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STATE OF THE COLLEGE2002-03
Presented to the
Foothill-De Anza Board of Trustees,
Interim Chancellor Lois Callahan
and the College Community
May 19, 2003
Agenda• Annual Report Highlights
• Financial Aid Trends
• Faculty Teaching Demonstrations
• Goals for 2003-04
Annual Report Highlights
Dr. Martha J. Kanter
President
Master Plan Goals• Achieve levels of excellence in a climate of learning for a
diverse student body.
• Provide effective pathways to learning for every student.
• Improve student learning, student life, and the management of resources through the appropriate application of technology.
• Increase access through planned growth and fiscal soundness.
2002-03 College Priorities• Sustain growth and retention
• Increase student success/equity
• Implement Measure E
• Increase revenue generation
• Preserve educational excellence while implementing
strategic budget reductions
Fall Headcount 1997 to 2002
20,000
21,000
22,000
23,000
24,000
25,000
26,000
1997 1998 1999 2000 2001 2002
WSCH and Productivity Trends Fiscal Years 1997-98 to 2002-03
100,000
150,000
200,000
250,000
300,000
350,000
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03
WS
CH
480
490
500
510
520
530
540
550
560
570
580
Pro
du
ctiv
ity
WSCH Productivity Estimate
WS
CH
Pro
du
ctiv
ity
PFE Area
Base
97-98
Actual
98-99
Actual
99-00
Actual
00-01
Actual
01-02
Goal
05-06
UC Transfer 394 396 436 461 468 524
CSU Transfer 1,122 1,167 1,171 1,142 1,295 1,492
Degrees 1,456 1,351 1,274 1,200 1,310 1,932
Certificates 553 603 485 516 697 751
Course Success 76% 76% 74% 74% 76% 80%
Course Retention 86% 87% 87% 87% 87% 90%
Partnership for Excellence
Full-Year Transfer Students to UC and CSU1997-98 to 2001-02
0
200
400
600
800
1,000
1,200
1,400
1997-98 1998-99 1999-00 2000-01 2001-02
University of California California State University
Distance Learning StudentsFall 1997 to Fall 2002
0
500
1,000
1,500
2,000
2,500
3,000
1997 1998 1999 2000 2001 2002
Equity Goal“ Improve the student success rates of all ethnic, gender and disability groups for all major indicators of student outcomes so that they will be comparably high with no more than a 5 percent variance between each group.”
- De Anza 2005: Pathways to Excellence
Course Success Rates by Ethnicity 1997-98 to 2001-02
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Other
White
Native American
Hispanic
Black
Asian/PI/Filipino
1997-981998-991999-002000-012001-02
Partnership:Student Services and Instruction
Financial Aid Trends
Cindy Castillo
Director of Financial Aid
and Scholarships
Key Financial Aid Trends• 2002-03 will be the largest
- Numbers of Applicants
- Dollars Awarded
• 2003-04 will see increases
- Fees
- Unemployment
Financial Aid Applicants and Recipients2001-02 to 2002-03
0
2,000
4,000
6,000
8,000
10,000
2001-02 2002-03Applicants Recipients
Financial Aid Dollars Awarded2001-02 to 2002-03
$0
$1
$2
$3
$4
$5
$6
$7
Grants Waivers Loans Work-Study Scholarships
Mill
ions
2001-02 2002-03 (projected)
Mil
lio
ns
Examples of BOG Fee Waiver Recipients• Student made $7,456, lives on own
- Parent made $71,742
- $56,000 in investments
- Family of 5 (2 in college)
• Student made $34,960, lives on own
- Independent
- Family of 1
Meeting the Demand• Increased Use of Technology
- Web Site Information Forms online
-E-mail Notification
Scholarship AwardsSan Jose Mercury News Wish Book Scholarship
Collected donations to help bridge the digital divide for single parents.
• Proceeds will purchase computers, monitors, printers and software through the De Anza College Bookstore.
Recycled Computers for Students40 plus recycled laptop or desktop computers made available to low-income students.
• Made possible by De Anza College, the De Anza College Commission and the Chancellor’s Circle Award.
Indicators of Success• Number of Students Served
• Turnaround Time
- Depends on:
Number of Students Eligible
When Students Apply
Student Success Story• Christie’s father worked at Akrion supporting a family of five. He was laid off in November 2001.
• His adjusted gross income went from $61,041 to $20,262.
• Christie’s income dropped from $14,727 to $2,039 after being laid off late in 2001.
• We were able to offer her a $650 Pell Grant, a BOG fee waiver, and a $3,500 Stafford Loan.
• She hopes to transfer soon.
State of Instruction: Focus on Student Learning
Dr. Judy Miner
Vice President
for Instruction
Dr. Carlos MujalHistory Instructor
• “Meaning of Democracy and Freedom”
• Learning Objective -Highlight the relationship between individual and community rights
Quotes on Freedomand Democracy
Discussion
How did the philosophical ideas of early Americans
influence the transition from confederation to constitution
in the United States?
Dan SalahBusiness Instructor
• Use of the Web - Pre- and Post-Testing
• Learning Objective - Foundations of Motivation Theory
Pre-Discussion Quiz1. Fredrick Taylor’s goal was to find the best methods of increasing the
job satisfaction of workers.
2. Herzberg’s research shows that the best way for firms to increase worker motivation is to pay workers a decent wage or salary.
3. In today’s work environment, successful managers are those who maintain a consistent motivational approach for everyone.
4. Theory X managers believe that the average person likes to work, and has a relatively high degree of imagination and creativity.
Evolution of Human Relations Concepts
Scientific ManagementFrederick TaylorGantt ChartsGilbreths
Behavioral ManagementHawthorne (Mayo)MaslowMcGregorHerzberg
Intrinsic vs. Extrinsic Rewards
Intrinsic = Intrinsic = InsideInside
Feeling of Feeling of Job WellJob Well
DoneDone
PridPridee
Sense of Sense of AchievemeAchieveme
ntnt
Extrinsic = Extrinsic = OutsideOutside
PraisePraise
Salary Salary IncreaseIncrease
StatusStatus
RecognitioRecognitionn
PromotionPromotionss
GiftsGifts
Extrinsic Rewards/Punishment
• Terry Tate: Office Linebacker
• Ford Motors: Service Department
Intrinsic Rewards• Madeleine
• Margo
Post-Discussion Quiz1. The good feeling that results from being praised by others is an
intrinsic reward and a powerful motivator.
2. Henry Ford was on the cutting edge of behavioral management.
3. Dan's daughters are named Madeleine and Margo.
4. Mayo’s experiments showed that Western Electric’s employees could be more productive working in a dimly lit factory than a well lit factory.
Lydia HearnEnglish Instructor
• Small Group Activity
• Learning Objective:
- Impact of Internet on Communications
Objective: To think critically about the way in which the Internet has affected communication while considering the following questions:
• What are the advantages and disadvantages of Internet communication?
• What are the implications that come with these advantages and disadvantages?
• Can online communication be a viable substitute for
“real life” communication?
Lesson Plan:• Brainstorming
• Speaking/listening exercise
• Class discussion
• Wrap-up/assessment of lesson plan
Successful Learning Outcomes
Dr. Judy Miner
Vice President for Instruction
Plans for the Future
Master Plan Goals• Achieve levels of excellence in a climate of learning for a
diverse student body.
• Provide effective pathways to learning for every student.
• Improve student learning, student life, and the management of resources through the appropriate application of technology.
• Increase access through planned growth and fiscal soundness.
Goals for 2003-04• Increase student retention, equity and achievement
• Sustain enrollment and productivity
• Increase revenue generation
• Implement strategic budget reductions
• Continue the successful Measure E Program
PowerPoint and Report available online at:
www.deanza.edu/president/SOTC
STATE OF THE COLLEGE2002-03
&Q A
STATE OF THE COLLEGE2002-03