaluation of the assessment tools and processes are far more pertinent to the formulation of future resource requests. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Enrollment in Behavior Science maintains a high student to teacher ratio. One successful program is Human Services which is currently maintaining a fulltime program with a staff person funded for only 19 hours. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc.) The Behavioral Science Department is committed to the effective and efficient use of available resources in the effort to provide all students with an opportunity to achieve academic and occupational success. Budgetary constraints create barriers to this effort by restricting the number of course offerings, increasing the size and duration of course waiting lists, and effectively maintaining a high FTES/FTEF ratio. Behavioral Science 62
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values Instructional: Cost / FTES IRP IRP Findings/trends Impact According to Department Summery data, Behavioral Science end enrollment has increased from 7,359 in 2007‐08 to 8,403 in 2008‐09. This represents a 14.2% increase. Increased enrollment with resource allocations at status quo requires that all five of the individual disciplines within the Behavioral Science Department maintain a high FTES/FTEF ratio (41.7). Success and retention rates are within 0.4% and 0.2% of the college wide average respectively. Parity in this area is achieved with a FTES/FTEF ratio 19.1% above the college wide average. Positive growth has been attained by a committed fulltime faculty and some less than fulltime staff/faculty doing the work of fulltime When comparing fiscal year 2008 to fiscal year 2009, the Behavioral Science Department had 10.25% increase in FTES with a 6.97% increase in the success rate (69.0%) and a 1.94% increase in the retention rate (89.2%). Further, a total of 97 AA/AS degrees were awarded during the same time period. Behavioral Science is maintaining a FTES/FTEF ratio of 41.7. $1,248 cost per FTES Total Budget FY09 /Total FTES FY09 Behavioral Science 63
This ratio exceeds the college average by 19.1%. This is the lowest FTES when compared to Biology, Physical Science, and Math Departments. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit  Strategic Initiative Funding / Support Requested Equipment  Goal: To pay  No additional employee for the equipment job she is already doing  Request: Increase hours of current position from 19 to 30 hours.  Priority: Priority 1 1
Table suggested by FCDC subcommittee, spring 2009. Staffing  One position increased from 19 to 30 hours. Facilities  Outcome / Metrics Other Info  New Outcome  Necessary for the Human Services program to continue to function successfully. This is a must! Behavioral Science 64
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data Program Performance Measures for Behavioral Science
Year
2004-05
2005-06
2006-07
2007-08
2008-09
Census
8,630
8,688
9,002
9,128
10,187
FTES
958.487
931.577
967.318
969.981
1,096.361
FTES/FTEF
43.2
41.3
42.3
40.8
41.7
Success
70.4
66.1
62.7
64.5
69.0
Retention
88.8
89.5
86.9
87.5
89.2
Budget
Cost/FTES
1,421,823
1,404,241
809,161
1,369,306
1,526
1,451
834
1,248
Degrees
87
100
94
116
97
Behavioral Science
Student Learning Outcomes Assessment Report
Class
ANTH B1
CRIM B1
HMSV B40
PSYC B1A
SOCI B1
Mean of Means
Pre-Test
N=789
55.3%
67.0%
42.6%
41.9%
30.1%
47.4%
Post-Test
N=624
74.4%
86.0%
82.6%
72.7%
70.0%
77.1%
Post-Test Only
N=166
None
None
None
None
73.7%
73.7%
Behavioral Science 65
Behavioral Science
% Change from
Headcount
7,000
Prior Year
2008-09
6,635
8.2%
2007-08
2006-07
6,133
6.8%
5,743
-1.3%
2005-06
5,821
4.9%
2004-05
5,551
-
Headcount
Academic
Year
6,500
6,000
5,500
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Behavioral Science
Academic
Year
Female
Male
% of Total
Total
Unknown
% of Total
Total
2008-09
4,228
2007-08
2006-07
3,925
64.0%
2,194
35.8%
3,644
63.5%
2,096
36.5%
2005-06
3,729
64.1%
2,091
35.9%
2004-05
3,586
64.6%
1,965
35.4%
63.7%
2,395
12
14
3
1
0
36.1%
Headcount
% of Total
Total
#
0.2%
0.2%
0.1%
0.0%
0.0%
%
Criminal Justice
837
12.6%
Registered Nursing
830
12.5%
Psychology
645
9.7%
360
5.4%
Liberal Studies
325
4.9%
957
14.4%
Undeclared
Age
Academic
Year
19 or Younger
% of Total
Total
20-29
30-39
% of Total
Total
40 or Older
% of Total
Total
Total
% of Total
2008-09
2,416
36.4%
3,209
48.4%
639
9.6%
371
5.6%
2007-08
2006-07
2,362
38.5%
2,866
46.7%
552
9.0%
353
5.8%
2,190
38.1%
2,771
48.3%
492
8.6%
290
5.0%
2005-06
2,155
37.0%
2,803
48.2%
531
9.1%
332
5.7%
2004-05
1,971
35.5%
2,665
48.0%
547
9.9%
368
6.6%
Ethnicity
Academic
Year
African American
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Hispanic
2
Islander
Total
Total
% of Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
486
7.3%
89
1.3%
441
6.6%
3,150
47.5%
2,005
30.2%
464
7.0%
2007-08
2006-07
415
6.8%
82
1.3%
483
7.9%
2,855
46.6%
1,911
31.2%
387
6.3%
387
6.7%
87
1.5%
419
7.3%
2,822
49.1%
1,825
31.8%
203
3.5%
2005-06
402
6.9%
94
1.6%
405
7.0%
2,679
46.0%
2,056
35.3%
185
3.2%
2004-05
378
6.8%
83
1.5%
426
7.7%
2,304
41.5%
2,187
39.4%
173
3.1%
Gender - 2008-09
Female
63.7%
20-29
48.4%
30-39
9.6%
40 or Older
5.6%
Male
36.1%
Unknown
.2%
Gender Campuswide
19 or Less
36.4%
Female
55.3%
Behavioral Science Asian/ Pac
Isl
6.6%
Am Indian/
Other
1.3%
Unknown
7.0%
African
Amer
7.3%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
White
30.2%
Hispanic
47.5%
Age Campuswide
2008-09
Male
44.5%
Ethnicity - 2008-09
Age - 2008-09
19 or Less
28.8%
66
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
7.2%
African Amer
7.4%
Behavioral Science
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
116
117
23
256
105
100
21
226
100
100
18
218
113
110
19
242
106
105
20
231
Enrollment 3
Census
End
4,853
4,549
785
10,187
4,085
4,356
687
9,128
3,937
4,459
606
9,002
4,101
4,048
539
8,688
4,000
4,083
613
8,696
FTEF5
Section4
4,020
3,699
684
8,403
3,284
3,482
593
7,359
3,191
3,657
520
7,368
3,426
3,344
495
7,265
3,346
3,385
548
7,279
10,500
Productivity
Students/ 42
39
34
40
39
44
33
40
39
45
34
41
36
37
28
36
38
39
31
38
24.50
23.83
4.20
26.26
22.00
21.76
3.80
23.78
21.06
21.49
3.13
22.84
21.16
20.46
3.53
22.58
20.46
20.60
3.33
22.20
Annual FTES
522.46
493.73
80.18
1,096.36
436.73
465.05
68.21
969.99
419.33
483.32
64.67
967.32
436.87
436.64
58.06
931.57
437.90
449.32
71.27
958.49
Success Retention FTEF6
Rate 7
Rate7
70.6%
66.0%
76.9%
69.0%
64.7%
62.2%
78.0%
64.5%
62.6%
61.6%
71.4%
62.7%
64.2%
66.0%
81.0%
66.1%
67.7%
70.7%
86.2%
70.4%
90.7%
87.1%
92.9%
89.2%
88.1%
86.0%
94.0%
87.5%
86.6%
86.7%
90.8%
86.9%
90.0%
88.3%
94.4%
89.5%
89.1%
87.9%
93.5%
88.8%
21.3
20.7
19.1
41.7
19.9
21.4
18.0
40.8
19.9
22.5
20.7
42.4
20.6
21.3
16.4
41.3
21.4
21.8
21.4
43.2
Annual FTEF
1, 100
28
10,000
1, 000
26
9,500
900
24
800
22
9,000
FTES5
Outcomes
FTES / 04-05 05-06
06-07
07-08
Success
Retention
100%
90%
80%
08-09
04-05
05-06
06-07
07-08
08-09
70%
8,500
Annua l FTES/FTEF
8,000
04-05
05-06
06-07
07-08
08-09
60%
45
04-05
05-06
06-07
07-08
08-09
40
35
04-05
Most Common Awards Related to or Contributed to by
Behavioral Science
Human Services
Psychology
History
Criminal Justice
Sociology
Anthropology
Political Science, International Relations
Total Behavioral Science Awards
Liberal Studies
05-06
06-07
07-08
2004-05
08-09
2005-06
2006-07
2007-08
2008-09
24
47
18
12
4
3
108
11
-
25
48
17
10
9
8
6
15
-
34
34
22
13
9
4
3
9
-
17
56
19
15
22
6
-
4
3
-
30
42
16
17
5
3
1
12
2
-
114
14
11
123
15
119
9
135
7
103
-
89
-
101
-
79
-
85
-
281
-
260
-
251
-
238
-
226
-
Definitions
1
2
3
5
6
4
7
Behavioral Science 67
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan BIOLOGY
1. Unit Mission The mission of the Bakersfield College Biological Sciences Department is to establish high quality science education, instilling discipline competencies for students in the vocational education, and transfer pathways supported by BC Biology curriculum. The BC Biology Department pedagogical strategies value active learning, field experience, critical thinking and exposure to professional and research activities. Biology Faculty are dedicated to providing rigorous Biology education that is responsive to our diverse institutional and community needs. The department’s mission supports the Institutional Level Learning Outcomes (ILO), General Education Outcomes (GE) and the Strategic Initiatives (SI) as described in the Action 2012 Plan. 2. Program Description The Biology Department uses hands‐on laboratory, field trip, discussion and didactic teaching. The department offers course work in the areas of pre‐Allied Health (Biol 16, 18, 32, 33, 34 and 255), General Education/Transfer Biology (Biol 11) and the Biology major (Biol 3A and 3B). All Biology courses emphasize critical thinking and writing. Students can earn an AS degree in Biology, with an emphasis in either General Biology or Human Biology. The department’s teaching styles and curriculum development support the Institutional Level Learning Outcomes (ILO), General Education Outcomes (GE) and the Strategic Initiatives (SI) as described in the Action 2012 Plan. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Last year’s goals were 1) Addition of a FT faculty member, 2) Increased budget for laboratory courses and 3) Modernization of laboratories with instructional technology. Due to the economic environment of California funding of CCCs was severely reduced. How did your assessment results and decisions from the past cycle inform your planning this year? Allied Health Courses (Biol‐16, 18, 32, 33, 34); Faculty have developed a core set of questions that will better determine basic A/P knowledge as well as design an appropriate set of questions for each course instead of just one topic that may not be covered within their course. General Biology Course (Biol‐11); Biology 11 faculty determined that the percentages of correct responses on the multiple choice question and on the second blank in Matching question #1 were too low. We will repeat this same assessment for Fall 2009, hoping to improve upon student outcomes on all responses, but especially two questions regarding eukaryotic/prokaryotic cells. In addition, we agreed that we will be consistent in using this assessment on the final exam, so we have a true assessment of where our students are as they leave our classes. Biology Majors Courses (Biol‐3A and 3B); Biol 3A and 3B faculty have formulated a multiple choice regarding the scientific method. We assess the students comprehension of a control/experimental group of a science experiment. Biology 68
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your resource request this year? Our course level, Allied Health, General Biology and Major Biology course SLOs are not designed make decisions regarding resources. Our SLOs are intended to assess the comprehension of biological concepts that are critical to students interested in applying to Allied Health programs, obtaining an AA/AS or transferring to a four‐year institution as a Biology major. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) California state budgetary constraints have altered funding of California community colleges. CCCs are now using ‘work‐load reduction’ models for enrollment management, course offerings and adjunct instruction. The BC Biology Department cancelled four sections of Biol‐255, one section of Biol‐11, one section of Bio‐18, one section of Biol‐7 and one section of Biol‐7L. ‘Work‐load’ reduction also affected our adjunct instruction. Cancellation of adjunct courses and team teaching of lecture/lab courses in have been put in place to meet enrollment goals at the BC main campus and the Delano Science Technology Center. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. California State University, Bakersfield, in conjunction with Bakersfield College, was awarded the College Cost Reduction Access Act grant. The two year grant is funded by the US Department of Education and is referred to as the Science, Technology, Engineering, and Mathematics grant (STEM grant). CCRAA‐STEM grant goals include the following:  Develop transfer and articulation agreements between BC and four year institutions in STEM fields  Increase the number of students attaining STEM degrees  Purchased new equipment and instructional technology  Outreach Biology 69
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values Findings/trends Enrollment has increased from 1486 (enrollment 2004‐2005) to 2062 (enrollment 2008‐2009). Since 2004‐2005 , the number of AA/AS degrees awarded in Biology has increased from 46 to a high of 86 (2007‐2008). This is an increase of 348%. A total of 83 AA/AS degrees were awarded in (2008‐2009). IRP and  Success and Retention: The Biology CCC Data Mart Department continues to surpass statewide benchmarks in science for retention (88.6%) and success (69.8%); statewide retention for biology 81.71% and success was 65.767% (source: CCC Chancellor’s Office Datamart) Enrollment and FTES in Biology courses from 2004‐05 to 2007‐08 has increased by 576 (38.7%) and 72 (16%) respectively. We have grown IRP substantially without adding a new FT faculty. Impact Unduplicated student headcount, course enrollments, number of sections offered and productivity have reached a plateau. The Biology Department has reached maximum capacity. Growth from 2003 to 2006 was accomplished by faculty carrying overloads (equivalent to 4 full‐
time faculty members), adding additional students to the class, along with revisions in curricula. Great care was used to ensure that any revisions would aid or maintain success and retention rates without jeopardizing our academic standards of rigor. Trend data reveals an increase in headcount and FTES from 2004 to 2008. I anticipate that these numbers will plateau this academic year due to the ‘work‐load’ reduction model for enrollment management. There are also a very limited pool of qualified adjuncts in the Bakersfield area. Biology 70
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome  Goal; Improve students knowledge of microscopic objects  Priority = 2  52 Microscopes  $80,000    Maintain relevant tech‐
nology General Biology Program Level SLO; Cell Theory—the students will be able to identify various cells and their structural components and differentiate the functions of each of their components.  Goal; Replace antiquated equipment  Priority = 1  Autoclave ($13,000)  10 Incinerators ($2000)  Slide warmer ($400)  Dishwasher ($400)    Periodic replace‐
ment  Maintenance of equipment in Microbiology courses is not cost effective. Biology 71
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  Goal; Upgrade equipment  Priority = 2  4 UNICO Spectrophoto‐
meters ($4000)    Maintain relevant tech‐
nology  Program Level SLO; Identify medical problems and apply appropriate and effective solutions.  Students will be able to analyze a clinical situation using anatomical terminology, and select and use the correct technology to use to create a plan of action.  Goal; Upgrade equipment  Priority = 2  2 Video Scopes  ($4000)    New  Program Level SLO; Identify medical problems and apply appropriate and effective solutions.  Students will be able to analyze a clinical situation using anatomical terminology, and select and use the correct technology to use to create a plan of action. 1
Table suggested by FCDC subcommittee, spring 2009. Biology 72
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Priority Type of Device Number of Units Equipment Users Cost Estimate Alignment with College Goal 09‐10 Or Program SLO/AUO (State) 1 = mission critical 2 = necessary 3 = nice to have if funding available Number of Students Served Faculty Office Signage 8 Faculty, staff and students College Goals; Communication and Facilities Entire student body 1 Repair ceiling leaks in class rooms and faculty offices Faculty, staff and students College Goals; Facilities Entire student body 1 4c. Future Development and Innovations Prioritized Ideas Action Item Facility Impediments Installation of Solar panels can in the parking lot, east of the Science/Engineering Building. Revenue also can be generated for plug‐in cars. It will also provide shade for automobiles, lighting for the parking lot and electricity for campus. Meters can also be installed for science course projects and activities. (i. e. calculating energy harnessed). Biology Electrical Infrastructure 73
Student / Program Outcome Supported BC Mission; Remaining vigilant in scanning our present and future environment within which we operate College Goals; Facilities and Image Institutional Level Outcomes; #3 and #4 Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data See next page.
Biology 74
Biological Science
% Change from
Headcount
2,000
Prior Year
2008-09
1,824
8.3%
2007-08
2006-07
1,684
2.7%
1,639
4.9%
2005-06
1,562
3.6%
2004-05
1,507
-
Headcount
Academic
Year
1,900
1,800
1,700
1,600
1,500
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Biological Science
Male
Female
Academic
Year
% of Total
Total
Unknown
% of Total
Total
2008-09
1,316
72.1%
501
27.5%
2007-08
2006-07
1,257
74.6%
423
25.1%
1,185
72.3%
452
27.6%
2005-06
1,124
72.0%
438
28.0%
2004-05
1,071
71.1%
435
28.9%
Headcount
% of Total
Total
7
4
2
0
1
#
0.4%
0.2%
0.1%
0.0%
0.1%
%
Registered Nursing
646
35.4%
Biology
136
7.5%
Liberal Studies
119
6.5%
98
5.4%
73
4.0%
196
10.7%
Undeclared
Age
19 or Younger
Academic
Year
% of Total
Total
20-29
30-39
% of Total
Total
40 or Older
% of Total
Total
Total
% of Total
2008-09
393
21.5%
1,091
59.8%
234
12.8%
106
5.8%
2007-08
2006-07
369
21.9%
976
58.0%
231
13.7%
108
6.4%
399
24.3%
952
58.1%
200
12.2%
88
5.4%
2005-06
388
24.8%
904
57.9%
169
10.8%
101
6.5%
2004-05
369
24.5%
864
57.3%
179
11.9%
95
6.3%
Ethnicity
Academic
Year
African American
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
2
Islander
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
109
6.0%
19
1.0%
225
12.3%
687
37.7%
686
37.6%
98
2007-08
2006-07
105
6.2%
20
1.2%
223
13.2%
659
39.1%
618
36.7%
59
3.5%
71
4.3%
28
1.7%
218
13.3%
602
36.7%
668
40.8%
52
3.2%
2005-06
63
4.0%
31
2.0%
191
12.2%
586
37.5%
637
40.8%
54
3.5%
2004-05
67
4.4%
22
1.5%
199
13.2%
527
35.0%
643
42.7%
49
3.3%
Gender - 2008-09
Female
72.1%
Male
27.5%
30-39
12.8%
Unknown
.4%
19 or Less
21.5%
Female
55.3%
Am Indian/
Other
1.0%
Unknown
5.4%
African
Amer
6.0%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
Asian/ Pac
Isl
12.3%
Age Campuswide
2008-09
Biology White
37.6%
Hispanic
37.7%
40 or Older
5.8%
Gender Campuswide
Male
44.5%
Ethnicity - 2008-09
Age - 2008-09
20-29
59.8%
5.4%
19 or Less
28.8%
75
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
African Amer
7.2%
7.4%
2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Trends
Biological Science
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment3
Census
43
45
11
99
42
44
9
95
41
41
10
92
34
34
6
74
33
30
5
68
FTEF5
Section4
902
955
205
2,062
823
885
189
1,897
860
863
237
1,960
714
710
148
1,572
732
653
101
1,486
2,500
Students/ End
1,074
1,146
232
2,452
979
1,036
213
2,228
1,005
971
254
2,230
820
843
154
1,817
877
765
126
1,768
Productivity
25
25
21
25
23
24
24
23
25
24
25
24
24
25
26
25
27
26
25
26
15.30
15.25
2.98
16.76
15.03
15.36
2.97
16.68
15.63
15.10
3.90
17.32
14.83
14.10
2.50
15.72
14.36
13.00
2.17
14.77
Annual FTES
2,100
Rate7
Rate7
69.8%
66.5%
76.1%
68.9%
69.3%
65.8%
68.4%
67.6%
69.1%
71.3%
79.8%
71.3%
76.4%
69.7%
78.9%
73.5%
74.5%
77.8%
75.8%
76.1%
88.6%
86.3%
87.6%
87.4%
89.9%
88.4%
90.4%
89.3%
88.8%
88.7%
94.0%
89.4%
92.2%
90.4%
97.4%
91.9%
89.9%
90.6%
84.2%
89.8%
15.4
15.7
16.6
31.2
13.8
15.0
15.5
29.0
14.3
15.0
14.9
29.4
14.2
15.1
14.3
29.3
15.7
15.2
12.7
30.5
25
500
20
400
15
300
10
04-05
1,900
234.87
238.85
49.43
523.16
208.08
229.97
46.02
484.07
223.62
226.80
57.92
508.34
210.50
213.61
35.86
459.97
225.56
197.87
27.64
451.07
FTES / Annual FTEF
600
2,300
FTES5
Outcomes
05-06
06-07
07-08
1,700
Success
Retention
100%
90%
08-09
04-05
05-06
06-07
07-08
08-09
80%
70%
Annual FTES/FTEF
35
1,500
60%
04-05
05-06
06-07
07-08
08-09
04-05
05-06
06-07
07-08
08-09
30
25
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Biological Science
Biology
Biology, Emphasis Human
Allied Health
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
19
-
27
106
103
281
22
-
14
44
116
89
260
63
-
13
43
137
101
251
-
11
-
77
-
75
150
79
238
74
-
15
68
173
85
226
122
-
Definitions
1
2
3
5
6
4
7
Biology 76
2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Bookstore
2009-2010 Annual Unit Plan
1. Unit Mission for Bakersfield College Bookstore The mission of the Bakersfield College Bookstore is to support the academic and administrative goals of Bakersfield College. The Bookstore will serve as a public focal point, enhancing the image of the college by reflecting the college’s highest intellectual standards and commitment to learning. 2. Program Description The Bakersfield College Bookstore provides an important contribution to the effective delivery of BC’s core student learning processes. It is the responsibility of the Bookstore to provide current textbooks supporting all curriculum taught at Bakersfield College including related supplies to the main campus, Bakersfield College Delano Center, satellite campuses, and other miscellaneous sites. The Bookstore is self‐sufficient and operates as an enterprise fund for the college. The Bookstore operations also include Shipping and Receiving activities for the campus community. All deliveries are checked in and verified prior to being delivered to their ultimate destination. The Bookstore annually reinvests its profits back into the college to support student development. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. An assessment has not yet been conducted at this time. How did your assessment results and decisions from the past cycle inform your planning this year? An assessment has not yet been conducted at this time. How did your assessment results and decisions from the past cycle inform your resource request this year? An assessment has not yet been conducted at this time. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Technology is changing so rapidly that the options students have come to expect have greatly surpassed the Bookstore’s ability to provide the services our clientele has come to expect. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The current floor plan for the Bookstore is currently under review. The display cabinets and amenities used in order to display inventory is under review as Bookstore 77
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan well. This past year two used clothing kiosks were purchased that has aided in displaying more articles of clothing and the ability to place more on the floor. 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome  Goal: Implement MBS upgrade  Request: Purchase of software program  Priority: 1  Cash Register Operating System  Free  N/A  N/A  Mission Critical  YTD  Goal: Upgrade Registers and money collection  Request: Purchase new Registers  Priority: 2  Purchase 6 new units  $30,000  N/A  N/A  Mission Critical  YTD Bookstore 78
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  Goal: Replace current check processing company.  Request: Replace Certegy.  Priority: 3  Cost associated with volume  Currently $925 a month  N/A  N/A  Mission Critical  YTD  Goal: Remote credit card processing  Request: Purchase wireless credit card machine  Priority: 4  2 Devices  $5,000  N/A  N/A  Necessary  YTD  Goal: Better Campus Recognition  Request: Install large sign on Business Services Building  Priority: 5  External Sign  $2,000  N/A  N/A  Innovative  YTD 1
Table suggested by FCDC subcommittee, spring 2009. Bookstore 79
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users MBS Operating System 1 Bookstore Staff Registers 6 Bookstore Staff Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Annually $25,000 Strategic Initiative: Provide quick and accurate information for students seeking class materials . Provide a convenient way in which to purchase required classroom instructional materials Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available 18,000 + 1 Same as Above 18,000 + 1 Same as Above 18,000 + 1 $5,000 Same as Above 18,000 + 2 18,000 + 3 $30,000
Check Processing Vendor 1 Wireless Credit‐card Machines 2 Bookstore Staff Exterior Sign 1 N/A Total Cost Estimate Bookstore Staff $‐TBD
$2,000 $62,000 Bookstore 80
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Background The Bakersfield College Bookstore workload is directly proportional to student headcount and unit load. The Bookstore continues to upgrade its Point of Sales system and overall capabilities and services to meet the growing demands of the campus. As noted we are working towards wireless credit card capabilities as the bookstore services continue to expand and grow at satellite and remote locations (i.e. off‐site facilities such as local high schools, etc.) The Bakersfield College Bookstore is also working on better ways for product recognition to students and visitors on campus. Long Range Plans The Bookstore will continue to expand its operations at the Bakersfield College Delano Center as an integral part of the operation instead of a satellite operation. It is crucial that bookstore staff continue to be engaged in the manning and organization of the new facility, including the fixtures and equipment. The main college Bookstore will move towards implementation of a web based online ordering and shipping system for textbooks and merchandise to better service students and the community. This expansion plan would require an additional full‐time employee and one 19‐hr employee to manage and oversee orders, shipping, returns, and processing for both campuses. The Bookstore is in need of purchasing new office furnishings for the Bookstore staff. (Desks, chairs, file cabinets, etc. for 4 individuals) Present furnishings are 25+ years old. The Bookstore interior needs to be updated with carpet, fresh paint and new fixtures. (Display cases, shelving, etc.) Prioritized Ideas Action Item Facility Impediments Student / Program Outcome Supported New Full Time Staff for On‐Line Services Implementation of on‐line services and hiring of appropriate staff None Faster response to student orders and improved customer service New FF&E Purchase of new office furniture New Paint Improved environment for both staff and clientele Bookstore 81
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data Category 2006 2007 2008 2009 2010 Budgeted Sales $4,328,500 $105,544 $4,785,971 $4,852,224 Realized Sales $4,550,420 $4,763,484 $5,147,858 TBD Books Sold Budgeted Sales has increased by $500,000 over the past 5 years and actual sales has seen an increase of nearly $700,000 in three years. This data confirms increased growth over the past few years warranting implementation of internet sales and the need to address the technological gap in our point of sale operations. In addition, to stay current with industry trends in internet sales, the Bookstore needs to improve the technical knowledge of E‐commerce and bring the bookstore up‐to‐date with online sales of textbooks and merchandise to stay competitive and remain profitable. Bookstore 82
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan BUSINESS MANAGEMENT & INFORMATION TECHNOLOGY
1. Unit Mission The mission of the Business Management and Information Technology (BMIT) Department at Bakersfield College is to provide campus‐wide leadership and educational opportunities in the areas of Business and Information Technology. The BMIT Department supports the Mission, Institutional Level Outcomes, and Strategic Initiatives by: ∙
Providing opportunities for our students to keep up‐to‐date with current technology and business practices. ∙
Preparing students to transfer to four‐year institutions in the areas of business, management, computer science, and information technology. ∙
Training community members and equipping our community workforce with the skills they need to be successful. ∙
Providing students from other majors to compliment their learning in those areas with skills that are essential for success in a variety of careers. 2. Program Description Administrative Office Assistant. The Administrative Office programs are designed to provide the skills and competencies needed to become an efficient, productive member of an office support team. Students complete courses designed to help them learn to analyze and coordinate office duties and systems, develop proficiency in the use of integrated software, and improve oral and written communication. Emphasis is placed on non‐technical as well as technical skills. Students have the option of completing certificate and/or two‐year degree programs. Bookkeeping. The Bookkeeping program provides students with the knowledge and the skills necessary for employment and growth in the accounting profession. Using the "language of business," accountants assemble and analyze, process and communicate essential information about financial operations. Business Administration. The desire of this department is to promote and enhance the economic development of the community; to provide for lifelong learning and academic excellence through course content, application, and technology; to serve diverse populations with a sense of worth and dignity; to establish work ethics relative to a positive work environment; to meet workforce needs in the workplace through skills development, training, and personal growth; to be quality driven; and to communicate a sense of vision and renewal through a creative utilization of productive and innovative resources. California Real Estate. The Real Estate courses offered are recognized by the State of California and accepted as prerequisites for the students to sit for their licensing examinations. These courses are also available for continuing education credits. Upon completion of these courses, the students will have the knowledge to allow them to comply with real estate practice standards imposed by the Real Estate License Law and Commission rules for the State of California. Students have the option of completing certificate and/or two‐year degree programs. Computer Information Systems, The CIS degrees and certificates prepare students for a career or transfer to another institution in the area of computer Business Management & Information Technology 83
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan information systems. Students in this area will be prepared for a broad set of careers in the computer and information industry. They will be able to work in a variety of roles in Information Technology, or have the ability to specialize further within the field. Computer Science. The CS degrees and programs are more narrowly focused on the study of computer science as a discipline. These programs prepare students for more specific roles and transfer situations, including programmers and systems analysts in organizations and for transfer to four year institutions with programs in Computer Science. General Management. The Management curriculum is designed to provide the student with the skills necessary for success as a manager in today's demanding organizational climate. The program is of benefit to the man or woman who aspires to a first‐level or higher management position in any organization, including: business, government, or service organizations. Geographic Information Systems. This program prepares students to use GIS to analyze and utilize various geographic and map related data in various roles in both public and private sector organizations. Marketing. The Marketing curriculum concentrates on the study of marketing strategies and techniques through an association of courses designed to provide the student with a strong marketing foundation. Students who complete this course of study will meet the entry‐level requirements for positions in most businesses, including sales, advertising, sales promotion and positions in advertising departments and agencies. The curriculum is also designed to assist students already employed in these or related career areas who elect to gain a greater insight into the marketing career area. Networking. The networking programs prepare students for careers in computer network management, engineering, and administration. A variety of platforms and technologies are included in these programs, and content is continually updated to stay current with developments in the field. Retail Management. The Western Association of Food Chains is pleased to announce the new WAFC RetailManagement Certificate Program, a 10‐course college‐level program that has been fully endorsed by the Western Association of Food Chains and its member companies. The certificate's curriculum was developed out of a collaborative effort between several food industry and college professionals and encompasses several business essentials, including the "soft skills" of management and communication required for career success in the retail food industry. Web Development. Students in the web development programs are prepared for a variety of careers in web development in several areas of specialization. These programs cover the latest software and development packages, as well as recent conceptual developments in the web development field. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions Business Management & Information Technology 84
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan State how/whether last year’s resource allocation met unit goals. We did not receive any of the requested personnel replacements or facility repairs/upgrades. The technology allocations that were budgeted were purchased through a combination of department money and VTEA money. Although they were needs stated in the unit plan, the technology purchases that were made were not strategic purchases intended to advance the department with regard to adding to our programs or ability to educate students at the highest standard. Rather, they were necessary in order to maintain a minimum level of currency with the needs of business and technology sectors in the marketplace. How did your assessment results and decisions from the past cycle inform your planning this year? Planning for this year was determined on the basis of maintaining currency in the disciplines while working within a severely limited budget. The department will continue to push for the fulfillment of our most urgent staffing needs while realizing that in times of limited budget resources we will be competing for a smaller pool of resources. How did your assessment results and decisions from the past cycle inform your resource request this year? Since our resource request from last year was not met, our resource request for this year was informed by our continuing unmet needs in these areas. These requests are urgent, and therefore they will constitute the mass of our requests for this year. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) External conditions change at a regular pace. Technology advances, resulting in changes in business climate and the needs of the technology sector. As a department, external change is a reality we have lived with and planned for since the creation of the disciplines. Therefore, external changes have become a constant for us ‐ something that we plan for and work with on an ongoing basis. Business Management & Information Technology 85
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. We will have one additional retirement in the business area. This reduced a staff that is already low in numbers to a number that is prohibitive when it comes to meeting the needs of our students. Budget will obviously be an issue ‐ We will have to prioritize even our basic technology needs. Our facility continues to be an issue. We will need to make due with limited space, both in labs and in traditional classrooms. Our facility is old, and has many of the problems that other older buildings have. We will have to make due with limited/surface level modernization. Business Management & Information Technology 86
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s)
Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; IRP licensure pass rates; etc. Business Management & Information Technology Findings/trends Impact The 08‐09 year was the first year in several where The impact of this data trend is that our faculty is an increase in headcount was realized. The stretched to its absolute limit, in terms of decreasing headcount can be attributed to the teaching the sheer number of students who loss of several full‐time faculty in the department require our classes, in terms of the level of due to retirement. The increase in this year is a diversity each faculty member must maintain in result of a much higher FTEF to FTES ratio, an their knowledge base (in a field that requires a indicator of the department’s productivity. The depth of knowledge that makes breadth majority of our FT faculty also teach overload prohibitive), and in terms of supporting the classes ‐ another factor which would support the auxiliary needs of students in our programs (lab higher numbers of students served. and equipment maintenance, career guidance, etc) This underscores our need to hire additional faculty in this department. Our measures of student success have trended to While the degree of the decline in these the positive for the past 5 years, but declined in measures is not numerically significant, it is an the 08‐09 AY. indicator that our department resources have been stretched thin, and that our ability to adequately serve students is being harmed. Adequate staffing, facilities and equipment are primary factors in student success in our area, and our needs have become greater than our faculty have been able to make compensation for.
87
Bakersfield College 2009‐2010 Annual Unit Plan Staffing levels / workload values Instructional: Cost / FTES (Return to Top) IRP Total Budget FY09 /Total FTES FY09 Educational Master Plan BMIT is currently operating at a size that is about While the faculty have continually risen to meet 2/3 of what it was 6 years ago, and an additional the challenges presented us by staffing levels, the faculty will retire at the end of the Fall 09 term. BMIT department is at the limit of what can be We do not have adequate department support, done by a group of faculty this size. Most of us and there is no classified presence in our service teach overload, and many of us take on 5‐6 area to help meet the daily needs of students and different preps in order to meet student need. faculty in the department. The inevitable impact of these things is that our ability to serve students is hindered. Our faculty budget has been declining over recent Our cost/FTES ratio is good ‐ in fact, it continues years, and will continue to do so with our pending to get better. However, this is a ratio that can retirement. Our adjunct numbers are also down, only become so small before the quality of our although some of this expense is being paid out programs begins to suffer. This measure of to FT faculty overload. The number of students in efficiency must be balanced with a measure of the current academic year is higher than number quality, such as student success. As was noted of FTES for 08‐09. above, our measures of success are beginning to show decline. This trend is likely to continue if the faculty of this department is stretched so thin.
Business Management & Information Technology 88
Business Management and Information Technology (BMIT)
% Change from
Headcount
4,500
Prior Year
2008-09
3,984
4.7%
2007-08
2006-07
3,806
-3.4%
3,941
-1.8%
2005-06
4,013
-9.9%
2004-05
4,455
-
Headcount
Academic
Year
4,250
4,000
3,750
3,500
2004-05
Male
Female
% of Total
Total
Unknown
% of Total
Total
2008-09
2,220
55.7%
1,754
44.0%
2007-08
2006-07
2,156
56.6%
1,644
43.2%
2,272
57.7%
1,667
42.3%
2005-06
2,351
58.6%
1,660
41.4%
2004-05
2,626
58.9%
1,824
40.9%
10
6
2
2
5
2007-08
2008-09
Headcount
% of Total
Total
2006-07
Majors of Students Enrolled in Business Management and
Information Technology (BMIT)
Gender
Academic
Year
2005-06
#
0.3%
0.2%
0.1%
0.0%
0.1%
%
896
22.5%
Accounting
281
7.1%
Liberal Studies
200
5.0%
Computer Science
200
5.0%
Computer Information Systems
160
4.0%
592
14.9%
Undeclared
Age
19 or Younger
Academic
Year
% of Total
Total
20-29
30-39
% of Total
Total
40 or Older
% of Total
Total
Total
% of Total
2008-09
887
22.3%
1,937
48.6%
536
13.5%
624
15.7%
2007-08
2006-07
954
25.1%
1,760
46.2%
530
13.9%
561
14.7%
1,088
27.6%
1,765
44.8%
520
13.2%
568
14.4%
2005-06
1,039
25.9%
1,852
46.2%
560
14.0%
562
14.0%
2004-05
1,114
25.0%
2,077
46.6%
628
14.1%
636
14.3%
Ethnicity
African American
Academic
Year
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Hispanic
2
Islander
Total
Total
% of Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
385
9.7%
54
1.4%
282
7.1%
1,534
38.5%
1,443
36.2%
286
7.2%
2007-08
2006-07
346
9.1%
48
1.3%
275
7.2%
1,429
37.5%
1,469
38.6%
238
6.3%
286
7.3%
65
1.6%
270
6.9%
1,602
40.6%
1,551
39.4%
167
4.2%
2005-06
351
8.7%
56
1.4%
252
6.3%
1,708
42.6%
1,498
37.3%
148
3.7%
2004-05
391
8.8%
67
1.5%
327
7.3%
1,695
38.0%
1,829
41.1%
146
3.3%
Gender - 2008-09
Ethnicity - 2008-09
Age - 2008-09
30-39
13.5%
Female
55.7%
Male
44.0%
40 or Older
15.7%
20-29
48.6%
Unknown
.3%
Male
44.5%
2008-09
30-39
14.3%
Hispanic
44.3%
40 or Older
13.2%
Business Management & Information Technology Unknown
7.2%
2008-09
20-29
43.8%
Unknown
0.3%
African
Amer
9.7%
Age Campuswide
2008-09
Female
55.3%
Asian/ Pac
Isl
7.1%
Am Indian/
Other
1.4%
19 or Less
22.3%
Gender Campuswide
White
36.2%
Hispanic
38.5%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
19 or Less
28.8%
89
White
33.5%
Unknown
African Amer
7.2%
7.4%
Business Management and Information Technology (BMIT)
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment 3
Census
115
108
18
241
109
110
15
234
126
132
14
272
140
129
8
277
125
140
16
281
End
3,103
3,291
434
6,828
2,913
3,076
394
6,383
3,064
3,488
239
6,791
3,071
3,556
195
6,822
3,610
3,857
180
7,647
Section
2,433
2,502
335
5,270
2,231
2,330
292
4,853
2,447
2,705
201
5,353
2,451
2,687
167
5,305
2,755
2,817
155
5,727
8,000
Productivity
Students/ FTEF5
4
27
30
24
28
27
28
26
27
24
26
17
25
22
28
24
25
29
28
11
27
FTEF
297.77
315.09
43.31
656.17
279.57
297.93
35.58
613.08
297.02
332.03
22.96
652.01
278.25
379.42
25.28
682.95
406.06
419.59
23.08
848.73
6
14.8
15.4
15.8
30.3
14.1
15.3
14.1
29.3
14.2
14.4
13.0
28.5
13.1
17.5
20.6
31.0
20.2
19.2
16.8
39.2
Annual FTEF
900
7,000
FTES5
20.19
20.43
2.73
21.67
19.85
19.44
2.53
20.91
20.93
23.04
1.77
22.87
21.20
21.70
1.23
22.07
20.07
21.82
1.37
21.63
Annual FTES
Outcomes
FTES / 24
700
22
600
20
04-05
05-06
06-07
07-08
Retention 7
Rate 7
70.7%
68.6%
73.8%
69.9%
72.5%
71.5%
79.0%
72.4%
70.1%
66.3%
77.1%
68.4%
72.1%
66.5%
78.1%
69.4%
67.5%
67.8%
80.4%
68.0%
89.0%
86.5%
86.5%
87.7%
89.7%
88.0%
90.7%
88.9%
87.5%
84.5%
92.8%
86.1%
88.9%
87.4%
89.8%
88.2%
87.7%
84.9%
90.2%
86.4%
Rate
Success
26
800
Success Retention
100%
90%
80%
08-09
04-05
05-06
06-07
07-08
08-09
70%
Annual FTES /FTEF
6,000
04-05
05-06
06-07
07-08
08-09
60%
40
04-05
05-06
06-07
07-08
08-09
35
30
25
04-05
05-06
06-07
07-08
08-09
Awards for Business Management and Information
Technology Students
Accounting
Administrative Office Assistant
Bookkeeping
Business Communication
General Business
General Management
Marketing
Office Assistant I
Office Assistant II
Real Estate
All Business Management and Information Technology Awards
2004-05
2005-06
2006-07
2007-08
2008-09
14
6
55
1
2
78
42
2
7
2
4
57
10
7
72
1
1
91
86
1
6
1
8
102
20
2
62
2
86
10
174
25
1
5
3
218
22
1
72
1
3
99
13
156
22
2
7
3
2
205
22
3
64
4
2
95
10
103
18
3
1
3
138
Definitions
1
2
3
5
6
4
7
Business Management & Information Technology 90
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan COMMUNICATIONS
1. Unit Mission
The award‐winning Communication Department at Bakersfield College offers lower division Communication and Journalism courses for personal and professional growth and development. These courses lead to the completion of an AA degree and/or certificate of completion, transfer to four year colleges, development of specific technical and occupational skills for entry level communication related jobs, and enhanced personal and interpersonal life skills. Our goal is to increase student success and retention by providing a variety of general education courses that appeal to different segments of the student population, including students with high‐anxiety about their communication skills. Communication courses offer instruction in communication theory and practice, critical thinking skills, and applied training for transfer students, students seeking career training in both occupational and technical fields, and enhanced targeted instruction for verbal, non‐verbal, written, and mediated communication. The Journalism program offers vocational training which provides an effective pathway to career success. The Communication area: 1. Improves student access, retention and success through increased opportunities provided by our five certificate programs and our AA program. 2. Provides effective learning and career pathways for students by identifying growing community needs and organizing programs to meet those needs. 3. Supports student learning by improving certificate and degree processes in our discipline, increasing articulation through the CSU Breadth Committee as well as articulation through IGETC. The Journalism area: 1. Our Journalism instructor is maintaining the high‐quality learning experiences and production quality of our successful journalism program. This instructor is exploring the creation of a separate Mass Communication / Media department that would expand Journalism offerings. 2. Program Description
The Communication Department at Bakersfield College provides life enhancing skills to the community. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions
State how/whether last year’s resource allocation met unit goals. Last year’s resource allocation was about right for office supplies. However, we are in need of new computers and monitors for our full time professors. Communication 91
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your planning this year? This past year we assessed our first student learning outcome: Manage Communication Apprehension. This was accomplished by administering the Personal Report of Communication Apprehension (PRCA). It was found that apprehension levels dropped significantly over the course of the semester. Although we are no longer administering the PRCA, we are more aware of our success rate. How did your assessment results and decisions from the past cycle inform your resource request this year? The student leaning outcome that we are focusing on this year is SLO #2: Develop, organize and support ideas with personal experience and cited research for informative and persuasive oral presentations. Faculty who teach the oral communication classes will all use the same rubric to evaluate speeches and then compare notes. We decided to focus on this SLO because we believe that communication apprehension is decreased when students have done their research and have their ideas organized for oral presentation. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) As the job market has become more competitive, we believe that the ability for students to communicate effectively, appropriately, and competently will make them more employable and give them an edge on their competition for a job. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Budget issues have adversely affected our goals. Specifically, increasing the number of sections we teach. We have also had to cut the following classes: Organizational Communication, Leadership and Communication, Health Communication, Communication Ambassadors. One of our full time faculty members retired unannounced last year, leaving us with just six full time faculty members in Communication. The demand for our classes has continued to increase while our ability to meet that demand has been diminished. Communication 92
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data
We are a data-informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends
and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For
example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges,
or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance
indicators” that are most relevant to your unit.
Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values Communication IRP Findings/trends In 2008‐09 we offered a total of 152 classes (not including summer) – serving approximately 4500 students. We awarded approximately 400 certificates in our department this last year. We received approval from the state for our Communication certificate. However, the district has put all other certificates on hold. #1 Priority: REPLACEMENT for a retired full‐time Communication faculty member at Bakersfield College. On April 1, 2009 we received notice that one of our full time faculty members was retiring effective May 31, 2009. This late notice put us in a bind for Fall 2009 semester. As a fully‐functional Communication department offering a variety of essential Communication courses for both vocational and academic advancement, we have increased the number of classes that fulfill the oral communication requirement as well as classes that fulfill the critical thinking requirement, the social science requirement, and the multicultural requirement. The ratio of full time faculty to part time faculty is out of compliance. 93
Impact This year we will serve approximately 4000 students with 135 sections. We have a back log of students who are waiting for their certificates. Many of whom are wanting to include these on job and university applications. We cannot rely on the necessary number of adjuncts to meet instructional demand Our options are to reduce the number of classes offered‐‐or hire another full time faculty. In order to continue staffing our courses and serving our students currently working on one of our certificates, at least one full‐time Communication hire at Bakersfield College is essential. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics
Ed Master Plan Unit Plan Priorities College Unit Communication Funding / Support Requested Equipment Staffing  Document Cameras – about $800 each. We need at least three for a total of about $2400.  For ISIT request use chart on web‐
link to Overview and Instructions on web  See attachment for Journalism needs. #1 Priority: REPLACEMENT for a retired full‐time Communication faculty member at Bakersfield College. On April 1, 2009 we received notice that one of our full time faculty members was retiring effective May 31, 2009. This late notice put us in a bind for Fall 2009 semester. We cannot rely on the necessary number of adjuncts to meet instructional demand Our options are to reduce the number of classes offered‐‐or hire another full time faculty. In order to continue staffing our courses and serving our 94
Facilities Outcome / Metrics Other Info. Outcome Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan students currently working on one of our certificates, at least one full‐time Communication hire at Bakersfield College is essential. 1
Table suggested by FCDC subcommittee, spring 2009.
5. Trend Data from IRP and/or Other Relevant Program Data
REQUIRED RESOURCES FOR JOURNALISM: #1 Priority: Printing budget. Currently, the Renegade Rip, the student newspaper at Bakersfield College, costs approximately $14,000 per school year to print. The paper is printed at Castle Print in Bakersfield, and we get a discount on color printing from that company. The cost of printing the paper is about as cheap as we are going to find anywhere. In fact, at the beginning of the 2009‐10 school year, the journalism professor worked with the printer to reduce printing costs by narrowing the width of the newspaper and reducing the number of copies from 4,000 to 3,000 per run. Now, a 12‐page issue with four pages of color costs $918 as compared to $1,225. Thus, we have made a huge attempt to reduce these costs. In the past, we have been provided an annual budget that includes funds for printing the student newspaper. Once at $5,000, this budget has been reduced over the years, and this year, we were given $1,500 for the entire school year with no funds for travel and supplies. When the printing money was $5,000, we could make up the difference for printing costs through advertising revenue. That revenue also helped pay for travel costs for a conference we attend each semester. The advertising revenue, though, fluctuates year to year, and the effort to get this revenue is not part of the curriculum or part of the instructor’s job description. But to survive, we advertise, which puts a burden of work on the adviser and sometimes students. The journalism professor is requesting that the printing budget for the student newspaper be considered as inadequate and, thus, increased. The amount of money is outdated and doesn’t conform to current printing costs for the type of newspaper the students are producing. In fact, in a poll among community colleges in the state that have student newspapers, Bakersfield College is now one of the bottom three least‐funded journalism programs among 60 other programs. Communication 95
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Yet, the program continues to grow, and even in difficult economic times, journalism professors in California are finding an increased interest in the field. Currently (Oct. 29, 2009), Bakersfield College has 183 seats filled in journalism classes, which is a huge number. The student newspaper continues to excel in competition against its peers, winning general excellence in the state and Southern California region for 2009. For the second year in a row, in competition against four‐year Cal State Bakersfield, the student newspaper swept all 10 first‐place awards at the Kern Press Club banquet in May 2009. This might all go away, though, if funds are not available to pay our off‐campus printer. The survival of The Renegade Rip, an 80‐year tradition at BC, is at stake, not to mention the learning skills students gain from such a class, such as teamwork, critical thinking, organization and the proper methods for conducting journalism. #2 Priority: Computer equipment in Campus Center 1 Computer technicians from Bakersfield College’s Information Services Department have suggested the journalism lab in Campus Center 1 update its computers and the software necessary for conducting the student newspaper classes and photojournalism course. The current computers, mainly e‐Macs and a few G4s, have a life span of up to five years. The computers are in their seventh year of use at BC. Already, four have “died,” including two this year that haven’t been fixed because of budget cuts. Last semester, we were able to update the software for production of the student newspaper to Creative Suite 3 (known as CS3). Unfortunately, this software will not operate on our current computers. Thus, we are still using the old computers with outdated software to produce the student newspaper. In fact, CS3 is now outdated. Our new multimedia class, which couldn’t operate the way we wanted it to because of the outdated computers, has been moved to Fine Arts, where it can benefit from the more advanced equipment. The cost of the computers, according to an Apple representative, would be in the $20,000 range. This seems significant, but BC technicians and the journalism professor are confident this equipment update would last for at least 10 years, even with today’s constantly advancing computer technology. The student newspaper is a training ground but operates under the standards of a professional operation. All of the production of the newspaper – word processing, page design, copy editing, headline writing, photography, etc. – is done by students. The student newspaper also tries to meet the standards of newspaper technology. All of the work completed by students is done on the computers with the software programs. At this point, the photographers in the newspaper class must wait long periods of time just to download photos into the computers mainly because the computers can’t support the technology of their cameras. Students producing a newspaper with iMac computers and CS4 will be operating at industry standards of technology, enabling a seamless transition to a four‐year institution or the professional world. Obtaining this equipment would bring the journalism classes in line with other Bakersfield College Mac‐based classes. The Fine Arts Department, which offers digital photography, graphic design and other classes related to computer use, has updated its digital laboratories. Providing that technology for the journalism classes will give Bakersfield College journalism students an even playing field with students using similar technology in other departments.
Communication 96
Communication
% Change from
Headcount
4,500
Prior Year
2008-09
4,328
2007-08
2006-07
3,628
9.7%
3,308
-0.9%
2005-06
3,339
1.0%
2004-05
3,306
-
Headcount
Academic
Year
19.3%
4,000
3,500
3,000
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Communication
Academic
Year
Female
Male
% of Total
Total
Unknown
% of Total
Total
2008-09
2,564
2007-08
2006-07
2,157
59.5%
1,462
40.3%
2,024
61.2%
1,283
38.8%
2005-06
2,041
61.1%
1,298
38.9%
2004-05
2,019
61.1%
1,284
38.8%
59.2%
1,755
9
9
1
0
3
40.5%
Headcount
% of Total
Total
#
0.2%
0.2%
0.0%
0.0%
0.1%
%
Registered Nursing
456
10.5%
410
9.5%
Criminal Justice
276
6.4%
Liberal Studies
245
5.7%
Psychology
211
4.9%
605
14.0%
Undeclared
Age
Academic
Year
19 or Younger
20-29
% of Total
Total
30-39
% of Total
Total
Total
40 or Older
% of Total
% of Total
Total
2008-09
1,690
39.0%
2,009
46.4%
367
8.5%
262
6.1%
2007-08
2006-07
1,436
39.6%
1,642
45.3%
295
8.1%
255
7.0%
1,323
40.0%
1,510
45.6%
291
8.8%
184
5.6%
2005-06
1,282
38.4%
1,591
47.6%
274
8.2%
192
5.8%
2004-05
1,333
40.3%
1,479
44.7%
295
8.9%
199
6.0%
Ethnicity
Academic
Year
African American
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
Hispanic
2
Islander
Total
Total
% of Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
323
7.5%
73
1.7%
275
6.4%
1,940
44.8%
1,392
32.2%
325
7.5%
2007-08
2006-07
226
6.2%
61
1.7%
239
6.6%
1,607
44.3%
1,243
34.3%
252
6.9%
227
6.9%
54
1.6%
242
7.3%
1,492
45.1%
1,167
35.3%
126
3.8%
2005-06
226
6.8%
48
1.4%
255
7.6%
1,411
42.3%
1,282
38.4%
117
3.5%
2004-05
234
7.1%
49
1.5%
258
7.8%
1,366
41.3%
1,300
39.3%
99
3.0%
Gender - 2008-09
Ethnicity - 2008-09
Age - 2008-09
Female
59.2%
20-29
46.4%
30-39
8.5%
White
32.2%
Hispanic
44.8%
40 or Older
6.1%
Male
40.5%
Asian/ Pac
Isl
6.4%
Am Indian/
Other
1.7%
Unknown
0.2%
19 or Less
39.0%
Gender Campuswide
Female
55.3%
Male
44.5%
Communication Ethnicity Campuswide
Age Campuswide
2008-09
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
19 or Less
28.8%
97
Unknown
7.5%
African
Amer
7.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
7.2%
African Amer
7.4%
Communication
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
5,500
Enrollment3
Census
90
82
23
195
73
69
17
159
67
65
19
151
72
69
16
157
68
59
22
149
Students/ End
2,467
2,267
555
5,289
1,978
1,943
464
4,385
1,808
1,771
480
4,059
1,711
1,762
421
3,894
1,761
1,489
485
3,735
Productivity
2,106
1,938
497
4,541
1,685
1,653
425
3,763
1,580
1,461
440
3,481
1,412
1,451
386
3,249
1,507
1,253
452
3,212
FTEF5
Section4
27
28
24
27
27
28
27
28
27
27
25
27
24
26
26
25
26
25
22
25
19.35
17.61
4.20
20.58
15.68
14.88
3.40
16.98
13.60
13.68
3.70
15.49
14.08
13.98
3.20
15.63
13.77
12.34
4.03
15.07
Annual FTES
4,500
FTES / Success Retention FTEF6
Rate7
Rate7
78.0%
79.6%
88.2%
79.8%
78.4%
79.4%
93.1%
80.4%
79.2%
74.9%
92.4%
78.9%
78.5%
76.7%
90.1%
79.0%
76.8%
77.7%
90.0%
78.9%
91.4%
91.3%
94.3%
91.7%
92.2%
90.9%
97.3%
92.2%
92.1%
87.3%
95.2%
90.4%
90.6%
89.1%
95.5%
90.5%
90.6%
89.5%
96.2%
90.9%
267.23
244.45
60.28
571.96
213.68
209.66
47.71
471.05
195.81
192.06
49.18
437.05
182.75
190.73
39.56
413.04
191.89
160.19
47.04
399.12
13.8
13.9
14.4
27.8
13.6
14.1
14.0
27.7
14.4
14.0
13.3
28.2
13.0
13.6
12.4
26.4
13.9
13.0
11.7
26.5
Annual FTEF
600
5,000
FTES5
Outcomes
Success
25
500
20
400
15
300
90%
10
04-05
05-06
06-07
07-08
Retention
100%
80%
08-09
04-05
05-06
06-07
07-08
08-09
4,000
70%
Annual FTES/FTEF
3,500
04-05
05-06
06-07
07-08
08-09
60%
30
04-05
05-06
06-07
07-08
08-09
25
20
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Communication
Communication (formerly Speech)
Journalism
Total Communications Awards
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
2
3
5
24
24
3
4
7
58
58
15
5
20
103
281
-
89
260
-
101
251
113
1
114
24
2
26
106
106
-
79
238
-
21
2
23
85
226
97
1
98
-
Definitions
2
1
3
5
6
4
7
Communication 98
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan COUNSELING
1. Unit Mission The Bakersfield College Counseling Department introduces, educates, and promotes student success and career development. We believe as a department that we are in alignment with the college mission as stated in the catalog. 2. Program Description The Department provides student learning through assessment interpretation, study skills, college orientation, career and academic development to include the development of educational plans. Personal and crisis counseling is also provided. The Counseling Department includes such areas as the Counseling Center, Career Center, Transfer Center, and International Student Services. Day‐to‐day activities include offering classes, face‐to‐face counseling and advising sessions at both the main BC campus and Delano Campus, group workshops, online and telephone advising. Additionally, a comprehensive counseling website, online college orientation and virtual career center website, increases information to all students both within and outside of the greater Kern County geographical area. To further student educational success, the department also interfaces regularly with academic and other Student Services departments. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Matriculation funds provided by the V.P. of Student Services allowed the counseling center to offer counseling services to be available to students during the summer, in between semester breaks and peak times. VTEA funds allowed the counseling center to continue with online career resources and allowed the department to send counselors and advisors to off ‐campus workshops. We have developed effective and efficient strategies like offering group workshops to serve the growing number of students with significantly reduced resources both at BC Main Counseling Center and Delano Campus. How did your assessment results and decisions from the past cycle inform your planning this year? Student survey results from new‐student orientations and probation workshops requested the need for more one‐on‐one counselors. Unfortunately, at this time, we are unable to provide more face‐to‐face counseling sessions. How did your assessment results and decisions from the past cycle inform your resource request this year? Based on the surveys referenced above the resource requests for this year include more staff, extra days for current full‐time faculty, equipment upgrades (i.e.desktop computers), and media equipment to conduct workshops. Counseling 99
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Due to budget constraints, the counseling department was forced to cancel nine STDV B3 courses. Because of the state budget constraints, we have had to offer less one‐on‐one counseling and go to group workshops to meet the needs of the students. Advisors had to decrease their visibility at the high schools. For 2009‐2010 the Advisors went from weekly visits to monthly visits, and now to only participate in special events at the high schools. This will have an impact on new student enrollment. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Our department has been impacted by recent faculty retirements, a leave of absence due to illness, and reassignment into full time teaching from counseling. Being a year round operation, the department is challenged to provide services to students as resources dwindle. In addition, a dedicated Student Development classroom would be of great assistance when planning and delivering services to students. Counseling 100
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics College Strategic Initiative ‐ Student Excellence: Improve services to all students and remove barriers to academic and occupational success Counseling Unit  Goal: Increase counseling services to students Request: 3 FT Counselors 1 FT Advisors 1FT DA II Priority #1 Equipment  Refer to ISIT Needs Form Appendix B  Priority #2 Staffing  3 FT Counselors  $77,819 FT (175days, Class II, Step 6)  1 FT Educational Advisor  $72,130 (12mo)  1FT DA II  $34,097 (12 mo.) 101
Facilities  Dedicated classroom for Student Development classes  Dedicated classroom with computers to provide new student workshops, probation/disqualificati
on workshops throughout the week  Priority #3 Other Info. Outcome  On‐going  Program level SLO  Track student contact hours and compute average student contact rate per week.  Increase face‐
face students contacts  Provide more workshops for students  Dedicate a counselor or advisor to departments with higher number of students  Dedicate a counselor or advisor to specific student populations (i.e. Veterans) Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Prioritized Ideas With additional counselors, we would be able to serve students on probation or disqualification on a case load or cohort basis. Provide more intense services to include workshops and additional follow‐up Expand our early alert system Counseling Action Item Facility Impediments Student / Program Outcome Supported Hire counselors Plan and market workshops Dedicated classroom Student Success Completion of educational goal Hire counselors Plan and market workshops Dedicated classroom Student Success Completion of educational goal Train faculty and staff Dedicated classroom Student Success Completion of educational goals 102
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Other Program Data Example
DEPARTMENT ADJUSTED BUDGET Counseling *1,273,437.20
Costs may be off due to the Adjusted Budget Counseling $1,268,154.21 International $ 1,569.08 Transfer $ 3,714.05 Total $1,273,437.20 Counseling FTES 146.24
COST/FTES SUCCESS 8671.73
103
76.2%
RETENTION 92.3%
FTES/FTEF 31.6 Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan October 1, 2008 through October 1, 2009 Counselors Probation Workshop attendees Disqualification workshop attendees High School/New students workshop attendees Total attend 3,096 348 1,162 4,606 Students served by appointments Attended 12,072 Drop‐ins 4,637 Additional Contacts (email, phone, office drop by) 3,174 Total appointments 19,883 Advisors Drop‐ins Additional Contacts (Live orientations / emails) Total STDV courses offered Fall 2008 STDV B1 40 sections offered 2 OL STDV B2 1 sections offered STDV B3 9 sections offered 3 OL STDV B4 1 section offered STDV B55A 1 section offered STDVB6 5 sections offered 1 OL Total 57 STDV courses offered Summer 2009 STDVB 16 sections offered STDVB6 1 section offered Total 7 13,597 1,848 15,445 Spring 2009 STDV B1 39 sections offered STDV B2 2 sections offered 1 OL STDV B3 9 sections offered 4 OL STDV B4 1 section offered STDV B55A 2 section offered STDV B6 6 sections offered 1 OL 59 Fall 2009 STDVB1 32 sections offered STDVB2 2 sections offered STDVB3 0 offered STDVB4 1 sectioned offered STDVB55A 1 section offered STDBB6 7 sections offered 1 OL 43 Counseling 104
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan October 1, 2007 through October 1, 2008 Counselors Probation workshop attendees Disqualification workshop attendees High School/New Student attendees Total attendees 1,907 42 56 2,005 Students served by appointments Attended Drop‐ins Additional Contacts (email, phone, office drop by) Total appointments 7,306 10,763 2,489 20,558 Advisors Drop‐ins Additional Contacts (Live orientations / emails Total 10,909 1,961 12,870 STDV courses offered Fall 2007 STDV B1 33 sections offered STDV B2 5 sections offered STDV B3 3 sections offered STDV B4 1 section offered STDV B55A 1 section offered STDVB6 5 sections offered Totals 48 Spring 2008 STDV B1 41 STDV B2 1 STDV B3 6 STDV B4 1 STDV B55A 1 STDV B6 3 53 FALL 2008 STDVB1 40 sections offered 1 OL STDVB2 1 sections offered 1 OL STDVB3 6 sections offered 3 OL STDVB4 1 sectioned offered 1 OL STDVB55A 1 section offered STDBB6 3 sections offered 1 OL 52
sections offered sections offered sections offered section offered section offered sections offered Summer 2008 STDVB1 6 sections offered Total 6 Counseling 105
Counseling
% Change from
Headcount
4,000
Prior Year
2008-09
3,932
19.1%
2007-08
3,302
28.8%
2006-07
2,564
4.9%
2005-06
2,445
8.3%
2004-05
2,258
-
Headcount
Academic
Year
3,500
3,000
2,500
2,000
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Counseling
Female
Academic
Year
Total
Male
% of Total
2008-09
2,469
2007-08
2006-07
Total
Unknown
% of Total
62.8%
1,457
2,038
61.7%
1,251
37.9%
1,635
63.8%
926
36.1%
2005-06
1,552
63.5%
891
36.4%
2004-05
1,455
64.4%
803
35.6%
Total
6
13
3
2
0
37.1%
Headcount
% of Total
0.2%
0.4%
0.1%
0.1%
0.0%
#
Registered Nursing
%
557
14.2%
Criminal Justice
335
8.5%
252
6.4%
Psychology
188
4.8%
Liberal Studies
147
3.7%
701
17.8%
Undeclared
Age
19 or Younger
Academic
Year
Total
% of Total
20-29
Total
% of Total
30-39
Total
40 or Older
Total
% of Total
% of Total
2008-09
2,139
54.4%
1,329
33.8%
275
7.0%
189
2007-08
2006-07
1,827
55.3%
1,069
32.4%
239
7.2%
167
5.1%
1,452
56.6%
830
32.4%
186
7.3%
96
3.7%
2005-06
1,387
56.7%
808
33.0%
160
6.5%
90
3.7%
2004-05
1,308
57.9%
686
30.4%
156
6.9%
108
4.8%
4.8%
Ethnicity
Academic
Year
African American
% of Total
Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Islander2
Total
White
Hispanic
% of Total
% of Total
Total
Total
Unknown
% of Total
% of Total
Total
2008-09
329
8.4%
63
1.6%
260
6.6%
1,941
49.4%
1,066
27.1%
273
6.9%
2007-08
2006-07
228
6.9%
47
1.4%
229
6.9%
1,585
48.0%
940
28.5%
273
8.3%
154
6.0%
34
1.3%
203
7.9%
1,279
49.9%
794
31.0%
100
3.9%
2005-06
166
6.8%
38
1.6%
194
7.9%
1,242
50.8%
741
30.3%
64
2.6%
2004-05
146
6.5%
39
1.7%
201
8.9%
1,053
46.6%
759
33.6%
60
2.7%
Gender - 2008-09
20-29
33.8%
Female
62.8%
Male
37.1%
Unknown
0.2%
Gender Campuswide
Male
44.5%
Counseling Hispanic
49.4%
40 or Older
4.8%
19 or Less
54.4%
Asian/ Pac
Isl
6.6%
Am Indian/
Other
1.6%
Unknown
6.9%
African
Amer
8.4%
Age Campuswide
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
White
27.1%
30-39
7.0%
2008-09
Female
55.3%
Ethnicity - 2008-09
Age - 2008-09
19 or Less
28.8%
White
33.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1% Amer Indian/
Other
1.4%
106
Unknown
African Amer
7.2%
7.4%
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Tr ends
Educational Master Plan C ou ns elin g
Cour se Enrollments ‐ Productivity ‐ Outcomes
T erm /
Aca de m ic Ye ar
Num be r of Sec tions
Spr ing 2009
Fall 2008
Sum m er 2008
Acad Year 2008‐09
Spr ing 2008
Fall 2007
Sum m er 2007
Acad Year 2007‐08
Spr ing 2007
Fall 2006
Sum m er 2006
Acad Year 2006‐07
Spr ing 2006
Fall 2005
Sum m er 2005
Acad Year 2005‐06
Spr ing 2005
Fall 2004
Sum m er 2004
Acad Year 2004‐05
5,00 0
Enrollm e nt 3
Cens us
64
66
9
139
61
55
6
122
45
46
3
94
43
44
3
90
38
38
2
78
En d
2,017
2,168
343
4,528
1,498
2,041
224
3,763
1,259
1,360
94
2,713
1,104
1,169
122
2,395
1,049
1,170
102
2,321
Produ ctivity
Stud ents/ 1,560
1,652
281
3,493
1,213
1,587
184
2,984
1,113
1,239
98
2,450
1,003
1,043
110
2,156
947
1,111
84
2,142
An nu al C ensu s E nr ol lm ent
FTE F 5
S ec tio n 4
32
33
38
33
25
37
37
31
28
30
31
29
26
27
41
27
28
31
51
30
4.42
4.52
0.30
4.62
3.72
3.17
0.30
3.60
2.61
2.53
0.10
2.62
2.11
2.51
0.10
2.36
1.88
2.06
0.07
2.01
A nn u al FT ES
4,00 0
3,50 0
3,00 0
Suc ce ss Re tention FTE F 6
Ra te 7
R ate 7
74.3%
75.3%
94.0%
76.2%
76.4%
81.0%
95.1%
79.9%
82.1%
81.1%
88.8%
81.8%
74.6%
74.5%
89.8%
75.3%
79.3%
80.2%
95.3%
80.4%
91.0%
92.8%
97.5%
92.3%
94.1%
96.5%
99.5%
95.7%
93.4%
96.2%
100.0%
95.1%
93.7%
90.3%
100.0%
92.3%
93.9%
95.3%
98.8%
94.8%
68.75
72.49
4.99
146.24
47.44
57.87
4.60
109.91
36.89
41.07
1.63
79.59
28.56
34.65
1.74
64.95
26.17
29.24
1.39
56.80
15.6
16.0
16.7
31.6
12.8
18.3
15.3
30.6
14.1
16.2
16.3
30.4
13.5
13.8
17.4
27.5
13.9
14.2
19.9
28.3
A nn ual Succes s & R eten tio n
A nn u al FT EF
15 0
12 5
10 0
75
50
4,50 0
FT ES 5
O utcom e s
FT ES / 6
S uccess
9 0%
2
0
04- 05
05- 06
06- 07
07- 08
08- 09
Re tent ion
10 0%
4
8 0%
04-05
05- 06
06-07
07-08
08- 09
7 0%
2,50 0
An nu al F TES /F TEF
2,00 0
04-0 5
05 -06
0 6-07
07-0 8
6 0%
35
08 -0 9
0 4-05
05 -06
06 -07
07 -0 8
08 -0 9
30
25
04-05
05- 06
06-07
07-08
08-09
8
M atricu lat ion R equirem ent s Com plete d f or Firs t- Tim e S tude nts
M a tri cu la ti on
Re qu irem en t
Orien tation
Cou ns el ing /Ad vis in g
Stude nt Ed Pla n
Term
1st-Time
Stud en ts
2008-09
2007-08
2006-07
2005-06
2004-05
2008-09
2007-08
2006-07
2005-06
2004-05
2008-09
2007-08
2006-07
2005-06
2004-05
7,483
6,652
5,976
5,492
5,353
7,483
6,652
5,976
5,492
5,353
7,483
6,652
5,976
5,492
5,353
C om pleted
N um ber Percent
4,878
65.2%
4,110
61.8%
3,560
59.6%
3,732
68.0%
3,910
73.0%
4,435
59.3%
59.6%
3,966
3,546
59.3%
67.5%
3,707
3,767
70.4%
12.8%
959
1,256
18.9%
1,131
18.9%
1,289
23.5%
1,588
29.7%
Exemp t
N um ber
P er cen t
5
0.1%
9
0.1%
0.2%
10
0.3%
14
18
0.3%
5
0.1%
8
0.1%
9
0.2%
12
0.2%
15
0.3%
5
0.1%
8
0.1%
9
0.2%
12
0.2%
15
0.3%
No t C om pleted
Percent
Nu mb er
2,600
34.7%
2,533
38.1%
40.3%
2,406
1,746
31.8%
1,425
26.6%
40.7%
3,043
40.3%
2,678
40.5%
2,421
32.3%
1,773
1,571
29.3%
6,519
87.1%
5,388
81.0%
4,836
80.9%
4,191
76.3%
3,750
70.1%
D efin itio ns
S tu dent Head cou nt, un du plicated : N um ber of students enrolled on c ensus day, w here eac h student is c ounted one tim e.
1
2
A sian /Pacific Island er: Includes the F ilipino ethnic category .
3
En ro llment: Student headcount d up licated - or every s tudent, each c ourse the student is enrolled in on census day counts as one enrollment.
S tu dents/Sectio n: Student enrollments per sec tion on c ens us day. C ross -listed s ec tions are not c ombined.
5
A cr onyms F TEF and F TES represent full-tim e equiv alent faculty, and full-time equiv alent students , res pec tively.
6
F TES/F TEF : A m easurement of productivity where the generally accepted target is 17.5 per term and 35 annually .
4
7
S uccess rate nu merato r: N um ber of cours e enrollm ents with a s uc cess ful pass ing grade (A,B,C ,P,C R).
Retention rate n um erator: N umber of course enrollment s retained through the semester (grade = A,B,C ,P,C R,D ,F ,NP,N C,I).
Success and Reten tio n r ate den om inator: N umber of enrollm ents retained (A ,B,C,P,C R ,D,F ,NP ,NC ,I) and withdrawn (W).
8
M atriculation Req uirem en ts: There are four matriculation requirements for CA C om munity C ollege students: O rientation,
Ass essm ent, C ouns eling/Advising and the developm ent of an Educational Plan. Counseling is responsible for all but As sess ment.
Counseling 107
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan DELANO CAMPUS CENTER
1. Unit Mission The mission of The Delano Campus of Bakersfield College (BC) is to empower our Delano area students by providing ready access to “…the high quality education necessary for our socially and ethnically diverse students‐‐whether they be vocational, transfer‐oriented, developmental, or some combination of these‐‐to thrive in a rapidly changing world. (Renegade 2012).” The Delano Campus is responsible for quality instruction and services that include the unit’s strategic initiatives: Improve Delano area student access, retention, and success Provide effective learning and earning pathways for Delano area students Support student learning through appropriate technology Support student learning through streamlined systems and processes 2. Program Description The Delano Campus provides the community with local access to Bakersfield College programs and services. Our students live in Delano and the rural communities of Northern Kern and Southern Tulare counties. We often are the only pathway for these students to obtain academic and occupational success. The Campus Director is responsible for advocating programs and services that meet the needs of this community. The Delano Campus has instruction onsite and by interactive video and audio from the BC Panorama Campus. Student and instructional support services include Counseling, Financial Advising, Educational Advising, Assessment, Testing, Computer Lab, Tutoring (ESL and peer), Admissions and Registration. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. All campus operations were consolidated and relocated to the Delano Campus on Timmons. All related moving and consolidation expenses were appropriately funded. Additional funds were required to outfit the Joint‐Use exercise rooms at Robert F. Kennedy High School and were funded out of the BC President’s budget. Operational funding was also sufficient and instructional supplies and resources requirements were met. The campus received additional funding for technology enhancements to include the replacement and addition of classroom computers. Wireless internet equipment was installed to allow mobile access for students and faculty. Additional funding was received from Mr. Ralph Carpenter to outfit the Multi‐Media Room with furniture and related technology. A clear opportunity to improve student services was identified in the counseling arena. The need for additional counselors was apparent as demand exceeded the available counselors. The Dean of Student Support funded additional counseling to accommodate the sudden increase in student enrollments. This funding was limited, but allowed for support through the end of the fiscal year. It is clear that this is an area requiring additional support. This topic will be addressed by the BC Delano Program Team. Finally, budget challenges forced us to limit the number of offerings and slow the anticipated growth of the BC Delano campus. However, the campus did get the resources to maintain the 1000 full time equivalent student target. Delano Campus Center 108
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your planning this year? The Delano Campus had 100% consolidation this past year. The consolidation established an additional 20,000 square feet of instructional, lab and support space. Primary planning for the coming years will require an emphasis to increase enrollment/FTES to maximize this capital outlay. Goals will include improved faculty productivity and student access, retention and success. In addition, the support staffing goals need to be established to meet the minimum staffing levels for a campus the size of Delano. Delano experienced an increase in unduplicated students (headcount) and an in degrees and certificates awarded. The increase in certificates was significant and raised concerns about a lesser increase in associate degrees. Further investigation demonstrates minimal change over the past five years and degrees awarded remains at about 8‐10% of students enrolled at the Delano Campus. Because of budget constraints and a requirement to reduce FTES, the Delano campus restricted the planned increase in sections offered. How did your assessment results and decisions from the past cycle inform your resource request this year? The assessment results determined the minimum resource requirements to support our current growth. The unduplicated head count and adult participation trends have allowed us to accurately determine these requirements and prioritize our resource needs. Budget trends provided necessary data to determine where we could make reductions addressing current budget challenges. Our planning is based on projected student increases using organizational data. Low participation rates are a cause for concern because the potential exists for increased demand that we cannot support at this time. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) The current economic environment has increased demand for our services. State budget reductions have presented challenges to the goal to expand our services and course offerings. Many of our initiatives will be impacted by the reduction of unrestricted and categorical funding. The city of Delano has experienced as much as a nine percent annual growth and has a population of about 49,000. This growing population requires very detailed planning and resources to meet the needs of an ever growing Delano area. We continue to anticipate a 10 percent annual increase in student enrollment over the next 5‐10 years. We have exceeded growth enrollment projections with a surprising 15 to 25 percent increase over the past three semesters. This type of growth continues to underscore the importance of bringing more programs, sources and services to the Delano Campus. The current adult (18 and older) population for the BC Delano Campus service area is 72,000. Our priorities continue to be focused around the population increases and the community’s need for higher education. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Our planning efforts address National Campus for Developmental Education recommendations concerning the Delano campus. Recent budget concerns require us to modify our approach and to schedule classes that have a larger enrollment probability. Often classroom size limits the size of our enrollments and will require creative scheduling to maximize resources without compromising the quality of our instruction. There is a relation between the quality of our instruction and class sizes. A big part of our course offerings are developmental and it is important that we maintain smaller numbers in our Academic Development courses. In addition, we need to monitor closely our retention and success numbers. Delano Campus Center 109
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Student Success/Retention Rates Data source(s) IRP/CCC Data mart Degrees or Certificates awarded IRP/CCC Data Student Headcount (Unduplicated) compared to Enrollments IRP Delano Campus Center Findings/trends Impact The retention and success rates last cycle showed improvement for Academic Year 2008‐2009. The Delano Campus outpaced the overall Bakersfield College and statewide rates. Retention Success Fall 2008 Fall 2008 Bakersfield College 83.23 62.94 Statewide 83.45 66.54 BC Delano Campus 91.6 67.6 Retention Success Spring 2009 Spring 2009 Bakersfield College 84.42 65.71 Statewide 83.66 66.89 BC Delano Campus 93.8 74.2 Since 2007 we have had a jump in students receiving an AA or AS degree. In particular, we are seeing more Social/Behavior Sciences degrees. We did experience a sudden drop in Math and Science degrees in the 2008‐2009 academic year. The overall degrees and certificates awarded remained the same for the past year. We experienced a 22% increase in awards the past few years. The BC Delano Campus has experienced a 32% increase in our unduplicated student headcount since the 2006‐07 academic year. This represents The BC Delano campus has recruited and maintained exceptional faculty that understand the importance of retaining students and helping them succeed. The campus has a very active tutor program that contributes to the success. In addition, we employ a part‐time Student Success Coordinator that actively looks for opportunities to improve these rates. Class sizes have remained steady, averaging 29 students per class, and good class sizes probably contribute to the higher rates. This does not fully explain the Delano Campus outperforming the state average the past few years. BC Delano student persistence is a measure that may provide a clearer picture of our success as a campus. 110
The past two years, Delano had a 32% increase in our unduplicated student headcount, but only a 22% increase in awards and no increase over the past year. It is reasonable to expect during the next year that the increase in students will equate to an increase in awards. The program review team will assess awards for the Delano campus and address challenges for helping students transfer and/or obtain awards. The majority of the Delano Campus growth has occurred in the past two years. Aggressive marketing and accurate predictions have made Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Productivity (FTES/FTEF) Adult Participation Rates the majority of the 42% increase over the past five years. We have experienced a 47.9% increase in enrollments the past two academic years and an 80% increase over five years. The BC Delano Campus has not reached the FTES/FTEF target the past four academic years, however has remained steady averaging 32 annually. IRP IRP The BC Delano service area (Area Codes 93215, 93219, 93249, 93250, 93280) 2008 participation rate is 51.1 per 1000 residents. The state 2008 rate is 74.9. The KCCD rate is 73.8 and the BC rate is 74.3. Educational Master Plan this growth possible. We anticipate less dramatic growth in the next two years as we plan to maintain our 1000 FTES target and limit offerings to our current levels. Limiting offerings to control growth should help improve these productivity numbers. The demand for our courses will continue to increase and careful planning will ensure full courses. It is critical in these tough budget times that we understand how we can serve the most students with our limited resources. The program team will work with IRP to analyze the best approaches for improving productivity. As class sizes grow, we need to closely monitor our student success numbers for regression. The BC Delano service area continues to lag behind the BC, KCCD and state adult participation rates. The rate is undeniably low, however represents a 28.4 percent improvement over the last two years. If the BC Delano service area adult participation rate was 74, we would have an approximate unduplicated headcount of 3,900 to 4000 students. Projected budget shortfalls do not support this level of participation. Delano Campus Center 111
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Strategic Initiative – KCCD respond to community needs and needs of the under prepared student & BC Renegade 2012 – SI: Student Excellence: Improve services to all students and remove barriers to academic and occupational success. Goal: Delano Campus Degree Completion Request: Establish two additional general education degree programs at Delano prior to Spring 2011 as defined by – (1) all program courses are offered in Delano on‐site or via distant instruction; (2) College Prepared Students can complete an Associates Degree in two years Priority: 2 Funding / Support Requested Outcome / Metrics Delano Campus Center Equipment No additional equipment required Staffing Student Success Coordinator (Current funding runs out May 2010) Part‐time 18 hours Est: $15,000 annually x 3 years 112
Facilities No new facility requirements Other Info. Outcome No additional information Increase in degrees and certificates awarded Maintain the retention and success with increase class sizes Clear pathways for students desiring a degree Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiative – BC Renegade 2012 – SI: Fiscal Responsibility: Ensure effective and efficient use of available resources to meet the mission of the college KCCD Strategic initiative 6: Recruit and retain an effective workforce and promote high morale No additional Goal: Five (5) year Human Resource equipment Plan required Request: Establish a five (5) year HR plan that documents staff/faculty requirements to meet the needs of faculty and students over the next five years. Priority: 1 Delano Campus Center (Return to Top) No new facility The plan will include requirements addition of the following positions: Part‐time Supplemental Instruction Coordinator (STEM) X5 STEM Supplemental Instruction (SI) students Full time Tutor Coordinator Position Part‐time PLATO Lab Coordinator/Assistant Add a full time equivalent counselor Part‐time Maintenance Assistant Full time Math Instructor Full time Academic Development Instructor Full time Science Instructor 2x Part‐time administrative/registration technicians Estimated total cost $330,000 113
Educational Master Plan No additional information A BCDC Human resource plan that provides adequate staffing for our growing campus Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiative – Goal: DCC Site BC Renegade 2012 Improvement Team – Plan SI: Facilities: Create a safe, attractive Request: The Team and well‐
(The Operations maintained campus Office Site Manager and multi‐
environment disciplinary representation ‐‐ KCCD Strategic Initiative 6: Recruit Faculty, Support, Staff and and retain an effective workforce Administrators) will complete the and promote high following: morale 1. Establish a food service for Faculty, Staff and Students at the BC Delano Timmons 2. Establish a Campus Beautification Plan that addresses the entire grounds (Relocatables to RFKHS). 3. Submit a 5 year budget resource plan for #2. 4. BC Delano Learning Resource Center (KCCD capital outlay) proposal comments Priority: 2 Delano Campus Center (Return to Top) No additional equipment required No additional staffing required DCC Site Improvement Team 114
Educational Master Plan No Grounds additional maintenance for landscape and dust information abatement $40,000.00 BC Delano Learning Resource Center – (Delano Center Multi‐purpose building) Approximate cost: $21,000,000.00 A safe, sanitary and healthy campus environment A campus environment that promotes learning Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiative – KCCD initiative to improve responsiveness to community needs & BC Renegade 2012 – SI: Oversight and Accountability: Improve relationships and connections with all stakeholders including campus constituencies, the District, and the student and business communities we serve. Goal: Establish and No additional maintain BCDC equipment student required representation Request: 1. Establish a solid student government organization in Delano 2. Support the establishment of a minimum four (4) official Delano Campus student clubs Priority: 1 Delano Campus Center (Return to Top) Student Government Administrative Assistant (Delano) Part‐time Estimate $14,500 annually Faculty Advisor Estimate $2,400.00 stipend 115
Educational Master Plan Assigned Student Government Representative space No additional information Clear and concise student representation that is part of the BC Delano Culture Bakersfield College 2009‐2010 Annual Unit Plan BC Renegade 2012 – SI: Image: Enhance the image of the image of Bakersfield College to external and internal audiences Goal: Enhance the No additional image of the BC equipment Delano Campus to required external and internal audiences Request: 1. Facilitate promotion of BC Delano through aggressive advertising & event planning (example: parent nights; local business presentations; open houses; school site visits; and registration days) 2. Create BC Delano specific pamphlets and marketing materials – including BC Delano bilingual pamphlets. 3. Establish a process that promotes the submission of articles to local news media. 4. Plan appropriate marketing of BCDC 5. Communicate a consistently positive message about developmental education and ESL Priority: 2 Delano Campus Center (Return to Top) Marketing team coordination $3,500.00 budget Educational Master Plan No new facility requirements No additional information The priorities of the campus director are established and communicated A consistently positive message about developmental education and ESL programs are communicated to stake holders Students are treated as valued customers 100% of BC information pamphlets are bilingual A minimum of 10 articles are published in local and campus media 116
Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiative – BC Renegade 2012 –SI: Facilities: Ensure effective and efficient use of available resources to meet the mission of the college. Goal: Improve Staff Development Offerings in Delano Request: Improve staff development to include: 1. Use of new technology (Interactive Classrooms, Multi‐
media room and mobile technology) 2. Establish a Delano Representative on the BC Staff Development Team. Priority: 2 (Return to Top) No additional equipment required Director assigned to the staff development team Educational Master Plan No new facility requirements No additional information Faculty and staff will have more access to professional development opportunities Delano Campus Center 117
Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiative – BC Renegade 2012 –
SI: Student Excellence: Improve services to all students and remove barriers to academic and occupational success SI: Enhance the image of Bakersfield College to external and internal audiences Goal: Establish a partnership with a Delano area high school to increase STEM and Career Tech programs Request: Establish a partnership that helps promote and improve student success in STEM and Career Tech programs: 1. Establish a STEM supplemental instruction program 2. Partner with local high school representatives to promote career awareness in STEM and Tech fields. Priority: 2 (Return to Top) No additional equipment required TBD Educational Master Plan No new facility requirements No additional information An active partnership is established with a minimum of one Delano area school that actively promotes STEM and Career Tech careers and degrees Delano Campus Center 118
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Type of Device Number of Units Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate 1 = mission critical 2 = necessary 3 = nice to have if funding available Number of Students Served Routine Maintenance and Operation 1 N/A $25,000 BC Renegade 2012 – SI: Facilities: Create a safe, attractive and well‐maintained campus environment 2,600 1 Landscaping 1 N/A $45,000 BC Renegade 2012 – SI: Facilities: Create a safe, attractive and well‐maintained campus environment 2,600 2 Farming/Grading (Adjacent farm land owned by KCCD needs grating/maintenance) 1 N/A 0 2 Total Cost Estimate $50,000 (estimate)
BC Renegade 2012 – SI: Facilities: Create a safe, attractive and well‐maintained campus environment $120,000.00 4c. Future Development and Innovations Delano Campus Center 119
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Student / Program Outcome Supported Prioritized Ideas Action Item Facility Impediments BC Delano Learning Resource Center Multi‐
purpose Building Capital Outlay Proposal (KCCD) for 2010‐2011 Facility required for current student population levels and to address significant five year growth. Temporary buildings are being use to relieve overcrowding. Permanent facilities to replace temporary facilities. Establish a cohort driven process for high school students (Renegade Academy) The BC Renegade Academy will provide a clear pathway and assistance for selected high school juniors and seniors to obtain an Associates Degree from Bakersfield College. The Renegade Academy will have a systematic approach to promote the success of Delano area students ‐‐ Success at the Renegade Academy means we provide the encouragement and support our students need to get an Associate Degree and transfer to a four‐year institution. Hire a management level coordinator None Establish, maintain and support learning cohorts that include having clear pathways to an Associates Degree and transfer to four‐year institutions Permanent Faculty Increase Faculty Positions to meet a 10% annual growth in student population Permanent faculty office space limitations Permanent faculty available to meet program requirements Expand Student Services Expand Student Services to include Job Placement/Workability III, Health Campus, & other student services and activities Limited staff and faculty space Student services available at the BC Delano Campus Interactive Computer Lab Expand our interactive capability to include establishing a computer interaction between students and the distant instructor. There is a moratorium on growing our infrastructure across the district due to budget and staffing/support constraints. This project would require putting in cameras and a videoconferencing system –costing Student services available at the BC Delano Campus Delano Campus Center 120
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan about a $150,000 (approximate) Delano Campus Center 121
Delano Campus Center
% Change from
Headcount
2,600
Prior Year
2008-09
2,589
17.0%
2007-08
2006-07
2,213
12.9%
1,961
4.3%
2005-06
1,880
3.2%
2004-05
1,822
-
Headcount
Academic
Year
2,400
2,200
2,000
1,800
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Delano Campus Center
Female
Academic
Year
Total
Unknown
Male
Total
% of Total
% of Total
2008-09
1,665
64.3%
917
35.4%
2007-08
2006-07
1,515
68.5%
690
31.2%
1,363
69.5%
596
30.4%
2005-06
1,330
70.7%
549
29.2%
2004-05
1,284
70.5%
534
29.3%
Total
7
8
2
1
4
Headcount
% of Total
0.3%
0.4%
0.1%
0.1%
0.2%
#
%
Criminal Justice
278
Registered Nursing
245
9.5%
Liberal Studies
236
9.1%
Child Development Teacher
165
6.4%
144
5.6%
426
16.5%
Undeclared
10.7%
Age
19 or Younger
Academic
Year
Total
20-29
Total
% of Total
% of Total
30-39
Total
40 or Older
Total
% of Total
% of Total
2008-09
890
34.4%
1,245
48.1%
258
10.0%
196
2007-08
798
36.1%
1,005
45.4%
243
11.0%
167
7.5%
2006-07
695
35.4%
899
45.8%
216
11.0%
151
7.7%
2005-06
635
33.8%
886
47.1%
212
11.3%
147
7.8%
2004-05
549
30.1%
864
47.4%
227
12.5%
182
10.0%
7.6%
Ethnicity
African American
Academic
Year
American Indian or
Other
% of Total
Total
% of Total
Total
Asian/Pacific
Islander2
% of Total
Total
White
Hispanic
% of Total
Total
Total
Unknown
% of Total
% of Total
Total
2008-09
40
1.5%
14
0.5%
334
12.9%
1,842
71.1%
160
6.2%
199
2007-08
2006-07
44
2.0%
8
0.4%
323
14.6%
1,579
71.4%
122
5.5%
137
6.2%
49
2.5%
10
0.5%
300
15.3%
1,420
72.4%
128
6.5%
54
2.8%
2005-06
44
2.3%
10
0.5%
304
16.2%
1,386
73.7%
103
5.5%
33
1.8%
2004-05
35
1.9%
6
0.3%
297
16.3%
1,336
73.3%
110
6.0%
38
2.1%
Gender - 2008-09
Female
64.3%
Ethnicity - 2008-09
Age - 2008-09
Hispanic
71.1%
20-29
48.1%
30-39
10.0%
40 or Older
7.6%
Male
35.4%
Unknown
0.3%
Gender Campuswide
Male
44.5%
Asian/ Pac
Isl
12.9% Am Indian/
19 or Less
34.4%
Other
0.5%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
Delano Campus Center White
6.2%
Unknown
7.7%
African
Amer
1.5%
Age Campuswide
2008-09
Female
55.3%
7.7%
19 or Less
28.8%
122 Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
7.2%
African Amer
7.4%
Delano Campus Center
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment 3
Census
142
136
48
326
114
114
32
260
101
94
21
216
106
99
26
231
73
75
19
167
End
4,071
4,222
1,052
9,345
3,472
3,632
787
7,891
2,856
2,697
670
6,223
2,673
2,804
727
6,204
2,330
2,242
643
5,215
FTEF5
Section4
3,605
3,592
888
8,085
2,965
3,107
697
6,769
2,475
2,374
617
5,466
2,326
2,483
644
5,453
2,004
1,922
556
4,482
10,000
Productivity
Students/ 29
31
22
29
30
32
25
30
28
29
32
29
25
28
28
27
32
30
34
31
FTES5
26.89
25.42
9.43
30.86
22.17
22.30
5.70
25.09
18.84
19.17
4.17
21.09
20.04
19.64
5.10
22.39
14.10
15.09
4.13
16.66
Annual FTES
435.37
449.53
97.89
982.80
366.48
387.92
82.84
837.24
312.94
307.90
64.59
685.43
306.73
318.55
69.20
694.48
267.64
270.19
62.43
600.26
Outcomes
Rate 7
Rate 7
74.2%
67.6%
77.7%
71.6%
69.6%
69.0%
86.8%
71.1%
70.2%
70.8%
77.6%
71.2%
70.5%
71.5%
76.0%
71.6%
69.1%
71.6%
77.9%
71.3%
93.8%
91.6%
91.3%
92.5%
92.0%
91.6%
97.9%
92.4%
90.9%
91.7%
94.6%
91.7%
92.4%
92.5%
92.1%
92.4%
91.5%
90.0%
91.6%
90.9%
16.2
17.7
10.4
31.8
16.5
17.4
14.5
33.4
16.6
16.1
15.5
32.5
15.3
16.2
13.6
31.0
19.0
17.9
15.1
36.0
Annual FTEF
1,050
Success
35
Retention
100%
9,000
800
25
550
15
90%
8,000
7,000
04-05
05-06 06-07 07-08
80%
08-09
04-05
05-06
06-07
07-08
08-09
70%
6,000
Annual FTES /FTEF
5,000
04-05
05-06
06-07
07-08
60%
40
08-09
04-05
05-06
06-07
07-08
08-09
35
30
04-05
Awards of Students Who Completed Courses at Delano
8
Campus Center
Family & Consumer Education
Language/Communication
Allied Health
Business
Social/Behavioral Sciences
Math & Science
Public Safety
Industrial Technology
Computer Studies
Agriculture
8
Total degrees or certificates related to Delano Campus Center
8
Deg/cert percent of all awards related to Delano Center
8
All awards related to Delano Campus Center
05-06
06-07
07-08
2004-05
08-09
2005-06
2006-07
2007-08
2008-09
52
5
4
6
5
15
7
3
1
1
14
1
4
1
1
2
1
99
24
85% 15%
123
37
16
1
13
6
16
21
6
2
1
12
9
10
9
1
2
-
119
43
77% 23%
162
49
18
6
13
8
15
13
6
1
1
-
18
17
8
14
3
1
5
1
1
130
68
68% 32%
198
45
12
5
13
11
33
20
5
1
2
1
148
35
18
11
16
1
2
10
93
61% 39%
241
48
13
3
18
11
28
9
4
2
136
38
22
18
19
3
6
106
56% 44%
242
Definitions
1
2
3
5
4
6
7
8
Awards: Awards received by students who completed coursework at the Delano Campus Center within five (5) years prior to their award.
Delano Campus Center 123 Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan DISABLED STUDENTS PROGRAMS & SERVICES
1. Unit Mission Providing access to a diverse student population is embedded in the philosophy of Bakersfield College (BC). We recognize disability as an aspect of diversity that is integral to society and to the campus. Disabled Student Programs & Services (DSP&S) helps the college in ensuring that equal access to students with disabilities’ educational programs and services are provided; assists the college with compliance to regulations and policies relating to students with disabilities; and provide support services and academic accommodations to students with disabilities in an effort to create equitable participation as their non‐
disabled peers within the learning environment as supported by our College’s Mission and Student’s Excellence’ Strategic Initiative. 2. Program Description Provide direct services to students with disabilities that include academic, vocational, and personal counseling with an emphasis on specialized disability counseling; learning disabilities evaluation; assistive technology assessment, access and training; alternative media services; interpreting and real‐time captioning services; testing accommodations; mobility orientation (physical access for blind students); on campus mobility cart transportation; liaison with on‐ and off‐ campus entities, and other services as needed. DSPS provides the following disability specific special class instruction through various departments: educational planning, tools for college survival, strategies for college success, career development, assistive technology, word processing, disability management, access technology, and Adaptive Physical Education courses. DSP&S currently provides services to over 1200 students with verified disabilities. DSP&S has created several partnerships with outside agencies to supplement the college’s and department’s resources, which include Department of Rehabilitation Workability III grant, the Department of Rehabilitation Counselors on‐site, and volunteer interns. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Provide access for deaf and hard of hearing by hiring Sign Language Interpreters for deaf students‐‐Fall 2008, we created new Job Descriptions with certification requirements for Sign Language Interpreters positions. Although we were able to hire additional permanent classified full time interpreters, the DSPS resource allocation as anticipated did not financially support this additional expense (used non‐DSPS funds to financially support this need). Provide alternate media to students with disabilities—FY 2008‐2009 DSPS purchased the following equipment in Alternate Media: Replaced Alternate Media PIAF machine (Pictures in a Flash) which is used to create a picture in Braille; Replaced the Alternate Media Printer used with 11"x11.5" Braille paper. How did your assessment results and decisions from the past cycle inform your planning this year? Survey results received in Fall 2008 revealed that our survey instrument required modifications to better identify the outcomes within specific service areas of DSPS. Discussion among the department faculty and staff led to changing the survey to ask specific questions about the usefulness of particular accommodations used by students. Therefore, separate questions were created to address specific accommodations provided by DSPS. DSPS 124
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Information contained in the surveys, completed by students and received in Spring 2009 includes the following: o
82.67% of those reporting use of DSP&S Counseling Services reported that DSPS Counseling helped them succeed in classes (Very=70.67%, or Somewhat=12%) o
53.33% reported having used the High Tech Center. From those, 50.67% said the HTC was very helpful or somewhat helpful. o
17.33% reported using Alternate Media; Of those, the majority marked “does not apply” when asked how helpful this service was. On the positive side, only 1 student reported Alt Media as “somewhat unhelpful” and 0% said “not helpful at all” o
1.33% of students surveyed reported having used American Sign Language Interpreters and 9.33% used Real Time Captioning. Helpfulness of these services was unclear from responses as the majority stated ‘did not apply’. Note: Our survey was English‐based and may not have been the most effective tool in addressing Deaf/HOH population. o
36% reported that they were tested for learning disabilities, with 50% choosing “very helpful or somewhat helpful”, and 46% selecting “does not apply” Notably, 0% chose “somewhat unhelpful” or “not helpful at all” o
62.67% both reported having a copy of their DSP&S Accommodations Checklist and reported having used Test Accommodations such as extra time. The results of the survey listed above informed our planning in the following ways: o
In responding to the perceived helpfulness of DSP&S counseling, we planned to hire an adjunct counselor for 09‐10 or as funds allow. o
In responding to the need and perceived helpfulness of LD testing services, we planned to hire an adjunct LD specialist for 09‐10 or as funds allow. o
The department believes that close to 100% of students eligible for services in DSP&S should have an Accommodations Checklist yet only 62.67% of students reported having a copy and the same amount reported using Test Accommodations. In order to clarify accommodations and services, a new Student Educational Contract (SEC) and Educational Limitations form are in the process of being developed. o
Future DSPS surveys will be revised to address the wording within the survey to better assess what we’re asking within the various DSPS service delivery areas. How did your assessment results and decisions from the past cycle inform your resource request this year? The SLO assessment results support the goals of DSPS. In addition, we also use unduplicated headcount stats to assess the needs of students with disabilities attending B.C. as well as internal stats to assess the needs of students. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Due to the state budget shortfall, DSPS is facing a reduction in funding this current FY09‐10. Although, DSPS does not have it’s allocation figure at this time, it has been shared from CCCCO that DSPS programs will face a 34% reduction in funding effective this current FY. DSPS will be challenged to meet the needs of students with disabilities attending B.C. With no decrease in the number of students with disabilities being served out of DSPS over the last five years, instead there has been an increase, along with the increase of students within specific categories of disabilities requiring more support, college support in meeting DSPS 125
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan students with disabilities’ required accommodations is essential. In 2008, due to budgetary cuts within Kern County Mental Health, our MOU with KCMH was discontinued in September 2008 wherein no longer can they support an in‐kind service to DSPS where DSPS housed a full‐time KCMH staff member. This MOU was in place for over eight years wherein KCMH provided the KCMH specialist to provide additional support specifically to students with psychological disabilities. Since KCMH could no longer support this effort the MOU with KCMH came to a close in September 2008. This has led to an increase of demand involving more complicated issues requiring more hands on support being given by the DSPS Counselors and support staff as well. With War Veterans returning home, we can anticipate more students with disabilities being served out of DSPS. According to Mike Penny Director of Department of Veterans of Bakersfield (09/30/09), the top two disabling conditions that Veterans are facing from this war are Acquired Brain Injury and Psychological disability (i.e. Post‐traumatic Stress Disorder). Presently, BC is serving 75 vets who are under Chapter 33‐GI Bill (Afghanistan/Iraq War). This number is anticipated to grow as our War Veterans return home. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Provide Learning Disability Assessment—Due to our L.D. Specialist Joyce Kirst being re‐assigned to ACDV effective Fall 2009, this left a void in providing L.D. assessment within DSPS. Effective Fall 2009, Counselor/L.D. Specialist assigned to Delano was assigned to provide L.D. assessment at DSPS main campus on Tuesdays, while she remained at the Delano campus the rest of the week as her assignment. Additionally, an Adjunct L.D. Specialist was hired effective Fall 2009 (using non‐DSPS funds to support this need). Provide Counseling Services to DSPS Students—Effective Fall 2009, due to one of our DSPS Counselor’s being re‐assigned to co‐chair a committee, that leaves DSPS with less hours per week to offer as counseling services to students with disabilities, which supported the need to hire an Adjunct Counselor at eight hours per week effective Fall 2009 (using non‐DSPS funds to support this need). Changes within our DSPS budget resulting in a 34% reduction is anticipated from the State during this current FY 09‐10. This will lead to changes in personnel within DSPS to meet the reduction. The District has opted to backfill 50% of the reduction which is anticipated to take place. DSPS cannot establish long‐term goal setting processes until a final determination is made by the State and our District and its official impact on DSPS. DSPS 126
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Other ‐ e.g.:  A&R transcript data  Extended Learning data  Financial Aid types  Comparisons to statewide from CCC Data Mart  Any other data relevant to your unit DSPS Data source(s) Findings/trends Impact Data on Demand Rpts from CCCCO Internal stats within DSPS providing direct accommodations  In the last five years, DSPS has seen an increase of students with disabilities. FY 2008‐2009 we served 1,206 unduplicated student headcount with 4+ contacts compared to FY 2003‐2004, we served 1,013 unduplicated student headcount with 4+ contacts.  In the last five years, DSPS has seen increases within specific disability categories requiring more support as they present more complicated needs; also, requiring more resources in providing direct accommodations. % Increase/Decrease of specific disabilities 2003‐04 comparison to 2008‐09 Disability 2003‐04 2008‐09 % Change Acquired 77 128 66% Brain Injury: Development 45 21 ‐53% Delayed Learner Hearing 58 63 9% Impaired Learning 136 131 ‐3% Impact on Counseling:  Based on the numbers shown, the greatest increase of disability categories are Acquired Brain Injury (66% increase) and Psychological (57% increase) This has led to an increase of demand involving more complicated issues requiring more hands on support being placed by the DSPS Counselors and support staff as well.  With the War Veterans returning home, we anticipate an increase in students with Acquired Brain Injuries and Psychological disabilities According to Mike Penny (09/30/09) Director of Department of Veterans of Bakersfield, the top two disabling conditions that veterans are facing from this War are Acquired Brain Injury and Psychological (i.e. Post‐traumatic Stress Disorder). About 90% of the Acquired Brain Injuries reported are caused by explosive devices—the force of the blast causes injury to the soft membranes such as the Brain. Due to the force from the blast, this is also causing hearing loss to Veterans which is tied to the Acquired Brain Injury. Presently, BC is serving 75 vets who are under Chapter 33‐GI Bill . In addition, there are approximately 350 Veterans attending B.C. and receiving GI Benefits. DSPS serves this 127
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Disabled Mobility Impaired Other Disability Psychological Disability Speech / Language Impaired Visually Impaired Total Educational Master Plan 277 252 ‐9% 270 386 43% 127 199 57% 4 3 25% 32 36 13% 1,013 1,206 19% population in meeting their accommodations. This number is anticipated to grow as well as our War Veterans return home. Impact on Deaf Services:  Currently Deaf Services is impacted with the number of students requiring interpreting services this Fall 2009 semester. We foresee an increase of students registering as new students for spring term in addition to our current Deaf/HOH students. This current fall 09 term in particular has been challenging in providing the accommodations such as captioning services and interpreting services for students to access their educational programs. With the budget climate that we are facing and anticipating the reduction in DSPS allocation due to CCCCO cut in DSPS, we are in need of financial support in providing access to Deaf/HOH students as the DSPS budget falls short in meeting this need.  With the War Veterans returning home, we anticipate an increase in students with loss of hearing requiring accommodations. Due to the force from explosive devices, this is also causing hearing loss to Veterans which is tied to the Acquired Brain Injury. As of Fall 2009 we had 38 Deaf/Hard of Hearing students enrolled. Deaf Services serves 38 students requiring either interpreting or captioning services (29 students requiring interpreting services). This number is anticipated to grow as our War Veterans return home. DSPS 128
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics *Anticipated reduction in staffing and reduction in budget make it impossible to determine mission critical priorities at this time.
Ed Master Plan College Unit Plan Priorities
Funding / Support Requested Unit Equipment Staffing Outcome / Metrics Facilities Other Info. Outcome Strategic Initiative ‐  See ISIT Request  Goal: Provide captioning services Student Excellence: Form for Caption in addressing Improve services to Mic software and Deaf/HOH students’ all students and related access to non‐
remove barriers to equipment classroom activities: academic and college events, occupational success workshops, guest speakers  Request: The delivery of captioning services be provided by SGA where they address communication access needs of Deaf/HOH students attending extra‐
curricular activities.  Priority: 2  8 student workers  Each @ 15 hrs/wk = 120 hr/wk = $960.00 x 16/wk = $15,360/term  Used towards non‐instructional and course access)  Program Level SLO: #2. Identify and utilize appropriate accommodations, including various technologies to complete their goals.  See ISIT Request Form for Caption Mic software and related equipment.  8 student workers  Each @ 15 hrs/wk = 120 hr/wk = $960.00 x 16/wk = $15,360/term x 2  Program Level SLO: #2. Identify and utilize appropriate accommodations, including various technologies to Strategic Initiative ‐  Goal: Provide captioning services Student Excellence: through Caption Mic Improve services to for qualifying all students and Deaf/HOH students’ remove barriers to course access academic and occupational success  Request: Purchase DSPS 129
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) equipment and staffing needs for Caption Mic Service  Priority: 1 Strategic Initiative ‐  Goal: Provide Learning Disability Student Excellence: Eligibility and Improve services to Services Model all students and testing for verifying remove barriers to students with academic and learning disabilities occupational success  Request: Purchase Learning Disability testing materials  Priority: 1 = $30,720/YR  Used towards non‐instructional and course access  Test Records and test protocols for WAIS IV and for the WJ III to serve approximately 150 students‐ WJ III (150) at $1000 and WAIS IV (50) $500  Approximate cost will be $1,500 Strategic Initiative ‐  Goal: Provide Interpreting Services Student Excellence: for Deaf/HOH Improve services to students to access all students and instructional remove barriers to courses. academic and occupational success  Request: Additional Sign Language Interpreters  Priority: 1 1
Educational Master Plan complete their goals.  Program Level SLO: #2. Identify and utilize appropriate accommodations, including various technologies to complete their goals.  4 (FLB 1‐19 hr) New Sign Language Interpreters  $23,369.37/YR per interpreter = $93,477.48/YR Cost for 4 additional FLB 1‐
19 hr Interpreters  Program Level SLO: #2. Identify and utilize appropriate accommodations, including various technologies to complete their goals. Table suggested by FCDC subcommittee, spring 2009. DSPS 130
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Carpeting in FACE 13 – carpet ruined by sewage flooding from drainage in room and is ripped causing tripping hazard 1 Alternate Media staff and Students with Disabilities Unknown College goal: Facilities Department SLO: Students will be able to demonstrate self‐
advocacy, and utilize resources that are available to assist them when access is denied or hindered. Carpeting in FACE 16—carpet needs shampooing (i.e. sewage flooding from next door bathroom). 1 DSPS staff and students with disabilities Unknown College goal: Facilities Total Cost Estimate Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available 30 Avg per term (including Blind/Low Vision students‐
carpet is a tripping hazard) 2 1,200 + year 2 Unknown DSPS 131
Disabled Student Programs and Services (DSP&S)
Formerly Supportive Services
% Change from
Academic
Year
Headcount
2008-09
1,135
11.4%
2007-08
1,019
-0.8%
2006-07
1,027
-1.6%
2005-06
1,044
-3.6%
2004-05
1,083
-
1,200
Headcount
Prior Year
1,150
1,100
1,050
1,000
2004-05
2005-06
2006-07
2007-08
2008-09
Majors of DSP&S Students
Gender
Male
Female
Unknown
Academic
Year
Total
% of Total
Total
% of Total
Total
2008-09
672
59.2%
461
40.6%
2007-08
629
61.7%
389
38.2%
2006-07
628
61.1%
397
38.7%
2005-06
616
59.0%
426
40.8%
2004-05
625
57.7%
456
42.1%
2
1
2
2
2
Headcount
#
% of Total
0.2%
0.1%
0.2%
0.2%
0.2%
%
Registered Nursing
84
7.4%
Liberal Studies
69
6.1%
Human Services
64
5.6%
60
5.3%
Criminal Justice
56
4.9%
Undeclared
147
13.0%
Age
19 or Younger
Academic
Year
20-29
30-39
Total
40 or Older
Total
% of Total
Total
% of Total
2008-09
145
12.8%
421
37.1%
217
19.1%
352
31.0%
2007-08
2006-07
150
14.7%
370
36.3%
191
18.7%
308
30.2%
125
12.2%
387
37.7%
188
18.3%
327
31.8%
2005-06
156
14.9%
378
36.2%
191
18.3%
319
30.6%
2004-05
136
12.6%
399
36.8%
214
19.8%
334
30.8%
% of Total
Total
% of Total
Ethnicity
African American
Academic
Year
American Indian or
Other
% of Total
Asian/Pacific
Islander2
Hispanic
% of Total
Unknown
% of Total
Total
2008-09
145
12.8%
33
2.9%
50
4.4%
375
33.0%
470
41.4%
62
5.5%
2007-08
2006-07
133
13.1%
30
2.9%
44
4.3%
319
31.3%
444
43.6%
49
4.8%
112
10.9%
25
2.4%
42
4.1%
316
30.8%
494
48.1%
38
3.7%
2005-06
108
10.3%
29
2.8%
33
3.2%
323
30.9%
514
49.2%
37
3.5%
2004-05
126
11.6%
32
3.0%
27
2.5%
319
29.5%
535
49.4%
44
4.1%
Total
Gender - 2008-09
Unknown
0.2%
Gender Campuswide
30-39
19.1%
20-29
37.1%
Male
44.5%
DSPS % of Total
Total
White
41.4%
Hispanic
33.0%
Asian/ Pac
Isl
4.4%
Am Indian/
Other
2.9%
African
Amer
12.8%
Unknown
5.5%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
% of Total
Age Campuswide
2008-09
Female
55.3%
40 or Older
31.0%
19 or Less
12.8%
Total
Ethnicity - 2008-09
Age - 2008-09
Female
59.2%
Male
40.6%
Total
% of Total
White
Total
19 or Less
28.8%
132
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
African Amer
7.2%
7.4%
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan T REN DS
D is abled S tu den t Pro grams an d Services (D SP & S)
Cour se Enrollm ents ‐ Productivity ‐ O utcom es:
St ude nt He ad coun t T erm
Un duplic at e d
Enroll me nt s a t C ens us
A ve rage E nrollm e nts pe r Stu dent
6,589
5,849
5,680
6,538
6,519
5.8
5.7
5.5
6.3
6.0
3 1
1,135
1,019
1,027
1,044
1,083
2008‐09
2007‐08
2006‐07
2005‐06
2004‐05
A pp roxi ma te FTES
S ucc es s 4
R at e 5
66.0%
68.0%
68.3%
65.8%
66.2%
86.2%
86.7%
86.2%
86.2%
83.9%
R at e
678.3
606.6
587.4
660.2
686.7
Re te nt ion 5
S ucc ess & R e te n tio n
Ce nsu s E n r ol lm e nt
6,60 0
6,10 0
DS P & S S u c ce s s
Cam pus -wide S u c ce ss
DS P & S Re t ent ion
Cam pus -wide R e te nt ion
9 5. 0%
5,60 0
20 04 -05
20 05 -0 6
20 06 -07
20 07 -0 8
2 008 -09
8 5. 0%
A pp r ox i m ate FT E S
70 0. 0
7 5. 0%
60 0. 0
50 0. 0
20 04 -0 5
2 005 -06
2 00 6-07
200 7-08
20 08-0 9
6 5. 0%
20 0 4-05
20 05 -0 6
2 00 6-0 7
2 007 -08
20 0 8 -09
D egrees or C ertificates6
A wa rds to S tude nts R ec eiv ing D S P S
2 00 4 -05
AA /A S
20 0 5-0 6
C e rt
A A /AS
20 06 -0 7
C ert
A A/A S
2 00 7- 08
C e rt
A A /A S
20 08 -0 9
C e rt
A A /A S
C ert
A gri cul tu re
4
1
3
3
1
1
2
1
3
-
A llie d H e a lth
B usin e ss
5
8
-
3
7
-
4
7
-
3
8
2
16
5
-
3
18
-
7
4
-
5
16
-
7
4
2
7
13
-
16
5
-
23
1
7
19
1
8
2
6
19
4
-
18
1
9
14
5
4
1
28
1
19
15
5
2
2
16
1
5
C o m p ute r S tu di es
E du catio n /G e ne ra l S tu d ies
Fam il y & C o nsu m e r E d uca tion
Fin e & P erfo rm ing A rts
Ind ustr ial T ech no lo gy
La ng u ag e/C o m m un ica tio n
M a th & S ci en ce
P ub lic S afe ty
S ocia l / B eh avio ra l S cie nce s
Tota l Aw a rds t o DS PS S tude nts
D S P S S erv ice s P rov ided t o
S tude nts by P rim a ry D isa bility Type 7
A cqu ire d B ra in In ju ry
D e velo pm e nta lly D e laye d L e arn e r
4
-
1
4
5
11
3
9
5
5
3
2
1
-
4
-
-
8
3
-
2
-
1
-
5
2
1
9
56
5
48
16
55
3
39
9
70
61
12
54
2
82
7
59
4
52
20 04 -0 5
2 00 5- 06
20 0 6-0 7
2 00 8 -09
20 07 -0 8
A vg
A vg
A vg
A vg
A vg
S tud en ts C o nta cts Stu de nts C o nta cts S tud e nts C on tacts S tud en ts C o n ta cts Stu de n ts C o nta cts
87
46
11
15
94
37
17
17
97
30
19
13
94
29
35
12
1 20
29
31
19
H e ari ng Im p air ed
Le ar ni ng D isa bl ed
59
12 8
65
9
50
1 32
46
17
45
1 39
49
15
58
14 2
43
15
51
1 27
51
17
M o bil ity Im p air ed
34 7
11
3 31
17
2 86
17
25 2
15
3 05
21
O th e r D isa bi lity
40 2
10
4 21
17
3 91
16
39 5
16
4 59
22
P sycho lo gic al D i sab ili ty
26 2
15
2 85
21
2 72
19
26 5
21
2 85
19
S pe ech /La ng u ag e Im pa ire d
18
21
19
13
14
14
10
9
10
19
V isua ll y Im pa ire d
40
26
43
18
45
38
39
29
42
41
1 ,38 9
14
1,4 12
19
1,3 19
19
1 ,28 4
20
1 ,4 28
23
Tota l St uden ts a nd Ave rag e Con tac ts
De finitions
1 S tu d en t He ad co un t, un d up lica te d : Nu m ber o f s tu den ts en ro lled on c ensu s day, w here each st ud en t is c ou n ted o ne time.
2 3
A sian /P ac if ic Island e r: Inc lu des th e Filip in o ethn ic catego ry.
Enro llme n t: Stu de nt he adc ou nt d up lica ted‐
or e ve ry stu den t, e ach co u rse th e stu den t is en ro lle d in on c en sus day c ou n ts as o ne en ro llmen t.
A p pro xim ate FTES: Fu ll‐Tim e Equ ivale nt Stud ents m easu red by C en sus En ro llmen ts o f EOP &S Stud en ts.
5 S uc ces s rate n um erator: N um b er of co urse en ro llmen ts with a suc ces sful p assin g grad e (A ,B,C,P ,C R).
4 Re te n tion ra te num era to r: N u mb er o f co u rse en ro llmen ts retaine d t hro ugh the sem ester (grade = A,B ,C ,P ,C R ,D,F,N P ,N C ,I).
S uc ces s a nd Re te n tion ra te d en om ina tor: N u mb er o f en rollme nts retain ed (A,B,C ,P,CR ,D,F,NP ,N C,I) an d with draw n ( W).
6 D eg re es or Ce rtific ates: Inc lu des aw ard s fo r st ud ent s rec eiving DSP& S d urin g the Year o f the Aw ard.
7 P rim ary Disability: The im pa irmen t th at has th e g reatest ed uc ation al lim itation o n th e s tu den t.
DSPS 133
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan ENGINEERING AND INDUSTRIAL TECHNOLOGY DEPARTMENT
1. Unit Mission The Engineering and Industrial Technology (EIT) faculty and staff strives to offer effective, up to date and student centered instruction, being sensitive to the diversity of our students, their educational needs, and career goals. We provide relevant course and lab work geared toward day and night students seeking careers in EIT fields, as well as meeting the needs of students seeking training for career advancement or skills updating. We use a multi‐dimensional approach in preparing students not only for specific career goals, but also provide activities that assist them with meeting personal, academic, and intellectual goals. Our faculty actively pursues professional development, program/facilities improvement, and college/community involvement, seeking partnerships and collective efforts. These efforts support the goals of the college, the Action 2012 plan and other learning outcomes. 2. Program Description The department represents eleven programs of study. All of the programs support strategic initiatives providing education and training for immediate transition to the workforce and skill building with the latest technology. Also available, is an educational path leading to a certificate, an associate degree or transfer to an institution leading to baccalaureate degrees in engineering, architecture and industrial technology and related fields. The eleven EIT programs are: air conditioning/refrigeration, automotive technology, construction technology, electronics technology, industrial drawing/CAD, manufacturing technology, water technology, welding technology, engineering, woodworking/cabinetmaking and architecture. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. EIT by its nature is an expensive department. In 2008‐09, GUI funds met most of the needed purchases of instructional related materials in EIT areas and VTEA funds offset some of EIT’s professional development and helped with equipment needs in the areas of welding, electronics and automotive. If either GUI or VTEA funds are cut, EIT will be hard pressed to meet even minimal funding needs. Attached is an exert from the ARCC 2009 Report from Bakersfield College as pertaining to our courses: “The College’s performance on Vocational Course Completion (VCC) was highest among peers and nearly 5% higher than statewide. BC attributes this to outstanding industrial technology programs with active advisory committees and strong community partnerships.” How did your assessment results and decisions from the past cycle inform your planning this year? VTEA is a great example of this. EIT assesses the needs of the department, to select which area(s) will get priority for the funds. This type of assessment planning allows EIT to cycle through each area therefore granting that each area may receive funding every few years. Areas are not favored or neglected this way. Engineering & Industrial Technology 134
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your resource request this year? An example of this would be that electronics was rotated out of VTEA funding for this cycle and was replaced by manufacturing. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Departmental decisions have been determined by advisory committee recommendations, instructor comments, student comments, and changes in technology, which drive our programs. If recommendations are not met, the department slides further away from being able to deliver top‐notch industry relevant programs. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. EIT has received about a $20,000 reduction of GUI funding for 2009‐10. This will cause us to tightly monitor our purchases and also cause us live with what we have longer. Purchases may be put off, some purchases will not be funded. Ultimately, we hope that students will not be affected by these decisions. If we are cut next year by this same percentage, students will feel the cuts. Engineering & Industrial Technology 135
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values Instructional: Cost / FTES Total Budget FY09 /Total FTES FY09 IRP IRP Findings/trends Impact Enrollment in EIT courses is increasing. For the last three years the increase in headcount has risen 6.1% in 2006‐07, 11.00% in 2007‐08 and an increase of 16.9% in the 2008‐09 year. Along with this increase, FTES rose from 707.70 in 2007‐08 to 765.37 in 2008‐09. Retention was 92.7%. Students in the EIT area remained constant in the important areas of student success (81.6%) and retention (92.7%) over the last three years. EIT students received 132 certificates and 17 received AA/AS degrees. In welding, EIT was able to hire a new instructor and this has made the workload of instructors in that area much more tolerable. Classes are full. As many EIT courses are in labs that have a fixed size (because of equipment, safety, etc.) we are expanding with little wiggle room as to room usage. $2,339,951.50 (cost) / 765.37 (FTES) = $3,057.28 Cost includes all instructional/overload/adjunct/benefits/ supplies and operating costs. This cost is based on allocated dollars. Actual figures were not available from the KCCD office. Students in the EIT area take these classes because they see relevance and reward or job up‐
grade/mobility. Students, and this is backed up by the statistics, don’t drop out of classes. This is a statistic that the EIT faculty appreciates. The average teaching load went from 1.6 plus each semester, to a much more manageable level. Engineering & Industrial Technology 136
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome Improve student access, retention, and success  Goal 1  Request: 1  Priority 1 N/A Replacement Welding instructor for retiring faculty member. Full time tenured position $85,000 per year. N/A Retirement Improve student access, retention, and success 1 New computers for the CAD labs. This is a needed item every three years. We are in the third year of use now. Cost is $56,000. N/A N/A Replacement Improve student access, retention, and success Engineering & Industrial Technology 137
Measured by FTES loss/gain Bakersfield College 2009‐2010 Annual Unit Plan Improve student access, retention, and success 1 (Return to Top) Many areas including electronics, woodworking, automotive and engineering need hand tools and small related electrical devices. These items, for the most part are replacements for the items that just wear out over time. The budget does not have the means to support all the needed items on a yearly basis. If a list of these needed items is desired, it is on file with the department chair. N/A Educational Master Plan Estimated cost $130,000/00 New and replacement equipment for mentioned EIT Labs Improve student access, retention, and success 1
Table suggested by FCDC subcommittee, spring 2009. Engineering & Industrial Technology 138
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device 1 The previous remodel project (2002) did not install HVAC to some faculty offices. The offices in 206M and 207M have no HVAC at all. It is not good to put students and faculty into offices that can be (and are) uncomfortable to work in. This has been in the last three units plans. Equipment Users HVAC unit The construction program was Instructional moved into the Ag‐12 lab two day area before the fall semester began. This facility needs the following M&O assistance:  Stairs and banister to classroom are not to code.  Paint and clean the area.  There is a water drainage issue in the area that will on occasion (rain) cause flooding in the lower stair area.  Make sure that custodial cleans the area. Total Cost Estimate Engineering & Industrial Technology Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available Unknown Comfortable/safe work area. Student that visit faculty offices during office hours 1 Unknown Comfortable/safe work area All construction and HVAC students 1 Unknown 139
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Prioritized Ideas 1.
Replace retiring faculty in the welding area 2.
3.
Action Item Facility Impediments Replace welding faculty position Student / Program Outcome Supported None Lack of student availability to classes of position not replaced. Loss of FTES for college. Loss of needed welding instructor. Replace computers in MS‐9 and MS‐10 New computers for the CAD labs. This is a needed item every three years. We are in the third year of use now. None Improve student access, retention, and success New engineering/CAD lab in MS‐12 Improve student access, retention, and success With enrollment growth in engineering, architecture and CAD the need for this facility has developed. 4.
5.
6.
7.
8.
New State mandated smog machine for the automotive area. This is projected by the State to be coming in the 2010‐2011 fiscal year. We cannot teach to the newly mandated levels without this new machine. New welding machines. Our machines were new four years ago but over time they grow old and just wear out from use. We need to replace these machines about every 5 to 6 years. Many areas including electronics, woodworking, automotive and engineering need hand tools and small related electrical devices. These items, for the most part are replacements for the items that just wear out over time. The budget does not have the means to support all the needed items on a yearly basis. If a list of these needed items is desired, it is on file with the department chair. Continued support and increase in college budgets for the department. If we just stay the same each year, we actually fall behind. Continued college and VTEA support for new equipment in the area. In most areas we are now alright but if we let too many years pass, we will get very far behind very quickly. Engineering & Industrial Technology 140
Bakersfield College 2009‐2010 Annual Unit Plan 5. (Return to Top) Educational Master Plan Trend Data from IRP and/or Other Relevant Program Data TRENDS
Engineering and Industrial Technology
% Change from
Headcount
2,500
Prior Year
2008-09
2,426
16.9%
2007-08
2006-07
2,076
11.0%
1,871
6.1%
2005-06
1,764
0.3%
2004-05
1,759
-
Headcount
Academic
Year
2,300
2,100
1,900
1,700
1,500
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Engineering & Industrial Technology
Academic
Year
Female
% of Total
Total
Unknown
Male
% of Total
Total
2008-09
222
9.2%
2,202
90.8%
2007-08
2006-07
204
9.8%
1,867
89.9%
181
9.7%
1,687
90.2%
2005-06
205
11.6%
1,558
88.3%
2004-05
171
9.7%
1,586
90.2%
2
5
3
1
2
Headcount
% of Total
Total
#
0.1%
0.2%
0.2%
0.1%
0.1%
%
Engineering, General
253
10.4%
Industrial Tech, Welding Option
252
10.4%
Architecture/Architectural Drafting
193
8.0%
Electrician Apprenticeship
134
5.5%
Electronics Technology
110
4.5%
409
16.9%
Undeclared
Age
Academic
Year
19 or Younger
20-29
% of Total
Total
30-39
% of Total
Total
40 or Older
% of Total
Total
% of Total
Total
2008-09
556
22.9%
1,127
46.5%
416
17.1%
327
13.5%
2007-08
2006-07
512
24.7%
960
46.2%
325
15.7%
279
13.4%
415
22.2%
869
46.4%
296
15.8%
291
15.6%
2005-06
358
20.3%
799
45.3%
304
17.2%
303
17.2%
2004-05
387
22.0%
827
47.0%
287
16.3%
258
14.7%
Ethnicity
Academic
Year
African American
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
2
Islander
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
% of Total
Total
% of Total
2008-09
164
6.8%
62
2.6%
103
4.2%
1,061
43.7%
811
33.4%
225
9.3%
2007-08
2006-07
112
5.4%
38
1.8%
86
4.1%
895
43.1%
769
37.0%
176
8.5%
108
5.8%
27
1.4%
67
3.6%
805
43.0%
764
40.8%
100
5.3%
2005-06
87
4.9%
35
2.0%
58
3.3%
700
39.7%
812
46.0%
72
4.1%
2004-05
94
5.3%
31
1.8%
73
4.2%
664
37.7%
829
47.1%
68
3.9%
Gender - 2008-09
Female
9.2%
Ethnicity - 2008-09
Age - 2008-09
30-39
17.1%
Unknown
0.1%
Male
90.8%
Female
55.3%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
Hispanic
44.3%
40 or Older
13.2%
Unknown
0.3%
Engineering & Industrial Technology Unknown
9.3%
African
Amer
6.8%
Age Campuswide
2008-09
Male
44.5%
Asian/ Pac
Isl
4.2% Am Indian/
Other
2.6%
19 or Less
22.9%
Gender Campuswide
White
33.4%
Hispanic
43.7%
40 or Older
13.5%
20-29
46.5%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
19 or Less
28.8%
141
White
33.5%
Unknown
7.2%
African Amer
7.4%
Engineering and Industrial Technology
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
5,500
Enrollment 3
Census
150
152
6
308
145
140
12
297
145
130
11
286
141
158
6
305
125
137
5
267
End
2,414
2,568
135
5,117
2,279
2,294
145
4,718
2,123
1,995
91
4,209
1,739
1,816
58
3,613
1,697
1,980
41
3,718
Productivity
Students/ Section
2,171
2,222
118
4,511
2,038
2,051
126
4,215
1,935
1,795
89
3,819
1,676
1,663
57
3,396
1,585
1,729
38
3,352
FTEF5
4
16
17
23
17
16
16
12
16
15
15
8
15
12
11
10
12
14
14
8
14
4,500
700
600
26
23
500
20
04-05
4,000
05-06
06-07
FTEF
375.19
376.11
14.07
765.37
351.08
339.91
16.71
707.70
309.51
305.25
9.14
623.90
278.67
278.37
2.85
559.89
261.83
278.00
3.11
542.94
6
13.8
12.9
13.2
26.7
13.5
12.8
8.9
26.0
13.0
13.2
2.2
24.4
11.3
11.8
0.9
21.7
12.9
12.2
11.5
25.1
Annual FTEF
32
29
800
5,000
FTES5
27.18
29.08
1.07
28.66
26.01
26.53
1.87
27.21
23.83
23.18
4.07
25.54
24.74
23.57
3.27
25.79
20.27
22.80
0.27
21.67
Annual FTES
Outcomes
FTES / 07-08
Success Retention 7
Rate 7
81.8%
81.6%
76.9%
81.6%
81.9%
81.2%
89.6%
81.8%
81.0%
78.2%
74.4%
79.5%
79.0%
77.6%
89.8%
78.5%
78.4%
78.5%
90.0%
78.6%
93.8%
91.6%
90.8%
92.7%
93.6%
93.6%
93.3%
93.6%
93.7%
92.6%
98.9%
93.3%
94.6%
92.9%
98.3%
93.8%
93.2%
91.5%
100.0%
92.4%
Rate
Success
Retention
100%
90%
80%
04-05
08-09
05-06
06-07
07-08
08-09
70%
Annual FTES /FTEF
3,500
04-05
05-06
06-07
07-08
08-09
60%
30
04-05
05-06
06-07
07-08
08-09
25
20
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Engineering and
Engineering Technology/ General
Automotive Technology
Construction Technology
Diesel & Farm Equipment
Electronics Technology
Industrial Drawing/ Technology
Manufacturing Technology
Production Maintenance
Welding Technology
Woodworking Technology
All Engineering and Industrial Technology Awards
2004-05
2005-06
2006-07
2007-08
2008-09
2
2
3
4
-
15
49
7
6
14
17
9
-
3
1
1
4
8
-
3
43
3
20
42
1
5
-
4
1
1
4
1
1
1
13
73
9
7
28
37
4
18
-
1
2
1
6
3
1
-
42
67
12
6
39
29
25
13
4
4
2
2
3
1
1
-
5
36
13
7
38
22
1
10
-
11
117
17
117
13
189
14
233
17
132
Definitions
1
2
3
5
6
4
7
Engineering & Industrial Technology 142
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan ENGLISH
1. Unit Mission The English Department at Bakersfield College supports student learning and mastery of critical thinking, reading, and writing by teaching the following: 
Basic writing proficiency 
Transfer‐level academic research and writing 
Information competency (in conjunction with the Bakersfield College Library and its staff) 
Reading, appreciation, and/or creation of imaginative literature for both the specialist and general education population. The department serves the mission of the college by meeting the diverse student community; these students range from recent high school graduates to re‐entry or re‐training adults, and they pursue various academic goals, including the earning of an A.A. or A.S. degree, transfer to a four‐year institution, completion of a vocational / technical certificate program, and lifelong learning. Since communicating ideas and information is at the heart of an education, the English department is vital to the college community as a whole. 2. Program Description The English Department at Bakersfield College provides freshmen and sophomore courses in both writing and literature that satisfy course general education requirements for career pathways in workforce associate degrees and satisfy English transfer requirements for the CSU and UC systems. All English courses reinforce critical thinking as well as basic and advanced communication competencies. We work with Byrd Library reference librarians, offering a course and workshops in research skills that are available to every student. Also, we have developed agreements and equivalences with the CSU and UC systems so that our students transfer to those institutions easily and seamlessly to complete higher degrees. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals.  Unit Goal met: The English department gained a full‐time tenure‐track position to replace a retiring full‐time faculty member, and the department also secured a one‐year temporary full‐time position; this has enabled the department to continue to offer all of our classes at each time block, each day—serving student needs.  Unit Goal partially met: The department continued its use of Turnitin, a software application used by students in our English 1a classes. The cost of the program did increase this fall and the department had to transfer money from an account to make up the difference.  Unit Goals unmet: the remaining 9 Unit Goals from the 08‐09 Unit Plan were unmet: reassigned time for FEE Coordinators; table‐top desks/separate English 143
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan chairs in all classrooms; new white board in H‐52 (lab); building improvements—replace classroom curtains, broken floor tiles, crumbling plaster, peeling paint, threadbare carpet in workroom, and the insect infestations continue to recur; hire a second janitor; re‐open the writing lab (re‐establish English 255); increase number of classrooms dedicated to English instruction; secure office space for all English faculty in the Humanities building. How did your assessment results and decisions from the past cycle inform your planning this year? More English 1a instructors are making use of Turnitin and the rubric for English 1a has had several revisions in the past year, all resulting from assessment of it and its use on current English 1a research papers. Faculty have discussed the need for English 50 (formerly English 1) to better prepare students for the demands of English 1a, the new requirement for AA/AS degree. The SLOs in English 60 were revised. How did your assessment results and decisions from the past cycle inform your resource request this year? The cost increase of the Turnitin software/program used in English 1a means the department needs a larger budget to offset that increase. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.)  This fall, the English graduation requirement for the AA/AS degree (for new students) is English 1a. The English department will need to offer enough English 1a classes to meet the increase in demand.  The English department, like the rest of the departments on campus, cut its number of offerings because of the budget crisis. These two items are in conflict—but the crunch of students needing English 1a hasn’t yet arrived. However, The department will need to gather data: watch enrollment trends in each level we offer. Because the expectation is that student demand will be higher and the number of classes we offer is not likely to increase, we will need to strive for better retention and success. Those discussions are in their infancy. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Same as External conditions listed above. English 144
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. CONTINUED: Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values English IRP IRP Findings/trends Impact In the 08‐09 school year, the English department offered 290 sections, just one section more than the previous year. Yet, 08‐09 date shows that 5832 students remained at End compared to the 5613 students who remained in the 07‐08 year. More students enrolled in and completed our classes this past year. Still, the Success rate these last five years remains stable—averaging between 57% to 62% each year. Retention 84% to 87% each year. Also, our department continues to support a number of programs that offer certificates or degrees requiring English, particularly Allied Health. Each year the numbers getting an AA/AS or certificate has grown. Allied Health awards related to or contributed to by English shows the impact: the 04‐05 year, degrees 106 and certificates 22; the 05‐06 year, degrees 116 and certificates 63; the 06‐07 year, degrees 137 and certificates 77; the 07‐08 year, degrees 150 and certificates 74; and the 08‐09 year, degrees 173 and certificates 122. 24 tenure, full‐time instructors 1 temporary full‐time instructor 25 part‐time instructors Students are staying in their classes rather than dropping out (a likely result of the inability to get into a class easily—classes fill quickly, 3rd time repeats can’t enroll until Open Registration, etc.) 145
Expect greater retention based on student need/demand; focus on maintaining or increasing the success rate. Request full‐time tenure track position to meet demands (in a better budget year). Classes are packed. If we open a new section, it would fill. Budget restrictions mean no new classes and hiring full‐time instructors is also unlikely, so the impact is that our classes will fill quickly and some students will not get into an English class. Students may find it takes them longer than they anticipate to complete their degree and/or certificate requirements. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan College Strategic Initiative‐
Facilities: create a well‐
maintained campus AND Institutional Level Outcome: demonstrate ability to use current technology to acquire, organize, and analyze information appropriately. Unit Plan Priorities Funding / Support Requested Unit  Goal increase success rate for students  Request: Open writing lab (H‐52) on Fridays  Priority = 3 Equipment  Repair data/video projector  See M&O chart 4b Staffing Facilities  Part‐time and full‐  H‐52 lab, time instructors not used  .5 to 1 unit class, on Fridays Fridays only, 4 hours a week max. Outcome / Metrics Other Info.  New  Innovative Outcome  Collect data on how often students use the lab.  See increased usage of open lab in following semesters. 1
Table suggested by FCDC subcommittee, spring 2009. English 146
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Type of Device Number of Units Equipment Users Repair data/video projector in H‐52, a lab; the one we have is not working properly, 1 English 1a primarily Total Cost Estimate Number of Students Served Institutional Level Learning Outcomes: Demonstrate an ability to use current technology [and research methods] to acquire, organize, and analyze information appropriately Approximately 1000 students per year; this is a 25‐seat lab class, used in each time block each day of the week 1 Cost Estimate $ 1500 $ 1500 1 = mission critical 2 = necessary 3 = nice to have if funding available Alignment with College Goal 09‐10 Or Program SLO/AUO (State) English 147
English
% Change from
Headcount
6,200
Prior Year
2008-09
6,030
5.3%
2007-08
2006-07
5,725
4.9%
5,459
-3.9%
2005-06
5,679
4.2%
2004-05
5,452
-
Headcount
Academic
Year
6,000
5,800
5,600
5,400
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in English
Female
Academic
Year
% of Total
Total
Unknown
Male
% of Total
Total
2008-09
3,647
60.5%
2,374
39.4%
2007-08
2006-07
3,513
61.4%
2,203
38.5%
3,305
60.5%
2,151
39.4%
2005-06
3,554
62.6%
2,124
37.4%
2004-05
3,392
62.2%
2,058
37.7%
9
9
3
1
2
Headcount
% of Total
Total
#
0.1%
0.2%
0.1%
0.0%
0.0%
%
Registered Nursing
693
11.5%
493
8.2%
Criminal Justice
391
6.5%
Liberal Studies
378
6.3%
Psychology
341
5.7%
982
16.3%
Undeclared
Age
19 or Younger
Academic
Year
20-29
% of Total
Total
Total
% of Total
30-39
Total
40 or Older
% of Total
% of Total
Total
2008-09
2,650
43.9%
2,639
43.8%
460
7.6%
281
4.7%
2007-08
2006-07
2,339
40.9%
2,606
45.5%
483
8.4%
297
5.2%
2,248
41.2%
2,545
46.6%
439
8.0%
227
4.2%
2005-06
2,399
42.2%
2,550
44.9%
442
7.8%
288
5.1%
2004-05
2,306
42.3%
2,393
43.9%
440
8.1%
313
5.7%
Ethnicity
African American
Academic
Year
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
2
Islander
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
391
6.5%
80
1.3%
327
5.4%
2,770
45.9%
2,043
33.9%
419
6.9%
2007-08
2006-07
391
6.8%
82
1.4%
315
5.5%
2,670
46.6%
1,936
33.8%
331
5.8%
313
5.7%
80
1.5%
337
6.2%
2,643
48.4%
1,921
35.2%
165
3.0%
2005-06
340
6.0%
81
1.4%
370
6.5%
2,647
46.6%
2,055
36.2%
186
3.3%
2004-05
314
5.8%
71
1.3%
381
7.0%
2,356
43.2%
2,143
39.3%
187
3.4%
Gender - 2008-09
Female
60.5%
Age - 2008-09
30-39
7.6%
Unknown
0.1%
Gender Campuswide
Female
55.3%
Asian/ Pac
Isl
5.4% Am Indian/
Other
1.3%
19 or Less
43.9%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
19 or Less
28.8%
148
Unknown
6.9%
African
Amer
6.5%
Age Campuswide
2008-09
English White
33.9%
Hispanic
45.9%
40 or Older
4.7%
Male
39.4%
Male
44.5%
Ethnicity - 2008-09
20-29
43.8%
White
33.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
Unknown
African Amer
7.2%
7.4%
English
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
7,60 0
Enrollment 3
Census
129
129
32
290
132
129
28
289
128
134
31
293
129
120
29
278
107
119
31
257
Students/ End
3,407
3,419
753
7,579
3,365
3,328
620
7,313
3,203
3,439
677
7,319
3,327
3,213
694
7,234
2,893
3,153
810
6,856
Productivity
2,543
2,645
644
5,832
2,510
2,557
546
5,613
2,458
2,639
591
5,688
2,543
2,500
621
5,664
2,310
2,504
726
5,540
FTEF5
Section4
26
27
24
26
25
26
22
25
25
26
22
25
26
27
24
26
27
26
26
27
36.99
36.64
9.73
41.68
37.38
36.38
8.39
41.08
35.78
38.58
9.13
41.75
36.32
34.19
8.26
39.39
30.65
33.25
9.26
36.58
Annual FTES
Rate7
Rate7
56.4%
53.7%
70.5%
56.6%
55.9%
57.4%
71.7%
58.0%
54.3%
55.6%
64.8%
55.9%
57.1%
58.5%
69.3%
59.0%
58.7%
64.0%
69.3%
62.4%
82.7%
83.9%
91.5%
84.1%
83.4%
83.3%
95.3%
84.4%
82.8%
82.8%
92.1%
83.7%
85.5%
85.8%
92.4%
86.3%
86.3%
84.8%
93.1%
86.5%
457.78
461.99
106.62
1,026.39
447.78
451.08
82.27
981.13
427.62
460.62
91.26
979.50
445.47
431.69
88.90
966.06
389.47
420.39
101.61
911.47
12.4
12.6
11.0
24.6
12.0
12.4
9.8
23.9
12.0
11.9
10.0
23.5
12.3
12.6
10.8
24.5
12.7
12.6
11.0
24.9
Success
50
1,000
950
900
7,20 0
FTES / Annual FTEF
1,050
7,40 0
FTES5
Outcomes
45
90%
40
850
Retention
100%
80%
35
04-05 05-06 06-07 07-08 08-09
04-05
05-06
06-07
07-08
70%
08-09
7,00 0
60%
Annual FTES/FTEF
6,80 0
04-05
05-06
06-07
07-08
08-09
50%
30
04-05
05-06
06-07
07-08
08-09
25
20
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by English
English
Allied Health
Business
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
6
106
78
103
281
118
22
57
11
10
116
91
89
260
139
63
102
15
10
137
86
101
251
132
77
218
9
8
150
99
79
238
152
74
205
7
10
173
95
85
226
130
122
138
14
Definitions
2
1
3
5
4
6
7
English 149
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan ENGLISH AS A SECOND LANGUAGE
1. Unit Mission The English as a Second Language Department at Bakersfield College provides quality education to meet the needs of its diverse student population in a supportive environment. We will accomplish our mission by:  Responding to student and community need by offering a variety of reading, composition, grammar, and listening/speaking courses, both credit and noncredit, to students with a wide range of language ability.  Understanding and addressing the needs of our diverse student population which ranges from generation 1.5 students to international students and recent immigrants.  Establishing strong connections with our business communities by offering courses that improve the language capabilities of employees both through credit and non‐credit classes as well as on‐site Vocational ESL courses.  Remaining vigilant in responding to the current and future environment and striving to meet the continued growth of the Hispanic population in the community.  Promoting tolerance and patience with all of our stakeholders by providing culturally sensitive instruction and a nurturing educational environment. 2. Program Description In support of the Core Learning Processes and Strategic Initiatives, the ESL Department at Bakersfield College  Makes students the central focus of its program and communicates high expectations through active learning within a communicative, collaborative environment;  Provides a variety of instructional approaches to accommodate diverse learning styles and offers prompt and appropriate feedback to students;  Fosters critical thinking, questioning skills, and independent learning in all students;  Offers reading, writing, and listening/speaking classes supporting ESL students’ advancement to transfer level English courses and fulfillment of prerequisites required by certain departments and vocational ESL classes to the community;  Provides training and mentorship to the ESL Tutors;  Develops and regularly reviews Student Learning Outcomes for all of its courses; 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals.  We installed a Language Lab in LA 225 with one‐time funds. It was used daily Summer 09 by faculty teaching Listening/Speaking 71CD, so we were able to help students meet the goal of communicating effectively orally in English. ESL 150
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your planning this year?  The Program level Assessment for ENSL B22, Advanced Academic Communication was completed, and based on our assessment and collaboration with Communication faculty, we revised the rubric used for student oral presentations. We also revised course titles to reflect the transfer level academic nature of the course, and committed to enforcing recommended prerequisites to ensure more accurate placement.  The final exam procedure for the composition courses ENSL 50 and ENSL 60 has been revised and is now more valid and reliable. The “FEE” is now given during class; topics are given to students ahead of time so that students can prepare, and instructors are given more control of their own classes. Students are not as anxious, they can activate schema, pass rates are similar as before, yet the test reflects more accurately their writing skills rather than their in‐class test‐taking skills and anxiety levels. How did your assessment results and decisions from the past cycle inform your resource request this year?  The department is using COMPASS for placement purposes, and has not used the essay exam to place students for the past year. However, this placement measure is not accurate. We need to re‐instate the essay placement exam in order to ensure accurate placement in ESL classes.  Many students out of high school place into ESL 70, and waitlists hit 20 students in 08‐ 09, causing high enrollments. This increase in enrollments demonstrates a need for another full‐time faculty member.  Our Program SLO Assessment results demonstrated the need for more pronunciation practice; therefore students need to be able to use the newly installed Language Lab during hours when class is not in session, influencing the request for a language lab assistant. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.)  Two ESL tutor positions were lost and not replaced or approved, even though enrollment numbers have increased (nearly doubled). ESL students can not get the support they need to be successful unless they have more tutoring support.  Language lab printer has not been installed, reducing the number of classes that are utilizing the lab, and the effectiveness of facilities.  Placement Essay Exam was lost, making it difficult to accurately place ESL students and ensure their success.  Payment for reading Placement Essay Exam was lost, having the same effect as above.  Ongoing State budget concerns make it difficult to meet the growing needs of the ESL population. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc.  Enrollment numbers once ESL became its own department increased from 2007‐08 to 2008‐09 by 76.9% but:  Classes are being cut in 2009‐2010 due to budget issues  The number of ESL designated classrooms has not changed in 10 years (there is only one and a half designated ESL classrooms), so scheduling rooms is extremely problematic, and any sort of cohesion of the ESL /International Student program is non‐existent.  We installed a language lab Spring 2009, but it is not fully utilized because it needs a lab assistant to staff it during hours when class is not in session so that students can work independently. ESL 151
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. ESL Findings/trends Impact According to the trend data, the ESL dept. has grown 96.8% in two years, 76.9% in the last year alone. Unduplicated headcount in the Academic Year 2006‐07 was 669, 2007‐08 was 802, and in 2008‐
09: 1,419 This increase reflects the changing demographics of the community as well as the ability of the department to offer (and fill) more sections once ESL became independent of English. This overall increase in FTES (from 165 to 283) underscores the need for a full time ESL Tutor and a new full time ESL faculty member. Two part‐
time ESL Tutor positions have not been replaced whereas ESL enrollment has nearly doubled in two years. In order to support retention, increase student success, and meet the growing second language needs of the community, it is clearly necessary to fill a new ESL position. We can not continue to rely on adjunct instructors as we are maxed out. The existing instructors have been working at their limit, we have exhausted the pool, and there is no Master’s program in TESOL at CSUB to draw from. With the State’s emphasis on Basic Skills, the college should be providing our students with sufficient ESL courses and faculty to carry out our mission goals of understanding the needs of our diverse student population, and responding to student and community needs with efficiency and flexibility. Retention continues to be above 90%, and has not changed significantly. Success rates vary, but have risen to from around 60% to 67% in the last year. This could be purely coincidental, or it could have to do with the larger sample of students compared to previous years, along with the greater success rate of students in Summer 08 (over 10 percentage points higher). Success rates will most likely be further improved by changes in the Final Essay Exam in ESL 50 and 60, which are currently being made to make the test more reliable and valid. Spring 09 Retention: 90.6% Success: 67.7% Fall 08 Retention: 93.6% Success: 64.9% Summer 08 Retention: 100% Success: 78.8% Acad Year: Retention 92.6% Success: 67.1% IRP 152
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) The ESL Program increased in FTEF from 6.44 in 2007‐08 to 7.91 in 2008‐09. FTES/FTEF increased from 25.6 to 35.9 from 07/08 to 08/09 . Staffing levels / workload values Instructional: Cost / FTES Instructional: Academic Yr 2008‐2009 $652,724/FTES 283.43 = 2302 Total Budget FY09/Total FTES FY09 : $654724/283.43= 2310 IRP Total Budget FY09 /Total FTES FY09 Educational Master Plan This increase in FTEF was accomplished by hiring more adjunct faculty. The increased efficiency in FTES/FTEF was accomplished by effective enrollment management; with extra adjunct instructors, we were able to offer a more efficient schedule of classes to students, that is, classes that previously had only one section (in the morning), in 08‐09 had two sections, so working students were able to attend. It is crucial that this schedule (which has been cut due to budget) be reinstated to serve our mostly working population. The crux of the budget consists of faculty salaries. However, with the implementation of the language lab, ongoing software licensing will be required. ESL 153
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment SI: Improve services to all students and remove barriers to academic success  Existing  Goal Provide ongoing consistent service to ESL students at peak times  Request: Hire Fulltime ESL Tutor  Priority 1 SI: Ensure effective and efficient use of available resources to meet the mission of the college  Goal: Increase opportunities for students to practice ESL and technology skills  Request: Hire a 1‐19 hour Language Lab assistant  Priority: 1 ESL  Existing. Staffing Facilities Outcome / Metrics Other Info. Outcome  Track # of hours used in tutoring center.  Compute average usage rate/wk  Improve usage by 10%  1 Fulltime classified ESL tutor position $25,000  100% time  Learning Center (existing)  Replacement  Two 1‐19 hour positions have been lost and not replaced. Students are turned away.  Part‐time classified Lab Assistant position 1‐19 hours = $12,050  Uses existing Language lab  New 154
Track # students using lab during hours it is staffed (outside class time). Bakersfield College 2009‐2010 Annual Unit Plan SI:Improve Links  Goal: Properly place students in between ESL classes with assessment and the placement curriculum, improve services to all essay students  Request: Provide payment for reading the English Placement Essay  Priority: 1 SI: Improve services to all students and remove barriers to academic success ESL  Goal: Increase opportunities for student participation in their own learning  Request: 4 white boards: two in FACE 20 & two in LA 204  Priority: 1 (Return to Top) Educational Master Plan  None  $25/hour x 4 hours x 5 instructors x three times a year = $1500  Existing classroom  Request: 4 white boards: two in FACE 20 & two in LA 204  N/A  $800 ea x 4 = $3200  New 155
 Replacement  Consequential validity study: Fall 2010.  Survey instructors about placement accuracy.  Teachers can measure how class time is used by students Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Mission:  Request: New  Goal: Increase opportunities for desks/chairs in Understanding the needs of our diverse safe, effective LA 204 population, instruction and responding to participation in student needs, the classroom creating a safe, attractive, well  Request: New desks/chairs in LA maintained campus 204  Priority: 2 Educational Master Plan  N/A  $7500  Replacement:  General mobility, accessibility for chairs and wheelchairs and desks are too document large for the frequency of small safety issues classroom. (such as People tripping). cannot move around safely in the classroom. SI: Improve services to all students and remove barriers to academic success  Goal: Respond to student and community need by offering a variety of courses  Request: Hire Full‐time ESL faculty member  Priority: 2  Desktop computer  $87,500  Office Space; desk, chair, filing cabinet.  New  Meet the need of growing ESL population at BC and in community.  Measure student success and retention SI: Improve services to all students and remove barriers to academic and occupational success  Goal: Increase opportunities for effective instruction  Request: ESL designated classroom  Priority: 2  Existing  N/A  ESL designated classroom; with huge increase in enrollment, scheduling of ESL classes has become problematic.  New  Measure student retention and success ESL 156
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top)  Desktop SI: Improve services to all students and remove barriers to academic and occupational success; improve relationships with business communities we serve; enhance image of BC  Goal Add sections of existing Vocational ESL curriculum to meet growing community need.  Request Hire full‐time faculty to teach Vocational ESL  Priority 2 SI: Enhance the image of BC to external and internal audiences; create a safe, attractive and well‐
maintained campus environment.  Existing  Goal: Provide a safe and (donated) chairs, nurturing couches, tables environment for international and immigrant students to congregate and share ideas  Request Designate a space for students to gather  Priority 3 Educational Master Plan  $87,500  Office Space; desk, chair, filing cabinet, etc.  N/A  Convert existing  New/Re‐
space for ESL allocated students/ International Students to use as a center.  New  Meet the need of growing ESL population at BC and in the community  Measure student retention and success  Track ESL/International student activities  Survey student satisfaction. 1
Table suggested by FCDC subcommittee, spring 2009. ESL 157
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Priority Number of Units Type of Device Equipment Users Replace Ceiling tile in LA 225, repair leak in roof. 1 Students and faculty New desks/chairs in LA 204 30 Students white boards 4 Instructors/students Projector light bulbs 2 instructors Total Cost Estimate Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate 1 = mission critical 2 = necessary 3 = nice to have if funding available 150 students/day 1 $7,500 (Classes have 30 students, but classroom doesn’t accommodate 30 of the current type of desks/chairs. ) Improve student success 150 students /day 2 $3,200 Improve student success 300 students/day 1 300 students/day 2 ? Create a safe campus: Enhance image; (concern is about exposed asbestos) $400 Demonstrate ability to use current technology Number of Students Served $11,100 ESL 158
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Prioritized Ideas Action Item Facility Impediments Student / Program Outcome Supported 1) Fulltime ESL Tutor Students will be served who have not been helped by the part‐time ESL tutor due to her full schedule. None ILO #2; Students will be able to communicate clearly in both written and oral forms 2) Language Lab Assistant Lab can then be utilized be students outside of classroom hours with a lab assistant. None ILO #3 Students will be able to demonstrate ability to use current technology to acquire, organize, and analyze information appropriately. With 77% growth in the ESL dept. in one year, (and 97% in two years), BC students and the community at large can be better served. Office space needed ILO #2: Students will be able to communicate clearly in both written and oral forms VESL courses can be taught; currently we don’t have available instructors although I get requests from the community (IKEA, Nestle, etc.) for Workplace ESL; therefore, the community will be served. Office space ILO # 2: Students will be able to communicate clearly and effectively in both written and oral forms and ILO # 4 Students will be able to contribute to society as an actively engaged citizen Many professionals in health care professions who have received their licenses in other countries need more ESL training in order to effectively serve the aging US population. None ILO #2 Students will be able to communicate clearly in both written and oral forms. 3) Fulltime ESL Instructor 4) Fulltime Vocational ESL Instructor 5) Collaborate with Nursing to develop Health Literacy/ Medical English Curriculum ESL 159
English as a Second Language (ESL)
% Change from
Headcount
Prior Year
2008-09
1,419
76.9%
2007-08
2006-07
802
19.9%
669
-9.5%
2005-06
739
-0.9%
2004-05
746
-
1,400
Headcount
Academic
Year
1,150
900
650
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in ESL
Female
Academic
Year
Male
% of Total
Total
Unknown
% of Total
Total
2008-09
889
62.6%
526
37.1%
2007-08
2006-07
522
65.1%
274
34.2%
444
66.4%
224
33.5%
2005-06
492
66.6%
247
33.4%
2004-05
513
68.8%
232
31.1%
4
6
1
0
1
Headcount
% of Total
Total
#
0.3%
0.7%
0.1%
0.0%
0.1%
%
Registered Nursing
90
6.3%
73
5.1%
Criminal Justice
65
4.6%
61
4.3%
Liberal Studies
Undeclared
47
3.3%
580
40.9%
Age
19 or Younger
Academic
Year
% of Total
Total
20-29
% of Total
Total
30-39
40 or Older
% of Total
Total
% of Total
Total
2008-09
388
27.3%
517
36.4%
236
16.6%
278
19.6%
2007-08
2006-07
289
36.0%
332
41.4%
92
11.5%
89
11.1%
229
34.2%
297
44.4%
75
11.2%
68
10.2%
2005-06
254
34.4%
323
43.7%
89
12.0%
73
9.9%
2004-05
224
30.0%
333
44.6%
113
15.1%
76
10.2%
Ethnicity
Academic
Year
African American
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
2
Islander
Total
White
Hispanic
Total
% of Total
% of Total
Total
Unknown
Total
% of Total
% of Total
2008-09
23
1.6%
3
0.2%
151
10.6%
1,156
81.5%
24
1.7%
62
4.4%
2007-08
2006-07
9
1.1%
4
0.5%
137
17.1%
578
72.1%
32
4.0%
42
5.2%
9
1.3%
3
0.4%
139
20.8%
484
72.3%
23
3.4%
11
1.6%
2005-06
16
2.2%
4
0.5%
119
16.1%
569
77.0%
24
3.2%
7
0.9%
2004-05
19
2.5%
4
0.5%
123
16.5%
565
75.7%
25
3.4%
10
1.3%
Gender - 2008-09
30-39
16.6%
Female
62.6%
Unknown
0.3%
Gender Campuswide
Male
44.5%
ESL African
Amer
Asian/ Pac
Isl
Am Indian/ 1.6%
10.6%
Other
0.2%
Age Campuswide
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
White
1.7%
Unknown
4.4%
19 or Less
27.3%
2008-09
Female
55.3%
Hispanic
81.5%
40 or Ol der
19.6%
20-29
36.4%
Male
37.1%
Ethnicity - 2008-09
Age - 2008-09
19 or Less
28.8%
160
Hispanic
44.3%
Asian/ Pac Isl
6.1%
White
33.5%
Amer Indian/
Other
African Amer
1.4%
7.4%
Unknown
7.2%
English as a Second Language (ESL)
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment 3
Census
48
32
7
87
21
26
2
49
24
26
1
51
25
23
3
51
23
22
2
47
Students/ End
1,156
665
99
1,920
534
612
58
1,204
535
590
9
1,134
551
571
62
1,184
559
552
38
1,149
FTEF5
Section4
1,054
588
91
1,733
443
531
57
1,031
476
526
8
1,010
490
499
56
1,045
492
482
34
1,008
Annual Census E nrollment
24
21
14
22
25
24
29
25
22
23
9
22
22
25
21
23
24
25
19
24
FTES5
7.54 179.58 6.94 90.68 1.34 13.17 7.91
283.43
5.67
71.68
6.67
85.27
0.53
7.95
6.44
164.90
6.41
72.13
7.27
81.61
0.27
1.27
6.98
155.01
6.80
75.63
6.27
78.79
0.73
7.57
6.90
161.99
6.20
75.31
6.00
74.85
0.53
4.86
6.37
155.02
Annual FTES
Rate7
Rate7
67.7%
64.9%
78.8%
67.1%
60.8%
58.3%
66.7%
59.8%
59.7%
63.5%
88.9%
61.9%
54.4%
66.3%
59.3%
60.4%
55.8%
59.4%
62.9%
57.8%
90.6%
93.6%
100.0%
92.6%
91.9%
92.2%
100.0%
92.5%
92.2%
92.8%
88.9%
92.5%
95.0%
93.4%
94.9%
94.2%
92.7%
92.0%
97.1%
92.5%
23.8
13.1
9.9
35.9
12.6
12.8
15.0
25.6
11.3
11.2
4.7
22.2
11.1
12.6
10.4
23.5
12.1
12.5
9.2
24.4
Annual FTEF
300
1,900
Outcomes
Productivity
8
250
7
1,700
200
6
1,500
150
5
04-05
05-06
06-07
07-08
Success
Retention
100%
90%
80%
04-05
08-09
05-06
06-07
07-08
08-09
70%
1,300
60%
Annual FTES /FTEF
1,100
04-05
05-06
06-07
07-08
08-09
50%
40
04-05
05-06
06-07
07-08
08-09
30
20
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by English as a
Second Language
English
Allied Health
Business
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
6
106
78
103
22
57
-
10
116
91
89
63
102
-
10
137
86
101
77
218
-
8
150
99
79
74
205
-
10
173
95
85
122
138
-
281
118
11
260
139
15
251
132
9
238
152
7
226
130
14
Definitions
1
2
3
5
4
6
7
ESL 161
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan ENROLLMENT SERVICES
1. Unit Mission Admissions and Records The mission of the Office of Admissions and Records is to provide accurate, prompt, helpful information and service to students, prospective students, staff and the general public about admissions, registration, academic policies, and student records. Providing this assistance and information to our consumers contributes to the high quality education necessary for our diverse students. This mission directly contributes to Strategic Initiative #1, improve services to all students and remove barriers to academic and occupational success. It also contributes to (SI#6 and Goal #6)) by improving relationships and connections with the communities that we serve. Assessment Center The mission of the Bakersfield College Assessment Center is to coordinate, administer, and process the scores of all nationally normed tests that are offered on the campus to students, prospective students, and the general public. Providing these testing services contributes to the college mission by contributing to the quality education provided by assuring that students are properly prepared for the courses in which they enroll and by assisting community members in achieving or maintaining certification in their chosen career or educational field. This mission contributes to College Goal #1 by assisting with the research on assessment testing and placement into courses and to Strategic Initiative #1, student excellence, by reducing the barrier of under preparedness. 2. Program Description Admissions and Records The services of the office are a vital part of enrollment management and recording student learning and progress. Students are assisted with electronic admissions, registration, evaluations, What‐If degree audits, and obtaining transcripts. Assessment Center The Compass administration offered by the Assessment Center plays a significant role in matriculation as one of the key steps to matriculation. It established eligibility for placement into many of our courses. The Center will assume responsibility for accommodation testing during this academic year which will assist students with disabilities in completing their courses effectively. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Last year’s resource allocations allowed Admissions and Records to continue to provide appropriate levels of assistance to students and the public, to roll grades and provide transcripts promptly, to evaluate incoming transcripts and graduation applications effectively and to send transcripts to more schools electronically. The Assessment Center was staffed at levels that made it possible to offer one additional commercial test to the public, to offer enough evening and Saturday Enrollment Services 162
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Compass testing sessions for high school seniors and to provide sufficient testing at the Delano Center. How did your assessment results and decisions from the past cycle inform your planning this year? Tracking of the preparation time of transcripts that can be sent electronically has documented that this is both faster and more cost effective. With that data in mind, we are planning to continue to increase the number of transcripts sent by that method as new schools come onto the system. We expect to implement a system for receiving electronic transcripts directly into our imaging system and into Banner by Fall 2010. The assessment results with respect to CLEP exams led us to bring those exams to the attention of the faculty chairs which in turn, led to two departments determining that the test is not appropriate for their courses. We are satisfied that nearly all of the BC students who scored appropriately have applied for and received credit.. We have agreed to focus on our retest policies and procedures for the next two years. How did your assessment results and decisions from the past cycle inform your resource request this year? We budgeted for a small decrease in supplies due to the reduced usage of transcript paper and envelopes. There were no effects on resource needs from the CLEP AUO. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Changes in Title 5 requirements over the past several years have required us to refine or modify registration and graduation evaluation processes. Continuing growth in the numbers of former students needing transcripts and potential new students needing admissions and assessment services have placed us near capacity for handling these requests. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. We have been able to address the capacity needs cited above by implementing technological improvements including imaging, electronic transcripts, and online testing. . New procedures for collecting form 1s for athletes, made it easier to handle athletic eligibility and veteran’s certification at the start of the fall term. We have been able to accomplish this even though the Admissions and Records staff has been reduced by one limited benefits position. Enrollment Services 163
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Transcripts produced and distributed. Transcripts evaluated Data source(s) Banner Banner Tests administered and scored Banner and other test statistics Assessment Tests used for Placement CCCCO Data Mart Findings/trends Impact The number of transcripts ordered by students has remained fairly constant since 2005, when the number dropped due to the availability of unofficial transcripts on BanWeb. The evolution from paper transcripts to electronic is gradually reducing the time spent on preparing them. This will allow the transcript technician increasing time to assist with posting degrees and reduce the pressures on the evaluators who take two to twelve weeks to complete transfer evaluations and graduation applications depending on the time of the year. Other staff members in the office have assumed responsibilities for support tasks to free the evaluators to spend nearly all of their time doing evaluations. Eventually, we will need at least a part‐time additional evaluator to keep up with the increases. The change from scheduled test sessions for each type of test to walk‐in testing and from paper‐
and‐pencil testing to computerized has enabled us increase the total number of tests administered and to take over all placement testing at the Delano Center. The elimination of essay tests for English and ENSL placement has also helped to make these increases possible. Our walk‐in, computerized testing appears to be serving our students well. The number of transcripts evaluated and the number of degrees awarded have grown by 29% and 25% respectively since 2004. After a significant increase in the number of initial placement tests provided between 2005 and 2007, those numbers have leveled off while the number of commercial tests has increased steadily. The addition of accommodations testing will increase these totals even more. In fall 2008, we had administered Compass to 16,008 or 91% of our enrolled students. For the same term, statewide CCCs had administered placement tests to 43% of their enrolled students. Enrollment Services 164
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Outcome / Metrics Facilities Other Info. Outcome  Goal Improve the retest procedures to comply with standards set by the test developers.  Request: N/A  Priority Mission Critical  Maintain existing staffing to sustain all of the tests that we are currently administering.  Students who take retests of their placement testing will do this in compliance with test developer validity standards by September 2010.  Each retested student will be listed on a chart that also documents the requirements that have been met. Resulting scores will be compared with first scores and success rates in courses into which the students were placed will be analyzed. Enhance student  Goal: Reduce the maximum wait for excellence by posting transfer courses to transfer courses to  Replace our full time A&R Tech II who is scheduled  This will need to be  Students will have their incoming Goal 1: Research various prerequisites, assessment testing, placement, and retention methods to improve student success. Enrollment Services 165
Bakersfield College 2009‐2010 Annual Unit Plan their transcripts promptly to aid in course selection and timely attainment of educational goals. be posted to students transcripts (currently 12 weeks) by three weeks for transcripts that are received electronically  Request: Assistance from District IT to implement automatic imaging and uploading into Banner of incoming electronic transcripts  Mission Critical (Return to Top) to retire sometime this academic year.  This will cost $59,258.42 but it will save $25,309.12 from what is currently being paid for the position and benefits. Educational Master Plan agreed to by District IT staff. electronic transcripts posted to Banner and evaluated within nine weeks of receipt.  Each incoming transcript will be charted indicating the type (electronic or paper), the date received, and the date posted to the student’s transcript. Enrollment Services 166
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Buzzer to unlock front door in A&R Total Cost Estimate 3 buttons/1 door Equipment Users A&R Tech 1s Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Unknown Goal #3 to ensure confidentiality of student academic records. Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available All students Mission Critical and former students Enrollment Services 167
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data Trends
Enrollment Services (Admissions & Records ‐ Assessment)
Academic
Year
Student
Headcount1
% Change from
Prior Year
2008-09
7,483
12.5%
2007-08
2006-07
6,652
11.3%
5,976
8.8%
5,500
2005-06
2004-05
5,492
2.6%
5,000
5,353
-
Headcount
8,000
7,500
7,000
6,500
6,000
2004-05
2006
2007
2008
6,676
7,316
9,654
9,642
683
554
684
679
Proctored
83
208
108
278
Wonderlic
80
27
16
-
CLEP
167
165
136
239
ACT
216
254
268
416
ASE
338
381
255
298
SAT
1,538
957
1,525
-
8
380
Other Commercial
2007-08
2008-09
2
2005
GED
2006-07
CA Matriculation Assessment Requirement
Assessment Tests Administered
ASSET/Compass
2005-06
Complete
#
%
1st-Time
Students
Exempt
#
%
Not Completed
#
%
2008-09
7,483
2007-08
6,652
2006-07
5,444
72.8%
5
0.1%
2,034
27.2%
4,720
71.0%
10
0.2%
1,922
28.9%
4,206
70.4%
10
0.2%
1,760
29.5%
4,202
76.5%
15
0.3%
1,275
23.2%
1,554
5,976
2005-06
5,492
2004-05
495
5,353
4,204
78.5%
18
0.3%
1,131
21.1%
Transcripts
2004
2005
2006
2007
2008
Evaluated
1,718 Evaluated
1,931 Evaluated
2,014 Evaluated
2,294 Evaluated
2,215
3
3
3
3
3
23,152
Produced
25,531 Produced
College-wide Degrees & Certificates
Processed, Recorded and Printed by A/R
26,556 Produced
22,290 Produced
2004-05
AA/AS
2005-06
23,694 Produced
2006-07
Cert AA/AS
Cert AA/AS
2007-08
Cert AA/AS
2008-09
Cert AA/AS
Cert
Agriculture & Natural Resources
66
11
77
18
76
20
104
7
101
5
Arts, Media & Communication
46
28
60
63
85
118
77
111
76
102
Business, Management & Technology
83
67
103
109
97
221
112
210
109
140
155
Engineering & Industrial Technology
22
143
37
157
31
243
26
254
37
General / Liberal Arts
281
-
260
-
251
-
238
-
226
-
Health Services
106
24
116
65
137
79
150
74
173
125
Public and Human Services
299
178
320
154
333
168
311
252
299
257
Total Degrees and Certificates
903
451
973
566
1,010
849
1,018
908
1,021
784
Total Awards
1,354
1,534
1,839
1,918
1,805
Definitions
1
2
Matriculation Assessment Requirement: One of four matriculation components required of CA Community
College students. The other three components - Orientation, Counseling/Advising and the development
of an Educational Plan - are completed by the Counseling department.
3
Numbers in 2006 and 2007 are lower due to students' increased use of on-line, unofficial transcripts and "what-if" degree audits.
Enrollment Services 168
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan EOP&S, CARE, CALWORKS
1. Unit Mission Extended Opportunity Programs and Services (EOP&S), Cooperative Agencies Resources for Education (CARE) and California Work Opportunity Responsibility to Kids (CalWORKs) are categorical state programs that provide opportunity through education. EOP&S encourages the enrollment and retention of those students affected by language, social, and economic hardships, to increase the number of eligible EOP&S students served and to support those students to achieve their educational objectives and goals. The CARE Program is designed to serve EOP&S for the academically under prepared, underrepresented, welfare‐dependent, single head of household student population in an effort to strengthen students’ retention, graduation, and transfer rates for CARE students to become employable and economically self‐sufficient. The CalWORKs Program assists welfare recipient students and those in transition off of welfare to achieve long term self‐sufficiency through coordinated student services. All three programs support the mission of the college responding to the needs of students along with delivering access and opportunity to low‐income, underrepresented, first‐generation students. On‐campus and off campus constituent relationships are created, fostered and built to extend resources for student excellence, retention, access and success. 2. Program Description The EOP&S Program recruits, retains, educates and prepares EOP&S Bakersfield College students for successful careers, employment and/or transfer services. The program provides special support services “over, above and in addition to” to ensure all EOP&S student are provided equal opportunity for academic success. As a supplemental component of EOP&S, CARE provides educational support services designed for the academically under prepared, low‐income, single parent populations. Grants and allowances are awarded for educationally‐related expenses as a means of strengthening the retention, persistence, graduation and transfer rates for CARE eligible students. The Bakersfield College CalWORKs Program provides a comprehensive program of student support services for CalWORKs students/participants. The program aims to prepare students/participants to transition into unsubsidized employment as well as to achieve long‐term self‐sufficiency. EOP&S, CARE, CalWORKs 169
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. EOP&S/CARE/CalWORKs unit goals were met with last year’s resource allocation by: 1. The EOP&S/CARE/CalWORKs Programs were able to track and monitor student progress and student counseling mandated contacts by the implementation and creation of a Microsoft Access database. 2. Effort and time was spent on the on‐going relationship with the County Department of Human Services. The critical integral relationship between the Bakersfield College CalWORKs Program and the Kern County Department of Human Services help to improve student access, open communication and recruitment. 3. Over and Above services were provided to EOP&S/CARE/CalWORKs students through peer mentoring, additional tutoring assistance, probation counseling, mandated 3 counseling contacts, book vouchers, child care grants, life skill workshops, career assistance and transfer assistance. The CalWORKs/CARE Program provided additional resources for students through fundraising efforts. These resources/services are provided to students above the state mandate requirements for CalWORKs/CARE Programs. These services included: Turkey Baskets, Holiday Celebration, Spring Picnic and a Parent Appreciation Breakfast. 4. Counseling appointment slots were increased through utilizing and funding one CalWORKs Adjunct Counselor and two EOP&S Adjunct Counselors. These appointment slots enabled students to meet with program counselors in a timely manner along with completing mandated counseling contacts.
5. EOP&S/CARE/CalWORKs probation students were contacted in a timely basis by email, phone, and mail. This goal will be on‐going to be able to improve follow‐up services and notification to probation students. The reoccurring unit goal of safety, space, security and confidentiality remains an issue. These concerns provide challenges in providing adequate student support services to students. Privacy for students and staff still need to be addressed. A working environment demonstrates effectiveness, seamless transitions, safety concerns, student confidentiality and ADA compliance. All three programs also do not have a proper front counter area that blocks students from walking in the staff area. This creates security and confidentiality concerns. It is a challenge for students and staff to interact and work effectively. How did your assessment results and decisions from the past cycle inform your planning this year? The assessment result from last year provided critical information pertaining to students understanding program requirements and eligibility, satisfaction with program orientations, the orientation process, mutual responsibility contracts, student educational plans and student satisfaction surveys. The assessment results allowed for streamlining to occur within the programs’ infrastructure. Discussions have taken place among the staff from all three programs. These discussions involve tracking, monitoring, filing, implementing, adjusting, changing and improving program practices on program functionality. How did your assessment results and decisions from the past cycle inform your resource request this year? The majority of items from the resource request last year will continue into this year’s resource request. Students appreciate the programs and what the programs offer. The majority of resource requests for this year is important and remains critical to maintain a fully functional program. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) The state has experienced difficulties with the economy along with experiencing a recession. The downturn in the economy has created a substantial amount of job loss, unemployment, bankruptcy, foreclosed homes, and the rate of individuals returning to community colleges for an education is at a high EOP&S, CARE, CalWORKs 170
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan percentage. The state budget was signed for 2009‐2010 that included reductions. These reductions heavily impact the California Community Colleges as well as categorical programs. These categorical programs work alongside the academic realm for students to receive access, achieve and succeed. Categorical programs received a 40‐62% reduction in this year’s allocations from the State Chancellor’s Office. Reductions in these programs restrict the amount of students the program can serve. Students are on program waitlists, students are on course waitlists, students are turned away and students may have a difficult time finding resources assisting them in completing their education. The external condition of the state budget affects the categorical goal‐setting process with the reoccurring influx of uncertainty. The EOP&S and CARE Programs will have to cap students at 600 instead of 1,021. This will serve 421 students less in 2009‐2010. Students will notice changes within the program as to fiscal services being reduced. The CalWORKs Program is beginning to see fewer students referred to the Bakersfield College CalWORKs Program due to County reductions and exemptions within the CalWORKs County Department of Human Services. Students overall will receive less resources for support services. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The 2009‐2010 unit goal‐setting process is being influenced by internal conditions, which affect all three programs through budget, staffing, resources, technology, enrollment and facility issues. The budget reduction of 40% for EOP&S/CARE/CalWORKs creates barriers and fewer resources the programs will have to face while serving/assisting eligible students. The counseling component of all three programs remains intact and is a critical component the program provides to students. The structures of the programs do have to change to meet the demands of the student population while meeting state regulations with a reduced budget. Reductions in staffing may cause delays in program processing and data input. The student support services these programs provide will still be able to offer a limited amount of services and students will be served. Additional resources will have to be looked at and found. These resources can include grants or private donations. While enrollment issues surge the program is limiting the amount of students it can serve. The goal remains to provide access and support to low‐income, first generation, underrepresented students. While these changes are unfolding the facilities all three programs are located in is not student friendly along with issues on security and confidentiality. Space is an ongoing challenge. There is a critical need for a self‐contained office environment that will allow for the appropriate office space for staff and students. Not having an adequate front counter poses issues for staff and students. Furthermore, having a facility with appropriate amenities (front counter, student waiting area, security and confidentiality of student files) will provide a supporting environment to our students. All these internal conditions create challenges and obstacles. The programs will deliver services to students. The services may be minimal and limited, but the programs thrive for student access, success and achievement. A nurturing student services environment is necessary for EOP&S/CARE/CalWORKs students. EOP&S, CARE, CalWORKs 171
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Student achievement: retention/success; awards; licensure pass rates; etc. Data source(s) IRP Staffing levels / workload values Other: Headcount and corresponding services data IRP Banner EOP&S, CARE, CalWORKs Findings/trends Impact  Over the last five years the EOP&S Program has demonstrated steady program participation with a consistent success rate of over 70% and retention rate of over 80%. The majority of students are majoring in Nursing.  Over the last five years the CARE Program has been able to increase the amount of students served with a steady retention rate of over 80%. The majority of students are majoring in Nursing and Human Services.  Over the last five years the CalWORKS Program has experience fluctuations in the amount of students served. This past year the number of students served increased by over 30%. The retention rate of student remains over 80% retained. The programs are increasing the amount of students served. This is due to outreach and recruitment efforts along with building relationships with community constituents. Due to the amount of students participating a 50% time EOP&S and 50% time CalWORKs counselor is needed. The CalWORKs Program does not have a counselor on staff. There is only an adjunct counselor providing limited counseling. Counseling is highly needed for CalWORKs students. The unduplicated program headcount has been steadily increasing. There is a minor decrease from last year to this year due to program EOP&S/CARE students are state mandated to meet three counseling contacts per semester. These contacts increase student opportunity, retention and success. Students are also able to meet with peer mentors on a regular basis to review time management, study habits, and exit interviews. This process allows students to associate with another student to share feedback and advice. CalWORKs students are able to enroll in college and work at the same time to meet activity hours with the County Department of Human Services. The student can receive an education/certificate while still receiving aid from the County Department of Human Services. Students will be able to meet with their counselor in a timely manner. Additional appointment slots would be made available. CalWORKs students would be able to have a counselor assessable throughout the week. An additional counselor can provide additional workshops, student educational planning assistance, along with maintaining program compliance. 172
Growth for all three programs has increased or has remained steady due to accountability of tracking, data input, eligibility screening, and Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) State Chancellor’s Office Data Mart SARS GRID Reports EOP&S, CARE, CalWORKs accountability and eligibility determination for MIS state data. Another factor includes a stable administration for all three programs. EOP&S Unduplicated Headcount 2005‐2006: 1,126 2006‐2007: 975 2007‐2008: 1,098 2008‐2009: 1,049 CARE Unduplicated Head Count 2005‐2006: 54 2006‐2007: 103 2007‐2008: 113 2008‐2009: 154 CalWORKs Unduplicated Head Count 2005‐2006: 229 2006‐2007: 199 2007‐2008: 161 2008‐2009: 220 EOP&S Book Vouchers 2006‐2007: $235,871 (688 Students) 2007‐2008: $345,437 (629 Students) 2008‐2009: $293,359 (683 Students) EOP&S Grants 2006‐2007: $246,480 (data not available) 2007‐2008: $130,650 (60 students served) 2008‐2009: $121,750 (313 students served) CARE Grants 2006‐2007: $80,242 2007‐2008: $79,045 2008‐2009: $84,800 CalWORKs Works‐Study 173
Educational Master Plan accountability of students and with submitting fewer MIS misreports. Students must adhere to the eligibility process along with following and abiding by the program Mutual Responsibility Contract. Orientations are not counted as a ‘contact’. Students are held accountable for their actions. Students have to follow terms of agreement with each program. This allows stability, accuracy, constant program contact, consistent monitoring of student progress, guidance, and help. The unduplicated headcounts, services provided to students and usage from the programs by students is at an all time high. The services are being utilized in all areas:  Counseling  Peer Mentoring  Transfer Assistance for four year institutions  Career Counseling  Additional Tutoring  Priority Registration  Educational Advising  Educational Planning  Book Vouchers  Grants  Child Care Grants  Life‐Skill Workshops  Culture Enrichment Activities  Job Placement  CalWORKs Work‐Study  Additional child care (study time)  School Supplies  Bus passes  Gas Cards  Early Alert Monitoring Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) 2007‐2008: $141,138 2008‐2009: $89,418 The CalWORKs work‐study component served approximately over 60 students for both years. The CalWORKs percentage rate or reimbursement changes from one year to the next. CalWORKs Child Care 2007‐2008: $39,103 2008‐2009: $30,358 The CalWORKs child care component served an average of 20+ students for both years. Full time child care coverage should be covered by the county. Additional study time hours is provided through the Bakersfield College CalWORKs Program. EOP&S/CARE Program Contacts 2007‐2008: 4,039 2008‐2009:5,609 CalWORKs Program Contacts 2007‐2008: 431 2008‐2009: 1,161 All program contacts include student contacts with the counselors, educational advisor, peer mentors and staff. Educational Master Plan  Four Year Admission Application Assistance  Free Graduation Cap and Gown  Financial Aid Assistance  Delano student assistance Program procedures are being assessed, refined and streamlined to adequately serve EOP&S/CARE/CalWORKs students and better meet their needs. EOP&S, CARE, CalWORKs 174
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities Funding / Support Requested Outcome / Metrics College Unit Equipment Staffing Facilities Other Info. Outcome  Goal: Increase opportunities for EOP&S/CARE/ CalWORKs students to Improve services to be successful in their all students and educational goals. remove barriers to academic and occupational  Request: New success. Counter Area for the Front Office College Mission: Understanding the Request for 3 computers to be needs of our replaced diverse student population  Priority: #1  Approximate  Maintain cost for a new same level of counter $2,000 full time and up. counselors  Request for 3 (there are 2 computers to be full time replaced. If the counselors in computers are EOP&S). purchased new then the approximate cost would be: $3,300.  Every EOPS/CARE/CalWORKs student with the assistance of a counselor or educational advisor will complete a semester‐by‐
semester Student Educational Plan and a mutual responsibility contract.  The number of Student Educational Plans and Mutual Responsibility Contracts will be tracked.  Goal: Increase student appointment slots with an adjunct or permanent counselor Student Excellence  Request: One 50% Improve services to EOP&S and 50% all students and CalWORKs full time remove barriers to counselor academic and occupational  Priority: #1 and #2 success. College Mission:  One computer, office, space and a desk Computer: $1,100 Desk: $300  Will increase student contacts  Will increase the availability of counselor access in all three programs. Strategic Initiative: Student Excellence Strategic Initiative: EOP&S, CARE, CalWORKs  One 50%EOP&S and 50% CalWORKs full time counselor 175
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan Understanding the needs of our diverse student population  Goal: Identify probation students in a timely manner and maintain follow‐up with Student all students Excellence Improve services to  Request: all students and remove barriers to academic and  Priority: #2 occupational success. College Missions: Understanding the needs of our diverse student population Strategic Initiative: Strategic Initiative: Image: Enhance the image of Bakersfield College to external and internal audiences. College Goals: Identify and support specific projects, activities and programs that enhance the college's Goal: Maintain and establish dialogue with the County Department of Human Services   Request: 
Priority: #1 EOP&S, CARE, CalWORKs  Every EOP&S/CARE/ CalWORKs student will meet with a counselor to fill out a Student Success Contract.  Follow‐up services will be provided by letters, phone calls and emails.  Probation students will be tracked and monitored to verify student‐counselor probation meetings. Establish monthly meetings with the Kern County Department of Human Services liaison. Attend county meetings. Invite the liaison to Program Advisory meetings along with program events. 176
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan reputation within the institution and in the community. College Goals: Oversight & Accountability Establish mechanisms and training that ensure employees understand their role in the college and the concept of accountability, both individually and collectively, a positive expression of which is “Renegade pride”.  Goal: Monitor and track EOPS/CARE/ CalWORKs Students on a consistent basis utilizing Microsoft Access Request 5 computers to be replaced. Approximate cost is $5,500  Request: 5 computers to be replaced 
Priority: #2 Establish consistent methods of tracking and monitoring. Systems such as SARS GRID, Microsoft Access, and MIS systems will be utilized. Student contacts, academic standing, workshop attendance will be monitored.
Strategic Initiative: Student Excellence Improve services to all students and remove barriers to academic and occupational success. EOP&S, CARE, CalWORKs 177
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Goal: Increase the number of workshops Student offered to Excellence EOP&S/CARE/CalWORKs Improve services to Students all students and remove barriers to  Request: academic and occupational 
success. Priority: #2 College Mission: Understanding the needs of our diverse student population Goal: Maintain EOP&S/CARE/CalWORKs full time counselors and adjunct counselors. Strategic Initiative: Strategic Initiative: Student Excellence 

Educational Master Plan The number and type of workshops will be compared from one year to the next. Workshops will be geared toward student success and life skills. Workshop surveys will also be created and analyzed. Improve services to all students and  Request: remove barriers to academic and 
occupational Priority: #1 success. College Mission: Understanding the needs of our diverse student population Full time counselors provide educational planning and counseling. This allows students to follow student educational plans to achieve their goals. Counseling contacts are tracked through SARS GID and reports are generates every year along with Microsoft Access reports. 4c. Future Development and Innovations EOP&S, CARE, CalWORKs 178
Bakersfield College 2009‐10 Annual Unit Plan Prioritized Ideas (Return to Top) Action Item Facility Impediments New Counter for EOP&S/CARE/CalWORKs Purchase an effective counter area Waiting area for EOP&S/CARE/CalWORKs Students Once a new counter area is in place A waiting area will provide a specific then there will be space for a location for students to wait for waiting area for all three programs their appointments. This waiting area will be adjacent to the Student Academic Use Area EOP&S, CARE, CalWORKs 179
Educational Master Plan Student / Program Outcome Supported Privacy, confidentiality, security, and ADA, FERPA and Safety and ADA compliance Security compliance to ensure quality and optimize student success. ADA, FERPA and Safety and Security compliance to ensure quality and optimize student success. Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data TRENDS
Extened Opportunity Programs & Services (EOP&S)
% Change from
Headcount
1,300
Prior Year
2008-09
1,043
-4.4%
2007-08
1,091
18.8%
2006-07
918
-18.1%
2005-06
1,121
-8.0%
2004-05
1,219
-
Headcount
Academic
Year
1,200
1,100
1,000
900
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of EOP&S Students
Female
Unknown
Male
Academic
Year
Total
% of Total
Total
2008-09
792
75.9%
248
23.8%
2007-08
2006-07
812
74.4%
276
25.3%
692
75.4%
226
24.6%
2005-06
854
76.2%
267
23.8%
2004-05
923
75.7%
296
24.3%
% of Total
Total
3
3
0
0
0
Headcount
% of Total
0.3%
0.3%
0.0%
0.0%
0.0%
#
%
Registered Nursing
134
12.8%
Criminal Justice
106
10.2%
Liberal Studies
80
7.7%
Human Services
80
7.7%
77
7.4%
92
8.8%
Undeclared
Age
19 or Younger
Academic
Year
20-29
% of Total
30-39
40 or Older
Total
% of Total
Total
2008-09
253
24.3%
527
50.5%
143
13.7%
120
2007-08
2006-07
302
27.7%
535
49.0%
148
13.6%
106
9.7%
267
29.1%
438
47.7%
129
14.1%
84
9.2%
2005-06
316
28.2%
553
49.3%
155
13.8%
97
8.7%
2004-05
289
23.7%
624
51.2%
173
14.2%
133
10.9%
Total
% of Total
Total
% of Total
11.5%
Ethnicity
Academic
Year
African American
American Indian or
Other
Asian/Pacific
Hispanic
Islander2
Total
% of Total
Total
157
15.1%
13
1.2%
44
4.2%
575
55.1%
192
18.4%
62
5.9%
2007-08
145
13.3%
17
1.6%
54
4.9%
604
55.4%
204
18.7%
67
6.1%
2006-07
110
12.0%
12
1.3%
47
5.1%
551
60.0%
170
18.5%
28
3.1%
2005-06
103
9.2%
12
1.1%
54
4.8%
709
63.2%
224
20.0%
19
1.7%
2004-05
135
11.1%
17
1.4%
66
5.4%
724
59.4%
255
20.9%
22
1.8%
Gender - 2008-09
Female
75.9%
Male
23.8%
% of Total
Male
44.5%
EOP&S Total
% of Total
% of Total
Hispanic
55.1%
30-39
13.7%
40 or Older
11.5%
19 or Less
24.3%
White
18.4%
Asian/ Pac
Isl
4.2% Am Indian/
African
Amer
15.1%
Other
1.2%
Unknown
5.9%
Age Campuswide
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
Total
Ethnicity - 2008-09
20-29
50.5%
2008-09
Female
55.3%
% of Total
Age - 2008-09
Unknown
0.3%
Gender Campuswide
Total
Unknown
2008-09
% of Total
Total
White
19 or Less
28.8%
180
White
33.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
Unknown
7.2%
African Amer
7.4%
Extended Opportunity Programs & Services (EOP&S)
Course Enrollments ‐ Productivity ‐ Outcomes:
Student Enrollments3 at Headcount Census
Unduplicated1
Term
2008‐09
Average Enrollments per Student
Approximate FTES
4
Success Rate
Retention 5
5
Rate
7,740
7.4
823.1
70.4%
89.7%
1,091
8,466
7.8
901.9
70.1%
89.4%
2006‐07
918
6,134
6.7
653.9
71.2%
89.0%
2005‐06
1,121
8,665
7.7
943.3
74.6%
90.4%
2004‐05
1,219
9,081
7.4
1,017.4
70.4%
86.8%
2007‐08
1,043
Census E nrollm ent
Success & Retention
10,0 00
9,0 00
EOPS Success
Campus- wide Success
8,0 00
EOPS Retention
Campus- wide Retention
7,0 00
95.0%
6,0 00
2004-05
2005-06
2006 -07
2007-08
2008-09
85.0%
Approximate FTES
1,20 0
75.0%
1,00 0
80 0
65.0%
60 0
2004 -05
2005-06
2006-07
2 007-08
2004-0 5
2008-0 9
200 5-06
20 06-07
2 007-08
2008-09
Degrees or Certificates6
2004-05
Awards to Students Receiving
EOP&S
AA/AS Cert
2005-06
AA/AS
Cert
2006-07
AA/AS Cert
2007-08
AA/AS
Cert
2008-09
AA/AS Cert
Agriculture
2
1
-
1
1
-
-
1
-
-
Allied Health
6
2
8
7
4
6
3
5
9
14
7
9
8
9
19
3
13
1
19
1
54
-
1
1
-
-
-
-
-
-
6
23
32
-
21
-
26
-
21
-
-
-
2
22
3
23
7
41
8
29
1
-
4
1
-
-
1
-
1
-
-
5
-
2
-
1
-
12
-
2
5
Busines s
Computer Studies
5
1
7
11
4
12
3
10
5
Math & Science
11
-
10
-
6
-
11
1
7
-
Public Safety
3
29
5
4
27
8
3
17
1
3
20
1
1
18
-
126
45
104
72
62
56
75
90
71
57
Language/Communication
Total Awards to EOPS Students
Definitions
2 Asian/Pacific Islander: Includes the Filipino ethnic category.
3
4 Approximate FTES: Full‐Time Equivalent Students measured by Census Enrollments of EOP&S Students.
5 Success rate numerator: Number of course enrollments with a successful passing grade (A,B,C,P,CR).
6 Degrees or Certificates: Includes awards for students receiving EOP&S during the Year of the Award.
1 EOP&S 181
CARE
% Change from
Headcount
160
Prior Year
2008-09
155
25.0%
2007-08
124
27.8%
2006-07
97
18.3%
2005-06
82
82.2%
2004-05
45
Headcount
Academic
Year
140
120
100
80
60
40
2004-05
2005-06
2006-07
2007-08
2008-09
-
Gender
Majors of CARE Students
Female
Unknown
Male
Academic
Year
Total
% of Total
Total
2008-09
149
96.1%
6
2007-08
2006-07
116
93.5%
8
6.5%
92
94.8%
5
5.2%
2005-06
76
92.7%
6
7.3%
2004-05
43
95.6%
2
4.4%
% of Total
3.9%
Total
Headcount
#
% of Total
0
0
0
0
0
0.0%
0.0%
0.0%
0.0%
0.0%
%
Registered Nursing
25
16.1%
Human Services
25
16.1%
Criminal Justice
17
11.0%
Child Development & Family Relations
9
5.8%
8
5.2%
8
5.2%
Undeclared
Age
19 or Younger
Academic
Year
Total
20-29
% of Total
Total
% of Total
30-39
Total
40 or Older
Total
% of Total
% of Total
2008-09
13
8.4%
90
58.1%
33
21.3%
19
12.3%
2007-08
6
4.8%
73
58.9%
32
25.8%
13
10.5%
2006-07
9
9.3%
52
53.6%
30
30.9%
6
6.2%
2005-06
11
13.4%
47
57.3%
20
24.4%
4
4.9%
2004-05
3
6.7%
24
53.3%
14
31.1%
4
8.9%
Ethnicity
African American
Academic
Year
American Indian or
Other
Hispanic
Total
43
27.7%
3
1.9%
0
0.0%
69
44.5%
28
18.1%
12
7.7%
2007-08
2006-07
29
23.4%
1
0.8%
0
0.0%
55
44.4%
30
24.2%
9
7.3%
24
24.7%
1
1.0%
1
1.0%
45
46.4%
22
22.7%
4
4.1%
2005-06
22
26.8%
2
2.4%
1
1.2%
41
50.0%
16
19.5%
0
0.0%
2004-05
11
24.4%
0
0.0%
0
0.0%
18
40.0%
15
33.3%
1
2.2%
Gender - 2008-09
Total
% of Total
Unknown
2008-09
Total
% of Total
White
% of Total
Total
% of Total
Asian/Pacific
Islander2
% of Total
Total
Ethnicity - 2008-09
Age - 2008-09
Female
96.1%
Total
% of Total
White
18.1%
Hispanic
44.5%
20-29
58.1%
Unknown
7.7%
Male
3.9%
30-39
21.3%
Unknown
0.0%
19 or Less
8.4%
Gender Campuswide
Male
44.5%
CARE Am Indian/
Other
1.9%
African
Amer
27.7%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
Asian/ Pac
Isl
0.0%
Age Campuswide
2008-09
Female
55.3%
40 or Older
12.3%
19 or Less
28.8%
White
33.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1% Amer Indian/
Other
1.4%
182
Unknown
African Amer
7.2%
7.4%
CARE
Term
Student
Enrollments3 at
Headcount
Census
Unduplicated1
Average
Enrollments
per Student
Approximate
4
FTES
Success
5
Rate
Retention
5
Rate
2008-09
155
1,149
7.4
113.4
62.7%
85.9%
2007-08
124
897
7.2
91.2
68.9%
85.1%
2006-07
97
636
6.6
65.5
70.3%
88.2%
2005-06
82
598
7.3
62.7
62.1%
83.5%
2004-05
45
385
8.6
42.4
62.8%
81.7%
Census E nrollm ent
Success & Retention
1,20 0
90 0
EOPS Success
Campus- wide Success
EOPS Retention
Campus- wide Retention
60 0
30 0
90.0%
2004 -05
2005-06
2006 -07
2007-08
2008-09
80.0%
Approximate FTES
70.0%
120
100
60.0%
80
60
50.0%
40
2 004-05
2005-06
2006-07
2007-08
2004-0 5
2008 -09
200 5-06
20 06-07
2 007-08
2008-09
Awards to Students Receiving
CARE Support
Allied Health
2004-05
2005-06
2006-07
2007-08
2008-09
AA/AS Cert AA/AS Cert AA/AS Cert AA/AS Cert AA/AS Cert
-
-
-
-
-
-
1
-
-
2
-
-
1
3
1
2
Business
-
1
1
4
1
1
-
-
1
3
-
-
-
4
2
-
1
-
3
-
-
4
1
7
-
-
-
-
-
-
-
-
-
1
Language / Communication
-
-
-
-
-
1
-
-
-
-
Math & Science
Public Safety
Total Awards to CARE Students
1
3
6
1
5
1
2
6
4
3
5
4
1
4
9
1
7
2
8
11
Definitions
3
4 Approximate FTES: Full‐Time Equivalent Students measured by Census Enrollments of CARE Students.
6 Degrees or Certificates: Includes awards for students receiving CARE during the Year of the Award.
1 CARE 183
CalWORKs
% Change from
Headcount
250
Prior Year
2008-09
221
32.3%
2007-08
2006-07
167
11.3%
150
-25.0%
2005-06
200
3.6%
2004-05
193
-
Headcount
Academic
Year
200
150
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Cal Works Students
Unknown
Male
Female
Academic
Year
Total
% of Total
Total
% of Total
Total
2008-09
192
86.9%
29
13.1%
2007-08
2006-07
154
92.2%
13
7.8%
135
90.0%
15
10.0%
2005-06
183
91.5%
17
8.5%
2004-05
174
90.2%
19
9.8%
0
0
0
0
0
Headcount
% of Total
0.0%
0.0%
0.0%
0.0%
0.0%
#
%
Registered Nursing
37
16.7%
Human Services
30
13.6%
Criminal Justice
18
8.1%
12
5.4%
10
4.5%
15
6.8%
Undeclared
Age
19 or Younger
Academic
Year
20-29
30-39
Total
40 or Older
Total
% of Total
Total
% of Total
Total
2008-09
24
10.9%
142
64.3%
42
19.0%
13
5.9%
2007-08
2006-07
12
7.2%
112
67.1%
33
19.8%
10
6.0%
24
16.0%
90
60.0%
30
20.0%
6
4.0%
2005-06
20
10.0%
123
61.5%
41
20.5%
16
8.0%
2004-05
22
11.4%
124
64.2%
34
17.6%
13
6.7%
% of Total
% of Total
Ethnicity
Academic
Year
African American
American Indian or
Other
Islander
Hispanic
2
% of Total
Total
42
19.0%
7
3.2%
4
1.8%
107
48.4%
49
22.2%
12
5.4%
2007-08
34
20.4%
2
1.2%
4
2.4%
80
47.9%
35
21.0%
12
7.2%
2006-07
24
16.0%
2
1.3%
7
4.7%
81
54.0%
31
20.7%
5
3.3%
2005-06
35
17.5%
5
2.5%
7
3.5%
106
53.0%
46
23.0%
1
0.5%
2004-05
49
25.4%
2
1.0%
7
3.6%
89
46.1%
43
22.3%
3
1.6%
Female
86.9%
Male
13.1%
Unknown
0.0%
20-29
64.3%
Male
44.5%
CalWORKs 30-39
19.0%
40 or Older
5.9%
% of Total
Total
Asian/ Pac
Isl
1.8%
White
22.2%
20-29
43.8%
2008-09
30-39
14.3%
19 or Less
28.8%
184
Am Indian/
Other
3.2%
Unknown
5.4%
African
Amer
19.0%
2008-09
40 or Older
13.2%
Unknown
0.3%
% of Total
Hispanic
48.4%
Age Campuswide
2008-09
Female
55.3%
Total
Ethnicity - 2008-09
Age - 2008-09
19 or Less
10.9%
Gender Campuswide
Total
% of Total
Unknown
Total
Total
% of Total
White
2008-09
Gender - 2008-09
% of Total
Asian/Pacific
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
7.2%
African Amer
7.4%
CalWORKs
Student Enrollments3 at Headcount Census
Unduplicated1
Term
Average Enrollments per Student
Approximate FTES
Success 4
Rate
Retention 5
5
Rate
2008‐09
221
1,505
6.8
151.3
62.8%
85.7%
2007‐08
167
1,111
6.7
115.6
64.0%
85.9%
2006‐07
150
928
6.2
98.5
65.6%
88.1%
2005‐06
200
1,182
5.9
125.1
62.9%
85.0%
2004‐05
193
968
5.0
97.3
65.6%
83.9%
Census Enrollment
Succe ss & Retention
1,600
1,400
EOPS Success
Campus-wide Success
1,200
EOPS Reten tion
Campus-wide Re tention
1,000
95.0%
800
2004-05
2005-06
20 06-07
2007-08
2008-09
85.0%
75.0%
Approx imate FTES
170.0
65.0%
150.0
130.0
110.0
55.0%
90.0
2004-0 5
2004- 05
2005-06
2006-07
2007-08
200 5-06
20 06-07
2 007-08
2008-09
2 008-09
Awards to Students Receiving Cal
Works
2004-05
2005-06
2006-07
2007-08
2008-09
AA/AS Cert AA/AS Cert AA/AS Cert AA/AS Cert AA/AS Cert
Allied Health
-
-
-
-
-
1
-
-
1
1
Business
1
1
2
2
-
4
-
-
1
1
Education / General Studies
2
-
3
-
-
-
3
-
4
-
-
30
-
1
3
4
-
6
2
6
Language / Communication
Public Safety
Total Awards to Cal Works Students
3
31
1
6
1
4
3
6
1
1
11
3
6
1
1
8
2
10
8
Definitions
3
4 Approximate FTES: Full‐Time Equivalent Students measured by Census Enrollments of CalWORKs Students.
6 Degrees or Certificates: Includes awards for students receiving CalWORKs during the Year of the Award.
1 CalWORKs 185
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan EXTENDED LEARNING
1. Unit Mission The mission of Extended Learning (EL) is to provide diverse quality support services to students, staff, faculty, the campus and district community, and the general public regardless of their location. With a foundation of experienced staff, EL also provides mentoring in pedagogy and technology to faculty, staff and administrators. The goal for all efforts is to provide students with a positive, effective and successful learning experience. 2. Program Description Extended Learning does not operate independently, but as an integral component of the college‐wide student learning process. Courses delivered via a non‐
traditional method provide an established framework for student’s efforts to reach short‐term and long‐term objectives. Courses taught at a distance help make education available both on and off the main campus for all students regardless of their circumstances. EL staff continue to respond to the ever evolving needs of students, the college community, as well as the general public. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. 211DL0 allocations for FY ‘08‐‘09 met unit goals based on DL courses scheduled during AY’08‐‘09. However, the Instructor Mentoring program and the Online peer tutor (Math) were discontinued. Prof. Moseley’s pioneering Online training courses are undergoing revisions based upon faculty input after the first year. How did your assessment results and decisions from the past cycle inform your planning this year? The student survey was reviewed for updating prior to SP ’09 distribution; more questions were incorporated that specifically validate support provided by EL. The modified survey will be distributed, SP ’10 in order to establish a baseline for future comparison and analysis. This upcoming academic year there will be zero‐growth in some areas and cuts in other course offerings. This is due to the budget and departments re‐
assessing ways to increase retention and success, not because of results from the assessment tool. How did your assessment results and decisions from the past cycle inform your resource request this year? We have requested no additional funds and have, in fact, reorganized the purchase and broadcasting of ITV courses to cut costs in these tight budget times. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) State of CA economic down‐turn, the resulting significant adverse affect upon CA Community Colleges and budget cuts. Anticipation that the focus of support from EL personnel will be influenced by pending district‐wide mandate/migration to support a single Course Management System. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Extended Learning 186
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan State budget down turn trickled down to adversely affect the campus budgets; classes and services were cut. Resource request may be influenced by pending district‐wide mandate/migration to support a single CMS, but a far higher percentage of time concentration will need to be placed on the change‐over of online courses to one Course Management System. 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Staffing levels / workload values Extended Learning Data source(s) ExtLrn data Findings/trends Impact  Fewer ITV course offerings were scheduled.  Increased enrollment in Online courses continued to demonstrate an expanded need to provide support to faculty teaching Online courses using the mandated CMS/ETUDES and the popular MOODLE.  Faculty Mentors discontinued.  Online Peer tutor (Math) discontinued.  Students dependent upon DL courses to continue their education and GE, may have suffered set‐
backs in their timeline towards graduation and/or transfer. Reduction or elimination of services to students & faculty were instituted. Because of the need for faculty and student support in El, and the diminishing budget, attention was paid to finding new, less expensive venues to provide this support:  Educational Design Media Specialist successfully completed a course in MOODLE in order to provide additional assistance to faculty, staff & students by sharing expertise.  Ed. Design Media Spec. successfully taught online courses in both ETUDES and MOODLE.  Ed. Design Media Spec. successfully nurtured a positive working relationship with peers at Porterville and Cerro Coso Colleges.  DL Dept. Asst. successfully completed the ETUDES course in order to provide additional certified assistance to faculty, staff & students. 187
Bakersfield College 2009‐2010 Annual Unit Plan Other ‐ e.g.:  A&R transcript data  Extended Learning data  Financial Aid types  Comparisons to statewide from CCC Data Mart (Return to Top) ExtLrn data Total student enrollment in courses offered in a distance education modality for ‘08‐‘09 was 13,516, an 11% increase over ‘07‐‘08. Educational Master Plan 



Indicates continuing “self‐selection” of DL courses by students seeking flexibility and accessibility regardless of their learning style. Retention & Success rates & enrollment are higher Spring (’09) than Fall (’08). However, as pattern will demonstrate, in general, non‐
traditionally delivered courses have lower retention & success rates, which is born out statewide. Departments re‐assessed course offerings and modes of delivery. As a result, several ITV (Instructional Telecourses) were not scheduled F ’09 and SP ’10. Fewer Online classes are scheduled SP 2010. Extended Learning 188
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Responding to student and community needs with efficiency and flexibility. Extended Learning  Goal Assist faculty and students with a successful migration to the district mandated CMS  Request: TBD‐funding, training, and trainers requisite to a timely and uneventful CMS migration  Priority 1=mission critical Funding / Support Requested Equipment Food and training materials for CMS migration and support ($3,000) Staffing  CMS trainer (at least one. Will be a district position) 189
Facilities Outcome / Metrics Other Info. Outcome  New*  *District driven CMS migration  Faculty & student evaluations indicate their perception of the level of success with the CMS migration is positive. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan * Student Excellence Improve services to all students and remove barriers to academic and occupational success. Courses taught at a distance are an alternative to traditional F2F courses to allow access and facilitate student success in their efforts to attend and complete their college education in addition to responsibilities to family and employment. Facilities Develop & implement strategies for effective maintenance and beautification of campus. 
Go Green ‐ Students enrolled in Online, Hybrid and ITV do not directly impact the campus infra‐structure (less trash, wear & tear on facilities), nor is the environment of the community adversely affected (fewer vehicles on the road ‐ reduced carbon footprint).  Students enrolled in Online and Hybrid classes predominately do not use BC computers/energy/etc.  Interactive courses have the potential to meet the needs of all three campuses within the KCCD, which compete for the same budgetary allocations. Again, minimizing the impact upon campus infrastructures, local environments and fewer vehicles on the roads). 1
Table suggested by FCDC subcommittee, spring 2009.
Extended Learning 190
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan FAMILY & CONSUMER EDUCATION (FACE)
1. Unit Mission The mission of the Family and Consumer Education Department is to serve students by providing quality education, professional technical work force and career preparation training in child development, parent training, and food and nutrition programs. The Family and Consumer Education Department support the Bakersfield College mission by having an excellent working relationship with the child development and food service industry’s in the Bakersfield and Kern County service area; offering core child development classes; require community service requirement in all lab and food services courses and to require annual evaluations of all programs in the FACE Department. The FACE Department supports the Bakersfield College Institutional mission by Institutional level learning outcomes. 1. Pursue knowledge and evaluate its consequences. A,B,C 2. Communicate clearly and effectively in both written and oral forms. 3. Demonstrate knowledge and abilities in a chosen area of study. A,C 4. Appreciate their civic responsibilities. A,B 2. Program Description The FACE Department has five areas of study; Child Development, Culinary Arts, Nutrition, Education and Foster Care. Each area of study offers a program of study that integrates theoretical and practical coursework to prepare the student for the service area’s work force. The FACE Department offers classes in Arvin, Delano, Stockdale High School and the Child Development Permit Program on‐line. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions Last year’s resources were mixed results. 1. Replacement of Child Development faculty was high on the department chair new faculty list, but was removed for financial reasoning. 2. Demonstration Kitchen was not funded. 3. Departmental Assistant was not funded. 4. Child Development observation sound system was not funded. 5. Renegade Room fire suppression system was completed. 6. All FACE lecture classrooms have new overhead project system. 7. Receiving operational office supplies did not get funded. FACE 191
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your planning this year? The Child Development faculty went on Retreat (March 09) to discuss the assessment requirement of their programs. The results of their assessment were as follows: A. By spring 2010 student portfolios will be required to receive a certificate in the Child Development program. B. A plan to increase the “success rate” in the FACE was developed (VTEA funds) and will be offered pre‐spring 2010. (Boot camp style.) C. Continue to offer area open houses before in each fall semester and culinary art symposium of each year (VTEA Funds). D. Food and Nutrition Program offer from its Foundation Account Book Scholarships for students. E. Child Development and Food & Nutrition program will develop a plan to address recruitment of special population (CTE requirement) for each program. How did your assessment results and decisions from the past cycle inform your resource request this year? The assessment of the needs of the FACE Department before the following strategy was put into place as follows: A. Knowing that there is no district monies to support or connect the department’s assessment need the department looked for other financial sources to address the assessment needs. VTEA funding has been attained to address the Success Rate/ Retention concern and the special population concern of CTE Program. The Food and Nutrition program’s foundation has being asked to support the book scholar program. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) The external conditions that influenced the department’s goal‐setting process were as follows: 1. State financial situation. 2. The increase of the department’s enrollment from 5934 (04/05) to 8771 (08/09). 3. The Child Development State Organization (CCCECE) requesting to standardized the “Core 24 Units” for Child Development degree. 4. Advisory Committee concern of meeting the Kern County Child Care needs to prepare enough qualified child development workers. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The internal conditions that influenced the department goal setting process were as follows: 1. The District’s decision to remove the Child Development instructor from the Chairs and President’s approved new faculty list. Obtaining authorization to hire this position is now the top goal for the department. 2. On going State budget concerns will make it very hard to implement the department’s strategies to meet our goals. 3. Operational resources (paper, pen etc.) cannot be denied the department. Operations must go on. The department understands reduction, but none at all is not good business. The department’s enrollment management plan made it very easy to reduce sections during this time of financial hardship. FACE 192
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; Licensure pass rates; etc. FACE IRP CCC Datamart Findings/trends Impact According to trend data, the department’s enrollment has increased from 5690 (Census Date 2004/05) to 8001 (Census Date 2008/09). The following programs have increased over the past five years. Child Development 31.5% Food Services 56.7% Nutrition 97.6% This increase reflects the poor economy, the continued workforce needs of the Kern County Child Care and Food Service Industry and Communities need for wellness Education. The increase in all area of the family and consumer education department has given the department the opportunity to increase FTES by 35.5% over the last five years. The department has hired two Child Development faculty in the last five years, one culinary Arts faculty and five nutrition adjunct faculty. In the last 1 ½ years two child development faculty positions have become vacant. The need to replace one, if not both of the positions will be needed to improve student success and retention rate. The nutrition classes have reached maximum capacity unless another full time nutrition instructor is hired in the near future. The pool for qualified adjunct nutrition instructor is becoming limited in Bakersfield area. The increased FTES in the Food and Nutrition program has made an impact on the physical faculties of the Renegade Room kitchen and program budget. Classes are larger and demonstration and lab classes have become too large for the kitchen (safety) The faculty of the FACE Department recognizes that the success rate should be higher. The faculty has a strategy to improve the success, using VTEA funding, by offering a pre‐semester college readiness program for at risk students. The growth from 2004/05 to 2008/09 was accomplished by faculty carrying overloads, sound enrollment management practices and revising in curriculum to meet the needs of the student and Success and Retention: The FACE Department success rate over the last 5 years is 70.42% which meets the state wide benchmark for Family and Consumer Sciences (70.32%). The FACE Department retention rate over the last 5 years is 88.88% which exceeds the statewide benchmark for Family and Consumer Sciences. (84.95%) Average of last for semester. 193
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Staffing levels / workload values IRP Instructional: Cost / FTES IRP Banner Total Budget FY09 /Total FTES FY09 Educational Master Plan community. The Child Development Program has increased by The Child Development and faculty have 31.5% FTEs over the five years. The department implemented a program to add a morning track of and the college have increased the Child classes over the last five years. This is one of the reasons the FTEs has grown over the last five Development faculty by two, four years ago. For years. Not replacing the two Child Development the last 1 ½ years the child development faculty faculty would give the department only one has had two vacancies in the department. The FACE Department has increased by 40.6% option to reduce the number of sections offered (census enrollment) over the last five years. The because adjunct faculty is limited at this time of need for a departmental assistant has become a day. critical concern in the department’s daily function The Department Chair position in the FACE department has taken on the most of the duties in the college bureaucracy. of the departmental assistant (answering phones, typing reports, answering student questions, fixing copy machine, open door, etc.) As more responsibilities are given to department chair something will be missed. The Food and Nutrition Program has two different The Renegade Room and special event sales budgets. The instructional budget (Renegade covers the total cost of the Food and Nutrition Room) that totals approximately $29,000 a year. program with a small profit return to the general fund each of the last three years. As food prices This budget has not increased in 10 years. The continue to rise, growth of the Food and Nutrition instructional budget covers all non‐revenue lab program (56.7%). The instructional budget has classes (7 lab classes per year) and cost of the Renegade Room operation on Tuesday and run out of money with four to six weeks left in the year. The Enterprise fund supports the Thursday night. The Enterprise Budget (Culinary Instructional budget in this case. This is the Arts) cover costs of Wednesday lunch and all special events ear year. This budget is adjustable. business requirement of the Food and Nutrition The FACE Department budget has not changed in program. many years! FACE 194
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Equipment  Goal: Hire child development full time faculty member  Request: Same as above  Priority: #1  Faculty office and computer Strategic Initiative: Student Excellence Improve services to all students and remove barriers to Academic and occupational success. FACE Funding / Support Requested Staffing  Child Development Faculty member  Cost $87,500 195
Facilities  Outcome / Metrics Other Info.  Replace‐
ment of vacant child develop‐
ment position. Outcome  Keep KCCD within the 50% law. Will be able to offer the morning truck of child development classes. Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiative:  Goal: Bring FACE faculty computer Communication, into the year oversight and 2010. accountability.  Request: Replace 8 desk top Improve our internal computers older and external culture than 10 years old. of communication by  Priority: #2 developing comprehensive communication protocols. We will incorporate effective use of technology with targeted training opportunities within multiple communication venues. Improve relationships and connections with all stake holders including campus constituencies, the district and the student and business communities we serve. FACE (Return to Top)  Request has been sent to ISIT  None 196
Educational Master Plan  N/A  Cost $9600.00  Improve work load Bring computer into the year 2010. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  N/A  Child Development and Food & Nutrition Faculty  Use of classroom in FACE Department  Cost $5000 Oversight &  Goal: Department  N/A Accountability Assistant For FACE Department Fiscal Responsibility  Request: Departmental Assistant for FACE Communication Department. Please write decision  Priority: #1  Departmental Assistant  Cost: $50,000  100% time  40.6% increase in student over last 5 years.  Already in place  Replacement  Better serve the position student and the college.  N/A  Requested on 4B  N/A Strategic Initiatives:  Goal: Increase success & Student image retention rate. excellence.  Request: Money Improve services to to support FACE all students and college readiness remove barriers to program. academic and  Priority: #1 occupational success. Enhance the image of BC to external and internal audiences. Facilities Image Student Excellence Define FACE  Goal: Improve seating in FACE 23  Request: Replace present 1970 furniture in FACE 23 with adult tables and chairs  Priority: #2  65‐70 table and chairs in FACE 23  Cost $20,000 197
 To increase the success rate of FACE students.  Increase student success and retention rate. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Strategic Excellence Student excellence Oversight & accountability Fiscal responsibility Please write description  Goal: Increase instructional budget for Renegade Room/Culinary Arts.  Request: Increase budget by 5% over 2008‐09 budget.  Priority: #2  N/A  N/A  N/A  Food Cost increase 2‐
7% each year  Have enough funds to educate students in food & Nutrition program. Student Excellence Facilities  Goal: Get sound system in observation area of lab school repaired.  Request: Repair so that area can be used for observation labs in Child Development program.  Priority: #2  Cost $10,000  N/A  N/A  N/A  Child Development student observe pre‐schoolers without becoming a part of the play situation. Communication Student excellence Description  Goal: Upgrade technology to keep in tune with students.  Request: Install smart board in FACE 23.  Priority: #3  Smart board request sent ISIT  Cost $3,000.00  N/A  N/A   Increase success and retention rate. 1
Table suggested by FCDC subcommittee, spring 2009. FACE 198
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Adult furniture FACE 23 65‐70 FACE Department $20,000 Create a safe attractive and well maintained campus environment. Sound system lab school 3 each Child Development Psychology Nursing Students $20,000 Create a safe attractive and well maintained campus environment Improve services to all students and remove barriers to academic and occupational success. Total Cost Estimate Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available 1000‐1500 1 500‐750 2 $40,000 4c. Future Development and Innovations Prioritized Ideas #1 – Demonstration Kitchen for Food & Nutrition Program remodel FACE 23 FACE Unit Plan 2007‐08 2008‐09 FACE Action Item Facility Impediments All Food & Nutrition classes could be taught in the demonstrate Kitchen. A safety concern would be solved by having kitchen. 199
Major construction Student / Program Outcome Supported Safety would be no longer a concern. Student success rate will go up. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan
5. Trend Data from IRP and/or Other Relevant Program Data TRENDS
Family and Consumer Education (FACE)
% Change from
Headcount
5,000
Prior Year
2008-09
4,517
9.5%
2007-08
2006-07
4,124
21.7%
3,388
-0.2%
2005-06
3,396
4.8%
2004-05
3,239
-
Headcount
Academic
Year
4,500
4,000
3,500
3,000
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in FACE
Female
Male
Unknown
Academic
Year
Total
2008-09
3,605
2007-08
2006-07
3,357
81.4%
759
18.4%
2,838
83.8%
546
16.1%
2005-06
2,849
83.9%
545
16.0%
2004-05
2,731
84.3%
507
15.7%
% of Total
79.8%
% of Total
Total
900
12
8
4
2
1
19.9%
Headcount
% of Total
Total
#
0.3%
0.2%
0.1%
0.1%
0.0%
%
776
17.2%
Liberal Studies
389
8.6%
373
8.3%
Registered Nursing
314
7.0%
Culinary Arts
178
3.9%
634
14.0%
Undeclared
Age
19 or Younger
Academic
Year
% of Total
Total
20-29
Total
30-39
% of Total
40 or Older
% of Total
Total
% of Total
Total
2008-09
1,154
25.5%
2,121
47.0%
628
13.9%
614
13.6%
2007-08
2006-07
1,084
26.3%
1,827
44.3%
644
15.6%
569
13.8%
834
24.6%
1,486
43.9%
539
15.9%
528
15.6%
2005-06
852
25.1%
1,466
43.2%
519
15.3%
559
16.5%
2004-05
705
21.8%
1,429
44.1%
554
17.1%
551
17.0%
Ethnicity
Academic African American
Year
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Hispanic
2
Islander
Total
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
419
9.3%
65
1.4%
220
4.9%
2,152
47.6%
1,325
29.3%
336
7.4%
2007-08
2006-07
349
8.5%
53
1.3%
213
5.2%
1,954
47.4%
1,286
31.2%
269
6.5%
292
8.6%
42
1.2%
178
5.3%
1,656
48.9%
1,101
32.5%
119
3.5%
2005-06
293
8.6%
57
1.7%
153
4.5%
1,689
49.7%
1,108
32.6%
96
2.8%
2004-05
281
8.7%
44
1.4%
161
5.0%
1,541
47.6%
1,122
34.6%
90
2.8%
Gender - 2008-09
30-39
13.9%
20-29
47.0%
Gender Campuswide
19 or Less
25.5%
Male
44.5%
Asian/ Pac
Isl
4.9%
Am Indian/
Other
1.4%
20-29
43.8%
30-39
14.3%
19 or Less
28.8%
African
Amer
9.3%
Unknown
7.4%
2008-09
2008-09
40 or Older
13.2%
Unknown
0.3%
White
29.3%
Age Campuswide
2008-09
Female
55.3%
Hispanic
47.6%
40 or Older
13.6%
Unknown
0.3%
Male
19.9%
Ethnicity - 2008-09
Age - 2008-09
Female
79.8%
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
7.2%
African Amer
7.4%
FACE 200
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan
Trends
Family and Consumer Education (FACE)
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
97 103 30 230
97
96
29
222
82
88
24
194
97
93
25
215
81
83
18
182
8 ,000
Enrollment 3
Census
End
3,536
3,475
990
8,001
3,246
3,207
846
7,299
2,679
2,749
659
6,087
2,561
2,873
525
5,959
2,685
2,636
369
5,690
Productivity
Students/ 2,882
2,742
811
6,435
2,505
2,513
683
5,701
2,205
2,214
574
4,993
2,102
2,347
479
4,928
2,217
2,149
335
4,701
Annua l Census Enrollment
FTEF5
Section4
36
34
33
35
33
33
29
33
33
31
27
31
26
31
21
28
33
32
21
31
FTES5
17.30
17.29
5.37
19.98
16.56
16.52
5.10
19.09
14.33
15.06
4.16
16.78
13.99
14.46
3.33
15.89
12.30
12.71
1.93
13.47
Annual FTES
346.44
329.91
94.70
771.05
309.97
306.27
79.24
695.48
255.97
278.98
64.82
599.77
257.65
293.95
59.75
611.35
269.78
261.34
37.73
568.85
Outcomes
Rate 7
Rate7
69.6%
68.3%
79.7%
70.3%
67.5%
67.7%
78.4%
68.8%
68.1%
66.3%
76.1%
68.2%
71.2%
67.3%
83.9%
70.5%
74.6%
72.1%
87.0%
74.3%
91.6%
87.8%
92.8%
90.1%
88.7%
88.5%
93.8%
89.2%
90.0%
87.2%
92.2%
89.0%
89.7%
88.3%
94.4%
89.5%
90.3%
87.7%
93.6%
89.3%
20.0
19.1
17.7
38.6
18.7
18.5
15.5
36.4
17.9
18.5
15.6
35.8
18.4
20.3
17.9
38.5
21.9
20.6
19.5
42.2
Annual FTEF
850
25
7 ,500
750
20
7 ,000
650
15
6 ,500
550
10
04-05
05-06
06-07
07-08
Success
Retention
100%
90%
80%
08-09
04-05
05-06
06-07
07-08
08-09
70%
6 ,000
Annual FTES/FTEF
5 ,500
04-05
05-06
06-07
07-08
08-09
60%
45
04-05
05-06
06-07
07-08
08-09
40
35
30
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Family and
Consumer Education
Child Dev. Teacher (& Asst., Asso., or Master)
Child Nutrition Management
Culinary Arts
Dietetic Services
Early Childhood Ed. Emplyment Readiness
Food Services Management
Total Family & Consumer Education Awards
2004-05
2005-06
2006-07
2007-08
2008-09
32
1
2
35
124
1
9
2
18
154
52
1
4
57
113
4
2
119
66
3
1
70
150
1
2
153
45
7
2
54
217
3
220
55
2
2
59
207
2
3
212
Definitions
1
2
3
4
5
6
7
FACE 201
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan FINANCIAL AID
1. Unit Mission The Office of Financial Aid and Scholarships at Bakersfield College provides resources to a diverse population of students in order to remove financial barriers to higher education. Our mission primarily supports the Student Excellence Strategic Initiative to improve services to all students and remove barriers to success. The Board of Governor’s Fee Waiver provides immediate access for more than 18,000 students annually. Financial and scholarship funds enhance the student’s ability to remain in class and be successful. 2. Program Description The Office of Financial Aid and Scholarships (FA) provides annual funding in excess of $30 million to more than 17, 000 individual students. Due to the complex nature of financial aid applications and eligibility requirements, the program staff requires communication and critical thinking skills that supports successful student learning. The following programs and services are administered by the Office of Financial Aid: Federal Academic Competitiveness Grant, Federal Pell Grant, Federal SEOG, Federal Work Study, Federal Stafford Loan, Cal Grant B & C, EOP&S and CARE referrals, Board of Governor’s Fee Waiver (BOGW), CHAFFEE Grant for former foster youth, BC Scholarship Program, private scholarships, AmeriCorps Vouchers and Payment Request Forms, Governor’s Scholarshare, Student Employment Payroll, short‐term book loan program, Bureau of Indian Affairs Grants, non‐resident tuition installment plans and delinquent payment plans. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. The request to restore funding for a FA Technician was not approved; therefore, our # 1 goal to reduce the backlog of files and deliver aid faster was hindered. Although we improved and increased the number of students awarded before the beginning of fall semester by 30% over the previous year, staff had to work an excessive amount of overtime to accomplish this. We have implemented effective and cost saving measures by meeting two of our 08‐09 unit goals: o Reduction in duplicating costs, students are directed to the BC FA website to download required documents o Partnering with Kern School FCU to process all financial aid payments through debit cards or paper check The concern for increased confidentiality and lack of facility security in the office and building remain the same as previous year. How did your assessment results and decisions from the past cycle inform your planning this year? An increase in the utilization of automated financial aid services in Banner and using Operational Data Storage reports has streamlined processes. Staff continues to work on examining and incorporating best practices for higher productivity and for effective and timely delivery of student financial aid services. Duplicating costs were reduced as indicated above; however, we are still looking for greater cost and time savings by emailing students regarding their financial aid status. Financial Aid 202
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your resource request this year? Student satisfaction survey results from 92 students indicated that 62% of students surveyed believed that financial aid services contributed to their success at BC. The results for quality customer service were 90% favorable. Our efforts to increase financial aid awareness can be measured by referring to data in Section 3b. Our efforts to encourage students to apply for financial aid by the March 2nd deadline resulted in a 56% increase from 2008‐09 to 2009‐10. Encouraging students to submit all required documentation no later than the first week in June resulted in a 72% increase from 2008‐09 to 2009‐10. (The above results are all appropriate and compelling reasons to request resources to fund our vacant FA Technician position.) Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) The weakened economy has contributed to the dramatic increase in the number of students applying for and receiving financial aid. Possible Federal legislative changes ‐ to switch from student loans processed by banks or lenders to Direct Loans processed through the Department of Education and year‐round Pell Grant with aggregate limits ‐ will require staff to actively participate in training sessions in order to implement the changes in Banner, internally and be in compliance with federal regulations changes. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Institutional data reveals a continuous increase in the number of students we serve. However, funds were removed from our budget which resulted in the loss of one full‐time FA Technician. To be fiscally responsible and to remain compliant with federal and state regulations, it is critical that we have sufficient staff to perform these duties by the regulated deadlines. Financial Aid 203
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data Type of parameter Staffing levels / workload values Data source(s) Findings/trends Impact The number of students applying for financial aid has increased steadily each year with a decrease in staff: 2007‐08 13,465 2008‐09 16,768 2009‐10 17,644 (to date) These numbers represent a 20 % increase from 2007‐08 to 2008‐09 and a 24% increase from 2008‐09 to 2009‐10 to date, with 7 months left to apply. As of January 2008, BC is the only campus in the KCCD that participates in the Stafford Loan program. Therefore, BC has been processing loans for students whose home school is CC or PC. Effective Jan. 1, 2010, we will process loans only for students whose home school is BC as processing the other KCCCD requests negatively impacts the services to BC students and potentially impacts BC’s standing with other lending agencies. FA is doing more with less. Delays in receiving financial aid services due to increased numbers and reduced staffing affects student retention and success. The FA Technician position must be restored in an effort to provide effective and timely delivery of aid to students. Annually, we continue to pay staff overtime to meet the growing needs of the department’s clientele. In addition to restoring the position, it would benefit the students FA closed on Friday and invested the 4 hours of uninterrupted time to processing student awards. Due to the increase in students applying for loans, the weak economy and the processing of loans for CC and PC, the workload of our FA Technician has more than doubled. Filling the vacant FA position will improve the effectiveness and timeliness of the services we provide to all students. Financial Aid 204
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Strategic Initiatives: Student Excellence Fiscal Responsibility Financial Aid Unit Plan Priorities  Goal ‐ Paperless office ‐ continue making enhancements toward a paperless office  Request: Restore funding for vacant FA Technician position  Priority 1 Mission critical Funding / Support Requested  None, already available  One full‐time (1FTE) FA Technician Position  Salary and benefits: $61,476  Overtime for 2008‐09 totaled 1094 hours: 1005.75 hours paid out at $29,046 and 88.25 hours for comp time.  For 2009‐10 to date, 480 hours of overtime has been earned.  205
Outcome / Metrics  Replacement  Faster delivery of aid to students. Reduce backlog of files  Each week, track number of students who are awarded and receiving FA funds and compare with prior year data.  Close on Fridays and devote the 4 hours of uninterrupted time to process student awards.  AOU: Reduce students wait time from 8 weeks to 2 weeks and reduce the amount of overtime for staff. Utilize monies saved to support salary for replacing the FT FA Technician position. Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan Student Excellence Communication Fiscal Responsibility Reduce mailing and increase email activity to FA students. Will require assistance from District IT  Priority 2: Necessary  Use/ expand portal use more extensively  More computers in FA office to offer various sessions to students  As soon as a FAFSA is received, an email will be sent to the student with status information.  Award notifications will also be sent via email. Students will no longer have to wait for a letter to come in the mail; staff will receive less calls on this topic  AUO: Increased use of technology for communication. Images Facilities  Goal: To ensure privacy and ADA compliancy o Request: Remodel Counter  Goal: Have a safe and secure environment  Both Priority 2 ‐ Both Necessary  One unit  Estimated Cost of $10,000  Required  AOU: Add a customer service counter that offers students a degree of privacy and that is ADA compliant. AOU: Provide safety for staff and equipment and ensure that confidential records are secure. 1
Table suggested by FCDC subcommittee, spring 2009. Financial Aid 206
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Number of Units Type of Device Counter Total Cost Estimate 1 Equipment Users Trades Personnel Cost Estimate Alignment with College Goal 09‐10 Or Program SLO/AUO (State) $10,000 College Goals: Facilities and Images Priority Number of Students Served 18,000 1 = mission critical 2 = necessary 3 = nice to have if funding available 2 $10,000 Financial Aid 207
5. Trend Data from IRP and/or Other Relevant Program Data 6. TRENDS
Financial Aid and Scholarships
% Change from
Headcount
14,000
Headcount
Academic
Year
Prior Year
2008-09
13,465
16.5%
2007-08
2006-07
11,559
6.4%
10,868
9.4%
2005-06
9,933
-3.1%
2004-05
10,249
13,000
12,000
11,000
10,000
9,000
2004-05
2005-06
2006-07
2007-08
2008-09
-
Career Pathways for Financial Aid Students
Gender
Female
Academic
Year
Total
Male
Total
% of Total
% of Total
2008-09
8,456
62.8%
4,977
37.0%
2007-08
2006-07
7,497
64.9%
4,035
34.9%
7,178
66.0%
3,680
33.9%
2005-06
6,589
66.3%
3,338
33.6%
2004-05
6,718
65.5%
3,524
34.4%
Total
% of Total
32
27
10
6
7
Headcount
Fall 2008 Top Five Self-Declared Majors
Unknown
0.2%
0.2%
0.1%
0.1%
0.1%
#
%
Agriculture & Natural Resources
494
5.0%
Arts, Media & Communication
703
7.1%
1,253
12.7%
Business Management & Technology
Engineering & Industrial Technology
778
7.9%
Health Services
1,658
16.8%
Public & Human Services
3,565
36.0%
General / Undeclared
1,439
14.6%
Age
19 or Younger
Academic
Year
Total
20-29
Total
% of Total
% of Total
30-39
Total
40 or Older
% of Total
Total
% of Total
2008-09
3,930
29.2%
6,689
49.7%
1,730
12.8%
1,116
8.3%
2007-08
2006-07
3,435
29.7%
5,656
48.9%
1,520
13.1%
948
8.2%
3,219
29.6%
5,326
49.0%
1,389
12.8%
934
8.6%
2005-06
3,057
30.8%
4,811
48.4%
1,224
12.3%
841
8.5%
2004-05
3,036
29.6%
5,003
48.8%
1,316
12.8%
894
8.7%
Ethnicity
American Indian or
Other
African American
Academic
Year
Total
Total
% of Total
% of Total
Asian/Pacific
Islander2
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
1,561
11.6%
196
1.5%
709
5.3%
7,040
52.3%
2,910
21.6%
1,049
7.8%
2007-08
2006-07
1,326
11.5%
165
1.4%
683
5.9%
6,063
52.5%
2,527
21.9%
795
6.9%
1,124
10.3%
165
1.5%
667
6.1%
5,865
54.0%
2,606
24.0%
441
4.1%
2005-06
1,043
10.5%
159
1.6%
618
6.2%
5,325
53.6%
2,501
25.2%
287
2.9%
2004-05
1,125
11.0%
151
1.5%
629
6.1%
5,338
52.1%
2,699
26.3%
307
3.0%
Gender - 2008-09
Male
37.0%
Unknown
0.2%
Hispanic
52.3%
20-29
49.7%
30-39
12.8%
40 or Older
8.3%
19 or Less
29.2%
Asian/ Pac
Isl
5.3%
Am Indian/
Other
1.5%
Female
55.3%
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
19 or Less
28.8%
208
Unknown
7.8%
African Amer
11.6%
2008-09
2008-09
2008-09
Financial Aid White
21.6%
Age Campuswide
Gender Campuswide
Male
44.5%
Ethnicity - 2008-09
Age - 2008-09
Female
62.8%
White
33.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Unknown
Amer Indian/
Other
1.4%
7.2%
African Amer
7.4%
6. TRENDS
Financial Aid and Scholarships
Course Enrollments - Productivity - Outcomes
Academic Year
Unduplicated
Students
Enrollments
at Census
Average
Enrollments
per Student
13,465
75,284
2008-2009
2007-2008
3
11,559
2006-2007
10,868
2005-2006
9,933
2004-2005
10,249
Success
Retention
4
Total FTES
4
Rate
Rate
5.6
65.0%
87.9%
8,348.24
65,276
5.6
66.2%
87.1%
7,269.47
59,677
5.5
66.5%
86.3%
6,660.63
57,806
5.8
67.7%
87.8%
6,427.16
57,450
5.6
67.0%
86.0%
6,490.16
Census Enrollment
76,000
Fin Aid Success
Campus-wide Success
Fin Aid Retention
Campus-wide Retention
100.0%
72,000
90.0%
68,000
80.0%
64,000
70.0%
60,000
60.0%
50.0%
56,000
2004-05 2005-06 2006-07 2007-08 2008-09
2004-05 2005-06 2006-07 2007-08 2008-09
5
2004-05
Degrees/Certificates to Students Receiving
Financial Aid
2005-06
AA/AS
Cert
AA/AS
Allied Health
55
16
56
Business
31
29
35
146
-
2006-07
Cert
131
2007-08
2008-09
AA/AS
Cert
AA/AS
Cert
AA/AS
Cert
46
69
45
75
40
102
79
47
30
112
39
107
36
-
-
138
-
134
57
-
133
22
124
24
67
35
91
24
152
32
158
55
9
55
13
68
7
76
5
70
10
All Others
74
57
80
75
88
128
111
187
113
98
383
235
381
248
428
383
459
491
486
402
Total Awards to Financial Aid Students
Financial Aid Awarded by Type, Number
of Students and Amount
2004-05
Pell Grant
Academic Competitiveness Grant
5,013
-
Work-Study (Federal Funds)
Categorically Funded (Gross Wages)
District Funded Student Employment
SEOG
2005-06
Total Awarded
Students
$10,655,199
-
256
$313,586
347
$354,882
-
-
Students
5,058
-
2006-07
Total Awarded
$10,711,763
-
5,257
-
268
$300,196
368
$460,146
-
Students
-
2007-08
Total Awarded
Students
$11,305,458
2008-09
Total Awarded
Students
Total Awarded
5,714
$13,089,286
7,668
83
$50,570
120
$78,911
170
$208,825
188
$284,631
-
$19,326,363
186
$220,926
548
$743,067
548
$743,067
425
$674,016
509
$215,780
867
$295,101
$1,936,326
-
-
976
$379,546
571
$253,322
710
$273,833
1,709
$1,906,123
1,733
Cal Grant B & C
1,541
$1,636,986
1,696
$1,810,983
1,764
$1,951,673
65
$139,394
65
$139,394
EOP&S
1,315
$657,500
1,454
$904,401
1,368
$483,602
1,098
$475,214
1,049
$368,159
Care Grant
BOGW A, B, & C
Scholarships
61
$76,741
83
$85,059
103
$80,242
114
$79,045
150
$84,800
10,068
$4,245,389
12,884
$4,612,679
12,220
$3,994,080
15,885
$3,621,712
19,701
$2,186,715
$437,172
442
$388,641
643
$514,429
499
$306,561
431
$327,785
456
Bureau of Indian Affairs Grant
8
$12,115
3
$3,900
5
$3,712
6
$9,250
6
$9,250
Emergency Loan (Foundation)
333
$89,299
256
$64,295
274
$74,697
274
$74,697
448
$85,321
Stafford Loan
AmeriCorp Educational Assistance
306
44
$841,690
$107,318
291
70
$884,525
$169,461
346
79
$1,172,260
$188,601
446
73
$1,790,115
$168,180
790
36
$4,028,624
$58,351
10,249
$19,758,892
9,933
$20,775,159
10,868
$20,729,661
11,559
$22,899,043
13,465
$30,062,185
Unduplicated Students and Total Awarded
Definitions:
1
Student Headcount, Unduplicated : Unduplicated number of students who received Financial Aid during the fall term.
2
3
Enrollment: Student headcount duplicated, where for every student, each course the student is enrolled in on
4
Success rate numerator: Number of course enrollments with a successful passing grade (A,B,C,P/CR).
census day counts as one enrollment.
Retention rate numerator: Number of course enrollments retained through the semester (grade = A,B,C,P/CR,D,F,NP/NC,I).
Success and Retention rate denominator: Number of enrollments retained (A,B,C,P/CR,D,F,NP/NC,I) and withdrawn (W).
5
Degrees or Certificates: Includes awards for students receiving Financial Aid during the Year of the Award.
Financial Aid 209
FIRE TECHNOLOGY
2008-09 AND 2009-10 UNIT PLANS NOT COMPLETED
1. MISSION
The mission of the Bakersfield College Fire Technology Department is to meet the
needs of our diverse community and ensure student success by offering quality
comprehensive educational opportunities. Bakersfield College is committed to being an
open access institution and serving students of all ages, cultures and backgrounds. Our
exemplary faculty and professional staff recognize that individual, community and global
needs are diverse and changing.
2. PROGRAM DESCRIPTION
The Fire Technology Program at Bakersfield College encompasses both in-service and
pre-service fire technology students for the Kern Community College District. The
college offers a comprehensive fire service educational program which consists of the
following degree programs: A.A./ Fire Technology, A.S./ Fire Technology, and a A.S. in
Wildland Firefighting. We also offer the following certificate programs: Fire Technology
Certificate of Achievement, Fire Inspector Cert., Chief Officer Cert., Fire Officer Cert.,
Firefighter I & Firefighter II Cert., Hazardous Materials, Driver Operator Cert. and a
Public Safety Dispatcher Certificate. In addition, we offer all ten State Fire Marshal Fire
Officer courses, and eleven Chief Officer courses at the downtown campus.
Bakersfield College and our partner, the Olive Drive Fire Training Facility, are California
State Fire Marshal Regionally Accredited. We offer Firefighter I and II academies and
Hazardous Materials specialist, Emergency Medical Technician, and Hospital
Decontamination training at the Olive Drive Fire Training Facility. The facility currently
runs six fire academies each fiscal year. The Olive Drive Advisory Board partners are
made up of the Bakersfield City Fire Department, the Kern County Fire Department and
Bakersfield College.
Bakersfield College is in partnership with the Sequoia National Forest for wildland
firefighter training. We provide regional National Wildland Coordinating Group (NWCG)
training out of the Weill Institute downtown campus. In the future we will be providing
inservice training for the U.S. Forest Service. The Wildland Advisory Board partners are
made up of the Sequoia National Forest, Bureau of Land Management, and Bakersfield
College.
Fire Technology Department is moving more into distance learning. We have offered
two text based online fire technology classes since 1998. Last year with VTEA grant
funds, we were able to wire classroom 124 at the Weill with cameras and microphones
for either live video streaming or archived for streaming later. This year we have
purchased the equipment to wire the second classroom 123 as well.
Fire Technology 210
This new technology represents one of the premier educational and training outlets for
Kern County and the State in the area Fire Service training. The department offers
programs of study leading to certificates and degrees in Fire Technology, Wildland
Firefighting, Hazardous Materials, Emergency Medical Technician training, and AntiTerrorism.
These programs of study support the second college strategic initiative (improve
effective learning and earning pathways for students) by providing workforce
preparation and skill building, lower division transfer programs leading to the
baccalaureate degree, and lifelong learning opportunities and skill enhancement. Its
adoption of a core curriculum has recently been articulated statewide with Cal State
L.A., Cogswell Polytechnical College, Cal. State Long Beach, Cal Poly, and The
National Fire Academy Degrees at a Distance program. I am working with Cal Poly for
articulation on our new Wildland Degree as well. The department is leading the college
in implementing a program directly in line with strategic initiatives three and four.
Further, the department’s aggressive advising and counseling program supports
strategic initiative one.
As an identified career pathway, the Fire Technology department provides direct links to two of the valley’s largest Fire Service employers: Bakersfield City and Kern County Fire Departments. One full‐time department assistant III, one part‐time adjunct coordinator, six adjunct faculty for degree classes, 125 professional experts, and 86 adjunct faculty for academies provide the department’s services. In addition to the full courses of study, the department operates a Firefighter I & II academy for manipulative training. The department operates two different contracted programs and is supported by two
advisory boards with a wide array of industry representation such as Bakersfield Fire
Department, Kern County Fire, U.S. Forest Service, and Bureau of Land Management.
All of the part-time faculty are involved in statewide associations and spend countless
hours providing field trips and extra-curricular opportunities. (See Appendix D)
3. Summary of the Past Year
The department has begun developing student learning outcomes for its courses, and
has developed program outcomes for the department. During the previous years, the
department has revised and added new curriculum that is articulated statewide for all
community college fire technology programs.
Program Outcomes:
1. Demonstrate managerial and leadership abilities in Fire Technology classes for
employment that will enhance opportunities and success in the Fire Service field well
into the 21st century.
Fire Technology 211
2. Demonstrate the skills necessary for baccalaureate level education and or to obtain a
certificate at Bakersfield
College.
3. Demonstrate specific skills within the Fire Service discipline necessary for
employment as a firefighter, inspector or dispatcher in the fire service industry for the
21st century. As an example, Bakersfield City Fire Department requires our Firefighter
I student academy graduates to be eligible for a job application for the position of
firefighter.
Assessment:
1. Not yet determined.
A. District and Community Relations:
We offer work experience. We work closely with the high schools.
 Course articulation
 Field day
 High school career day
 High school assembly visits
 Adult School
 Career pathway open house
B. Collaboration:
Advisory committee meets 4 times per year. We work closely with transfer institutions:
 Coordinate visitations – outreach
 Coordinate/articulate curriculum
High School Assemblies, College Career day, Adult School Career day, Kern High
School District Career day
RaboBank Arena. (See Appendix C – Advisory Committee List)
4. Future Development Strategies and Innovations
A. Proposed Dialogues:
FESHE – Fire Emergency Services Higher Education
CFTDA – California Fire Technology Directors Association
USFS – Internships
BLM – Bureau of Land Management - internships
Homeland Security Grants
Currently Fire B1 before any other fire Technology courses are taken. In the future Fire
B72h before application to the academy can be made.
Fire Technology 212
B. Comparison:
Allan Hancock College to the west, Antelope Valley College to the east, and Porterville
to the north. Allan Hancock College has a full time coordinator (we have a 25 hr per wk
person), full time academy instructor (we have none), and 3 full time faculty instructors
(we have none).
Antelope Valley College has a full time coordinator (we have a 25hr per wk person), and
1 full time faculty (we have none), and many part time faculty.
Porterville College has a part time coordinator, but only a firefighter I academy and
wildland academy no degree program.
An additional course for Fire Extinguisher certification. This course will meet a demand
by private fire protection contractors. Currently every fire equipment service contractor
in the state can only send new hire employees to LA or Sacramento for a certification
test. Bakersfield College fire technology program is part of a state fire marshal
committee formed to make changes to the existing program. Changes will include a one
day primer class; the college will proctor the state licensure test as an agent of the
state. This will increase FTES and potentially generate revenue for the program.
Additional conversion of the remaining core classes into distance learning courses – We
need to offer these courses based on the fact that BC is the only provider of these
degrees and certificates in the county; the advisory board recommends this to meet
industry needs.
Convert the existing AS Degree Wildland core classes into distance learning video
streaming courses to reach a larger market; no college in the state offers this degree
online.
C. Status:
1. Demonstrate managerial and leadership abilities in Fire Technology classes for
employment that will enhance opportunities and success in the Fire Service field well
into the 21st century.
2. Demonstrate the skills necessary for baccalaureate level education and or to obtain a
certificate at Bakersfield
College.
3. Demonstrate specific skills within the Fire Service discipline necessary for
employment as a firefighter, inspector or dispatcher in the fire service industry for the
21st century.
Assessment:
Fire Technology 213
5. Priorities and Resource Needs
A. Concerns:
In a few years we will outgrow the current internet bandwidth required for class
streaming. A contract with the Kern Superintendent of Schools needs to be secured. An
additional streaming server will be required in a few years as well.
B. Equipment:
New offices and furniture. Currently the fire tech. coordinator office is located away from
the department assistant; an additional classroom is needed for the program to keep up
with growth.
C. Future Planning:
In January 08, both offices plan to move into room 125; the computer lab in 122 will
move to another classroom. We will gain that classroom for overflow and pre-scheduled
classes. Early talks have started on a future contract with the Kern Superintendent of
Schools for streaming our classes when the need arises.
D. Resources
1 . RESOURCES
EXISTING
NEEDS
COST
0
1 full time
$ 88,000
Staffing:
FT Faculty
PT/Adjunct Faculty
6 adjuncts
8 adjuncts
$ 22,000
FT Classified Staff
1
0
$0
PT Classified Staff
Need 1
$ 19,000
Reassigned Time
$0
(explain purpose)
Weill Institute; Olive Drive;
CPAT Physical Agility Test Bldg. $ 10,000
Facilities:
2 Fire Engines;
$ 1,000
Equipment:
2. Budget: (data available from Department Chair, Dean, or Business Services)
RESOURCES
EXISTING
NEEDS
GU001:
$ 58461
$ 64,307
Other Funding Sources:
$0
$0
(Identify source)
Total Labor budget:
$ 22,000
$ 129,000
Total Non-labor budget:
$ 5,000
$ 5,000
Grand Total:
$ 85461
$ 198,307
Fire Technology 214
E. Justification:
1. The Construction of a large sheet metal building at Olive Drive or the main campus
would allow for CPAT certification, which would generate additional revenue. There are
only three locations in the state where students can obtain this certification; both local
agencies require this physical agility test for employment. The facility will also be used
for academy graduations (six a year). We currently request the use of auditoriums at
local high schools for our graduations. We can also hold large fire seminars and
conferences.
2. An administered program for growth in these areas: curriculum development and
maintenance, equipment maintenance, program tracking, multiple program contracts
maintenance.
3. Additional classroom at the Weill. To serve the new Public Safety Dispatcher 17-unit
certificate program, in-service training for city fire department, and overflow of future
NIMS, SEMS classes. We are working with the city that has obtained a grant to fund
the training of all city and county employees to meet Homeland Security requirements.
All of these classes will generate additional FTES
We recently were able to get donated from the city of Tehachapi at no cost a 1989
American LaFrance fire engine in excellent condition with only 40,000 miles. This
engine will decrease our dependency on front line engines from Bakersfield and Kern
County Fire Departments.
F. Analysis/Strengths:
The Program is in relatively good shape financially. The Olive Drive budget was
increased by $100,000 this fiscal year, which will address the increase from four to six
academies this year. Each academy impacts the budget by approximately $35,000 to
$40,000, plus added overhead and wear and tear of the facility and properties. Our
Advisory Committee has steered us in this direction. The high retirement trends with
both departments are projected to continue on the next four to five years before tapering
off.
The new Fire Technology Distance Learning Programs are just getting off the ground,
with the start of our first video streaming Fire B-1 Intro to fire protection class which
started spring of 2006. One by one each of our core fire technology classes will be redeveloped for video streaming online. This does not take into account our new Wildland
AS degree program, which will also be developed into video streaming online core
courses. We are the fourth community college to offer this degree in the state, but we
are the only one to offer it as an online video streamed class. I am predicting that once
the word gets out, we will have a huge following. There are many U.S. Forest Service
districts in California who need this degree for promotions into management; since we
are the only one with an online program, we are much more accessible. With the
articulation to Cal Poly for a four year degree, the career path will be established. Our
Fire Technology 215
longstanding AA & AS degrees in Fire Technology courses are all experiencing
increases in enrollment.
We are also working on a microwave transmission from Olive Drive to the Weill; this will
allow us to transmit video stream classes from Olive Drive to the Weill for re-broadcast
on the internet.
G. Improvement:
We need to recruit more females into the fire service field; both agencies are very low in
this area. A full time Coordinator will allow for more work to be done in outreach, with a
priority on females and other diverse classes.
H. Future Plans and Priority List:
 Addressing major factors and trends affecting the program
 Building on program strengths
 Improving areas needing improvement
We have received approval to hire a full-time fire technology coordinator to address
program growth and the day-to-day expanding work load. VTEA funds are allowing
growth in the distance learning area.
Priority List:
1. New sheet metal building at Olive Drive for CPAT physical agility test, large seminars,
and graduations.
2. Continued support for the new distance teaching video streaming classes a second
video streaming server and more band width.
3. Third fire technology classroom and furniture for in-service training and overflow.
4. New Fire Technology offices and furniture, (office layout plans have been submitted).
Fire Technology 216
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Food Service
1. Unit Mission for Bakersfield College Food Service The mission of the Food Services Department is to provide a diverse and nutritious menu selection at a reasonable price with outstanding customer service to the students, staff, faculty and general public at Bakersfield College. 2. Program Description The Food Services Department contributes to the improvement of a student learning, supporting the core foundational process by providing an on‐campus dining facility which provides nutritious meals before, between and after classes for the students, as well as for the faculty and staff of Bakersfield College. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. An assessment has not yet been conducted at this time. How did your assessment results and decisions from the past cycle inform your planning this year? An assessment has not yet been conducted at this time. How did your assessment results and decisions from the past cycle inform your resource request this year? An assessment has not yet been conducted at this time. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) The Food and Drug Administration requires that our Food Service operation meets federal and state code mandates to insure sanitary and healthy conditions for our public eating facility. There are regular inspections and an annual audit. The Food Service operation maintains an “A” rating. If an operation maintains anything less than that, they are fined. Our Food Service has not paid a fine in years. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. One of the key elements of staying profitable is to provide the food options students have come to expect and to do it in a quick efficient manner. They expect to be able to pick up items in a fast and convenient environment. The opportunity here is to provide not only the convenience but also an affordable or value to the food options for our clientele. In order to lower prices we need to increase our volume of sales. This is done by constantly monitoring the sales of each category. Food service 217
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome  Goal: Replace wood bumper on delivery dock  Request: Purchase new rubber bumper  Priority: 1  New bumper system  $7,200  N/A  Wall repairs and better drip edge installed  Mission Critical  New  Safety  YTD  Goal: Install better interface / programmable registers  Request: Purchase new Registers  Priority: 2  2 units  $30,000  N/A  N/A  Mission Critical  New  Innovative  Includes surveillance  YTD  Goal: Install tilt skillet  Request: Purchase new unit  Priority: 3  1 Unit  $13,000  N/A  N/A  Necessary  New  Innovative  YTD Food service 218
Bakersfield College 2009‐2010 Annual Unit Plan  Goal: Install grab‐
n‐go cooler  Request: Purchase cooler for grill area  Priority: 4 (Return to Top)  1 Unit  $4,000  N/A Educational Master Plan  N/A  Necessary  New  Innovative  YTD 1
Table suggested by FCDC subcommittee, spring 2009. Food service 219
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate New Rubber Bumper System at Delivery Dock 1 Food Service Staff Programmable Registers with surveillance 2 Food Service Staff $30,000
Tilt Skillet 1 Food Service Staff $13,000
$7,200 Safety. Provide safe and clean work environment for staff and delivery personnel Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available 18,000 + 1 18,000 + 1 Same as Above 18,000 + 2 $4,000 Same as Above 18,000 + 2 Strategic Initiative: Provide quick and convenient food service for students and other clientele seeking fast nutritional meal options before and after classroom instruction Grab‐n‐go Cooler Total Cost Estimate 1 Food Service Staff $54,200 Food service 220
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Background Facilities: The Food Services building, cafeteria kitchen and serving areas are between 25 and 50 years old. The last time an architect created construction plans for modernization of these facilities was in 1997 with a cost estimate of $1.5 million. If these plans were implemented today, estimates would be closer to $2.0 million. The only way the Food Services could modernize the buildings would be through alternate sources other than General Unrestricted Funds. These funds could come from Capital Outlay, SRID, private sources, grants, or donations. A planning group has been formed to develop renovation plans for the Collins Campus Center slated for 2010‐11. Food Service catering has expanded to both campus and community clients. Further expansion is dependent upon renovation and hiring of additional staff. Equipment: The majority of the major equipment of the Food Services Department is now over 25 years old: An itemized list was provided by architects at the time bond financing was sought (SRID). Our primary focus here deals specifically with safety and regulatory concerns (i.e. health department regulations regarding food and the handling there of, etc.). Some small equipment has been replaced as a result of recent profitability; however, major kitchen pieces are still in need of replacement. Human Resources: Catering sales have increased 25% from 2005‐2006 to 2008‐2009. Creating a position to help address with this increased demand is essential to the growth an profitability of the Food Service Department. Long Range Plans Food Services will continue to strive for profitability. The Food Services operations goal is to be funded solely by Enterprise Funds. The primary focus of this department is to remain profitable while meeting the students’ needs. Student / Program Prioritized Ideas Action Item Facility Impediments Outcome Supported Renovation of Collins Student Center Improve aesthetics and dining Abatement of floor tile and current Improve student access environment. floor plan is not conducive to business process Upgrade existing kitchen equipment Improve service and remain in Improve dining None compliance with FDA requirements Add an additional walk‐in cooler Improve beverage presentation Electrical and wall construction are Improve dining required to a accommodate this request Food service 221
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data Category Budgeted Sales Realized Sales 2006 2007 2008 2009 2010 $1,086,426 $984,607 $1,212,681 $1,082,541 $1,143,964 $1,107,894 $1,138,666 $1,217,785 1,281,150 TBD Food Service sales have increased by $233,178 over the past three years, a 23.7% increase. This data shows a trend of increased growth over the specified time frame. To increase this growth, Food Services will need to continue to improve its equipment and its dining facilities. Food service 222
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan FOREIGN LANGUAGE / ASL
1. Unit Mission The mission of BC’s Foreign Language/ASL Department is to provide a linguistic and sociological study of foreign language; to enable students earning an AA degree to pursue employment in fields requiring foreign language expertise or to transfer to university level programs; and to provide classroom and community immersion opportunities mutually beneficial to both students and the community. 2. Program Description The Foreign Language/ASL Department provides courses in ASL, French, Japanese, and Spanish that satisfy core general education requirements for career pathways in workforce associate degrees and in satisfying transfer requirements for the CSUs and UCs. The department also offers advanced courses in Spanish and American Sign Language for students pursuing language studies as a major. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Last year’s allocation enabled us to meet our unit goals. How did your assessment results and decisions from the past cycle inform your planning this year? The results of our assessment helped to make clear the need for more clearly delineated SLOs in each course and for updated curriculum in more uniform class packets. How did your assessment results and decisions from the past cycle inform your resource request this year? Our assessment results did not impact our resource request for this year. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Foreign Language / ASL 223
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Findings/trends Course enrollments and productivity are down in comparison to previous years, which showed a constant growth rate in the past several years. Fewer students are being served. Our annual FTES is down slightly; however, success rates and retention rates are up slightly over previous years. The loss of one full‐time faculty member has impacted negatively the number of students we serve, but not the quality of our work. Fewer students are being successfully served due to not replacing a retiring faculty member with 30 years’ experience. We need another full‐time Spanish instructor. Improved retention and success rates. IRP Staffing levels / workload values Instructional: Cost / FTES IRP Impact The number of student we serve per instructor (32.3) is up in recent years, but still less than it was in ‘05/’06. This is due to decreased caps which have resulted in improved retention and success rates. Total costs for F09 was $890,703/ 380.81 FTES = $2339 Total Budget FY09 /Total FTES FY09 Foreign Language / ASL 224
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome  Goal: Improve instruction, FTES, retention, and success rates  Request: One additional full‐
time faculty member  Priority: 1  One position. 1.00 Full‐time Spanish faculty member  Goal: Improve instructional efficiency  Request: Two additional COW units  Priority: 1  Two additional COW units $7,000 each  Faculty are now moving classes and sharing rooms to accommod
ate technology needs 1
Table suggested by FCDC subcommittee, spring 2009. Foreign Language / ASL 225
Foreign Language
% Change from
Headcount
2,300
Prior Year
2008-09
2,042
-6.1%
2007-08
2006-07
2,175
5.6%
2,060
8.0%
2005-06
1,907
15.4%
2004-05
1,652
Headcount
Academic
Year
2,100
1,900
1,700
1,500
2004-05
2005-06
2006-07
2007-08
2008-09
-
Gender
Majors of Students Enrolled in Foreign Language
Female
Academic
Year
Total
Unknown
Male
% of Total
Total
% of Total
2008-09
1,254
61.4%
785
38.4%
2007-08
2006-07
1,373
63.1%
795
36.6%
1,331
64.6%
728
35.3%
2005-06
1,305
68.4%
602
31.6%
2004-05
1,130
68.4%
521
31.5%
Total
Headcount
#
% of Total
3
7
1
0
1
0.1%
0.3%
0.0%
0.0%
0.1%
%
145
7.1%
Liberal Studies
128
6.3%
Registered Nursing
125
6.1%
Criminal Justice
122
6.0%
Psychology
106
5.2%
352
17.2%
Undeclared
Age
19 or Younger
Academic
Year
% of Total
Total
20-29
Total
% of Total
30-39
40 or Older
% of Total
Total
% of Total
Total
2008-09
770
37.7%
962
47.1%
159
7.8%
151
7.4%
2007-08
2006-07
818
37.6%
993
45.7%
185
8.5%
179
8.2%
752
36.5%
948
46.0%
175
8.5%
185
9.0%
2005-06
655
34.3%
903
47.4%
167
8.8%
182
9.5%
2004-05
547
33.1%
796
48.2%
156
9.4%
153
9.3%
Ethnicity
African American
Academic
Year
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Islander2
Total
White
Hispanic
Total
% of Total
% of Total
Total
Unknown
Total
% of Total
% of Total
2008-09
144
7.1%
28
1.4%
99
4.8%
936
45.8%
680
33.3%
155
7.6%
2007-08
2006-07
164
7.5%
37
1.7%
120
5.5%
954
43.9%
775
35.6%
125
5.7%
158
7.7%
43
2.1%
108
5.2%
857
41.6%
810
39.3%
84
4.1%
2005-06
98
5.1%
36
1.9%
104
5.5%
836
43.8%
774
40.6%
59
3.1%
2004-05
108
6.5%
33
2.0%
87
5.3%
687
41.6%
685
41.5%
52
3.1%
Gender - 2008-09
Female
61.4%
Age - 2008-09
Ethnicity - 2008-09
20-29
47.1%
40 or Older
7.4%
Male
38.4%
Asian/ Pac
Isl
4.8%
Am Indian/
Other
1.4%
Unknown
0.1%
19 or Less
37.7%
Gender Campuswide
Female
55.3%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
Hispanic
44.3%
40 or Older
13.2%
Unknown
0.3%
Foreign Language / ASL Unknown
7.6%
African
Amer
7.1%
Age Campuswide
2008-09
Male
44.5%
White
33.3%
Hispanic
45.8%
30-39
7.8%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
19 or Less
28.8%
226
White
33.5%
Unknown
7.2%
African Amer
7.4%
Trends
Foreign Language
Term /
Academic Year
Number of Sections
Census
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
2,800
39
41
9
89
46
45
10
101
43
40
12
95
34
30
7
71
30
28
6
64
Enrollment3
Students/ End
1,163
1,054
192
2,409
1,185
1,198
215
2,598
1,140
1,178
215
2,533
1,069
997
177
2,243
986
824
130
1,940
Productivity
945
860
158
1,963
915
935
189
2,039
905
918
185
2,008
866
802
156
1,824
812
672
113
1,597
FTEF5
Section4
30
26
21
27
26
27
22
26
27
29
18
27
31
33
25
32
33
29
22
30
10.59
10.86
2.13
11.79
11.66
11.26
3.20
13.06
11.53
10.79
3.46
12.89
10.06
9.06
2.33
10.73
8.86
7.66
1.53
9.03
Annual FTES
2,600
2,400
2,200
FTES5
Outcomes
Rate7
Rate7
71.6%
71.4%
80.2%
72.2%
70.4%
72.7%
83.1%
72.6%
70.4%
66.4%
79.0%
69.3%
73.1%
72.5%
79.3%
73.4%
74.1%
76.7%
83.2%
75.8%
90.2%
89.6%
89.5%
89.9%
86.4%
87.4%
94.0%
87.5%
84.8%
85.1%
92.0%
85.6%
89.6%
88.0%
91.1%
89.0%
89.2%
87.0%
92.4%
88.4%
180.56
169.09
31.17
380.81
181.86
188.53
35.37
405.76
179.61
185.71
36.71
402.03
171.25
159.10
30.43
360.78
158.96
131.64
20.96
311.56
17.0
15.6
14.6
32.3
15.6
16.7
11.1
31.1
15.6
17.2
10.6
31.2
17.0
17.6
13.1
33.6
17.9
17.2
13.7
34.5
Annual FTEF
450
400
350
300
20
250
5
Success
15
90%
10
04-05 05-06 06-07 07-08 08-09
Retention
100%
80%
04-05
05-06 06-07 07-08
08-09
70%
2,000
Annual FTES/FTEF
1,800
04-05
05-06
06-07
07-08
08-09
60%
37
04-05 05-06 06-07 07-08 08-09
32
27
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Foreign
Language
American Sign Language
Spanish
Total Foreign Language Awards
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
0
-
14
11
25
103
281
12
11
23
89
260
0
-
0
-
16
13
29
101
251
10
13
23
79
238
0
-
9
9
18
85
226
0
-
Definitions
1
2
3
Enrollment: Student headcount duplicated-or every student, each course the student is enrolled in on census day counts as one enrollment.
4
5
6
7
Foreign Language / ASL 227
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan FOUNDATION
2.
Unit Mission The mission of the Bakersfield College Foundation is to enhance the quality of the educational experience at Bakersfield College by raising funds for scholarships, capital projects and educational programs. The Foundation will do this by engaging the community through public relations, personal contacts, relationship‐building and special events. The Foundation will also invest and successfully manage accounts to maximize Foundation revenue. 2. Program Description The Bakersfield College Foundation is a non‐profit corporation organized for education, scientific, cultural and charitable purposes under and pursuant to the laws of the state of California. The purpose of the foundation, which is an auxiliary of Bakersfield College and registered with the Internal Revenue Service as a tax‐exempt, non‐profit corporation under section 501(c)3 of the federal tax code, is to promote the general welfare of Bakersfield College by: • Assisting and supporting Bakersfield College in fulfilling its role in serving the community of which it is a part. • Soliciting, raising and distributing money, property and other assets for the construction of buildings, the purchase of equipment and for other capital outlay needs. • Soliciting, raising and distributing money, property and other assets for the awarding of scholarships, loans and grants to students. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. The Foundation is self‐funded, and with the exception of half the executive director’s salary, has no district funds or budget. How did your assessment results and decisions from the past cycle inform your planning this year? No assessment plan to date. How did your assessment results and decisions from the past cycle inform your resource request this year? No assessment plan to date. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Foundation 228
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan The Foundation generates its funds from earnings from its endowment and from fundraising. Because FY2008‐09 was a difficult year in the stock market, the steep stock market decline impacted our endowment, and the Foundation reduced its annual budget 11.6%. Additionally, we have instituted reviews of all discretionary spending to ensure we come under budget. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The Foundation has increased fundraising activities in the past two years, adding two new events – the Sterling Silver Dinner and Red & White Wine & Food Festival – and taking over a third, the annual Alumni Barbecue. Plans are under way to have a fourth fundraiser, an annual Hall of Fame Dinner. Foundation 229
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Findings/trends Impact Instructional: Course enrollments and/or productivity summary IRP N/A Student achievement: retention/success; awards; licensure pass rates; etc. IRP N/A Staffing levels / workload values Instructional: Cost/FTES IRP N/A Total Budget FY09 /Total FTES FY09 Donor Count ‐ Fiscal Year and Gift Range
Other ‐ e.g.:  A&R transcript data  Extended Learning data  Financial Aid types  Comparisons to statewide from CCC Data Mart  Any other data relevant to your unit $10 ‐ 99
$100 ‐ $1000 ‐ 999
4999
$5000 ‐ 9999
$10,000 ‐ $25,000 ‐ $50,000 or 24,999
49,999
more
FY 08‐09
693
608
86
11
11
0
5
FY 07‐08
606
509
119
19
11
2
6
FY 06‐07
445
362
79
14
3
3
5
FY 05‐06
934
573
103
20
9
2
3
Foundation 230
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Graphics Center
1. Unit Mission for Bakersfield College Graphics Center The mission of the Graphics Center at Bakersfield College is to maintain high quality standards in regards to information that is designed, printed and distributed to the faculty, staff, students and surrounding community. The Graphics Center will also maintain accurate client accounting records to be reconciled with the Kern Community College District Business Office at the end of each month and ultimately the end of each fiscal year. 2. Program Description The Graphics Center’s primary role is to provide well designed and high quality printed publications, both color and black and white, for the college campus and surrounding community, including the Delano Center. The Graphics Center provides a direct contribution to the effective delivery of Bakersfield College’s core student learning processes by providing low‐priced copies of learning materials. It is the responsibility of the Graphics Center to provide up‐to‐date class‐packs and other publications supporting all instructors’ lesson plans. It is also the responsibility of the Graphics Center to design and produce publications for the main campus, Delano Community Campus and other various locations throughout the community. The Graphics Center is not self‐sufficient and operates as a partial Enterprise Fund for the college. The revenue is held in an account to be used at the discretion of the Kern Community College District. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. An assessment has not yet been conducted at this time. How did your assessment results and decisions from the past cycle inform your planning this year? An assessment has not yet been conducted at this time. How did your assessment results and decisions from the past cycle inform your resource request this year? An assessment has not yet been conducted at this time. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Technology is changing so rapidly that the options students have come to expect have helped direct our plans for improving the operation. These plans will aid Graphics 231
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan us to increase our ability to provide the services our clientele has come to expect. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The current floor plan for the Graphics department is currently under review. The equipment layout and paper storage locations are all under review as to the best solution for logistical challenges facing the Graphics Center staff. From interfacing with clients to the delivery of paper including the ergonomics of working with the equipment and physically moving around the print shop. 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit  Goal: Stay current with design software  Request: Purchase upgraded software
 Priority: 1 Funding / Support Requested Equipment  3 work station licenses  $1,200  Goal: Install a  One production production folding/stuffing folding/stuffing machine machine  $24,000  Request: Purchase one  Priority: 2 1
Table suggested by FCDC subcommittee, spring 2009. Graphics Staffing Facilities Outcome / Metrics Other Info. Outcome  N/A  N/A  Innovative  YTD  N/A  N/A  Innovative  YTD 232
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users Upgraded Software 3 Graphics Center Staff Production Folding/Stuffing Machine 1 Graphics Center Staff Total Cost Estimate Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate $1,200 Strategic Initiative: Provide quick and accurate printed material for students faculty and staff. Provide a convenient way to produce required classroom instructional materials $24,000
Same as Above Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available 18,000 + 2 18,000 + 2 $25,200 Graphics 233
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Background The Graphic Center has maintained excellence in copying, printing and graphic design. The Graphics Center accounting system (Print Smith), which keeps track of all customer accounts, was completely re‐programmed this past year. The reprogramming made it possible to produce the most accurate client accounting system since the Graphics Center began as a partial revenue‐based department in 2004. The Graphics Center has added a large format printer and cutter to give the staff more options when it comes to printing signs, banners and other large format print jobs. The Graphics Center has hired 19.5 hour, permanent employee in dealing with the demand of the copy center, business cards and other Graphic Center Services offered by this department. The Graphics Center produces over 13,000 copies of almost 200 different class‐packs that were placed in the college Bookstore for sale each semester. These class‐packs are a major information source to the students covering most of their handouts for the semester which are located in one pack. The sale of these class‐packs is a win/win benefit for both the student and the Graphics Center, as it provides a revenue source to help offset paper and copy costs, and offers affordable class handouts to the students. Long Range Plans As the leases terminate on our high volume production machines, the Graphics Center will acquire next‐generation technology copiers, both black and white and color. Prioritized Ideas Action Item Facility Impediments Student / Program Outcome Supported New Color Press New contracts through a RFP process to solicit best price per unit operations costs for the next 5 years None Faster production and improved products to student, faculty and staff orders and improved customer service including off campus clientele New Black and White Copiers New contracts through a RFP process to solicit best price per unit operations costs for the next 5 years None Faster production for student, faculty and staff orders and improved customer service Graphics 234
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data Category 2006 2007 2008 2009 2010 Total Copies 8,411,865 10,004,933 11,258,444 9,299,492 TBD Color 305,257 403,044 507,456 755,147 TBD Black & White 8,106,608 9,601,889 10,750,985 8,474,345 TBD The color copies produced each year have seen a 40 percent increase over the past four years. This data confirms increased growth over the past few years warranting the new leases of new copiers and the need to stay current on the technological front. We are seeing a trend towards going paperless on class instructional materials, thus the decrease in B&W prints of over 2 million copies. Graphics 235
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan HEALTH, PHYSICAL EDUCATION, & ATHLETICS
1. Unit Mission The Health, Physical Education, and Athletic Department is committed to the health and wellness of our students and community and to support the College mission regarding core strategies, transfer rates, and general education. We perceive learning as the merging of cognitive, affective, social, and psychomotor domains. We recognize the need to impact the rising financial, physical, emotional concerns brought to us from heart disease, cancer, diabetes, and obesity. *Kern County has the fourth highest rate of heart disease in the state. Fifty‐five percent of all Kern County deaths can be attributed to heart disease and cancer. Diabetes care costs Kern County $327 million annually. We will provide education, resources, and activities to empower and motivate our community to reverse the negative health trends our community is facing. Intercollegiate Athletics is committed to the success of the student‐athletes. This includes the physical, mental, social and emotional development of each student‐athlete. We are here to insure lifelong wellness and provide opportunities for increased earning power. We will collaborate with the community to meet the demands of development and form partnerships to insure student and community success. This department will strive for excellence in instruction and services and provide a safe, supportive environment. 2. Program Description The Department provides courses that satisfy core health general education requirements for career pathways in workforce associate degrees and in satisfying Area E transfer requirements for the California State University system. All health and physical education courses reinforce the merging of cognitive, affective, social, and psychomotor domains. Core student learning processes for Health Education are:  Apply knowledge of basic nutrition principles to promote healthy lifestyle changes.  Design personal fitness programs based on knowledge attained from course materials.  Evaluate and identify emotional strengths and weaknesses and create a behavior modification program to address current needs.  Examine the personal impact on our environment and create a personal profile plan to improve current environmental trends.  Identify personal values regarding sexual behavior and engage in effective behaviors that are in accordance with stated values  Identify personal risks for the most common causes of death and implement strategies to reduce these risks.  Understand physiological effects and health risks associated with drug and alcohol use. Internalize information in order to apply knowledge to personal behavioral choices. Intercollegiate Athletics provides student‐athletes with the opportunity to participate in a post‐secondary program. This allows student‐athletes an opportunity to further develop skills to transfer to a four‐year institution. The many positive outcomes of Intercollegiate Athletics have been well documented (SCANS skills). In addition, many student‐athletes, as a result of this experience, will enter physical education as a career. Health, Physical Education, & Athletics 236
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. State how/whether last year’s resource allocation met unit goals. Due to the budget crisis, the course offerings in Physical Education have been decreased by 17% for 09‐10 school year. This comes after increasing enrollment 10% for the 08‐09 school year which was the most by any division on campus. The fitness center and free weight room hours, available to all students, was decreased by 30% for 09‐10. Enrollments still continue to increase in the classes and the PHIT program. The PHIT program was initiated in the spring of 2007. Enrollments are up 30%. Air conditioning was completed in the free weight room and adaptive PE room in the fall of 2007. A contract was signed with Wheeler Strength and Fitness to maintain the equipment twice a year. Construction on the Dean and Adah Gay Sports Complex was started in August of 2008 and the original completion date was January 15th 2009. Unfortunately the project endured many setbacks. The baseball team was able to play only ten games last spring and the softball team played none. This meant both teams played their games on the road which meant an increase in travel costs. The Complex has still not been turned over to the College as more issues have come up. Hopefully by January 15, 2010 it will be ready for the teams to officially start their seasons. The Health classes continue to be well attended. In Athletics: As far as wins and losses, overall the 2008‐2009 year was not successful for many athletic teams. Volleyball and men’s basketball were the only team sports to make the post season competition. In individual sports the highlight was the state javelin champion, who threw 222’ which was a new school record. He received and full ride scholarship to USC. The Dean of Physical Education continues to also serve as the Athletic Director and the Sports Marketing Director. Reconstruction of the soccer/golf complex is still pending Fundraising and College Support: The original purpose of the BC Athletic Foundation initiative was to augment the Intercollegiate Athletic Programs. A proposal to increase college funding for athletics is being developed and will require a commitment by the college to adequately fund athletic programs by implementing a stable, long‐range financial plan. This continues to need to be fully addressed. A replacement position for a full time trainer is imperative for the safety and care of the student‐athletes. In 08‐09, we operated with one trainer and the overtime expense was enormous. This item needs to be addressed as a priority of the College. A full time strength and conditioning coach needs to be hired to work with all teams. This item is still pending. The training room needs remodeling with paint and new equipment. Health, Physical Education, & Athletics 237
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Shower facilities in both the Men’s and Women’s locker rooms pose health concerns: This item needs to be addressed as a priority of the College. New lockers in the wrestling/men’s basketball locker room. This item needs to be addressed as a priority of the College. How did your assessment results and decisions from the past cycle inform your planning this year? The use of C.P.S. (Classroom Performance System) in our Health classes did show a slight increase in “successful grade rate” from 62.4% to 66.5 % .The “retention rate” was statistically negligible. Our plan is to continue the use of this technology and theorize a continued rise in both success and retention as our faculty become more familiar with this Technology. How did your assessment results and decisions from the past cycle inform your resource request this year? It reiterates the need for dedicated classrooms for Health Education so that instructors are not limited in using this technology because of infrastructure/equipment inadequacies. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Board Policy curriculum and General Education requirements have been changed. The effect on students will need to be monitored. The reduction in course offerings will affect enrollment numbers. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The reduction in course offerings will affect enrollment numbers. Health, Physical Education, & Athletics 238
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Findings/trends Instructional: Course enrollments and/or IRP productivity summary 15.5% overall increase in enrollments from the 2007‐08 year. This will certainly decrease as we are being called on to reduce our offerings because of financial concerns Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values IRP Retention rates remained the same Success rate rose by 1.9% HR, Payroll, Budget Trainer and department assistant voids have led to extreme overtime expenses as well as the necessity to provide clerical assistance from other areas in order to meet office demands. Impact We are being required to reduce offerings in our Department. The impact is currently being seen in not only our County (top 5 in almost every negative health trend in the state) but our country as well. Obesity is currently the second leading cause of preventable death, eclipsed only by Tobacco use. The reduction in our department will reduce our ability to address these issues in our community. (see above) Overtime expenses. Increase in department paperwork for travel, payment processing, course scheduling, etc. has led to having to pull resources from other departments in order to meet timely deadlines and compliance with WSC eligibility regulations. Health, Physical Education, & Athletics 239
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment  Maintenance of  Goal‐ emphasize current the “mind/body” connection and its  $5‐10,000 influence on a student’s success, personally, socially and in the workforce  Request: Maintain and avoid cuts in Health and Physical education  Priority = 1 1
Table suggested by FCDC subcommittee, spring 2009. Gen Ed outcome‐ Identify, describe and explain the interactions of the internal and external influences and effects in human development and behavior over the course of the human life span Staffing  The loss of a Department Assistant in our department in 2003 has created a tremendous burden on a single support position within the department. This position provides all support for Health/Phys.Ed. and Athletics. Facilities  ( See equipment) Outcome / Metrics Other Info.  Periodic replace‐
ment  Ongoing replace‐
ment Outcome  Tracking of facility usage Health, Physical Education, & Athletics 240
Health, Physical Education, and Athletics
% Change from
Headcount
6,500
Prior Year
2008-09
6,265
15.5%
2007-08
2006-07
5,426
6.6%
5,089
-5.8%
2005-06
5,405
-11.5%
2004-05
6,107
Headcount
Academic
Year
6,000
5,500
5,000
2004-05
2005-06
2006-07
2007-08
2008-09
-
Gender
Majors of Students Enrolled in Health, PhEd or Athletics
Female
Academic
Year
Male
% of Total
Total
Unknown
% of Total
Total
2008-09
3,349
53.5%
2,899
46.3%
2007-08
2006-07
2,976
54.8%
2,436
44.9%
2,820
55.4%
2,268
44.6%
2005-06
2,961
54.8%
2,442
45.2%
2004-05
3,449
56.5%
2,656
43.5%
Headcount
% of Total
Total
17
14
1
2
2
#
0.3%
0.3%
0.0%
0.0%
0.0%
%
494
Criminal Justice
481
7.7%
Registered Nursing
435
6.9%
Liberal Studies
391
6.2%
Psychology
259
4.1%
1,181
18.9%
Undeclared
7.9%
Age
19 or Younger
Academic
Year
20-29
% of Total
Total
Total
% of Total
30-39
40 or Older
% of Total
Total
Total
% of Total
2008-09
2,815
44.9%
2,625
41.9%
435
6.9%
390
6.2%
2007-08
2006-07
2,523
46.5%
2,139
39.4%
402
7.4%
362
6.7%
2,374
46.6%
2,001
39.3%
352
6.9%
362
7.1%
2005-06
2,597
48.0%
2,123
39.3%
367
6.8%
318
5.9%
2004-05
2,718
44.5%
2,547
41.7%
419
6.9%
423
6.9%
Ethnicity
African American
Academic
Year
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
Total
White
Hispanic
2
Islander
% of Total
Total
% of Total
Total
Unknown
Total
% of Total
% of Total
2008-09
672
10.7%
92
1.5%
351
5.6%
2,769
44.2%
1,871
29.9%
510
8.1%
2007-08
2006-07
539
9.9%
74
1.4%
314
5.8%
2,349
43.3%
1,748
32.2%
402
7.4%
458
9.0%
70
1.4%
277
5.4%
2,330
45.8%
1,748
34.3%
206
4.0%
2005-06
528
9.8%
87
1.6%
309
5.7%
2,375
43.9%
1,935
35.8%
171
3.2%
2004-05
652
10.7%
92
1.5%
326
5.3%
2,555
41.8%
2,281
37.4%
201
3.3%
Gender - 2008-09
Female
53.5%
Ethnicity - 2008-09
Age - 2008-09
30-39
6.9%
20-29
41.9%
Hispanic
44.2%
Male
46.3%
Unknown
0.3%
Gender Campuswide
Male
44.5%
Asian/ Pac
Isl
5.6%
Am Indian/
Other
1.5%
19 or Less
44.9%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
Hispanic
44.3%
40 or Older
13.2%
Unknown
0.3%
Health, Physical Education, & Athletics Unknown
8.1%
African
Amer
10.7%
Age Campuswide
2008-09
Female
55.3%
White
29.9%
40 or Older
6.2%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
19 or Less
28.8%
241
White
33.5%
Unknown
7.2%
African Amer
7.4%
Trends
Health, Physical Education, and Athletics
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
10,000
Enrollment3
Census
125
116
43
284
121
104
34
259
104
104
33
241
111
106
33
250
107
100
27
234
Students/ End
4,117
4,575
1,229
9,921
3,547
3,978
1,015
8,540
3,075
3,976
961
8,012
3,387
4,170
982
8,539
3,973
4,628
1,008
9,609
Productivity
3,763
4,105
1,092
8,960
3,110
3,594
947
7,651
2,735
3,472
880
7,087
2,992
3,633
959
7,584
3,533
3,983
933
8,449
FTEF5
Section4
33
39
29
35
29
38
30
33
30
38
29
33
31
39
30
34
37
46
37
41
25.43
26.41
5.78
28.81
24.60
24.06
6.45
27.56
21.93
24.35
5.55
25.92
20.89
24.66
4.92
25.24
21.16
23.01
4.05
24.11
Annual FTES
9,000
Rate7
Rate7
67.6%
68.4%
77.3%
69.2%
67.1%
65.5%
75.2%
67.3%
65.8%
63.2%
76.0%
65.8%
65.1%
64.7%
72.8%
65.8%
66.7%
65.1%
73.1%
66.7%
91.1%
91.8%
91.2%
91.4%
90.0%
91.8%
93.8%
91.3%
89.0%
89.0%
93.0%
89.5%
89.5%
92.2%
93.1%
91.3%
90.3%
90.5%
90.5%
90.4%
363.88
444.67
81.86
890.42
312.46
384.17
62.09
758.72
270.74
384.76
67.95
723.45
312.21
433.85
70.10
816.16
357.40
444.01
72.26
873.67
14.3
16.8
14.2
30.9
12.7
16.0
9.6
27.5
12.3
15.8
12.2
27.9
14.9
17.6
14.2
32.3
16.9
19.3
17.8
36.2
Annual FTEF
900
850
800
750
700
9,500
FTES5
Outcomes
32
Success
28
90%
24
20
04-05
05-06
06-07
07-08
08-09
Retention
100%
80%
04-05
05-06
06-07
07-08
08-09
8,500
70%
8,000
04-05
05-06
06-07
07-08
08-09
Annual FTES/FTEF
40
35
30
25
60%
04-05
04-05
05-06
06-07
07-08
05-06
06-07
07-08
08-09
08-09
Awards Related to or Contributed to by Health, Physical
Education, and Athletics
Physical Education
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
3
103
-
5
89
-
1
101
-
2
79
-
4
85
281
-
260
-
251
-
238
-
226
-
Definitions
1
3
2
4
5
6
7
Health, Physical Education, & Athletics 242
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan INFORMATION SERVICES
1. Unit Mission Information Services provides a reliable technological environment that allows students, faculty and staff to carry out the mission of the college. Technology is a significant part of the current and future environment within which we operate. From research to communication to presenting images of the college to the public, technology is involved. 2. Program Description The Information Services Department’s goal is to provide a reliable technological environment that allows students, faculty and staff to carry out the mission of the college more efficiently by responding to student and community needs with efficiency and flexibility. Information Services provides leadership in technological solutions for Bakersfield College. IS maintains the data network infrastructure, all computer software and hardware, and provides limited training to staff and faculty on matters of technology. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. We were only able to purchase 75% of the replacement lab computers that we need to maintain a four‐year cycle. We were able to obtain a blade server and SAN server which will allow us to decrease operating expenses in the future. We lost one of our network technicians and were unable to replace them. This was in spite of the fact that we were requesting an additional technician. We were unable to hire a web technician or a computer support person for Delano. Both of these needs still exist. How did your assessment results and decisions from the past cycle inform your planning this year? We met our expectations for the performance of our labs and the satisfaction of our users. However, due to the loss of a technician ,with no plans to replace, and lack of funding we plan to develop and publish Service Level Agreements to clarify to the campus the level of service and support IS is able to provide at this time. How did your assessment results and decisions from the past cycle inform your resource request this year? Our resource needs are driven by the number of computers and computer labs on campus, advancing technology and the needs of the educational curriculum. Information Services 243
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan At this point our assessment results show that faculty, staff, and student are satisfied with the technology on campus and we plan to continue to provide technology that meets those demands and is stable as our budget permits. This requires us to keep our technology current and reliable. Since the life cycle of our technology is fairly predictable, it can be reasonably formulated. We also plan to continue to propose the purchase and use of technology, such as server virtualization, that will reduce operational costs in the future. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) The economic recession has placed limits on what we can do but it doesn’t change what we should do. IS will continue to set goals where they should be and then do our best to meet them. Technology continues to evolve and the college needs to keep up with that process for the benefit of our students. Hackers and viruses are becoming more sophisticated in their attacks. Our staff is inadequate to respond to concentrated virus attacks. Software continues to evolve and demand higher performance from computers. Windows 7, for example, will not run on most of our existing computers. Computers on campus will have to be upgraded or replaced in order to utilize the latest operating system. While it is not an immediate requirement to migrate to Win7, it will soon be. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Instruction is becoming more and more dependent upon technology so demands for new computer labs and state‐of‐the‐art software and operating systems continue to grow. Students are becoming more technologically literate and thus have higher expectations of our computer labs than ever before. Reductions in staff have encouraged people to try and utilize technology to leverage their productivity. This drives the demand even higher. Although IS has historically used lab computers that have been replaced with new computers as replacements for desktop computers for faculty and staff, our lack of funding in the last few years has demanded that we replace lab computers less frequently, thus depleting the amount of push‐down computers with any lifespan. Due to this change, we have had to strongly suggest to departments that they budget funds to provide their own replacements. The demand for wireless access to our network is increasing rapidly. We are unable to keep up with the demand because of budget constraints. The demand for bandwidth and data storage continues to increase. Backing up the storage becomes a problem with the rapid growth. Information Services 244
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data Type of parameter Staffing levels / workload values Data source(s) Tech II and The Campus Computing Project Findings/trends According to these two documents, we have only half of the people we need to support the number of computers on campus. That was before we lost one of our technicians and have not been able to replace them. New computer labs continue to be approved and implemented without consideration for the total cost of ownership. We have added almost 300 computers in the last two years and have lost one technician. Impact Our technicians are spread so thin that, at this point, we are having difficulty responding to emergencies such as a recent virus attack. With the budget at its present level, our computer population will continue to age, making support an even larger problem. The eventual impact will be slower responses to problems and an increase in personnel turnover because of stress. Information Services 245
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome Mission: Responding to student and community needs  Goal Provide adequate computer support for staff and faculty  Request: Replace Network Technician that retired  Priority = 1  One  $44,000  100%  Ongoing  Survey of user satisfaction  Majority (60%) or more of satisfied users. Mission: Responding to student and community needs  Goal To provide adequate computer support for Delano  Request Hire Network Technician for Delano  Priority = 2  One  $44,000  100%  Ongoing  Survey of user satisfaction  Majority (60%) or more of satisfied users.  One  $44,000  100%  Ongoing  Survey of user satisfaction  Majority (60%) or more of satisfied users.  Goal To provide adequate support for the web and portal  Request Hire Web Technician  Priority = 3 1
Table suggested by FCDC subcommittee, spring 2009. Mission: Responding to student and community needs Information Services 246
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Handicapped access to Information Services Area for approved personnel Total Cost Estimate 1 Equipment Users Information Services, Media Services staff, approved student operators Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate $1,000 Provide easy access to support personnel Number of Students Served 12 1 = mission critical 2 = necessary 3 = nice to have if funding available 3 Information Services 247
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan INSTITUTIONAL RESEARCH AND PLANNING
1. Unit Mission The mission of the Institutional Research and Planning (IRP) office is to support Bakersfield College with high quality student, faculty, program, and institutional information for use in planning, decision‐making, reporting, and the continual pursuit of institutional effectiveness. The IRP mission contributes to the College mission by supporting two core student learning processes and two core foundational processes. Additionally, IRP provides resources to help create a culture of evidence and support data informed decision‐making through improved research processes. 2. Program Description Institutional Research and Planning (IRP) supplies appropriate research and analysis in support of collegewide planning and decision‐making. IRP provides timely and informative recurring and ad hoc reports portraying a wide range of student, employee, program, financial, and classroom data. IRP collaborates with the KCCD Institutional Research Team on research and reporting issues common to the district and colleges. The Director serves as the Bakersfield College Accreditation Liaison Officer coordinating College compliance. IRP provides the leadership, research, and analysis necessary for coordinated and effective institutional planning, and coordinates the Educational Master Plan update. Additionally, IRP fulfills fundamental roles in four of the College’s core processes: Institutional Effectiveness; Nine Principles of Good Practice for Assessing Student Learning; Matriculation; and Enrollment Management. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Last year’s resource allocation met needed expenses; through frugal spending, IRP contributed $23,000 to carry forward from FY09. How did your assessment results and decisions from the past cycle inform your planning this year? IRP will: (a) provide periodic updates to requestors with delayed projects, (b) develop and disseminate more ODS job aids for end users, (3) do a better job of educating constituents about KCCD data system processes so constituents understand that IRP reports on, but does not own and cannot correct data in the system. How did your assessment results and decisions from the past cycle inform your resource request this year? The assessment results indicate a need to improve services to constituents. Additional research staff would help improve services and recent data from community colleges responding to an RP listserv request for information about staffing support this. Identify external conditions that have influenced your unit’s goal‐setting process. The primary external condition influencing IRP’s goal setting process is the shortfall in the state budget. IRP must defer requesting part‐time administrative Institutional Research & Planning 248
Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan support and full time research technician support. (continued) 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions (continued) Identify internal conditions that have influenced your unit’s goal‐setting process. Requests for IRP services continue to be increasingly frequent, complex, and time‐consuming to fulfill, outpacing IRP’s ability to complete work in a timely manner. IRP must limit work to urgent projects only and limit travel for professional development. 3b. Summary of Relevant Program Data Type of parameter Data Source(s)
Staffing levels / workload values KCCD Fast Facts 2008 Comparisons to several community colleges statewide RP listserv email responses, March 7‐8, 2008 Findings and Trends College Research and planning staffing compared to student headcount and FTES: Research & Staff Ratio Planning College: Headcount College
Staff
Total
Fall 2008
BC
2
50%
18,779
1
CC
1
25%
4,946
PC
1
25%
4,259
Total
4
100%
27,984
1
Planned position
Institutional Research & Planning Impact Headcount Ratio FTES Ratio College: FTES College: Total
2007‐08
Total
67%
12,624
66%
18%
3,261
17%
15%
3,182
17%
100%
19,067
100%
Research staffing at colleges in the C.A.M.P. Research RP Group 249
 The ratio of research and planning staff at BC compared to headcount and FTES is lower than at PC currently or CC (planned).  Specifically, BC’s ratio of research and planning staff compared to the total is ½ (50%), whereas the ratio of headcount and FTES to total is 2/3 (67%).  This comparison indicates a disparity in staffing workload relative to headcount and FTES among KCCD colleges  College staff includes full and part‐time staff for research and planning.  For 11 colleges that responded, the Headcount: Staff ratio ranking is from best staffing (smallest ratio ‐ about 3,800 at Pasadena) to worst staffing (largest ratio ‐ about 10,500 at Fullerton).  The median Headcount: Staff ratio is 5,000.  BC’s Headcount: Staff ratio of 9,390 ranks 9th largest of the 11 colleges listed.  For colleges with 15,000 or more headcount, the BC Headcount: Staff Ratio ranks 6th highest of 8.  These rankings indicate a disparity in staffing relative Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) R ese a rc h Ra tio H e ad c o u n t & P l an n in g H ea d co u n t: F all 2 0 08
St a ff
S ta ff
C o lle ge
P asa d en a
2 5 ,0 00
6. 5
3 ,8 4 6
P o rt er v ille
4 ,2 59
1. 0
4 ,2 5 9
C itr u s
1 5 ,0 00
3. 5
4 ,2 8 6
A n te lop e
1 4 ,0 00
3. 0
4 ,6 6 7
C er r o C o so 1
4 ,9 46
1. 0
4 ,9 4 6
C h affe y
2 0 ,0 00
4. 0
5 ,0 0 0
Ir v in e V alle y
1 3 ,0 00
2. 0
6 ,5 0 0
C er r ito s
2 0 ,0 00
3. 0
6 ,6 6 7
B ak e r sfield
1 8 ,7 79
2. 0
9 ,3 9 0
S ad d le b ac k
2 4 ,0 00
2. 5
9 ,6 0 0
F u lle rt o n
2 1 ,0 00
2. 0
10 ,5 0 0
1
P lan n ed p o sit io n
Educational Master Plan to headcount at BC compared to most colleges in this group. 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics1 Ed Master Plan Unit Plan Priorities College Unit Institutional Research & Planning Funding / Support Requested Equipment Staffing 250
Outcome / Metrics Facilities Other Info. Outcome Bakersfield College 2009‐10 Annual Unit Plan (Return to Top) Educational Master Plan Directly supports 4 of 7 strategic initiatives:  Student excellence  Oversight and accountability  Fiscal responsibility  Linkages  Goal Continue to support data informed decision‐
making collegewide  Request: Current staff and equipment levels  Priority 1 = mission critical  Supplies, materials, travel, dues in FY09 Budget: $3,000  Director and Coordinator salaries and benefits in FY09: $265,411  IRP will provide high quality support services to its constituents  IRP will provide timely support services to its constituents  Success measure= high rating for both outcomes (4 or 5 on Likert scale) by constituents Directly supports 4 of 7 strategic initiatives:  Student excellence  Oversight and accountability  Fiscal responsibility  Linkages  Goal Improve support services for integrated planning and informed decision‐making collegewide  Request: Current staff and equipment levels  Priority for both positions 2 = necessary  Research Technician, 1 FTE salary & benefits $60,650  DA III, .5 FTE salary & benefits $23,000  IRP will provide high quality support services to its constituents  IRP will provide timely support services to its constituents  Success measure= high rating by constituents for both outcomes (4 or 5 on Likert scale) 1
Table suggested by FCDC subcommittee, spring 2009. Institutional Research & Planning 251
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan JOB PLACEMENT WORKABILITY III
1. Unit Mission The Mission of the Job Placement Center is to provide employment services to Bakersfield College students and alumni. The Job Placement Center is committed to providing a comprehensive approach in preparing students for part‐time, full‐time positions and internship opportunities. The mission of the Bakersfield College WorkAbility III (WAIII) program is to provide a supportive environment for students with disabilities to learn job search skills. The WorkAbility III program helps students prepare to compete equally with the non‐disabled population in the job search and in obtaining and maintaining employment. The Job Placement Center supports the Bakersfield College Mission by providing employment services to all students, including students who are socially and ethnically diverse. We prepare students to meet employer’s changing needs and continue to enhance strong connections with the local community. The Job Placement Center supports the BC Strategic Initiative of Student Excellence by improving each student’s ability to compete, communicate and obtain employment in today’s competitive job market. 2. Program Description The BC Job Placement Center is comprised of Job Placement and WorkAbility III. Job Placement provides BC students and alumni with job readiness and job search skills including cover letter and résumé writing, interview techniques, work appropriate dress, workplace ethics and referrals to on‐campus and off‐
campus employers. WorkAbility III provides BC students who have disabilities with employment services specific to the individual’s needs and abilities. WorkAbility III staff trains and assists students with job search skills, applications, resume writing, and interview skills. Training is provided in workshop settings and one‐on‐one. WorkAbility III is funded through a cooperative contract with the California State Department of Rehabilitation. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. 08‐09 Unit Goal: Increase employers knowledge of College Central Network (CCN) and access to job‐ready applicants. Our current allocation for marketing materials and travel expenses did not meet our unit goals. Funds raised from Career Day were earmarked from marketing materials. These funds were reallocated to the general fund and not used for Departmental purposes. Job Placement staff was not able to do any job‐site Job Placement 252
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan visits to current and potential employers due in part to a limited travel allocation. The number of new employers registered on CCN in 2008‐2009 decreased by 56 as compared to the previous year. The number of jobs posted by employers decreased by 377 as compared to the previous year. However, employers using the service to review student resumes increased by 659. Despite the economy and limited resources, staff worked to increase employer knowledge about CCN and BC through phone calls, e‐mails and direct mail. Staff also marketed Job Placement services at the annual BC Career Day, an event that attracts about 120 employers each year to the campus. 08‐09 Unit Goal: Increase the number job‐ready applicants in CCN and internships opportunities for students. This goal was achieved. In 08‐09, the number of students registered on CCN increased by 1,273. Student resumes submitted to employers increased by 229. 08‐09 Unit Goal: Job Placement will implement a tracking and data query system for reports or employment opportunities. The plan was to purchase software to collect and compare data, trends and demographics. The software was not purchased. Staff achieved the goal of tracking data and employment by using CCN and SARS Grid. How did your assessment results and decisions from the past cycle inform your planning this year? The 2008‐2009 plan was to assess the following: Evaluate resumes posted to CCN ‐ Staff will continue to review and approve resumes posted to College Central Network (CCN). When needed, staff will provide students with resume suggestions. Based on the results of our assessment, resume workshops will be scheduled and available to all interested students and alumni during 2009‐2010. Evaluate interview skills – 276 mock interviews were conducted in 2008‐2009. Staff visited six classrooms, presenting resume and interview skills information. Based on the results of our assessment we found that there is an increased need for Job Placement workshops. Additional workshops will be made available during 2009‐2010. Evaluating the increase in employer registrations on College Central Network ‐ The numbers in College Central Network decreased in 2008‐2009. Based on the results of our assessment, staff will continue marketing CCN and Job Placement services to employers by increasing phone calls, site visits, e‐mails and direct mail during 2009‐2010. Evaluating the increase of job postings on College Central Network – Because the number of job postings have decreased, staff will continue to market CCN and Job Placement services to employers by increasing phone calls, site visits, e‐mails and direct mail during 2009‐2010. Increase services to students with disabilities by continuing to provide specialized employment services. Students will receive assistance in securing permanent employment, internships or part‐time employment ‐ Staff will continue individualized contact with students including resume development, job search skills, interviewing assistance. How did your assessment results and decisions from the past cycle inform your resource request this year? As a result of our assessment it has been determined that College Central Network is vital to the every day operations of the Job Placement Center; therefore, we requested continued funding for CCN through the VTEA Grant. Assessment of efficient use of employee time and effort revealed that the document processing system should be upgraded to a electronic/paperless system. This upgrade will provide a higher level of security and confidentially to student files; Job Placement 253
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan reduce the amount of lost files, and provide ease to the overall student process of completing necessary documentation for services. The upgrade to a software based, paperless system will cost approximately $10,000.00 ‐ $12,000.00. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) The economy has affected the number of employers and jobs posted to CCN. Because of the economy, employers have a need for free advertising for the few jobs they need to post. The economy has also increased job seeker usage of the Job Placement Office and CCN. Goal change: Staff needs to market to individual employers to determine employer’s hiring needs and trends. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The internal conditions that influence the unit’s goal setting include potential reductions in staffing resources beginning in 2009‐2010. Staff is exploring alternative ways to deliver services in the event of down‐sizing. Job Placement 254
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values Data source(s) JPC Masterlist Findings/trends Impact As a result of the assessment of the on‐campus student worker program is has been established that 164 students continued employment on‐
campus for the 2008‐2009 academic year. Continued on‐campus employment contributes to student excellence by improving retention and enhancing academic success. N/A To be determined based on allocation and student/college priorities. Budget projections Job Placement 255
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Student Excellence: Improve student success.  Goal: (Job Placement) Increase employer knowledge of CCN and access to job‐
ready applicants  Request: Additional budget monies to be used for marketing materials, in the amount of $4000.00  Priority: Mission Critical Job Placement Funding / Support Requested Equipment  College Central Network $2000 per year Staffing  Department Assistant II (F/T) Salary + Benefits: $28,057.92 + $17,771.20 = $45,829.12 256
Facilities  N/A Outcome / Metrics Other Info.  N/A Outcome  Potential increase in employer registrations and job opportunities on CCN Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  N/A  Goal: (Job Placement and WAIII) Increase the number of job ready applicants by providing workshops.  Request: Available space to provide workshops and additional budget monies to purchase adequate workshop materials, in the amount of $2000.00  Priority: Mission Critical  N/A  N/A  N/A  Student will apply job search skills, including development of a résumé and interview techniques.  N/A  Goal: (WAIII) Increase services to students with disabilities by continuing to provide specialized employment services.  Request: N/A  Priority: Necessary 1
Table suggested by FCDC subcommittee, spring 2009.  N/A  N/A  N/A  WorkAbility III students will develop a job search plan and apply job search skills including resume development interview skills. Student Excellence: improves student success. Student Excellence: improves student success. Job Placement 257
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Prioritized Ideas Action Item Facility Impediments Student / Program Outcome Supported Additional square footage for the job search computer lab. Additional workstations are needed in the computer lab to accommodate more students during workshops. Additional office space The JPC/WorkAbility III office Current cubicles are not adequate in Students will be provided services more efficiently. needs the ability to have areas that providing private areas to discuss are private to provided information sensitive issues with students. to students regarding job skills, resume deficiencies, and personal appearance, and other personal issues that may arise during a meeting with a Job Developer. ADA Compliant Workstation The JPC/WorkAbility III lab needs an ADA compliant workstation for students with disabilities There are currently 9 computers in the JPC/WorkAbility III lab. Additional computers are needed to accommodate a large group workshop. Current workstation is not adequate or compliant with ADA standards. Serve more students; meet the demand for services. Students with mobility disabilities will receive reasonable accommodations. Job Placement 258
Bakersfield College 2009‐10 Annual Unit Plan Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data The below data includes all student contacts including face‐to‐face meetings and website usage. Overall, there has been an increase in JPC service usage by students and a decrease by employers. These statistics reflect that current state of the economy. College Central Network College Central Network 07/01/07‐
6/30/08 07/01/08‐
6/30/09 Difference 60,573 67,370 +6,797 Total Employers Registered 612 776 +164 New Employers Registered 278 222 ‐56 Jobs Posted 751 428 ‐377 Students Registered 741 2163 +1,422 Resumes Posted 147 313 +166 Resumes submitted by student for job 82 315 +233 Resumes reviewed by employers 438 1118 +680 Website Hits Statistics from the SARS Grid
Student Contacts 07/01/08‐6/30/09 WorkAbility III 736 Job Placement 2044 Job Placement & WorkAbility III Combined Appointments Appointments Attended 1442 Drop‐ins Attended 1338 Job Placement 259
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan LIBRARY
1. Unit Mission The Library’s mission is to contribute to and to support the college mission by serving as an information and research center and by providing direct and instructional support with a full range of timely information resources. Our primary goals are to help students college‐wide to learn and succeed, and to support the college curriculum by serving students, faculty, staff and administration. (ILLO #s 1 and 3) 2. Program Description The Library staff supports the instructional mission of BC by collaborating with other instructional faculty and by providing and managing resources for reading and research. The library faculty assist individual students in accessing and navigating the increasingly complex universe of information. The faculty also provide group instruction through class orientations, research workshops and English 34. The Library contributes to the academic life at BC by sponsoring an author program each year and by active participation in many campus committees. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation Two of last year’s unit goals were met: new computers were purchased for L217 and the second floor; and the book budget was adequate to maintain the collection in 2008/09. However, the College continued to rely on TTIP funds for database subscriptions and did not allocate additional funds for these important resources. How did your assessment results and decisions from the past cycle inform your planning this year? Based on the responses from student surveys regarding the research workshops, changes were made to the scheduling of the workshops and to the number of sessions offered. How did your assessment results and decisions from the past cycle inform your resource request this year? The assessment did not affect decisions for resources. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) The California state budget has been the overriding external condition to affect the library’s current situation. Aside from the cuts to the general funds, the elimination of TTIP funds has been devastating to our existing program. The College has relied entirely on these TTIP funds to pay for online databases. Library 260
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Without funding from the College, we will be forced to eliminate some of these valuable resources. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The budget cuts made by the College in response to the State’s budget have influenced our process. Cuts to the book budget and the elimination of online resources will make it difficult to maintain a relevant collection. Staffing issues have also impacted the process. We currently have a classified employee out on unpaid maternity leave since July and another classified employee out since August with a medical disability. The second employee works exclusively in the cataloging of the WMT collection and progress on the processing of the collection has stalled. 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Staffing levels / workload values Other ‐ e.g.: Library Findings/trends Impact Workshop (LIBR B55) attendance increased from the year before from 1810 to 2228 (3.6 FTES to 4.5 FTES) FTES dropped slightly in ENGL B34 (from 9.0 FTES to 8.6 FTES) Current classified staffing levels (when and if employees return to work after maternity and medical leave absences) are adequate to maintain the circulation and technical services operation. If we hope to expand service to Delano in a meaningful way, it is necessary to increase the number of faculty adjunct hours in the library.  Student satisfaction survey The popularity of the workshops has prompted the library to add more sessions to accommodate students. This year we are adding additional Saturday and Friday sessions and hope to add a series in Delano in the spring contingent on funding. 261
An adjunct librarian In Delano would allow the library to offer workshops and more orientations on the campus.  Retooling of the schedule and increasing the Bakersfield College 2009‐2010 Annual Unit Plan 




A&R transcript data Extended Learning data Financial Aid types Comparisons to statewide from CCC Data Mart Any other data relevant to your unit (Return to Top)  Database searching 08/09 Gale Expanded: 37,464 session/117,511 searches EBSCOhost: 43,553 sessions/516,565 searches  Circulation 08/09 Print books and reserves: 23,624 eBook usage: 6,284  # of databases at PC and CC v. BC {Bonnie, we will have a number for this portion on Monday] Educational Master Plan number of sessions 


An increased reliance by students on the online databases that can be accessed 24/7. It has become imperative for us to continue these subscriptions to maintain service to all students. This level of support is increasingly important as hours of operation during summer may be decreased. These databases also support students in Delano and in distance learning courses. Faculty still require students to use books in research projects. It is necessary to continue adding new titles that support the curriculum. eBooks are very popular and we hope to continue purchasing a collection or 2500 titles each year. Both PC and CC spend GUI funds on online resources. Consequently BC students have access to fewer resources than their counterparts within the District. Library 262
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit SI: Student Excellence: Improve services to all students and remove barriers to academic and occupational success ILO 1: Pursue knowledge and evaluate its consequences  Goal Offer a wide‐range of online databases to meet student and faulty needs.  Request: Funds to replace the elimination of the college’s TTIP allocation  Priority 1  AUO #1: Provide materials that support academic programs  Maintain current subscription levels SI: Student Excellence: Improve services to all students and remove barriers to academic and occupational success ILO 1: Pursue knowledge and evaluate its consequences  Goal Maintain a current and relevant book collection, both in print and electronically  Request: A book budget that remains steady and sufficient to cover the needs of the curriculum  Priority: 1  AUO#1: Provide materials that support academic programs  Collection assessment to determine age and use of the collection Library Funding / Support Requested Equipment Staffing 263
Outcome / Metrics Facilities Other Info. Outcome Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top)  Goal Provide improved library service to Delano  Request Maintain at least the current level of online access (Priority 1) Increase faculty adjunct budget to cover the cost of a librarian 15‐20 hours per week in Delano (Priority 2) 1
Table suggested by FCDC subcommittee, spring 2009. SI: Student Excellence: Improve services to all students and remove barriers to academic and occupational success ILO 1: Pursue knowledge and evaluate its consequences Educational Master Plan  AUO#1: Provide materials that support academic programs  Survey Delano staff and students regarding the adequacy of library support. Library 264
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Lighting on the 2nd floor of the library General maintenance in the restrooms (to include plumbing, graffiti removal, etc) Pest control Carpet cleaning Window cleaning Equipment Users Too many light bulbs and ballasts to count Students/staff 8 public restrooms Students/staff Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available Unknown College Goal: Facilities All students who use the library 1 College Goal; Facilities College Goal: Facilities College Goal: Facilities College Goal: Facilities Student/staff who need to use the restrooms and to wash their hands 1 2 2 2 Unknown
$960.00/yr
Unkown
Unkown
Total Cost Estimate Library 265
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data Online Database Usage (2006/07 – present) As the data below indicates, students rely more and more on the Library’s online resources for their research. Since these periodical databases are available to any BC student with an internet connection, students now have access to the Library’s collection 24/7. This becomes more critical as the College expands courses in Delano and considers decreasing hours of operation and a limited summer school. AS OF DECEMBER 31, 2009, THE COLLEGE’S SUBSCRIPTION TO GALE EXPANDED WILL END AND STUDENTS WILL NO LONGER HAVE ACCESS TO THIS RESOURCE IN 2010. Gale Expanded Academic usage 2006/07: 25,388 sessions, 80,598 searches Gale Expanded Academic usage 2007/08: 32,545 sessions, 102,833 searches Gale Expanded Academic usage 2008/09: 37,464 sessions, 117,511 searches EBSCOhost usage 2006/07: 23,015 sessions, 147,585 searches EBSCOhost usage 2007/08: 31,470 sessions, 208,711 searches EBSCOhost usage 2008/09: 43,553 sessions, 516,565 searches Circulation Statistics (2007/07 – present) Circulation of print materials remains steady. The addition of the eBook collection has also allowed students to view books from the collection 24/7. The Library is adding to this collection each year using Cerro funds. Approximately 2500 newly published books are added each year. This resource supports all BC students, especially those in Delano and in distance learning. 2006/07: 23,682 books and reserve items 2007/08: 23,979 books and reserve items 2008/09: 23,624 books and reserve items NetLibrary eBook usage: 2008/09: 6,284 “checkouts” Library Research Workshops Workshops continue to be popular. Approximately 45 professors each semester require or highly recommend students to attend one or more of the research workshops. Attendance increased from 1810 in 2007/08 to 2228 in 2008/09 (These numbers do not represent individual students since some students may attend more than one session). FTES is now captured for the workshops and although the overall number is small, it is one of the ways the Library contributes to the positive side of the 50% law. 2006/07: 3.202 FTES 2007/08: 3.615 FTES 2008/09: 4.455 FTES In addition to the workshops, an estimated 3500 students attend course‐specific library orientations conducted by librarians each year. These orientations range from basic library skills for Academic Development and ESL courses to advanced research strategies for English B2 students. We cannot collect FTES for these sessions. English B34 The library research course is taught by librarians and also contributes to the College’s FTES. The course is taught in the library classroom and each section is limited to 24 students due to computer availability. 2006/07: 8.489 FTES 2007/08: 9.011 FTES 2008/09: 8.581 FTES Library 266
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan MATH
1. Unit Mission The Math Department is committed to developing student numeracy at Bakersfield College through a variety of educational experiences to expand their capacity to think critically, abstractly, logically and algorithmically to evaluate and solve problems. In order to meet the needs of our students the Math Department:  offers quality academic and vocational education in lower division mathematics designed for transfer or degree completion;  provides remedial instruction in pre‐algebra, elementary and intermediate algebra; and  engages students with the vital support services of tutoring, interactive and on line instruction, and capstone projects. 2. Program Description The Math Department provides effective learning and earning pathways by understanding and responding to the needs of our students by offering courses that satisfy the general education requirement for students seeking an Associate Degree and those transferring to four‐year institutions. The Math Department also provides a sequence of courses leading to an Associate Degree in Mathematics and lower division mathematics courses supporting students majoring in a variety of science, engineering, and other pre‐professional degrees. While most courses are offered live, face‐to‐face, online instruction had expanded to a point where all levels of mathematics, except pre‐algebra, are available through online instruction. The ALEKS‐based program supports student learning through appropriate technology and provides a streamlined system that improves student access, retention and success for those seeking a hybrid learning environment. The Math Department also provides instruction at the developmental level both in the classroom and online. Because of budget considerations during the 2009‐2010 academic year, online offerings have been severely curtailed to the point that it is anticipated that there may not be any regular math course offerings online in the spring. Once the budget issues are resolved, the Math Department plans on again offering many levels of mathematics online. To further improve student success and retention, the Math Department supports:  the Math Learning Center that offers drop‐in and on‐line tutoring for developmental math students;  faculty who participate in the Academic Development Learning Community.  the Future Teachers Club at the Delano Center which helps students from the Delano Center in their goal of becoming a teacher at the primary or secondary level of education;  faculty who work annually with students on math poster projects which are presented at the Mathematical Association of America’s (MAA) spring conference; and  the purchase of appropriate technology, TI – 83and 84 graphing calculator, for rental at a reasonable price of $10/semester to ensure it is available to Statistics students. Math 267
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. 1. Hire a full time math tutor in the Math Learning Center. No this was not funded, as a result we now find ourselves asking for a teaching assistant in the Math Lab. 2. Hiring New Faculty (at main campus and Delano Campus). No. We were given a replacement for our retiring teacher at Delano, but not a new teacher at Delano or BC. Course offerings at Delano are now dependent on a full time temporary teacher and adjuncts. At BC because of the budget cutbacks we are not as dependent on adjuncts but our night program still depends heavily on them. 3. Maintaining and upgrading technology in the Math department. No. The Trembley Lab is in terrible condition. We were not able to purchase any whiteboards or any other technology for the classrooms. We were able to purchase 35 calculators for the rental program. 4. Increase the number of classrooms. Upgrade all current math classrooms. Again no. 5. Replace retiring faculty at Delano. This item was met. How did your assessment results and decisions from the past cycle inform your planning this year? Did not How did your assessment results and decisions from the past cycle inform your resource request this year? Did not Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Budget cuts have reduced the number of course offerings in our department. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The Mathematics Department has started a major evaluation of itself. It makes little sense for us to look at SLO’s when we have no clear idea of how we are doing. Thus the department has begun a detailed analysis of itself in two main areas and is planning on expanding into more. The first area is placement. Although the department feels student placement is a weakness, we have no data to support or refute this idea. Kris Toler has begun to look at the issue of how reading level is related to success in Math BA. He found a significant difference in students with a level five or six reading level versus those with a reading level under five. (See appendix). Arnie Andrasian has been looking at data to examine how well our home grown students do in their next math class. We have also just discovered that Marc Beam will be able to help us with this particular study and should be able to help us refine it even more. Hopefully we can examine our in‐class, on line and hybrid effectiveness and also look at the placement issue and how successful it seems to be. Math 268
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan The data is very preliminary at present but already we are seeing some trends. The number of successful ACDEV 78 students going on to Math B50 (Pre Algebra) the next semester is disturbingly low. One possible explanation for this could be a lack of Math B50 offerings, but this is an area needing examined. The data is in a long excel file that can be provided if necessary. 3b. Summary of Relevant Program Data Type of parameter Data source(s) Instructional: Course enrollments and/or productivity summary IRP Institutional and Program Performance Measures Deans Office Kris Toler Study IRP, Kris Toler Tracking student success in subsequent class IRP and Arnie Andrasian The data is in a long excel file that will be made available if necessary. Findings/trends These statistics just reflect the fact everyone needs to take math. Our enrollment, FTES, retention and FTES/FTEF are all up. Successful completion of a class by students has fallen 7.3% in the five years. Our Cost/FTES has dropped considerably and our budget has remained at about 2.3 million. Reading level affects ability of students to be successful in math BA Findings incomplete at this time. On finding is substantial number of ACD DEV 78, Math B50 and Math BA students fail to take subsequent class in a timely manner Impact None in planning We are still attempting to do more with less. None yet. We might consider whether or not to require reading level five or six. Need to do more study. None yet. Need to complete study and run some focus groups. Math 269
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Meeting student needs with efficiency and flexibility This would be under Student Excellence Hire full‐time teaching assistant for the Math Lab Priority 1  One position  36,000 per year  Full time New position replacing two part time positions Keep track of student usage hours, number of the students that utilize the rooms, and the course level of the student. Meeting student needs with efficiency and flexibility This would be under Student Excellence One new teacher to handle growth and provide new offerings in Delano Priority 2  One position  $90,000 per faculty member  Full time Office and classroom space New Observe the number of students on the waitlists increase number of classes offered. This would be meeting the Facilities Strategic Initiative Remodel the Shirley Trembley Lab (LA 107B) Priority 3 This would be under Student Excellence Improving service. Increase number of rental calculators to 150 Priority 4 Math Funding / Support Requested Equipment Staffing 270
Outcome / Metrics Facilities Other Info. Outcome Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan This would be under Student Excellence, Communication, Images and Linkages Evaluate Math Department Effectiveness Priority 5 ILO 3 Request Eight Smart –Boards Priority 6 Eight total cost approx. $40,000 New ILO 3 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Light ballasts Total Cost Estimate zillion Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate MS Building ? Number of Students Served all 1 = mission critical 2 = necessary 3 = nice to have if funding available 2 unless we like romantic lighting Math 271
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Prioritized Ideas Action Item Facility Impediments 1 2 Study Groups and expand supplemental instruction. Improving orientation for new faculty members. Lack of room space. General disrepair of LA107B Tough to find time to meet everyone 3 4 Re‐carpet all math classrooms Improve communication with adjuncts money Tough to find time to meet with everyone Student / Program Outcome Supported Support upper level mathematics students Maintain high level of instruction, make sure new faculty know what is expected of them facilities Try to maintain same level of instruction , make sure adjunct know what is expected of them Math 272
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data: 



Program Performance Measures for Mathematics Kris Toler Data Trends from IRP Institutional and Program Performance Measure by Department Program Performance Measures for Mathematics
Year
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
Math Census
9,017
8,402
8,305
8,585
9,848
10,670
FTES
1,397.531
1,349.288
1,291.414
1,353.063
1,531.544
1,715.093
FTES/FTEF
45.2
43.5
39.2
38.4
42.1
45.7
Success
54.3
53.4
52.8
49.4
47.0
41.8
273
Retention
78.0
78.9
83.8
81.4
82.3
89.2
Budget
Cost/FTES
3,354,040
2,384,004
2,272,688
2,347,059
2,597
1,761
1,483
1,368
Degrees
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Compass Comparison (W's not included) Kris Toler Data Score >=76 Number of trials 745 Number of successes 413 Proportion of successes 0.5544 Difference of proportions 0.08173 Standard error of difference 0.03085 95% CI of difference (Normal approx.) 0.02126 0.1422 Test statistic 2.64 P‐value (one‐sided) 0.0041 P‐value (two‐sided) 0.0082 Compass Comparison (W's included) Score >=76 Number of trials 911 Number of successes 413 Proportion of successes 0.4533 Difference of proportions 0.07259 Standard error of difference 0.02729 95% CI of difference (Normal approx.) 0.01911 0.1261 Test statistic 2.63 P‐value (one‐sided) 0.0042 P‐value (two‐sided) 0.0084 Math Score < 76 402 190 0.4726 Score < 76 499 190 0.3808 Educational Master Plan Asset Comparison (W's not included) Score .>= 41 Number of trials 361 Number of successes 251 Proportion of successes 0.6953 Difference of proportions 0.1406 Standard error of difference 0.03297 95% CI of difference (Normal approx.) 0.076 0.20525 Test statistic 4.17 P‐value (one‐sided) 0.0000 P‐value (two‐sided) 0.0000 Asset Comparison (W's included) Number of trials Number of successes Proportion of successes Difference of proportions Standard error of difference 95% CI of difference (Normal approx.) Test statistic P‐value (one‐sided) P‐value (two‐sided) 274
Score >= 41 438 251 0.5731 0.1297 0.03095 0.069 0.19036 4.15 0.0000164 0.0000328 Score < 41 494 274 0.5547 Score < 41 618 274 0.4434 Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Institutional and Program Performance Measure by Department
DEPARTMENT Biology Physical Science Math Behavioral Science FY’06 ADJUSTED BUDGET 1,265,511 1,691,773 3,354,040 1,421,823 FTES 459.969 463.802 1,291.414 931.577 COST/FTES 2,751 3,647 2,597 1,526 SUCCESS 73.5% 69.1% 52.8% 66.1% RETENTION 91.9% 88.2% 83.8% 89.5% FTES/FTEF 29.3 30.3 39.2 41.3 DEPARTMENT Biology Physical Science Math Behavioral Science FY’07 ADJUSTED BUDGET 1,086,312 899,788 2,384004 1,404,241 FTES 508.344 480.130 1,353.063 967.318 COST/FTES 2,136 1,874 1,761 1,451 SUCCESS 71.3% 70.2% 49.4% 62.7% RETENTION 89.4% 88.2% 81.4% 86.0% FTES/FTEF 29.4 29.8 38.4 42.3 DEPARTMENT Biology Physical Science Math Behavioral Science FY’08 ADJUSTED BUDGET 1,077,531.45 732,972.66 2,097,995.05 809,161.20 FTES 484.071 551.263 1,531.544 969.981 COST/FTES 2,225.98 1,329.62 1,369.86 834.20 SUCCESS 67.6% 71.4% 47.0% 64.5% RETENTION 89.3% 89.7% 82.3% 87.5% FTES/FTEF 29.0 31.6 42.1 40.8 DEPARTMENT Biology Physical Science Math Behavioral Science FY’09 ADJUSTED BUDGET 1,111,799 931,034 2,347,059 1,369,306 FTES 523.157 601.985 1,715.093 1,096.361 COST/FTES 2,125 1,546 1,368 1,248 SUCCESS 68.9% 69.0% 49.0% 69.0% RETENTION 87.4% 88.9% 83.2% 89.2% FTES/FTEF 31.2 34.1 45.7 41.7 Math 275
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top)
TRENDS
Math
% Change from
Headcount
8,500
Prior Year
2008-09
8,284
9.8%
2007-08
2006-07
7,544
17.2%
6,435
3.3%
2005-06
6,230
-3.9%
2004-05
6,486
-
Headcount
Academic
Year
8,000
7,500
7,000
6,500
6,000
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Math
Female
Academic
Year
Total
Male
Total
% of Total
Unknown
% of Total
2008-09
4,842
58.5%
3,426
41.4%
2007-08
2006-07
4,431
58.7%
3,094
41.0%
3,772
58.6%
2,657
41.3%
2005-06
3,661
58.8%
2,565
41.2%
2004-05
3,960
61.1%
2,523
38.9%
Total
Headcount
#
% of Total
16
19
6
4
3
0.2%
0.3%
0.1%
0.1%
0.0%
%
Registered Nursing
815
9.8%
810
9.8%
Criminal Justice
505
6.1%
Liberal Studies
448
5.4%
Psychology
359
4.3%
1,214
14.7%
Undeclared
Age
19 or Younger
Academic
Year
30-39
20-29
% of Total
Total
Total
% of Total
Total
40 or Older
% of Total
% of Total
Total
2008-09
3,352
40.5%
3,599
43.4%
804
9.7%
529
6.4%
2007-08
2006-07
3,071
40.7%
3,259
43.2%
745
9.9%
469
6.2%
2,584
40.2%
2,842
44.2%
627
9.7%
382
5.9%
2005-06
2,460
39.5%
2,784
44.7%
564
9.1%
422
6.8%
2004-05
2,385
36.8%
2,976
45.9%
661
10.2%
464
7.2%
Ethnicity
African American
Academic
Year
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
Islander2
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
540
6.5%
108
1.3%
554
6.7%
3,738
45.1%
2,738
33.1%
606
2007-08
2006-07
503
6.7%
100
1.3%
528
7.0%
3,388
44.9%
2,544
33.7%
481
6.4%
352
5.5%
96
1.5%
458
7.1%
3,003
46.7%
2,243
34.9%
283
4.4%
2005-06
392
6.3%
107
1.7%
424
6.8%
2,724
43.7%
2,352
37.8%
231
3.7%
2004-05
429
6.6%
93
1.4%
467
7.2%
2,767
42.7%
2,507
38.7%
223
3.4%
Gender - 2008-09
Female
58.5%
Ethnicity - 2008-09
Age - 2008-09
20-29
43.4%
30-39
9.7%
40 or Older
6.4%
Male
41.4%
Unknown
0.2%
Gender Campuswide
19 or Less
40.5%
Male
44.5%
Math Asian/ Pac
Isl
6.7%
Am Indian/
Other
1.3%
Unknown
7.3%
African
Amer
6.5%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
White
33.1%
Hispanic
45.1%
Age Campuswide
2008-09
Female
55.3%
7.3%
19 or Less
28.8%
276
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
7.2%
African Amer
7.4%
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top)
Trends
Math
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
148 138 45 331
146
146
44
336
136
128
40
304
127
101
45
273
99
99
31
229
Enrollment 3
Census
End
4,588
4,550
1,532
10,670
4,090
4,398
1,360
9,848
3,590
3,794
1,201
8,585
3,299
3,506
1,500
8,305
3,509
3,706
1,187
8,402
FTEF5
4
Section
3,338
3,403
1,193
7,934
2,983
3,137
1,050
7,170
2,631
2,772
970
6,373
2,418
2,606
1,133
6,157
2,519
2,592
884
5,995
11,0 00
Productivity
Students/ 31
33
34
32
28
30
31
29
26
30
30
28
26
35
33
30
35
37
38
37
1,400
Rate
Rate7
22.6
23.7
20.9
45.7
20.5
22.0
19.9
42.1
18.3
20.4
18.4
38.4
19.4
18.8
22.8
39.2
21.3
22.0
22.4
43.5
49.5%
45.8%
57.2%
49.0%
46.2%
44.1%
58.7%
47.0%
47.9%
46.7%
62.1%
49.4%
52.2%
49.9%
61.0%
52.8%
52.3%
51.8%
61.5%
53.4%
82.7%
82.4%
87.0%
83.2%
82.8%
80.0%
88.3%
82.3%
80.8%
80.2%
87.0%
81.4%
82.9%
82.8%
88.5%
83.8%
79.7%
77.6%
80.3%
78.9%
Success
38
36
100%
34
90%
04-05 05-06 06-07 07-08 08-09
Retention 7
FTEF
32
30
1,200
Success 6
Annual FTEF
1,600
9,5 00
FTES5
32.65 738.61 31.49 747.78 10.96 228.71 37.55
1,715.09
31.02
634.96
32.06
704.00
9.69
192.59
36.39
1,531.55
30.60
561.23
30.16
613.89
9.65
177.95
35.21
1,353.07
27.70
536.61
28.54
536.10
9.58
218.71
32.91
1,291.42
26.65
567.33
27.03
593.70
8.40
188.26
31.04
1,349.29
Annual FTES
1,800
10,2 50
Outcomes
FTES / Retention
80%
70%
04-05
05-06
06-07
07-08
08-09
8,7 50
60%
50%
Annual FTES/FTEF
8,0 00
04-05
05-06
06-07
07-08
08-09
40%
50
04-05
05-06
06-07
07-08
08-09
45
40
35
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Math
Math
Engineering (Engineering Tech & General)
Architecture/Architectural Drafting
Computer Science/Information Sys.
Accounting
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
6
2
4
2
14
103
281
-
5
3
15
7
10
89
260
1
-
8
4
10
7
20
101
251
-
-
6
1
6
4
22
79
238
4
4
16
9
22
85
226
-
Definitions
1
2
3
5
6
4
7
Math 277
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Maintenance and Operations
1. Unit Mission The mission of the Bakersfield College Maintenance and Operations Department is three fold: 1. To be dedicated in providing the college community with a safe, clean and pleasant environment, an environment that supports the college in achieving excellence in teaching, learning, and research. 2. To support the role in which the college provides resources to the campus community as well as the general public through scheduling activities and programs for use of Bakersfield College campus amenities. 3. To aid the District in providing construction support for renovations, new capital outlay and utility upgrades. 2. Program Description The Maintenance and Operations Department’s primary role is to ensure that the college’s facilities are composed of reliable physical structures and utility infrastructures that enable Bakersfield College to effectively provide core student learning processes. The campus of Bakersfield College consists of 34 major buildings including the Weill Institute and the Delano Center. The campus and its satellite units incorporate 178 acres of instructional landscape and building square footages totaling 818,062. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Department has not conducted it’s assessment. Due April 2010 How did your assessment results and decisions from the past cycle inform your planning this year? Department has not conducted it’s assessment. Due April 2010 How did your assessment results and decisions from the past cycle inform your resource request this year? Department has not conducted it’s assessment. Due April 2010 Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) As the College continues to experience growth as it has done over the past several years due to student enrollment numbers, thus Full‐time Equivalent Students (FTES) has increased. Long‐term projections estimate that community college enrollments will continue to increase over time as we move into the future. The Maintenance and Operations Department’s workload is directly proportional to the size and age of the Bakersfield College Physical Plant which includes the college’s maintained acreage. Staff and equipment needs will require modification in proportion to the growth of students on campus. The demand for more reliable conditions within the classroom are another factor in our decision making process. With newer technology, we are behind the curve Maintenance and Operations 278
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan in upgrading our controls for HVAC and for lighting here on our campus. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. There is much construction on our campus requiring the need for interface and oversight as to the technical needs of our campus. Much of our trades personnel’s time are spent in aiding out side contractors and our districts construction management team members. Our HVAC Technician, Electrician, Plumber, and Locksmith have all been highly involved with these construction projects. Much of which has distracted them from their core objective, but as technology improves and as opportunities present themselves to automate controls and other current manual input required equipment, it will free up our technicians to be more effective in maintaining the needs of our campus community. 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. Type of parameter Staffing levels / workload values Data source(s) Findings/trends Currently our custodial department is staffed at APPA or 36,351 square feet per custodian. This level of Association of coverage places us between APPA’s industry Physical Plant cleaning standards of level 4 and 5 or at Administrators Moderate Dinginess and Unkempt Neglect. Impact  Floor are swept and vacuumed but dull in appearance, dust, smudges and marks are visible; 5% of lights are burned out trash receptacles are dumped but foul and dirty.  Dirty floors, major dust accumulation and light fixtures are burned out and dirty with dust and insects, trash in not emptied regularly. Maintenance and Operations 279
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome  Goal: Implement a  Licenses for 5 work order workstations software system  Total Cost $2,400 to proactively ‐ $3,500 initially address campus with annual costs needs. of $300‐$500  Request: Purchase of software.  Priority: 1  N/A  N/A  Mission Critical  YTD  Goal: Hire additional custodial staff  Request: Hire 5 custodians  Priority: 2  Five (5)  $215,520 Annually  Full Time (40 hrs per week )  N/A  2 are Mission Critical, 3 would be necessary  YTD Maintenance and Operations  N/A 280
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  Goal: Purchase two zero turn lawn mowers.  Request: Purchase of machinery.  Priority: 3  2 Mowers  $15,000 Each  $30,000 Total Cost  N/A  N/A  Mission  YTD Critical  Replacement every 5 years  Goal: Conversion of HVAC Controls to digital technology  Request: Purchase new system.  Priority: 4  Multiple Units for buildings across campus  $500,000 ‐ $1,000,000  Current staffing is sufficient  Construction costs associated with needed demo of old system and installation of new controls  Mission Critical  YTD 1
Table suggested by FCDC subcommittee, spring 2009. Maintenance and Operations 281
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users Custodial Personnel 5 N/A Zero Turn Mower 2 Grounds Personnel Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Annually $215,520 Strategic Initiative: Create a safe, attractive and well‐
maintained campus environment and to develop and implement strategies for effective maintenance and beautification of campus $30,000
Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available 8,000 ‐ 12,500 2 positions are mission critical and 3 are necessary Same as Above 18,000 + 1 $500,000 ‐ $1,000,000 Same as Above 18,000 + 1 Annually $2,400 Same as Above ‐ $3,500 18,000 + 1 HVAC Control Systems 1 Trades Personnel Work Order Software 1 M&O Support Staff Total Cost Estimate $1,249,020 Maintenance and Operations 282
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Background Bakersfield College will undergo several building modernizations in the near future. Extensive research, discussions, and planning are ongoing to determine what modifications are needed and what these improvements will mean in terms of success to our student outcomes. The extensive modernizations will displace various departments, classrooms and offices. A solution to these initiatives is the remodeling or space conversion of the LA Building (Schafer Hall) basement into academic swing space. The Maintenance and Operations Department is working closely with the district construction management group to seek optimal results by utilizing district resources to design an appropriate space. Before this can take place, the existing storage will need to be moved to a new location. A new 5,000 square foot logistics building is to be constructed off our grounds equipment yard and will warehouse the campus’ entire pallet inventory to utilize a more efficient usage of space. Pallet racks will be installed to store copy paper, cleaning supplies and legal mandated documentation along with securing our mobile grounds equipment. Long Range Plans The Bakersfield College Maintenance and Operations Department has a need to centralize its facilities on campus. Currently, staff is physically located all over campus and offices are spread sporadically, which has created issues of inefficiency in processes and communications. This issue has also created opportunity of theft in some areas as well. By streamlining operations in one key area, efficiencies will be obtained through better communication, increased accountability and economies of scale. One example of inefficiencies is receiving of supplies. There is one storage facility in the north east parking lot, (Not Centralized) which serves as the campuses primary supplies storage for M&O items (i.e. paper towels, etc.). With the construction of this new logistics building, this inventory will be moved into the center of campus. This storage facility will then in turn be used as furniture storage during building re‐modernization projects. This new logistics building will be built and placed in such a way as to mate or be aligned with the new M&O Building currently being designed and discussed to be placed on the old tennis courts. This new M&O Building will house all of the M&O operations, freeing up other storage areas across campus and will improve operations for the department. A similar building, but on a smaller scale will be built at our Delano Campus to address similar issues and concerns. Prioritized Ideas Action Item Facility Impediments Student / Program Outcome Supported New Logistics Building for Bakersfield College In preparation for the LA Basement Swing Space Project Construction of Metal Storage Building on current Grounds Yard Creation of Swing Space necessary for classroom instruction during construction projects (e.g. SAM Renovation) New Logistics Building for Delano Campus For proper storage of FF&E, supplies for both M&O and Academic Instruction Construction of Metal Storage Building behind main campus building Creation of necessary storage and shipping and receiving activities for the campus Maintenance and Operations 283
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data The custodial staff levels required to keep up with the increased foot traffic in each building is illustrated in the charts below. The following chart illustrates the current staffing responsibilities for the custodial staff at all three campuses. Bakersfield, Delano & District Comparison
70,000
Bakersfield
Square Footages Cleaned By Custodian
60,000
50,000
40,000
30,000
Weill Institute
Delano
20,000
10,000
0
Campus Coverage
The American Physical Plant Administrators (APPA), a national recognized authority for maintenance and operation standards, has produced a document entitled “Custodial Staffing Guidelines for Educational Facilities” to aid in communicating to senior administrators the direct correlation between the available amount of resources and the appearance of the facilities. They have categorized five levels of cleanliness to communicate the required staff to obtain the desired cleanliness level. Maintenance and Operations 284
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan MEDIA SERVICES
1. Unit Mission Media Services provides media technology, support and resources to assist with student learning, instruction, video production, videoconferencing and instructional television for faculty, staff and students to enhance the Bakersfield College mission of student success. Media Services is committed to providing exceptional customer service to support and facilitate teaching, learning, training and departmental goals within our campus and district community. 2. Program Description Media Services is a part of a Core Fundamental Process (Technology). Media Services provides access, maintains, supports and specifies equipment and materials for use in the classroom and to those learners at a distance (extended learning). Media Services supports Core Student Learning Processes by providing key audio/visual technology to assist with teaching and learning. Media Services is an integral component of the college‐wide student learning process. Media Services staff respond to the needs of students, the college community, as well as the general public, direction from many BC departments, and the administration of both BC and the KCCD. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. We were not able to purchase some equipment requested for multipurpose rooms at the end of last budget year. We were not able to have a golf cart garage constructed. How did your assessment results and decisions from the past cycle inform your planning this year? Media Services updated our website and created more help guides for classrooms. We also were able to update some technology to make the teaching process more efficient and we are working with the Instructional Technology Committee to provide Professional Development trainings on Technology. How did your assessment results and decisions from the past cycle inform your resource request this year? Because there were concerns expressed in our survey about equipment downtime in the classroom, we applied for and received a grant for the Extron Global Viewer Enterprise Control Software that will allow us to remotely troubleshoot and control our technology enabled classrooms. We need to ensure that we can have all of those classrooms can talk to the network. This has driven us to plan to add to the classrooms to the network – cost and labor. We have purchased more calculators with math dept. money. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. We have lost a position and a half of a position. We were not able to refill the Audio Visual Technician position vacated in May 2009. We have adjusted to not being able to immediately provide captioning services as we had done when the position was filled. A student worker was trained to pick up on a few projects but this student is not dedicated to captioning and will also be leaving at the end of October 2009. Media Services 285
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Staffing levels / workload values Other ‐ e.g.:  A&R transcript data  Extended Learning data  Financial Aid types  Comparisons to statewide from CCC Data Mart  Any other data relevant to your unit Survey of faculty and staff & Calculator rentals data Findings/trends Impact Reduced staffing from 2007‐2008 and 2008‐2009. Although no documented person per classroom like IT – BC’s minimal staff manages to effectively service the entire campus and Delano. Survey of faculty during the 2008‐2009 school year found that more instructors where utilizing smart classroom technology – such as computers, LCD projectors and TV’s and document cameras. We also found the trend moving away from overhead projectors. There is also an increase in the amount of students that pay for and check out rental calculators on a semester basis. We saw the trend towards more technology in the classroom to improve instructional effectiveness – we added basic control technology to large lecture “RUMPUS” rooms ‐Summer 2009. We’ve added more smart classrooms as budgets will allow. We’ve received and will soon implement a Global Viewer Enterprise control software across our network that will allow us to remotely support those systems. This will allow us to be more efficient in our support. We’ve added more calculators to our inventory and have improved the check out process and return method. Media Services 286
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment  Goal: Golf Cart security and maximum operability  Request: Golf Cart Shed  Priority 2 1
Table suggested by FCDC subcommittee, spring 2009. Facilities: Create safe, attractive, and well‐maintained campus environment. Staffing Facilities  Golf Cart Garage or shed $15k Outcome / Metrics Other Info.  New Outcome  Carts are able to park in safe, secure area and recharge Media Services 287
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Golf Cart Shed/Garage Total Cost Estimate 1 Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Media Services & Information Services $15,000 College Goal: Effectiveness 1 = mission critical 2 = necessary 3 = nice to have if funding available Number of Students Served All – for getting to classrooms and problems quickly 1 4c. Future Development and Innovations Prioritized Ideas Action Item Facility Impediments Student / Program Outcome Supported Video on Demand for Extended Learning Students to allow them to access instruction on demand Purchase relevant equipment None College Goal: Student Excellence by providing the students tools for success Global Viewer Enterprise Software Deployment to provide enhanced communication with Media Services and faster support Need to upgrade existing infrastructure and ensure network capability Add equipment to the existing technology rooms College Goal: Student Excellence by providing the students tools for success Digital Classroom Capture to allow students to review their lectures more effectively Ability to record and archive classes digitally Add to existing infrastructure College Goal: Student Excellence by providing the students tools for success Media Services 288
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan NURSING
1. Unit Mission Nursing Department Unit Plan(Registered Nursing Program, Vocational Nursing Program Support for the College Mission: The Nursing Departments meets the primary mission of the college by offering academic and vocational education to prepare men and women for career in health occupations. The department is committed to improving and advancing the health and welfare of our community by preparing excellent, competent, safe health care professionals. The department maintains active advisory board membership, which strengthens the quality of the programs. The department also maintains articulation between CSUB, the Bakersfield Adult School, and the local high schools which streamlines student access whenever possible. Support of Action 2012 Strategic Initiatives: The Nursing programs foster a teaching and learning environment that is conducive to student academic and/or career success and achievement (Student Excellence). The Departmental Total Effectiveness Plan reflects the department’s support of the College’s Strategic Initiatives in the areas of Student Excellence, Communication, Oversight and Accountability, Fiscal Responsibility, Facilities, Image, and Linkages. The department will continue to address the college’s strategic initiatives through ongoing improvement of the quality standards. 2. Program Description Nursing Department: (Registered Nursing and Vocational Nursing) The Nursing Department offers a variety of health care programs and courses. The Nursing Department’s programs maintain accreditation by all State Nursing regulatory agencies (California Board of Registered Nursing and the Bureau of Vocational Nursing/Psychiatric Technicians). The curriculum prepares graduates to meet the mandated state requirements for licensure eligibility. The Nursing Department programs and courses include:  Associate of Science Degree Registered Nursing  Certificate of Achievement for Vocational Nursing 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Resource allocation for the Nursing department was adequate due to the department’s ability to obtain outside funding sources. Last year’s unit goal to sustain the RN program expansion was supported by the College with the addition/and or replacement of faculty positions. Funding for non‐instructional and instructional supplies has been primarily supported by soft money, with little to no college growth. How did your assessment results and decisions from the past cycle inform your planning this year? The Nursing assessment criteria focused on attrition data and licensure/certification rates. The assessment data reveals that we continue to have attrition rates higher than desired. To decrease our attrition rates, we plan to increase access and referrals to student success courses and supportive services. (Much of our data indicates that student preparedness, financial stressors, and a lack of coping skills frequently impact student attrition). We have also implemented ATI’s (Assessment Technology Incorporated) comprehensive assessment and remediation program. Nursing 289
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your resource request this year? To sustain our current level of access to our Nursing Programs and to maintain and improve our student attrition and success rates, we need to maintain our staffing at the current levels along with the supportive instructional supplies (software, equipment, etc) that support student success. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Nursing remains a high‐wage, high‐growth, high‐ demand occupation. The forecast from the Bureau of Labor Statistics state that for the time frame of 2006‐
2016, the need for Vocational Nurses will be 14%(nationally‐ 16%(California) and for Registered Nurses the numbers are 23.5%(Nationally) to 25.5% (California). The departmental goals are directly impacted by the economic forecast along with being regulated by the state governing agencies. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The primary internal condition that has influenced the goal to decrease our attrition rates in our Nursing Programs remains the inexperience in teaching of the faculty. Out of 19 FT faculty, 13 have less than 5 years teaching experience. Because of our attrition rate and NCLEX pass rates, we have instituted a comprehensive assessment and remediation package from Assessment Technologies Incorporated (ATI). This product requires proctored examinations that mimic the NCLEX testing. This change in technology requires computer access to accommodate 240 students throughout the semester. Nursing 290
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Student achievement: retention/success; awards; licensure pass rates; etc. IRP Staffing levels / workload values Findings/trends Impact Licensure First time pass rates for 08/09 RN: 80% * However, the last quarter jumped to 93% due to the implementation of student success strategies VN: 77.8%* . (*BRN annual Report and BVN/PT annual NCLEX report) The enrollments for the AY 08/09 : RN: 329* VN: 84 students BC trend data continues to provide evidence that our Registered Nursing program continues to show growth (head count up 15% for 08/09. The data does not fully reflect the department’s workload in that many activities are mandated by regulation and are not reflected in the BC statistics To maintain our current enrollment numbers, we must sustain current levels of staffing. *BRN Annual Report Since our RN licensure rate has experienced some decline, we have implemented a comprehensive assessment and remediation program to foster student success. The use of this program requires extensive computer access and support. Program across the state that have instituted this program have demonstrated marked improvement in their licensure rates. Evaluation of its effectiveness is ongoing. To sustain access to the Nursing Departments programs, we need one more faculty position (replacement) and our professional expert budget needs to be augmented. Without the faculty position, we will be out of compliance with the regulations for class size, enrollment patterns, and FT to PT ratio. Both actions will allow the programs to continue with the current level of enrollments. Based on the increase in declared Nursing majors (3000 for Fall 09 which is almost 20% of the entire student body), we can expect that demand for Nursing courses will increase.. The Assistant Director should have release time to manage various aspects of the program that have increased along with the increased enrollment.. The Board of Registered Nursing has supported legislation that requires this release time. The lack thereof, impacts the effectiveness of the program. Nursing 291
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit SI: Student excellence ILO: Appreciate Civic responsibility  Goal Sustain program growth at current level  Request: Faculty Replacement  Priority = 1  FT Faculty position  $90,000 SI; Student Excellence SI; Fiscal Responsibility  Goal Sustain program growth at current level and to meet grant requirements for sustainability  Request Increase Professional expert budget  Priority = 1  Increase GU001 budget to $350,000 (an additional $175,000) Nursing Funding / Support Requested Equipment Staffing 292
Facilities Outcome / Metrics Other Info. Outcome  This position has been previously approved but was not filled due to not enough qualified applicants  Sustain current level of student access to Nursing Programs  Measure: enrollment trends  38%* of the Nursing program costs are currently covered by soft money (grants. Local donations, and categoricals) * BRN annual report for 08‐
09  Sustain current level of student access to Nursing Programs  Measure: enrollment trends Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top)  60 net books or  Goal Provide experiences lap tops with a that foster student locking storage success cart  Request Mobile Net book/laptop with storage cart  Priority=2 1
Table suggested by FCDC subcommittee, spring 2009. SI: Student Excellence CG: Student Excellence ILO: Demonstrate knowledge and abilities in a chosen area of study Educational Master Plan  No Gu001 impact, categorically funded  Student will be provided experiences in computerized testing  Improved NCLEX pass rates 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users Cost Estimate Maintenance Request Replace carpet in AH building (classrooms, offices and main office/conference room), paint classrooms in AH building, paint/power clean outside of building – unknown cost Total Cost Estimate Nursing Alignment with College Goal 09‐10 Or Program SLO/AUO (State) SI: Image: Enhance the image of Bakersfield College to external and internal audiences. SI; Facilities : Create a safe, attractive and well‐maintained campus environment Number of Students Served 300+ 1 = mission critical 2 = necessary 3 = nice to have if funding available 2 unknown 293
Nursing
% Change from
Headcount
800
Prior Year
2008-09
611
15.1%
2007-08
2006-07
531
2.1%
520
8.6%
2005-06
479
12.7%
2004-05
425
Headcount
Academic
Year
700
600
500
400
2004-05
2005-06
2006-07
2007-08
2008-09
-
Gender
Majors of Students Enrolled in Nursing
Female
Academic
Year
Total
Male
% of Total
Total
Unknown
% of Total
2008-09
527
86.3%
82
13.4%
2007-08
450
84.7%
80
15.1%
2006-07
449
86.3%
71
13.7%
2005-06
412
86.0%
67
14.0%
2004-05
367
86.4%
58
13.6%
Total
Headcount
#
% of Total
2
1
0
0
0
0.3%
0.2%
0.0%
0.0%
0.0%
Registered Nursing
%
473
77.4%
LVN to Associate Degree Nurse
47
7.7%
Nursing, LVN
42
6.9%
Vocational Nursing
26
4.3%
Biology, Emphasis Human
Undeclared
7
1.1%
15
2.5%
Age
19 or Younger
Academic
Year
% of Total
Total
20-29
% of Total
Total
30-39
40 or Older
% of Total
Total
% of Total
Total
2008-09
16
2.6%
332
54.3%
165
27.0%
98
16.0%
2007-08
12
2.3%
282
53.1%
141
26.6%
96
18.1%
2006-07
17
3.3%
270
51.9%
138
26.5%
95
18.3%
2005-06
26
5.4%
244
50.9%
116
24.2%
93
19.4%
2004-05
30
7.1%
218
51.3%
101
23.8%
76
17.9%
Ethnicity
African American
Academic
Year
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Islander2
Total
Hispanic
Total
% of Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
28
4.6%
14
2.3%
89
14.6%
184
30.1%
272
44.5%
24
3.9%
2007-08
25
4.7%
14
2.6%
90
16.9%
144
27.1%
237
44.6%
21
4.0%
2006-07
24
4.6%
8
1.5%
91
17.5%
152
29.2%
229
44.0%
16
3.1%
2005-06
32
6.7%
4
0.8%
69
14.4%
132
27.6%
227
47.4%
15
3.1%
2004-05
33
7.8%
2
0.5%
65
15.3%
119
28.0%
187
44.0%
19
4.5%
Gender - 2008-09
Female
86.3%
Ethnicity - 2008-09
Age - 2008-09
20-29
54.3%
White
44.5%
Hispanic
30.1%
30-39
27.0%
Male
13.4%
Unknown
0.3%
Gender Campuswide
Female
55.3%
Nursing Unknown
3.9%
African
Amer
4.6%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
Asian/ Pac
Isl
14.6% Am Indian/
Other
2.3%
Age Campuswide
2008-09
Male
44.5%
40 or Older
16.0%
19 or Less
2.6%
19 or Less
28.8%
294
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
African Amer
7.2%
7.4%
Nursing
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment3
Census
45
48
3
96
52
61
4
117
61
59
4
124
59
57
3
119
50
59
6
115
Students/ Section4
End
1,385
1,557
156
3,098
1,618
1,977
100
3,695
2,100
2,072
57
4,229
1,678
1,798
23
3,499
1,562
1,694
47
3,303
1,366
1,546
146
3,058
1,574
1,913
106
3,593
2,070
2,007
62
4,139
1,658
1,767
23
3,448
1,502
1,632
45
3,179
FTEF5
31
32
52
32
31
32
25
32
34
35
14
34
28
32
8
29
31
29
8
29
3,800
3,600
270.36
293.53
24.53
588.42
241.80
272.43
20.30
534.53
256.60
253.31
6.03
515.94
203.99
234.75
0.90
439.63
176.98
191.64
1.93
370.54
13.9
14.5
31.3
29.2
14.4
15.5
53.0
30.8
15.9
14.4
45.4
30.4
13.3
13.6
6.8
26.8
13.1
13.6
‐
26.9
500
20
400
15
300
10
05-06
06-07
3,200
3,000
07-08
Success Rate7
Retention Rate7
94.4%
93.5%
92.7%
93.8%
94.4%
94.6%
81.3%
94.1%
95.4%
93.0%
96.8%
94.2%
93.2%
94.9%
100.0%
94.1%
94.7%
92.6%
95.7%
93.6%
97.8%
96.8%
94.0%
97.1%
97.6%
96.8%
99.1%
97.2%
98.5%
95.7%
98.4%
97.1%
97.8%
98.6%
100.0%
98.2%
97.0%
97.2%
95.7%
97.0%
Annual FTEF
25
04-05
3,400
FTES / FTEF6
FTES5
19.39
20.18
0.78
20.18
16.74
17.62
0.38
17.37
16.16
17.61
0.13
16.95
15.39
17.30
0.13
16.41
13.53
14.06
0.00
13.80
Annual FTES
600
4,200
4,000
Outcomes
Productivity
Success
Retention
100%
98%
96%
08-09
04-05
05-06
06-07
07-08
94%
08-09
92%
Annual FTES/FTEF
04-05
05-06
06-07
07-08
08-09
90%
32
04-05
05-06
06-07
07-08
08-09
28
24
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Nursing
Registered Nursing
Vocational Nursing
Nurse Assistant
Total Nursing Awards
2004-05
2005-06
2006-07
2007-08
2008-09
92
92
22
22
94
94
21
42
63
120
120
28
49
77
130
130
27
47
74
158
158
23
99
122
Definitions
1
2
3
5
6
4
7
Nursing 295
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan PERFORMING ARTS
1. Unit Mission The Bakersfield College Performing Arts Department is an essential part of BC’s commitment to being a “comprehensive college.” The mission of the Performing Arts Department is to provide multi‐cultural learning and performance opportunities necessary for the aesthetic, intellectual, emotional, and cultural well‐being of the college and its community by offering a broad lower division program in music and theater which includes as educational experiences high quality performances. This mission supports the college mission in its emphasis on “high quality education” and in “honoring our long heritage of community involvement.” Further, the inherent multi‐cultural nature of performing arts courses provides connections for our “socially and ethnically diverse students.” Lastly, performing arts education develops self confidence, teamwork, creativity, and critical thinking—all skills necessary “to thrive in a rapidly changing world.” 5.
Although the Performing Arts Department mission is mainly oriented toward students and the community and the 09‐10 College Goals are oriented mainly toward the institution’s operational concerns, nevertheless connections do exist between the two. As part of a mutually supportive group committed to a unified purpose, performing arts students develop connections between each other and between themselves and the institution. Research indicates that students who form such connections are much more likely to be retained, which is a component of the College Goal related to Student Excellence. Far more obvious is the support the Performing Arts Department provides for the College’s Goal related to Image. Clearly it is one of the “programs that enhance the college’s reputation within the institution and in the community.” 6.
Since the 09‐10 College Goals are so closely related to the 2012 Strategic Initiatives, the paragraph above may stand to cover this section. 7.
Most of the courses the Performing Arts Department offers satisfy General Education requirements, including many of those that also satisfy requirements for either the Music or Theater Arts major. Our various survey courses in music, theater, and film appreciation are particularly well suited to help students achieve “an understanding and appreciation of the ways in which arts, literature, philosophy or foreign languages reflect historical, intellectual, and cultural contexts, as well as aesthetic tastes [Category C].” NB: It should be noted here, however, that the Performing Arts Department, in conjunction with the Art Department, is actively engaged with the General Education Committee to modify and expand both the criteria and outcomes listed in this category to more accurately capture the general education benefits of performing and visual arts studio courses. Additionally, our offerings in dance clearly develop in the student the ability to “critically examine the development of the individual as an integrated physiological, psychological, spiritual, and social being [Category E].” 8.
The Performing Arts “learning and performance opportunities” referred to in the department’s mission statement have the potential to develop in students the ability to address the following institutional outcomes: 2009 Pursue knowledge and evaluate its consequences 2009‐09.1.1.1 Think critically, abstractly, logically, and algorithmically to evaluate and solve problems 2009‐09.1.1.2 Integrate new information to formulate principles and theories and display openness to different opinions 2009‐09.1.1.3 Share the desire for intellectual creativity and acquisition of knowledge 2010 Demonstrate knowledge and abilities in a chosen area of study 2010‐09.1.1.1 Demonstrate an understanding of resources and procedures of a field and the ability to use them Performing Arts 296
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 2010‐09.1.1.2 Demonstrate ability to use current technology to acquire, organize, and analyze information appropriately 2010‐09.1.1.3 Possess a core of knowledge and skills in a chosen field 2011 Appreciate their civic responsibilities 2011‐09.1.1.1 Reflect upon the cultural and ethical dimensions of life 2011‐09.1.1.2 Contribute to society as an actively engaged citizen 2. Program Description The Performing Arts Department offers courses leading to an AA degree or transfer in either Music or Theater Arts which are also designed to match, as closely as possible, the lower‐division requirements for these majors typically established by public and private four‐year degree granting institutions. In addition, the department offers coursework that satisfies BC General Education category C (Music and Theater Arts) and category E (Dance). A primary activity of the department is, as its name suggests, performing. The department produces music and theater performances throughout the year both on and off‐campus as the culminating activity of its performance courses in choral music, orchestra, wind ensemble, jazz band, and theater. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Our highest priority item in the 08‐09 unit plan (and numerous previous unit plans) was the addition of a full‐time faculty position in instrumental music. This position was not funded, despite demonstrated student demand as the following data demonstrates: MUSC B10A Concert Band FTES/FTEF 08‐09 increased 59.5% over 04‐05 MUSC B12A Orchestra FTES/FTEF 08‐09 increased 24.4% over 04‐05 Course Book Summary Data In addition, the quality of performances as judged by experienced full‐time faculty has markedly improved for both of these ensembles. As stated in previous unit plans, although the quality and effort exhibited by part‐time faculty currently maintaining the instrumental program is exceptional, the stability of this solution is questionable. The skilled individuals currently leading these ensembles would be difficult to replace and they cannot make BC’s needs their first priority as they have full‐time jobs at other institutions. It is mission critical that we establish a full‐time position in instrumental music. How did your assessment results and decisions from the past cycle inform your planning this year? Assessment results revealed the general education outcomes/criteria and the mission of the department were not as well aligned with each other as they should be. The problem, in this case, lies with the outcomes and criteria. These were written without sufficient input from the department. Performing Arts is now collaborating with Art to address this issue with the General Education Committee. Performing Arts 297
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your resource request this year? Our current assessment plan only addresses a limited number of general education courses. The plan will be updated this year to more accurately reflect the mission of the department. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Restricted access to CSU and UC and economic conditions inhibiting family spending on higher education is resulting in more “college ready” students looking to the community college. This has positive impact on the quality and preparation of Performing Arts students entering our programs. These students have high expectations for their educational experiences in performance and academic courses. In order to retain them in the department, and therefore build the quality and reputation of our programs, we must maintain the quality of our offerings. This includes adequate equipment, support staff, course availability, supplies, etc. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The music program portion of the Performing Arts Department is struggling with an administrative decision to restrict offerings of core, major‐required courses to less than once per year. Specifically there are three courses which must be taken in sequence, MUSC B4ABD, that are each a semester long. The content and duration of this course sequence is dictated by the expectations of nearly all four‐year transfer institutions. In order for all music majors to have the ability to graduate with an AA from BC in two years, each of these courses must be offered each year. The current rotation plan established by the college’s administration over the objections of the faculty, however, has each of these courses offered only 2 out of 3 years in the following pattern: Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 B4D B4A B4B B4D B4A B4B As is evident from table above, students who either miss the opportunity to take or do not pass B4A in spring 2010, will not have the opportunity to try again until fall 2011, a year and a half later, and they will still have to complete three semesters in order to graduate. Entering freshmen in fall 2010 will have to wait an entire year just to begin the sequence, meaning the minimum time to graduation for these students is 2.5 years no matter what their level of preparation. Department faculty are researching methods to appropriately prepare students for this awkward scheduling pattern, but also hope to have this decision rescinded in view of the barriers it creates to student success. The theater program portion of the department is in dire need of progress on the renovation of the SAM (Ed Simonsen Performing Arts Center) building. There are serious safety hazards on the stage area and numerous broken seats in the auditorium. This is impacting the number and type of productions that can be mounted. Other internal conditions affecting the theater program are the vacancies in technical theater and costuming. These had both been long‐standing, 40 hour, 12 month positions. The technical director position was budgeted for 09‐10, but vacated in the middle of the fall semester, 2009. The costumer position became vacant in 08‐09 and was not budgeted in 09‐10. Currently, the program supports replacing these positions as part‐time, limited benefits positions, in recognition of the severe fiduciary strains on the college as a whole. Also, the theater program, along with the entire department, is engaged in curriculum review in preparation for Program Review which is scheduled for the 2010‐11 academic year. The theater program will scan sample university lower‐division and comparable community college programs of study to determine appropriate parameters and expectations for BC theater majors into the future. Performing Arts 298
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. IRP Staffing levels / workload values Findings/trends Impact FTES/FTEF in the department as a whole increased from 34.7 in 07‐08 to 38.7 in 08‐09, an increase of 11.5%. Total enrollment, despite an almost identical number of sections increased from 3,516 in 07‐08 to 3,922 in 08‐09, also an increase of 11.5% This growth shows the vitality and popularity of the department. It should be noted that these positive outcomes occurred before the above‐
mentioned changes to music course sequencing. This suggests that returning to past practice (offering each course at least once per year) would not be an economic burden on the college. Success and retention rates show relative stability over last year. Both numbers compare favorably to the campus average. The change in music course sequencing threatens to further reduce the number of degrees awarded to music majors and to discourage students from engaging in the major. Changes in coursework and recruiting techniques may be necessary to improve outcomes for theater majors. Success rates are up slightly from 68.8 in 07‐08 to 71.6 in 08‐09, an increase of 4.1%. Retention rates are down even more slightly from 89.0 in 07‐08 to 88.6 in 08‐09, a decrease of 0.4%. Music degrees awarded 2006‐2009 appear to be low at only 4, however research from a list of music majors as of fall 2006 indicate that actually 9 music majors graduated during that span (some as Liberal Arts degrees with a music major). No data available for this study for theater majors. There were 122 music majors in 2006. An exact number for 2009 is not readily available, however our estimate is around 170. 2009 theater majors total 57. Only 1 degree was awarded to a theater major between 2006‐2009. FTEF has not changed in a statistically meaningful way in three years despite enrollment increasing from 2006 by 21.8%. Further evidence justifying an added full‐time music position. Performing Arts 299
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Aligned with: Priority SI and Goal 1 1 Mission Critical Student Excellence SI and Goal 6 Image Gen Ed Outcome: C Institutional Outcomes 1, 3, and 4 Aligned with: Priority SI and Goal 1 1 Mission Critical Student Excellence SI and Goal 5 Facilities SI and Goal 6 Image Gen Ed Outcome: C Institutional Outcomes 1, 3, and 4 Performing Arts Staffing 1 full‐time faculty position—
instrumental music/music appreciation 1 part‐time (50%) classified position—
theater technician 300
Facilities Outcome / Metrics Other Info. New Ongoing Replacement for full‐time position (currently vacant) Outcome Program SLO Quality performances Success measured by increased student participation/ retention and community satisfaction Program SLO Quality performances Success measured by increased student participation/ retention and community satisfaction Bakersfield College 2009‐2010 Annual Unit Plan Priority Aligned with: 1 Mission Critical SI and Goal 1 Student Excellence SI and Goal 6 Image Gen Ed Outcome: C Institutional Outcomes 1, 3, and 4 1
(Return to Top) 1 part‐time (50%) classified position—
costumer Educational Master Plan Replacement for full‐time position (currently vacant) Program SLO Quality performances Success measured by increased student participation/ retention and community satisfaction Table suggested by FCDC subcommittee, spring 2009. Performing Arts 301
Performing Arts
% Change from
Headcount
3,000
Prior Year
2008-09
2,874
12.3%
2007-08
2006-07
2,559
10.8%
2,309
-10.0%
2005-06
2,566
-9.4%
2004-05
2,831
-
Headcount
Academic
Year
2,750
2,500
2,250
2,000
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Performing Arts
Total
Unknown
Male
Female
Academic
Year
Total
% of Total
% of Total
2008-09
1,419
49.4%
1,454
50.6%
2007-08
2006-07
1,241
48.5%
1,316
51.4%
1,167
50.5%
1,141
49.4%
2005-06
1,289
50.2%
1,276
49.7%
2004-05
1,457
51.5%
1,374
48.5%
Total
Headcount
#
% of Total
1
2
1
1
0
0.0%
0.1%
0.0%
0.0%
0.0%
%
241
Music
188
6.5%
Liberal Studies
163
5.7%
Criminal Justice
162
5.6%
Psychology
161
5.6%
499
17.4%
Undeclared
8.4%
Age
19 or Younger
Academic
Year
20-29
% of Total
Total
Total
% of Total
30-39
40 or Older
% of Total
Total
Total
% of Total
2008-09
1,310
45.6%
1,257
43.7%
183
6.4%
124
4.3%
2007-08
1,187
46.4%
1,127
44.0%
129
5.0%
116
4.5%
2006-07
1,019
44.1%
1,027
44.5%
134
5.8%
129
5.6%
2005-06
1,166
45.4%
1,120
43.6%
142
5.5%
138
5.4%
2004-05
1,264
44.6%
1,223
43.2%
174
6.1%
170
6.0%
Ethnicity
African American
Academic
Year
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
Hispanic
Islander2
Total
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
262
9.1%
50
1.7%
167
5.8%
1,094
38.1%
1,048
36.5%
253
8.8%
2007-08
228
8.9%
47
1.8%
160
6.3%
952
37.2%
972
38.0%
200
7.8%
2006-07
194
8.4%
40
1.7%
138
6.0%
842
36.5%
999
43.3%
96
4.2%
2005-06
202
7.9%
50
1.9%
164
6.4%
970
37.8%
1,081
42.1%
99
3.9%
2004-05
239
8.4%
45
1.6%
154
5.4%
1,011
35.7%
1,273
45.0%
109
3.9%
Gender - 2008-09
Female
49.4%
20-29
43.7%
30-39
6.4%
40 or Older
4.3%
Male
50.6%
Unknown
0.0%
Gender Campuswide
19 or Less
45.6%
Male
44.5%
Performing Arts 19 or Less
28.8%
302
African
Amer
9.1%
2008-09
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
Unknown
8.8%
Asian/ Pac
Isl
5.8%
Am Indian/
Other
1.7%
2008-09
20-29
43.8%
W hite
36.5%
Hispanic
38.1%
Age Campuswide
2008-09
Female
55.3%
Ethnicity - 2008-09
Age - 2008-09
White
33.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1% Amer Indian/
Other
1.4%
Unknown
African Amer
7.2%
7.4%
Performing Arts
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment3
Census
67
68
14
149
67
71
7
145
67
71
8
146
70
72
8
150
61
68
9
138
FTEF5
Section4
1,463
1,492
242
3,197
1,349
1,383
164
2,896
1,260
1,258
199
2,717
1,306
1,383
223
2,912
1,378
1,453
297
3,128
4,000
Students/ End
1,785
1,813
324
3,922
1,641
1,683
192
3,516
1,456
1,532
231
3,219
1,545
1,626
260
3,431
1,646
1,738
325
3,709
Productivity
27
27
23
26
24
24
27
24
22
22
29
22
22
23
33
23
27
26
36
27
FTES5
9.29
8.86
2.40
10.28
9.29
10.02
1.25
10.28
9.37
9.64
1.45
10.23
9.64
9.74
1.45
10.42
8.97
9.67
1.75
10.20
Annual FTES
Outcomes
Rate7
Rate7
74.6%
68.5%
72.0%
71.6%
68.3%
67.8%
83.2%
68.8%
73.0%
68.5%
85.1%
71.7%
70.9%
70.0%
83.5%
71.4%
67.4%
69.8%
87.3%
70.3%
88.7%
89.3%
84.4%
88.6%
89.2%
88.1%
94.8%
89.0%
90.6%
87.3%
95.7%
89.4%
90.4%
90.0%
93.2%
90.4%
88.7%
87.7%
96.1%
88.9%
180.42
184.70
32.90
398.01
166.44
170.99
18.88
356.31
153.91
159.72
22.41
336.04
163.86
168.11
25.58
357.55
172.91
186.73
31.94
391.58
19.4
20.9
13.7
38.7
17.9
17.1
15.1
34.7
16.4
16.6
15.5
32.8
17.0
17.3
17.6
34.3
19.3
19.3
18.3
38.4
Annual FTEF
500
Success
12
Retention
100%
3,800
400
10
300
8
90%
3,600
3,400
04-05
05-06
06-07
07-08
08-09
80%
04-05
05-06
06-07
07-08
08-09
70%
3,200
Annual FTES/FTEF
3,000
04-05
05-06
06-07
07-08
08-09
60%
40
04-05
05-06
06-07
07-08
08-09
35
30
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Performing Arts
Music
Theatre Arts
Total Performing Arts Awards
2004-05
2005-06
2006-07
2007-08
2008-09
2
2
-
3
3
-
1
1
2
-
2
-
2
1
1
-
Definitions
1
2
3
4
5
6
7
Performing Arts 303
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan PHILOSOPHY
1. Unit Mission The mission of the Philosophy Department is to promote student learning and success by providing quality instruction and services to majors and general education, transfer and vocational students, emphasizing critical thinking, reading, and writing in the areas of philosophy and religion. a) This mission supports BC’s College Goals (2009‐2010) by fostering student excellence across BC’s curriculum, as student success in any discipline requires critical thinking skills. BC’s Philosophy Department is a Core Critical Thinking department on campus, whose curriculum promotes short‐ and long‐ term student success. b) This mission supports BC’s Strategic Initiatives (2012) by again promoting student excellence across BC’s curriculum (as noted in 1a) and by promoting BC’s fiscal responsibility, as our department executes its mission and maintains high FTES (356.73) at relatively low costs to the college (e.g., no lab costs) (FTES/FTEF: 39.1). c) This mission supports several of BC’s General Education Pattern SLOs. Our emphasis on critical thinking, reading, and writing strengthens students’ ability: (i) to identify the controlling idea and the main points of college‐level expository and argumentative essays, (ii) to evaluate expository and argumentative essays through the application of critical thinking techniques, (iii) to write logical and coherent expository and argumentative essays, summaries and paraphrases using the standard conventions of written English (cf. General Education Pattern SLOs for Category A.2). Our emphasis on critical thinking, reading, and writing strengthens students’ ability: (i) to make judgments that skillfully interpret information and phenomena; (ii) to skillfully support judgments; (iii) to identify and skillfully explore assumptions, implications, and alternatives to judgments; (iv) to identify and differentiate statements of opinion, matters of fact, and arguments; (v) to analyze arguments into supporting judgments and supported judgments; (vi) to skillfully evaluate judgments; and (vii) to skillfully evaluate the support for judgments (cf. General Education Pattern SLOs for Category A.3). Our emphasis on the formal dimensions of critical thinking, reading, and writing, particularly in our Philosophy B7 (Introduction to Logic) and Philosophy B9 (Advanced Critical Thinking and Composition), strengthens students’ ability to apply formal systems of reasoning in solving problems and analyzing arguments (cf. General Education Pattern SLOs for Category B.2). This mission—particularly as executed in our Philosophy B6A (Introduction to Philosophy) and Philosophy B32, B33, and B37 (World Religions: East, World Religions: West, and Introduction to Worlds Religions)—strengthen students’ ability to understand and appreciate the ways in which arts, literature, philosophy, and even foreign languages (esp. in B32, B33, and B37) reflect historical, intellectual, and cultural contexts, as well as aesthetic tastes (cf. General Education Pattern SLO for Category C.1). This mission—particularly as executed in our Philosophy B10 (Introduction to Ethics), Philosophy B32 (World Religions: East), Philosophy B33 (World Philosophy 304
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Religions: West), and Philosophy B37: Introduction to World Religions)—strengthens students’ understanding of the perspectives, theories, methods, and core concepts of the social and behavioral sciences and their understanding and appreciation of the contributions and perspectives of women, ethnic and other minorities, as well as Western and non‐Western peoples (cf. General Education Pattern SLOs for Category D.1 and D.3). This mission, particularly as executed in our Philosophy B12 (Ethics of Living and Dying), strengthens students’ ability to critically examine the development of the individual as an integrated physiological, psychological, spiritual, and social being and to identify, describe, and explain the interactions of the internal and external influences and effects in human development and behavior over the course of the human life span (cf. General Education Pattern SLOs for Category E.1 and E.2) d) This mission directly supports BC’s Institutional Level Learning Outcomes 1) A & B and 2). On 1) A: Our emphasis on critical thinking strengthens students ability to think critically, abstractly, and logically to evaluate and solve problems—both the literal problems that students analyze in our Philosophy B7 (Introduction to Logic) and Philosophy B9 (Advanced Critical Thinking and Composition) and ethical and social/political problems that students discuss in our Philosophy B10 (Introduction to Ethics). On 1) B: Students in all of BC’s Philosophy courses integrate new information to formulate principles and theories, and they display openness to different opinions on all sorts of issues from religion (in Philosophy B32, B33, and B37) to ethics and social/ political life (in Philosophy B10). On 2: The emphasis that BC’s Philosophy Department mission places on writing supports BC’s Institutional Level Learning Outcome of enabling students to communicate clearly and effectively in written form. All of BC’s Philosophy courses require clear, effective writing. Our courses also require active students who speak up in class, and many of them require presentations, thus supporting BC’s Institutional Level Outcome of enabling students to communicate clearly and effectively in oral form as well. 2. Program Description BC’s Philosophy Department offers programs of study and an Associate of Arts Degree for all students, including those who wish to major in Philosophy, Religious Studies, Pre‐Law, Education, and Allied Health fields (e.g., nursing). BC’s Philosophy Department prides itself on (i) providing core General Education instruction to its students in all of its courses; (ii) facilitating our students’ transfer to four‐year colleges and universities (e.g., by meeting their IGETC requirement for Critical Thinking with our Philosophy B9 [Advanced Critical Thinking and Composition]); and contributing to our students’ Professional and Personal Growth, Preparation, and Development (e.g., in Allied Health fields that are served by our Philosophy B12 [Ethics of Living and Dying]). Philosophy 305
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. The resources that BC’s Philosophy Department were allocated have been used very efficiently to fulfill its overarching unit goal, as identified its mission statement: to promote student learning and success by providing quality instruction and services to majors and general education, transfer and vocational students, emphasizing critical thinking, reading, and writing in the areas of philosophy and religion. “Efficiently” here means that BC’s Philosophy Department offers many sections (35‐40/semester), maintains high enrollments (most sections cap at 40), maintains high retention (87.9%), and maintains high FTES/FTEF (39 for our B6a [Introduction to Philosophy], 80 for our B12 [Ethics of Living and Dying], and 133 for our B7 [Introduction to Logic]). BC’s Philosophy Department continues to use the resources it is allocated to promote student excellence campus‐wide by strengthening the critical thinking, reading, and writing skills that BC students need in all of their classes and beyond—in their professions and personal/civic lives. On the negative side, the resources allocated to BC’s Philosophy last year held us back in three ways that will be mentioned again later as requests. First, to continue to fulfill its mission effectively, BC’s Philosophy Department, as part of the Humanities Division, needs access to new network printer, as the existing one is overtaxed and consistently ailing. We cannot promote student excellence without a good, consistently operational printer. And we were not allocated sufficient resources last year to replace this printer. This need will be mentioned again as a request in our ISIT request form. Second, to fulfill its mission optimally, BC’s Philosophy Department desperately needs more dedicated classroom space, particularly during peak times (weekday mornings). This of course is a difficult request to fill, and we have not been given more dedicated spaced (we only have 2.5 dedicated rooms: H‐104, H‐105 and Tuesdays and Thursdays in H‐11), which has continued to impede our ability to expand our mission by serving more students. Third, to fulfill its goals optimally, particularly to promote student excellence at BC’s Delano Center as it does on the main campus, BC’s Philosophy Department continues to need to hire a full‐time faculty member for the Delano Campus. But we have not been allocated the requisite resources, which does impede our ability to serve this student population and community as we would like. How did your assessment results and decisions from the past cycle inform your planning this year? BC’s Philosophy Department’s assessment has been delayed by internal staffing conditions reiterated in response to the third question below in Section 3a. The department has assessed the success of its Philosophy B7 Course (Introduction to Logic) in meeting one of its course SLOs, to strengthen student’s ability to identify fallacious arguments. And the department has discussed the results of this assessment, considering possible ways in which we could improve our pedagogy. Specifically, we have discussed incorporating more standardized critical thinking questions in our courses (e.g., from LSAT exams and official Critical Thinking Exams/Inventories). We have not come to an agreement on whether to implement such questions. We have also discussed devising a writing exercise that would test students’ abilities to think critically. While we have not come to a definitive decision on these matters, we have discussed and made plans to devise and implement assessment tools this upcoming year in several of our classes. One of the agenda items for our next department meeting is to form departmental subcommittees whose tasks will be to research and devise assessment measures of our course SLOs, to refine our Program Level SLOs (as identified in our recent Program Review), and to research and devise assessment measures of our Program Level SLOs. The plan is to have more assessment results next year to guide our planning as a department. Philosophy 306
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your resource request this year? The general ability of BC’s Philosophy Department to do on‐line research has informed our request for resources to replace faculty computers in the department. The chair’s computer, for instance, is so slow and unreliable at this point that it is increasingly difficult to even effectively e‐mail students, colleagues, and administrators; so he also cannot effectively research critical thinking, reading, and writing assessment measures/inventories. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) BC’s Philosophy Department goal‐setting process has been influenced by the state budget crisis. For example, as we had to cut two sections of classes near the beginning of the Fall 2009 semester, we have had to think carefully about how many sections of our courses to offer for Spring, as well as about which courses to offer, which courses might be eliminated if we have to make cuts, and which time slots should be affected, if cuts are necessary. These budget concerns have also put restrictions on our goal of expanding our program—e.g., by offering new courses. We’re trying to be realistic in these challenging times. The local dearth of possible adjuncts in Philosophy continues to influence the goal setting of BC’s Philosophy Department, as we have much difficulty finding adjuncts to expand our program and to fill short‐term instructional needs. This dearth is due largely to there being no local Master’s program in Philosophy. Both of the previous points raise enrollment issues. BC’s Philosophy Department could definitely grow. Our courses, instruction, and faculty are popular and respected. But given the budget and external restrictions on adjunct faculty, it is difficult to grow as we could. The actual enrollments of our classes cannot be expanded for reasons indicated in the next section below on internal conditions that influence our goal‐setting process (e.g., available classroom space). So the question becomes how to continue to grow in these times, particularly given how well our department promotes student excellence, contributes to their general education, and promotes the fiscal responsibility of the college by maintaining high FTES with relatively low costs (FTES/FTEF again: 39.1). It is worth noting that BC’s Philosophy Department FTES has steadily increased over the past four years, despite two years of declining enrollments for other areas and for the college generally. The preceding three issues have also influenced one important specific goal of BC’s Philosophy Department: to hire a new full‐time faculty member for BC’s Delano Center, whose enrollments continue to grow markedly. Given state‐wide budget issues, our difficulty recruiting adjuncts, and the distance between BC’s main campus and its Delano Center, it is difficult to staff all of our courses at the main campus and the Delano Center. BC’s Philosophy Department maintains, as a goal, the establishment of a full‐time Philosophy position at BC’s Delano Center, which would promote student excellence by ensuring the long‐
term quality of the Philosophy Curriculum at the Center (and future Campus). The goal‐setting process of BC’s Philosophy Department has been directly influenced by a recent increased understanding of the curriculum of nearby four‐
year colleges and universities. Specifically, we developed and offered an Ancient Philosophy course two years ago (Philosophy B18), which balances BC’s General Education Goals and SLOs but in a way that facilitates the Transfer of Philosophy majors to upper‐division curriculum (e.g., at Berkeley). This, in turn, has prompted us to set, as a goal, the development of other new courses, when the budget allows for it (e.g., courses in Modern Philosophy, Social/Political Philosophy, and Introduction to Religion). Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, Philosophy 307
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan changes in budget, staffing, resources, enrollment issues, facilities issues, etc. BC’s Philosophy Department continues to maintain high enrollment numbers (2008‐2009 course date indicates 3359 students at census and 2703 at the end of the terms), high retention (87.9%), and high FTES/FTEF (39.1). This is a primary factor in our goal‐setting, the question being how best to promote the student excellence and critical thinking, reading, and writing skills of these diverse students, given our resources. An important, related staffing issue that has affected our goal‐setting process is the banked load release granted to one of our full‐time faculty members. The question, of course, was how to cover his course load and to meet student demand for our courses. Most of us took overloads for this relevant semester (Spring 2010), which in turn will reduce the time we have available to pursue other unit goals. BC’s Philosophy Department has faced significant personnel issues over the past few years which have influenced our goal‐setting process—e.g., serious medical issues and the loss of one of our members. Such issues have decreased the rate at which we would have liked to implement and realize some of our goals, including the assessment goals discussed above. But things are changing in this regard; again, a major agenda item for our upcoming meetings is to form departmental subcommittees to refine our Program Level SLOs and to determine effective assessment measures to track and verify the effectiveness of our program. Another goal that BC’s Philosophy Department set and achieved was to hire a tenure‐track faculty member to fill the void left in our department by the loss of one of our members last December (2008). In order to promote student excellence in the ways identified in our mission, and to maintain the numbers of students we serve, we needed to hire a new tenure‐track faculty member, which we did last spring. As mentioned above regarding how are past year’s resource allocation helped us meet our unit goals, the current goals of BC’s Philosophy Department continue to be impeded by the level of dedicated rooms we are allotted (2.5). There is particular demand for our Philosophy B12: Ethics of Living and Dying course, given the recent expansion of BC’s Allied Health Programs. But we cannot offer additional sections, particularly at peak morning times, without additional dedicated classroom space. This internal factor limits the growth of our department. The recent state budget crisis has, of course, affected BC’s budget—which, in turn, affects the goals that BC’s Philosophy Department can realistically set for itself. For example, as indicated in our program review and above with respect to external factors that affect our goal‐setting, BC’s Philosophy Department would like to develop and offer several new courses that would promote student excellence and our mission as a core critical thinking unit on campus. We would, specifically, like to develop and offer a Modern Philosophy course, a Social/Political Philosophy course, and an Introduction to Religion course. But realistically, given the budget of the college and its implications for expanding the internal budget of BC’s Philosophy Department, we are not prioritizing these goals as we would like. Philosophy 308
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values Philosophy IRP IRP Findings/trends Impact According to trend data, BC’s Philosophy Department enrollments and productivity have increased over the past five years. Enrollments have gone from 2,627 to 3,359 (census) and 1,972 to 2,703 (end of term). Productivity has gone from 275.4 to 356.73 (FTES). Our FTES/FTEf has dropped slightly over the past five years (40.1 to 39.1), but this figure has increased over the past three years (37 to 39.1). The retention and success of the students of BC’s Philosophy Department have held steady over the past five years, and strong, given the difficulty of our curriculum. Our success rates have increased over the past five years (60.4% to 65.2%). Our retention rate has also increased over the past five years (82.9% to 87.9%). The number of majors earning the AA in Philosophy has also risen dramatically over 4 of the past 5 years (from 1 to 9), though last year we only granted one AA in philosophy. BC’s Philosophy Department presently has 6 full‐
time members and 5 adjunct instructors. The increasing enrollments and productivity of BC’s Philosophy Department underscores our need for an additional full‐time faculty member, particularly given our difficulty recruiting adjuncts (as explained above). The new hire would be allocated to BC’s Delano Center, which would enable the rest of the department to continue serving the main campus’s students, thereby promoting student excellence. BC’s Philosophy Department’s ability to retain and enable students to succeed in our courses, despite the inherent difficulty of our curriculum, is a testament to the quality of our faculty and our commitment to promoting student excellence. Given the relative low‐cost of operating a Philosophy Department—e.g., again, no lab costs—our retention and student success numbers contributes well to BC’s fiscal responsibility. 309
Every member of BC’s Philosophy Department contributes to the college by promoting student excellence as highlighted in our mission statement. Most of the faculty routinely take on overloads if we need to in order to meet increasing student demand for our courses, and to teach at night and in the summer to ensure our Bakersfield College 2009‐2010 Annual Unit Plan Instructional: Cost / FTES Total Budget FY09 /Total FTES FY09 (Return to Top) Dean’s Office The instructional cost of BC’s Philosophy Department is $ 906,859.00. When our instructional costs are added to our supply cost and half of our administrative assistant’s salary, our total budget for 2009‐2010 is $942,811.00. Educational Master Plan breadth of coverage of student needs. We have essentially hit the maximum level of instruction that we can achieve without an additional member. The instructional costs and overall budget of BC’s Philosophy Department contributes admirably to the college’s fiscal responsibility (as explained), for the department promotes high levels of student excellence (as indicated by our FTES) and requires relatively little funding beyond faculty salaries (as indicated by the relatively small difference between our instructional cost and total budget. Philosophy 310
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit College Goal: Student Excellence. BC’s Philosophy courses contribute immensely to our students’ general education by strengthening critical thinking skills, as described—hence, the more sections of BC Philosophy classes, the better for the college’s curriculum. Strategic Initiative: Fiscal Responsibility. As also noted above, BC’s Philosophy classes are relatively inexpensive to run and garner high FTES. Hence, the more sections, the better for the college’s fiscal position. Philosophy Funding / Support Requested Equipment  One classroom  Goal: to make more BC’s Philosophy Classes available to students  Request: one additional classroom dedicated to the Philosophy Department  Priority: 2 Staffing  N/A 311
Facilities N/A—long term need. Outcome / Metrics Other Info.  N/A Outcome  An additional classroom would help us to achieve all of our Program Level SLOs—e.g., strengthening students’ ability to understand argumentation and write and speak clearly about philosophical and religious ideas—
as it would enable us to teach more sections of classes. Our success would be measured by forthcoming assessment measures alluded to in this unit plan and our recent program review. Bakersfield College 2009‐2010 Annual Unit Plan College Goal: Student Excellence and Communication. Strategic Initiatives: Student Excellence, Communication, and Linkages Philosophy  6 units  Goal: to more effectively communicate, interact, and engage students, fellow faculty, and administrators.  Request: computer upgrades for all of BC’s full‐time Faculty members  1 (Return to Top)  N/A 312
Educational Master Plan Forthcoming  Periodic  BC’s Philosophy replacement Department and upgrade cannot achieve any of its SLOs without quality computers, and ours are very deficient. Our student and administrative service, com‐
munication, and linkages will be much faster and more reliable with these upgrades, which are long overdue. Bakersfield College 2009‐2010 Annual Unit Plan College Goal: Student Excellence Philosophy  Goal: to more reliably print materials for the students of BC’s Philosophy Department  Request: a new network printer  Priority: 2 (Return to Top)  1 unit  N/A 313
Educational Master Plan Forthcoming  Periodic replace‐
ment  The ability of BC’s Philosophy Department to serve its students, and thus to achieve its SLOs, is being greatly hampered by our inefficient printing system in the Humanities Division. English, Philosophy, and the Social Sciences share one Xerox machine and use it as their printer as well. This accounts for much more faculty than, for instance, the Fine Art and Communi‐cation faculty who share an equivalent unit in the Fine Arts building. Bakersfield College 2009‐2010 Annual Unit Plan College Goal: Student Excellence. BC’s Philosophy courses contribute immensely to our students’ general education by strengthening critical thinking skills, as described—hence, the more sections of BC Philosophy classes, the better for the college’s curriculum. Strategic Initiative: Fiscal Responsibility. As also noted above, BC’s Philosophy classes are relatively inexpensive to run and garner high FTES. Hence, the more sections, the better for the college’s fiscal position.  Goal: to make more BC Philosophy classes available to students  Request: one additional full‐
time faculty member in Philosophy  Priority: 2 (Return to Top)  N/A 



 N/A—long term 1 position request $100,000 Full‐time This position would be allocated to BC’s Delano Center, to enable us to continue effectively serving all of our students (there and at the main campus). The commute, heavy teaching loads of full‐time faculty, and difficulty recruiting adjuncts in philosophy (described above) make it increasingly difficult to meet the growing needs of Delano for Philosophy instruction and to maintain our quality student service on the main campus. Educational Master Plan  This would be an on‐
going need.  An additional full‐time faculty member would help us to achieve all of our Program Level SLOs—e.g., strengthening students’ ability to understand argumentation and write and speak clearly about philosophical and religious ideas—
as it would enable us to teach more sections of classes. Our success would be measured by forthcoming assessment measures alluded to in this unit plan and our recent program review. Philosophy 314
Bakersfield College 2009‐2010 Annual Unit Plan College Goal: Facilities Strategic Initiatives: Facilities and Image Explanation: The area of BC’s campus associated with Philosophy curriculum needs to be better maintained, through no fault of the current custodian, for the sake of maintaining a respectably attractive campus and for the sake of our image to students and visitors. 1
 Goal: to make the  N/A learning environment of BC’s Philosophy classes (and Humanities generally) more welcoming, indeed hospitable, and conducive to learning.  Request: One additional custodian.  Priority: 2. (Return to Top) 



1 position $40,000 Full‐time This would enable our only current custodian, Willie, to better maintain our classrooms, restrooms, offices, and grounds, making the Humanities Building a more inviting and inspiring educational experience for students and staff alike. Educational Master Plan  N/A—long term request  This would be an on‐
going need.  An additional custodian would enable BC’s Philosophy Department to better achieve all of its SLOs by improving the learning environment of the classrooms, offices, and even outside spaces in which we educate our students. Our success would be measured by forthcoming assessment measures alluded to in this unit plan and our recent program review. Table suggested by FCDC subcommittee, spring 2009. Philosophy 315
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Electrical wiring and switches Enough to rewire 2 classrooms (H‐104 and H‐
105) and to provide new on/off switches (H‐
104 and H‐
105) Student desks Total Cost Estimate 120 Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available All Faculty and $3000.00 Students who these rooms—most Philosophy Faculty in any given term 560/semester Student Excellence and Facilities. Students cannot learn without adequate light, which is lacking in these rooms, and the campus is not adequately maintained or beautiful without adequate lighting. 2 Our Students $21,000 (assuming $150.00 each) Student Excellence and Facilities: Students are on average larger now than in the 60s, when our desks were evidently purchased. We need to maintain our classrooms in a way that serves our students of today. 3 $24,000.00 840/semester Philosophy 316
Philosophy
% Change from
Headcount
3,000
Prior Year
2008-09
2,924
7.5%
2007-08
2006-07
2,719
9.4%
2,485
1.9%
2005-06
2,438
5.2%
2004-05
2,318
-
Headcount
Academic
Year
2,750
2,500
2,250
2,000
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Philosophy
Female
Academic
Year
Total
Unknown
Male
Total
% of Total
% of Total
2008-09
1,707
58.4%
1,215
41.6%
2007-08
2006-07
1,644
60.5%
1,071
39.4%
1,478
59.5%
1,007
40.5%
2005-06
1,440
59.1%
998
40.9%
2004-05
1,350
58.2%
967
41.7%
Total
Headcount
#
% of Total
2
4
0
0
1
0.1%
0.1%
0.0%
0.0%
0.0%
%
Registered Nursing
437
14.9%
217
7.4%
Psychology
175
6.0%
Liberal Studies
165
5.6%
Criminal Justice
135
4.6%
Undeclared
435
14.9%
Age
19 or Younger
Academic
Year
20-29
% of Total
Total
Total
% of Total
30-39
Total
40 or Older
% of Total
Total
% of Total
2008-09
1,043
35.7%
1,520
52.0%
232
7.9%
129
4.4%
2007-08
2006-07
929
34.2%
1,453
53.4%
210
7.7%
127
4.7%
835
33.6%
1,361
54.8%
181
7.3%
108
4.3%
2005-06
828
34.0%
1,313
53.9%
180
7.4%
117
4.8%
2004-05
734
31.7%
1,278
55.1%
187
8.1%
119
5.1%
Ethnicity
African American
Academic
Year
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
Islander2
Total
White
Hispanic
% of Total
Total
% of Total
Total
Unknown
Total
% of Total
% of Total
2008-09
174
6.0%
38
1.3%
272
9.3%
1,148
39.3%
1,043
35.7%
249
2007-08
135
5.0%
43
1.6%
282
10.4%
1,087
40.0%
1,019
37.5%
153
5.6%
2006-07
119
4.8%
36
1.4%
241
9.7%
1,014
40.8%
968
39.0%
107
4.3%
2005-06
110
4.5%
41
1.7%
194
8.0%
914
37.5%
1,087
44.6%
92
3.8%
2004-05
112
4.8%
30
1.3%
226
9.7%
863
37.2%
1,011
43.6%
76
3.3%
Gender - 2008-09
Female
58.4%
Male
41.6%
Age - 2008-09
20-29
52.0%
White
35.7%
Hispanic
39.3%
30-39
7.9%
Unknown
0.1%
Female
55.3%
Asian/ Pac
Isl
9.3%
19 or Less
35.7%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
19 or Less
28.8%
317
White
33.5%
Hispanic
44.3%
40 or Older
13.2%
Unknown
0.3%
Am Indian/
Other
1.3%
Unknown
8.5%
African
Amer
6.0%
Age Campuswide
2008-09
Philosophy Ethnicity - 2008-09
40 or Older
4.4%
Gender Campuswide
Male
44.5%
8.5%
Unknown
African Amer
7.2%
7.4%
Philosophy
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment3
Census
39
39
9
87
39
36
8
83
40
36
6
82
34
34
7
75
28
32
7
67
FTEF5
4
Section
1,251
1,232
220
2,703
1,080
1,135
256
2,471
1,119
1,021
147
2,287
944
971
177
2,092
894
905
173
1,972
3,500
Students/ End
1,562
1,532
265
3,359
1,408
1,473
281
3,162
1,431
1,321
168
2,920
1,257
1,253
227
2,737
1,149
1,272
206
2,627
Productivity
40
39
29
39
36
41
35
38
36
37
28
36
37
37
32
36
41
40
29
39
Annual FTES
FTES / FTES5
8.40
8.07
1.80
9.13
8.00
7.60
1.60
8.60
8.53
7.60
1.20
8.67
7.20
7.07
1.40
7.84
5.87
6.66
1.20
6.87
Outcomes
11
3,300
350
9
3,100
300
7
2,900
250
05-06
06-07
Rate7
19.8
20.2
15.6
39.1
18.8
20.7
17.7
39.0
17.9
18.6
14.4
35.9
18.8
18.7
15.9
37.0
20.7
20.1
16.6
40.1
65.5%
63.0%
76.9%
65.2%
60.8%
57.8%
75.9%
60.8%
58.9%
56.2%
66.9%
58.2%
54.6%
55.4%
67.4%
56.0%
61.3%
58.4%
67.2%
60.4%
88.9%
86.2%
92.4%
87.9%
85.7%
85.4%
96.2%
86.5%
83.7%
84.9%
90.2%
84.6%
83.6%
84.7%
91.7%
84.7%
85.5%
79.7%
87.4%
82.9%
Success
07-08
Retention
100%
90%
80%
5
04-05
Rate
Annual FTEF
400
Retention 7
FTEF
166.11
162.53
28.09
356.73
150.21
157.11
28.36
335.68
152.99
141.12
17.28
311.39
135.05
132.38
22.23
289.66
121.54
133.89
19.97
275.40
Success 6
08-09
04-05
05-06
06-07
07-08
08-09
2,700
70%
60%
Annual FTES/FTEF
2,500
04-05
05-06
06-07
07-08
08-09
50%
45
04-05
05-06
06-07
07-08
08-09
40
35
30
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Philosophy
Philosophy
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
1
118
103
281
11
-
5
139
89
260
15
-
5
132
101
251
9
-
7
-
9
152
79
238
1
130
85
226
14
-
Definitions
1
2
3
5
6
4
7
Philosophy 318
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan PHYSICAL SCIENCE
1. Unit Mission The mission of the Physical Science Department is to provide the rigorous science foundation necessary for students to achieve the skills, knowledge, intellectual curiosity and scientific literacy essential for a wide variety of careers in this rapidly changing world. The department primarily offers transfer level courses designed to satisfy the needs of science, engineering and architecture majors, allied health students, college general education requirements, and liberal studies teacher credential programs. Much has been done to grow with the needs of BC’s diverse student population and community with respect to growth, course offerings matching their goals, and staying on the front edge of educational trends. All areas within the department are actively assessing our classes to assure ourselves of having the most efficacious and appropriate approaches to teaching our students. This addresses both the material they need and the cognitive and metacognitive skills they should possess to succeed in the dynamic world we live in today. Through carefully crafted discussions and laboratory experiences, our students are challenged to communicate their knowledge and abilities of these sciences using a variety of modalities, demonstrating their understanding and application of the founding theories of those subjects both as a singularity and as a part of the greater experience of society and humankind. We accomplish much of this because of the hard work of our creative, energetic staff. We’ve been very efficient in the use of our funds and resources in most courses even when striving to open them up to the widest number of students possible, while still maintaining a safe and interesting atmosphere for their learning. 2. Program Description The Physical Science department encompasses five distinct disciplines and two general, umbrella classes, all of which affect many of BC's students and Bakersfield's population. The disciplines are Astronomy, Chemistry, Geography, Geology, and Physics, with the general courses being Physical and Earth Science. They variously satisfy general education requirements, provide courses for majors, serve as prerequisites for the allied health, biology, and engineering programs, and aid in BC's community outreach efforts (both directly and through K‐12 teacher training support). All are active in supporting BC's Strategic Initiatives and core processes. Astronomy has three introductory level courses in astronomy. An estimated 95% of the students take this non‐lab science class to fulfill their general education physical science requirement. The planetarium is used primarily by K‐12 school groups as well as BC students. It is a terrific outreach function for BC, serving approximately 4500 K‐12 students each year. BC also offers several special planetarium shows to the general public during the year. Chemistry offers courses required for the career pathways of a wide variety of students. These core classes are prerequisites for on‐campus programs (e.g. biology, engineering, and allied health sciences). All transfer to many four‐year institutions for programs such as engineering, architecture, the primary sciences, related health careers (e.g. medicine, nursing, dentistry, pharmacy, chiropractic), and education. Some also serve as general education requirements. Physical Science 319
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Geography and Geology offer classes that satisfy the general education requirements for many liberal studies majors as well as students transferring within the discipline. The courses give students insight into our physical and cultural worlds, and the processes that shape our planet and our civilizations. New courses have generated an infectious interest in the students and CSUB has shown great interest in these as they help transferring students into their disciplines. Physics offers two sequences to students. A 2‐semester trig‐based general physics sequence is offered for the students going into the professional fields such as medicine and many medically related fields, and also for students who need to take a lab science for their general education requirement. The other sequence of classes is a 3‐semester calculus‐based physics, typically taken by science majors (physics, astronomy, engineering, chemistry, biology, and related fields). The Physical Science and Earth Science classes are key courses in the science curriculum for liberal studies/teaching/education majors and for general education. Both are taught with labs. Together they comprise an articulated pair of classes for those seeking an educational degree at CSUB. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Resources from BC itself were unsurprisingly minimal for the needs we had within the department. The funding levels were enough to maintain business on a day‐to‐day fashion, but couldn't address the long‐term replacement and upgrade goals laid out in last year's plan. This continues to be a big problem for us. Fortunately we are part of a collaborative NSF grant through CSUB. Those funds made a tremendous impact on our ability to refit rooms with modern presentation technology hardware, move forward with plans to refurbish the geology/earth science lab (MS 6, still in the works), and bring much needed instrumentation into the chemistry area (new IR and UV/Vis spectrometers). The physics area has been able to bring in some new lab programs as well. Additional monies came into the physics area via a grant through the Engineering group. This generous amount allowed the physics group to update many severely old/outdated materials. How did your assessment results and decisions from the past cycle inform your planning this year? Aside from helping assure that people keep their eyes on the real point of our existence here (meaning being sure the students learn what they need to learn for their goals), assessment results had virtually no impact on planning. It is a part of our job. But perhaps I'm misinterpreting the question? How did your assessment results and decisions from the past cycle inform your resource request this year? Vide supra. This may be the place, though, to point out that some of us within chemistry have ventured into a new pedagogical approach to teaching our primary course, chem 1a. This change, being explored now, sprang not from SLO assessments but rather from our constant discussions about the state of affairs over students' abilities. The experiences from our current adventure DO affect our future hopes, and are reflected below. Physical Science 320
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) As with all other units, we are strongly affected by the current state and national budgetary problems. These affect us more than anything else. We are in a kind of holding pattern with respect to physical growth, staffing, faculty, etc. Our need to modernize materials has not changed, though. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. The aforementioned issue of budget, along with increasing demand for enrollment consign us to a bare minimum expectation this year. Our goals focus on priorities which are beyond the influence of those ties. One important area that must be addressed soon is to start funding a reserve to refit the planetarium's projector. The system has a lifespan of 5‐10 years. As new technology in the video business comes along, we will start seeing new programs that the current system can't display. These are expensive items, with the estimated cost being $200,000 Physical Science 321
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Data source(s) Type of parameter Instructional: Course enrollments and/or productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Staffing levels / workload values Instructional: Cost / FTES IRP IRP Findings/trends Impact Our enrollments over the last year continued to increase at th eapproximate rate of 48.5 FTES/yesr. As we have deliberately leveled off and now cut back our enrollments, these results have no impact on our planning beyond needing the money to maintain. The retention and success rates continue to match or exceeed the state average overall (88.9% retention vs. 82.7% statewide, and 69% success vs. 67.2% statewide. Individual areas are within 5% of statewide numbers. Vide supra We've taken on 2 new adjuncts in chemistry. Vide supra We have everyone working at a “comfortable” level—minimal OT/extra classes One staff member will be teaching chem 2a in Delano. We are in the middle of the pack in this regard within the division. None seen. IRP Total Budget FY09 /Total FTES FY09 Physical Science 322
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan College  Vigilence of environmental conditions  Student excellence, facilities, communication  Share the desire for intellectual creativity and acquisition of knowledge 
Student excellence 
Facilities 
The students will be able to pursue knowledge and Physical Science Unit Plan Priorities Funding / Support Requested Unit  Goal New computers for faculty and some others for labs.  Request: A minimum of 9 new desktop computers, 2 laptops, and 2 hand‐me‐
downs for the lab.  Priority‐ mission critical Equipment  This is included in the ISIT form. The Facilities fact that we typically wait 6‐8 or more minutes just for our computers to boot up and open our email is pathetic in an institution that touts itself as technologi‐cally enabled. Outcome / Metrics Other Info.  Definitely a replacement issue. Our computers typically grind to a halt on opening several apps., and some of us run programs that take many hours or days to run when we can accomplish the same thing at home in minutes. Our support people need to deal with the Banner issues this creates for them as well (data loss, delays, etc.). It's a joke inside and outside of BC.  Goal Replace/ upgrade small but important items for classes and labs.  These were itemized to some extent on last year's plan.  Priority‐ 323
Outline 
Happier faculty who can actually get work done at school, making far more efficient use of our time. Faculty would spend more time here since they can accomplish work here. The students will benefit from the decreased angst levels as well as more efficacious/ timely exchange with the faculty across all areas of our instruction. This affects all the outcomes, missions, and initiatives.If someone can suggest a way to measure this, I'd appreciate it.  All those things not managed from last year. We really need a short term (1‐2 year) influx of money (est. $5000/ year above our regular allotment) to bring a number of items up to snuff.  This would lead to significantly better conditions for teaching and lab work, which affects all parts of this college's documented dreams. We would be happier, too. If someone can suggest a way to measure this, I'd appreciate it. Bakersfield College 2009‐2010 Annual Unit Plan evaluate its consequenc
es (Return to Top) Educational Master Plan Necessary While we could continue on without such help, at some point we will be too far out and require way more because of deterioration of too many things. 
We fail across the board without this.  Have money  Some sliver will go to for normal replacing the aged army of day‐to‐day small instruments used by ops. every person taking our  The budget classes (over 600 FTES). That received last takes its toll on things. year was minimal. A 5% increase would be nice.  Priority is mission critical  Maintain planetari
um.  Covers chemicals, replacements for lost articles in all areas, other lab materials, some lecture supplies, etc.  We don't function without a base budget. 
Facilities Replace uh... the planetarium planetarium projector? :) projection system  Maintain planetari
um.  Definitely a replacement issue. See end of section 3a. We will cease to be a modern planetarium, and be stuck showing the equivalent of old Westerns... Bring in new instrumenta‐tion and technology to the area which will significantly enhance our program. This is beyond anything BC could do for us through normal channels, so we are examining alternative pathways to get financing/support. If we write grants, I expect BC to fully back us. Physical Science 324
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Type of Device An experienced electrician who can fix shorts and overloads in some of the labs. We have had at least one if not 2 or 3 MO's placed on this. The last time, the fellow who came said there was nothing that could be done. This is unacceptable. Total Cost Estimate Physical Science Number of Units 1?? I have no clue what should go here. Equipment Users Faculty, staff, and students Cost Estimate unknown There are shorts and constants outages of electricity in at least two chemistry labs. This includes fume hoods, which are used when we perform hazardous experiments. With these issues we are breaking fire and safety codes, and are liable. BC is now warned by the department chair. unknown Alignment with College Goal 09‐10 Or Program SLO/AUO (State) 325
Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available Varies by mission critical semester/ room planning. Perhaps 150‐
200/ semester. Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data TRENDS
Physical Science
% Change from
Headcount
3,000
Prior Year
2008-09
2,939
11.7%
2007-08
2006-07
2,632
19.5%
2,203
3.9%
2005-06
2,121
2.8%
2004-05
2,063
-
Headcount
Academic
Year
2,750
2,500
2,250
2,000
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Physical Science
Female
Academic
Year
Total
Unknown
Male
Total
% of Total
% of Total
2008-09
1,682
57.2%
1,248
42.5%
2007-08
2006-07
1,548
58.8%
1,082
41.1%
1,341
60.9%
861
39.1%
2005-06
1,262
59.5%
859
40.5%
2004-05
1,190
57.7%
873
42.3%
Total
Headcount
#
% of Total
9
2
1
0
0
0.3%
0.1%
0.0%
0.0%
0.0%
%
Liberal Studies
305
10.4%
Registered Nursing
289
9.8%
217
7.4%
Engineering, General
162
5.5%
Psychology
146
5.0%
403
13.7%
Undeclared
Age
19 or Younger
Academic
Year
20-29
% of Total
Total
Total
% of Total
30-39
40 or Older
% of Total
Total
Total
% of Total
2008-09
876
29.8%
1,669
56.8%
238
8.1%
156
5.3%
2007-08
2006-07
748
28.4%
1,495
56.8%
252
9.6%
137
5.2%
602
27.3%
1,300
59.0%
191
8.7%
110
5.0%
2005-06
578
27.3%
1,236
58.3%
186
8.8%
121
5.7%
2004-05
522
25.3%
1,214
58.8%
205
9.9%
122
5.9%
Ethnicity
African American
Academic
Year
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
Islander2
Total
White
Hispanic
% of Total
Total
% of Total
Total
Unknown
Total
% of Total
% of Total
2008-09
128
4.4%
33
1.1%
257
8.7%
1,242
42.3%
1,092
37.2%
187
6.4%
2007-08
2006-07
121
4.6%
29
1.1%
212
8.1%
1,119
42.5%
1,007
38.3%
144
5.5%
95
4.3%
39
1.8%
179
8.1%
915
41.5%
894
40.6%
81
3.7%
2005-06
100
4.7%
37
1.7%
200
9.4%
777
36.6%
927
43.7%
80
3.8%
2004-05
110
5.3%
22
1.1%
184
8.9%
735
35.6%
930
45.1%
82
4.0%
Gender - 2008-09
Female
57.2%
Ethnicity - 2008-09
Age - 2008-09
20-29
56.8%
30-39
8.1%
Male
42.5%
40 or Older
5.3%
Unknown
0.3%
Gender Campuswide
19 or Less
29.8%
Female
55.3%
Male
44.5%
Physical Science 20-29
43.8%
30-39
14.3%
19 or Less
28.8%
326
Am Indian/
Other
1.1%
Unknown
6.4%
African
Amer
4.4%
2008-09
2008-09
40 or Older
13.2%
Unknown
0.3%
Asian/ Pac
Isl
8.7%
Age Campuswide
2008-09
White
37.2%
Hispanic
42.3%
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
African Amer
7.2%
7.4%
Physical Science
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Enrollment 3
Census
55
56
15
126
53
50
12
115
45
45
6
96
49
42
6
97
39
41
5
85
End
1,774
1,702
385
3,861
1,683
1,577
302
3,562
1,485
1,302
178
2,965
1,356
1,274
165
2,795
1,213
1,207
141
2,561
FTEF5
Section4
1,452
1,402
339
3,193
1,398
1,294
284
2,976
1,239
1,090
171
2,500
1,095
1,022
154
2,271
938
929
137
2,004
4,00 0
Productivity
Students/ 32
30
26
31
32
32
25
31
33
29
30
31
28
30
28
29
31
29
28
30
FTES5
17.73
16.30
4.27
19.15
15.93
15.67
3.28
17.44
15.30
14.87
2.03
16.10
15.27
13.66
1.67
15.30
12.79
13.07
1.63
13.75
Annual FTES
Outcomes
Rate 7
Rate 7
66.8%
68.0%
83.5%
69.0%
69.5%
69.8%
89.0%
71.4%
71.3%
66.5%
87.4%
70.2%
67.7%
68.1%
87.6%
69.1%
68.1%
69.8%
94.3%
70.5%
88.9%
87.9%
93.1%
88.9%
90.0%
87.9%
97.3%
89.7%
87.1%
88.2%
97.7%
88.2%
87.6%
87.7%
95.7%
88.2%
84.8%
84.5%
97.2%
85.4%
278.60
263.18
60.21
601.99
254.78
251.75
44.74
551.27
235.09
212.70
32.34
480.13
224.16
212.23
27.41
463.80
208.79
203.28
25.51
437.58
Annual FTEF
610
Success
25
510
90%
15
3,40 0
410
3,10 0
10
04-05
05- 06
06- 07
07-08
08-09
Retent ion
100%
20
3,70 0
15.7
16.1
14.1
31.4
16.0
16.1
13.6
31.6
15.4
14.3
15.9
29.8
14.7
15.5
16.4
30.3
16.3
15.6
15.7
31.8
80%
04- 05
05-06
06-07
07-08
08-09
70%
2,80 0
Annual FTES /FTEF
2,50 0
04-05
05-06
06-07
07-08
08-09
60%
34
04-05
05-06
06-07
07-08
08-09
32
30
28
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Physical Science
Architectural CAD
Architecture / Architectural Drafting
Chemistry
Engineering, General & Technology
Physics
Total Physical Science Awards
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
4
2
2
1
9
103
281
1
1
-
15
3
18
89
260
8
8
-
10
1
4
15
101
251
4
4
-
6
1
7
79
238
13
13
-
16
4
20
85
226
1
1
-
Definitions
1
3
2
4
5
6
7
Physical Science 327
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Public Safety
1. Unit Mission The mission of the Bakersfield College Public Safety Department is to provide year‐round professional and quality security and services to ensure a safe learning and working environment at all times for those of the Bakersfield College community. 2. Program Description Public Safety provides year‐round security to ensure a safe learning and working environment for those of the Bakersfield College community including Stockdale High School evening classes and the Delano Campus. Bakersfield College Department of Public Safety coordinates its services with city, county and statewide law enforcement agencies. We ensure outside Public Safety agencies respond to and assist with campus emergencies. We ensure a safe and supportive environment through traffic and parking enforcement and the provision of staff and student escorts. Public Safety documents lost and stolen property, crimes and other incidents that require state mandated reporting. The Public Safety Office is currently staffed with 8 FT/2PT officers and an office supervisor who respond to campus needs. Four student cadets are also approved for service, but this number fluctuates depending on the student pool of cadets who meet the qualifications. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. An assessment has not yet been conducted at this time. How did your assessment results and decisions from the past cycle inform your planning this year? An assessment has not yet been conducted at this time. How did your assessment results and decisions from the past cycle inform your resource request this year? An assessment has not yet been conducted at this time. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) As technology changes so do the abilities of officers that have current of up to date equipment. The key to fast and decisive action is crucial in many instances regarding the safety of an individual. The external factors influencing our departments goal setting is the necessity we have in installing equipment in each squad car that will aid our officers in not only acquiring data instantly, but the ability to better communicate the immediate needs of the campus. Public Safety 328
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Based on current enrollment, we have over 18,000 students on our campus during a full work day. This places our officers on a 2055 to 1 scale. This means our officers are dealing with 2.4 times the amount of people as recommended by the Department of Justice. We need to devise ways in which our staff can work smarter and not harder. We can do this by equipment upgrades and staying current with law enforcement technology. 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. Type of parameter Staffing levels / workload values Data source(s) Findings/trends Department of Security Officers should be staffed at 1.2 officers Justice per 1000 students. Or at 833 students per officer. Impact Given this ratio, we are currently staffed at 2,055 students per officer. Public Safety 329
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome  Goal: Install laptop  5 Units computers in each  $7,000 squad car  Request: Purchase laptops with stands  Priority: 1  N/A  N/A  Mission Critical  New  Safety  Goal: Update radio  15 units inventory for  $8,750 officers and cars  Request: Purchase new Radios  Priority: 2  N/A  N/A  Mission  YTD Critical  Replacement Public Safety 330
 YTD Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  Goal: Upgrade Desktop Computers  Request: Purchase new Computers  Priority: 3  4 Unit  $4,625  N/A  N/A  Necessary  YTD  Replacement  Innovative  Goal: Install new software management system  Request: Purchase software  Priority: 4  1 Unit  $4,000  N/A  N/A  Necessary  New  Innovative  Goal: Replace aging fleet  Request: Purchase 2 squad cars  Priority: 5  2 Units  $51,000  N/A  N/A  Mission  YTD Critical  Replacement Public Safety 331
 YTD Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top)  Goal: Acquire  2 Units large area portable  $6,000 emergency lighting
 Request: Purchase 2 sets of lights for 2 squad cars  Priority: 6 1
Table suggested by FCDC subcommittee, spring 2009. Public Safety  N/A 332
Educational Master Plan  N/A  Necessary  New  Innovative  YTD Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available Laptop Computers w/stands for each squad car 5 Security Officers $7,000 Safety. Fast and assessable information regarding individuals in question 18,000 + 1 Radios for both offices and squad cars 15 Security Officers $8,750
Safety. Communication with campus community and local law enforcement 18,000 + 1 Desktop Computers 4 Security Officers $4,625
Remain current with technology for accessing data 18,000 + 2 Management Software 1 Security Officers 18,000 + 2 Squad/Patrol Car 2 Security Officers $51,000 18,000 + 1 Large Area Lighting Kits for Squad Cars 2 Security Officers $6,000 18,000 + 3 Total Cost Estimate $4,000 Same as Above $81,375 Public Safety 333
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Background For students and staff as well as guests that depend on security and safety while on Bakersfield College/Kern Community College District property, providing appropriate security and public safety is our priority. The inherent challenges of providing first response to calls for assistance which could at an instant result in the actions to intervene to prevent the loss of life are always a present concern. In order to appropriately respond, regular replacement of our existing fleet will be necessary along with the identification efforts for parking lots for both students and staff. Long Range Plans The Department of Public Safety will need to take a proactive approach to maintaining the department’s equipment. There are two cars that are in need of replacement by 2013, patrol cars #1245 and #1340. Also we need to label or name each parking lot on the college campus. This will require the collaborative efforts of several key administrators and district staff. This will greatly improve the determination of location to an incident or activity on our campus. We have a large inventory of saw‐horse barricades that need to be stored from out In the weather. A size and location will need to be determined so as to implement this request. Prioritized Ideas Action Item Facility Impediments Student / Program Outcome Supported Squad Car Replacement every 5 years Maintain reliability of fleet None Maintain campus safety Label or Mark each parking lot on campus Improve communication and response None Improve campus community safety Barricade Storage Preserve existing inventory None Improve safety equipment storage Public Safety 334
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data Category Tickets Issued 2006 2007 2008 2009 2010 TBD TBD TBD TBD TBD Ticket Revenue TBD TBD TBD TBD TBD Tickets that are issued are directly proportional to the revenue brought in. The revenue is used to upgrade and maintain our parking lots. Data shows a trend of increased growth over the specified time frame shown above. Public Safety 335
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan RADIOLOGICAL TECHNOLOGY
1. Unit Mission Support for the College Mission: The mission of the Bakersfield College Radiologic Technology Program is to promote student success by providing quality instruction for graduates to competently practice radiography at the entry level. The goals of the program include:  Students will be clinically competent.  Students will critically think and problem solve.  Students will demonstrate effective communication skills.  Students will demonstrate professional growth and development.  The Program will graduate entry‐level radiographers. The Radiologic Technology Program mission supports the Bakersfield College Goals of Student Excellence by ensuring the highest quality of student success with an excellent retention and student success rate. In addition, the Program supports the college goal of “Images” by maintaining the college’s reputation in the medical community by providing well qualified graduate x‐ray technologists who gain employment within Kern County Support for Action 2012 Strategic Initiatives: The Radiologic Technology Program supports a positive learning environment through a comprehensive Evaluation Plan in accordance with programmatic accreditation standards which foster academic success by working with the local medical imaging community through linkages, the promotion of student excellence, and communication. 2. Program Description The Program meets the primary mission of the college by providing an educational opportunity within the Health Services Career Pathway and by program completers earning the Associate in Science degree. The program assists in meeting the critical community need in Kern County for workforce training of entry‐
level competent radiologic technologists. The program also provides lifelong learning opportunities through continuing education opportunities in medical imaging. In addition, the program also supports the general education learning component at the college through students preparing for and earning an Associate in Science Degree. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. 1. The number one priority for resource allocation was to expand digital imaging instruction in the x‐ray lab. This was accomplished through a California Community College Chancellor’s Grant that supplied almost $90,000 to support the purchase of a computed radiography workstation and reader, a picture archiving and communications workstation, a laser printer for medical images and pertinent supplies. This grant enabled the program to match community imaging standards with digitizing, archiving and communicating with medical x‐ray images. This will support the strategic initiative of student excellence though occupational success. Radiological Technology 336
Bakersfield College 2009‐2010 Annual Unit Plans 2.
3.
4.
(Return to Top) Educational Master Plan The number three priority for the program was to reduce early program attrition and improve career information to declared majors and wait list students. The program expanded the student orientation process in spring 2009 for students accepted in the program. This consisted of providing additional information on student expectations and success to ensure that overall program retention in the first 6‐months of the program was minimal. Assessment of this process is on‐going but initially demonstrates:  4.5% of qualified students did not enter the program following early programmatic orientation  0% of students voluntarily withdrew in the first 2 months of the program  2% of students voluntarily withdrew within the first 5 months of the program. Student orientations are planned earlier in the spring 2010 semester to improve the career selection process and improve the early program attrition rate. Program attrition within the 24‐month A.S. degree program is not captured by the college; however, this data is important to student success and in meeting employer demands for qualified technologists. The number four priority for the program was to maintain programmatic accreditation with the JRCERT following a successful site visit in October 2008. As stated in this unit plan under “external conditions” below, the Program achieved a full‐unrestricted 8‐year accreditation effective through 2016 due to the dedication of the program director, faculty members, clinical education center staff and college staff. The 2008‐2009 resource allocation for the program met only the basic needs of instruction for the program through meeting regulatory requirements for radiation safety monitoring, program accreditation and state licensing fees, and laboratory supplies. Due to the budgetary constraints of the college/KCCD, the number 2 priority of the program for hiring a replacement faculty member for 2009‐2010, the number 5 priority of increasing funding for professional experts and the number 6 priority of increasing the budget to the department for mileage to/from clinical education sites were all not met. Although, KCCD met all mileage payments to faculty, this reduced the funding available in the instructional supply budget of the program. These three items will remain priorities for future resource allocations. How did your assessment results and decisions from the past cycle inform your planning this year? The assessment plan conducted by the Program focused on the completion of Radiologic Technology Evaluation Plan which identifies five program goals and 20 individual outcomes assessments. The evaluation assessment plan was completely revised and streamlined to meet national accreditation standards set by the Joint Review Committee on Education in Radiologic Technology (JRCERT). This assessment process identified the assessment tools that require additional revision and clarity in the future (examples: RADT B3a assessment tool, assessment tool to determine student professional growth and development, and the method of conducting the employer survey). How did your assessment results and decisions from the past cycle inform your resource request this year? To maintain the current excellent level of student success and retention rates, the Program needs to increase funding for the Clinical Instructors who serve as professional experts of the program. The number one priority of the program is to identify qualified individuals who serve as student supervisors in the clinical education centers. In addition, the maintenance of faculty staffing will also serve to foster current levels of student success and learning. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) 1. The Radiologic Technology is accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT). The program was site‐visited in October 2008 and received an outstanding accreditation with all 71 objectives in 9 Standards of Accreditation being met. As a result, the Program earned a full 8‐year unrestricted accreditation status with the JRCERT. The program reviewed the national standards to ensure compliance for maintaining accreditation. This resulted in the program’s mission statement and goals being revised in summer 2008 and a streamlining of the Radiological Technology 337
Bakersfield College 2009‐2010 Annual Unit Plans 2.
(Return to Top) Educational Master Plan program’s goals from 8 goals to 5 (these are listed under the unit’s mission in this Unit Plan document. As a result, the quantitative data for outcomes assessment was also streamlined and in fact reduced the number of assessments conducted to a more reasonable number. The California Department of Public Health, Radiologic Health Branch (RHB) effected a number of changes in 2009 that required the reassessment of the radiation safety and compliance portions of the both the diagnostic and fluoroscopic portions of the Program. The regulatory changes require the addition of safety assessments related to the use of x‐ray equipment in the laboratory setting and to the need to identify a radiologist to serve as a Radiation Safety Compliance Officer for the Program. In addition, the California Department of Public Health just formalized an agreement (10/09) agreement between the RHB and the national JRCERT accrediting body to regulate schools of radiologic technology in California which will have a direct impact on the director’s workload. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Internal conditions that have influenced the assessment and goal setting process of the Program includes the following:  Lack of replacement faculty following 08‐09 requiring an increased workload for all 3 FT faculty members  Lack of resources to maintain current professional experts to serve as Clinical Instructors at the clinical education centers (this has limited the number of clinical education center placements and is a continuing goal of the program)  The implementation of digital imaging equipment in the x‐ray laboratory has initially changed the structure of laboratory instruction and the need for additional training of faculty to upgrade skills to work with the new digital imaging equipment will be required. Radiological Technology 338
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) Findings/trends 
Instructional: Course enrollments and/or IRP productivity summary 

Student achievement: retention/success; awards; licensure pass rates; etc. IRP and American Registry of Radiologic Technologists and Program Statistics 


Radiological Technology Impact 
The increase in course enrollments through 2008‐2009 was made through an expansion of clinical education centers providing educational opportunities for students. With the economic downturn, clinical educational center placement is the largest clinical issue facing the Program as a few clinical agencies have limited their participation in education. The program has no control over clinical staffing and this directly impacts the supervision of students. This has restricted the very limited number of The number of declared Radiologic professional experts available to teach in Technology majors has increased from the clinical agencies. 420 in fall 2008 to 446 for fall 2009 which represents an overall increase of 6% in  Staffing and adequate resources are the past year. necessary to meet the increased demand for a career in x‐ray technology. The outstanding student retention, success and Student retention remains excellent at licensure pass rates remain the cornerstone of 99.2‐100% retention over the past 5 providing quality radiologic technologists for years of trend data. Student success also remains excellent at employment. Staffing and adequate resources are 97.9‐98.9% over the past 5 years of trend required to maintain this excellent level of student achievement. data. The licensure exam pass rate for the past 5 years (2005‐2009) has averaged 97% on the exam first‐attempt and 100% pass rate for all attempts by graduates. The Program awarded 15 A.S. Degrees in 2008‐2009 which was captured in IRP According to trend data, our annual course enrollments have increased from 361 (2004‐2005) to 386 (2008‐2009) representing a 7% growth during this 5 year period. This increase has increased the number of students served in the Program. 339
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) 
Staffing levels / workload values 

Other trend data. In addition the number of certificates awarded in 2008‐2009 included 15 certificates in Venipuncture and 25 certificates in Fluoroscopy. The FTES for the Radiologic Technology Program has remained stable with an average of 101 for the past 5 years. The program has maintained this productivity even though the FTEF has dropped from 4.22 in 2005‐2006 to 3.69 in 2008‐2009. American Registry of Radiologic Technologists The change in regulatory requirements by the State Department of Public Health‐Radiologic Health Branch and the newly formalized (10/09) agreement between the RHB and the national JRCERT accrediting body to regulate schools of radiologic technology in California will have a direct impact on the director’s workload. The licensure exam pass rate for the Bakersfield College Program has averaged 97% on the first‐attempt exam pass rate which exceeds the national average of 90% for first‐attempts. Educational Master Plan 
The workload for each FT program faculty member has increased with each person working overload in either/both the fall/spring semesters. This is addition to the regular summer assignments for this year‐round program. One FT faculty member was a leave of absence during the 2008‐2009 and subsequently retired in April 2009. As no replacement faculty was hired, workload remains high for each FT faculty member. This is also impacted by the relatively few adjunct faculty available in Kern County.  The director workload will increase due to the new documentation required with State regulations including x‐ray equipment licensure at each clinical agency, the maintenance of physician/x‐
ray operator licenses at each clinical agency and the need to revise affiliation agreements to comply with new regulations. The program continues to achieve above the national exam pass rate. To continue with this excellence, program staffing and resources must be maintained. Radiological Technology 340
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Funding / Support Requested Equipment Staffing Facilities Outcome / Metrics Other Info. Outcome Strategic Initiative & BC College Goal: Student Excellence  Goal: Program will  n/a graduate entry‐
level radiographers  Request: replacement faculty  Priority 1  1 FT (100%) Faculty  $90,000  n/a  Replacement  Students will from 08‐09 successfully was complete the approved program but not filled  Program attrition due to rate of 25% or budget less constraints Strategic Initiative & BC College Goal: Student Excellence  Goal: Program will  n/a graduate entry‐
level radiographers  Request: 15 extra pay days for the position of Program Director  Priority 1  $8,000/annual  n/a  Periodic & Ongoing; Budget constraints deleted days for 09‐10 Radiological Technology 341
 Students will successfully complete the program Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top) Educational Master Plan Strategic Initiative & BC College Goal: Student Excellence BC College Goal: Images (within the community)  Goal: Students will be clinically competent  Request: Increase Funding for Professional Experts  Priority: 1  n/a  Upgrade 14 professional expert positions from $200/year to $500/year  n/a  Ongoing  Innovation: The number one clinical issue is finding a sufficient number of qualified professional experts to serve as student supervisors at the clinical education centers.  Students will competently perform radiographic positioning  No more than 8% of competencies will require remediation BC College Goal: Develop/implement strategies for effective maintenance  Goal: Students will be clinically competent  Request: Increase funding for routine programmatic equipment maintenance and calibration  Priority 2  X‐ray equipment requires annual calibration  New computed radiography equipment installed in fall 2009 requires effective maintenance  Regular maintenance& repair budget for lab equipment  Increase current maintenance budget by $2,500  n/a  n/a  Periodic & Ongoing  Students will employ appropriate radiation protection practices for patients and themselves; and  100% of students will score a meets standard/needs improvement on evaluation of safe equipment Radiological Technology 342
Bakersfield College 2009‐2010 Annual Unit Plans (Return to Top)  New computed radiography equipment installed in fall 2009 requires an adequate supply budget to support changes to radiology industry standards 1
Table suggested by FCDC subcommittee, spring 2009. 4b. Maintenance and Operations (M&O) Needs Strategic Initiative & BC College Goal: Student Excellence  Goal: Students will be clinically competent  Request: Increase Funding for Instructional Supplies  Priority: 1  n/a Educational Master Plan  n/a  Periodic & Ongoing  Students will employ appropriate radiation protection practices for patients and themselves Priority Number of Units Type of Device Equipment Users Cost Estimate Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available Ceiling tile replacement in MS‐
54 classroom 1 n/a $200 Goal: Facilities Necessary to develop effective maintenance and safety in the classroom 30/class or 150 students/day 1 Complete painting of MS‐21/22‐ some trim work was never painted beyond primer 1 n/a $200 Goal: Facilities Necessary to develop beautification of campus. 50/lab/day 2 Total Cost Estimate Radiological Technology $400 343
% Change from
Headcount
70
Prior Year
2008-09
47
4.4%
2007-08
2006-07
45
0.0%
45
-31.8%
2005-06
66
53.5%
2004-05
43
Headcount
Academic
Year
60
50
40
2004-05
2005-06
2006-07
2007-08
2008-09
-
Gender
Majors of Students Enrolled in Radiological Technology
Female
Academic
Year
Total
Male
% of Total
Total
Unknown
% of Total
2008-09
30
63.8%
16
34.0%
2007-08
2006-07
29
64.4%
15
33.3%
33
73.3%
12
26.7%
2005-06
54
81.8%
12
18.2%
2004-05
32
74.4%
11
25.6%
Total
Headcount
#
% of Total
1
1
0
0
0
2.1%
2.2%
0.0%
0.0%
0.0%
%
44
93.6%
Criminal Justice
1
2.1%
Child Development
1
2.1%
Undeclared
1
2.1%
Age
19 or Younger
Academic
Year
% of Total
Total
20-29
% of Total
Total
30-39
40 or Older
% of Total
Total
% of Total
Total
2008-09
2
4.3%
34
72.3%
10
21.3%
1
2007-08
0
0.0%
29
64.4%
13
28.9%
3
6.7%
2006-07
1
2.2%
22
48.9%
15
33.3%
7
15.6%
2005-06
1
1.5%
36
54.5%
22
33.3%
7
10.6%
2004-05
0
0.0%
26
60.5%
12
27.9%
5
11.6%
2.1%
Ethnicity
Academic
Year
African American
Total
% of Total
American Indian or
Other
Total
% of Total
Asian/Pacific
Islander2
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
1
2.1%
1
2.1%
6
12.8%
18
38.3%
3
6.4%
18
38.3%
2007-08
2006-07
1
2.2%
2
4.4%
7
15.6%
16
35.6%
2
4.4%
17
37.8%
1
2.2%
3
6.7%
6
13.3%
14
31.1%
2
4.4%
19
42.2%
2005-06
2
3.0%
1
1.5%
9
13.6%
22
33.3%
3
4.5%
29
43.9%
2004-05
0
0.0%
1
2.3%
8
18.6%
13
30.2%
0
0.0%
21
48.8%
Gender - 2008-09
Female
63.8%
30-39
21.3%
40 or Older
2.1%
20-29
72.3%
Male
34.0%
19 or Less
4.3%
Unknown
2.1%
Gender Campuswide
Female
55.3%
Asian/ Pac
Isl
12.8% Am Indian/
Other
2.1%
Unknown
38.3%
African
Amer
2.1%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
White
6.4%
Hispanic
38.3%
Age Campuswide
2008-09
Male
44.5%
Ethnicity - 2008-09
Age - 2008-09
19 or Less
28.8%
Hispanic
44.3%
Asian/ Pac Isl
6.1%
Amer Indian/
Other
1.4%
White
33.5%
Unknown
7.2%
African Amer
7.4%
Radiological Technology 344
Term /
Academic Year
Enrollment3
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
Census
10
11
4
25
10
11
4
25
11
11
4
26
10
7
4
21
8
7
4
19
End
154
142
92
388
148
142
94
384
155
137
85
377
157
142
79
378
144
134
88
366
FTEF5
4
Section
152
142
92
386
148
136
89
373
154
137
83
374
151
142
77
370
144
131
86
361
400
Productivity
Students/ 15
13
23
16
15
13
24
15
14
12
21
15
16
20
20
18
18
19
22
19
FTES5
2.77
3.43
1.18
3.69
3.00
3.30
1.23
3.77
2.90
3.34
1.19
3.72
3.37
3.50
1.29
4.08
3.10
3.73
1.60
4.22
Annual FTES
Outcomes
FTES / 390
110
380
100
4
2
370
90
0
05-06
06-07
Rate
13.9
11.9
17.4
27.0
13.0
12.3
18.4
27.2
13.7
11.7
17.1
26.7
14.6
11.3
19.1
27.8
11.2
9.2
13.6
21.5
98.7%
95.8%
100.0%
97.9%
98.6%
96.4%
100.0%
98.1%
97.4%
100.0%
100.0%
98.9%
100.0%
95.1%
100.0%
98.1%
100.0%
99.2%
96.6%
98.9%
Annual FTEF
07-08
08-09
Retention 7
Rate7
100.0%
100.0%
100.0%
100.0%
100.0%
97.8%
100.0%
99.2%
99.4%
100.0%
100.0%
99.7%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
97.7%
99.4%
8
6
120
04-05
6
FTEF
38.49
40.79
20.55
99.82
39.12
40.58
22.66
102.36
39.61
39.12
20.38
99.11
49.22
39.42
24.60
113.24
34.80
34.18
21.71
90.69
Success Success
Retention
110%
105%
100%
04-05
05-06
06-07
07-08
08-09
360
95%
350
Annual FTES/FTEF
04-05
05-06
06-07
07-08
08-09
90%
30
04-05
05-06
06-07
07-08
08-09
25
20
15
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Radiological
Technology
All Allied Health
2004-05
2005-06
2006-07
2007-08
2008-09
14
106
22
22
116
63
17
137
77
74
20
150
15
173
122
Definitions
1
2
3
4
5
6
7
Radiological Technology 345
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan SOCIAL SCIENCE
1. Unit Mission In support of the Action 2012 Strategic Initiate Student Excellence: Improve services to all students and remove barriers to academic and occupational success, the mission of the Social Science Department is to promote student learning and success through critical reading, thinking, and writing in the fields of Economics, History, Chicano Studies, and Political Science for majors, general education, and transfer students through quality instruction and services. 2. Program Description Transfer ‐ The department prepares students for transfer to Economics, Chicano Studies, History, and Political Science programs at private four‐year, CSU, and UC institutions. These institutions accept those students who have completed the Social Science programs as regular third year students. General Education ‐ The department provides required, elective, and recommended Economics, Chicano Studies, History, and Political Science courses for all other departments/programs at B.C. Some of the courses satisfy the U.S. History, Constitution and American ideals requirement at CSU and UC institutions. The department provides courses for the specific requirements of the Associate of Arts and Associate of Science degrees and General Education requirement (3) at BC. The courses fulfill requirements for D.2, D.3, D.6, and D.8 of the CSU General Education Requirements. The courses also fulfill requirements for Area 4 in the Intersegmental General Education Transfer Curriculum (IGETC). Personal Development ‐ Recognizing that learning is a lifelong experience, the Social Science Department welcomes not only students looking to complete Associate degrees and then transfer to a 4‐year university, but also members of our greater Bakersfield community who seek to enrich their personal development through enrolling in specific courses offered within our program. The great diversity of courses assists these part‐time students with greater comprehension of our society from cultural, historical, political, and economic perspectives 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. We replaced one full‐time History instructor who retired which helped us to serve our students and to maintain student access, retention, and success. How did your assessment results and decisions from the past cycle inform your planning this year? Our assessment results and decisions helped us focus on planning for more full‐time faculty, instructional supplies and equipment, and a classroom environment that is conducive to learning. We think that full‐time faculty with the appropriate instructional supplies and equipment in a well‐equipped classroom will result in greater retention and success rates. Social Science 346
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan How did your assessment results and decisions from the past cycle inform your resource request this year? Our determination that our retention and success rates need to be improved caused us to not only change what the Social Science faculty are doing in the classroom to improve retention and success, but to request additional resources that we think will be most effective in producing the results that we seek. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) Our goal‐setting process is influenced by the reasonable expectation that enrollments are going to increase in the future and that we will be serving a proportionally greater Latino/Latina population. We are requesting additional faculty to serve the additional students and a Chicano Studies/Ethnic Studies Coordinator to assist in the development and coordination of our Chicano/Ethnics Studies Program. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Our goal‐setting process is influenced by institutional data that indicates that we have one of the highest productivity rates, i.e. FTES/FTEF in the college, the highest room utilization rates in the college, lower retention/success rates than state‐wide, and one of the lowest cost per FTES in the college. Therefore we are requesting more resources for full‐time faculty, instructional supplies and equipment, and a better classroom environment. Social Science 347
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 3b. Summary of Relevant Program Data We are a data‐informed institution. Support your planning effort with useful quantifiable data and describe your findings/trends and their impact. Fill in the types of data below that are applicable or include other data that is relevant data to your program. For example, benchmark your unit data with previous years, related disciplines on campus, departments at peer community colleges, or statewide ARCC information. Development of unit planning priorities should be based on improving these “key performance indicators” that are most relevant to your unit. Type of parameter Data source(s) IRP Staffing levels / workload values IRP Social Science Impact This overall increase in FTES, underpins our continued need for two new full‐time faculty members in History and a replacement full‐time faculty member in Economics. In December 2010 one of our full‐time Economics professors will retire. The decrease in productivity was due to our expanded offerings online, which have lower class maximums. Many of our students come ill‐prepared for college, i.e. 53% are underprepared in reading, 37% in math, and 57% in English. We conducted outcomes assessment last year, 2007‐2008, and the Fall 2008. The faculty are trying a variety of instructional methods to improve student learning, i.e. group work, affirmative inquiry, multi‐media presentations, and more interactive methods in the classroom. The Social Science Department’s increase of FTES We currently have approximately 10 FTEF in extra by 288 from AYR 2004‐2005 to AYR 2008‐2009 is a pay and adjunct pay in history which is not serving our students appropriately. The 2 new history 25% increase . We have grown substantially instructors should be able to teach Chicano without adding a new faculty members since History and World History. Approximately one 2003‐2004. half of our students are Latina/Latino. It is important that we are able to offer a variety of history classes for students to take, e.g. Chicano History, World History, California History, Western Civilizations, Women’s History, and Native American History along with U.S. History, to fulfill requirements and student interests and needs. According to trend data, our FTES have increased from 1,147 in Academic Year 2004‐2005 to 1,435 in Academic Year 2008‐2009. Our Productivity, i.e. FTES/FTEF, has decreased from 45.1 in Academic Year 2004‐2005 to 41.6 in Academic Year 2008‐2009 as did the overall college productivity trend. According to trend data, our Retention Rates and Success Rates have remained relatively stable. Success Rates were 57.2% and Retention Rates were 83.7% in Academic Year 2004‐2005 and Success Rates were 57.3 and Retention Rates were 85.6% in Academic Year 2008‐2009. Instructional: Course enrollments and/or IRP productivity summary Student achievement: retention/success; awards; licensure pass rates; etc. Findings/trends 348
Bakersfield College 2009‐2010 Annual Unit Plan Instructional: Cost / FTES (Return to Top) IRP $1,084 Cost/FTES for 2007‐2008 We are one of the lowest cost departments at BC. Therefore we need additional full‐time instructors and resources to serve our students. Success Rates Spring 2008 BC State‐wide History 53.2% 60.23% Political Science 61.6% 62.75% Economics 49.9% 61.7% We have an increasing number of students under‐
prepared for college. Currently at BC 53% of our students are under‐prepared in reading, 37% in math, and 57% in English. We have decided not to establish prerequisites for our classes, because of the failure of prerequisites in Psychology to improve student success rates. Our own internal study in Economics also indicated that prerequisites in English will not increase success rates. There was no significant difference between the proportion of college prepared (in English) students getting ABCs and under‐
prepared (in English) students getting ABCs. However, we are considering placing math prerequisites on our Economics courses. Math prerequisites are required by CSU. This has the potential to improve our success rates in Economics Total Budget FY09 /Total FTES FY09 Other ‐ e.g.:  A&R transcript data  Extended Learning data  Financial Aid types IRP  Comparisons to statewide from CCC Data Mart  Any other data relevant to your unit Educational Master Plan Social Science 349
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities College Unit Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to History and academic and Economics occupational success  Request: One replacement Economics Instructor and Two new History Instructors  Priority = 1 Social Science Funding / Support Requested Equipment  3 Used Desktop computers  3 File Cabinets  3 Office Desks  Total Cost ? Staffing  1 Replacement Economics Instructor  2 New History Instructors  $150,000 each  Full‐Time  Total Cost $450,000 350
Facilities  2 Faculty Offices  Total cost ? Outcome / Metrics Other Info.  New Outcome  Monitor Retention and Success Rates  SLO Assessments Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to Social Science academic and occupational success  Request: One Large TV/Monitor, one computer, and media podium in H12  Priority = 1 (Return to Top)  One Large TV/Monitor  Total Cost $1,300  One Mounting Kit  Total Cost $400  One Media Podium  Total Cost $4,000 Strategic Initiative ‐  3 Used Desktop  Goal: Increase Student Excellence: opportunities for computers Improve services to students to be all students and successful in  Total Cost =$0 remove barriers to History academic and occupational success  Request: Three replacement/ upgraded computers in History instructors offices  Priority = 1 Social Science Educational Master Plan  Install  Total Cost $950  Periodic  Monitor replace‐
Retention and ment Success Rates  Current  SLO Assessments equipment is inadequate and soon will be unusable  Periodic replace‐
ment 351
 Monitor Retention and Success Rates  SLO Assessments Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to Social Science academic and occupational success  Request: 3 US and World History Maps  Priority = 1  3 US and World History Maps  Total Cost $3,000  New  Replace Every 5 years  Monitor Retention and Success Rates  SLO Assessments Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to Social Science academic and occupational success  Request: Document Projects for Classrooms  Priority = 2  1 Document Camera + Cart for H14 Classroom  Total Cost $1,250  New  Replace Every 5 years  Monitor Retention and Success Rates  SLO Assessments Social Science 352
Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to Social Science academic and occupational success  Request: Chicano/Ethnic Studies Coordinator  Priority = 2 (Return to Top) Strategic Initiative ‐  200 Table Top  Goal: Increase Student Excellence: opportunities for Student Desks Improve services to students to be all students and successful in  Total Cost $5,000 remove barriers to Social Science academic and occupational success  Request: Appropriate Size Student Desks and Chairs  Priority = 2 Social Science Educational Master Plan  Chicano/Ethnic Studies Coordinator  Total Cost $5,000  Track Number of Chicano/Ethnic Studies Majors  Number of Courses Offered  New  Replace Every 50 years  Students are on average 30 pounds heavier  Monitor Retention and Success Rates  SLO Assessments 353
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to Social Science academic and occupational success  Request: Additional Custodian  Priority = 2  Additional Custodian for Humanities Building  $44,000 Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to Social Science academic and occupational success  Request: Network Printer  Priority = 2  Network Printer  Total Cost $2,000  Replacement  Monitor  Replace Retention and Every 5 Success Rates years  SLO Assessments Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to Social Science academic and occupational success  Request: Re‐Wire Classroom Lights  Priority = 2  8 Classrooms need re‐wiring  Total Cost?  New Wiring and Sensors for Classroom Lights Social Science 354
 Monitor Retention and Success Rates  SLO Assessments  Monitor Retention and Success Rates  SLO Assessments Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan  8 Sets of Blackout Curtains for Humanities Classrooms  Total Cost $3,600  New  Replace Every 5 years  Monitor Retention and Success Rates  SLO Assessments Strategic Initiative ‐  8 Sets of Podiums  Goal: Increase Student Excellence: opportunities for and Teacher Improve services to students to be Desks and Chairs all students and successful in for the remove barriers to Social Science Humanities academic and Building occupational success  Request: Podiums and  Total Cost $6,400 Teacher Desks and Chairs in the Humanities Building  Priority = 3 1
Table suggested by FCDC subcommittee, spring 2009.  New  Replace Every 5 years  Monitor Retention and Success Rates  SLO Assessments Strategic Initiative ‐  Goal: Increase Student Excellence: opportunities for Improve services to students to be all students and successful in remove barriers to Social Science academic and occupational success  Request: Blackout Curtains for Humanities Classrooms Priority
= 2 
Social Science 355
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4b. Maintenance and Operations (M&O) Needs Priority Number of Units Type of Device Equipment Users Alignment with College Goal 09‐10 Or Program SLO/AUO (State) Cost Estimate Number of Students Served 1 = mission critical 2 = necessary 3 = nice to have if funding available Light Sensors 9 Humanities Students and Instructors ? Strategic Initiative: Create a safe, attractive and well‐
maintained campus environment 10,000 2 Custodial Personnel 1 Humanities Students and Instructors $44,000 Strategic Initiative: Create a safe, attractive and well‐
maintained campus environment 10,000 2 Total Cost Estimate Social Science $44,000+ 356
Social Science
% Change from
Headcount
10,000
Prior Year
2008-09
9,609
11.1%
2007-08
2006-07
8,651
12.3%
7,704
0.1%
2005-06
7,700
-1.8%
2004-05
7,840
-
Headcount
Academic
Year
9,500
9,000
8,500
8,000
7,500
2004-05
Gender
2005-06
2006-07
2007-08
2008-09
Majors of Students Enrolled in Social Science
Male
Female
Academic
Year
Total
Total
% of Total
Unknown
% of Total
2008-09
5,518
2007-08
2006-07
5,048
58.4%
3,582
41.4%
4,509
58.5%
3,190
41.4%
2005-06
4,543
59.0%
3,155
41.0%
2004-05
4,634
59.1%
3,204
40.9%
57.4%
4,075
Total
16
21
5
2
2
42.4%
Headcount
#
% of Total
0.2%
0.2%
0.1%
0.0%
0.0%
%
993
10.3%
Registered Nursing
821
8.5%
Criminal Justice
676
7.0%
Liberal Studies
668
7.0%
Psychology
432
4.5%
1,608
16.7%
Undeclared
Age
19 or Younger
Academic
Year
20-29
% of Total
Total
Total
% of Total
30-39
Total
40 or Older
% of Total
Total
% of Total
2008-09
3,955
41.2%
4,413
45.9%
779
8.1%
462
4.8%
2007-08
3,658
42.3%
3,906
45.2%
700
8.1%
387
4.5%
2006-07
3,283
42.6%
3,475
45.1%
623
8.1%
323
4.2%
2005-06
3,284
42.6%
3,443
44.7%
575
7.5%
398
5.2%
2004-05
3,208
40.9%
3,579
45.7%
624
8.0%
429
5.5%
Ethnicity
African American
Academic
Year
Total
American Indian or
Other
% of Total
Total
% of Total
Asian/Pacific
Islander2
Total
Hispanic
% of Total
Total
% of Total
White
Total
Unknown
Total
% of Total
% of Total
2008-09
739
7.7%
129
1.3%
642
6.7%
4,324
45.0%
3,085
32.1%
690
7.2%
2007-08
643
7.4%
111
1.3%
590
6.8%
3,795
43.9%
2,923
33.8%
589
6.8%
2006-07
534
6.9%
95
1.2%
570
7.4%
3,574
46.4%
2,630
34.1%
301
3.9%
2005-06
551
7.2%
135
1.8%
518
6.7%
3,388
44.0%
2,854
37.1%
254
3.3%
2004-05
603
7.7%
116
1.5%
530
6.8%
3,324
42.4%
3,014
38.4%
253
3.2%
Gender - 2008-09
Female
57.4%
Ethnicity - 2008-09
Age - 2008-09
20-29
45.9%
30-39
8.1%
40 or Older
4.8%
Male
42.4%
Unknown
0.2%
Gender Campuswide
19 or Less
41.2%
Male
44.5%
Social Science Asian/ Pac
Isl
6.7%
Am Indian/
Other
1.3%
Unknown
7.2%
African
Amer
7.7%
2008-09
2008-09
20-29
43.8%
30-39
14.3%
40 or Older
13.2%
Unknown
0.3%
White
32.1%
Age Campuswide
2008-09
Female
55.3%
Hispanic
45.0%
19 or Less
28.8%
357
White
33.5%
Hispanic
44.3%
Asian/ Pac Isl
6.1% Amer Indian/
Other
1.4%
Unknown
African Amer
7.2%
7.4%
Social Science
Term /
Academic Year
Number of Sections
Spring 2009
Fall 2008
Summer 2008
Acad Year 2008‐09
Spring 2008
Fall 2007
Summer 2007
Acad Year 2007‐08
Spring 2007
Fall 2006
Summer 2006
Acad Year 2006‐07
Spring 2006
Fall 2005
Summer 2005
Acad Year 2005‐06
Spring 2005
Fall 2004
Summer 2004
Acad Year 2004‐05
143
147
60
350
140
146
47
333
135
138
36
309
129
122
35
286
110
107
30
247
Enrollment 3
Census
5,701
6,195
1,962
13,858
5,098
5,778
1,504
12,380
4,656
5,325
1,254
11,235
4,495
5,237
1,210
10,942
4,962
5,009
1,146
11,117
End
FTEF5
4
Section
4,401
4,859
1,629
10,889
3,869
4,414
1,249
9,532
3,642
4,128
1,074
8,844
3,467
4,087
1,018
8,572
3,882
3,845
972
8,699
14,500
40
42
33
40
36
40
32
37
34
39
35
36
35
43
35
38
45
47
38
45
FTES / FTES5
28.09
29.30
11.70
34.54
27.19
28.79
9.49
32.74
26.19
27.69
7.10
30.49
25.29
24.99
7.60
28.94
22.40
22.09
6.40
25.45
Annual FTES
590.60
644.86
199.95
1,435.40
524.17
602.77
145.67
1,272.61
482.52
553.59
126.06
1,162.17
466.38
547.77
119.73
1,133.88
516.42
520.81
109.91
1,147.14
Rate
Rate7
21.0
22.0
17.1
41.6
19.3
20.9
15.3
38.9
18.4
20.0
17.8
38.1
18.4
21.9
15.8
39.2
23.1
23.6
17.2
45.1
55.7%
54.0%
72.8%
57.3%
55.2%
54.2%
75.8%
57.2%
57.3%
55.3%
71.7%
58.0%
57.7%
54.2%
68.1%
57.2%
55.2%
55.1%
75.0%
57.2%
85.2%
84.6%
90.1%
85.6%
85.5%
84.2%
93.8%
85.9%
84.0%
83.4%
90.8%
84.5%
86.2%
84.9%
87.7%
85.8%
83.5%
82.1%
91.5%
83.7%
35
Success
Retention
100%
30
90%
1,200
1,000
80%
25
04-05 05-06 06-07 07-08 08-09
11,500
Retention 7
FTEF
1,400
12,500
Success 6
Annual FTEF
1,600
13,500
Outcomes
Productivity
Students/ 04-05
05-06
06-07
07-08
08-09
70%
60%
10,500
Annua l FTES/FTEF
04-05
05-06
06-07
07-08
08-09
50%
50
04-05
05-06
06-07
07-08
08-09
40
30
04-05
05-06
06-07
07-08
08-09
Awards Related to or Contributed to by Social Science
Chicano Studies
Economics
History
Political Science
Total Social Science Awards
Liberal Studies
2004-05
2005-06
2006-07
2007-08
2008-09
2
2
18
5
27
103
281
0
-
4
17
7
28
89
260
0
-
3
2
22
3
30
101
251
0
-
3
19
4
26
79
238
0
-
2
6
16
6
30
85
226
0
-
Definitions
1
2
3
5
4
6
7
Social Science 358
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan STUDENT ACTIVITIES
1. Unit Mission The Dean of Students is committed to supporting students’ success, promoting respect and appreciation for diversity, and empowering students to achieve their academic, personal and career goals. The Dean of Students unit supports the College’s mission to provide the high quality education necessary for our socially and ethnically diverse students to thrive in a rapidly changing world. 2. Program Description The Dean of Students department provides learning, leadership and service opportunities outside the classroom while synchronously supporting academics. The Dean of Student’s is responsible for educational outreach to local high schools and organizations, special projects, student conduct, student government, clubs and activities, student advising, Financial Aid, and Health and Wellness Center. 3. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Goal #1 included collaborating with SGA to deliver high school events and services; this goal was not accomplished. Goal #2 included continue servicing BC students and high school community; both the Title V Advisors and Outreach staff and ambassadors provided ongoing advising and presentations to students on the Bakersfield and Delano campuses while Outreach Services provided presentations to local at‐risk students and community organizations. Goal #3 to increase staffing to support unit was not realized. How did your assessment results and decisions from the past cycle inform planning this year? No data available. How did your assessment results and decisions from the past cycle inform resource request this year? No data available. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) State of the economy influenced the decision to not set goals that required additional funding. Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Review of previous year’s goals; meeting with department staff and SGA officers to review and discuss past accomplishments and future projects. Student Activities 359
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities Strategic Initiatives: Student Excellence Communication Fiscal Responsibility Oversight and Accountability Utilize the departments’ SWOT analysis to work with Dean of Student’ staff and faculty to develop three year strategic planning for each division within the department Priority 1: Mission critical Strategic Initiatives: Student Excellence Communication Fiscal Responsibility Write and/or revise each department’s mission statement to ensure alignment with BC mission Priority 1: Mission critical Student Activities Funding / Support Requested No funding requested at this time – contingent upon three year plan to be developed None Outcome / Metrics Measured using the American Association for Higher Education definition of assessment ‐ an ongoing process aimed at understanding and improving performance. It involves:  Making our expectations explicit  Setting appropriate criteria and high standards for quality  Systematically gathering analyzing, and interpreting evidence to determine how well performance matches those expectations and standards  Using the resulting information to document, explain and improve performance Staff, administrators, and faculty can address what their unit does, and how it contributes to the college’s mission as assessed in staff meetings an annual employee reviews. 360
Bakersfield College 2009‐2010 Annual Unit Plan Strategic Initiatives: Revise and implement changes in the SGA constitutional by‐laws Student Excellence Fiscal Responsibility  Priority 1 Mission critical Student Excellence Communication Fiscal Responsibility Develop a five‐year plan to renovate and improve the college center facility to support and enhance student life programs and increase campus wide usage. Priority 2: Necessary (Return to Top) Educational Master Plan Outcome: Metrics: Number of students participating in election process # of student caucuses and focus groups held Number of by‐laws modified No funding requested  None funds are already available in Student Center budget to support renovations  Number of Student Center Renovation Work Group meetings held  Campus‐wide committee members participating in the project  Number of goals set and completed  Number of students participating in each activity and/or event  Number of activities/functions held in Student Center Student Activities 361
Bakersfield College 2009‐2010 Annual Unit Plan Student Excellence Communication Fiscal Responsibility Review and evaluate student code of conduct to ensure that the College has efficient and effective practices, policies, and tools in place to facilitate a safe and educationally supportive place to carry out its educational mission. Provide training for staff and cost‐
effectively publish the handbook in association with other departments (Return to Top) No funding requested Educational Master Plan # of training opportunities available to faculty and staff in use of the Code and the processes of conduct (e.g. hearings, types of sanctions, behavior plans # of staff attending trainings Publication of student code of conduct in conjunction with other campus departments  Priority 1 Mission critical Student Activities 362
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan STUDENT HEALTH CENTER
1. Unit Mission The Student Health Center provides basic quality health care in a cost‐effective manner and assists students in attaining and maintaining a state of optimal physical and mental health which promotes wellness and enhances academic success. The SHC supports the College’s mission to provide the high quality education necessary for our socially and ethnically diverse students to thrive in a rapidly changing world. 2. Program Description Physical, emotional health and behavioral choices play an increasing role in academic success. Bakersfield College Student Health Center (SHC), one of the fundamental support services for student success, provides enrolled students with confidential mental health and healthcare services. 3a. Summary of Past Year’s Resource Allocation, Assessment Results, and Environmental Conditions State how/whether last year’s resource allocation met unit goals. Goal #1 included improving the quality of services; surveys indicated that students wanted access to more healthcare services, more doctor hours and mental health care; mental health counseling was added. Goal #2 to purchase medical software was not completed; however, the unit staff, dean and vice‐president reviewed software packages and selected a program to recommend for purchase following a review by the BC IT team. Goal # 3 to improve HIPPA compliance was met as all patients complete a HIPPA Privacy Notice Form prior to receiving services. How did your assessment results and decisions from the past cycle inform planning this year? An increase in the utilization of medical and mental health services by students makes the need to automate medical services a priority; such a service makes it more efficient and effective to continue to provide quality services, and SHC staff can invest more time in service delivery and less time in manual charting and tracking student patients’ records. Students tend to be utilizing mental health services; so, the request for more clinician hours is influenced by student and staff referrals for mental health assessments. How did your assessment results and decisions from the past cycle inform resource request this year? Assessment results suggest that students require more services as they continue to be without a primary healthcare provider. Unit data also indicate that students tend to have a longer wait room time. Automating the current system will facilitate this need. Research conducted by numerous sources suggests that Americans are less healthy than any other time in American history; so, there is a need to educate and provide students with resources that can lead to healthier lifestyles. Identify external conditions that have influenced your unit’s goal‐setting process. (External conditions include disciplinary or regulatory changes, changes in technology, legislative changes, accreditation recommendations, enrollment issues, advisory committee input, etc.) According to Community College Review, in economically difficult times, community colleges can provide free or low‐cost healthcare services that our country certainly needs. At Bakersfield College, the weakened economy has contributed to the dramatic increase in the number of students requesting healthcare and mental health services as the college has more students who have no primary healthcare provider; students will continue to take advantage of the services offered by the SHC as request more services than the Center is equipped to manage. National healthcare trends will require staff to actively participate in training sessions in order Student Health Center 363
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan to implement and support the changes that affect services and the demand for services, i.e. H1N1 Identify internal conditions that have influenced your unit’s goal‐setting process. (Internal conditions include institutional data, changes in technology, changes in budget, staffing, resources, enrollment issues, facilities issues, etc. Internal conditions that influenced the request include more students requesting services and the types of services that are requested by students. Specifically, the mental healthcare provider needs more physical space to be able to provide mental health services. More students are requesting services; so, the actual student wait time has increased significantly. The wait room has extended to the building hallway at times. As students and faculty learn of the mental healthcare, the department receives more referrals and requests for this service. 3b. Summary of Relevant Program Data Type of parameter Data source(s) Findings/trends Impact Students served in the SHC Reference the trends DATA in section 6 Staffing levels / workload values Institutional Research and unit student sign‐in sheets 
SHC continues to utilize student workers as receptionists, appointment schedulers and to complete all Center basis paperwork needs. This system permits the FT staff to address the needs of the student patients. Although, the student headcount served remains stable, the student patients are presenting with more complex medical concerns which results in more time being invested in each client. 
Staff referring students for mental health services has increased Students self‐referring for mental health services have increased 
Student Health Center 364
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4a. Unit Priorities, Resources Needed, Outcomes, and Metrics Ed Master Plan Unit Plan Priorities Strategic Initiatives: Student Excellence Fiscal Responsibility  Goal ‐ Paperless office ‐ continue making enhancements toward a paperless office while ensuring HIPPA compliance and cost‐effective and efficient services  Request: Purchase medical software and provide training  Priority 1 Mission critical Funding / Support Requested  $19,750 for software purchase  $6370 ‐ Annual maintenance Outcome / Metrics Outcome: Faster delivery of service to students to students because: o Supports follow‐up services to students o Software interfaces with College’s IT system for automatic registration synchronization. o Student accounts interfaces for A&R for billing. o Support for on line entrance medical forms. o Immunization tracking and compliance. o Large library of student population appropriate medical templates. o Integrated insurance waiver interface. o Support for Health Education. o Detailed reporting capability by school o Easier access to comprehensive records for third party claims o Special program that tracks athletes’ healthcare Metrics: Number of students served; wait time per student Student Health Center 365
Bakersfield College 2009‐2010 Annual Unit Plan Student Excellence Communication Fiscal Responsibility Expose students to health education materials and passive health education programming. This includes specific topic related media campaigns such as alcohol and other drug abuse and sexual assault prevention accomplished via brochures, posters, flyers, table tents, or other methods. Request:  Priority 2: Necessary (Return to Top)  None already available in budget to purchase equipment and supplies to support request Educational Master Plan Outcome:  Utilize the free website resources to access health and wellness resources in various formats (e.g. hard copy and electronic).  Students will recognize deliberate choices which enhance the health/wellness of the individual and the larger community.  Students have the opportunity to participate in events related to health and wellness, which include alcohol and other drug abuse and sexual assault prevention. Examples of these events include things such as participating in the blood pressure checks stations by BC nursing students, the Clothesline Project (victims of sexual assault create hands on project as a part of their healing) and educational events specific to alcohol or drug abuse and sexual assault prevention, 12‐ Step Support Group etc.  Students also have access to utilize a variety of equipment and resources through the Health Student Center. These include an automated blood pressure measuring device, weight scale, body fat testing, and both digital and hard copy resources and equipment for student mothers who are breast feeding babies. These activities provide students an opportunity to learn about issues relevant to their health and wellness and opportunities for hands‐on activities. Through their participation, students develop the realization that they have choices about how to enhance their health and how this relates to the community they live in.  Metrics: number of students participating in each activity and/or event 1
Table suggested by FCDC subcommittee, spring 2009. Student Health Center 366
Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 4c. Future Development and Innovations Prioritized Ideas Action Item Facility Impediments
Develop a Student Health Advisory Committee Determine membership and develop a (SHAC) composed of a highly dedicated group of draft outline of duties; recruit students, staff and faculty whose main purpose members; schedule meetings is to promote physical and mental health on campus and serve as a liaison between students and the Student Health Center while serving as a voice and advocate for students in promoting general health and wellness and working to ensure that SHC addresses student health care needs in an efficient and cost effective manner while maintaining quality of care. None Develop external resources None Increase utilization of community resources Work with community groups and organizations Join local professional organizations Student / Program Outcome Supported Student Excellence ‐ Improve services to all students and remove barriers to academic and occupational success. Oversight and Accountability Improve relationships and connections with all stakeholders including campus constituencies, the District, and the student and business communities we serve. Oversight and Accountability Improve relationships and connections with all stakeholders including campus constituencies, the District, and the student and business communities we serve. Fiscal Responsibility Ensure effective and efficient use of available resources to meet the mission of the college Increase visibility and marketing to students to Marketing of the SHC by utilizing The None ensure that they are aware of the available Renegade Rip, student schedule, services. orientations for new staff and students, and the new student email to inform students and staff of SHC services Communication Improve our internal and external culture of communication by developing comprehensive communication protocols. We will incorporate effective uses of technology with targeted training opportunities within multiple communication venues. Increase physician and mental healthcare Survey students to determine need None provider hours Work with SGA to develop a proposition to be added to the spring ballot Student Excellence ‐ Improve services to all students and remove barriers to academic and occupational success. Student Health Center 367
Fiscal Responsibility Ensure effective and efficient use of available resources to meet the mission of the college Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan 5. Trend Data from IRP and/or Other Relevant Program Data Fiscal Year Budget Account Summary Description Budget FY 2007‐
2008 Expenditures FY 2007‐2008 Budget FY 2008‐2009 Expenditures FY 2008‐ 2009 1000 2000 3000 4000 5000 6000 8876A Instructional Salaries Classified Salaries 3,000.00 109,038.78 110,659.10 3000.00 74,620.87 115,139.84 Benefits Supplies & Materials 40,939.93 34,865.00 42,385.10 28,071.13 34,230.12 54,685.00 43,761.07 23,464.12 Operating Expenses 368,853.29 67,668.31 142,401.21 73,420.34 Capital Outlay Health Fee Net Total 13,468.00 570,165.00 0 2,233.56 433,120.00 182,102.80 15,918.00 416,000.00 91,144.80 4,781.38 476,656.00 216,089.25 Student Health Center 368
Bakersfield College 2009‐2010 Annual Unit Plan 


(Return to Top) Data for July 2008 – June 2009 Numbers from daily sign‐in sheet July 360 August 441 September 1138 October 935 November 586 December 287 Jan. 2009 641 Feb. 925 March 784 April 656 May 379 June 615 Total 7747 Number of students seen by physician July 0 August 0 September 14 October 179 November 78 December 31 January 2009 79 Feb. 179 March 158 April 137 May 67 June 68 Total 990 Number of students seen by Clinical Social Worker April 2009 1 May 2009 5 June 2009 2 Total 8 Student Health Center Educational Master Plan 
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
369
Number of campus/emergency calls Campus Calls (June 2008‐July 2009) Campus Injuries “ “ TB’s administered July 16 August 77 September 172 October 43 November 24 December 14 Jan. 2009 126 Feb. 110 March 27 April 40 May 13 June 69 Total 731 Hep‐B’s administered July 0 August 0 September 1 October 11 November 1 December 1 Jan. 2009 9 Feb. 10 March 9 April 1 May 0 June 0 Total 34 42 70 Bakersfield College 2009‐2010 Annual Unit Plan (Return to Top) Educational Master Plan Student Health Center
Students using BC Health Center Services 3
Approximate Monthly Number by Fiscal Year
Month
July
August
September
October
November
December
January
February
March
April
May
June
Annual
Total
1999
227
732
1,230
1,094
788
418
442
939
925
993
740
388
2000
216
764
973
927
845
447
674
872
980
564
589
368
2001
130
729
904
968
741
482
822
730
891
587
551
340
2002
334
437
1,231
1,127
888
370
717
835
646
946
567
340
2003
420
338
1,249
990
696
327
644
865
1,041
753
389
431
2004
252
417
985
683
666
237
283
823
974
613
513
343
2005
390
582
926
789
755
204
335
794
718
678
478
367
2006
283
445
984
781
761
228
622
772
823
625
416
423
2007
324
369
973
806
604
257
439
799
679
518
443
372
2008
362
441
1,138
935
586
287
591
651
523
745
333
515
8,916
8,219
7,875
8,438
8,143
6,789
7,016
7,163
6,583
7,107
3 - Students using BC Student Health Center Services: Manually tallied from sign-in sheets in the
Student Health Center
Student Health Center 370
Bakersfield College

II. Unit Plans and Trend Data Contents

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