Environmental Scan: The Second Pass

Ed Master Plan (EMP) Steering Committee

Planning and Resource Council (PaRC)May 13, 2015

E. KuoFH IR&P

 

• Review previous institutional goals• Review data

– Quantitative– Qualitative

• Identify what is important for Foothill– What should frame the work we do– What we can all work toward (faculty, staff,

administrators, students)• Identify preliminary institutional goals

Overview

 

• Strategic Initiatives– Building a community of scholars– Promoting a collaborative decision-making

environment– Putting access into action

ESMP 2010-2020 v1.0

 

• Goals– Student success and achievement

• Improve student success, equity and retention• Improve student outcomes and close the achievement

gap

– Student access• Engage with local communities to build bridges

between the institution and those served

– Stewardship of resources• Increase effectiveness in use of district and college

resources

ESMP 2010-2020 v2.0

What do the numbers suggest?

 

• Internal scan– Enrollment including city of residence– Student demographics (F1 students, ethnicity)– Course success (instructional method)– Graduation– Transfer

Rewind: Back in time (4/29/15)

 

• Declining trend in headcount and FTES • Impact of repeatability

Enrollment

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15*0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

Foothill CollegeFall Headcount Enrollment and Fiscal Year FTES

Headcount FTES

Note: 2014-15 FTES is estimated based on P1 report..

FHDA IR&P, ODA

 

• Increasing trend of full-time enrollment

Enrollment

2010 2011 2012 2013 20140%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Foothill CollegeFall Enrollment by Full-Time and Part-Time Status

Full-time Part-time

FHDA IR&P, ODA

 

• Increasing African Americans and Latino/as• F1 headcount increase by 27% (F10 to F14)

Enrollment

African American

Asian Filipino/PI Latino/a Native American

White Other/Unk0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Foothill CollegeFall Headcount by Ethnicity

2010 2011 2012 2013 2014Note: Multi-Ethnic was only reported in 2009 and 2010 and is included in Other/Unk for consistency.

CCCCO Datamart

 

• Students who applied and registered

Enrollment

CCCApply/Open CCCApply

Less than $25K

$25-$50K $50-$75K $75K-$100K More than $100K

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Foothill CollegeFall Enrollment by Income Level

2013 2014

 

• Online and not online course success gap narrowing

Course Success

CCCCO Datamart

Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 20140%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Foothill CollegeCourse Success by Instructional Method

Not online Online

 

• Asians earn more certificates compared to others• Whites earn more degrees compared to others

Graduation

African American

Asian/F/PI Hispanic White Native American

Other/Unkn

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

8

261

61

167

137

20

204

132

317

530

Foothill College2013-14 Certificates and Degrees by Ethnicity

Certificate Degree

CCCCO Datamart

 

• CSU and UC transfers suggest increasing trend, but leveling off? Comparisons to other colleges?

Transfer

2009-10 2010-11 2011-12 2012-13 2013-140

50

100

150

200

250

300

350

400

450

Foothill CollegeTransfers to Four-Year Institutions

UC CSU ISP/OoS

CCCCO Datamart, UCOP, CSU Analytics

14

 

• UC system– Davis, Los Angeles, San Diego

• CSU system– San Jose, San Francisco, East Bay

• In-state privates– University of San Francisco, Santa Clara University,

University of Southern California• Out-of-State

– Carnegie Mellon, New York University, University of Hawaii at Manoa, Arizona State University, Cornell University Endowed Colleges

Top Transfer Destinations

What’s your

guess?

CCCCO Datamart, UCOP, CSU Analytics

Employee Data

 Employees

Administrator,4%

FT Faculty, 25%

PT Faculty, 55%

Classified Staff, 16%

Foothill CollegeEmployees by Occupational Category

Fall 2014

CCCCO Datamart

 Employees

2010 2011 2012 2013 20140

50

100

150

200

250

300

350

400

Foothill CollegeEmployees by Occupational Category

Fall 2010 to Fall 2014

Administrator Faculty PT Faculty Classified

CCCCO Datamart

 

• External scan– County demographics– Educational level– English language speakers– Labor market (growth industries/occupations)– Cost of living (income gap, housing, poverty)

Rewind: Back in time (4/29/15)

19

 County Population

What is population for Santa Clara County in 2014?

What is the projected population for Santa Clara County in 2020?

1.9 million

2 million

Source: EMSI [2015.1 data]Centers of Excellence [Regional Labor Market Profile]

 

• Projections anticipated to be flat

High School Graduates

CDOF

Santa Clara San Mateo0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

Foothill CollegeProjected HS graduates by County and Year

2014-15 2015-16 2016-17 2017-18 2018-19

Let’s have a conversation!

 

• Seven sessions (April 13, 2015)• Train for a supportive workforce

– For high-tech industry and related businesses– Small business development

• Professional development for students– Soft Skills (key for workforce)– Internships

• Increase collaboration/partnerships• Role of lifelong education

Community Interviews

23

 

• 25 sessions and 129 participants– April 28 & 29, 2015

• One webinar– May 6, 2015 (7-8 pm)

• Top themes:– College Collaboration– Student Services– Planning– Equity and Diversity

Campus Interviews

24

 

• Encourage increase participation in shared governance

• Promote professionalism and mutual respect• Increase transparency regarding college decision-

making and planning (governance)• Collaboration needed between instruction and

student services• Increase student voices in shared governance• Recognize mistrust exists and work positively to

reengage and communicate

College Collaboration

25

 

• Support for students with specific needs (homelessness, mental health, first gen, etc.)

• Expose students to multiple and alternative career paths

• Increase access to counselors (consider tech, intrusive counseling, etc.)

• Increase staffing• Streamline application/registration as much as

possible

Student Services

26

 

• Reflect on previous EMP• Increase discussion regarding the EMP,

mission statement, the process, etc.• Align resource prioritization and program

review with the EMP• Cultivate culture of program improvement,

rather than reactive planning responses• Increase dialogue--campus debates, campus

newspaper, other forums/platforms

Planning

27

 

• Increase/promote diversity among students and employees (enrollment and hiring)

• Make equity a priority• Aim for high course success rates (>80%) • Respond to Puente program needs• Reinstate Mfumo

Equity and Diversity

28

 

• Instruction– Pursue additional baccalaureate programs

• Online– Ensure integrity of online education (cheating)– Continue research looking at instructional method

(online and not online), including access, success and pedagogy

– Ensure courses are not offered in online format only– Find ways to increase sense of community online

Other Campus Themes

29

 

• Workforce– Create more internships– Increase options for dual track enrollment– Develop more business partnerships– Integrate labor market data in planning and decision-making

• Community Education– Find ways to offer “aging in place” courses – Respond more effectively to repeatability, lifelong learners

needs– Offer courses that keep up with training needed in

technology related skills

Other Campus Themes

30

 

• Athletics– Recognize this student group (support scholar athletes)– May need accommodations due to travel– Need for tutoring that is aware of athlete perspective,

early alert• International Students

– Offer noncredit multicultural class (intercultural communication)

– Help (all) students find affordable housing– Increase intl and non-intl student interaction– Develop intl student alumni base

Other Campus Themes

31

 

• FHDA Education Center– Attract re-entry and workforce students– Provide extensive offerings (for all times and

expand subjects offered)– View facility as a training center– Facility should be current with technology– Concern that Center may draw students away

from main campus, reducing services there – Ability to respond quickly to business needs

(contract ed?)

Other Campus Themes

32

 

• Asking for feedback about Foothill’s strengths, areas for improvement, areas to focus– April 27 to May 8, 2015

• 124 respondents– 103 students (83%)– 1 Administrator (1%)– 9 Classified staff (7%)– 7 Full-time faculty (6%)– 4 Part-time faculty (3%)

Online Input

33

 

• Among employees:– Aware of mission statement—90%– Aware that EMP is being revised—86%– Aware of existing ed master plan (EMP)—71%– Aware FHDA Ed Center is opening F16—62%

Online Input

34

 

• Foothill strengths#1: Affordability (51%)#2: Teaching #3: Transfer function #4: Instructional programs #5: Commitment to students #6: Curriculum #7: Online education

Online Input

35

 

• Foothill areas for improvement#1: Instructional programs (29%)#2: Campus Communication #2: Career/Workforce prep/enhancement#4: Community relations/partners#5: Shared governance #6: Use of technology

Online Input

36

 

• Foothill initiatives and goals#1: Improve outcomes among all students (38%)#2: Improve opportunities for professional dev.#3: Improve agility to address changing

employment and economic conditions #4: Supporting instruction and services to

traditionally underserved #5: Expand outreach/recruitment including to

traditionally underserved #6: Increase sense of community involvement/engagement

Online Input

37

 

Additional Comments?

Thanks for Participating!http://www.foothill.edu/president/parc/esmp.php