EDUCATIONAL MASTER PLAN 2006-2007 - MJC - …€¦ · · 2014-02-05Student Success and Special...

YOSEMITE COMMUNITY COLLEGE DISTRICT

EDUCATIONAL MASTER PLAN 2006-2007

Dr. Richard Rose, President Modesto Junior College

435 College Avenue Modesto, CA 95350 209-575-6550 www.mjc.edu

MODESTO JUNIOR COLLEGE EDUCATIONAL MASTER PLAN – Page ii

YOSEMITE COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

Pat Dean, Area 1 Desirree Abshire, Area 2

Abe Rojas, Area 3 Anne DeMartini, Area 4 Tom Hallinan, Area 5 Linda Flores, Area 5

Paul Neumann, Area 5 Will McCombs, Student Trustee

Dr. Stan Hodges, Interim Chancellor

EDUCATIONAL MASTER PLAN CONSULTANTS Lead Project Consultant: Dr. Grace N. Mitchell, Professional Personnel Leasing, Inc. (PPL, Inc.)

In Partnership with Educational Planning Associates Consulting Master Plan Architect: David R. Cartnal, FAIA, BFGC Architects Planners

Statistics Consultant: James G. Spencer, AIA, Spencer/Hoskins Associates Editor: Charlotte Alexander

ACKNOWLEDGEMENTS Yosemite Community College District Administration: Interim Chancellor Stan Hodges, Tim Nesmith;

Modesto Junior College Administration: President Richard Rose, Marietta Caldwell, Linda Hoile, Judith Monast, Kathleen Silva, Sherri Suarez;

Instruction: Vice President Brenda Robert, Dean George Railey; Agricultural, Environmental Sciences and Technical Education: Dean Mark Anglin, Marlies Boyd, John Mendes, Pedro Mendez, Alan Layne, Jim Howen, Jon Kropp, Jeff Weaver, Steve Amador, Dale Pollard, Sonny Gumm;

Allied Health, Family and Consumer Science: Interim Dean Steve Collins, Teresa Stehli, Linda Stephan, Debbie Laffranchini, Laurie Prusso, Bob Glatt,

Robert Keach, Ann Lowry, Shirley Buzbee, Bonnie Costello, Lisa Riggs, Teri Ward, Dave Nordin; Arts, Humanities and Communications: Dean Mike Sundquist, Flora Carter, Charles Mullins;

Business, Behavioral Science and Social Science: Dean Ken White, Dale Hoagland, Debbie Bolter, Nancy Sill, Joel Hagen, Brian Sinclair, John Zamora, Lloyd Vaught, CeCe Hudelson-Putnam, Curtis Martin, Eva Mo,

Al Smith, Kimberly Kennard, Kevin Alavezos, Nancy Backlund, Stan Spector, Dick Higginbotham, Shelly Fichtenkort, Bobby Hutchison, Teri Nicol-Johnson, James McGarry, Richard Sweeney, Sandra Woodside;

Community and Economic Development: Dean George Boodrookas, Judith Monast, Pat Rawe, Martha Rice, Peggy Kroll, John Sola, Paul Vantress;

Library, Learning Resources and Technology: Dean Tobin Clarke, Michael Akard, Jim Clarke, Iris Carroll, Ellen Dambrosio, Wendy Griffiths-Bender, John Chappell, Debbi Partridge, Felicia Osnaya, Mel Ainsworth;

Literature and Language Arts: Interim Dean Barbara Wells, Pat Wall, Patrick Bettencourt, Shelley Circle, Tim Hobert, Michael Strangio, Marianne Franco, Eva Mo, Lawrence Scheg;

Physical, Recreation and Health Education: Dean Bill Kaiser, Pat Wallace, Lori Bryhni, Steve Aristotelous, Mary Shea;

Science, Mathematics and Engineering: Dean Mike Torok, David Ward, Larry Weese, Mary Roslaniec, Catherine Greene, Liz McInnes, Teri Curtis, Derek Madden, Sarah Curl, Ken Meidl;

Student Services: Vice President Bob Nadell, Dean Susie Agostini, Dean John Martinez, Dean Derek Waring, Wendy Byrd, Francisco Banuelos, Hector Duarte, Marcos Garcia, Martha Robles,

Myra Rush, Hilda Sielicki, Mary Silva, Dean Tsuruda, Robert Williams; Also: Yosemite Faculty Association President Jillian Daly; Measure E Committee Members Iris Carroll,

Cheryl Mulder, John Zamora; Executive Assistants Carolyn Hart and Becki Scharffer; and many other staff members of Modesto Junior College and the

Yosemite Community College District Central Services Office.

TABLE OF CONTENTS LIST OF DIAGRAMS, ILLUSTRATIONS AND TABLES ............................................................... vi EXECUTIVE SUMMARY ............................................................................................................... vii CHAPTER 1 INTRODUCTION AND BACKGROUND

The District and College ....................................................................................... 1 College Partnerships .............................................................................................. 1 The District Planning Process................................................................................. 3 Educational Master Planning .................................................................................. 3 Modesto Junior College Governance ..................................................................... 4 Planning Processes – Modesto Junior College ...................................................... 5 State Regulations and Limitations .......................................................................... 6 MJC Comprehensive Educational and Facilities Master Planning Process ............ 7 Contents of the Educational Master Plan................................................................ 7

CHAPTER 2 THE DISTRICT

Demographic Information ..................................................................................... 10 District Population and Enrollment Projections ..................................................... 14 Planning for New Centers..................................................................................... 17 Summary .............................................................................................................. 18

CHAPTER 3 PROGRAMS AND SERVICES

Introduction........................................................................................................... 20 Methodology ......................................................................................................... 20 Administration....................................................................................................... 22 President’s Office ....................................................................................... 22 Budget and Planning .................................................................................. 23 College Research and Planning ................................................................. 24 Facilities and Events................................................................................... 25 Foundation.................................................................................................. 26 Marketing and Public Relations .................................................................. 27 District Facilities Planning and Operations ................................................. 28 Student Services .................................................................................................. 29 Counseling and Student Services............................................................... 31 Enrollment Services.................................................................................... 33 Financial Aid ............................................................................................... 35 Guidance .................................................................................................... 37 Health Services .......................................................................................... 38 International Study Program ....................................................................... 40 Pre-College Programs ................................................................................ 41 Special Programs: DSPS............................................................................ 43 Special Programs: EOPS ........................................................................... 45 Student Development and Campus Life ..................................................... 47 Student Success and Special Projects ....................................................... 49

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Study Skills ................................................................................................. 51

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Instruction............................................................................................................. 53 Agricultural, Environmental Sciences and Technical Education ................. 53 Agriculture Business .............................................................................. 54 Agricultural Science............................................................................... 56 Animal Science...................................................................................... 59 Automotive Technology ......................................................................... 62 Communication Graphics ...................................................................... 64 Electronics Technology.......................................................................... 66 Food Processing / Dairy Industry........................................................... 68 Industrial Technology............................................................................. 70 Machine Tool ......................................................................................... 70 Mechanized Agriculture ......................................................................... 74 Plant Science/Env. Horticulture/Env. Science/Natural Resources ......... 76 Welding Technology .............................................................................. 80 Allied Health, Family and Consumer Science............................................. 82 Child Care Center .................................................................................. 83 Child Development ................................................................................ 84 Culinary Arts .......................................................................................... 86 Dental Assisting..................................................................................... 88 Food and Nutrition ................................................................................. 90 Interior Design ....................................................................................... 92 Medical Assisting ................................................................................... 94 Nursing .................................................................................................. 96 Respiratory Care.................................................................................... 99 Arts, Humanities and Communications..................................................... 101 Art ........................................................................................................ 103 Humanities........................................................................................... 106 Mass Communication .......................................................................... 107 Music ................................................................................................... 110 Speech ................................................................................................ 112 Theatre ................................................................................................ 114 Business, Behavioral Science and Social Science ................................... 116 Administration of Justine...................................................................... 118 Anthropology ....................................................................................... 121 Business Administration ...................................................................... 123 Computer Graphics.............................................................................. 126 Computer Science ............................................................................... 128 Economics ........................................................................................... 130 Geography........................................................................................... 132 History ................................................................................................. 134 Human Services .................................................................................. 136 Office Administration............................................................................ 138 Philosophy ........................................................................................... 140 Political Science................................................................................... 142 Psychology .......................................................................................... 144 Real Estate .......................................................................................... 146 Social Science ..................................................................................... 148 Sociology ............................................................................................. 150

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Community and Economic Development............................................................ 152 Community Education.......................................................................... 153 Early College 154 Fire Science Academy......................................................................... 155 Operations ........................................................................................... 158 Workforce Development ...................................................................... 159 Library, Learning Resources and Technology .......................................... 160 College Skills/Computer Lab ............................................................... 162 Distance Education.............................................................................. 163 Library.................................................................................................. 164 Media Services .................................................................................... 165 Technology Services ........................................................................... 166 Literature and Language Arts ................................................................... 167 Basic Skills .......................................................................................... 168 English................................................................................................. 170 English as a Second Language ........................................................... 172 Foreign Language................................................................................ 174 Honors Program .................................................................................. 177 Reading and Spelling........................................................................... 178 Sign Language .................................................................................... 180 Physical, Recreation and Health Education.............................................. 182 Dance .................................................................................................. 184 General Physical Education................................................................. 186 Health Education ................................................................................. 188 Science, Mathematics and Engineering.................................................... 190 Anatomy/Physiology/Microbiology ....................................................... 191 Architecture/Engineering ..................................................................... 193 Chemistry ............................................................................................ 196 Life Sciences ....................................................................................... 198 Mathematics ........................................................................................ 200 Physical Sciences................................................................................ 202 Recommendations.............................................................................................. 205 Educational Programs and Services......................................................... 205 Planning and Processes ........................................................................... 206 Program Projections – 2005 to 2015 .................................................................. 208

CHAPTER 4 THE LINKAGE BETWEEN EDUCATIONAL AND FACILITIES MASTER PLANS

Why These Measures Are Used......................................................................... 209 Next Steps.......................................................................................................... 209 Recommendations Related to the Educational Master Plan............................... 210 West Campus – A Community Based Learning Facility...................................... 212 Off-Campus Locations........................................................................................ 213

APPENDIX A EDUCATIONAL MASTER PLAN PROJECTIONS BY DISCIPLINE 2005-2015

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LIST OF DIAGRAMS, ILLUSTRATIONS AND TABLES

DIAGRAMS A MJC Participatory Governance Structure .................................................................................. 4 B MJC Comprehensive Planning .................................................................................................. 5 ILLUSTRATIONS 1 Yosemite Community College District (YCCD) .......................................................................... 9 2 YCCD Trustee Areas 1 & 2........................................................................................................ 9 3 YCCD Trustee Areas 3 & 4...................................................................................................... 10 4 YCCD Trustee Area 5.............................................................................................................. 10 TABLES 1 YCCD Projected Population Growth by Trustee Area 2005 – 2015......................................... 11 2 YCCD Ethnicity (In Percentages)............................................................................................. 11 3 YCCD Age (In Percentages).................................................................................................... 12 4 YCCD Educational Attainment (In Percentages) ..................................................................... 13 5 YCCD Median Household Income........................................................................................... 13 6 YCCD Unemployment Rates ................................................................................................... 14 7 YCCD Enrollment by Trustee Area Fall 2005 .......................................................................... 15 8 YCCD Projected Enrollment by Trustee Area Fall 2010 .......................................................... 15 9 YCCD Projected Enrollment by Trustee Area Fall 2015 .......................................................... 16 10 YCCD Trustee Area 4 Population, Enrollment, WSCH and FTES 2005 .................................. 17 11 YCCD Trustee Area 4 Population, Enrollment, WSCH and FTES 2010 .................................. 17 12 YCCD Trustee Area 4 Population, Enrollment, WSCH and FTES 2015 ................................. 18 13 YCCD Distances and Travel Times to Various Locations ........................................................ 18

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EXECUTIVE SUMMARY

The Modesto Junior College Educational Master Plan 2006-2007 was completed to assist the College in planning for change and growth in its programs and services for the coming ten years. This Plan uses methods and measures that provide a basis for the development of a related Facilities Master Plan. The relationship of the two Plans stems from the philosophy that the educational programs and services needed by current and future students should drive the type and size of facilities provided. The processes used in the development of the Plan began in October 2006 and included gathering quantitative and qualitative information about the programs and services at Modesto Junior College and about the District service area. The process also involved developing projections of future population and enrollment. In addition, the expert opinions of staff and faculty engaged in the College’s programs were sought in interviews with more than 125 individuals and with program managers. Projections for the future of programs were then developed and organized into one comprehensive document. Based on the information and the Plan’s projections, recommendations regarding programs and services were made with the purpose of improving them. Recommendations were also proposed regarding the location of programs and services. Following receipt of the Educational Master Plan by the Yosemite Community College District Board of Trustees on February 21, 2007, David R. Cartnal, FAIA, of BFGC Architects Planners will lead the development of a Facilities Master Plan for Modesto Junior College.

CHAPTER 1 INTRODUCTION AND BACKGROUND

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INTRODUCTION AND BACKGROUND This Educational Master Plan is intended to assist Modesto Junior College in planning for change and growth in its educational programs and services and to develop the appropriate facilities to house those programs and services over the next ten years. The Plan is written with the relationship between educational programs and facilities in mind, with the basic philosophy that educational programs and services should drive the type and location of facilities provided by the College. This Educational Master Plan is not intended to be a complete document in itself, but is meant only as the first section of a Comprehensive Educational and Facilities Master Plan for Modesto Junior College. The District and College The Yosemite Community College District (YCCD) covers an area of approximately 4,500 square miles and serves Stanislaus and Tuolumne Counties, as well as parts of Calaveras, Merced, San Joaquin and Santa Clara Counties. The District is governed by a Board of Trustees comprised of seven elected officials representing five geographic Trustee Areas. The District includes two colleges, Modesto Junior College and Columbia College. Modesto Junior College, the larger of the two, is located in the Central Valley and serves an agricultural and manufacturing based economy. Columbia College is a rural college located approximately 60 miles northeast of Modesto. Some of the areas served by Modesto Junior College are growing rapidly and are predicted to continue to urbanize over the next decade. Modesto Junior College is one of the oldest in the State of California, having been established in 1921 with an enrollment of 61 students. In Fall 2005, the College served over 18,500 students. Currently, campus facilities are located on East Campus and West Campus in Modesto and at many community sites. The College’s mission statement supports student-centered learning and student success. The College’s role is described as providing transfer, vocational and general education, learning and support services, as well as activities intended to improve the quality of life within the communities it serves. Consistent with its philosophy of serving all the residents of the District, the College offers a wide range of programs and services. The offerings include, in addition to core curricular programs, a variety of community education programs, workforce training efforts, specialty vocational training, corporate training, and early college programs for pre-college-age students. Many of these efforts are possible because of community partnerships that have been developed by the College. College Partnerships Modesto Junior College maintains many ties to local and regional education and business communities, in order to ensure that its programs and services are meeting the community’s needs, as well as the occupational and transfer needs of its students. Educational partnerships with local school districts are an important part of the College’s service to students, and include Pre-College programs such as TRIO, a federal grant project that partners with six



local high schools and two middle schools in Modesto and Ceres. The program serves between 700 and 750 students from seventh to twelfth grades. The College’s Welcome Center staff provides services to 32 feeder district high schools, and programs such as Agricultural Business conduct active outreach to area high schools. The Tech Prep, Early College, Job Skills Academy and Fast Track programs target 800 to 1,000 local high-risk high school students each year. A summer performing arts program for high school students is operated in conjunction with local districts. In fact, the MJC Theatre faculty has developed ties to several strong high school theatre programs in the area, including Beyer, Downey and Modesto high schools, drawing many talented students to the College. The Pre-College program operates a six-week Summer Academic Program in which participants take four weeks of instruction at Modesto Junior College, then continue on with a two-week residential program at CSU Stanislaus. Strong partnerships with the California State University and the University of California systems also are an important component of Modesto Junior College services to students. The Career Development/Transfer Center maintains active relationships with representatives from CSU and UC, often providing meeting space for these representatives and MJC students. Programs such as Animal Science maintain strong ties with the agricultural colleges like Cal Poly SLO, CSU Fresno, CSU Chico, CSU Stanislaus, and UC Davis. Partnerships with local business and industry are another component of the College’s dedication to serving the needs of its students. These partnerships range from the Career Development/Transfer Center providing confidential interview and meeting rooms for representatives of local businesses, to the formation of advisory bodies, such as the Respiratory Care Advisory Board, in which representatives of local business and industry provide ongoing support and advice to college programs. Recognizing the importance of the College’s Allied Health programs to the community, local hospitals work in partnership with the College to produce professionally trained Registered Nurses and Certified Nursing Assistants, many of whom are hired by these local institutions before they graduate from their courses of study. Local hospitals underwrite the costs for five of the full-time Nursing faculty. Local business partnerships also provide students with the opportunity for internships and on-site training, such as Medical Assisting’s clinical internship program that offers off-site training in local medical offices. Such programs also serve to help place students after they have completed certification or graduation requirements. The Community and Economic Development program is key to the college’s community partnerships, and through its programs such as Workforce Development, the College has developed partnerships with local government as well as businesses. For example, the program oversees 10 to 12 Contract Education programs each year, as well as a Central American States for Scholarship program, Americorps, Independent Living, and ACT. The Fire Science Academy uses a regional center operated through a joint powers agreement with city and county governments. The college has partnered with the community on many science programs, such as the Kick-Back Science Seminar, The Traveling Teacher, Modesto Area Partners in Science (MAPS), and STAN, which provides instruction to elementary school teachers in the California Science Standards.



These partnerships and others will be enhanced when the Science Community Center is built with funds provided by Measure E. The Center will be an integrated facility for Life Sciences, Physical Sciences and Earth Sciences and can incorporate the Great Valley Museum, a planetarium, an observatory, a greenhouse, and additional classrooms and lecture facilities. The District Planning Process The Yosemite Community College District has engaged in extensive planning activities in recent years, including the development of Vision 2010, a set of District goals or “ideals,” which guided the development of prior Educational Master Plans. The purpose of these plans was to give each District cost unit the opportunity to develop, identify and state their objectives and priorities for funding, as organized under the Vision statements. This planning cycle was seen as being repeated each budget year, with each unit setting its own objectives and requesting funding through this same procedure.1 In addition, a Facilities Master Plan 2004, was developed and amended on 6/9/04. The process involved many staff members over a sixteen-month period. The stated purpose of the plan was to guide the future physical development of the campuses and the District central services. The Facilities Master Plan was described as an extension of the Educational Master Plan, but there was no direct content connection between the two plans. Prior planning efforts referenced during the development of the Facilities Master Plan were the Educational Master Plan 2002-03, Vision 2000 Educational and Facilities Plan (1991), Vision 2000 Educational and Facilities Plan Update (1999), the Five Year Construction Plan and other sources.2 From the list of projects in the 2004 Facilities Master Plan, the Board of Trustees put the Measure E Bond Campaign before the voters of the District, resulting in a successful passage in the fall of 2004. Progress on Measure E projects is reported regularly by the District on its website, www.yosemite.edu. Educational Master Planning Terminology used in the planning field can sometimes be confusing; this is the case in the use of the term “educational master plan.” The Yosemite District has developed Educational Master Plans that were intended to develop goals and objectives related to the educational program, then lead to the funding of those programs and management of the District and College budgets. Clearly, that is a legitimate and appropriate use of the term “educational master plan.” In the case of the current Educational Master Plan, the term “educational master plan” is used to describe a document which contains information intended to provide the basis for planning the future of programs and services to be offered by a college or district and the facilities needed to house those programs and services. Every community college district in California is required to develop an Educational Master Plan before submitting a Facilities Master Plan to the State Chancellor’s Office. The plan should be both dynamic (to accommodate change) and inclusive (involving as many representatives of the college

1 YCCD Educational Master Plan Summary 2003-2004 2 Facilities Master Plan 2004, p. 12



community as possible). In addition, the plan should be based on the mission and values of the District and the College and reflect the needs of students, both current and future. Most important, the Facilities Plan must be a response to the needs and requirements expressed in the Educational Plan. The Facilities Plan should also use the guidelines and regulations provided by the State of California Community College Chancellor’s Office, the California Postsecondary Education Commission, and the Department of Finance. In addition, the realities of available capital and operational funding and the limitations of what facilities already exist must be recognized in the final comprehensive plan.

Modesto Junior College Governance Planning at the College is conducted with the participation of many segments of the college community. In the case of the Educational Master Plan, administrators, faculty and classified staff representing programs and services were interviewed regarding their programs. The participatory governance structure for the College is described in Diagram A and includes the role of administration, faculty, classified staff, and students. In addition the structure indicates the role of College committees and of the organizations representing various segments of the College such as the Academic Senate.

DIAGRAM A

MODESTO

JUNIOR COLLEGE

PARTICIPATORY GOVERNANCE STRUCTURE

Associated Students President

Classified Senate

Chancellor

Curriculum Review Committee

Academic Program Review

Committee TBD

Administration

Academic Senate

Student Learning Outcomes Committee

Student Learning Outcomes

Coordinator

Academic Affairs

Committee TBA

Program Review

College Council

Strategic Planning

Enrollment Planning

Budget Planning Faculty Priorities

Hire

Information Technology Committee TBD

Research Committee TBD

Board



Planning Processes – Modesto Junior College In order to tie current planning processes at both the District and College levels with the need for continuous facilities planning, it is recommended that a comprehensive process such as the one described in Diagram B be adopted at Modesto Junior College. Many of the steps described in the diagram are already in place; others are in various stages of development.

DIAGRAM B

A major new addition to planning at the College level would be the development of a College Strategic Plan, following the direction provided by the District’s Plan. Following the College’s Strategic Plan, updates can be developed on a regular basis to the Educational Master Plan, leading to regular updates to any facilities applications to the State, local facilities development, facilities remodels and repair, and Facilities Master Plans. One of the most important purposes of laying out a comprehensive planning process, such as the one in Diagram B, is to provide a cyclical and regular “up-front” planning process. Second, the planning process uses research and information to assess current and future needs of the college’s constituents, to consider system and state mandates and trends, to respond to accreditation recommendations, and to improve programs and services. Third, the planning cycle depends heavily on outcomes research through the program review, budget review, student outcomes, enrollment management and analysis, and space utilization assessment processes.



State Regulations and Limitations One of the major limitations in facilities planning at the local level is the fact that the State of California is the final arbiter in the facilities process. Even though the current planning in the Yosemite Community College District is geared toward the use of the Measure E bond dollars, it is critical that State codes, regulations and planning standards be considered. Several scenarios are possible: building or renovations might be completed with bond dollars; building might be completed with a combination of bond dollars and state dollars; building might be completed with state dollars combined with future bond dollars. Regardless, a long range facilities plan is critical. In addition, an up-to-date annual Five Year Plan is necessary. Without those plans in place, the District will not meet State standards and will be left without State support, thus without operational, staffing, or maintenance dollars for new projects. Guidelines of the California Postsecondary Education Commission regarding the scope and location of new community college sites include a number of categories including: 1) rented facilities, 2) off-campus center operations, 3) educational centers, 4) joint-use centers, 4) small campus or college, and 5) colleges. The Yosemite Community College District currently includes one College (Modesto Junior College) and one small college (Columbia College) that fits the definition of an educational center by size. Educational Centers must generate a minimum of 500 fall semester FTES (about 1000 students, 7500 WSCH) with a maximum size of about 5000 students. A minimum of 50 acres of land should be included for a center, 80-100 acres if it is to grow into a college. A small campus or college ranges in size from 5,000 to 10,000 students and is generally self-administered. The disadvantages of both centers and small colleges are similar. They lack the “critical mass” of programs, services, and activities that many students require; thus, they are more expensive to operate. In addition, as a result of limited curriculum and services, studies show that a center typically serves only about 50 percent of students who would otherwise be served by a comprehensive campus. Other guidelines used by CPEC and the Community College Chancellor’s Office when reviewing proposed centers or campuses include the availability of appropriate land of adequate size, located outside a 20-30 minute driving time from other district centers or campuses (from 10 to 70 miles depending on the traffic congestion in the area). A complex set of rules is in place for the amount of square footage allocated for various categories of space for community colleges. These categories include lecture, laboratory, AV-TV, office space and library. Even though colleges may construct space using local dollars, these regulations apply, and no dollars for maintenance or operations are allocated unless the district qualifies for the space added. It is in relationship to these rules that districts must maintain a current space inventory and a five-year plan that must be submitted to Sacramento each year. The Facilities Master Plan must be related to the space allowed to the district. Any space over the district allotment will not be eligible for support from the State.



Modesto Junior College Comprehensive Educational and Facilities Master Planning Process Following the arrival of the new President of Modesto Junior College, Dr. Richard Rose, Professional Personnel Leasing, Inc. (PPL, Inc.) in partnership with Educational Planning Associates was hired to oversee the development of a Comprehensive Educational Master Plan, leading to a Facilities Master Plan working with campus master plan architect David Cartnal of the architectural firm of BFGC. The Plan was developed in order to connect the needs of the educational programs and services of Modesto Junior College to the development of facilities needed for those programs and services. This is being done using both historical and current data, demographic information about the college’s service area, demographic projections regarding that area, historic and current data about the college’s student population as well as projections regarding future student enrollment. The plan is also driven by important qualitative considerations such as the expertise of the people who teach and serve the students, the people who administer the programs, and the needs of the communities served by the college. The information for the Educational Master Plan was gathered through research and interviews. Data was obtained from outside private companies, from government agencies, and with considerable cooperation and assistance from the District Central Services staff. The College President, Vice President of Instruction, the Deans, faculty and staff members have provided invaluable assistance in the search for information and in establishing necessary contacts. A second element critical to a comprehensive Educational Master Plan is the information provided by the staff, faculty and administrators of the programs and services at the College. One-hundred-twenty-five individuals were interviewed during eighty-four interviews to discuss the current status of each program and service within the college and to request their professional opinions about the future of their programs. College administrators were actively involved at several points during the preparation of the materials and were instrumental in providing guidance and important decisions. The best possible data and professional judgment are combined in this Plan to provide a look into the possible future needs of Modesto Junior College for facilities in which to offer programs and service to its constituents. Contents of the Educational Master Plan The contents of the Educational Master Plan include this background and introduction chapter (Chapter 1) and a chapter that describes the District and College – Present and Future (Chapter II). Chapter III describes the current educational programs and services of the College from both quantitative and qualitative perspectives and projects the future of those same programs and services, using both data projections and the expertise of the program providers.



The fourth chapter of the Educational Master Plan provides a link to the Facilities Master Plan by drawing on the knowledge gathered during the recent process to make general recommendations regarding facilities development. Following the completion of the Educational Master Plan, campus Master Plan Architect David Cartnal will work to complete the second half of the Comprehensive Educational and Facilities Master Plan, laying out detailed recommendations regarding building construction and/or renovations, replacements, additions, location of programs, additional centers and other changes appropriate to the future of Modesto Junior College’s educational programs and services.



THE DISTRICT This Chapter presents relevant demographic data about the Yosemite Community College District (YCCD) as well as information about population growth from 2005 to 2015, participation rates by Trustee Areas, weekly student contact hours (WSCH), and full-time equivalent students (FTES). These measures are important because, in part, they are used to determine whether a district qualifies for State funding in its building program and in the maintenance and operations of its facilities. Illustrations 1-4 show the District as a whole and its Trustee Areas. Modesto Junior College is located in Trustee Area 5. This Plan presents information about all Trustee Areas since the areas are interdependent as they interact educationally and financially.

ILLUSTRATION 1 Yosemite Community College District

ILLUSTRATION 2 Yosemite Community College District Trustee Areas 1 & 2



ILLUSTRATION 3 Yosemite Community College District Trustee Areas 3 & 4

ILLUSTRATION 4 Yosemite Community College District Trustee Area 5

Demographic Information Table 1 shows the projected population growth in the District from 2005 to 2015 by Trustee Area. Growth in the District will average approximately 3 percent per year according to U.S. Census Bureau predictions. Trustee Area 4 is predicted to have slightly higher growth in the near term (2010) and in the mid term (2015), in the ten year period between 2005 and 2015. Overall, the growth is commensurate with the projections issued by the Chancellor’s Office of the California Community Colleges each year.



TABLE 1

Yosemite Community College District Projected Population Growth by Trustee Area

2005 – 2015

Area 2005

Population 2010

Projected Population 2015

Projected Population Trustee Area 1 101,467 116,687 (+15%) 133,023 (+31%) Trustee Area 2 77,515 89,142 (+15%) 100,481 (+30%) Trustee Area 3 93,289 107,282 (+15%) 122,301 (+31%) Trustee Area 4 88,929 103,390 (+16%) 119,932 (+35%) Trustee Area 5 255,087 293,094 (+15%) 334,127 (+31%) Totals 616,287 709,595 (+15%) 809,864 (+31%)

Sources: U.S. Census, YCCD Table 2 presents the ethnic breakdown of the students within the District who attend Modesto Junior College (MJC) and Columbia College; there is considerable variance. In Sonora, 91 percent of the total is white, while in Newman the percentage is 42.1 percent. The average for the District is 49.5 percent. At the two colleges, the proportion of white students and Hispanic students within the student body differ considerably. At Columbia, 71 percent of the students are white and at MJC 46 percent are white. This closely reflects the composition of the population in the two areas. It is interesting to note that the percentage of Hispanic students at MJC is almost identical to the percentage of the Hispanic population within the District.

TABLE 2 Yosemite Community College District

Ethnicity (In Percentages)

Area White Hispanic or Latino*

Asian/Pacific Islander Black

Native American

Two or More Races Other

Ceres 64.5 37.9 5.4 2.7 1.4 5.3 20.4 Gustine 59.0 35.1 0.7 0.7 1.8 5.5 19.0 Modesto 69.6 25.6 8.9 4.0 1.2 5.9 15.8 Newman 42.1 51.4 1.9 1.3 1.3 0.0 2.0 Oakdale 83.8 20.1 1.3 0.5 1.1 4.0 9.3 Patterson 36.1 57.0 1.2 1.9 2.5 6.9 31.5 Sonora 91.4 8.4 1.3 0.7 1.5 3.1 2.0 Turlock 60.4 29.4 3.6 1.4 1.8 5.4 15.2 District 49.5 26.0 7.9 2.4 1.4 n/a 12.3 Columbia 71.0 6.5 1.8 0.9 2.1 n/a 17.7 MJC 46.0 29.2 9.0 3.2 1.3 n/a 11.3

Sources: U.S. Census, Cities and YCCD * Respondents could list themselves in another category as well.



Table 3 presents the age ranges of the citizens of the District by urban center. These statistics were obtained from the U.S. Census of 2000 and are consequently approximately six years old. Although the U.S. Census has released updated figures for 2004, they are not useful for comparison purposes, as the age ranges have changed and are not consistent with the data included here. By 2010 the numbers will have shifted considerably, reflecting an aging population statewide. The two largest groups are in the 25-44 age range and the 15-and-under age range. One of the interesting features of the table is the small number in the 16-to-24 age range, from which community college students traditionally emerge. This may explain some of the enrollment drops for the years between 2000 and 2006.


Age (In Percentages)

Area 15 and Under 16-24 25-44 45-64 65+

Ceres 28.6 15.9 30.0 17.5 8.1 Gustine 24.8 13.6 25.6 20.0 15.9 Modesto 25.0 14.7 28.9 20.3 11.1 Newman 29.3 15.5 29.7 16.7 8.8 Oakdale 24.2 13.6 29.1 20.2 12.8 Patterson 30.2 16.5 30.0 16.0 7.2 Sonora 16.7 13.1 26.3 23.5 20.4 Turlock 25.1 16.1 28.9 18.1 11.8

Source: U.S. Census The larger numbers shown in the 15-and-under age range indicate that enrollments may grow during the longer term. Note that Sonora has the lowest percentage of population in that age range while Ceres, Newman, and Patterson are among the highest percentages. Table 4 presents the educational attainment of the residents in the population centers of the District. The Table indicates that Patterson, Newman and Gustine have the largest percentages of persons with less than a high school diploma. Table 4 also shows that Patterson, Newman and Gustine have lower percentages of persons who have completed the bachelor’s degree. The percentages of people in the District who have a high school diploma vary considerably, from 86.1 percent for Sonora to 61.3 percent for Gustine. The State average for people who have a high school diploma is 76.8 percent. Only Sonora has a higher percentage of persons who have completed high school than the State average. Census data for California show that 26.6 percent of the population have a bachelor’s degree or higher. The Yosemite Community College District percentages for the same indicator range from 8.3 percent in Ceres to 19.1 percent in Turlock.



TABLE 4

Yosemite Community College District Educational Attainment (In Percentages)

Area Less than

HS Diploma HS

Diploma Bachelor's

Degree Ceres 14.2 67.0 8.3 Gustine 22.0 61.3 9.4 Modesto 10.1 75.0 16.5 Newman 20.3 65.2 9.4 Oakdale 8.7 74.9 10.2 Patterson 24.0 62.3 11.0 Sonora 6.5 86.1 16.2 Turlock 14.5 70.4 19.1 Source: U.S. Census

Table 5 presents the median household income for the population centers in the District. All of the population centers are in the $39,000 to $40,000 range except Newman and Sonora, which are considerably lower, and Patterson, which shows the highest median income on the table at $47,780. The median income of Sonora may reflect the lack of an industrial base. In comparison, the average median household income in the State in the year 2000 was $48,440. Figures shown are from the 2000 census and would likely be higher if surveyed at this time.


Median Household Income

Area

Median Household Income

Ceres $40,736 Gustine $38,824 Modesto $40,394 Newman $29,460 Oakdale $39,337 Patterson $47,780 Sonora $28,858 Turlock $39,050

Source: U.S. Census Table 6 presents current (November 2006) unemployment rates for the various population centers in the District, as reported by the Employment Development Department of the State of California.



Newman, Patterson and Ceres all show higher rates of unemployment compared to the State rate. All population centers in the District are somewhat higher than the State average with the exception of Gustine. It can be concluded that high unemployment rates are and may continue to be a serious issue in the District and that there will be a continuing need for specialized vocational training, workforce upgrading and retraining.


Unemployment Rates

Area Unemployment

Rate Ceres 8.8 Gustine 4.3 Modesto 6.3 Newman 10.6 Oakdale 6.4 Patterson 10.2 Sonora 5.3 Turlock 5.7 State of California 4.5

Source: California EDD District Population and Enrollment Projections Tables 7, 8 and 9 present the enrollment, participation rates, weekly student contact hours (WSCH), and full-time equivalent students (FTES) by Yosemite Community College District (YCCD) Trustee Areas and colleges for the years 2005, 2010 and 2015. Table 7 (for the year 2005) presents actual data obtained from the District. Tables 8 and 9 are projections based on a number of reliable sources indicated on each table. The population of the District is projected to increase from 616,287 in 2005 to 809,864 in the year 2015, an increase of 31.4 percent or approximately 3 percent per year. Projections also indicate that Stanislaus County will grow at a faster rate than other counties served by the District. In order to produce an accurate participation rate, the enrollment shown in Table 7 does not include out-of-district students, who would inflate the participation rate. The participation rate indicates the number of students per thousand adult population enrolled in the college, and it is an accurate measure of how well the college is meeting the needs of the residents of the District. The adult population has been calculated at 72 percent of the entire population, a figure derived from the U.S. Census Bureau.




Enrollment by Trustee Area Fall 2005

Area Population Adult

Population Participation

Rate Enrollment WSCH per Enrollment WSCH FTES

Trustee Area 1 101,467 73,056 45.0 3,293 11.0 36,223 1,207 Trustee Area 2 77,515 55,811 28.0 1,567 11.0 17,237 575 Trustee Area 3 93,289 67,168 36.0 2,416 11.0 26,576 886 Trustee Area 4 88,929 64,029 13.7 877 11.0 9,647 322 Trustee Area 5 255,087 183,663 61.0 11,270 11.0 123,970 4,132 Totals 616,287 443,727 43.4 19,423 11.0 213,653 7,122 Note: Figures do not include out-of-district students Sources: Claritas, Inc., YCCD, Chancellor's Office, Department of Finance

Inclusive Enrollment 2005 Modesto Junior College 18,591 11.3 210,078 7,003 Columbia College 3,015 10.5 31,658 1,055 Total District Enrollment 21,606 11.2 241,736 8,058

Source: YCCD The average participation rate in California Community Colleges is approximately 70 students per thousand adults in the population. The participation rate in most YCCD Trustee Areas is considerably lower than the State average, with the exception of Trustee Area 5, which includes the City of Modesto. As institutions grow and expand, the participation rate normally increases, and this is reflected in the rates shown in the tables covering the next ten years. In order to achieve higher participation rates, the College should establish enrollment management policies, including a coordinated college-wide recruitment program, as soon as possible.

TABLE 8 Yosemite Community College District Projected Enrollment by Trustee Area

Fall 2010




Trustee Area 1 116,687 77,418 50.0 3,870 11.0 42,570 1,419 Trustee Area 2 89,142 63,612 32.0 2,035 11.0 22,385 746 Trustee Area 3 107,282 75,975 41.0 3,112 11.0 34,232 1,141 Trustee Area 4 103,390 74,441 22.0 1,637 11.0 18,015 601 Trustee Area 5 293,094 211,028 66.5 14,028 11.0 154,308 5,144 Totals 709,595 502,474 49.1 24,682 11.0 271,510 9,259 Note: Figures include all district students Sources: Claritas, Inc., YCCD, Chancellor's Office, Department of Finance

Enrollment Projections 2010 Modesto Junior College 20,756 11.0 228,413 7,614 Columbia College 3,380 11.0 37,184 1,239 Total District Enrollment 24,136 11.0 265,597 8,853

Source: California Community College Chancellor's Office Enrollment Projections



Based on population projections and an expected increase in participation rates as the District matures, enrollment in the District is projected to increase from 21,606 students in 2005 to 28,345 students in 2015, a 31.2 percent increase. In comparison, the California Community College Chancellor’s Office (CCCCO) projects an increase of 26.5 percent. Projections published by the CCCCO are generally considered quite conservative and local factors that influence growth must be taken into account in planning facilities. By using a figure of 11.0 WSCH per student, this Plan has also taken a somewhat conservative approach to projected enrollment. Weekly student contact hours (WSCH) is calculated by multiplying the number of enrolled students by the number of contact hours per week per student. WSCH is the means by which the Educational Master Plan (EMP) drives the Facilities Master Plan (FMP), in effect linking the two plans. This is done principally through the common language that WSCH provides. The State uses WSCH both as a means of measuring instructional hours and as a means of calculating instructional space. Other kinds of space, such as library and offices, follow similar formulas. WSCH is converted to space using formulas in Title V of the State Administrative Code that governs the California Community Colleges. Space is always expressed in assignable square feet (ASF). These terms will be used in the soon-to-be-developed Modesto Junior College Facilities Master Plan.

TABLE 9 Yosemite Community College District Projected Enrollment by Trustee Area

Fall 2015




Trustee Area 1 133,023 77,418 55.0 4,257 11.0 46,827 1,561 Trustee Area 2 100,481 72,346 37.0 2,676 11.0 29,436 981 Trustee Area 3 122,301 88,057 46.0 4,050 11.0 44,550 1,485 Trustee Area 4 119,932 86,351 30.0 2,591 11.0 28,496 950 Trustee Area 5 334,127 240,571 70.0 14,771 11.0 162,481 5,416 Totals 809,864 564,743 50.2 28,345 11.0 311,790 10,393 Note: Figures include all district students Sources: Claritas, Inc., YCCD, Chancellor's Office, Department of Finance

Enrollment Projections 2015 Modesto Junior College 23,256 11.0 255,912 8,530 Columbia College 3,787 11.0 41,661 1,389 Total District Enrollment 27,042 11.0 297,573 9,919

Source: California Community College Chancellor's Office Enrollment Projections In Tables 7, 8 and 9, the figure used in the Chancellor’s Office projections for WSCH per student (11.0) is used throughout. Note that the actual WSCH per student counts in the Fall Semester 2005 at Modesto Junior College (11.3) and in the District as a whole were slightly higher. If the assumption were made that students at MJC were to maintain an average of 11.3 WSCH, enrollment in 2015 should be projected as 320,299 WSCH or 10,677 FTES – 8 percent higher than the projection of the Chancellor’s Office. In addition, any change in participation rate, which is affected by the recruitment and retention practices of the College, will improve enrollment numbers as well.



Planning for New Centers It has been noted that YCCD is considering the establishment of additional centers in various parts of the District, one of them in Patterson. State guidelines regarding the development of Centers were outlined in Chapter 1, but the feasibility of centers in the YCCD can be examined using data in this chapter as well. As examples, this study presents Tables 10, 11 and 12, which show the current and projected population, enrollment, WSCH and FTES of Trustee Area 4 for 2005, 2010 and 2015.

TABLE 10 Yosemite Community College District Trustee Area 4

Population, Enrollment, WSCH and FTES 2005




Patterson 16,187 11,655 39.8 464 11.0 5,104 170 Newman 10,140 7,300 25.8 179 11.0 1,969 66 Gustine 5,988 4,311 10.0 42 11.0 462 15 Three City Totals 32,315 23,266 34.0 685 11.0 7,535 251 Trustee Area 4 88,929 64,029 13.7 877 11.0 9,647 322

Sources: Claritas, Inc., YCCD, Chancellor's Office, Department of Finance, Cities Table 11 shows that by the year 2010, Trustee Area 4’s population centers could produce 810 FTES. Historically, general statewide enrollment patterns have shown that approximately half of that number would attend the main campus, leaving just a little more than 400 FTES to attend a Center in Patterson. This is less than the 500 FTES (about 1000 students, approximately 7500 WSCH) needed for an authorized center.






Patterson 22,499 16,199 45.0 724 11.0 7,964 266 Newman 11,661 8,395 30.0 252 11.0 2,772 92 Gustine 6,886 4,958 15.0 75 11.0 825 28 Three City Totals 41,046 29,552 34.0 1,051 11.0 11,561 386 Trustee Area 4 103,390 74,441 30.0 2,208 11.0 24,288 810

Sources: Claritas, Inc., YCCD, Chancellor's Office, Department of Finance, Cities



In 2015 (see Table 12), with Trustee Area 4 producing 1,072 FTES, a Patterson Center might be feasible, but an additional standard for the development of centers concerns the proximity of possible centers to the main campus.



Area Enrollment WSCH FTES Three City Totals 1,192 13,121 437 Rest of Area 1,733 19,060 635 Trustee Area 4 2,925 32,181 1,072

Sources: YCCD, Chancellor's Office Table 13 shows that Patterson, Turlock and Oakdale are less than 20 miles from the MJC main campus, and the cities of Oakdale and Patterson are both within 30 minutes normal travel time to the main campus as well.


Distances and Travel Times to Various Locations

From To Miles Normal Travel Time

East Campus West Campus 2.5 7 minutes Modesto Turlock 14.5 18 minutes Modesto Oakdale 16.5 26 minutes Modesto Patterson 17.0 26 minutes Modesto Newman 26.0 35 minutes Modesto Gustine 30.0 41 minutes Modesto Sonora (Columbia College) 51.0 69 minutes

Sources: YCCD and Mapquest.com Summary Based on the demographic data and projections included in this Chapter, a number of indicators which have direct or indirect effects on the educational programs and services provided by the College should be noted.

• Modesto Junior College can be expected to have a steady increase in enrollment over the period of the study (ten years). This increase should be slightly higher than the projection of the California Community College Chancellor’s Office (CCCCO).



• The participation rates among the adult population within the Yosemite Community College District and at MJC are lower than in the California Community Colleges in general and enrollment management practices should be developed to improve these rates.

• Although the student body in the District currently reflects the ethnic composition of the residents of the District, it would be advisable for MJC to maintain and/or establish close contacts with the various ethnic communities and to respond to their needs as they are able within the mission of the College.

• Close attention should be paid to the age groups within the District in order to tailor both special programs and recruitment efforts to those groups (see Table 3 and related narrative).

• The educational attainment level in the District appears to present an opportunity for continuing education for the College.

• Median household incomes in the District are lower than the State average and seem to present an opportunity for the College to provide appropriate services that enable students from lower socioeconomic groups to take advantage of the College’s programs.

• Enrollment projections completed during this study are higher than those of the California Community College Chancellor’s Office. This is not uncommon, as the State projections are often very conservative. Well-supported local projections are often accepted by the State in facilities application processes.

• Projections by Trustee Area are important in order to plan for projected new centers. However, these centers and other College facilities plans should be part of a consolidated District Facilities Master Plan that includes build-out enrollment numbers for the two colleges as well as projected numbers to be served at the centers.

CHAPTER 3 PROGRAMS AND SERBICES


PROGRAMS AND SERVICES Introduction Chapter 3 consists of a study of the current programs and services of Modesto Junior College from both a quantitative and qualitative perspective. The Chapter also uses both statistical projections as well as professional judgment to project the future of the College’s programs and services. The goal of this Chapter is to serve as a foundation for the development of defensible plans for new and remodeled facilities to serve the College’s current and future students. Methodology Information on current programs and services was gathered from the Yosemite Community College District (YCCD) Central Services Office whenever possible, as well as from outside sources such as the California Community College Chancellor’s Office (CCCCO), the California Department of Finance, and the California Postsecondary Education Commission (CPEC). A very important and immediately useful source of information was the administration of the College – vice presidents, deans, faculty, executive assistants, directors and many others who might have remained “behind the scenes” in our process. This numerical information is displayed in Chapter 3 in three main sections: Administration, Student Services, and Instruction. Within those three areas, each program or unit is described briefly and some numerical information for the present and for a ten-year projected period is displayed. Other projections for the years 2010 and 2015 are listed in Appendix A: Educational Master Plan Projections by Discipline 2005-2015. The importance of planning based on measures such as weekly student contact hours (WSCH) was explained in an earlier section of this Plan. No building program should be developed or continued without a foundation built on need and based on meeting State standards (see Chapter 1). As important as the numbers are, the professional opinions of the managers of services and programs and of the deans and faculty who are responsible for the instructional portions of the College must also be considered. In each case, interviewees were asked to describe their programs and to discuss the future of the field, the specific program or service, and the needs for staff and space. The results of these interviews were given importance in the resulting reports. These interviews were also an opportunity to inform numerous individuals about the process of master planning as it relates to State standards and to the way in which class hours are reported and used to qualify for space. The individual program descriptions and forecasts were reviewed by the appropriate deans and vice presidents, who also provided growth projections for each instructional program. Next, numerical information and professional opinions were combined to develop the Educational Master Plan Projections by Discipline 2005-2015 in Appendix A, which projects to the year 2015 the space needs of each program. This information is displayed in individual tables which contain more detailed information on individual program growth and need. It should be noted that, although program and service descriptions

CHAPTER 3 PROGRAMS AND SERBICES


and individual tables are divided by College administrative area, Appendix A lists programs by TOP (Taxonomy of Programs) Codes – the acronym for the system used by the California Community Colleges Chancellors Office to track all courses and programs taught within the system. The titles of programs, therefore, may differ somewhat. If this Educational Master Plan were part of a Comprehensive Educational and Facilities Master Plan, the next step would be to compare these needs to current existing square footage in the District and proceed to plan facilities from that base. In this instance, Consulting Master Plan Architect David R. Cartnal will do a separate but linked Facilities Master Plan in which one of the first activities will be to examine the current assignable square footage (ASF) in the District and the College in order to determine the qualification for space at Modesto Junior College.

CHAPTER 3 ADMINISTRATION


ADMINISTRATION PRESIDENT’S OFFICE Richard Rose, President Current Program The President’s Office is located in Morris Hall and includes his Executive Assistant as well as the Office of Marketing and Public Relations.

Personnel: The President’s Office includes 1 full-time classified staff member in addition to the President.

Facilities: Space in Morris Hall is adequate for those currently housed there.

Future Program

Personnel: No additions are planned at this time.

Facilities: The President’s Office expressed no space or facilities need in either the short or the long term.

PRESIDENT’S OFFICE Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 1 1 Part-time

Management

Temporary Full-time 1 1 1 Part-time

Classified

Temporary



BUDGET AND PLANNING Marietta Caldwell, Director of Budget Current Program Budget and Planning provides general budget allocation and fiscal services for the college, assigns and tracks accounts and acts as a liaison with District Human Resources, Purchasing, Accounting and Payroll departments.

Personnel: Staff includes 1 full-time manager and 2 full-time classified staff.

Facilities: The department occupies three spaces, one general reception area, one private office and one general work area. A small space is shared with the College Foundation and Research offices.

Future Program There is a need to improve the timeliness of mail delivery and to examine the mail room to possibly improve security.

Personnel: An additional full-time manager is needed in the short term and a staff member may be needed in the mid term to assist with review and accountability.

Facilities: Department services will continue to be centralized at the main campus. There is a need to remain located near the Purchasing, Accounting and Payroll departments, the Human Resources department at the District Office, as well as the President’s Office.

BUDGET AND PLANNING Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term

2015 Full-time 1 2 2 Part-time

Management


Classified

Temporary



COLLEGE RESEARCH AND PLANNING Kathleen Silva, Director of College Research and Planning Current Program Research and Planning supplies information to assist administrators, faculty and staff make good decisions at the College and at the classroom level. At this time no student data is accessible to the department except through Central Services IT, and the system is still very much paper-based.

Personnel: There is an educational administrator, with no additional staff to serve current needs.

Facilities: The department occupies a one-person office. Future Program An important step would be to increase the number of decisions based on research data and/or statistical information. A relationship with Central Services needs to be developed. The department needs to add software, such as SPSS, and hardware, including larger servers and laptops, to facilitate data mining and other research. The department could use additional staff and space to help staff and faculty process data on student outcomes, matriculation, diversity/equity and to add additional levels of research.

Personnel: Currently there is a need for a full-time clerical staff member and 2 full-time analysts; in the short term, Research and Planning will need a full-time clerical staff member and 5-6 full-time analysts. Facilities: Although the office can be located anywhere, it is helpful for it to be located near the President’s Office and the Budget Office; if a Center for Learning and Teaching existed, being adjacent to that area would be ideal so that department resources would be available to all. In the short term, three securable rooms, a private office with meeting space and a reception/clerical area are needed. A work space for faculty members to access historical and current research data also is needed in the mid term.

COLLEGE RESEARCH AND PLANNING Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management

Temporary Full-time (need 3 now) 2-3 2-3 Part-time

Classified

Temporary



FACILITIES AND EVENTS Sherri Suarez, Facilities and Events Specialist Current Program The office handles facility, vehicle and event scheduling, and oversees the mail room. The compressed calendar often makes facilities utilization a challenge.

Personnel: There is a manager and a half-time classified staff member.

Facilities: There is one office adjacent to the mail room. Future Program Increases in enrollment will mean more events to schedule and manage and increased mail room activity.

Personnel: In the short term, 2 additional scheduling positions will be needed.

Facilities: Expanded workspace – suitable for three people – will be needed, preferably adjacent to the mail room.

FACILITIES AND EVENTS Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management

Temporary Full-time 2 2 Part-time 1 1 1

Classified

Temporary



FOUNDATION Judith Monast, Interim Director Current Program The Foundation, with a $300,000 annual operating budget and a $5 million endowment, provides scholarships ($70,000 in the most recent year), faculty and staff grants, and support to the athletic program.

Personnel: The Foundation employs a full-time director, a full-time classified staff member, and several student workers

Facilities: The program is centralized on the second floor of the Morris Building. There is an immediate need to double the size of its present space (more offices and storage).

Future Program The Foundation must streamline its services and unify scholarship functions, and should re-orient itself to fund-raising rather than friend-raising, with a formal annual campaign. Also the department would benefit from restructuring to combine with other appropriate departments.

Personnel: In the short term, the Foundation needs an additional 3 full-time classified staff (one a receptionist), and in the mid term, an additional 2 full-time classified staff.

Facilities: The Foundation should be located near Public Information and Marketing. In the short term, office space is needed for additional personnel and more storage space also is required. Requirements for the mid term depend on restructuring.

FOUNDATION Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term

2015 Full-time 1 Part-time 1 1

Management


Classified

Temporary



MARKETING AND PUBLIC RELATIONS Linda Hoile, Director Current Program Marketing and Public Relations also oversees the Mail Room and the usage of College facilities.

Personnel: A manager, 5 full-time classified staff (2 in Marketing and Public Relations and 3 in the Mail Room) and 1 part-time classified staff member are employed in the department.

Facilities: The Marketing and Public Relations office is located in the President’s suite of offices, which is convenient.

Future Program As enrollment grows, with more activities and more centers coming online, there will be a need for more marketing specific to target areas in the District. Also, as new buildings are constructed, staff to maintain them will be needed.

Personnel: An increase in enrollment at the College has an indirect impact on the department, creating a need for additional help to handle scheduling, events, contracts, mail, etc. In the short term, an additional full-time graphic technician/PR assistant will be needed, and in the mid term a facilities coordinator also will be needed.

Facilities: Although the current location of the office is convenient, there is limited space, so the College’s graphic designer and a half-time assistant for tickets and events are located elsewhere, in space that is also too small. It would be useful to have these departments co-located and with more square footage.

MARKETING AND PUBLIC RELATIONS Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management


Classified

Temporary



DISTRICT FACILITIES PLANNING AND OPERATIONS Tim Nesmith, Director of Facilities Planning and Operations Current Program Facilities Planning and Operations offers District-wide services, including scheduling all room assignments, both internal and external, and overseeing scheduled maintenance as well as the five-year plan.

Personnel: The department currently consists of a manager, a confidential secretary, 2 operations staff and 82 classified staff members in grounds/trades/custodial (70 at Modesto and 12 at Columbia). There are two shifts of custodial personnel with 10,000 to 30,000 square feet per staff member.

Facilities: A warehouse is shared with Shipping/Receiving. There is a lack of custodial closets in existing buildings.

Future Program The District may outsource grounds maintenance, but this is uncertain at this time. The department needs additional office space immediately

Personnel: In the short term, 20 additional staff members are needed: 5 trades, 3 grounds, 10 custodial and 2 office workers. If additional buildings are added, additional staff will be needed.

Facilities: In the short term, more custodial closets in existing buildings and additional space for files and storage are needed.

DISTRICT FACILITIES PLANNING AND OPERATIONS Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management


Classified

Temporary

CHAPTER 3 STUDENT SERVICES


STUDENT SERVICES STUDENT SERVICES Bob Nadell, Vice President Current Program Student Services offers a variety of services and programs to assist students. The campus maintains a typical array of services found on most California community college campuses. There are over 125 Student Services employees, but they are scattered and fragmented across the two campuses. Equipment and facilities are often inadequate and/or antiquated.

Personnel: There are 8 managers, 85 permanent full-time and part-time support staff, and 39 full-time and part-time faculty who provide counseling and guidance to the general student body. Services to DSPS, TRIO, EOPS and other special need students also are included within the Student Services unit. A variable number of temporary workers provide additional assistance. Support services comprise the majority of the staff’s workload; however, an instructional component operates on several fronts. Facilities: The facilities for student services are outdated and undersized. They are located in many campus buildings on East Campus and West Campus and the DSPS staff is further decentralized. The campus needs a complete accessibility review to comply with current ADA architectural standards.

Future Program The college should address planning in Student Services as on ongoing activity in order to operate more efficiently and to use new technology effectively and fully. There should be a Welcome Center at each site, and the college should use technology (i.e. networking and video conferencing) to connect each site. This will become more critical as the Patterson Center becomes operational.

Personnel: The college should examine and add to the leadership organization in student services. At present, there is a need for a Registrar to provide daily leadership to the registration process. A Dean of Student Financial Services and a Dean of Student Support Services should be considered, as these programs have grown and warrant that level of leadership. Additional counseling and special services faculty will be needed as the college grows. Support staff will need to be increased as the student population and workload grows.

Facilities: Student Services facilities need a complete face lift. The patterns by which students seek services (intake services, services while attending classes, and transition services) should be the guide for facilities development. A centralized student facility is needed on each campus site. Adjacent to that site should be a “bullpen area” that is technologically linked to each MJC site. The facility needs of students should be a prime concern.



STUDENT SERVICES Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 8 8 16 21 Part-time 3 4 6 8

Management

Temporary Full-time 26 26 44 49 Part-time 10 13 15 22 Temporary 6

Faculty

Full Time Equivalent Faculty (FTEF) See individual programs Full-time 60 77 120 140 Part-time 9 8 14 13

Classified

Temporary 20 27 39 48



COUNSELING AND STUDENT SERVICES Derek Waring, Dean Dean Tsuruda, Counselor Current Program Counseling and Student Services oversees counseling and advising, guidance, the career development center, the transfer center, probation and dismissal, study skills, outreach to local area high schools, and crisis intervention services. The Counseling Department provides evening counseling until 7 p.m. on a walk-in and appointment basis. There is one counselor stationed on West Campus, an international student counselor and a career development/transfer center counselor/coordinator located in the Career Development/Transfer Center. In 2005-2006 the Counseling Center served more than 21,000 students. Currently there is a 1400 to 1 student / counselor ratio.

Personnel: The Counseling Department includes 1 manager, 13 full-time faculty and 5 part-time adjunct faculty, 3 full-time and 1 part-time classified staff members and 3 student workers. There are 2 full-time and 1 part-time classified staff members in the Career Development / Transfer Center. Facilities: There is inadequate waiting area in the counseling offices, as well as limited office space for counseling faculty. There are not sufficient facilities to provide guidance classes, workshops and student orientations.

Future Program The Counseling Center program is a program that has not expanded in relation to the population growth of the college. The staffing pattern of the Counseling Center is very similar to what it has been over the past 30 years, even though the student population has increased significantly. It is projected that the needs that the Counseling Center will be required to meet will match overall college growth in both the short and mid-terms. A major question with regards to Counseling Center growth is the space that is available should growth occur. The Counseling Department expects expansion of services and online advising and in the area of on-line courses. The implementation of individual e-mail accounts for all students will also result in additional duties for counselors to meet the expanding services.

Personnel: To reach an appropriate student/counselor ratio, the Counseling Center program needs 8 additional full-time counselors in the short-term. The college’s plans for expanding to a west-side facility in Patterson will also include the need for bilingual counseling staff supported by technology. In the mid-term an additional 2 full-time counselors will be needed. Administrative resources have been overlooked in the past and should also grow commensurate with college growth. Facilities: The Counseling Center program needs two additional classrooms on each campus. The Career Development/Transfer Center needs to be separate but close to Counseling. The Career Development/Transfer Center needs enough space to house the career and transfer resources and to be able to provide a class-like setting for tours, orientations and workshops. The Career Development/Transfer Center also needs confidential meeting rooms for employees,



business representatives and CSU/UC representatives. Counseling Center facilities will need to be expanded to meet the growth in faculty and classified staff.

COUNSELING AND STUDENT SERVICES Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 1 2 3 Part-time

Management

Temporary Full-time 12 13 21 23 Part-time 8 5 9 11 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 16.4 Full-time 6 5 7 7 Part-time 1 1 1

Classified

Temporary 4 5 5 5



ENROLLMENT SERVICES Therese Agostini, Dean, Matriculation, Admissions and Records Current Program Enrollment Services oversees credit and non-credit matriculation; college outreach; admissions; new student orientation; the college’s Testing Center, registration; academic records, including incoming and outgoing transcripts; and the college’s Evaluations Office. The Evaluations Office evaluates incoming transcripts for course equivalencies which are manually entered onto each student’s Datatel history. Staff also evaluate requests for Degree and Certificate awards and IGETC and GE certifications that are sent with every university transcript request. The college utilizes an integrated computer system that allows students to perform most enrollment-related activities in a variety of methods – in person on both East and West Campus Admissions Offices; on the Internet by utilizing a comprehensive PiratesNet option; or via touchtone. During a typical registration month, 3,500 students add and drop classes in person in the Admissions Office while students use PiratesNet more than 48,000 times and the phone 8,000 times to add and drop classes. Each term, between 7,000 and 9,500 new student applications are processed for admissions, and more than 18,000 students register for classes. The numbers of new students processed into the college, as well as the numbers of students who register and eventually matriculate to degrees, certificates and transcripts directly correlate with the numbers of students who take assessment tests in the Testing Center, go through new student orientation, submit transcripts from other colleges for evaluation, request enrollment verifications and transcripts for employment as well as for transfer, and submit graduation applications and transfer certification requests.

Personnel: Personnel include 1 manager (the Dean) and 23 classified staff. There are 19 classified staff located at East Campus and 4 at West Campus. Students and classified hourly staff are hired seasonally throughout the year to assist with demand.

Facilities: Enrollment Services personnel are scattered across both campuses. There are Admissions Offices on both campuses. Each Admissions Office has a bank of computers and telephones dedicated to PiratesNet for student use.

Future Program As the surrounding community grows, it is expected that enrollment will also increase. An increase in workload of about 50 percent in the short-term and 100percent in the mid-term is expected. Enrollment services will need a more sophisticated computer system, and video conferencing capabilities will be needed to service planned centers in Patterson and Turlock. Plans are already underway to make testing a more transient service, which will also require additional staffing. As the community grows, additional high schools will be built and additional outreach services will be required of the Welcome Center staff. They currently provide services to 32 district high schools.

Personnel: In the short-term, Enrollment Services will need 11 additional classified positions to support its offices, as well as 3 additional managers for admissions, records, and outreach. The additional manager in the Admissions Office should be designated as a Registrar. In the mid-term, an additional 11 classified staff and 2 managers will be needed to staff developed centers in Patterson and Turlock.



Facilities: To assist students, all Enrollment Services offices should be located in close proximity to each other on one campus. A circular counter area (with open access for students) should be designed with all Enrollment Services work stations (Admissions, Records, Evaluations, Welcome Center, etc.) located nearby. It would be convenient to have a computer lab-type area linked to the counter area where students can have 24/7 access to PiratesNet. Plans should also include a 75-computer-station testing center, as well as a dedicated room that can accommodate 125 persons for new student orientations and matriculation-related workshops. Students on the secondary campus where Enrollment Services is not located could be served by a computer lab-type area. It is recommended that the college work to develop all enrollment-related activities in easily accessible PiratesNet programs, making a computer lab-type area feasible for students. It is hoped that each planned building would include a staff lounge suitable for breaks and lunch, and including staff restrooms.

ENROLLMENT SERVICES Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015


Management

Temporary Full-time 20 23 34 45 Part-time

Classified

Temporary



FINANCIAL AID Myra Rush, Director Current Program The Financial Aid Department includes Veterans Services, Scholarships, Outreach, and CalWORKs. These services assist students to secure federal, state, and local financial aid to help meet college costs. In 2005-2006 Financial Aid disbursed more than $16 million in various forms of aid and Veterans Services certified benefits of more than $1.8 million. Financial Aid Outreach provides workshops and informative presentations at local high schools, community organizations, classrooms, and at on-campus events, and communicates with high school counselors about important updates and deadlines. During 2005-2006, F.A. Outreach served more than 5,206 students, parents and/or community members. The Scholarship Office works closely with various college departments, donors, and the MJC Foundation. In 2005-2006, 453 students received $241,513 in scholarship funds to use toward educational expenses. The CalWORKs Office provides support services to students who receive Temporary Assistance for Need Families (TANF). In 2005-2006 it served more than 400 students with counseling and provided over $200,000 in child care payments and $156,000 in work-study wages, books and bus passes.

Personnel: The Financial Aid Department employs 1 manager, 21 full-time classified staff members and 6-8 student temporary workers. There are 2 part-time adjunct counselors for CalWORKs who report to Counseling.

Facilities: The Veterans Office is located on East Campus in close proximity to Counseling. This is an ideal location as counselors provide Educational Plans with specific information required for certification of units. Financial Aid, Scholarships, F.A. Outreach, and CalWORKs are centrally located on West Campus with Admissions, Testing, and Business Services in the same building. However, there is no waiting area and access to the building is difficult during heavy traffic periods. A bank of computers is located at the entrance to the building making application to the college and financial aid applications convenient for students. It would be beneficial for the Financial Aid Department to also be located near Counseling and EOPS as counselors in both departments provide Educational Plans and appeal input for Satisfactory Academic Progress purposes. The CalWORKs Office has inadequate space – there is no area for confidential conversation with students or storage for the book loan program.

Future Program The department needs to be centralized onto one campus, with better accessibility. At this time, all students come through one door and waiting is a problem. Students may submit applications and necessary forms to the Financial Aid Office from any location. Documents are available online and may be faxed, mailed, deposited in drop boxes located on both campuses, or as of Spring 2007, may be submitted electronically. This allows student access to Financial Aid from any location.

Personnel: In the short term, Financial Aid needs 4 additional classified staff members to process applications, additional staff for future centers, 2 CalWORKs employees, 1.5 FTEF to serve veterans, and an assistant director to help manage the programs. Facilities: Ideally, Financial Aid should be part of a one-stop center with proximity to Admissions and Records, Counseling, Testing, Veterans, CalWORKs, EOPS, and the Business Office.



FINANCIAL AID Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015


Management


Classified

Temporary 4 6-8 8-10 12



GUIDANCE Derek Waring, Dean Dean Tsuruda, Counselor Current Program Guidance is a requirement for graduation from the college, so the need for classes offered by the department is fairly constant.

Enrollment: Guidance offered fewer sections of larger classes between 2000 and 2005; 36 sections (of which 8 were offered online) have an average of 30 students per class, with class sizes ranging from 25 to 60. There are wait lists for Guidance classes, which are limited by classroom space. Personnel: See “Counseling and Student Services” for current staffing. Facilities: The Guidance program has one room on East Campus and one room on West Campus. There is no space for providing student orientations. One room on the East Campus does not sufficiently meet the needs of the Guidance program. Teaching Methodologies: All Guidance classes are lecture (8 are offered online).

Future Program In both the short term and mid term, the program should grow commensurate with overall college growth.

Personnel: Additional counselors and support staff will be needed as college enrollment grows. See “Counseling and Student Services” for future staffing needs.

Facilities: One additional classroom is needed on each campus.

GUIDANCE Table 1

ENROLLMENT Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Guidance WSCH 1,403 1,149 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 25 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 58 / 0 / 0 / 0 41 / 0 / 0 / 7 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 27 / 0 / 0 / 0 25 / 0 / 0 / 46

See EDUCATIONAL MASTER PLAN PROJECTIONS BY DISCIPLINE 2005-2015 in

Appendix A



HEALTH SERVICES Hilda Sielicki, R.N., Coordinator Current Program Health Services provides direct health care for students on both campuses. Student visits vary in nature from requests for over-the-counter medications, immunizations, referrals, rest in the cot room, and screenings, to securing emergency services.

Personnel: Health Services includes 1 full-time faculty health coordinator, 1 full-time classified bachelor-prepared nurse (12 month) on East Campus, 1 full-time (10-month) classified bachelor-prepared nurse on West Campus, 1 full time (10-month) associate nurse (currently on disability leave),1 part-time (20 hours) associate nurse (10-month) on West Campus, and 2 Support Staff II (12-month) employees. The Vice President of Student Services serves as the program administrator.

Facilities: The Health Centers are located in the Morris Building on East Campus and in Yosemite Hall on the West Campus. Each health center provides one treatment room with limited office space to support the amount of student visits. Space is inadequate on each campus and is not suited for health services operations.

Future Program Provision of health care has become much more demanding in its requirements, such as providing confidentiality beginning with the check-in process of each student until the point of exit. Increasing the number of treatment rooms will greatly help to increase productivity. An increase in the number of nurses will generate more work, requiring an increase in support staff and additional office space. Extending services to evening students and to any satellite centers in the community could be started by utilizing vending machines that provide simple remedies such as headache medication, cough drops and first aid treatment.

Personnel: To be cost-effective and to provide services that are accessible to all students, Health Services should have a nurse manager with a basic core group of full-time 12-month employees with additional on-call or part-time staff to assist during peak periods when the amount of student visits require more direct services.

Facilities: Any site that is needed to give direct health care requires a storage area that would include a clean area with a sink and running water and a separate room (ordinarily called a dirty room) to separate equipment that is soiled and in need of sterilization. The dirty room contains a hazardous waste container and an eye-wash and shower station in case of exposure to hazardous material. This space also has a sink and bathroom with a pass-through cabinet for specimen collection. A cot room is needed with four beds where students can recline when ill with an observation window. This room could be adjacent to the area where nurses congregate to review clinical situations and to report to the on-coming staff while monitoring the cot room. This same observation room could hold the refrigerator and freezer needed for immunizations. Four treatment rooms are needed that would support services and assessment of students coming in for various health concerns. Each treatment room would be equipped with basic assessment tools and exam table. The entry to the treatment room would provide a computer station so the nurse could enter



documentation of each visit. A private, accessible and welcoming confidential check-in area is needed with a work station that would provide the first contact with a health services support staff employee. A waiting area where a student could choose to work quietly or engage in a media presentation on a health topic should be provided. Health Services needs, at a minimum, four work stations for support staff. Each health center would require a minimum of two private confidential offices.

HEALTH SERVICES Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 1 Part-time

Management


Faculty

Temporary Full-time 2 4 8 10 Part-time 1 1 4 4

Classified

Temporary 4 5 8



INTERNATIONAL STUDENT PROGRAM Current Program The International Student Program is currently responding to and meeting the needs of International Students at Modesto Junior College.

Enrollment: There are currently 47 international students being served by the International Student Program. Personnel: The International Student Program includes 1 full-time faculty counselor and 1 part-time student worker. Facilities: The International Student Program currently uses one of the offices in the Counseling Center. There is a small space set aside within the Counseling Center for the student worker to provide assistance.

Future Program A priority of the Counseling Center is to expand the International Student Program. This objective can only be met if additional funding is secured to pursue growth. Should adequate funding be available, the International Student Program Counselor feels that it is reasonable to estimate growth to approximately 120 students in five years and to approximately 250 students in ten years

Personnel: As the International Student Program grows it may be appropriate to look at additional counseling resources during the next five years. A clerk/secretary will be needed in the short term, and possibly a program representative. Facilities: Ideally the International Student Program would be housed in an International Multicultural Center. This space would house the study abroad resource center and services for International Students, a lounge for programming, coordinator/counselors offices and space for classified staff. Ideally there would be a room with a program representative and 3 to 5 student assistants.

INTERNATIONAL STUDENT PROGRAM Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time Part-time

Management


Faculty

Temporary Full-time 2 2 Part-time

Classified

Temporary 1 3 5



PRE-COLLEGE PROGRAMS Francisco Banuelos, Director Current Program The Pre-College Program operates two TRIO federal grant projects, which partner with six local high schools and two middle schools in Modesto and Ceres, with potential extensions to Patterson, Turlock and Riverbank. The program serves between 700 and 750 students, evenly divided within the 7th through 12th grade levels. The pre-college program offers services during the year that include educational advising, a series of student workshops (i.e. basic skills, life skills, study skills, college survival, etc.), tutoring, cultural and academic field trips, and Saturday academic instruction. The Pre-College Program also operates a six-week Summer Academic Program, where participants take four weeks of instruction at MJC and a two-week residential program at a local university. The main goal of the program is to prepare and encourage postsecondary enrollment and success to low-income and potential first-generation college students.

Personnel: Currently the staff includes 1 full-time director, 4 full-time classified staff, 3 part-time faculty, 3 part-time classified staff, and 3 office student workers and 6 to 8 tutors (located at the partner school sites).

Facilities: The program uses two office spaces, a reception area, two storage closets, five cubicles, and high school facilities during the school year to deliver services. During Saturday Academies, the program uses the Staff Dining Room, three classrooms, a computer lab, and a forum room for guest presenters. The program utilizes the Agriculture Quad and three classroom facilities and a science classroom on East Campus to offer its summer program and contracts with a local university (CSU, Stanislaus) to offer a two-week residential component.

Future Program A major goal of Pre-College Programs is to extend its services to other areas of Stanislaus County.

Personnel: To accomplish its future goals, Pre-College Programs will need 3 additional part-time faculty members, 4 additional full-time classified staff and 2 to 3 half-time classified staff. In the mid term, the program will need 2 more part-time faculty members.

Facilities: In the short term the staff needs five additional cubicles – four for full-time staff and one for part-time staff. Facilities should be close in proximity to EOPS, Financial Aid, and Admissions and Records.



PRE-COLLEGE PROGRAMS Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015


Management

Temporary Full-time Part-time 2 3 6 8

Faculty

Temporary Full-time 5 4 8 8 Part-time 3 6 6

Classified

Temporary 8 3 & 10 3 & 13 3 & 15



SPECIAL PROGRAMS: DSPS John Martinez, Dean of Special Programs Robert Williams, DSPS Counselor Current Program Disabled Student Programs and Services (DSPS) is funded by a supplemental allocation from the State of California and partly by college contributions. The program served 933 students in the 2005-06 academic year, with a variety of disabling conditions including hearing impaired, acquired brain injury, developmentally delayed learners, learning disabled, mobility impaired, psychologically disabled, speech and language impaired and visually impaired. Students with learning disabilities are the largest group served and referral of students with suspected learning disabilities is increasing annually. Current learning disability staffing is insufficient to accommodate the increases in referrals from the campus and currently 80 to 90 students are awaiting learning disability assessment. The college also partners with the County to provide learning disability assessment to potential TANF/CalWORKs recipients referred to the college for training. Students with psychological disabilities constitute the second largest group served by the program. The program also provides instructional programming in assistive technology, instructional materials in alternate media formats and accommodated testing to more than 300 students each term.

Personnel: The program, administered by the Dean of Special Programs as half of his full-time assignment, includes 10 full-time classified staff and 4 full-time faculty program specialists, 1 full-time counselor and 2 part-time counselors. The program also employs 10 to 12 students working 18 hours per week on average. Facilities: The department and staff are decentralized throughout the East Campus and services are fragmented and difficult for students to access. Offices are undersized, lacking confidentiality, and little to no lobby space is available to students waiting to meet with staff. A High Technology Center located on the West Campus is staffed approximately two days each week.

Future Program Program growth will increase faster than overall college growth, and the department will need to be able to increase its ability to provide intake services and more learning disability testing, instructional programming and support services. The program needs office space and facilities for accommodated testing and on-site counselors and support staff, as well as classroom space.

Personnel: In the short term, DSPS will need an additional Learning Disability Specialist and 2 additional full-time counselors.

Facilities: In the short term, more office space is needed, as well as space for accommodated testing and for the housing of the Alternate Media Specialist. Ideally, the entire DSPS program should be located on the ground floor in a centralized facility.



SPECIAL PROGRAMS: DSPS Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 1 Part-time 1 1

Management

Temporary Full-time 5 5 8 9 Part-time 2 2 2 3 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 5.0 Full-time 6 10 11 12 Part-time 5

Classified

Temporary



SPECIAL PROGRAMS: EOPS John Martinez, Dean of Special Programs Hector Duarte, EOPS Assistant Director Current Program EOPS is funded by a supplemental allocation from the State of California and partly by college contributions. EOPS provides the following services: recruitment, eligibility determination, orientation, educational consultation, personal and career counseling and testing services, student follow-up and retention services, university transfer services and pre-employment services. EOPS also provides instructional programming for first-time college students through its EOPS Summer College Readiness Program and Foster Youth Bridge Program (basic skills and general education). The program also provides a variety of academic support services and economic support services including textbook vouchers, college supplies, bus passes and parking permits, supplemental tutoring services, an emergency loan program, university application fee waivers, university campus tours and financial grants. In addition, the EOPS program provides single parents / TANF / CalWORKs recipients with additional services including informational workshops, gas cards and childcare reimbursements through its Cooperative Agencies Resources for Education (CARE) component. The CARE program served 106 students in the 2005-06 academic year, and the EOPS program currently serves approximately 1,600 students.

Personnel: The program, administered by the Dean of Special Programs as half of his full-time assignment, includes a full-time assistant director, 3 full-time counselors, 3 full-time program representatives, 1 part-time program representative and 6 students working on average 18 hours per week. This is not enough staffing for the size of the program. Facilities: There is no lobby or reception space for students in the current facilities on East Campus. Worker stations are undersized creating safety hazards to office staff. Counseling offices lack confidentiality and are not accessible to students with disabilities. No classroom space is available for instructional programming. There is no identified office on the West Campus as yet.

Future Program EOPS needs an additional administrator who can be more directly available to staff. Decentralized offices and support staff would provide the program the opportunity to extend on-site programs and services to all campuses and centers, better serving the significant number of potential students desiring EOPS services. More of the college's students will be eligible for EOPS due to the significant number of students failing the high school exit exam requirement, increasing numbers of students with disabilities, increasing numbers of students with histories of educational and economic disadvantage, more undocumented residents, and other factors.

Personnel: In the short term, the program needs 2-3 classified staff and 2 counselors. Mid term growth will depend on the growth of the student population and the opening of additional centers. Attention should be given to hiring an additional administrator.



Facilities: There is a need for a reception/waiting area and records storage, office space that is ADA-accessible, classroom space, a conference room and a tutoring and computer lab.

SPECIAL PROGRAMS: EOPS Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 Part-time 1 1

Management

Temporary Full-time 4 4 7 8 Part-time 5 2 4 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 5.0 Full-time 2 3 5-6 6-7 Part-time 1 1

Classified

Temporary



STUDENT DEVELOPMENT AND CAMPUS LIFE Wendy Byrd, Director Current Program Student Development and Campus Life (SDCL) oversees student government, campus clubs, student and staff ID cards, the emergency locator and housing referral service, campus access permits, posting regulations and the Mary Stuart Rogers Student Learning Center (MSRLC). SDCL provides general information, participates in many campus activities and provides leadership training for students. The Director teaches a Student Leadership class once a semester.

Personnel: The department includes a Director, a full-time secretary II, a full-time program representative I, and a part-time media services technician. Facilities: SDCL has offices on both campuses. Office space on the East Campus is inadequate for the number of people who utilize the office and the services that are provided. There is a lack of space for student government and campus clubs to make posters, conduct meetings, or have confidential meetings with students. There is no privacy for making ID cards and long lines for this service run directly through the center of the East Campus office, therefore interfering with other services.

Future Program SDCL needs to expand its leadership development trainings to include more in-service student leader trainings, more community-based leadership trainings, and more high school outreach training activities. These events will make greater use of the MSRLC for campus activities. The MSRLC should complete the final phase of the facility plan by installing an amphitheater for concerts and special events on the West Campus. More community partnership activities should be offered in an effort to market services and generate more FTES. The SDCL office will assist ASMJC in enhancing its Student Training Entrepreneurial Program (STEP) by adding a graphics services component to the already existing T-shirt and novelty sales training initiative.

Personnel: To reach an appropriate staffing level for multi-campus programming that will serve Modesto and the new projected outlying sites, there is a need for an assistant director, 1 co-advisor for ASMJC, 1 full-time media services technician, 1 full-time secretary, and 2 Program Representative IIs.

Facilities: There is a need to redesign the East Campus office to make it more functional and meet ADA regulations. Outlying centers should have space to promote extra-curricular activities and to conduct student meetings and other campus life initiatives.



STUDENT DEVELOPMENT AND CAMPUS LIFE Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015


Management

Temporary Full-time 1 2 5 7 Part-time 1

Classified

Temporary



STUDENT SUCCESS AND SPECIAL PROJECTS Martha Robles, Director Marcos Garcia, Counselor Current Program The Office of Student Success oversees Student Discipline, Student Success Initiatives, Petitions, Tutoring, Supplemental Instruction, Book Loan Program, TRIO, and Title V. The Tutoring Center and the Supplemental Instruction program have representation on both the East Campus and the West campus. There is just one full-time staff member on the West Campus. The Office of Student Success serves over 2,000 students each semester. Services are provided year-round. Currently there is only one full-time counselor.

Personnel: The Office of Student Success includes 1 manager, 1 full-time faculty member, 5 full-time classified staff, 2 part-time classified staff, 5 SI leaders, 40 tutors, 5 mentors, and 8 student workers. Facilities: On the East Campus, the office and its programs are located in the basement of the library, which is inadequate and not accessible to students with disabilities. It offers limited space, limited lighting, poor acoustics, and no privacy for staff or for tutoring. HVAC issues along with exposure to fumes are a concern. There is inadequate waiting area in offices, as well as limited office space for counseling staff. There are not sufficient facilities to provide tutoring, group tutoring, supplemental instruction, workshops and student orientations. On the West Campus, there are not sufficient facilities for the Book Loan Program and Supplemental Instruction.

Future Program The Office of Student Success has grown in the past three years with the implementation of the Supplemental Instruction program, the Title V grant and the transition of the petition process. Although the number of students and services has expended, staff and resources have not expanded in relation to the growth in numbers of students served. The staffing pattern of the Office of Student Success was impacted with the opening of Yosemite Hall since no additional staff was available to effectively staff the new West Campus center. For on-site tutoring, there should be a faculty supervisor at each site. There are immediate needs for the Office of Student Success as well as future needs to be able to accommodate the growing population. A large area to accommodate specific groups who utilize the center for projects, independent study, and group study is needed. The Office of Student Success will continue to expand as it brings in additional programs, offers on-line tutoring, and increases the number of courses supported by Supplemental Instruction.

Personnel: To reach a sufficient level of staff, there is a need for 4 additional classified staff and 2 additional faculty in the short-term. As the West Campus develops and the student population grows, the need for mid-term staffing includes 4 additional classified employees and 2 additional part-time faculty.

Facilities: The programs and services under the responsibility of the Office of Student Success are an integral part of student success as it is relates to retention and support services; therefore, it



is critical that it be located where it is visible to students and in the flow of traffic. The Office of Student Success needs a lab that will accommodate online tutoring services. There is a need for a room with a class-like setting for orientations and workshops. Also required is a computer lab that accommodates 36 computer systems, a conference room to accommodate 20 people, storage for files, equipment and supplies, and a workroom. The manager’s office needs privacy and multiple exits for safety.

STUDENT SUCCESS AND SPECIAL PROJECTS Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015


Management

Temporary Full-time 1 1 3 3 Part-time 2 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 1.0 Full-time 5 5 9 11 Part-time 2 2 3 3

Classified

Temporary 5 5 8 10



STUDY SKILLS Derek Waring, Dean Mary Silva, Faculty Current Program Study Skills is responding to an identified need in the student population for basic skills courses.

Enrollment: The average class size is 24, with a range in class size from 11 to 47. There are typically waiting lists for courses. Personnel: The department includes 1 full-time faculty and 1 part-time faculty (for a total of 1.60 FTEF). Counseling provides the needed support staff. Facilities: Space is adequate on the West Campus, with the office located in Yosemite Room 117. There is no dedicated Study Skills area on East Campus. Teaching Methodologies: All Study Skills classes are lecture. One class is taught as a telecourse.

Future Program The Study Skills program will grow at a pace matching overall college growth in both the short term and mid term.

Personnel: An additional faculty member will be required in the short term, although mid term needs will be dependent on growth. Facilities: Study Skills needs dedicated space on the East Campus. Teaching Methodologies: The department is developing an online Study Skills course.



STUDY SKILLS Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

Full-time Part-time

Management

Temporary Full-time 2 1 2 2 Part-time 1 1 1 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 1.6 Full-time Part-time

Classified

Temporary

STUDY SKILLS Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Study Skills (Learning Skills) WSCH 1,108 918 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 17 100 / 0 / 0 / 17 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 9 / 0 / 0 / 1 9 / 0 / 0 / 1 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 27 / 0 / 0 / 44 29 / 0 / 0 / 42


Appendix A

CHAPTER 3 INSTRUCTION


INSTRUCTION: Agricultural, Environmental Sciences and Technical Education AGRICULTURAL, ENVIRONMENTAL SCIENCES AND TECHNICAL EDUCATION Mark Anglin, Dean Pedro Mendez, Technical Education Director Current Program The Agricultural, Environmental Sciences and Technical Education division has grown steadily and should continue to grow as it reflects a strong tradition of serving the needs of transfer-oriented students as well as associate degree and certificate-seeking students. The division meets occupational needs of the community, with 90 percent of its Technical Education classes re-training workers to higher skill levels. Agriculture (food production and processing) in the area drives much of what this division offers students and the community.

Enrollment: Technical education enrollment has grown due to program integration and partnerships with technical and high schools. Classes range in size from 10 to 20, with average lecture class size around 18 and average lab size equaling 20. There are frequently wait lists of 10 to 15 students for classes in Electronics Technology, Welding and Industrial Technology.

Personnel: Staffing is addressed in each program area.

Facilities: Facilities are addressed in each program area. Teaching Methodologies: Teaching methods involve a combination of lecture and lab as well as work experience classes.

Future Program There is an industry drain on skilled workers and a lack of high school training in these areas. Because industry demand is higher than the student placement rate, the community needs an industry placement program. New programs in Power Utilities and Solar Energy are planned.

Enrollment: Enrollment growth in this division will keep pace with overall college growth in the short term, and most likely grow faster than overall college growth in the mid term.

Personnel: Staffing needs are addressed in each program area.

Facilities: Facilities needs are addressed in each program area. Teaching Methodologies: No new teaching methods are planned.



AGRICULTURE BUSINESS Marlies Boyd, Faculty Current Program The Agricultural Business program conducts an active outreach program to area high schools, and with similar offerings at nearby colleges shrinking, the program has earned a reputation for quality. The program responds to the needs of transfer-oriented students and offers occupational training as well, and fills general education needs of the community.

Enrollment: Classes range in size from 20 to 45, with an average class size of 32. Typically, each semester there is a waiting list of between 6 and 10 students for most classes, and with attrition, most students are served.

Personnel: The program employs 1 full-time faculty member and a 75% computer lab technician; there is an immediate need for another full-time faculty member. Many classes are currently being taught by fulltime professors as overload and by adjunct professors.

Facilities: The Agricultural Business program is located within the MJC East Campus Agriculture Complex. The physical facility for the program includes a 28-station computer lab, and lecture classrooms; one with tables and one with standard desks. All classroom facilities are “smart” classrooms. Teaching Methodologies: Some of the courses offered within the Agricultural Business major are lecture only however many of the courses are lecture/lab combination. Most of the courses require field trips. .

Future Program The future most likely will include an expansion of what is already being done in the program. When compared to 2001 the program has grown 68%. Areas of growth may include more instruction in International Agriculture Business and Import/Export Fundamentals.

Enrollment: The department will likely grow faster than the overall college growth rate in both the short term and the mid term. Personnel: The program needs 2 full-time faculty. Facilities: Remodeling the current East Campus computer lab to accommodate 30 students along with remodeling two “smart” classrooms is needed. Teaching Methodologies: No changes in teaching methodology are planned.



AGRICULTURE BUSINESS Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

Full-time 3 2 3 3 Part-time 1 1 1 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 1.9 Full-time 1 1 Part-time 1 1

Classified

Temporary

AGRICULTURE BUSINESS Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Ag Business WSCH 546 251 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 67 / 0 / 33 / 0 0 / 0 / 100 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 4 / 0 / 2 / 0 0 / 0 / 3 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 36 / 0 / 17/ 0 0 / 0 / 16 / 0


Appendix A



AGRICULTURAL SCIENCE Mark Anglin, Dean Current Program Agricultural Science has grown steadily and should continue to grow as it serves the transfer and associate degree needs of students. There has been 31 percent growth in the program from 2001 to 2006. The program is the fourth largest program in the nation to grant the A.S. degree in this area.

Enrollment: There are 70 to 100 sections of courses offered in the department each semester, with class sizes ranging from 7 to 51. The average class size is 24.8, with 23 classes at 30 or above and 10 classes at 40 or above. There are some waiting lists in transfer classes each semester of between 5 and 15 students per class.

Personnel: There are 11 full-time and 20-25 part-time faculty; the department currently is down one position and has two instructors retiring in January 2007. There are 5 full-time and 2 part-time support staff members, plus 1 categorical Tech Prep employee. In addition there are 27 part-time Agriculture student interns that assist with the departmental operations. Additional part-time student help is hired throughout the year as needed.

Facilities: There is an East Campus Agriculture Instructional Complex consisting of classrooms, labs, computer lab, two instructional shops, instructional nursery/greenhouse, vegetable crop instructional area, division and faculty offices, conference room, transportation compound, and storage facilities. The West Campus includes animal production units (Beef, Dairy, Equine, Poultry, Sheep, Swine, Wildlife), plant science production units (alfalfa, pasture, vegetable crops, winter forage), general shop, operations manager office and equipment storage facilities. There is also a Beckwith plant science instructional unit (Almonds, Walnuts, Grapes, Fruit, Citrus). Teaching Methodologies: Lectures and labs are combined.

Future Program In future, the department would like to offer a Large Animal Veterinary Technician program and additional coursework in Diesel Power Mechanics.

Enrollment: The department will likely grow the same as the college in the short term, then faster than overall college growth in the mid term. There has been 31 percent growth in the program over the last six years.

Personnel: As of January 2007 the program will be down 3 full-time instructional positions. These positions include one in the area of Plant Science/Natural Resources, one in Agriculture Business/Natural Resources, and one in Animal Science. It is imperative that these positions be filled. In addition, as the Veterinary Technician program continues to grow and expand there will be a need for a full-time faculty coordinator in addition to a full-time instructional professor. The Animal Science program is currently in need of a full-time classified lab technician.



Facilities: The East Campus Agriculture instructional complex is in immediate need of remodeling and updating throughout. Eventually an instructional complex will be relocated to the West Campus. Plans are to build a multi-use pavilion on the West Campus to include an indoor arena, one specialty Animal Science Lab, one general-purpose lab, two smart classrooms, livestock holding/working facilities, and offices. Additional Agriculture program projects include the relocation of the beef instructional lab unit, construction of a new sheep instructional lab unit, expansion of the swine instructional lab unit, development of a permanent equine instructional lab unit, the remodeling of the poultry instructional lab unit and remodeling of the East Campus instructional labs and classrooms. A portable classroom is also needed for the Beckwith production lab unit.

Teaching Methodologies: The majority of the courses offered by the Agriculture / Environmental Sciences program include both lecture and lab. Theory presented in a lecture modality is applied “hands-on” in lab.

AGRICULTURAL SCIENCE Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

Full-time 12 11 12 13 Part-time 20-25 20-25 20-25 20-25 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) See specific program areas. Full-time 5 5 6 6 Part-time 2 2 2 2

Classified

Temporary 1

AGRICULTURAL SCIENCE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Agricultural Science WSCH 814 722 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 95 / 0 / 5 / 0 54 / 0 / 46 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 73 / 0 / 4 / 0 14 / 0 / 12 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 0 / 30 / 0 9 / 0 / 24 / 0


Appendix A



AGRICULTURAL LAB TECH Table 3


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Agricultural Lab Tech WSCH 589 612 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 80 / 0 / 20 / 0 54 / 0 / 46 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 73 / 0 / 4 / 0 14 / 0 / 12 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 0 / 30 / 0 9 / 0 / 24 / 0


Appendix A



ANIMAL SCIENCE John Mendes, Faculty Current Program Animal Science serves the needs of transfer-oriented students as well as providing an associate degree for farm managers and those working in the agriculture service fields. Overall, Animal Science has grown significantly (81 percent) in the last five years, with aggressive recruitment. The program includes a small animal Veterinary Technician program. Students may earn an AS degree in General Animal Science, Dairy Science, Dairy Industry, Poultry Science or certificates in Artificial Insemination, Dairy Processing, or Veterinary Technician.

Enrollment: Classes range in size from 13 to 70, with 25.7 the average student number. There are typically waiting lists of 8 to 10 students for beginning classes and Veterinary Technician courses.

Personnel: There are 3 full-time and 4-6 part-time faculty, with a half-time support staff member and 9-10 student interns who work 10 hours each week.

Facilities: The Animal Science instructional program is located within the East Campus Agriculture Complex. The physical facility for the program includes a large lecture style classroom, two lecture/lab style classrooms and one lab classroom. All classroom facilities are “smart” classrooms. In addition the following instructional lab units that support the Animal Science program are found on the West Campus: Beef Unit, Dairy Unit, Equine Unit, Poultry Unit, Sheep, and Swine Unit.

Teaching Methodologies: There are no changes planned soon, but there is an increasing use of technology in the program.

Future Program It is likely that the Veterinary Technician program will grow so that eventually the department will offer an associate degree. The department also has discussed starting a Large Animal Veterinary Technician program.

Enrollment: In the short term, the program should grow faster than the overall college growth rate as it maintains its strong ties with the industry and with the agricultural colleges like Cal Poly, CSU Fresno, CSU Chico, CSU Stanislaus, and UC Davis. Aggressive recruiting at high schools inside and outside the district also will continue to build a strong program.

Personnel: With the January 2007 retirement of one of the full-time Animal Science instructors it is imperative to replace this professor. With the continued growth and planned expansion of the Veterinary Technician program it will become necessary to increase the current 50 percent coordinator position to 100 percent and to change this to a faculty rather than classified position. It would also be prudent to hire a full-time veterinarian as a professor for the Veterinary Technician program rather than use adjunct professors.



Facilities: Plans are to build a multi-use pavilion on the West Campus to include an indoor arena, one specialty Animal Science Lab, one general purpose lab, two smart classrooms, livestock holding/working facilities, and offices. Additional projects include the relocation of the beef instructional lab unit, construction of a new sheep instructional lab unit, expansion of the swine instructional lab unit, development of a permanent equine instructional lab unit, remodeling of the poultry instructional lab unit and remodeling of the East Campus instructional labs and classrooms.

Teaching Methodologies: No changes in teaching methodologies are planned at this time, as skill-based learning requires face-time with students.

ANIMAL SCIENCE Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 3 3.5 4 4 Part-time 2-4 4-6 6-10 6-10 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 3.7 Full-time 1 1 Part-time 1 1

Classified

Temporary 10 9-10 12 12

ANIMAL SCIENCE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Animal Science WSCH 670 955 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 37 / 0 / 63 / 0 50 / 0 / 50 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 0 / 10 / 0 9 / 0 / 9 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 14 / 0 / 20 / 0 30 / 0 / 22 / 0


Appendix A

POULTRY SCIENCE Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Poultry Science WSCH 50 106 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 37 / 0 / 63 / 0 50 / 0 / 50 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 0 / 10 / 0 9 / 0 / 9 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 14 / 0 / 20 / 0 30 / 0 / 22 / 0


Appendix A



DAIRY INDUSTRY Table 4 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Dairy Industry WSCH 70 37 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 37 / 0 / 63 / 0 50 / 0 / 50 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 0 / 10 / 0 9 / 0 / 9 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 14 / 0 / 20 / 0 30 / 0 / 22 / 0


Appendix A

ANIMAL HEALTH TECH Table 5 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Animal Health Tech WSCH 411 800 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 37 / 0 / 63 / 0 50 / 0 / 50 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 0 / 10 / 0 9 / 0 / 9 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 14 / 0 / 20 / 0 30 / 0 / 22 / 0


Appendix A



AUTOMOTIVE TECHNOLOGY Pedro Mendez, Technical Education Director Current Program The current Automotive Technology program serves the occupational needs of the community for entry-level automotive technicians and auto body specialists. .

Enrollment: Classes range in size from 20 to 25 students, with waiting lists of 5 to 8 students for introductory classes. Personnel: There are 3 full-time and 5 part-time faculty members who teach automotive technology, while 2 full-time and 1 part-time faculty members teach auto body (collision) repair. There is 1 full-time classified staff member for the department. Facilities: The program needs approximately 3,000 sq. ft. more equipment and storage space. “Smart” classrooms are needed. Teaching Methodologies: Classes are one-third lecture and two-thirds lab.

Future Program Plans call for the department to offer National Automotive Training Education Foundation (NATEF) Certification and coursework on hybrid vehicles and automotive management, and to forge more connections to industry (such as BMW, Ford, etc.). The need for auto body training will slow as the industry embraces more “throw-away” techniques.

Enrollment: In the short term, department growth will be faster than overall college enrollment growth, but in the mid term growth will be slower than college enrollment growth projections.

Personnel: An additional automotive technology instructor will be needed in the short term. Facilities: The program needs approximately 3,000 sq. ft. more equipment and storage space. “Smart” classrooms are needed.

Teaching Methodologies: No changes in methodologies are planned.

AUTOMOTIVE TECHNOLOGY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term

2015 Full-time 5 5 6 Part-time 1 2 2 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 6.0 Full-time 1 1 1 Part-time

Staff

Temporary



AUTOMOTIVE TECHNOLOGY Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Automotive Technology WSCH 1,277 1,880 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 10 / 29 / 61 / 0 24 / 0 / 76 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 3 / 9 / 19 / 0 8 / 0 / 26 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 9 / 2 / 12 / 0 5 / 0 / 16 / 0


Appendix A

AUTO UPHOLSTERY REPAIR Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Auto Upholstery Repair WSCH 554 777 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 10 / 29 / 61 / 0 24 / 0 / 76 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 3 / 9 / 19 / 0 8 / 0 / 26 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 9 / 2 / 12 / 0 5 / 0 / 16 / 0


Appendix A



COMMUNICATION GRAPHICS Alan Layne, Faculty Current Program Communication Graphics includes lithography and graphic design. Most students enrolled in the department do not go on to a four-year institution; they are enrolled for occupational reasons, such as the use of computer graphics in business.

Enrollment: The average class size is 30, with 10 in a press/bindery lab. Typically there are no waiting lists.

Personnel: Employees include 1 full-time faculty, 2 part-time faculty at 0.20 FTEF each, a full-time classified staff member who works in the printing facility, a part-time lab technician and student workers.

Facilities: The program is located in Ansel Adams Hall on West Campus. Teaching Methodologies: Currently all classes have lecture and/or lab components.

Future Program There are no plans to change methods of instructional delivery. The industry is constantly changing and the technology is improving.

Enrollment: In the short term, the program will likely grow at the same rate as the overall college, depending on the state of the industry and the availability of facilities. In the mid term, the program could double in size.

Personnel: There is a need to add a 1 press operator now (as well as student workers in the pressroom and in pre-press), and an additional instructor will be needed in the short term.

Facilities: The program needs additional storage immediately, and an instructor’s office and additional lab space for presses in the short term.

Teaching Methodologies: Faculty would like to teach courses in “smart” classrooms and update instruction using new technologies.



COMMUNICATION GRAPHICS Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1.25 2 2 Part-time .5 2 2 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 1.8 Full-time 1 2 2 Part-time 1 1 1

Classified

Temporary 2

COMMUNICATION GRAPHICS Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Communication Graphics WSCH 712 692 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 14 / 36 / 50 / 0 38 / 0 / 62 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 5 / 7 / 0 5 / 0 / 8 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 13 / 2 / 14 / 0 6 / 0 / 14 / 0


Appendix A



ELECTRONICS TECHNOLOGY Jim Howen, Faculty Current Program Electronics Technology, which responds to occupational needs in the community as well as to business needs, has changed in the last five years due to changes in the industry. Instead of training technicians, the program is teaching automation and microprocessors.

Enrollment: The department offers four to six classes, enrolling between 15 and 60 students. Average class size is 18-20, with labs limited to about 18, and there are some waiting lists for classes. Enrollment is limited by number of staff, not facilities.

Personnel: There are 3 full-time and 1 part-time faculty members, and 1 technician shared (60%) with Science/Math/Engineering.

Teaching Methodologies: Classes are 50 percent lecture, 50 percent lab.

Future Program The college is developing a commercial wiring lab and apprentice program, and enrollment is expected to increase dramatically due to State safety mandates for electricians. Electricians are required to take classes or pass a test to become journeymen in their field, and they must enroll in 32 hours of continuing education instruction per year to maintain their status.

Enrollment: In the short term, the program will grow faster than overall college growth due to industry requirements. Growth will probably level off to match population and college growth in the mid term.

Personnel: The number of faculty needs to increase in the short term, doubling in size to add 2 additional full-time and 2 part-time faculty. An additional support staff member is needed as well.

Facilities: In the short term, the department will require an additional classroom, lab and offices.

ELECTRONICS TECHNOLOGY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Full Time Equivalent Faculty (FTEF) 3.6 Full-time 1 (Shared) 2 2 Part-time

Staff

Temporary



ELECTRONICS TECHNOLOGY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Electronics Technology WSCH 1,146 1,334 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 100 / 0 8 / 7 / 85 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 18 / 0 2 / 1 / 17 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 12 / 0 14 / 14 / 13 / 0


Appendix A



FOOD PROCESSING / DAIRY INDUSTRY Mark Anglin, Dean Current Program Students enrolled in this program have the opportunity to earn an AS degree/Certificate in Food Processing or Dairy Industry. Most students enrolled in this program do not transfer on to a four-year institution; they are enrolled for occupational reasons and job advancement.

Enrollment: The average class size is approximately 20. Typically there are no waiting lists.

Personnel: Employees include several adjunct faculty that teach an average of .5 load each semester along with a .15 percent classified staff member who serves as a lab assistant.

Facilities: The program is located in the Agriculture Instructional complex on East Campus and utilizes Ag Lab Room 132 and Ag Room 128. Teaching Methodologies: Currently most Food Processing classes have lecture and lab components while most Dairy Industry courses are lecture only.

Future Program There is a definite need for Food Processing/Dairy Industry program graduates based on career opportunities in the area and demand by the local industry. It is difficult to recruit new students into the program, however. Most students are individuals that already work in the industry and need skills upgrades. The enrollment in this program tends to fluctuate.

Enrollment: In the short term, the program will likely grow at the same rate as the overall college, depending on the state of the industry and the availability of facilities. In the mid term, the program could double in size.

Personnel: Unless there is substantial growth the program will continue to rely on adjunct faculty and part-time lab assistants to proceed.

Facilities: The program does need upgrading of lab facilities and equipment to bring it up to industry standards.

Teaching Methodologies: There are no plans to change methods of instructional delivery.



FOOD PROCESSING/DAIRY INDUSTRY Table 1 PERSONNEL

Fall 2000 Fall 2005 Short Term

2010 Mid Term

2015 Full-time Part-time .5 .15 1 1 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 0.2 Full-time Part-time .15 0 .25 .25

Classified

Temporary

FOOD PROCESSING/DAIRY INDUSTRY Table 2

ENROLLMENT Fall 2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Food Processing/Dairy Industry WSCH 224 37 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 50 / 0 / 50 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 3 / 0 / 3 / 0 3 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 22 / 0 / 28 / 0 11 / 0 / 0 / 0


Appendix A



INDUSTRIAL TECHNOLOGY Jon Kropp, Faculty Current Program Based on building and maintaining industry relationships, the Industrial Technology program has grown tremendously in the last five years, with 17 different certificates or degrees available. The program serves occupational needs of the community, and classes are in demand by students.

Enrollment: Class size ranges from 18 in a lab to 30 in a classroom setting, with the average class size being 20 in both lab and classroom. Each semester some 5 to 7 students are “wait-listed” for classes in the department.

Personnel: There is 1 full-time faculty member and 6-7 part-time faculty members (part-timers usually teach 2 classes a semester, mainly in the evening).

Facilities: There is a computer lab and industrial technology lab located in Sierra Hall on the West Campus. Teaching Methodologies: Classes are 40 percent lecture and 60 percent lab, with some computer-based tutorials.

Future Program Possible new programs for the department include a simulated manufacturing system with testing capabilities, and a comprehensive foods refrigeration training program. The support for the program in general relies on the Governor’s support of vocational-technical education, and on industry safety codes and standards for training compliance.

Enrollment: It is expected that the program will grow 10 percent a year, marking it, then, as growing faster than the overall college growth rate.

Personnel: In the short term, the department needs 1 full-time faculty and 1 full-time lab technician.

Facilities: The current facility should be brought up to the level for which it was originally planned, including equipment.

Teaching Methodologies: No changes in teaching methodologies are planned.



INDUSTRIAL TECHNOLOGY Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 1 2 3 Part-time 3-4 6-7 6-7 6-7 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 3.9 Full-time 1 1 Part-time

Classified

Temporary

INDUSTRIAL TECHNOLOGY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Industrial Tech / Gen. Plant Maint. WSCH 863 1,300 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 67 / 0 / 33 / 0 28 / 0 / 72 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 12 / 0 / 6 / 0 7 / 0 / 18 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 24 / 0 / 7 / 0 21 / 0 / 11 / 0


Appendix A



MACHINE TOOL Jeff Weaver, Faculty Current Program There has been a general increase in the program over the last five years, even though a large amount of manufacturing has been moved off-shore. The Machine Tool program is driven mostly by the regional job market. Instructors have seen a decrease in the number of students coming to the program who have the aptitudes and skills for basic mechanics.

Enrollment: All classes use the “open lab” concept, and classes range in size from 2 to 22, with 13 being the average class size during the day and 22 the average class size in the evening. There are typically no wait lists.

Personnel: There is 1 full-time faculty and 1 part-time faculty, with 1 part-time lab technician.

Facilities: Equipment used in the program is more than 30 years old and needs replacement; it is difficult to find instructors with the right kind of experience. Teaching Methodologies: A third of the Machine Tool classes are lecture, with two-thirds of them labs.

Future Program No new programs are planned at this time, although the department is looking at adding a class in blueprint reading

Enrollment: Enrollment in the program is expected to grow slightly faster than overall college enrollment growth because of the industry’s retirement age.

Personnel: Plans are to maintain the current level of personnel.

Facilities: The primary need is to update and modernize the equipment needed for the program.

Teaching Methodologies: No changes in methodologies are foreseen.



MACHINE TOOL Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Full Time Equivalent Faculty (FTEF) 2.2 Full-time Part-time 1 1 1

Classified

Temporary

MACHINE TOOL Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Machine Tool WSCH 431 462 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 39 / 11 / 50 / 0 60 / 0 / 40 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 7 / 2 / 9 / 0 10 / 0 / 7 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 9 / 8 / 0 6 / 0 / 10 / 0


Appendix A

SHEET METAL FABRICATOR Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Sheet Metal Fabricator WSCH 120 136 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 39 / 11 / 50 / 0 60 / 0 / 40 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 7 / 2 / 9 / 0 10 / 0 / 7 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 9 / 8 / 0 6 / 0 / 10 / 0


Appendix A



MECHANIZED AGRICULTURE Steve Amador, Faculty Current Program Mechanized Agriculture encompasses power equipment and welding fabrication in the agriculture industry. It serves the transfer needs of students who go on to Cal Poly for a four-year degree after receiving their A.S. degree, and it serves community/industry needs for skilled workers.

Enrollment: The program has grown from 120 to 170 in enrollment, even though it is a relatively new program emphasis. Classes range in size from 10 to 30, with an average class size of 17. There is usually a wait list with the names of approximately 10 students on it for the evening electrical class (which is limited by the size of the classroom, which only holds 20 students).

Personnel: The department employs 2 full-time faculty, 1 full-time lab technician and 2 temporary student helpers.

Facilities: Currently the program has two shops with 5,000 square feet each (one for Power Mechanics and one for Fabrication), a tool room, two offices, and a storage building. Teaching Methodologies: All classes are a combination of lecture and lab (50 percent each).

Future Program Possible future programs include Irrigation Systems Design. Further demand for Diesel Mechanic and Heavy Equipment Mechanic Technicians will also drive the expansion of the Power Mechanics program.

Enrollment: Nationwide there is a shortage of individuals earning four-year college degrees in various fields of agriculture to fill the job opportunities available. Therefore, there is a need in all areas to encourage students to complete an AS degree program as well as to transfer on to earn a BS degree.

Personnel: Future staffing includes adding 1 full-time faculty in the short term (2 faculty are currently working extra loads).

Facilities: It is useful to have classrooms between the shops (labs); the department needs the electrical capacity to handle welders. Plans are to remodel the shops to meet current needs such as upgrading of electrical capacity, enlarging doors, and adding a classroom.

Teaching Methodologies: No changes are planned in teaching methodologies.



MECHANIZED AGRICULTURE Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 2 2 3 3 Part-time Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 2.1 Full-time 1 2 2 Part-time 1

Classified

Temporary 1 2 2 2

MECHANIZED AGRICULTURE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Mechanized Agriculture WSCH 353 491 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 50 / 0 / 50 / 0 25 / 0 / 75 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 4 / 0 / 4 / 0 2 / 0 / 6 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 9 / 0 / 12 / 0 14 / 0 / 12 / 0


Appendix A



PLANT SCIENCE / ENVIRONMENTAL HORTICULTURE / ENVIRONMENTAL SCIENCE / NATURAL RESOURCES Dale Pollard, Faculty Current Program The Plant Science program includes Crop Science and Fruit Science majors. The Crop and Fruit Science concentrations serve many stakeholders, including the Pest Control industry, tree and vine industries, vegetable crop industry, forage crop industry, as well as serving the transfer and general education needs of the community. The Environmental Horticulture program offers an AS degree in Environmental Horticulture Science, and certificate programs in Nursery Production, Landscape and Park Maintenance, Landscape Design, and Commercial Floristry as well as serving the transfer needs of the community. The Natural Resources program offers AS degrees in Forestry, Recreational Land Management and Soil Science and Forestry Technician and Recreational Land Management certificates. The Environmental Science program is an emerging area that may some day be part of a Sustainable Agriculture major. The Environmental Conservation course meets a CSU and UC transfer general education requirement. Plant Science has increased in enrollment while Environmental Horticulture courses have seen a decrease in student numbers. Due to loss of a key professor in the Natural Resource program there has been a significant drop in enrollment in that program.

Enrollment: Classes range in size from 8 to 44, with 21 being the average lecture/lab class size. More than 75 percent of classes are filling at this time, and there are waiting lists of 10 to 12 students in Plant Science and Environmental Science general education and introductory classes. Due to loss of a key professor in the Natural Resource program there has been a significant drop in enrollment.

Personnel: There are 4 FTEF and 1 part-time lab technician working for the department. Facilities: The Environmental Horticulture program has a 10,000 sq. ft. greenhouse that was created with industry support, a 1,500 sq. ft. propagation house, a 1,500 sq. ft. shade house, approximately 35,000 sq. ft. of nursery space along with a storage facility, and a technician office. There is a large lecture “smart” classroom and three lecture/lab “smart” classrooms utilized by the program as a whole. The Plant Science program utilizes the 62-acre Beckwith Instructional unit (Almonds, Walnuts, Grapes, Stone Fruits, and Citrus). In addition, there is approximately 30 acres of vegetable, forage crop and pasture instructional units on the West Campus and a vegetable instructional unit on the East Campus. There are substantial equipment storage facilities as well. The Natural Resources program utilizes two lecture/lab “smart” classrooms. A large storage area also is used. Teaching Methodologies: With the exception of Plant Science 200 and Environmental Science 108 courses, the majority of classes have a lecture/lab ratio of 40/60.



Future Program The department needs to review the Environmental Horticulture program to see if it requires updating.

Enrollment: As a whole the enrollment in these areas should grow at the same rate as overall college enrollment. Steps are being taken to increase the enrollment in the Environmental Horticulture Science area.

Personnel: The goal is to maintain the full-time positions and to add another Plant Science position as the program continues to grow. There is an immediate need to replace the Natural Resource instructor that just retired.

Facilities: In the immediate future the plan is to remodel the current East Campus instructional classrooms and labs. In the mid term the plan is to relocate the entire Agriculture Educational complex to the West Campus. There are plans to put a portable classroom/lab at the Beckwith instructional unit.

Teaching Methodologies: No changes in methodology are planned at this time.

PLANT SCIENCE / ENVIRONMENTAL HORTICULTURE SCIENCE / NATURAL RESOURCES Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

Full-time 3 4 5 5 Part-time 1 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 2.4 Full-time 1 1 1 1 Part-time 3 2 4 4

Classified

Temporary



PLANT SCIENCE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Plant Science WSCH 602 401 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 50 / 0 / 50 / 0 44 / 0 / 56 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 15 / 0 / 15 / 0 8 / 0 / 10 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 26 / 0 / 17 / 0 38 / 0 / 15 / 0


Appendix A

ENVIRONMENTAL HORTICULTURE SCIENCE Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Environmental Horticulture WSCH 511 283 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 50 / 0 / 50 / 0 44 / 0 / 56 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 15 / 0 / 15 / 0 8 / 0 / 10 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 26 / 0 / 17 / 0 38 / 0 / 15 / 0


Appendix A

ENVIRONMENTAL SCIENCE Table 4 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Environmental Science WSCH 848 982 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 95 / 0 / 5 / 0 54 / 0 / 46 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 73 / 0 / 4 / 0 14 / 0 / 12 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 0 / 30 / 0 9 / 0 / 24 / 0


Appendix A



FORESTRY Table 5


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Forestry WSCH 85 38 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 50 /0 / 50 / 0 45 / 0 / 55 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 15 / 0 / 15 / 0 8 / 0 / 10 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 26 / 0 / 17 / 0 38 / 0 / 15 / 0


Appendix A



WELDING TECHNOLOGY Sonny Gumm, Faculty Current Program The Welding Technology program responds to the occupational needs of the community. In the last five years the program increased offerings, added new courses in response to new standards, and began offering classes year-round. However, because of a lack of space and staffing, and the need to keep safety in mind, the program was cut back (from 11 to 7 classes between Spring 2006 and Spring 2007) and the year-round schedule will be discontinued.

Enrollment: Classes are full, with wait lists of 8 to 10 students (especially for evening classes). Classes range in size from 16 to 24.

Personnel: There are 3 part-time instructors and no support staff (including no laboratory technician) for the program. Facilities: The Welding Technology program works in cooperation with the Regional Occupation Program and so has access to that program’s equipment. Teaching Methodologies: Classes use lecture and lab methods.

Future Program The program needs to offer more general fabrication classes, but these classes require a different kind and size of shop. More cooperative ventures would open the program up to more growth.

Enrollment: In the short term, the program will grow commensurate with overall college enrollment growth; in the mid term, the program should grow faster than overall college growth.

Personnel: To return to a 20 percent growth rate, the program needs 2 full-time and 2 part-time instructors (or 3 full-time instructors) and a lab technician.

Facilities: If the college wants to offer more general fabrication classes, then additional shop space will be needed.

Teaching Methodologies: Classes will continue to use lecture and lab methods.



WELDING TECHNOLOGY Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time 2 3 Part-time 3 2 Temporary

Faculty


Staff

Temporary

WELDING TECHNOLOGY Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Welding WSCH 672 819 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 20 / 80 / 0 33 / 0 / 67 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 2 / 8 / 0 4 / 0 / 8 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 7 / 17 / 0 7 / 0 / 18 / 0


Appendix A



INSTRUCTION: Allied Health, Family and Consumer Science ALLIED HEALTH, FAMILY AND CONSUMER SCIENCE Steve Collins, Interim Dean Current Program The division serves transfer-oriented students and the occupational needs of the community. Community support for the Nursing program was one of the major factors leading to the passage of the recent bond measure. All the programs in this division have grown, and these include the Child Care Center, Child Development, Culinary Arts, Nutrition, Interior Design, Nursing, Respiratory Care, Dental Assisting, and Medical Assisting. San Joaquin College is now offering a Respiratory Care program.

Enrollment: Class sizes range from 18 to 100, with a 90 percent fill rate. Typically there are waiting lists for Allied Health, except for the most advanced Respiratory Care courses.

Personnel: Faculty and staff are detailed in the separate programs.

Facilities: All existing Allied Health facilities are inadequate. Teaching Methodologies: Teaching methodologies employed in the department include lecture, lab and clinical.

Future Program

Enrollment: Certainly Nursing and Child Development are expected to grow faster than overall college growth in both the short term and mid term. Culinary Arts is limited by facilities available, Nursing is limited by clinical settings available, and Dental Assisting is limited by community need. Interior Design is also limited by available facilities.

Personnel: Faculty and staff are detailed in the separate programs (although accreditation standards dictate Allied Health and Child Development program staffing). More faculty are needed in Child Development, Culinary Arts, Interior Design and Allied Health programs, and there is a college-wide shortage of classified staff support.

Facilities: A new Allied Health Building is needed, as is at least one additional classroom for Child Development courses. Culinary Arts and Interior Design need new/expanded facilities.

Teaching Methodologies: More simulators and mannequins are being used in Allied Health courses.



CHILD CARE CENTER Teresa Stehli and Linda Stephan, Faculty Steve Collins, Interim Dean Current Program The Child Care Center has a capacity to serve 80 children from 6 weeks old up to 5 years old; due to budget cuts, the program is not full at this time. The program peaked in 2000; it has been difficult to find funding sources since then. The toddler classroom is a “lab” so students and instructors from Child Development classes often participate with them. Hours of operation are 8 a.m. to 3:30 p.m. Monday through Friday, and there are no evening hours because of a lack of funds for staffing.

Enrollment: The Center currently serves 12 infants (up to 18 months), 16 toddlers (18 months to 3 years), 25-30 pre-schoolers (3 to 5 years) and 24 Early Head Start children a day. There is a waiting list at all times of as many as 200 children

Personnel: There are 2 supervisors, 3 master teachers, 2 teachers, 4 associate teachers and several part-time student workers in addition to the director of the program. Each classroom has a master teacher and an associate teacher.

Facilities: The Child Care Center is located on West Campus

Future Program With operating deficits for several years, the college must decide whether to continue to operate the program or not. The program is definitely at risk.

CHILD CARE CENTER Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term

2015 Full-time Part-time

Management

Temporary Full-time 9 Part-time 7

Classified

Temporary



CHILD DEVELOPMENT Debbie Laffranchini and Laurie Prusso, Faculty Current Program Certificate programs as well as A.A. and A.S. degrees are offered in Child Development, which serves the needs of transfer-oriented students as well as occupational and community needs. The program is a pathway for new teachers as well as an alternative pathway to Liberal Studies. In the last five years the department has added seven new classes.

Enrollment: The Child Development program has grown approximately 5 percent each year for the last five years. The class fill rate is 95 percent, and class sizes range from 20 to 100 with an average of 60. There are typically wait lists of 10 students (the program keeps wait lists to no more than 10).

Personnel: At this time there are 4 full-time faculty and 10 part-time faculty. There are 2 full-time support staff who devote part of their time to Child Development.

Future Program With the “no child left behind” initiative, the government has put $110 million into Child Development, and the college expects more students to enroll in the program as the initiative will require child development workers to have higher levels of education.

Enrollment: Program enrollment is expected to grow at the same rate as overall college enrollment in both the short term and mid term. Personnel: Two additional full-time faculty, one in the short term and one in the mid term, are needed. An additional part-time support staff position is needed in the short term as well. Facilities: The following facilities are needed: two “smart” classrooms, an indoor staff restroom, a conference room to meet with parents, and a staff room. The department would like to create an Autism lab.

Teaching Methodologies: No new teaching methodologies are planned at this time.



CHILD DEVELOPMENT Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Full Time Equivalent Faculty (FTEF) 6.61 Full-time 2 (shared) 2 (shared) 2 (shared) Part-time 1 1

Classified

Temporary

CHILD DEVELOPMENT Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Child Development & Family Life WSCH 5,417 4,741 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 85 / 10 / 6 / / 1 85 / 7 / 0 / 8 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 83 / 9 / 5 / 1 31 / 5 / 0 / 2 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 20 / 15 / 20 / 71 41 / 12 / 0 / 41


Appendix A



CULINARY ARTS Bob Glatt, Faculty Current Program The Culinary Arts program provides hands-on training for developing cooks and chefs. It is a two-semester program, mainly serving students who are new to the field. The college offers two certificates as well as an A.S. degree in conjunction with the Food and Nutrition program.

Enrollment: Enrollment went from 28 to 40 students a semester with the addition of a night lab. Classes fill at the 90 percent rate, with class sizes ranging from 18 to 31; the average class size is 24 in lecture and 18 in lab. Typically there is a wait list for classes of 10 to 12 students.

Personnel: The program employs 1 full-time faculty and 1 part-time faculty, with 2 part-time lab assistants.

Facilities: The program currently operates out of the old Home Economic space, which was not equipped to handle commercial cooking. Teaching Methodologies: Classes are one-third lecture and two-thirds lab.

Future Program Plans call for breaking the program up into parts, making it a two-year program with beginning and advanced students together. The department plans to introduce a Pastry program in the short term and a Baking program in the mid term.

Enrollment: If plans are implemented, the program could grow at the same rate as overall college growth in both the short term and mid term.

Personnel: In the short term the program needs to add 1 full-time faculty for the Pastry program and 2 part-time faculty, and in the mid term 1 additional full-time and 1 additional part-time faculty will be needed. At this time, there is no need for additional classified staff in the short term or mid term.

Facilities: A larger dining room area is needed, equipped to act more like a demo kitchen. The kitchen area needs to be updated to commercial standards including a walk-in refrigerator, and there needs to be an interactive computer lab space.

Teaching Methodologies: No changes in methodology are planned.



CULINARY ARTS Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 2 3 Part-time 2 4 5 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 2.05 Full-time Part-time 2 2 2

Classified

Temporary

CULINARY ARTS Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Culinary Arts WSCH 578 1,270 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 50 / 0 / 50 / 0 62 / 38 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 1 / 0 / 1 / 0 1 / 0 / 2 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 3 / 0 / 22 / 0 6 / 0 / 22 / 0


Appendix A



DENTAL ASSISTING Robert Keach, Faculty Current Program Students may receive an A.S. degree or a certificate in Dental Assisting. The program serves occupational needs of the community. Program growth has matched overall college growth in the last five years. Dental Assisting was originally a two-year program that was later converted to a 10-month system.

Enrollment: Accreditation standards require a 1:6 instructor to student ratio. Class sizes range from 6 to 25, with an average class size of 20. There are usually no waiting lists, as the most ever to apply to the program was 37. At this time 25 students enroll in the program, and approximately 20 complete it.

Personnel: There are 2 full-time faculty and 1 part-time faculty in the Fall, with 1 part-time program assistant position. In the Spring, the part-time faculty increases to 3.

Facilities: Currently the program has four dental treatment rooms. Teaching Methodologies: Fall classes are 63 percent lecture and 37 percent lab. Spring classes are 70 percent lecture and 30 percent lab.

Future Program In 2008, the State is changing certification of Dental Assistants from a State Exam to graduation from a certified program with State licensing. The program will follow accreditation and certification requirements. It is possible that a program in Restorative Dentistry will be offered.

Enrollment: Enrollment in the program will grow to 30 students with a new facility, keeping pace with overall enrollment growth.

Personnel: An additional full-time faculty position and a full-time classified position will be needed in the short term. A part-time faculty position will also be needed in the mid term to accommodate program growth.

Facilities: The space needs of the program for the next 30-40 years will be met with 6 dental treatment rooms in the new proposed Allied Health facility.

Teaching Methodologies: No new methodologies are planned.



DENTAL ASSISTING Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Full Time Equivalent Faculty (FTEF) 2.60 Full-time 1 1 Part-time 1

Classified

Temporary

DENTAL ASSISTING Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Dental Assisting WSCH 641 607 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 100 / 0 63 / 37 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 6 / 0 3 / 0 / 6 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 19 / 0 25 / 0 / 13 / 0


Appendix A



FOOD AND NUTRITION Bob Glatt, Faculty Current Program The current program is small, with two classes offered during Fall and Spring semesters.

Enrollment: There are approximately 70 students each semester in each of two sections of Nutrition 219, and 35 to 40 students in Nutrition 351, which is only offered once a year.

Personnel: There are two adjunct faculty who teach Food and Nutrition classes.

Facilities: Facilities for Food and Nutrition are barely adequate. Teaching Methodologies: Teaching methodologies in Food and Nutrition include lecture and lab.

Future Program The program will probably add an additional section of Nutrition 351, and there are areas of opportunity for expansion of the program, including more vocational/transfer courses for people working (or wanting to work) in dietary management positions including food service managers. Transfer students could get the base courses they need to transfer into a four-year Registered Dietician program. As the community grows and the population ages, there will be opportunities for nutrition management in local hospitals, assisted living centers and convalescent care facilities.

Enrollment: Enrollment in Food and Nutrition is expected to keep pace with overall college enrollment

Personnel: In the short term, the program could use an additional 1 or 2 Registered Dieticians teaching part-time, including one to develop Food and Nutrition coursework needed to certify Child Development students. In the mid term a full-time instructor will be required to develop the program into one that could include transferable coursework and be recognized by four-year institutions.

Facilities: No additional facilities are needed, assuming the Measure E expansion takes place.

Teaching Methodologies: No changes in teaching methodologies are planned at this time.



FOOD AND NUTRITION Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 Part-time 2 3-4 1 Temporary

Faculty


Classified

Temporary

FOOD AND NUTRITION Table 2 ENROLLMENT

Fall 2000 Fall 2005 Short Term

2010 Mid Term 2015 College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Food and Nutrition WSCH 186 531 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 0 / 0 3 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 33 / 0 / 0 / 0 54 / 0 / 0 / 0


Appendix A



INTERIOR DESIGN Ann Lowry, Faculty Current Program Originally a combination of programs, Interior Design came together in 2003 as a distinct program, now with 120 declared majors, a certificate program and both A.A. and A.S. degrees. Enrollment in the program increased by 25 percent with fewer sections offered. The program meets professional and continuing education needs in the community, but is in transition. Fashion Design and Merchandising classes have been folded into this department.

Enrollment: Classes fill at 100 percent currently, with class sizes ranging from 20 in labs to 50 in lectures. The average class size is 30.

Personnel: There are 1 full-time and 1 part-time faculty members, with 3 student workers.

Facilities: Interior Design offers a resource lab and a computer lab for student use. Teaching Methodologies: Course offerings in 2007 represent a 40 percent lecture / 60 percent lab split.

Future Program The program will offer specialty certificates, such as the Kitchen and Bath Design and Universal, Lifetime and Sustainable Design (Barrier Free Design), which is very marketable at the moment.

Enrollment: Enrollment in the program will most likely grow faster than overall college enrollment.

Personnel: In the short term, the program will require at least 2 full-time faculty (possibly one a director) and at least 5 part-time instructors (one a specialty instructor) in addition to current staffing, as well as a full-time support position. In the mid term, an additional 5 part-time faculty and a part-time support position will be required.

Facilities: In the short term, a dedicated computer lab and additional lecture space (the two could be combined) will be needed. The program could occupy double its current space; a resource room needs access for more students, and additional faculty and staff office space, as well as exterior display space, is needed. Ground-floor access is ideal because of the delivery of materials.

Teaching Methodologies: Hybrid, online, short term and special topics classes will be used.



INTERIOR DESIGN Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 1.27 Full-time 1 1 Part-time 1

Classified

Temporary

INTERIOR DESIGN Table 2 ENDOWMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Interior Design WSCH 449 396 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 80 / 20 / 0 / 0 88 / 12 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 4 / 1 / 0 / 0 4 / 0 / 1 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 26 / 10 / 0 / 0 29 / 0 / 18 / 0


Appendix A

FASHION DESIGN AND MERCHANDISING Table 3 ENDOWMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Fashion Design & Merchandising WSCH 819 480 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 57 / 0 / 43 / 0 88 / 12 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 4 / 0 / 3 / 0 2 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 27 / 0 / 25 / 0 34 / 0 / 0 / 0


Appendix A



MEDICAL ASSISTING Shirley Buzbee, Faculty Current Program The Medical Assisting program has grown tremendously (from 2 sections to 7 sections, with the second highest FTES in the division). It is the only accredited program in the county, while Medical Assisting has been identified as the fastest-growing job market in the county. The program clearly serves the occupational needs of the community. It offers both front office and back office skill development, medical transcribing as well as a certificate program. A clinical internship (off-site in doctors’ offices) is offered as part of the program. Each year, 5 or 6 students from the program enter the Nursing program or transfer to a four-year college.

Enrollment: Classes fill at the 100 percent rate. Classes range in size from 26 to 40, with an average of 26 in both lecture and lab classes.

Personnel: There is 1 full-time faculty and 1 part-time faculty.

Facilities: The program has a 2-bed lab space, which is not adequate.

Future Program Plans call for expanding the existing program with few changes, although the department feels a lack of support from the college (in favor of other Allied Health programs such as Nursing).

Enrollment: Program enrollment should grow faster than overall college enrollment.

Personnel: In the short term the program needs 1 additional full-time faculty and a full-time lab and clerical assistant. An additional full-time faculty member will be needed in the mid term.

Facilities: Larger lab and classroom spaces (with room for 35 students) are needed to accommodate growth. The labs need 6 beds, rather than the current 2.

Teaching Methodologies: No changes in methodology are planned.

MEDICAL ASSISTING Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 1.93 Full-time 1 1 Part-time

Classified

Temporary



MEDICAL ASSISTING Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Medical Assisting WSCH 856 1,218 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 60 / 20 / 20 / 0 78 / 22 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 3 / 1 / 1 / 0 6 / 0 / 2 / 1 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 21 / 18 / 16 / 0 38 / 0 / 28 / 31


Appendix A



NURSING Bonnie Costello, Director Lisa Riggs, Assistant Director Teri Ward, Assistant Director Current Program The Nursing program serves the occupational needs in the community for professionally-trained Registered Nurses and Certified Nursing Assistants. Many students in the program are hired before they graduate from the program. At this time there is no Licensed Vocational Nursing program. Each semester 75 students are accepted into the Registered Nursing program, although the number could rise to 100 if facilities and staffing allowed.

Enrollment: The program enrolls close to 300 students at the present time; 83 students graduated in December 2006.

Personnel: As of Fall 2006 there are 14 full-time faculty and 27 part-time faculty; local hospitals pay for 5 of the full-time faculty. There are 4 full-time support staff, shared with other Allied Health programs.

Facilities: The current classroom is designed for 60 students but is now used for 70 students. Sierra and Yosemite Halls were built without technology capabilities, which prevents their use for video/Internet programs. Teaching Methodologies: The lecture/lab ratio is approximately 50/50.

Future Program Kaiser plans to open a new 200-bed hospital with clinics in the area in 2008, opening up even more opportunities for students enrolled in the program. Video streaming now allows instructors to archive lectures, and teleconferencing is available to Columbia College. A new idea for the program would be to admit a pilot group to receive lectures via video streaming and do clinical lab work on weekends. There is also a possibility of re-establishing the Licensed Vocational Nursing program.

Enrollment: Program growth is based on facilities and staffing, with a limit of 100. The program cannot grow at this time until the new Allied Health Building is completed. Nursing is expected to grow faster than overall college enrollment growth. CNA and LVN programs are expected to match overall college enrollment growth.

Personnel: It is difficult to find part-time instructors. There is an immediate need for 6 additional full-time faculty with the current enrollment. If the program were built out to accommodate 100 students, the program would need 25-30 FTE faculty, including a director and 2 assistant directors, as well as 2 additional classified support staff members.



Facilities: The department would like to remain on the West Campus. A new Allied Health structure is being planned

Teaching Methodologies: The idea for a pilot group to receive lectures via video streaming and do clinical lab work on weekends is being discussed.

NURSING Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 27.52 Full-time 4 (shared) 6 6 Part-time

Classified

Temporary

NURSING Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Nursing WSCH 3,640 7,550 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 40 / 0 / 50 / 10 39 / 61 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 4 / 0 / 5 / 1 6 / 0 / 9 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 21 / 0 / 35 / 17 67 / 0 / 46 / 0


Appendix A

LICENSED VOCATIONAL NURSING Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Licensed Vocational Nursing WSCH 0 59 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 39 / 61 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 0 / 0 / 8 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 3 / 0 / 3 / 0


Appendix A



CERTIFIED NURSING ASSISTANT Table 4


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Certified Nursing Assistant WSCH 209 680 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 50 / 50 33 / 67 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 1 / 1 0 / 0 / 2 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 19 / 17 0 / 0 / 27 / 0


Appendix A



RESPIRATORY CARE Dave Nordin, Faculty Current Program The program, which serves occupational needs in the community, has exploded in the last five years, with a 100 percent pass rate on the certification test and 100 percent job placement of graduates. There are three levels of certification: 1) pulmonary function, 2) neo-natal, and 3) ICU.

Enrollment: Classes range in size from 26 to 30, with the average class size being 30. There are typically wait lists of 20-30 student for classes.

Personnel: There are 2 full-time faculty (a program director and a clinical director) and 2-3 part-time faculty, with 1 full-time support staff member shared with other Allied Health programs.

Facilities: Facility needs are presently adequate. Teaching Methodologies: Classes are 35 percent lecture, 10 percent lab, and 50 percent clinical experience.

Future Program It is expected that the program will continue to expand, as directed by the program’s Advisory Board. However there is a concern that the market will become saturated if too many students graduate from the program. A one-year certificate and a higher-level two-year registered program are planned.

Enrollment: In the short term and in the mid term it is expected that the program will grow slower than overall college enrollment growth as staff and students wait for the new building to come online.

Personnel: A part-time lab technician/support position is needed in the short term.

Facilities: The new building will meet facilities needs of the program for the foreseeable future.

Teaching Methodologies: No changes in teaching methodology are expected.



RESPIRATORY CARE Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time 2 2 2 Part-time 2-3 2-3 2-3 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 2.48 Full-time 1 (shared) 1 (shared) 1 Part-time 1 1

Classified

Temporary

RESPIRATORY CARE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Respiratory Care WSCH 179 1,068 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 20 / 40 / 40 / 0 32 / 68 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 1 / 2 / 2 / 0 2 / 5 / 2 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 7 / 6 / 4 / 0 21 / 19 / 13 / 0


Appendix A



INSTRUCTION: Arts, Humanities and Communications ARTS, HUMANITIES AND COMMUNICATIONS Michael Sundquist, Dean Current Program Enrollment has grown in Arts, Humanities and Communications mostly with the addition of online courses in art appreciation, music appreciation, art history and speech, but also because of advances in technology and interest in mass communication. The division serves occupational needs of the community through courses such as radio, TV and journalism while serving transfer-oriented students in general education, music, theatre and dance.

Enrollment: See the individual departments for enrollment information.

Personnel: The department employs 30 full-time faculty, 51 adjunct part-time faculty and 10 classified staff members.

Facilities: See the individual departments for information on facilities. Teaching Methodologies: Teaching methodologies include lecture, studio and distance education (online).

Future Program New programs in commercial music and recording, health communications and others melding mass communications are possible. The division could expand programs serving the senior adult population in the area (retiring “baby-boomers” with time on their hands for enjoyment of the arts in areas such as theatre, band and orchestra).

Enrollment: Enrollment in Arts, Humanities and Communications is expected to grow commensurate with college growth in the short term, then grow faster than expected college growth in the mid term, mainly due to expansion in the Humanities program.

Personnel: In the short term, the department will need an additional 2 full-time faculty and 2 full-time classified staff members.

Facilities: See the individual departments for information on facilities.




ARTS, HUMANITIES AND COMMUNICATIONS Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 28 30 32 34 Part-time 47 51 52 60 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) See individual departments Full-time 10 10 12 13 Part-time

Classified

Temporary



ART Current Program The Art program encompasses Fine Arts, Studio Art and Photography classes. The program is comprehensive and offers art history, painting, ceramics, drawing and sculpture classes. Students and a faculty coordinator run an 1800-sq.-ft. art gallery. Six complete installations are realized each year – two of which focus on student art produced in the classes.

Enrollment: There are waiting lists in some Art classes, mainly those offered mornings and early afternoons.

Personnel: The department employs 8 full time faculty, 11 adjunct faculty, and 1 classified staff member.

Facilities: The college’s The Art Building was constructed in the mid-to-late-‘60s and has safety issues. The photography lab is located on West Campus, disconnected from the rest of the program.

Teaching Methodologies: The program includes lecture, lab and some distance education courses in Fine Arts.

Future Program

Enrollment: Enrollment is expected to grow commensurate with college growth in the short and mid terms, with the exception of Fine Arts, which is expected to grow more rapidly. Art classes are limited by facilities available, which are used most days from 8 a.m. until 9 p.m.

Personnel: An additional full-time faculty and an additional classified staff member are needed.

Facilities: The Art Building has safety issues that need to be addressed. The ceramics and sculpture studios require additional space to accommodate the interest in the program. A digital photography lab is needed to aid in the art form transition from a film-based medium to digital photography.




ART Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 15.4 Full-time 1 1 2 2 Part-time

Classified

Temporary .10 .10 .20 .20

FINE ARTS Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Fine Arts WSCH 837 2,064 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 44 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 7 / 0 / 0 / 0 9 / 0 / 0 / 7 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 39 / 0 / 0 / 0 40 / 0 / 0 / 40


Appendix A

ART Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Art WSCH 4,153 5,531 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 89 / 8 / 3 0 95 / 0 / 5 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 33 / 3 / 1 / 0 37 / 0 / 2 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 20 / 3 / 5 / 0 20 / 0 / 17 / 0


Appendix A



PHOTOGRAPHY Table 4 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Photography WSCH 1,016 1,266 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 73 / 13 / 13 / 0 75 / 1 / 22 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 11 / 2 / 2 / 0 10 / 1 / 2 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 17 / 4 / 16 / 0 19 / 5 / 18 / 0


Appendix A

APPLIED PHOTOGRAPHY Table 5 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Applied Photography WSCH 0 140 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 1 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 25 / 0 / 0 / 0


Appendix A



HUMANITIES Flora Carter, Faculty Current Program The Humanities program was revamped in 2000-01 to serve transfer, general education and general interest needs of the community, and it has undergone substantial growth since then, becoming the fastest-growing program on campus.

Enrollment: Humanities classes generally fill at nearly 100 percent, with waiting lists of between 5 and 20 students (more for online classes). With classes ranging in size from 35 to 150, the average class size is 40.

Personnel: The program employs 2 full-time and 6 part-time faculty, with support staff shared with the division and student assistants employed to work with the larger classes.

Facilities: The Humanities program currently has no “home” or room of its own. Teaching Methodologies: Classes are lecture-style, with 4 out of 22 sections offered online (approximately 20 percent).

Future Program The division is looking at offering an associate degree in Humanities, which would increase the number of students taking courses in the department.

Enrollment: Enrollment is expected to grow faster than overall college growth in the short term, then slow a little, keeping pace with college enrollment in the mid term. Enrollment in Arts, Humanities and Communications is expected to grow commensurate with college growth in the short term, then grow faster than expected college growth in the mid term due to expansion in the Humanities program. Art and Music are limited by facilities available, which are now used most days from 8 a.m. until 9 p.m.

Personnel: It is expected that 3-4 additional part-time faculty members will be needed in the short term; in the mid term, with the addition of another full-time faculty member, the program will be able to return the number of part-time faculty to 6.

Facilities: Ideally the Humanities program needs 2 “fully-smart” classrooms (one serving 40-50 students, another 75-100), a small conference/study area with access to library/video/audio materials, and a small film theatre or projection room seating 100 to 150 in which to show films. The college needs a full-time webmaster

Teaching Methodologies: Some “enhanced” or “hybrid” classes will access course materials online, and a few more class offerings will be made available online.



HUMANITIES Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

Full-time 1 2 2 3 Part-time 3 6 9-10 6 Temporary

Faculty


Classified

Temporary

HUMANITIES Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Humanities WSCH 1,085 2,381 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 100 100 / 0 / 0 / 21 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 6 / 0 / 0 / 1 13 / 0 / 0 / 4 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 36 / 0 / 0 / 42 45 / 0 / 0 / 39


Appendix A



MASS COMMUNICATION Current Program The Mass Communication program encompasses programs that were formerly separated into Journalism, Cinematography and Film, Radio-TV and TV Production.

Enrollment: Enrollment is flat, most likely due to the displacement of the radio and TV labs. The new labs will be open in the fall of 2008.

Personnel: The program employs 2 full-time instructors, 4 adjunct instructors and 1 classified staff member

Facilities: The radio and TV programs are currently housed off campus in swing space due to the continuing renovation of the auditorium building. The journalism lab is located on the East Campus. Teaching Methodologies: Methodologies employed include Lecture, Lab and Distance Learning.

Future Program New programs in health communications and others melding mass communications are possible.

Enrollment: Enrollment in Mass Communication classes is expected to grow commensurate with college enrollment growth in the short and mid terms.

Personnel: An additional instructor in recording arts and 1 classified lab aide for TV will be needed to accommodate the growth anticipated in this area.

Facilities: The radio and TV labs are currently being renovated. The journalism lab should be renovated and relocated closer to the radio and TV programs.

Teaching Methodologies: No changes are planned in teaching methodologies.

MASS COMMUNICATION Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015


Faculty


Classified

Temporary



MASS COMMUNICATION Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 General Communication WSCH 1.321 1,499 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 54 / 23 / 23 / 0 45 / 0 / 55 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 9 / 4 / 4 / 0 6 / 0 / 10 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 24 / 4 / 17 / 0 33 / 0 / 16 / 0


Appendix A

JOURNALISM Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Journalism WSCH 201 276 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 40 / 0 / 60 / 0 35 / 0 / 65 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 3/ 0 3 / 0 / 3 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 9 / 0 / 5 / 0 3 / 0 / 10 / 0


Appendix A



MUSIC Charles Mullins, Faculty Michael Sundquist, Dean Current Program The Music department has grown as student interest in transfer-oriented courses has grown. Evening classes for the community are popular, and Music has begun serving an occupational need in the community for a recording technology classes. The program serves an as an important community resource for training musicians and for providing ensemble performance opportunities.

Enrollment: The average class size in Music is about 20, with a range of class size from 10 to 200.

Personnel: The department has 7 full time instructors, 11 adjunct instructors and 2 classified staff.

Facilities: The college’s Music Building was built in 1956 and has not been remodeled. It is not outfitted or equipped for current usage, and it needs support (set-up) space for recitals. Teaching Methodologies: Classes utilize lecture, lab and distance education (online) methodologies.

Future Program New programs in commercial music and recording are planned. The division could expand programs serving the senior adult population in the area (retiring “baby-boomers” with time on their hands for enjoyment of the arts in areas such as band and orchestra).

Enrollment: Music is limited by facilities available, which are now used most days from 8 a.m. until 9 p.m., so it is expected that the program will grow commensurate with overall college enrollment growth.

Personnel: Music needs 1 additional full time instructor in the mid term.

Facilities: The Music Building is outdated and needs to be renovated. An additional 150- seat lecture/recital hall is needed to accommodate concerts and lecture classes. The upcoming completion of the Gallo Performing Arts Center may spur some interest in the college’s facilities.




MUSIC Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015


Faculty


Classified

Temporary

MUSIC Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Music WSCH 6,103 8,622 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 53 / 9 / 35 / 13 52 / 10 / 22 / 16 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 35 / 6 / 23 / 2 38 / 9 / 25 / 11 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 30 / 2 / 18 / 36 35 / 22 / 19 / 37


Appendix A



SPEECH Charles Mullins, Faculty Current Program The Speech program has grown as student interest in transfer-oriented courses has grown, and the program attracts students from feeder schools with strong forensics programs. Speech also supports occupational and business needs, such as Nursing.

Enrollment: Speech classes are full until the afternoon. Classes fill quickly, with an average class size of 30. Class sizes range from 10 to 40, but there are typically waiting lists of 10 or more students per class, especially for those offered mornings and early afternoons.

Personnel: There are 8 full-time faculty and 10 part-time faculty in Speech, with a classified staff member shared with Theatre.

Facilities: Speech has a “squad room” for forensics research. Teaching Methodologies: Classes utilize lecture and distance education (online) methodologies.

Future Program In Speech, new classes in Story Telling, Reader’s Theatre, and Oral Interpretation are planned, as is a Performance Certificate for Liberal Studies transfer students. A Public Speaking Training Center with a Communication Training Lab will be possible with the Founders Hall renovation. The division is also considering a Health Communication class.

Enrollment: Speech courses should grow at the same pace as overall college growth in the short and mid terms.

Personnel: An additional full-time faculty member will be required in the short term.

Facilities: The planned renovation of Founders Hall should provide an additional two “smart” classroom spaces, four additional faculty offices and a speech lab space.




SPEECH Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 11.4 Full-time 1 (shared) 1 (shared) 1 (shared) Part-time

Classified

Temporary

SPEECH Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Speech WSCH 5,235 5,373 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 98 / 0 / 2 / 0 94 / 0 / 2 / 4 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 56 / 0 / 1 / 0 55 / 0 / 1 / 3 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 27 / 0 / 10 / 0 28 / 0 / 12 / 18


Appendix A



THEATRE Charles Mullins, Faculty Michael Sundquist, Dean Current Program Theatre has grown as student interest in transfer-oriented courses has grown, and the program draws from strong high school programs in the area, including Beyer, Downey and Modesto. The programs train actors, dancers and support technicians in the art of producing dramas and musicals. There is an associate degree program as well as two certificate programs.

Enrollment: Enrollment is highest in Theatre Appreciation classes.

Personnel: There are 1.5 full-time instructors and 3 classified staff (shared with division programs).

Facilities: Lecture and lab spaces are currently under renovation. When the renovation is complete (fall 2008) the program will have an adequate amount of classrooms and lab space. Teaching Methodologies: Methodologies include Lecture, Lab, and Distance Education.

Future Program

Enrollment: Enrollment will increase when the program moves back into the renovated auditorium space; in the short and mid terms, program enrollment will keep pace with overall college enrollment growth.

Personnel: Theatre needs 1.5 additional full-time instructors and 1 additional classified support staff will be needed to support the program.

Facilities: The upcoming completion of the Gallo Performing Arts Center may spur some interest in the college’s facilities. The renovated facility will meet the needs of the program.

Teaching Methodologies: No changes are anticipated in the teaching methodologies.



THEATRE Table 1 PERSONNEL Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

Full-time 2.5 1.0 2.5 3.0 Part-time 2 3 4 4 Temporary

Faculty


Classified

Temporary 2 2 2 2

THEATRE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Theatre WSCH 1,698 1,402 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 44 / 38 / 15 / 3 60 / 0 / 18 / 14 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 12 / 10 / 4 / 1 28 / 0 / 2 / 3 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 22 / 6 / 22 / 51 10 / 0 / 27 / 20


Appendix A



INSTRUCTION: Business, Behavioral Science and Social Science BUSINESS, BEHAVIORAL SCIENCE AND SOCIAL SCIENCE Ken White, Faculty Current Program The Business, Behavioral Science and Social Science division mainly serves transfer-oriented students. Over the last five years its programs have been affected by a large number of faculty and staff retirements (due to the 2004 Golden Handshake offer), the State-mandated increase in tuition, the change in data systems from DSK to Datatel, and changes in the Chancellor’s office, which have led to interim administrative leadership on several levels.

Enrollment: Most classes in the department fill well, with class sizes ranging from 10 to more than 200. The average class size is 35 in lecture classes and 25 in lab classes. Psychology and History often have wait lists of up to 40 students.

Personnel: There are 44 full-time faculty and 81 part-time faculty, with full-time faculty often carrying overloads. There are 8 full-time support staff and 4 part-time support staff.

Facilities: Facilities are generally inadequate for the division. Founders Hall is acceptable but is old and in need of remodeling. Classrooms have been upgraded technologically in the past five years but they are not up to contemporary standards. The facility for Computer Science and Computer Graphics is unacceptable. The enrollment in these two areas will suffer as long as their needs are not adequately met. They are currently housed in the Electronics Building which is not designed nor is it equipped to meet the needs of the programs. Programs such as Geography, Anthropology, and Administration of Justice need some specialized space which is not available in the current situation. Teaching Methodologies: Lecture is the dominant teaching methodology, although there are classes with labs in Computer Science, Computer Graphics, Accounting, Anthropology and Archeology. Since 2002, several online courses have been developed as well.

Future Program New programs in Forensic Anthropology and Human Services are being considered.

Enrollment: Enrollment will grow commensurate with overall college growth in both the short term and mid term.

Personnel: Personnel issues abound in the division. Critical FTEF generating positions have been lost in Psychology, History and Business Administration. Other programs will see growth potential



limited by their inability to hire new positions. There are no current plans for replacements and as a result the college is suffering FTEF losses. Staff positions are also needed. Several labs operate with part-time lab personnel, which limits the coverage in late afternoons, evenings and on weekends. For the division to grow at the same rate as the college over the next five years, the total FTEF would need to be 95.0.

Facilities: The college desperately needs a High Tech Center to house the Computer Science and Computer Graphics programs and provide specialized space for other programs.

Teaching Methodologies: The division is looking at offering more online courses, as well as Weekend College courses to appeal to a more diverse population and classes geared to the increasing retired senior population.

BUSINESS, BEHAVIORAL SCIENCE AND SOCIAL SCIENCE Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty


Classified

Temporary



ADMINISTRATION OF JUSTICE Dale Hoaglund, Faculty Current Program Administration of Justice has doubled its offerings in the last four years. It has been a growth period for law enforcement in general, with the highest number of jobs ever available in the field in the Western United States and Hawaii. Opportunities in private security, which operates at a higher level, are also more available. The program serves transfer needs of students, as well as occupational needs of the community.

Enrollment: Class fill rates are around 100 percent, with the average class size for lecture at 40 and the average class size for labs at 20. There are typically waiting lists of at least 10 students for classes.

Personnel: Administration of Justice employs 3 fulll-time faculty and 10 part-time faculty.

Facilities: The firing range is a joint use facility with the Police Academy, which is not an ideal situation. Teaching Methodologies: Lecture classes make up 90 percent of the course offerings, with labs making up 10 percent. Over half of the classes are now offered online.

Future Program New programs in Forensics, Domestic Violence and Terrorism may be added to the curriculum.

Enrollment: Enrollment in Administration of Justice and Corrections courses will probably grow faster than overall college enrollment, while enrollment in the Basic Police Academy will grow commensurate with overall college enrollment.

Personnel: In the short term, an additional 2 full-time faculty members are needed (one of them now). In the mid term, 2 more full-time and additional part-time faculty will be needed, as well as a clerical staff member.

Facilities: The program will need a Forensics lab (can be shared with Anthropology) and a scenario room (joint use with a classroom); also a dedicated firing range is needed.

Teaching Methodologies: Online classes may continue to grow, but the lecture/lab split will most likely remain as is.



ADMINISTRATION OF JUSTICE Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term

2015 Full-time 3 5 7 Part-time 10 10 10+

Faculty

Temporary Full-time 1 Part-time

Classified

Temporary

ADMINISTRATION OF JUSTICE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Administration of Justice WSCH 3,380 4,556 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 87 / 13 / 0 / 0 100 / 0 / 0 / 68 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 40 / 6 / 0 / 0 26 / 0 / 0 / 17 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 33 / 30 / 0 / 0 30 / 0 / 0 / 26

See EDUCATIONAL MASTER PLAN PROJECTIONS BY DISCIPLINE

2005-2015 in Appendix A

CORRECTIONS Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Corrections WSCH 155 234 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 1 / 0 / 0 / 0 1 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 22 / 0 / 0 / 0 16 / 0 / 0 / 0





BASIC POLICE ACADEMY Table 4


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Basic Police Academy WSCH 2,828 1,474 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 0 / 0 1 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 28 / 0 / 0 / 0 26 / 0 / 0 / 0





ANTHROPOLOGY Debbie Bolter, Faculty Current Program The program does not offer a major or certificate, but serves transfer-oriented students who go on to UC and CSU campuses. Geographic Information Systems (GIS) classes are of interest to the business community.

Enrollment: The program is once again growing after a decrease in enrollment fueled by the retirement of two faculty members. Classes fill at a 95 percent rate, with class sizes ranging from 25 to 100 and with average lecture and lab class sizes at 40 and 25, respectively. Typically there are waiting lists for classes.

Personnel: The program has 3 full-time faculty, with support staff shared with the division.

Facilities: There is no lab space now. Teaching Methodologies: There are 16 sections of lecture and 2 sections of lab (for a 95/5 split).

Future Program Plans call for access to Great Valley Museum and lab space there. A course in Anthropological Linguistics (“Language, Culture and Communication”) and a Social Science Lab are also under consideration.

Enrollment: With appropriate staffing, the program will grow at the same rate as overall college growth.

Personnel: It is difficult to attract part-time faculty. In the short term, it is hoped that an additional full-time faculty member can be recruited, and in the mid term another full-time faculty would be needed.

Facilities: A lab space is needed (near or shared with Great Valley Museum), as well as storage for the department’s large collection of 4,000 pieces, which at this time is scattered in various cabinets. More computers and tables are needed. A GIS computer lab could be used for hybrid classes.

Teaching Methodologies: New technologies, including GIS and genetic work, are affecting teaching in the program.



ANTHROPOLOGY Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Temporary Full-time (shared) (shared) (shared) Part-time

Classified

Temporary

ANTHROPOLOGY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Anthropology WSCH 2,463 2,332 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 90 / 5 / 0 / 5 100 / 0 / 0 / 16 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 16 / 1 / 0 / 1 15 / 0 / 0 / 2 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 44 / 24 / 0 / 84 41 / 0 / 0 / 51


Appendix A



BUSINESS ADMINISTRATION Nancy Sill, Faculty Current Program Business Administration responds equally to needs in the community for occupational training, transfer education and community education.

Enrollment: Enrollment in the department has remained constant although there has not been much outreach to the community or a recent needs assessment. Class sizes vary between 30 and 45, with 40 the average in lecture classes and 30 in computer labs, which are capped at that amount. There are usually waiting lists with as many as 50 students for classes such as accounting, as it is difficult to find adjunct faculty.

Personnel: There are 5 full-time faculty positions, 11 part-time adjunct faculty teaching 12 classes, and 2 part-time support staff shared with Computer Science.

Facilities: Current facilities are adequate. Teaching Methodologies: There are 35 lecture classes and 8 online classes.

Future Program The department will likely be more aggressive with new technology (online) instruction and case-study applications. New courses in organizational leadership are possible. The department needs an outside advisory board to make the program relevant to business interests. The main competitor for students is the University of Phoenix online.

Enrollment: To increase enrollment, the college should market this program and others more aggressively, as there are phenomenal opportunities in the community to grow. The program at this time is likely to grow slower than the projected overall college enrollment.

Personnel: If enrollment grows, then additional staff will be required.

Facilities: Current facilities are adequate, but the program could use additional computer lab space.

Teaching Methodologies: The number of lecture classes will most likely remain constant, but more online classes may be added.



BUSINESS ADMINISTRATION Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time 5 5 5 Part-time 11 11 11

Faculty

Temporary Full-time Part-time 2 2 2

Classified

Temporary

BUSINESS ADMINISTRATION Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Business Administration WSCH 1,1,25 1,874 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 91 / 9 / 0 / 9 100 / 0 / 0 / 15 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 10 / 1 / 0 / 1 13 / 0 / 0 / 2 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 30 / 2 / 0 / 42 33 / 0 / 0 / 38


Appendix A

ACCOUNTING/BOOKKEEPING Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Accounting/Bookkeeping WSCH 2,718 2,802 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 84 / 0 / 14 / 9 84 / 0 / 14 / 9 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 17 / 0 / 7 / 3 16 / 0 / 4 / 3 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 30 / 0 / 27 / 10 36 / 0 / 19 / 28


Appendix A



MANAGEMENT Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Management WSCH 312 288 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 33 100 / 0 / 0 / 50 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 0 / 1 1 / 0 / 0 / 1 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 28 / 0 / 0 / 51 46 / 0 / 0 / 44


Appendix A

SUPERVISORY MANAGEMENT Table 4 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Supervisory Management WSCH 169 154 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 33 100 / 0 / 0 / 50 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 0 / 1 1 / 0 / 0 / 1 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 9 / 0 / 0 / 39 8 / 0 / 0 / 40


Appendix A

MARKETING AND DISTRIBUTION Table 5 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Marketing and Distribution WSCH 240 56 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 50 / 50 / 0 / 25 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 2 / 0 / 1 1 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 15 / 5 / 0 / 47 17 / 0 / 0 / 0


Appendix A



COMPUTER GRAPHICS Joel Hagen and Brian Sinclair, Faculty Current Program The program was formed by Business and Computer Science and is connected to Art. It is intended to serve the needs of transfer-oriented students and entrepreneurial skill-seekers – an eclectic mix of students – and to respond to student interest in desktop publishing, DVD production and video production. There is a concern that there are no “feeder” classes for the program to create a pipeline for enrollment.

Enrollment: Classes range in size from 25 to 45, with an average lecture/lab class size of 32. There are wait lists of 10-20 students for beginning classes, although the number on wait lists is declining. Some students are enrolling for supplemental job skills.

Personnel: The program employs 2 full-time and 8 part-time faculty, with 2 full-time support staff members who are shared with Computer Science. The program also employs temporary student workers.

Facilities: Computer Graphics desperately needs improved facilities. This program is currently housed in the Electronics Building and the area is not designed or equipped properly. Teaching Methodologies: The program offers 9 of 27 sections online. All classes split lecture/lab 67/33.

Future Program The program was designed to adapt to changing industry needs and trends (for example, digital video). New programs include Gaming and 3D Graphics, assuming server capacity becomes available. There is potential for rapid growth, but controlled growth makes more sense, as changes in technology are hard to predict

Enrollment: Enrollment is expected to grow commensurate with overall college enrollment.

Personnel: It is expected that the program will require 2-3 additional full-time faculty and 1 full-time lab technician in the short term; mid term requirements are unknown at this time.

Facilities: A new High Tech Center should be developed to house both Computer Graphics and Computer Science.




COMPUTER GRAPHICS Table 1

PERSONNEL Fall 2000

Fall 2005

Short Term 2010

Mid Term 2015

Full-time 0 2 4-5 4-5 Part-time 0 8 8 8

Faculty

Temporary Full-time 0 2 (shared) 1 1 Part-time

Classified

Temporary

COMPUTER GRAPHICS Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Computer Graphics WSCH 2,261 3,413 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 13 / 80 / 7 1 / 0 / 61 / 38 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 2 / 12 / 1 1 / 0 / 14 / 10 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 1 / 41 / 29 15 / 0 / 28 / 28


Appendix A



COMPUTER SCIENCE John Zamora and Lloyd Vaught, Faculty Current Program Computer Science serves transfer and occupational needs of the community, with about 30 percent of students looking to transfer and about 70 percent looking for a two-year certificate/degree that includes an internship. The program is not really meeting current needs. Computer Science works closely with Computer Graphics on Gaming, Simulation and Web Design courses

Enrollment: Class sizes range from 10 to 100, with average lecture class size at 35-40 and average lab class size at 25-30. There are some wait lists for general education courses, but as a rule the class fill rate is about 60 percent.

Personnel: There are 6 full-time faculty in the department and 10+ part-time faculty. Two full-time support staff are shared with Computer Graphics.

Facilities: Computer Science has no real “home,” as all spaces are shared with other programs such as Electronics Technology. At this time the program is limited to one classroom and one computer lab. Teaching Methodologies: The department prefers to offer “hybrid” classes utilizing a mixture of lecture, lab and online methodologies.

Future Program Plans call for developing programs in Human Computer Interaction (HCI) interfaces, web design and development, gaming and simulation, and information technology. Computer Graphics and Networking programs are growing. The next five years will determine whether proper marketing and realization of the program will prove successful.

Enrollment: The program will grow at the same rate as overall college enrollment in the short term and mid term.

Personnel: Personnel is adequate for the short term.

Facilities: The department prefers being with the college “core.” Available facilities with the right equipment will determine the success of the program overall. It is imperative that a a high tech facility is developed for this program and for the Computer Graphics program.




COMPUTER SCIENCE Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time 6 6 6 Part-time 10+ 10+ 10+

Faculty

Temporary Full-time 2 (shared) 2 (shared) 2 (shared) Part-time

Classified

Temporary

COMPUTER SCIENCE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Computer Science WSCH 6,176 5,304 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 11 / 0 / 80 / 9 1 / 0 / 67 /33 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 5 / 0 / 36 / 4 2 / 0 / 26 / 11 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 15 / 0 / 38 / 38 5/ 0 / 28 / 34


Appendix A

COMPUTER PROGRAMMING Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Computer Programming WSCH 510 174 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 100 / 0 0 / 0 / 100 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 3 / 0 0 / 0 / 1 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 34 / 0 0 / 0 / 32 / 0


Appendix A



ECONOMICS CeCe Hudelson-Putnam, Faculty Current Program Economics offers approximately 30 sections each year, serving mostly transfer-oriented students.

Enrollment: Classes range in size from 35 to 55, with the average lecture class size being 40. There can be waiting lists of 5 to 20 students and the fill rate is 100 percent.

Personnel: There is 1 full-time faculty (devoting 0.8 FTEF to the program) and 4 part-time faculty (totaling 2.8 FTEF).

Facilities: Founders Hall and Forum on the East Campus and Sierra Hall on the West Campus are adequate to meet the needs of this program. Teaching Methodologies: Classes are all lecture, with half of them offered online.

Future Program Future program plans depend on staffing. There is an idea to offer a new program called “Economics for Life.”

Enrollment: Enrollment will most likely keep pace with overall college enrollment growth in both the short term and the mid term.

Personnel: In the short term 2 full-time faculty will be required, and 1 additional full-time faculty will be needed in the mid term. With the addition of full-time faculty, part-time faculty could be reduced slightly.

Facilities: The program needs one classroom with access to the shared GIS lab located on West Campus.




ECONOMICS Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term

2015 Full-time 1 3 4 Part-time 4 3 2

Faculty

Temporary Full-time Part-time

Classified

Temporary

ECONOMICS Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Economics WSCH 1,306 1,471 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 22 100 / 0 / 0 / 33 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 7 / 0 / 0 / 2 7 / 0 / 0 / 4 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 53 / 0 / 0 / 32 44 / 0 / 0 / 38





GEOGRAPHY CeCe Hudelson-Putnam, Faculty Current Program Geography has grown from 5 to 12 sections per semester (30 sections per year) since 1997. The program is transfer-driven, but if a Geographic Information Systems (GIS) Certificate is approved, opportunities to address occupational needs of the community will present themselves.

Enrollment: Classes range in size between 30 and 110, with 45 the average lecture class size. Typically there are waiting lists of 20 to 40 students as most classes fill 100 percent.

Personnel: The program employs 1 full-time faculty and 4 part-time faculty.

Facilities: The program needs specialized space for GIS, and would benefit from a new High Tech Center. Teaching Methodologies: Nearly 80 percent of the classes are lecture in style; 20 percent are live or online telecourses.

Future Program A new GIS Certificate program is in process, along with classes in Maps and Map Analysis and Physical Geography.

Enrollment: Enrollment in Geography is expected to grow faster than overall college enrollment growth in the mid term.

Personnel: The program will need 2 full-time faculty in the short term and 3 full-time faculty in the mid term. With the addition of a GIS lab, the program will likely need 2 full-time lab technicians for the shared labs.

Facilities: The program needs a GIS lab, which could be shared with Computer Science, that offers 20-25 computer work stations for students. In addition, the program needs a classroom to hold 40 that has access to a large lecture area, and a Physical Geography lab that could be shared with Anthropology. A common lab with classroom as part of the Great Valley Museum also would be useful.




GEOGRAPHY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Temporary Full-time 2 (shared) 2 (shared) Part-time

Classified

Temporary

GEOGRAPHY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Geography WSCH 654 1,302 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 20 100 / 0 / 0 / 16 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 5 / 0 / 0 / 1 7 / 0 / 0 / 2 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 31 / 0 / 0 / 59 48 / 0 / 0 / 32


Appendix A



HISTORY Curtis Martin, Eva Mo, and Al Smith, Faculty Current Program History serves transfer-oriented students almost exclusively. The program now offers 56 sections of classes, 13 online.

Enrollment: The average class size is 70, with the range of class sizes at 40 to 200. There are typically waiting lists of 20 to 40 students, with waiting lists for online classes reaching 30 to 50 students.

Personnel: There are 5 full-time faculty (1 is full-time temporary) and 9 part-time faculty.

Facilities: Facilities are generally adequate. Some of the older Founders Hall classrooms have been upgraded and that has met some but not all the needs of the department. Teaching Methodologies: More than 90 percent of classes are lecture (with 13 sections online).

Future Program New programs are being discussed: Asian and Pacific Rim History, Latin American History (split into Colonial and Modern), and an Honors class.

Enrollment: Enrollment will most likely grow at the same rate as overall college growth.

Personnel: There is an immediate need for 2 full-time faculty, with an additional full-time faculty member needed in the short term and another full-time faculty member in the mid term. A full-time clerical support/teaching assistant is needed in the short term as well.

Facilities: Smart classrooms are needed, including one seating 40, one seating 100 and one seating 200.

Teaching Methodologies: Plans call for developing one class as a telecourse.

HISTORY Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Temporary Full-time 1 1 Part-time

Classified

Temporary



HISTORY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 History WSCH 8,242 9,316 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 9 100 / 0 / 0 / 24 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 43 / 0 / 0 / 4 32 / 0 / 0 / 15 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 57 / 0 / 0 / 86 69 / 0 / 0 / 46


Appendix A



HUMAN SERVICES Kimberly Kennard, Faculty Current Program The Human Services program, which prepares students to work in Social Services, has doubled since 2000. The program serves occupation and transfer needs of the community. Degrees are offered in Chemical Dependency Counseling and Human Services (a Certificate is also available in the latter, and the Chemical Dependency Counseling program is changing from a degree to a credential program).

Enrollment: Most of the department’s classes fill, with class sizes ranging from 15 to 60. The average class size is 40, and there are typically waiting lists of 10 to 15 students.

Personnel: The program employs 1 full-time faculty and 3 part-time faculty.

Facilities: Facilities are generally adequate. Teaching Methodologies: All classes are traditional lecture-style.

Future Program It would attract more students if some classes could be offered through Weekend College. The credentialing requirements for the Chemical Dependency Counseling program will likely affect program growth.


Personnel: The program needs to add a full-time faculty member in the short term to help add Weekend College and evening classes to the schedule.

Facilities: The following facilities would enhance the program: an observation room; a room to video-tape mock counseling interviews; and seminar space.

Teaching Methodologies: In future, plans call for converting 10 percent of classes to an online format. Also, a telecourse aligned with the Administration of Justice program could be relayed to the prison at Chowchilla and for parole officers.



HUMAN SERVICES Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty


Classified

Temporary

HUMAN SERVICES Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Human Services WSCH 1,100 877 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 64 / 36 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 9 / 5 / 0 / 0 14 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 36 / 9 / 0 / 0 20 / 0 / 0 / 0


Appendix A

CHEMICAL DEPENDENCY COUNSELING Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Chemical Dependency Counseling WSCH 0 80 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 1 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 25 / 0 / 0 / 0


Appendix A



OFFICE ADMINISTRATION Kevin Alavezos and Nancy Backlund, Faculty Current Program Office Administration serves the occupational needs of the community, particularly with the proliferation of technology and computers in the home.

Enrollment: There are wait lists of as many as 10 students for office skills and beginning classes, and for the beginning word processing course offered online. Classes range in size from 10 to 30, with the average lecture and lab class size being 18-20. The Office Administration Center (O.A.C.) provides an open entry/exit program providing positive attendance, with some 700 students taking 19 courses.

Personnel: The department employs 3 full-time (1 in the O.A.C.) and 4 part-time faculty (all in the O.A.C.), with a full-time program representative and a part-time staff member at the O.A.C.

Facilities: Currently the program has a lab with 39 computers; a classroom/lab with 12 workstations (in a simulated office environment) and computers around the perimeter for multi-uses. The O.A.C. is open 9 a.m. to 8 p.m. Monday through Thursday, 9 a.m. to 2 p.m. on Friday and 9 a.m. to 1 p.m. on Saturday. Teaching Methodologies: Classes are 80 percent lecture and 20 percent lab.

Future Program Community demand is growing (from all ages 18-70) for upgrading computer skills. Some beginning basic courses the department should offer are now being offered by Computer Science (that program has no business advisory group, as the Office Administration program has the International Association of Administrative Professionals). Potential new programs include Professional English for Business (online), Voice Recognition, Microsoft Certification, and ESL Second Language Learner.

Enrollment: Growth in the program is expected to be slower than overall college enrollment growth.

Personnel: In the short term, 1 full-time faculty and 1 full-time classified staff member are needed; in the mid term, a part-time lab assistant and a part-time faculty member will be required.

Facilities: In future the department needs to maintain what it already has. The current space does not need to grow until enrollment doubles.

Teaching Methodologies: More online offerings are planned.



OFFICE ADMINISTRATION Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Temporary Full-time 1 2 2 Part-time 1 1 2

Classified

Temporary

OFFICE ADMINISTRATION Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Office Administration WSCH 1,847 1,385 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 91 / 0 / 9 / 0 19 / 15 / 44 / 15 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 41 / 0 / 4 / 0 4 / 20 / 3 / 1 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 57 / 0 / 16 / 0 20 / 44 / 14 / 39


Appendix A



PHILOSOPHY Stan Spector, Faculty Current Program Philosophy serves general education and transfer requirements of students.

Enrollment: Classes range in size from 18 to 130, with online courses averaging 40 and lecture classes averaging 38. Department courses have an 85 percent fill rate. Typically there are waiting lists for classes, including waiting lists of up to 30 for online classes.

Personnel: The program has 3 full-time faculty and 5 part-time faculty.

Facilities: All that is needed to offer a Philosophy class is a room. Teaching Methodologies: Classes are 90 percent lecture, with 10 percent either online or via telecourse.

Future Program New classes under consideration include Philosophy in Art, Philosophy in Popular Culture and Medical or Professional Ethics.


Personnel: In the short term, the program needs to add a full-time faculty member and in the mid term an additional full-time faculty member also will be needed.

Facilities: Having a “home” for the program – offices and a meeting room – would go a long way toward improving enrollment in the department. A seminar room is also needed, as well as a white board/lecture classroom to provide flexibility.

Teaching Methodologies: No changes in teaching methodologies are required.

PHILOSOPHY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty


Classified

Temporary



PHILOSOPHY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Philosophy WSCH 2,066 3,035 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 7 100 / 0 / 0 / 9 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 15 / 0 / 0 / 1 20 / 0 / 0 / 3 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 41 / 0 / 0 / 76 42 / 0 / 0 / 31


Appendix A



POLITICAL SCIENCE Dick Higginbotham, Faculty Current Program Political Science serves transfer-oriented students, although the transfer rate of students is less than 10 percent. Some 40 to 50 percent of students enrolling in departmental classes drop out of the class.

Enrollment: Classes range in size from 20 to 50, with average class size at 40. There is typically a waiting list for American Politics.

Personnel: The program employs 2 full-time faculty and 3 part-time faculty, with occasional student help.

Facilities: Program facilities are adequate. Teaching Methodologies: Political Science classes are 100 percent lecture, with one-third of the sections offered online.

Future Program Courses are planned to adapt to the ongoing environment. The main goal the program should have in the short term and mid term is to keep the Political Science department together.


Personnel: The program needs an additional full-time faculty member in both the short and mid term.

Facilities: “Smart” classrooms are needed.


\



POLITICAL SCIENCE Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty


Classified

Temporary

POLITICAL SCIENCE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Political Science WSCH 1,607 1,738 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 18 100 / 0 / 0 / 27 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 11 / 0 / 0 / 2 9 / 0 / 0 / 1 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 40 / 0 / 0 / 49 43 / 0 / 0 / 149


Appendix A



PSYCHOLOGY Shelly Fichtenkort, Bobby Hutchison and Teri Nicol-Johnson, Faculty Current Program Almost 95 percent of the Psychology program serves transfer-oriented students; the remaining 5 percent of the program serves occupational goals, such as students pursuing Nursing and Child Development programs.

Enrollment: Class sizes range from 40 to 200, with the average size being 40. Wait lists for classes are typical with as many as 30 students (40 students for online courses).

Personnel: Psychology employs 5 full-time faculty and 13 part-time faculty, with some student work-study help.

Facilities: Office space is limited. Teaching Methodologies: Approximately 90 percent of Psychology classes are lecture, with 10 percent online.

Future Program Classes in Bio-psychology are planned.


Personnel: currently understaffed. A position was lost last year and not filled. There is an immediate need for one full time position and the anticipation of another two positions in the next five years.

Facilities: There is a lack of support for technology including poor infrastructure and poor IT support on the West Campus.

Teaching Methodologies: More online courses are expected to be developed, perhaps as much as 25 percent of course offerings.

PSYCHOLOGY Table 1

Psychology is

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty


Classified

Temporary



PSYCHOLOGY Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Psychology WSCH 9,139 9,405 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 79 / 21 / 0 / 21 100 / 0 / 0 / 17 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 38 / 10 / 0 / 8 40 / 0 / 0 / 11 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 63 / 3 / 0 / 54 60 / 0 / 0 / 46


Appendix A



REAL ESTATE James McGarry, Faculty Current Program The Real Estate program responds to the occupational needs of the community for continuing education as well as beginning classes in Real Estate.

Enrollment: Enrollment tends to reflect the changes in the real estate market. Classes fill to approximately 80 percent, with class sizes ranging from 25 to 50 students and an average class size between 35 and 40. Typically there are waiting lists of 10 to 15 students for beginning “Practices & Principles” classes.

Personnel: At this time 4 part-time faculty (for a total of 1.0 FTEF) are employed by the program.

Facilities: Current facilities are adequate. Teaching Methodologies: Classes are 100 percent lecture.

Future Program No changes are foreseen in State guidelines, therefore no material changes are expected to be made to the program.

Enrollment: The program responds to changes in the real estate market, and so it is expected that enrollment will drop as the market continues to soften; however, in the mid term, enrollment is expected to grow faster than overall college enrollment growth.

Personnel: There is no need for additional staff at this time. The program may need to recruit replacements for adjunct faculty, which are difficult to find.

Facilities: No new facilities are needed.

Teaching Methodologies: It is expected that classes will remain 100 percent lecture.



REAL ESTATE Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term

2015 Full-time Part-time 4 4 4 Temporary

Faculty


Classified

Temporary

REAL ESTATE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Real Estate WSCH 222 630 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 3 / 0 / 0 / 0 3 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 25 / 0 / 0 / 0 64 / 0 / 0 / 0





SOCIAL SCIENCE Cece Hudelson-Putnam, Faculty Current Program In 2002, Social Science offered 8 sections of classes; this decreased to 4 sections in 2003 and increased to 6 sections in 2006.

Enrollment: Enrollment is limited.

Personnel: Personnel are part time faculty members from other program areas.

Facilities: The program uses general purpose classrooms. Teaching Methodologies: Classes are traditional lecture-style.

Future Program The future of the Social Science program depends on the disposition of the Liberal Studies major.


Personnel: No additional personnel are needed.

Facilities: No additional facilities are needed.

Teaching Methodologies: No changes in teaching methodologies are expected.



SOCIAL SCIENCE Table 1 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Social Science WSCH 123 244 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 3 / 0 / 0 / 0 4 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 19 / 0 / 0 / 0 19 / 0 / 0 / 0


Appendix A



SOCIOLOGY Richard Sweeney and Sandra Woodside, Faculty Current Program The Sociology program serves transfer-oriented students, most of whom attend Stanislaus State.

Enrollment: Classes range in size from 35 to 60, with the average class size being 45. Typically there are waiting lists for several classes, especially for beginning classes and for a telecourse the department offers.

Personnel: There are 2 full-time and 4 part-time faculty employed in this program.

Facilities: There is a lack of flexibility relating to technology in the new buildings. Teaching Methodologies: All classes are lecture, with one telecourse offered. There have been problems with the delivery of services to the Patterson Center.

Future Program With the addition of one more class, the department will be able to offer an associate degree in Sociology. A Sociology of Medicine course is being phased out.


Personnel: A full-time faculty member will be needed in the short term, with a corresponding decrease in the number of part-time faculty; in the mid term, the part-time faculty will be needed again.

Facilities: It would be nice to have a classroom dedicated to the Sociology program. It is necessary as well to invest in flexible systems. The program needs connectivity to Columbia College and to Patterson.




SOCIOLOGY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty


Classified

Temporary

SOCIOLOGY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Sociology WSCH 2,712 3,482 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 93 / 7 / 0 / 7 100 / 0 / 0 / 11 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 14 / 1 / 0 / 1 19 / 0 / 0 / 1 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 55 / 1 / 0 / 123 51 / 0 / 0 / 118


Appendix A



INSTRUCTION: Community and Economic Development COMMUNITY AND ECONOMIC DEVELOPMENT George Boodrookas, Dean Current Program Community and Economic Development reflects a regional view of industry trends, serving occupational and community needs with more than 500 contracts in 15 years. Emphasis is on the “customer” and how the college can find resources through partnerships to meet the customer’s needs. The Workforce Development program is stable, and the Fire Science Academy is maintaining its level of service. Community Education has seen rapid growth, and grant funding has increased, with funding for a new “Center of Excellence” available to serve information processing, agriculture and food processing and healthcare education needs of the community. Early College is a new program that is growing. Future Program Plans are in progress for a research and development site encompassing an incubator for new programs, which when established would move onto main campus sites.



COMMUNITY EDUCATION Judith Monast, Director of Operations Pat Rawe, Community Education Marketing Specialist Martha Rice, Community Education Specialist Current Program Community Education is a 100 percent fee-based program, with more than 10,000 students served, including a large population of senior adults. The department engages in extensive marketing and outreach to the community, and many classes are full with students waiting to enroll. Department personnel strive to respond quickly and effectively to community needs and interests and provide excellent customer service.

Personnel: The department handles its own admissions, fee collection and registration activities. There are 5 full time support staff and 2 seasonal support staff; currently there is one unfilled position.

Facilities: The program is now housed in John Muir and Champion buildings.

Future Program Plans call for a phlebotomy program and courses in dance/theatre. In the short term, the department will most likely grow faster than overall college growth.

Personnel: The department will need more bilingual personnel.

Facilities: The only constraint on program growth over the next 10 years is the availability of facilities.

COMMUNITY EDUCATION Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015

Full-time Part-time

Management


Classified

Temporary 2 2 3



EARLY COLLEGE Peggy Kroll, Director Current Program Early College targets high-risk students by working with K-12 partnerships, encouraging high school students to attend community college, providing a summer performing arts program and a job skills academy (Boot Camp). From 800 to 1,000 students are served each year (200-300 per year on an individual basis) in the following programs: Tech Prep, Early College High School Initiative, Modesto Tech School, YES Co. (performing arts), Job Skills Academy and Fast Track.

Personnel: A manager, a full-time classified staff member and a part-time student worker are employed by the program.

Facilities: Currently the program occupies an office with a support area and minimal storage. Six classrooms for high school students are available in portables.

Future Program The need for the program will grow along with community high school expansion.

Personnel: Early College will need a program representative and an additional classified staff person in the short term, doubling that for the mid term.

Facilities: In the short term, an additional office or cubicle will be needed for the additional program representative, and a work area for 3-4 more people. Two additional classrooms for high school students will likely be needed as well, with all classrooms within reasonable proximity of the office space. In the mid term, spaces will be needed to accommodate the additional personnel.

EARLY COLLEGE Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management


Classified

Temporary 1 1 1



FIRE SCIENCE ACADEMY John Sola, Director Current Program Serving community and occupational needs, Fire Science offers a 15-unit course of study and training for professional fire fighters. The program serves the entire Yosemite Community College District and all the surrounding districts as well.

Enrollment: Between 2000 and 2005, the enrollment in Fire Science more than doubled, with the number of sections offered growing from 10 to 16 and the number of students increasing from 150 to 400 (500 including EMT enrollment). The Academy serves students from all over the West Coast, and classes are typically full with a waiting list of 10-20 students. The average class size is 20, with labs serving as many as 55 students (half of the classes require lab work). Class sizes range from a maximum of 55-60 in EMT courses to a maximum of 32 in Academy courses to a maximum of 20 in management (lecture) classes.

Personnel: There is 1 full-time faculty member and 25 part-time faculty who carry 16 to 60-hour loads. Only a few of the part-time instructors are adjunct faculty (representing approximately 2.0 FTEF); the rest are subject matter experts who are paid on an employee honorarium status. There are 2 full-time support staff members, including a facility technician, and a half-time student worker. Facilities: Fire Science facilities are located in a facility on West Campus off Carpenter Road. It is said that the building was constructed to accommodate a later second-story addition. This is a regional center operated through a joint powers agreement with the city and county. The tower is 13 years old.

Teaching Methodologies: Classes are currently 50 percent lecture and 50 percent lab.

Future Program The department plans to offer Level 2 (Advanced) Fire Fighter Training, an Introduction to Fire Fighting Strategies and Tactics online course, and a class in Hydraulics. State and federal regulations and mandates, as well as the needs of cities, counties and municipal fire districts, will contribute to the expected growth of the program.

Enrollment: Almost one-third of all fire fighters are expected to retire in the next 5-10 years, and because the program is industry-driven, enrollment is expected to grow faster than overall college enrollment in both the short term and mid term.

Personnel: A secretary/assistant is needed now. In the short term, a faculty member (to act as assistant coordinator for the Academy) and an EMT faculty member will be needed. In the mid term, an additional secretary/assistant, a technician and a Fire Science faculty member will be required to handle the program’s growth.



Facilities: In the short term two additional classrooms, one seating 75 and one seating 35, are needed. In the mid term office space for additional faculty and staff will be required, along with a lecture hall for 150 and two more classrooms serving 45 students each.

Teaching Methodologies: More classes are expected to be lecture. The program expects to add online courses in conjunction with Rio Hondo College in the future.

FIRE SCIENCE ACADEMY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Management

Temporary Full-time 1 3 4 Part-time 25 Temporary

Faculty


Classified

Temporary 1

FIRE SCIENCE Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Fire Science WSCH 512 2,334 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 88 / 0 / 12 / 0 78 / 22 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 7 / 0 / 1 / 0 9 / 1 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 30 / 0 / 34 / 0 38 / 134 / 0 / 0


Appendix A



BASIC FIRE ACADEMY Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Basic Fire Academy WSCH 0 880 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 0 / 0 / 100 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 0 / 0 / 1 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 0 / 0 / 30 / 0


Appendix A

EMERGENCY MEDICAL TECHNICIAN Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Emergency Medical Technician WSCH 464 764 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 100 / 0 63 / 0 / 37 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 2 / 0 0 / 0 / 1 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 38 / 0 0 / 0 / 39 / 0


Appendix A



OPERATIONS Judith Monast, Director Current Program Operations encompasses human resources, curriculum, budgeting and logistics for the Community and Economic Development Division. Services are mostly decentralized.

Personnel: There is a manager, 15 full-time and 1 part-time classified staff and 130-140 faculty who teach Community Education classes and who are paid honoraria.

Facilities: The program uses Building 6000 on West Campus. A fiscal analyst is housed on West Campus. Community Education has counter space on the second floor of the Morris Building; and a GED instructor is housed at the Work Force Training Center on West Campus. The Modesto Institute for Community Learning (MICL) needs ground floor/ADA-accessible space for 170 people.

Future Program Increases in enrollment will require an increase in staff and space. Expect tremendous growth in programs such as Community Education, noncredit and Career Pathways. Plans call for holding classes in community centers and churches, and to serve the areas of Tracy, Mountainhouse, Los Banos, Turlock, Patterson, Oakdale and Calaveras. All noncredit programs require centralized reporting.

Personnel: In the short term, the department will require 15 additional full-time classified positions and 130 instructors.

Facilities: In the short term, the department will require 35% more square footage for offices, classrooms and support activities. In the mid term, an additional 15% will be required.

OPERATIONS Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management

Temporary Full-time 15 30 30 Part-time 1 1

Classified

Temporary 1



WORKFORCE DEVELOPMENT Paul Vantress, Director Current Program Workforce Development oversees categorically-funded programs, including Contract Education with local business and government (10-12 at a time), Central American States for Scholarship (37 students), Americorps, Independent Living, and Accelerated Careers in Technology (ACT). Traditionally the size of the department has fluctuated as program funding and needs come and go.

Personnel: There are 2 managers and 7 full-time and 3 part-time classified staff.

Facilities: Located on West Campus, the program now has office space (shared with dance studio) and 2 classrooms, although most classes are currently offered off-site.

Future Program Future program growth should match the community’s growth. The department could offer online courses if businesses requested them. Management of the department should remain centralized, but instruction should be decentralized.

Personnel: In the short term, the program needs 1 or 2 additional staff in Contract Education; in mid term, Workforce Development needs an additional manager and an additional classified staff.

Facilities: As the need arises, additional classrooms will be needed on campus, in close proximity if possible to the divisions served. In the short term, there is a need for 1 classroom (shared 40% with others) with acoustic separations for office and classroom functions.

WORKFORCE DEVELOPMENT Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management

Temporary Full-time 7 8-9 9-10 Part-time 3 3 3

Classified

Temporary



INSTRUCTION: Library, Learning Resources and Technology LIBRARY, LEARNING RESOURCES AND TECHNOLOGY Tobin Clarke, Dean Current Program Library, Learning Resources and Technology encompasses a library on East Campus and a library on West Campus, the Instructional Resource Center, Technology, Media Services, Computer Labs, and the Distance Education program.

Enrollment: The department offers four research courses, three lecture classes and one online course. The average class size is 20 with a range of 15-25 (average lecture class size is 20, average lab size is 28, and Computer Labs average 40). There are typically no waiting lists.

Personnel: There are 8 full-time faculty and 4 part-time faculty, with 14 full-time and 3 part-time support staff. Management positions include a Dean, a Media Services Manager and a Technology Services Manager.

Facilities: The collection (approximately 74,000) housed on East Campus is old. The library has a very limited budget. The collection on West Campus in Yosemite Hall is very small (less than 2,000 volumes) as there was no budget when it opened so funds are shared between both locations. The main library building is neither attractive nor inviting. Computer Labs are well-used. Teaching Methodologies: Three lecture classes are offered each semester, and one online course is offered.

Future Program The Library hopes to offer more instruction in basic skills and offer a class for Middle College/High School students. In the short term, demand for classes is expected to grow faster than overall college growth, while in the mid term demand will keep pace with overall college growth.

Enrollment: Enrollment in the program will double, growing faster than overall college enrollment in the short term and growing commensurate with college growth in the mid term.

Personnel: The number of employees in the department will need to increase by at least 1 full-time faculty member in the short term. In the long term, one additional faculty librarian will be needed to handle demand for instruction. An additional management position, a Distance Education Manager, will be needed in the short term as well.

Facilities: In the short term, the program needs a conference room and a group study room, additional faculty and staff offices, and more seats for students, but these won’t be available until a



new (or remodeled) library building is built. Joint-use library facilities may occur in Patterson. In general, centers can meet basic library needs with online technology and with intra-campus delivery. Teaching Methodologies: In Distance Education, the number of telecourses is decreasing as online offerings are increasing, although many departments are not taking advantage of either methodology.

LIBRARY, LEARNING RESOURCES AND TECHNOLOGY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term 2015 Full-time 3 4 4 Part-time

Management

Temporary Full-time 8 9 10 Part-time 4 4 4 Temporary

Faculty


Classified

Temporary

LIBRARY, LEARNING RESOURCES AND TECHNOLOGY Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Library Science WSCH 46 140 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 0 / 0 3 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 20 / 0 / 0 / 0 23 / 0 / 0 / 0





COLLEGE SKILLS / COMPUTER LABS Michael Akard Current Program There are 3 Computer Labs that generate FTES district-wide, 2 on East Campus and 1 on West Campus, and they are open the same hours as the libraries. All disciplines have access to these open labs, and the purpose of the program (like the Library) is to support all instructional disciplines.

Enrollment: Positive attendance is generated in all 3 labs using the College Skills 810 course. Use of the labs is at about 85 percent Monday through Friday; this figure drops to 30 percent on Fridays.

Personnel: The Computer Labs are staffed by a full-time Computer Lab instructor/ coordinator and 3 computer lab technicians (2 full-time – one on each campus – and 1 three-quarter-time). The department uses student workers and employees staffing the Online Help Desk to fill in as needed.

Facilities: There are 244 computers in the two labs on East Campus and 30 on the West Campus. In addition, wireless connectivity is available in both libraries to offer students more flexibility in using their laptops.

Future Program It would be advantageous to make the College Skills / Computer Labs department (as well as the Libraries themselves) part of a high-tech center.

Enrollment: In the short term and the mid term, College Skills / Computer Labs expects to grow commensurate with overall college growth. Some awareness needs to be generated about the presence of the West Campus library so it can more effectively serve the student population.

Personnel: In the mid term, the department needs to increase the number of student workers from 8 to 10 or 12 and to make the part-time classified staff position into full-time.

Facilities: More computers are needed, possibly scattered throughout the library as well as in the labs. In order to collect positive attendance, attendance needs to be concentrated in labs.

COLLEGE SKILLS / COMPUTER LABS Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty


Classified

Temporary 8 8 8-10



DISTANCE EDUCATION Jim Clarke, Coordinator of Instructional Technology and Distance Education Current Program Distance Education provides several types of distance education instructional services, which have grown exponentially driven by student schedules and the college’s compressed Monday-Thursday schedule. At this time the department can no longer effectively serve the West Campus or additional centers. The department supports online classes that added up to 10 percent of FTES, as well as virtual classrooms, webinars (web-based instruction/ training) and telecourses. The department supports approximately 135 online courses using WebCT software and 30 telecourses annually.

Personnel: There is 1 faculty manager and 1 full-time classified online resource position that staffs an Online Help Desk. In addition, a full-time support staff specialist is employed in the Telecourse Office.

Facilities: Currently the department has training space for only 9 faculty at a time in the Library on East Campus.

Future Program The department needs to be institutionalized and supported as a cross-discipline endeavor. There is an Instructional Technology Plan that is 90 percent complete – only awaiting a district component. Online instruction will continue to grow, and with IP (Internet Protocol) based instruction, classes can be broadcast to remote locations on East and West campuses as well as Columbia and Patterson.

Personnel: In the short term, the program needs a technician (classified) and an instructional designer (faculty). In the mid term, the program will need a manager to oversee the program and an administrative assistant (classified).

Facilities: The department could be part of the Library/Learning Resource Center in order to make it accessible to faculty, staff and students. In the short term, the department needs an office for the coordinator and 2 offices for an instructional technician and an instructional designer. In the mid term, the department needs a “smart” training space for 25-30 faculty at a time, as well as the capability to record lectures in real time.

DISTANCE EDUCATION Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty


Classified

Temporary



LIBRARY Iris Carroll, Librarian Ellen Dambrosio, Systems Librarian Wendy Griffiths-Bender, West Campus Librarian Current Program The Library on the East Campus is open 69 hours a week and the Library on the West Campus is open 40 hours a week. Staff is rotated between campuses to cover these hours. The number of students the Library serves has grown, as the library has increased the number of classes, sections and hours. The Library now serves Middle College High School students as well.

Personnel: The Library is staffed with 6 full-time faculty members, and 5 adjunct faculty who work with the Reference/Information Desk on both campuses. There are 11 full-time and 4 part-time classified staff. Classified staff members rotate between East and West Campus.

Facilities: The collection (approximately 74,000) housed on East Campus is old, with a very limited budget; the collection on West Campus in Yosemite Hall is very small (less than 2,000 volumes) and there was no budget when it opened so funds are shared between both locations. The main library building is neither attractive nor inviting.

Future Program More “open entry/exit” modules to enhance skills development of specific learning communities are planned to assist student learning and research. The Library will need to grow faster than over college growth in the short term and in the mid term will grow commensurate with the college in order to keep up with demand.

Personnel: The Library needs 2-3 full-time faculty, 1 part-time faculty and 1 full-time staff member in the short term. In the mid term another 1-2 full-time faculty will be needed.

Facilities: The college will need to use technology for satellite centers, as resources are scarce for additional faculty, staff and collections to serve other population centers.

LIBRARY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term

2015 Full-time 6 8-9 9-11 Part-time 5 6 6

Faculty


Classified

Temporary



MEDIA SERVICES John Chappell, Systems Manager Debbi Partridge, Multi-Media Specialist Current Program Media Services provides instructional support to both campuses and to online course offerings. The college’s satellite link is through Palomar College via CCC Sat.

Personnel: The department has 1 manager and 6 full-time classified staff positions.

Facilities: Media Services is located in the Forum Building on East Campus and in the Sierra Building on West Campus

Future Program At this time the department cannot handle all the requests it receives, and distance education is expanding. Additional personnel and production space will be needed.

Personnel: In the short term, Media Services needs 1 full-time and 2 part-time support staff positions, and in the mid term the department needs to convert the 2 part-time to full-time.

Facilities: Additional production space is needed.

MEDIA SERVICES Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management


Classified

Temporary



TECHNOLOGY SERVICES Felicia Osnaya, Director Mel Ainsworth, Analyst Current Program Technology Services supports college and district computer services.

Personnel: The department has 1 manager, 7 full-time classified staff and a half-time student worker, and has more work than it can handle across campus.

Facilities: The department has two shops, one on East Campus across from the Stadium, and one on West Camps in Sierra Hall.

Future Program As the college grows and uses more and more technology, the department will need to keep pace. New methods to accommodate this demand will include remote deployment, streaming desktops, virtual server environments to replace individual desktop systems, and regularly-scheduled replacement cycles. File server space for faculty and a backup system is needed, as is a centralized software license for auditing and inventory (each department purchases its own software at this time).

Personnel: The department is below the Chancellor’s Office guidelines for staffing (1:200); the college now has 2,000 computers and will easily add another 500, so the department needs to add 2 full-time staff positions in the short term and 4 in the mid term. With the establishment of centers, an additional 3 employees could be needed. Facilities: The department needs warehouse space for short-term storage, loading docks and the ability to move large pallets. East Campus power and networking capabilities are inadequate for technology needs, and there is very little “wireless” environment on either campus.

TECHNOLOGY SERVICES Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Management


Classified

Temporary 1 1 1



INSTRUCTION: Literature and Language Arts LITERATURE AND LANGUAGE ARTS Barbara Wells, Interim Dean Current Program The division offers classes in English, English as a Second Language, Foreign Languages (including French, German, Spanish, Portuguese and Italian), Reading and Spelling, and American Sign Language. Basic Skills also is managed as part of the division.

Enrollment: Out of 276 sections of classes, 170 are filled, with English classes filling at more than 90 percent rate. The majority of classes have wait lists, but because of a lack of qualified faculty, classes to accommodate the overflow cannot be offered. Class sizes range from 20 to 93, with an average class size of 29. English classes are full, with 103 of 104 English classes filled before the beginning of classes in Fall 2006. The ESL program has not grown, with outreach relying mainly on word-of-mouth. Enrollment in German classes is stable, while the French program is at risk.

Personnel: There are 44 full-time faculty (some teaching extra loads) and 74 part-time faculty, with 4 laboratory assistants and 2 full-time support staff. Facilities: Personnel and facilities needs are addressed in individual departments.

Teaching Methodologies: Classes approximately 95 percent lecture and 5 percent lab; 5 courses (with multiple sections) out of 276 classes are taught online. One distance learning Spanish class is offered.

Future Program A re-design of the department is needed to address the growing numbers of students requiring developmental English classes. English 101 offerings may need to increase to meet the 2009 graduation requirement. An Interpreter for the Deaf program needs to be considered. Foreign languages need to expand their offerings online and through distance learning.

Enrollment: The number of students needing remedial classes is growing, with 70 percent of students testing below English 101 to be placed in English 49 and English 50 (Remediation)

Personnel: Personnel and facilities needs are addressed in individual departments.

Facilities: Personnel and facilities needs are addressed in individual departments.

Teaching Methodologies: The division is studying the addition of more online and distance learning courses. Current methodologies include lecture, computer assisted instruction/workshops, guest lecturers, fieldtrips, supplemental instruction, learning communities, Smart classrooms, the Center for Learning Assistance and the Writing Center.



BASIC SKILLS Pat Wall, Director Current Program Basic Skills encompasses Reading, Writing, Math and ESL, including all learning labs. Some self-paced courses are available. The college’s service area includes families, 50 percent of whom do not speak English in the home. This requires first teaching English literacy, then teaching college-level classes.

Enrollment: The department has seen huge growth in the last six years. Classes have a 100 percent fill rate, with the average class size 30, although this ranges up to 50 for math classes. There are typically waiting lists of approximately 5 to 8 students, with a few more for math classes.

Personnel: Basic Skills faculty are counted in other departments; there is 1 full-time support staff for Basic Skills.

Facilities: Current classroom and lab space is filled to capacity. Teaching Methodologies: Classes are typically lecture, except for courses offered through the Center for Learning Assistance, which are lab courses.

Future Program More strategic hiring of faculty with Basic Skills training is needed. The department needs to address root problems of the student population. The college needs to collaborate with high school English and math teachers who can teach college-approved classes that articulate with college level-courses.

Enrollment: Depending on the economy in the Valley, the Basic Skills program is expected to grow at least at the same rate as, and possibly faster than, overall college growth.

Personnel: The department does not expect to see an increase in the number of faculty teaching Basic Skills – faculty are funded through other departments.

Facilities: The program could use more classroom and lab space now.

Teaching Methodologies: At present, most instruction occurs in a traditional lecture format. This is likely to continue in English and ESL. However, there is the possibility that Reading and Math could begin employing other formats, including computer-mediated instruction.



BASIC SKILLS Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty


Classified

Temporary



ENGLISH Patrick Bettencourt, Shelley Circle and Tim Hobert, Faculty Current Program The English department has grown steadily along with the college. The department serves students who want to transfer (10 percent) and students who are taking courses to fill general education or occupational requirements or for personal growth.

Enrollment: English classes have a 94 percent fill rate, with the average class size at 29. Class size ranges from 15 to 45 (one class in film serves 70 to 100 students). Typically there are waiting lists of about 15 to 20 students, and because there is a high attrition rate, instructors try to accommodate as many of the waiting students as possible.

Personnel: There are 24 full-time faculty and at least 35 part-time faculty. Two positions are unfilled at this time, and approximately one-third of the instructors teach extra loads. Support staff are shared with the division.

Facilities: Current classrooms and office space are filled to capacity. Teaching Methodologies: Most of the classes (95 percent) are traditional lecture-type classes. However, multiple sections of English 101 and 103 and three literature classes are offered online.

Future Program A graduation requirement that all students must complete English 101 becomes effective in Fall 2009, and this will require expansion of the program. The Writing Center will likely see growth as well.

Enrollment: It is expected that English will grow commensurate with overall college growth in both the short term and mid term, depending on the availability of facilities and staff.

Personnel: The department favors a 75 percent / 25 percent split of full-time to part-time faculty. In the short term the department needs 10 part-time faculty; in the mid term the department needs 15 full-time faculty (which would reduce the number of part-time faculty). With the increase in faculty, an additional administrative secretary and a lab assistant will be needed.

Facilities: The department needs one large classroom accommodating 70 to 100 students that could be shared with other disciplines. Also, the department needs “smart” classrooms.

Teaching Methodologies: The department hopes to offer more online classes (instructor training would be required) and weekend-college classes to accommodate student schedules.



ENGLISH Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FEF) 45.57 Full-time Part-time

Classified

Temporary

ENGLISH Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 English WSCH 16,439 18,828 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 96 / 3 / 1 / 1 93 / 4 / 0 / 4 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 150 / 5 / 1 / 1 135 / 12 / 0 / 8 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 30 / 24 / 21 / 65 31 / 19 / 0 / 27


Appendix A



ENGLISH AS A SECOND LANGUAGE Michael Strangio, Faculty Current Program The ESL program offers a five-level non-credit program and a six-level credit program in which students must test into English 50. The compressed calendar has made completion of the program difficult for many students, because they really need a five-day week experience to immerse themselves in math, English, language and reading skills.

Enrollment: Enrollment has declined as much as one-third over the last five years. The department is now offering one section of each class, and those sections are not filling. The average class size is 28, with the number of students ranging from 28 to 33 per class. There are no wait lists now (although historically there were).

Personnel: ESL has 3 full-time faculty and 4 part-time faculty, with one full-time support staff position.

Facilities: Classrooms are currently split between East and West Campus. Teaching Methodologies: Classes are 100 percent lecture.

Future Program Several factors are affecting the economic and political environment, which in turn have an effect on enrollment in ESL. Although the foreign population has a real hunger for learning, the changes in this program reflect national concerns about immigration and population growth.

Enrollment: Because of declining enrollment, it is expected that the program will grow slower than the overall college growth rate in the short term and in the mid term.

Personnel: In the short term the program needs an additional 2 full-time faculty for a total of 5 (2 of which are replacements). In the mid term, three additional full-time faculty will be needed.

Facilities: The staff prefers that the classrooms not be split between East and West Campus.

Teaching Methodologies: art classrooms, computer assisted laboratories.

Classes will include lecture, Sm



ENGLISH AS A SECOND LANGUAGE Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 10.66 (shared) Full-time 1 1 1 Part-time

Classified

Temporary

ENGLISH AS A SECOND LANGUAGE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 ESL WSCH 6,454 5,055 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 19 / 0 / 0 / 0 13 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 20 / 0 / 0 / 0 32 / 0 / 0 / 0


Appendix A



FOREIGN LANGUAGE Marianne Franco, Faculty Current Program The Foreign Language department encompasses the teaching of French, German, Spanish, Portuguese and Italian. Half of the students are enrolled in department courses to meet transfer requirements, and half to meet community and business occupational needs.

Enrollment: The department has a strong enrollment in Spanish, but enrollment in French and German has been declining over the last five years. Classes typically fill at a 90 percent rate or above, except for advanced classes, which are smaller. The average class size is 25, with the number of students ranging between 12 and 35. Waiting lists are typical, often with more than 20 students, for introductory courses.

Personnel: There are 5 full-time faculty members, 3 in Spanish and 1 each in French and German. There are 7 to 10 part-time faculty and 2 full-time support staff who are shared with English and Sign Language departments. Some student workers help in the department as well.

Facilities: Current classroom space and office space is filled to capacity. Teaching Methodologies: Teaching methodologies include lecture (75 percent), lab (15 percent) and group activities (10 percent).

Future Program There is a need to expand “Command Spanish” courses that include language components dealing with emergency issues for students enrolled in Administration of Justice, Fire Academy, Child Care and Development, Dental Assisting, Nursing and other courses of study. A one-year program in Court Interpreting (Spanish) could be offered – the closest program is San Francisco State University. Plans call for a “hybrid” online/distance learning course. A Spanish position has been open for two years and needs to be funded/filled.

Enrollment: The faculty feel the French program will grow faster than overall college enrollment projections; all other Foreign Language programs are expected to grow at the same rate as overall college growth in both the short term and mid term, assuming that full-time faculty can be found to teach the courses and that the Hispanic population of the community continues to expand.

Personnel: The number of Spanish faculty needs to increase to support the continued offering of courses for heritage speakers and to meet the increasing needs of the community for courses tailored to meet its needs.

Facilities: Additional classroom and office space is needed.



Teaching Methodologies: A new way of encompassing language and culture is to organize “learning communities” that include courses in Mexican history, language and literature and a Latin American program. No change in the delivery of programs is planned, however.

FOREIGN LANGUAGE Table 1 Fall

2005 Short Term

2010 Mid Term

2015 Full-time 5 7 8 Part-time 7-10 7-10 7-10 Temporary

Faculty

Full Time Equivalent Faculty (FTEF) 10.66 (shared) Full-time 2 (shared) Part-time

Classified

Temporary

FRENCH Table 2 Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 French WSCH 604 386 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 5 / 0 / 0 / 0 3 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 21 / 0 / 0 / 0 27 / 0 / 0 / 0


Appendix A

GERMAN Table 3 Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 German WSCH 140 174 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 1 / 0 / 0 / 0 1 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 20 / 0 / 0 / 0 31 / 0 / 0 / 0


Appendix A



ITALIAN Table 4 Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Italian WSCH 0 148 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 1 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 45 / 0 / 0 / 0


Appendix A

SPANISH Table 5 Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Spanish WSCH 3,510 3,193 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 7 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 19 / 0 / 0 / 2 0 / 0 / 0 / 1 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 34 / 0 / 0 / 52 0 / 0 / 0 / 44


Appendix A

PORTUGUESE Table 6 Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Portuguese WSCH 148 102 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 1 / 0 / 0 / 0 1 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 37 / 0 / 0 / 0 31 / 0 / 0 / 0


Appendix A



HONORS PROGRAM Eva Mo, Faculty

Future Program The college is developing a comprehensive Honors Program to begin in Fall 2007. Two Honors courses will be offered each semester with an enrollment limit of 25 students each. The program focuses on information competency, communication competency and critical thinking (philosophical) competency. Students will be required to take an introductory course and a “Great Books” type class. In addition to serving general education requirements of the community, the program serves students wishing to transfer to four-year colleges, and the college is developing priority transfer agreements for students who complete the program. Scholarships will be available as well.

Facilities: A seminar room where students can meet and tutoring services can be offered is needed, as is a classroom accommodating 25 students (which could be shared with another program). Nearby computer access would be helpful. Also, enhancing the physical surroundings of the current campus (walkways, gardens, gathering areas) would help make the environment look more like a college campus and be more attractive to students.



READING AND SPELLING Lawrence Scheg, Faculty Current Program Reading and Spelling offers classes that serve the occupational and personal growth needs of the community. One class does meet transfer requirements as well.

Enrollment: Reading and Spelling has grown by 25 percent over the last five years. Classes fill 100 percent, with the range of class size between 25 and 32 students. Each class averages about 28 students. There are typically waiting lists of about 6 to 10 students per class.

Personnel: There are 4 full-time faculty and 4 part-time faculty. Support staff is shared with other departments in the division, and there are several student aides.

Facilities: Most of the classes are offered on West Campus, which is well suited for technology access with an electronic projection screen, overhead tech projector, a computer and desk for the instructor, and DVD and video playback available. There are four labs with 30 computers in each, and one writing lab. Teaching Methodologies: Classes combine lecture and lab (and new technologies are employed in the lab portion of the work).

Future Program Students entering college are not reading at grade-level proficiency, and the college must address the need for language proficiency in these students. Plans also call for reviving the speed-reading (controlled reading) component of the program.

Enrollment: Program growth is expected to be the same as overall college growth in both the short term and the mid term.

Personnel: In the short term the program needs an additional full-time faculty member; in the mid term one more faculty member will be required as well. The number of part-time faculty will depend on the college’s ability to locate qualified employees.

Facilities: All labs could be slightly larger, and the college needs additional open labs and some closed (contained) labs with 32 computers each. The lab on West Campus is inadequate.

Teaching Methodologies: New technologies include taping lectures for pod-casting.



READING AND SPELLING Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Full Time Equivalent Faculty (FTEF) 5.51 Full-time (shared) (shared) (shared) Part-time

Classified

Temporary

READING AND SPELLING Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Reading Skills WSCH 2,372 3,364 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 96 / 4 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 24 / 0 / 0 / 0 30 / 3 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 35 / 0 / 0 / 0 33 / 16 / 0 / 0


Appendix A



SIGN LANGUAGE Current Program

Enrollment: Four beginning, two intermediate and two advanced American Sign Language (ASL) classes are generally offered each semester. Beginning classes often have 60 to 80 students and long wait lists. Intermediate and advanced classes are taught simultaneously and average 20-25 students. Fall 2005 beginning enrollment was 222 students for four beginning sections and one combined intermediate/advanced class.

Personnel: There is 1 full-time faculty member with a split 40 percent load to teach ASL and one 20 percent overload (and a 60 percent load as the DSPS Deaf and Hard of Hearing Specialist) and 1 adjunct faculty member teaching 40 percent. Fall 2005 and Fall 2006 this full-time faculty member has been on sabbatical and has served as the Interim Dean for Literature and Language Arts respectively. During this time an additional adjunct faculty member has been hired.

Facilities: Classroom space is utilized to capacity. Classroom space on West Campus is more desirable for ASL instruction.

Teaching Methodologies: All courses are lecture/demonstration. Smart classrooms are utilized along with taped demonstrations, evaluations and guest presenters.

Future Program

Enrollment: The Sign Language program could at least double if there were available faculty and funds to offer additional courses. There continues to be interest and need in developing an ASL interpreter training program to meet the ever-increasing need for interpreters in the school system and in the community, and to meet the mandate that these individuals be certified by 2007. The program should grow commensurate with overall college enrollment growth.

Personnel: There needs to be a full-time faculty member to develop and expand the Sign Language program. A comprehensive program would require at least 3 full-time faculty.

Facilities: A large format/auditorium style classroom is needed for optimum visibility and student participation. Access to DVD recording and playback environments would be optimum.

Teaching Methodologies: All courses are lecture/demonstration. Smart classrooms are utilized along with taped demonstrations and evaluations. Interpreter training, Deaf culture, and additional course offerings would accommodate the needs of students.



SIGN LANGUAGE Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Full Time Equivalent Faculty (FTEF) 1.0 Full-time (shared) (shared) (shared) Part-time

Classified

Temporary

SIGN LANGUAGE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Sign Language WSCH 1,101 831 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 83 / 0 / 17 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 21 / 0 / 0 / 0 9 / 0 / 4 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 20 / 0 / 0 / 0 26 / 0 / 12 / 0


Appendix A



INSTRUCTION: Physical, Recreation and Health Education PHYSICAL, RECREATION AND HEALTH EDUCATION Bill Kaiser, Dean Pat Wallace, Administrative Assistant Current Program Physical, Recreation and Health Education offers classes and activities that fulfill general education requirements for graduation and for transfer, and that serve general community education and personal growth needs. The program offers aquatics and adaptive physical education, and classes that have grown include dance and health education (especially first aid and CPR).

Enrollment: The growth of the current program is the result of overall college growth. Fitness activities, self-defense, Pilates and yoga classes fill, with most classes filling at least 50 percent. The average class size is 24, with class sizes ranging from 15 to 150. Classes in first aid and health education, especially those offered online, are popular and sometimes require waiting lists.

Personnel: There are 15 full-time faculty and approximately 40 part-time faculty in the department, with 4 full-time support staff (2 equipment technicians and 2 administrative secretaries) and 2 part-time adaptive physical education instructional assistants.

Facilities: At this time the department has only one classroom assigned to it by the Vice President of Instruction. Teaching Methodologies: Department offerings are 40 percent lecture (health education and physical education major courses) and 60 percent lab (indoor and outdoor activities).

Future Program Future plans call for the department to offer an Associate degree in dance, more online courses in the physical education major, and to build a sports & recreation facility, including a fitness center, on the West Campus for students and the community.

Enrollment: If facilities are available, the department is expected to grow at the same rate as overall college growth.

Personnel: The department needs a “coordinator” or “chair” classification to assign to program leads in physical education and athletics to assist the Division Dean. Future short term growth will require 1 additional full-time faculty member and 1 full-time classified instructional aide for the adapted physical education program. Future short term growth will also require 1 additional full-time faculty member for Dance. In the mid term, a full-time athletic/academic counselor, sports information director, and an additional certified athletic trainer will be needed.



Facilities: All classrooms need desks and chairs. The department needs a designated physical education / health education classroom. The West Campus needs a fitness center for sports and recreation with studio space for dance classes, and a field house. Additional space also will be required for adaptive physical education, which could attract more students if the space were larger.

Teaching Methodologies: No change in teaching methodology is foreseen.

PHYSICAL, RECREATION AND HEALTH EDUCATION Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty


Classified

Temporary

INTERCOLLEGIATE ATHLETICS Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Intercollegiate Athletics WSCH 2,750 3,004 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 12 / 0 / 0 / 0 12 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 23 / 0 / 0 / 0 23 / 0 / 0 / 0


Appendix A

PHYSICAL FITNESS / BODY MOVEMENET Table 3


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Physical Fitness/Body Movement WSCH 6,208 6,890 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 30 / 70 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 140 / 0 / 0 / 1 185 / 3 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 21 / 0 / 0 / 69 19 / 18 / 0 / 0


Appendix A



DANCE Lori Bryhni, Faculty Current Program The Dance program has an excellent connection with the community. Classes cover technique, movement for actors, modern dance, ballet, tap, and yoga. Dance instructors teach at area high schools and teach yoga to cancer patients in community hospitals. Dance companies tour as well. The majority of Dance students are transfer-oriented, but there is a large contingent of continuing education students – teachers and other community members.

Enrollment: The Dance program was moved from the East Campus to the West Campus in 2001, which caused a drop in enrollment that has reversed itself so that the program is now growing again, thanks to successful outreach and partnerships with two area private dance studios and the local high school. The average class size is 30, but classes range in size from 20 to 50, with 15 to 25 at the advanced level. The program accepts all who apply and typically there are no waiting lists.

Personnel: There is 1 full-time faculty and 1 part-time faculty assigned to the Dance program.

Facilities: At this time all space assigned to the Dance program is used seven days a week and evenings until 9 p.m. Teaching Methodologies: Classes are 25 percent lecture and 75 percent lab.

Future Program To continue the program’s favorable standing in the community, Dance classes should be listed separately in the college catalog. Dance, as with all the arts, should be emphasized as educationally-based. Class offerings could be extended with the completion of an auditorium. The City of Modesto is scheduled to open the Gallo Performing Arts Center in 2007, which will help the community recognize the value of the arts, but the PAC is not expected to be affordable for the college to use.

Enrollment: The program is expected to grow at the same rate as overall college growth in both the short term and mid term.

Personnel: One additional full-time faculty member and a part-time faculty member are needed in the short term, and 3 additional full-time faculty members will be needed in the mid term.

Facilities: In the short term at least 3 additional studio spaces are needed, with dressing and restroom facilities. Office space for faculty as well as a loading area for sets also will be needed.

Teaching Methodologies: No new teaching methodologies are expected to be employed.



DANCE Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) See department total Full-time Part-time

Classified

Temporary

DANCE Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Physical Fitness/Body Movement WSCH 0 113 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 100 / 0 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 2 / 0 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 0 / 0 18 / 0 / 0 / 0


Appendix A



GENERAL PHYSICAL EDUCATION Steve Aristotelous, Faculty Current Program Each semester, Physical Education hits its enrollment target. Students enrolling in the program are primarily transfer-oriented; however, the department offers courses for general interest and personal enrichment as well, and enrollment trends upward as Modesto residents become more health-conscious.

Enrollment: Classes range in size from 15 to 40, with 25 the average class size. There are typically no waiting lists for classes.

Personnel: There are 12 full-time faculty members assigned to Physical Education now, with 40 part-time adjunct faculty and two athletic trainers.

Facilities: At this time there are no training or locker rooms on West Campus. Small classroom size is affecting enrollment. Teaching Methodologies: Lecture and activity courses are the norm at this time. Some classes could be offered online

Future Program

Enrollment: In the short term and in the mid term, program growth should keep pace with overall college growth.

Personnel: An additional full-time faculty member (to handle Men’s Track and Cross Country) and another athletic trainer will be needed in the short term.

Facilities: Classrooms need to be updated with new technology, and many of the classrooms need to be enlarged.

Teaching Methodologies: Online classes could be developed.

GENERAL PHYSICAL EDUCATION Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) See department total Full-time 1 2 2 Part-time 1 1 1

Classified

Temporary



GENERAL PHYSICAL EDUCATION Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Physical Education WSCH 1,717 1,953 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 66 / 34 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 10 / 0 / 0 / 0 21 / 0 / 2 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 29 / 0 / 0 / 0 26 / 0 / 18 / 0


Appendix A



HEALTH EDUCATION Mary Shea, Track Coach Current Program Health Education is responding to the transfer needs of students as well as community needs for CPR and First Aid training.

Enrollment: The department offers 34 sections of Health Education, including 7 sections online. The average class size is 40, with a range of 30 to more than 100 students. There are some wait lists, but most classes are 90% to 100% full.

Personnel: There are 16 full-time faculty who teach courses in Health Education.

Teaching Methodologies: All classes are lecture, with 7 of 34 sections offered online. One is a telecourse with videos.

Future Program There is a move to more activity programs for health and wellness, with Women’s Health Issues as a new program. There is an immediate need for storage space, and a need for an office-gym workout environment.

Enrollment: The program will grow at the same pace as the college in the short term and in the mid term because of increasing interest in health/wellness issues and the addition of a wellness/workout facility.

Personnel: At least 1 additional support staff person is needed.

Facilities: There is a need for new office spaces, a conference/meeting area, an Olympic-size pool with workout facility, additional storage and 2-3 classrooms (the program has no building).

HEALTH EDUCATION Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) See department total Full-time 1 2 2 Part-time 1 1 1

Classified

Temporary



HEALTH EDUCATION Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Health Education WSCH 4,735 4,942 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 100 / 0 / 0 / 15 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 17 / 0 / 0 / 2 26 / 0 / 0 / 6 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 80 / 0 / 0 / 87 56 / 0 / 0 / 39


Appendix A



INSTRUCTION: Science, Mathematics and Engineering SCIENCE, MATHEMATICS AND ENGINEERING Mike Torok, Dean Current Program The division serves transfer-oriented students as well as students needing remedial work and basic skills in mathematics. Enrollment in Math has grown steadily, and has the potential to grow even more. Chemistry and Anatomy/Physiology/Microbiology also have grown. Engineering has faced many changes in faculty and the program has suffered.

Enrollment: Classes in the division are filled to 95 percent of capacity. Classes range in size from 12 to 85 in Math and from 6 to 25 in Engineering, with the average class size being 42. Typically there are wait lists in Math and Science of 30 to 35 students, and can be as large as 70.

Personnel: Numbers of faculty and staff are detailed in each department.

Facilities: A shortage of adequate facilities in some programs (e.g. Anatomy/Physiology/ Microbiology, Chemistry) exists; some current lab facilities are inadequate. Teaching Methodologies: Nearly all Math classes are lecture; Science and Engineering classes are half lecture, half lab. One Anatomy course is taught online, and there is a hybrid course in Math and Chemistry.

Future Program The division is exploring cross-discipline classes. The college should be balancing the needs of the college with the needs of the community.

Enrollment: Enrollment in Science and Math classes is expected to grow faster than overall college growth, while enrollment in Architecture and Engineering will not.

Personnel: Three-fourths of the students enrolled in Science are taking classes in preparation for Allied Health programs; if Allied Health moves to West Campus, an assistant administrator would be needed.

Facilities: As part of the Measure E Bond construction program, most programs will have additional facilities. Some of these facilities will be new, while others will be renovated.




ANATOMY / PHYSIOLOGY / MICROBIOLOGY David Ward, Faculty Current Program The Anatomy / Physiology / Microbiology programs primarily support the Allied Health program.

Enrollment: The average class size is 30 in lectures and 35 in labs, with sections ranging in size from 30 to 110. Typically there are waiting lists of 15-25 students each semester.

Personnel: At this time there are 6 full-time and 4 part-time faculty, with 2 full-time support staff (1 shared with Life Science).

Facilities: Lab facilities are the primary limiting factor at this time. The size and layout of the current facilities is adequate to their function. Teaching Methodologies: Classes are 42 percent lecture and 53 percent lab, with 5 percent offered online.

Future Program The department would like to expand existing delivery systems; however, students taking Allied Health prerequisites represent a major force the system has to address (540 students start the prerequisite series annually, with only 140 Nursing spots and 30 Respiratory Therapy spots open each year).

Enrollment: Growth in the program is tied to growth in the medical community, but is expected to grow faster than overall college enrollment growth.

Personnel: With renovated facilities following the passage of Measure E, 2 additional faculty will be needed for the short term, with an additional 2 faculty in the mid term.

Facilities: An additional 3 to 5 labs are needed.


ANATOMY/PHYSIOLOGY/MICROBIOLOGY Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 10.3 Full-time 2 (1 shared) 2 (1 shared) 2 Part-time

Classified

Temporary



ANATOMY/PHYSIOLOGY Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Anatomy/Physiology WSCH 2,924 5,611 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 13 0 / 87 / 0 2 / 0 / 92 / 6 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 13 / 0 1 / 0 / 19 / 4 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 29 / 0 / 30 / 0 37 / 0 / 27 / 30


Appendix A

MICROBIOLOGY Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Microbiology WSCH 634 1,043 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 100 / 0 0 / 0 / 100 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 4 / 0 0 / 0 / 6 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 25 / 0 0 / 0 / 27 / 0


Appendix A



ARCHITECTURE / ENGINEERING Larry Weese, Faculty Current Program The Architecture program, which provides a two-year transfer program to schools like Cal Poly San Luis Obispo and UC Berkeley, has grown; the Engineering program has declined.

Enrollment: There has been no consistency in program enrollment, with many fluctuations over the last few years. The average class size is 20 to 24, with classes ranging in size from 10 (advanced courses) to 100 (introductory courses). At beginning levels there can be waiting lists for classes.

Personnel: At this time there are 3 full-time faculty and 5 part-time faculty, with 1 lab technician shared with Electronics Technology.

Facilities: The program lost one of its labs to another program. Teaching Methodologies: Lecture classes, such as introductory and history classes, make up 40 percent, while lab classes represent 60 percent of classes taught. There are no online classes at this time.

Future Program A program in Construction Management is in process.

Enrollment: Overall, growth in this department will be slower than overall college growth, depending on industry demand and college support.

Personnel: In the short term, the department needs a full-time faculty member in Architecture, and in the mid term a full-time faculty member in Engineering will be needed.

Facilities: An additional lab is needed.

Teaching Methodologies: There are no changes in methodologies planned.



ARCHITECTURE / ENGINEERING Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 4.81 Full-time 1 (shared) 1 (shared) 1 Part-time

Classified

Temporary

ARCHITECTURAL DRAFTING Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Architectural Drafting WSCH 710 945 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 50 / 0 / 50 / 0 14 / 0 / 86 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 4 / 0 / 4 / 0 3 / 0 / 5 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 26 / 0 / 20 / 0 33 / 0 / 18 / 0


Appendix A

ENGINEERING Table 3


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Engineering WSCH 212 192 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 14 / 0 / 86 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 0 / 0 1 / 0 / 3 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 15 / 0 / 0 / 0 45 / 0 / 9 / 0


Appendix A

ENGINEERING DRAFTING Table 4 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Engineering Drafting WSCH 166 391 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 100 / 0 14 / 0 / 86 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 3 / 0 0 / 0 / 5 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 20 / 0 0 / 0 / 17 / 0


Appendix A



ENGINEERING TECHNOLOGY Table 2


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Engineering Technology WSCH 15 106 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 100 / 0 / 0 / 0 14 / 0 / 86 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 1 / 0 / 0 / 0 0 / 0 / 1 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 5 / 0 / 0 / 0 0 / 0 / 33 / 0


Appendix A



CHEMISTRY Mary Roslaniec, Faculty Current Program The Chemistry department meets the needs of transfer-oriented students and students taking pre-requisite courses for Allied Health careers. Faculty participate in the MAPS (Modesto Area Partners in Science) program that is open to the community.

Enrollment: Classes range in size from 24 to 112, with the combined lecture/lab average class size being 56 to 72. There is typically a waiting list of up to 300 students for Chemistry 143 and upper-level Chemistry classes.

Personnel: At this time the department employs 4 full-time faculty and 3 part-time faculty, although there is enough demand that the department could easily employ 6 full-time chemists (there are no adjunct Chemistry faculty to be found in Modesto).

Facilities: The current facilities are limited in terms of available space, adequate ventilation, and versatility. Teaching Methodologies: Classes typically take the form of 3 hours lecture / 1 hour discussion / 3 hours lab. One to two sections per semester are typically offered in hybrid format.

Future Program Plans call for developing an associate degree in Chemistry, as companies such as Gallo and Foster Farms are seeking Biotechnicians.

Enrollment: Subject to finding faculty, this program could grow faster than overall college growth in both the short term and mid term.

Personnel: In the short term there is a need for an additional 3 full-time and 2-3 part-time faculty; in the mid term, there is a need for 2 more full-time and 2 more part-time faculty.

Facilities: Expansion of facilities as part of the renovation under Measure E will provide additional space, compartmentalization of some functions, and increased safety for students and staff.

Teaching Methodologies: It is possible to develop an online Chemistry class for non-science majors.



CHEMISTRY Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty

Full Time Equivalent Faculty (FTEF) 8.18 Full-time 2 (1 shared) 2 (1 shared) 2 (1 shared) Part-time

Classified

Temporary

CHEMISTRY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Chemistry WSCH 3,321 3,866 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 10 / 0 / 80 / 0 3 / 0 / 93 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 19 / 0 1 / 0 / 21 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 1 / 0 / 24 / 0 34 / 0 / 22 / 0


Appendix A



LIFE SCIENCES Catherine Greene, Liz McInnes, Teri Curtis and Derek Madden, Faculty Current Program Life Sciences, which encompasses Biology and Zoology, offers coursework for transfer-oriented students (about 75 percent are in this category) and to meet occupational needs in the community (about 25 percent are in this category).

Enrollment: Enrollment in Life Sciences has increased largely due to the change in prerequisites for the Nursing program. Typically there are waiting lists for students to enroll in these classes. Classes range in size from 12 (in Zoology) to 180 (in 6 sections of General Biology), with the average class size being 28 in lecture and 28 in lab. There are usually waiting lists with 20 to 30 students on them, depending on staff and room available.

Personnel: There are 5 full-time and 5 part-time faculty with 2 fulltime support staff (1 shared with Anatomy/Physiology/Microbiology)). The program could use an additional full-time faculty member now.

Facilities: There is a limited number of wet labs on East Campus, and none on West Campus. Teaching Methodologies: Classes are typically half-lecture and half-lab.

Future Program Plans call for Biotechnology and Environmental Science programs to be developed. A link to GVM and a Science Community Center is planned.

Enrollment: With the success of the Allied Health program, Biology will most likely grow faster than overall college growth in both the short term and the mid term; Zoology will likely grow commensurate with overall college enrollment growth. Limits are imposed by the facilities and faculty available.

Personnel: In the short term, 3 additional full-time faculty are needed, and in the mid term, another 3 full-time faculty will be needed. An additional full-time classified staff member will be needed in the short term if the Biotechnology lab is established. An additional classified staff member will be needed in the mid term.

Facilities: A Biotechnology lab is critical to the program, and has wide application within the department.

Teaching Methodologies: Classes will most likely always include both lecture and lab; however, an online Biology class (Bio 111) may be offered in a hybrid format.



LIFE SCIENCE Table 1

PERSONNEL Fall 2005

Short Term 2010

Mid Term 2015


Faculty

Full Time Equivalent Faculty (FTEF) 10.2 Full-time 2 (1 shared) 2 (1 shared) 2 Part-time

Classified

Temporary

BIOLOGY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Biology WSCH 4,572 5,534 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 22 / 14 / 64 / 0 2 / 0 / 98 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 8 / 5 / 23 / 0 5 / 0 / 27 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 18 / 3 / 27 / 0 9 / 0 / 30 / 0


Appendix A

ZOOLOGY Table 3


Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Zoology WSCH 310 184 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 100 / 0 0 / 0 / 100 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 2 / 0 0 / 0 / 1 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 0 / 25 / 0 0 / 0 / 28 / 0


Appendix A



MATHEMATICS Sarah Curl, Faculty Current Program Mathematics offers general education courses toward an associate degree as well as basic skills remediation. The program has lost several faculty over the last few years, with no replacements available for some of the lost positions.

Enrollment: Math classes range in size from 15 to 48, with the average class size being 45 (although upper level classes don’t always fill). There are typically 5 to 50 students per section who are on waiting lists for Math classes.

Personnel: At this time there are 16 full-time faculty and 12 part-time faculty, with 1 full-time support staff position (a computer lab tech on West Campus) and 1 part-time support staff position at the drop-in tutoring center).

Facilities: Classrooms on West Campus are smaller than those on East Campus Teaching Methodologies: Math classes are 100 percent lecture; of 85 total sections, 3 are video/online and 1 is a hybrid class.

Future Program A new graduation requirement is being implemented in 2009 that will place a new course between elementary algebra and intermediate algebra, so the department will need to revamp for this.

Enrollment: With the new graduation requirement, Math will likely grow at the same pace as overall college growth in the short term and in the mid term.

Personnel: The adjunct faculty pool is dwindling; at the same time, the need for more Math instructors is apparent. An additional 3 full-time faculty and 3 part-time faculty are needed for the short term, with 3 full-time faculty and 3 part-time faculty beyond that in the mid term.

Facilities: The department needs more classrooms on East Campus and more office spaces on West Campus.




MATHEMATICS Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty


Classified

Temporary

MATHEMATICS Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Mathematics WSCH 17,024 18,454 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 85 / 5 / 5 / 5 100 / 0 / 0 / 5 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 82 / 5 / 5 / 4 93 / 0 / 0 / 6 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 44 / 10 / 37 / 30 39 / 0 / 0 / 32


Appendix A



PHYSICAL SCIENCES Ken Meidl, Faculty Current Program Physical Sciences encompasses Astronomy, Earth Science (Meteorology), Geology and Physics. Physics as a program has grown, but the other areas are limited by the fact that there is only one faculty member to teach all three areas. Physics meets the needs of transfer-oriented students, while the other areas fulfill general education requirements.

Enrollment: Classes in Physics range in size from 20 to 30, while class in Astronomy may reach 80 students. The average class size is 40 lecture, 18 lab (Physics). There are typically waiting lists that vary in size each semester for all classes except Physics.

Personnel: There are 5 full-time faculty (2 in Physics, 1 in Astronomy and 1 in Geology). There are also 2 part-time faculty and a full-time support staff position.

Facilities: Astronomy, Earth Science, and Geology are partially limited by space. Teaching Methodologies: Classes are typically 50 percent lecture, 50 percent lab.

Future Program General Education courses in “Science Matters” (General Science Awareness) and Conceptual Physics (with a lab component) are planned, along with Planetarium/Observatory courses.

Enrollment: It is expected that program growth will keep pace with overall college growth.

Personnel: An additional 2 full-time faculty are needed in Astronomy and Physics in the short term, with an additional 2 full-time and 2 part-time faculty in the department in the mid terms. An additional full-time lab tech is needed in the short term.

Facilities: The Science Community Center at GVM would include 12 new labs.

Teaching Methodologies: No changes are foreseen in teaching methodologies.



PHYSICAL SCIENCES Table 1 PERSONNEL Fall

2005 Short Term

2010 Mid Term


Faculty


Classified

Temporary

ASTRONOMY Table 2 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Astronomy WSCH 738 832 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 80 / 20 / 0 / 0 90 / 10 / 0 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 4 / 1 / 0 / 0 3 / 1 / 0 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 58 / 25 / 0 / 0 77 / 26 / 0 / 0


Appendix A

GEOLOGY Table 3 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Geology WSCH 659 838 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 63 / 0 / 37 / 0 31 / 0 / 69 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 5 / 0 / 3 / 0 1 / 0 / 3 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 26 / 0 / 26 / 0 61 / 0 / 30 / 0


Appendix A

PHYSICS Table 4 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Physics WSCH 818 1,024 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 22 / 0 / 79 / 0 6 / 5 / 89 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 2 / 0 / 7 / 0 1 / 1 / 8 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 30 / 0 / 13 / 0 19 / 16 / 15 / 0


Appendix A



EARTH SCIENCE Table 5 ENROLLMENT Fall

2000 Fall 2005

Short Term 2010

Mid Term 2015

College Enrollment 17,228 18,591 20,756 23,256 College WSCH 179,059 210,209 228,413 255,912 Earth Science WSCH 673 941 WSCH Percentages (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 20 / 80 / 0 2 / 0 / 98 / 0 Number of Sections (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 1 / 4 / 0 1 / 0 / 6 / 0 Average Number of Students Per Section (Lecture/Lab/Lecture+Lab/Distance Ed) 0 / 1 / 27 / 0 10 / 0 / 24 / 0


Appendix A

CHAPTER 3 RECOMMENDATIONS


RECOMMENDATIONS Educational Programs and Services This section draws from data about individual disciplines as well as interviews with faculty or program leaders. First, and very important, Modesto Junior College is already an institution responsive to community needs through a large number of programs, and many of those are recognized throughout these recommendations. Second, these recommendations are made in an attempt to strengthen the programs and services of a College that already has the strong support of the communities it serves and is recognized as an outstanding institution.

A. Although many strong partnerships exist with business, schools and colleges or other entities in the community, the College would benefit from a coordinated effort by the Instruction and Student Services areas to oversee and encourage new and strengthened partnerships in any appropriate departments or services (credit, non credit and community education).

B. The growing Latino population of the District should continue to be considered when programs

and services are developed. Programs such as English as a Second Language, which is dropping in enrollment, should be reviewed and revised to better meet student needs and to articulate with other programs in the College area, to make it more accessible and to facilitate student success within a reasonable time period.

C. Given the average median household income in the District, programs that encourage residents

of lower socioeconomic means to take advantage of the College’s services should be emphasized and supported.

D. The same indicator – average median household income – should be seen as an opportunity for

the College. Each occupational training program should be part of a coordinated program of community outreach and recruitment. In addition, scheduling of classes in such programs should be done with the working residents of the District in mind.

E. A study of age groups in the YCCD indicates that special programs for certain age groups will

improve the College’s service to its District residents. The College already has many special programs for pre-college-age students, and three changes are recommended: 1) these programs should be developed in a coordinated way and conducted so that administrative costs can be kept to a minimum; 2) the coordination of such programs should keep long-term student success as a goal; and 3) these programs should be institutionalized as soon as possible so that participants can anticipate continuing at MJC, and future students can look forward to being part of a continuing program.

F. Distance education classes have increased in number over the past five-year period. A Distance

Education Coordinator supports the faculty and classes with training and technical support, but there is insufficient staff and space for this purpose. The Coordinator is appropriately placed within the Learning Resources and Technology Division, but the faculty and College could benefit from providing a stronger coordination and development role to the office and more support and space.



If a College policy or goal statement is not in place, one should be developed. The program could also benefit from District-wide coordination.

G. A considerable number of programs are increasing in enrollment more quickly than overall

College enrollment growth. On the other hand, other programs are decreasing in enrollment or remaining static. The College should examine the reasons for these changes through research and provide appropriate support (staff, space, equipment) as needed. This effort should be part of a continuing effort (see “Planning and Processes” below).

H. A growing number of students test into developmental or remedial levels of basic skills. The

English and Mathematics departments should consider conducting short and long term retention and success studies relating results to methodology, student skill and other factors in order to make necessary changes to the curriculum or teaching methodology. Student outcomes in the higher level graduation requirements in English and Mathematics (to be implemented in 2009) should be monitored carefully.

Planning and Processes The following recommendations concern planning efforts and processes that, in turn, relate to the creation and support of educational programs and services. Readers will note that there is a strong emphasis on the qualification for space and the utilization of space as it relates to educational programs and services. These relationships are at the core of a comprehensive educational and facilities planning process. A number of planning efforts should be completed as soon as possible at the College for the overall purpose of improving educational programs and services, and for specific reasons described below.

I. Enrollment Management Plan: This Plan includes goals for enrollment for the short term (one

year) and a longer period (perhaps five years) with activities coordinated to meet those goals. Activities can include changes in programs, services, recruitment efforts, research studies, program review response, changes in teaching methodology, improved student support services, and many others. The Enrollment Management Plan must be reviewed and revised each year for the purpose of setting new goals and activities for the subsequent year.

J. Scheduling Study: The scheduling of College and all District classes should be studied relative to

student satisfaction and student need, while keeping in mind that those who are not attending classes now may be the group needing study. Satisfaction among faculty with the current schedule also seems to differ considerably and should be reviewed carefully. The goals of the study would be the improvement of student access and the efficient use of facilities throughout the week.

K. Staffing Plan: This Plan includes a long term look at future retirees, plans to replace them and/or

to leave certain positions vacant. In addition, a staff replacement plan that gives retirement replacements clear priority, or at minimum some weight, should be part of a Staffing Plan. The Plan also includes goals related to the type of faculty the College requires, e.g. faculty skilled in teaching basic skills, faculty skilled in the use of technology, etc.



L. Faculty and Staff Development Plan: This Plan’s goal is to support faculty and staff training in areas such as distance education, service training, and technology. It includes support such as space, staff, and equipment.

M. Technology Plan: This Plan, already in progress, should be completed at the College level to help

guide the development and use of technology, to outline the needs for technology, to assist in the coordination of distance education and other non-traditional course offerings, and to assist in the daily use of technology in programs and services.

Processes that affect instructional programs and support services directly or indirectly that should be considered for change include the following.

N. A large number of classes are described as lecture/laboratory in the College Catalog and the

College Schedule without defining the number of hours spent in each category of class. These classes are sometimes referred to as “hybrid.” Although this practice may be appropriate from an educational standpoint, the fact that this separation is not delineated puts the College in a weakened position as it attempts to qualify for space at the State level, where laboratory hours qualify for more space than lecture hours. In this study, the Instruction Office and deans were asked to provide the percentages spent in lecture and laboratory so that space could be designated appropriately for Facilities Master Plan purposes. Since College Curriculum files at the campus already contain the information, it is recommended that the curriculum process be used to specify the lecture and laboratory hours in student publications and in enrollment reports from the District to the State.

O. Although District Central Services support is needed for record keeping and reporting to

appropriate State agencies, it is very important that records be kept and research be conducted at the College level and that this information be accessible to College faculty and staff. The purpose of this research is to improve student success by studying its relationship to various factors both inside and outside the classroom. A number of actions appear to be necessary in order to implement this recommendation: 1) provide more support to the campus research office; 2) develop a campus Research Plan, integrating it with the District’s research activities and reporting requirements; and 3) provide direct access to appropriate data for all College offices.

P. In the immediate future, emphasize improved student access and retention in College

research efforts. Studies such as those mentioned above might be initiated, including student retention in classes and in the College, student access to classes via the compressed schedule, and factors affecting student success. Longitudinal studies are important to provide a true picture of student outcomes.

Q. The Faculty and Staff Development Plan should include training in the use of research and in such

topics as enrollment management and the relationship of retention to space utilization and to space qualification. There seems to be a widespread lack of understanding of terms such as weekly student contact hours (WSCH), full-time equivalent students (FTES), full-time equivalent faculty (FTEF) and other terms that are critically important to the health of the College.



PROGRAM PROJECTIONS – 2005 TO 2015 Because there is a very tight linkage between educational programs and services and College facilities planning, and because State standards determine the extent to which colleges may qualify for buildings and operational dollars, certain measures must be used when developing an educational master plan. After gathering data about the programs and services at Modesto Junior College, information was summarized in narratives and tables within Chapter 3. Subsequently, the table displayed in Appendix A, Educational Master Plan Projections by Discipline 2005-2015, was developed. Chapter 4 describes the content of the table in Appendix A, and the reasons for using the measures involved. In addition, Chapter 4 makes recommendations regarding facility development based on the knowledge accessed to date through the development of the Educational Master Plan. Further inquiry into the current utilization of space will be required before a comprehensive Facilities Master Plan is possible.

CHAPTER 4 THE LINKAGE BETWEEN EMP AND FMP


THE LINKAGE BETWEEN EDUCATIONAL AND FACILITIES MASTER PLANS The College’s Educational Master Plan (EMP) has projected the growth of the various programs and disciplines at Modesto Junior College to the year 2015. This has entailed an analysis of each entity’s rate of growth and their relative emphasis on the use of lecture, laboratory and other methods of instruction. The data in individual programs was then combined into one table, Educational Master Plan Projections by Discipline 2005-2015, displayed in Appendix A. Educational Master Plan Projections by Discipline 2005-2015 in Appendix A was developed showing all of the numerical analyses, with each discipline listed according to the State’s Taxonomy of Programs (TOP) Codes. From the left, the table provides information on enrollment in 2005, with detail on lecture and laboratory hours, full time equivalent faculty (FTEF), and other important measures related to qualifying for facilities. The next section of the table shows growth projections for each program for the years 2010 and 2015. These were established using the professional opinions of the faculty, Deans and Vice Presidents responsible for those areas. Based on those growth projections, the last section of the table projects the need for lecture, laboratory and office space for each of the disciplines. Why These Measures Are Used Weekly Student Contact Hours (WSCH), as previously described, is the means through which the Educational Master Plan (EMP) drives the Facilities Master Plan (FMP). The State uses WSCH to measure qualification for space. WSCH is divided into lecture and laboratory hours, because space is distributed by the State in different quantities, with laboratory hours qualifying for larger spaces than lecture hours. For example, Agricultural Science, TOP Code 101.00 on the table in Appendix A, qualifies for 20 Lecture ASF per station, verses 115 Laboratory ASF per station. Full Time Equivalent Faculty (FTEF) is used as a measure of the number of equivalent faculty at the College in order to qualify for any type of office according to State standards. Assignable Square Feet (ASF) is the term used by the State when calculating net, usable space for any purpose. As mentioned before, laboratory classes qualify for more ASF than lecture classes. Also note in reading the table in Appendix A that, since disciplines often qualify for less than a whole room, these measure are accumulated later in the Facilities Master Plan (FMP) to allow the building of a discipline-related building or space. Next Steps The next step to be taken at the beginning of the Facilities Master Plan – to be developed by Campus Master Plan Architect David Cartnal – is to ascertain the current space available and the utilization of spaces at Modesto Junior College (and in the District) in order to determine whether the College qualifies for any State support.



Another important part of a Facilities Master Plan, based on current space utilization, is recommending the possibility of taking facilities currently on the District inventory that are not being used efficiently (or at all) off the inventory in order to improve the District’s position in the State facilities entitlement processes. Before decisions are made regarding establishing “Centers” in off-campus locations, the District Facilities Master Plan should determine the “buildout” capacity of the two campuses of Modesto Junior College as well as Columbia College. In other words, the District should decide what the maximum enrollment should be at the two colleges. Comparing population projections and projecting enrollments into the future, projections can then be made to anticipate what the enrollment might be at a given off campus location. As mentioned earlier in this Plan, it is important to re-emphasize that facilities built beyond the space allowed under State qualification standards also do not qualify for other kinds of support -- for operations or maintenance. In addition, it is important to note that the District as a whole is taken into account when qualification for space is considered. Recommendations Related to the Educational Master Plan A. Facilities Master Planning: It is recommended that a coordinated District Facilities Master Plan,

including all of the elements required for State facilities planning, be completed as soon as possible in order to prevent harming the District’s chances for qualifying for State support. While some Measure E projects (which are already in process) are continued, others might be delayed until the entire picture is clear.

B. Student Services: The need to consolidate the services for students at Modesto Junior College is

widely recognized by staff and administration. Two projects on the Measure E List are intended to meet that goal. Based on good practices in the provision of services, the following are recommended.

1) All Student Services should be combined with the Student Center on East Campus in one location rather than remodeling two buildings, both of which are in need of upgrading themselves. The central location for MJC’s Student Services should be located on the campus where most students will be housed.

2) Good practice again suggests that given the location of the College’s two campuses, satellite services should be provided at the campus with the smaller number of students. Improvement in technology (see recommendation below) as well as flexible staffing and cross training will be needed to facilitate services to students at the secondary location.

C. Classroom and Office Needs: A number of disciplines show the need for additional classroom,

laboratory and office spaces. In addition, many concerns relate to the current state of classrooms on the East Campus as well as the technological adaptability of some classrooms on both campuses. Several recommendations might be made in relationship to these observations:

1) Classrooms on the East Campus need to be improved from at least two perspectives, technology (see below) and aesthetics. It is strongly recommended that the remodel of important teaching spaces be made a high priority for the Measure E dollars, if possible.

2) Classrooms and laboratories in several buildings need upgrading to meet the needs of current teaching methodologies. These needs should be met when remodeling facilities on both campuses.



3) Classroom needs must be measured against the Facilities Master Plan’s study of current

space utilization and, as suggested earlier in this Chapter, the possible removal of space from the District’s space inventory.

4) Classroom use must also be studied from the perspective of the compressed calendar, which may be adversely affecting the space utilization formula for the District and College. The State measures space use for the entire day and evening, five days per week (i.e. Monday-Friday 8 a.m. to 10 p.m.).

5) Faculty offices are, in many cases, inadequate or non-existent on the East Campus. Remodeling projects must include improvements for accommodating faculty and support functions.

6) Office needs for administrative and service offices also are inadequate, located in separate locations in some cases (see Student Services as an example, above), and placed without regard to student access. Any remodel or building project should be studied, first, from the perspective of access for students and staff.

7) The High Tech Educational Center should be made a high priority. Following the development of this Center, older East Campus classroom buildings could be remodeled while the new Center would be used for transition housing in some way. In addition to easing the housing transition, the Center would meet the needs of many disciplines now teaching in technologically weak facilities.

8) A major effort to improve technology and connectivity on the two campuses should be undertaken in the process of remodeling. In addition, an infrastructure project will have to be considered in order to provide the appropriate connectivity between and among the two main campuses and the off-campus locations. It will not be feasible to duplicate services at these locations; technology will be the key to student success in these cases. Technology improvement is also key (see individual discipline narratives) to improvement in many College programs.

9) As previously mentioned, there are programs at the College that are growing rapidly due to demand, others that are decreasing in size and some that are remaining stable over the years. The College’s fiscal and educational well being will depend on maintaining a balance among meeting the demands of the growing programs and supporting their needs (space, equipment and staff), supporting programs that may not be fiscally productive but are important to the economy of the College’s service area or to student success, and maintaining those programs that are often referred to as the “core” of the College curriculum. Facilities plans must take into account all programs that are part of producing a healthy, balanced College curriculum.

10) The needs for expansion and remodeling on the East Campus have been delineated by a group representing the Library and Learning Resources Center. When decisions have been made regarding the placement of programs on the West Campus (in addition to those already there), plans must be put in place to serve those students as soon as possible. Again, although satellite operations are costly to maintain, student success often depends on having such services available and all service areas should be supported in their efforts to assist students.



West Campus – A Community Based Learning Facility Current District policy considers the East and West campuses of Modesto Junior College two locations of one College. It is with that assumption in mind that the following set of recommendations is made. Note that these recommendations are “crossovers” between program-related and facilities-related – again, a natural outcome of an Educational and Facilities Master Plan. It should be noted that the support and maintenance of two sites require expenditures beyond those required when all programs and services exist at one location. The use of technology will ease this burden in some instances (e.g. student records, distance education opportunities) but many costs must be duplicated to serve students. The consolidation of certain programs on one campus is an attempt to minimize the duplication of some costs. D. Continue to develop all agriculture facilities on the West Campus and encourage the use of these

facilities by District residents of all ages as the program does currently. The program should maintain its current status in the community and in the community college system by adding as many community based and school-related activities as possible.

E. Continue to develop the Allied Health facilities on the West Campus, making it a “Community

Education Center for Health.” In this era of changes in health care, there may be opportunities for collaborative programs with local health care facilities, programs for the disabled, economically disadvantaged, women, children, and many others.

F. The Community Education Program should be provided space on the West Campus. Its plans for an

“incubator” to encourage the development of community-responsive programs should be supported by the College wherever possible. Only two examples of what is possible are listed among these recommendations. It would be productive for individual departments to work closely with Community Education in these efforts.

G. Physical Education and Athletics: Two facilities that could relate closely to the “health and wellness

center” concept would be an indoor workout facility and a small gym/dance facility where a number of popular classes could be held. This recommendation must be coordinated with plans for moving other athletic facilities, perhaps including a fieldhouse, to the West Campus.

H. The concept of a Science Community Center should be broadened to include all of the College’s

science programs, the Community Center concept and the Great Valley Museum. Remodeling projects or building could be considered to include immediate needs for improved laboratory space, wet labs (not currently on the West Campus) and plans for community projects. Some longer-term projects may need to be State-supported or paid for by subsequent (bond) dollars. The Science program could also be a model for community-based programming, from youth to seniors, with the Museum being at the core of education partnerships.

I. Intensive Language and Service Program: Given the population of the College’s service area, a

priority should be meeting the needs of its non-English speaking residents. Current ESL programs are not well attended. It is possible that re-organizing the lower-level classes, in coordination with adult-education-level training, and offering them in non-traditional blocks of time convenient to potential



students, would better meet their needs and provide a manageable bridge to the credit program for those who are interested in pursuing higher education programs. Space on the West Campus should be provided so that other classes needed by this group of students could also be offered in a setting that provides a “home” for them, including needed support services.

J. Student Services: Services will have to be provided for students on the West Campus, increasing as

enrollment increases. Plans for these services have been made by the Student Services leadership and staff. Those plans will be supported by providing appropriate (perhaps remodeled) space and technology, as well as staff training where needed.

Off-Campus Locations As indicated in previous Chapters, there are a number of standards that must be met to qualify an off-campus location as a “Center” by the State. These standards include projecting sufficient enrollment (a minimum of 500 FTES or 1,000 students in fall semester); acquiring sufficient land (at least 50 acres or 80-100 acres if it will grow into a comprehensive campus); and locating the Center in an area more than 20-30 minutes driving time from other Centers or Colleges. Again, it is important to emphasize that facilities built outside State parameters for qualifying for facilities will receive no support for operations or maintenance. Information gathered for this Educational Master Plan would suggest that the District might want to consider establishing a presence at this time in selected off-campus locations by means other than permanent facilities. Recommendations for establishing new Centers might include: K. The lease of facilities for three years or less, in which case the space would not count against the

District for State eligibility; or L. The purchase of land and placement of temporary buildings; these buildings will count against the

District’s entitlement for space and must be counted in the space inventory; or M. Negotiate an option on a parcel with the future intent to acquire land; and N. Build the initial Center when sufficient FTES (minimum 500) is established; determine if the site will

remain a Center (50 acres minimum required) or will grow into a fully comprehensive campus (80-100 acres required).

Modesto Jr. College Educational Master Plan

APPENDIX A - Modesto Junior College Educational Master Plan Projections by Discipline 2005-2015

2010 Near Term Growth EXISTING 2005 SPACE

TOPS Discipline Fall 20

00 W

SCH

Fall 20

05 Total

WSCH

% in

crease over 2

000

2005

# o

f FTE

F

Fall 20

05 C

redit

Lecture

WSCH

Fall 20

05 D

istan

ce E

ducatio

n Credit

Lectu

re W

SCH

Fall 20

05 C

redit

Lab

WSCH

Fall 20

05 D

istan

ce E

ducatio

n Credit

Lab

WSCH

Fall 20

05 Lecture-La

b Credit

WSCH

Fall 20

05 Lecture-La

b No

n-Credit

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Lecture Lab1 101.00 AGRICULTURAL SCIENCE 814.04 721.52 -11.4% 1.70 301.25 420.27 63% 37% 566.02 155.50 78% 22% X 821 X 920 722 198 47.3 42.9 492 20 115 25 25 310 0.62 976 0.34 4.0 238 798 560

2 101.01 AGRICULTURE LAB TECHNICIAN 588.60 612.09 4.0% - 3.30 608.79 63% 37% 386.84 225.25 63% 37% X 696 X 781 494 287 47.3 42.9 492 20 115 25 25 212 0.42 1,414 0.49 -

3 102.00 ANIMAL SCIENCE 670.00 954.84 42.5% 3.70 954.84 55% 45% 525.16 429.68 55% 45% X 1,119 X 1,284 706 578 47.3 42.9 492 20 115 26 26 303 0.58 2,843 0.95 1.5 518 728 210

4 102.01 POULTRY SCIENCE 50.00 106.01 112.0% - 106.01 55% 45% 58.31 47.70 55% 45% X 121 X 135 74 61 47.3 42.9 492 20 115 26 26 32 0.06 299 0.10 -

5 102.03 DAIRY INDUSTRY 70.28 37.30 -46.9% 0.20 37.30 37.30 0.00 100% 0% X 42 X 48 48 0 47.3 42.9 492 20 115 20 20 20 0.05 0 0.00 0.2 28 56 28

6 102.10 ANIMAL HEALTH TECH (LICENSED) 410.89 800.01 94.7% - 694.00 106.01 694.00 106.01 87% 13% X 938 X 1,076 933 143 47.3 42.9 492 20 115 26 26 400 0.77 701 0.23 -

7 103.00 PLANT SCIENCE 565.57 401.45 -29.0% 4.60 347.47 53.98 79% 21% 390.11 11.34 97% 3% X 443 X 484 471 14 47.3 42.9 492 20 115 21 21 202 0.48 67 0.03 1.0 644 784 140

8 103.10 AG PEST CONTROL ADVISOR/OPERATOR 36.00 37.96 5.4% - 37.96 37.96 0.00 100% 0% X 43 X 48 48 0 47.3 42.9 492 20 115 25 25 21 0.04 0 0.00 -

9 109.00 ENV. HORTICULTURE SCIENCE (LANDSCAPE/FLORICULTURE) 511.24 282.83 -44.7% - 282.83 96% 4% 271.52 11.31 96% 4% X 312 X 341 328 14 47.3 42.9 492 20 115 21 21 141 0.33 67 0.03 -

10 112.00 AGRICULTURE - SALES, SERVICE (Agriculture Business)272.20 250.50 -8.0% 1.90 250.50 58% 42% 145.29 105.21 58% 42% X 285 X 320 185 134 47.3 42.9 492 20 115 32 30 80 0.12 660 0.19 1.0 266 406 140

11 112.04 Top Code Unknown (Ag Sci) 125.00 0.00 -100.0% - X 0 X 0 0 0 47.3 42.9 492 20 115 25 25 0 0.00 0 0.00 -

12 112.05 FOOD PROCESS TECH/MGMT (Ag Sci) 149.15 0.00 -100.0% - X 0 X 0 0 0 47.3 42.9 492 20 115 25 25 0 0.00 0 0.00 -

13 114.00 FORESTRY (Environmental Science) 85.00 37.79 -55.5% - 37.79 40% 60% 15.11 22.67 40% 60% X 40 X 43 17 26 47.3 42.9 492 20 115 21 21 7 0.02 127 0.05 -

14 115.00 NATURAL RESOURCES (Environmental Sci) 431.00 982.28 127.9% - 596.77 385.50 50% 50% 789.52 192.75 80% 20% X 1,118 X 1,253 1,007 246 47.3 42.9 492 20 115 21 21 432 1.03 1,210 0.50 -

15 115.01 ENVIRONMENTAL RESOURCES/SCI 417.00 0.00 -100.0% X 0 X 0 0 0 47.3 42.9 492 20 115 18 20 0 0.00 0 0.00 -

16 116.00 AG POWER EQUIPMENT TECHNOLOGY (Mechanized Ag.)353.15 490.67 38.9% 2.10 452.71 45% 55% 203.72 248.99 42% 51% X 558 X 626 260 318 47.3 42.9 492 20 115 17 17 111 0.33 1,563 0.80 1.0 294 434 140

17 201.00 ARCHITECTURAL DRAFTING TECH 709.60 944.77 33.1% 4.81 188.86 755.91 33% 67% 438.31 506.46 46% 54% X 1,042 X 1,140 529 611 47.3 42.9 257 20 60 22 22 227 0.52 1,571 1.19 2.0 673 953 280

18 401.00 NATURAL (LIFE) SCIENCE, (BIOLOGY) 4,571.97 5,534.42 21.1% 10.20 135.48 5,398.93 47% 53% 2,672.98 2,861.44 48% 52% X 6,488 X 7,442 3,594 3,848 47.3 42.9 233 20 55 28 28 1,542 2.75 8,965 5.82 6.0 1,428 2,268 840

19 403.00 BACTERIOLOGY (MICROBIOLOGY) 633.60 1,042.80 64.6% - 1,042.80 41% 59% 427.55 615.25 41% 59% X 1,223 X 1,402 575 827 47.3 42.9 233 20 55 30 35 247 0.41 1,928 1.00 -

20 407.00 ZOOLOGY, GENERAL 310.00 183.93 -40.7% - 183.93 41% 59% 75.41 108.52 41% 59% X 209 X 235 96 138 47.3 42.9 233 20 55 28 28 41 0.07 323 0.21 -

21 410.00 PHYSIOLOGY (INCLUDES ANATOMY) 2,924.00 5,611.06 91.9% 10.30 122.05 377.46 5,111.55 41% 59% 2,595.25 3,015.81 46% 54% X 6,578 X 7,545 3,490 4,055 47.3 42.9 233 20 55 30 35 1,497 2.50 9,449 4.91 4.0 1,442 2,002 560

22 501.00 BUSINESS ADMINISTRATION 1,125.17 1,874.49 66.6% 7.00 1,626.58 239.91 1,866.49 0.00 100% 0% X 2,068 X 2,262 2,253 0 47.3 42.9 128 20 30 40 30 966 1.21 0 0.00 0.0 980 980 0

23 502.00 ACCOUNTING (/BOOKKEEPING) 2,717.73 2,802.46 3.1% - 2,346.82 250.84 386.36 100% 0% 2,984.02 0.00 106% 0% X 3,092 X 3,382 3,601 0 47.3 42.9 128 20 30 40 30 1,545 1.93 0 0.00 -

24 506.00 BUSINESS OPERATION: MANAGEMENT 312.00 287.89 -7.7% - 147.14 140.75 287.89 0.00 100% 0% X 318 X 347 347 0 47.3 42.9 128 20 30 40 30 149 0.19 0 0.00 -

25 506.30 SUPERVISORY MANAGEMENT 169.00 154.34 -8.7% - 26.39 127.95 154.34 0.00 100% 0% X 170 X 186 186 0 47.3 42.9 128 20 30 40 30 80 0.10 0 0.00 -

26 509.00 MARKETING & DISTRIBUTION 240.20 56.08 -76.7% - 56.08 56.08 0.00 100% 0% X 62 X 68 68 0 47.3 42.9 128 20 30 40 30 29 0.04 0 0.00 -

27 511.00 REAL ESTATE 222.00 630.06 183.8% 1.00 630.06 630.06 0.00 100% 0% X 695 X 760 760 0 47.3 42.9 128 20 30 37 0 326 0.44 0 0.00 0.0 140 140 0

28 514.00 OFFICE ADMINISTRATION 1,847.36 1,384.76 -25.0% 4.00 260.70 210.52 606.54 209.78 80% 20% 639.05 648.50 46% 47% X 1,528 X 1,671 771 783 47.3 42.9 128 20 30 19 19 331 0.87 1,002 1.76 1.0 560 700 140

29 601.00 COMMUNICATIONS, GENERAL 1,320.80 1,498.68 13.5% 3.00 680.44 818.23 40% 60% 1,007.74 490.94 67% 33% X 1,705 X 1,912 1,286 626 47.3 42.9 214 20 50 31 31 552 0.89 1,340 0.86 1.0 420 560 140

30 602.00 JOURNALISM 201.40 276.49 37.3% - 96.96 179.53 40% 60% 168.78 107.72 61% 39% X 315 X 353 215 137 47.3 42.9 214 20 50 15 15 92 0.31 294 0.39 -

31 701.00 COMPUTER SCIENCE 6,176.02 5,304.14 -14.1% 8.00 28.79 1,726.80 3,548.54 52% 48% 3,600.83 1,703.30 68% 32% X 6,035 X 6,767 4,594 2,173 47.3 42.9 171 20 40 37 27 1,971 2.66 3,716 3.44 0.0 1,120 1,120 0

32 707.10 COMPUTER PROGRAMMING 510.00 173.69 -65.9% - 173.69 52% 48% 90.32 83.37 52% 48% X 198 X 222 115 106 47.3 42.9 171 20 40 37 27 49 0.07 182 0.17 -

33 835.00 PHYSICAL EDUCATION (PE MAJOR) 1,717.14 1,953.24 13.7% - 1,210.03 623.35 119.86 66% 34% 1,289.14 664.10 66% 34% X 2,223 X 2,492 1,645 847 47.3 42.9 321 20 75 25 25 706 1.41 2,720 1.45 -

34 835.10 PHYSICAL FITNESS/BODY MOVEMENT 6,208.47 6,889.64 11.0% 32.90 6,804.62 85.02 0% 100% 0.00 6,889.64 0% 100% X 7,840 X 8,789 0 8,789 47.3 42.9 321 20 75 19 18 0 0.00 28,214 20.90 2.0 4,606 4,886 280

35 835.50 INTERCOLLEGIATE ATHLETICS 2,750.00 3,004.39 9.3% - 3,004.39 0.00 3,004.39 0% 100% X 3,419 X 3,833 0 3,833 47.3 42.9 321 20 75 23 23 0 0.00 12,303 7.13 -

36 837.00 HEALTH EDUCATION 4,735.40 4,942.19 4.4% - 4,190.47 751.71 4,942.18 0.00 100% 0% X 5,624 X 6,305 6,305 0 47.3 42.9 321 20 75 40 40 2,705 3.38 0 0.00 -

37 901.00 ENGINEERING 212.09 191.53 -9.7% - 43.88 147.64 33% 67% 92.61 98.92 48% 52% X 211 X 231 112 119 47.3 42.9 321 20 75 22 22 48 0.11 383 0.23 -

38 924.00 ENGINEERING TECHNOLOGY 15.00 105.56 603.7% - 105.56 33% 67% 34.83 70.72 33% 67% X 116 X 127 42 85 47.3 42.9 321 20 75 22 22 18 0.04 274 0.17 -

39 934.00 ELECTRONIC TECH-COMPUTER ELEC 1,146.25 1,333.69 16.4% 3.60 34.49 47.58 1,251.62 37% 63% 497.59 836.10 37% 63% X 1,518 X 1,701 635 1,067 47.3 42.9 321 20 75 19 18 272 0.72 3,424 2.54 3.2 504 952 448

40 936.00 COMMUNICATION GRAPHICS APPS. 712.00 691.54 -2.9% 1.80 87.37 604.17 25% 75% 238.41 453.13 34% 66% X 787 X 882 304 578 47.3 42.9 321 20 75 30 30 130 0.22 1,856 0.82 252 252 0

41 945.00 GENERAL PLANT MAINT. (INDUSTRIAL TECH) 863.43 1,299.39 50.5% 3.90 495.41 751.20 58% 42% 931.11 315.50 72% 24% X 1,523 X 1,747 1,252 424 47.3 42.9 556 20 130 20 20 537 1.34 2,359 0.91 2.0 546 826 280

42 948.00 AUTOMOTIVE TECHNICIAN 1,277.06 1,879.72 47.2% 6.00 23.00 1,856.72 25% 75% 487.18 1,392.54 26% 74% X 2,139 X 2,398 622 1,777 47.3 42.9 856 20 200 22 22 267 0.61 15,207 3.46 1.0 840 980 140

43 948.20 AUTO BODY COLLISION REPAIR 412.00 0.00 -100.0% - X 0 X 0 0 0 47.3 42.9 856 20 200 16 16 0 0.00 0 0.00 -

44 948.22 AUTO BODY SPRAY PAINT REF 142.40 0.00 -100.0% - X 0 X 0 0 0 47.3 42.9 856 20 200 16 16 0 0.00 0 0.00 -

45 949.00 UPHOLSTERY REPAIR - AUTOMOTIVE 0.00 777.10 - 31.99 745.12 25% 75% 218.27 558.84 28% 72% X 884 X 991 278 713 47.3 42.9 856 20 200 16 16 119 0.37 6,103 1.91 -

46 953.00 ENGINEERING DRAFTING TECH (DRAFTING) 166.00 391.30 135.7% - 391.30 33% 67% 129.13 262.17 33% 67% X 432 X 472 156 316 47.3 42.9 321 20 75 22 22 67 0.15 1,016 0.62 -

47 956.30 MACHINE TOOL TECHNOLOGY 431.40 462.22 7.1% 2.20 15.99 446.23 45% 55% 216.80 245.43 47% 53% X 526 X 590 277 313 47.3 42.9 385 20 90 22 22 119 0.27 1,205 0.61 0.0 308 308 0

48 956.40 SHEET METAL FABRICATOR 120.00 135.95 13.3% - 135.95 0.00 135.95 0% 100% X 155 X 173 0 173 47.3 42.9 385 20 90 22 22 0 0.00 668 0.34 -

49 956.50 WELDING 672.00 818.69 21.8% 2.00 31.99 786.70 30% 70% 268.00 550.69 33% 67% X 932 X 1,044 342 703 47.3 42.9 385 20 90 20 20 147 0.37 2,705 1.50 2.0 280 560 280

50 1001.00 FINE ARTS, GENERAL 837.00 2,064.02 146.6% - 1,160.86 903.16 25% 75% 2,064.02 0.00 100% 0% X 2,420 X 2,704 2,704 0 47.3 42.9 257 20 60 40 40 1,160 1.45 0 0.00 -

51 1002.00 ART 3,877.00 4,996.71 28.9% 15.40 4,766.99 229.72 25% 75% 4,824.42 172.29 97% 3% X 5,686 X 6,375 6,155 220 47.3 42.9 257 20 60 23 23 2,640 5.74 565 0.41 2.0 2,156 2,436 280

52 1004.00 MUSIC (MUSIC PERFORM., COMP.,& THEORY 6,103.40 8,622.01 41.3% 14.80 4,345.85 1,323.13 837.98 1,851.40 263.65 50% 50% 6,726.50 1,895.51 78% 22% X 9,811 X 10,999 8,581 2,418 47.3 42.9 257 20 60 20 20 3,681 9.20 6,215 5.18 1.0 2,072 2,212 140

53 1007.00 DRAMATIC ARTS 1,697.65 1,402.18 -17.4% 2.70 842.84 198.18 250.41 50% 50% 1,166.22 125.20 83% 9% X 1,596 X 1,789 1,488 160 47.3 42.9 257 20 60 28 28 638 1.14 410 0.24 1.5 378 588 210

54 1008.00 DANCE 0.00 113.16 1.50 113.16 25% 75% 28.29 84.87 25% 75% X 129 X 144 36 108 47.3 42.9 257 20 60 30 30 15 0.03 278 0.15 3.5 210 700 490

55 1009.10 JEWELRY 275.66 534.45 93.9% - 534.45 25% 75% 133.61 400.84 25% 75% X 608 X 682 170 511 47.3 42.9 257 20 60 23 23 73 0.16 1,314 0.95 -

56 1011.00 PHOTOGRAPHY 1,015.52 1,266.34 24.7% - 945.66 16.24 278.44 25% 75% 1,015.27 225.08 80% 18% X 1,441 X 1,616 1,295 287 47.3 42.9 257 20 60 21 21 556 1.32 738 0.59 -

57 1012.00 APPLIED PHOTOGRAPHY 0.00 139.95 - 139.95 25% 75% 139.95 0.00 100% 0% X 159 X 179 179 0 47.3 42.9 257 20 60 21 21 77 0.18 0 0.00 -

58 1030.00 GRAPHIC DESIGN (COMPUTER GRAPHICS) 2,261.23 3,413.43 51.0% 4.00 49.48 1,291.32 2,072.63 43% 57% 2,232.03 1,181.40 65% 35% X 3,884 X 4,355 2,848 1,507 47.3 42.9 257 20 60 32 32 1,222 1.91 3,873 2.02 2.5 560 910 350

59 1102.00 FRENCH 604.00 385.75 -36.1% - 385.75 385.75 0.00 100% 0% X 426 X 466 466 0 47.3 42.9 150 20 35 25 25 200 0.40 0 0.00 -

60 1103.00 GERMAN 140.00 173.53 24.0% - 173.53 173.53 0.00 100% 0% X 197 X 221 221 0 47.3 42.9 150 20 35 25 25 95 0.19 0 0.00 -

61 1104.00 ITALIAN 0.00 148.44 - 148.44 148.44 0.00 100% 0% X 169 X 189 189 0 47.3 42.9 150 20 35 25 25 81 0.16 0 0.00 -

62 1105.00 SPANISH 3,510.20 3,192.68 -9.0% 10.66 2,957.80 234.88 3,192.68 0.00 100% 0% X 3,633 X 4,073 4,073 0 47.3 42.9 150 20 35 25 25 1,747 3.49 0 0.00 3.0 1,492 1,912 420

63 1119.00 PORTUGUESE (CLASSICAL) 148.00 102.26 -30.9% - 102.26 102.26 0.00 100% 0% X 116 X 130 130 0 47.3 42.9 150 20 35 25 25 56 0.11 0 0.00 -

64 1208.00 MEDICAL ASSISTING 855.60 1,217.94 42.3% 1.93 751.92 99.16 366.86 50% 50% 1,034.51 183.43 85% 15% X 1,428 X 1,638 1,391 247 47.3 42.9 214 20 50 26 26 597 1.15 528 0.41 2.0 270 550 280

65 1210.00 RESPIRATORY CARE 179.40 1,067.91 495.3% 2.48 143.85 724.14 199.93 35% 65% 213.82 854.09 20% 80% X 1,178 X 1,289 258 1,031 47.3 42.9 214 20 50 30 30 111 0.18 2,206 1.47 0.0 347 347 0

66 1230.10 REGISTERED NURSING 3,639.98 7,549.94 107.4% 27.52 1,001.63 6,241.75 192.46 50% 50% 4,218.74 3,217.10 56% 43% X 8,851 X 10,152 5,673 4,326 47.3 42.9 214 20 50 67 67 2,434 1.82 9,258 2.76 6.0 3,853 4,693 840

67 1230.20 LICENSED VOC NURSING 0.00 58.91 - 58.91 58.91 0.00 100% 0% X 67 X 75 75 0 47.3 42.9 214 20 50 6 6 32 0.27 0 0.00 -

68 1230.30 CERTIFIED NURSE ASST 209.00 680.14 225.4% - 680.14 50% 50% 340.07 340.07 50% 50% X 774 X 868 434 434 47.3 42.9 214 20 50 27 27 186 0.34 928 0.69 -

69 1240.10 DENTAL ASSISTANT 640.91 607.26 -5.3% 2.60 254.90 352.36 63% 37% 476.89 130.37 79% 21% X 691 X 775 608 166 47.3 42.9 214 20 50 20 20 261 0.65 356 0.36 1.5 364 574 210

70 1250.00 EMERGENCY MEDICAL TECHNICIAN 463.60 764.24 64.8% - 479.65 284.59 50% 50% 621.94 142.30 81% 19% X 896 X 1,028 836 191 47.3 42.9 214 20 50 55 55 359 0.33 409 0.15 -

71 1302.00 INTERIOR DESIGN 449.00 396.45 -11.7% 1.27 396.45 88% 12% 396.45 0.00 100% 0% X 451 X 506 506 0 47.3 42.9 257 20 60 30 20 217 0.36 0 0.00 4.0 178 738 560

72 1303.10 FASHION DESIGN (TEXTILES & CLOTHING) 206.40 255.81 23.9% - 255.81 40% 60% 102.32 153.49 40% 60% X 291 X 326 131 196 47.3 42.9 257 20 60 30 20 56 0.09 503 0.42 -

73 1303.20 FASHION MERCH-GENERAL 612.30 224.32 -63.4% - 224.32 224.32 0.00 100% 0% X 255 X 286 286 0 47.3 42.9 257 20 60 30 20 123 0.20 0 0.00 -

74 1305.00 LIFESPAN/CHILD DEV/FAMILY ST/G 5,417.06 4,740.66 -12.5% 6.61 3,876.38 265.25 599.04 93% 7% 4,698.73 41.93 99% 1% X 5,394 X 6,048 5,994 53 47.3 42.9 257 20 60 41 22 2,572 3.14 137 0.10 2.0 925 1,205 280

75 1306.00 NUTRITION AND FOOD 186.17 531.10 185.3% 0.60 531.10 531.10 0.00 100% 0% X 604 X 678 678 0 47.3 42.9 257 20 60 35 35 291 0.42 0 0.00 1.0 84 224 140

76 1306.30 CULINARY ARTS 577.66 1,270.48 119.9% 2.05 15.36 1,255.12 33% 67% 429.55 840.93 34% 66% X 1,446 X 1,621 548 1,073 47.3 42.9 257 20 60 24 18 235 0.49 2,757 2.55 2.5 287 637 350

77 1501.00 ENGLISH 16,438.69 18,827.94 14.5% 45.57 17,420.11 694.13 687.60 26.09 95% 5% 18,139.03 688.91 96% 4% X 21,424 X 24,020 23,141 879 47.3 42.9 150 20 35 29 29 9,927 17.12 1,318 1.30 15.0 6,380 8,480 2,100

78 1506.00 SPEECH COMMUNICATION 5,234.60 5,372.85 2.6% 11.40 5,239.71 214.31 133.15 40% 60% 5,507.28 79.89 103% 1% X 6,114 X 6,854 7,026 102 47.3 42.9 150 20 35 30 30 3,014 5.02 153 0.15 2.0 1,596 1,876 280

79 1509.00 PHILOSOPHY 2,066.09 3,034.62 46.9% 4.00 2,740.34 294.29 3,034.63 0.00 100% 0% X 3,453 X 3,871 3,871 0 47.3 42.9 150 20 35 38 38 1,661 2.19 0 0.00 2.0 560 840 280

80 1601.00 LIBRARY SCIENCE, GENERAL 46.38 140.20 202.3% 3.00 140.20 140.20 0.00 100% 0% X 164 X 189 189 0 47.3 42.9 150 20 35 20 28 81 0.20 0 0.00 2.0 420 700 280

81 1701.00 MATHEMATICS, GENERAL 17,023.81 18,453.62 8.4% 28.30 17,935.24 976.99 18,912.23 0.00 102% 0% X 20,998 X 23,542 24,127 0 47.3 42.9 150 20 35 45 45 10,351 11.50 0 0.00 7.0 3,962 4,942 980

82 1901.00 PHYSICAL SCIENCES (EARTH SCIENCE) 672.60 941.48 40.0% 7.19 21.33 916.15 52% 48% 497.73 439.75 53% 47% X 1,071 X 1,201 635 561 47.3 42.9 257 20 60 24 24 272 0.57 1,442 1.00 4.0 1,007 1,567 560

83 1902.00 PHYSICS, GENERAL 818.00 1,023.86 25.2% - 60.78 52.78 910.30 52% 48% 534.14 489.73 52% 48% X 1,165 X 1,306 681 625 47.3 42.9 257 20 60 25 18 292 0.58 1,606 1.49 -

84 1905.00 CHEMISTRY, GENERAL 3,321.20 3,866.43 16.4% 8.18 112.16 3,754.28 39% 61% 1,576.32 2,290.11 41% 59% X 4,533 X 5,199 2,120 3,079 47.3 42.9 257 20 60 72 24 909 0.63 7,914 5.50 5.5 1,145 1,915 770

85 1911.00 ASTRONOMY 738.00 832.09 12.7% - 746.32 85.77 52% 48% 746.32 85.77 90% 10% X 947 X 1,062 952 109 47.3 42.9 257 20 60 40 40 408 0.51 281 0.12 -

86 1914.00 GEOLOGY 658.54 838.19 27.3% - 195.13 581.58 52% 48% 497.55 279.16 59% 33% X 954 X 1,069 635 356 47.3 42.9 257 20 60 40 40 272 0.34 915 0.38 -

87 2001.00 PSYCHOLOGY, GENERAL 9,138.59 9,405.16 2.9% 7.00 7,780.18 1,624.98 9,405.16 0.00 100% 0% X 10,702 X 11,999 11,999 0 47.3 42.9 150 20 35 40 40 5,147 6.43 0 0.00 3.0 980 1,400 420

88 2104.00 HUMAN SERVICES 1,100.31 877.47 -20.3% 1.50 877.47 877.47 0.00 100% 0% X 998 X 1,119 1,119 0 47.3 42.9 214 20 50 40 40 480 0.60 0 0.00 1.0 210 350 140

89 2104.40 CHEMICAL DEPENDENCY COUNSELING 0.00 79.97 - 79.97 79.97 0.00 100% 0% X 91 X 102 102 0 47.3 42.9 214 20 50 40 40 44 0.05 0 0.00 -

90 2105.00 ADMINISTRATION OF JUSTICE 3,380.08 4,556.13 34.8% 5.00 2,707.24 1,848.90 4,556.14 0.00 100% 0% X 5,341 X 6,127 6,127 0 47.3 42.9 214 20 50 40 20 2,628 3.29 0 0.00 4.0 700 1,260 560

91 2105.10 CORRECTIONS 155.43 234.06 50.6% - 234.06 234.06 0.00 100% 0% X 274 X 315 315 0 47.3 42.9 214 20 50 40 20 135 0.17 0 0.00 -

92 2105.50 BASIC POLICE ACADEMY 2,828.31 1,473.83 -47.9% - 1,473.83 1,473.83 0.00 100% 0% X 1,677 X 1,880 1,880 0 47.3 42.9 214 20 50 40 20 807 1.01 0 0.00 -

93 2133.00 FIRE SCIENCE 511.97 1,453.63 183.9% - 1,126.93 326.70 1,126.93 326.70 78% 22% X 1,704 X 1,955 1,515 439 47.3 42.9 214 20 50 20 50 650 1.63 940 0.38 -

94 2133.50 BASIC FIRE ACADEMY 0.00 880.28 6.00 880.28 50% 50% 440.14 440.14 50% 50% X 1,032 X 1,184 592 592 47.3 42.9 214 20 50 32 32 254 0.40 1,267 0.79 2.0 840 1,120 280

95 2201.00 BEHAVIORAL & SOCIAL SCIENCES 123.00 244.62 98.9% 1.00 244.62 244.62 0.00 100% 0% X 278 X 312 312 0 47.3 42.9 150 20 35 17 17 134 0.39 0 0.00 0.0 140 140 0

96 2202.00 ANTHROPOLOGY 2,462.68 2,332.01 -5.3% 3.00 2,005.74 326.28 2,332.02 0.00 95% 5% X 2,654 X 2,975 2,826 149 47.3 42.9 150 20 35 40 25 1,212 1.52 223 0.26 2.0 420 700 280

97 2204.00 ECONOMICS 1,306.40 1,470.84 12.6% 2.80 991.02 479.82 1,470.84 0.00 100% 0% X 1,674 X 1,876 1,876 0 47.3 42.9 150 20 35 40 40 805 1.01 0 0.00 3.0 392 812 420

98 2205.00 HISTORY 8,242.08 9,316.36 13.0% 7.00 7,111.80 2,204.56 9,316.36 0.00 100% 0% X 10,601 X 11,885 11,885 0 47.3 42.9 150 20 35 70 70 5,099 3.64 0 0.00 4.0 980 1,540 560

99 2206.00 GEOGRAPHY 654.00 1,302.16 99.1% 2.00 1,097.43 204.72 1,302.15 0.00 100% 0% X 1,482 X 1,661 1,661 0 47.3 42.9 150 20 35 45 25 713 0.79 0 0.00 3.0 280 700 420

100 2207.00 POLITICAL SCIENCE 1,607.46 1,737.95 8.1% 2.50 1,261.33 476.62 1,737.95 0.00 100% 0% X 1,978 X 2,217 2,217 0 47.3 42.9 150 20 35 40 40 951 1.19 0 0.00 2.0 350 630 280

101 2208.00 SOCIOLOGY 2,712.00 3,482.28 28.4% 3.00 3,104.82 377.46 3,482.28 0.00 100% 0% X 3,962 X 4,443 4,443 0 47.3 42.9 150 20 35 45 45 1,906 2.12 0 0.00 1.0 420 560 140

102 4903.00 HUMANITIES (LIBERAL STUDIES) 1,085.29 2,381.24 119.4% 3.60 1,877.68 503.56 2,381.24 0.00 100% 0% X 2,792 X 3,120 3,120 0 47.3 42.9 257 20 60 40 40 1,338 1.67 0 0.00 1.0 504 644 140

103 4930.00 GENERAL STUDIES (LEARNING SKILLS) 1,107.65 917.60 -17.2% 0.00 783.25 134.35 917.60 0.00 100% 0% X 1,044 X 1,171 1,171 0 47.3 42.9 257 20 60 30 30 502 0.84 0 0.00 1.0 0 140 140

104 4930.13 ACADEMIC GUIDANCE (JOB SEEK/CHANGING SKILLS)1,402.59 1,149.13 -18.1% - 915.81 233.32 1,149.13 0.00 100% 0% X 1,308 X 1,466 1,466 0 47.3 42.9 257 20 60 30 30 629 1.05 0 0.00 -

105 4930.31 LIVING SKILLS, HANDICAPPED 19.54 0.00 -100.0% - X 0 X 0 0 0 47.3 42.9 257 20 60 30 30 0 0.00 0 0.00 -

106 4930.40 COMPUTATIONAL SKILLS 100.00 0.00 -100.0% - X 0 X 0 0 0 47.3 42.9 257 20 60 30 30 0 0.00 0 0.00 -

107 4930.60 ADULT BASIC EDUCATION 267.38 0.00 -100.0% - X 0 X 0 0 0 47.3 42.9 257 20 60 30 30 0 0.00 0 0.00 -

108 4930.62 HIGH SCHL DIPLOMA PROGRAM/GED 283.14 204.07 -27.9% - 204.07 50% 50% 102.04 102.04 50% 50% X 232 X 260 130 130 47.3 42.9 257 20 60 30 30 56 0.09 335 0.19 -

109 4930.70 READING SKILLS 2,371.50 3,363.88 41.8% 5.51 3,216.87 147.00 3,216.87 147.00 96% 4% X 3,828 X 4,291 4,104 188 47.3 42.9 257 20 60 28 28 1,761 3.14 482 0.29 2.0 771 1,051 280

110 4930.72 SKILL DEVELOPMENT (SIGN LANGUAGE) 1,100.83 831.45 -24.5% 1.00 688.70 142.74 0.00 100% 0% 831.45 0.00 100% 0% X 946 X 1,061 1,061 0 47.3 42.9 257 20 60 60 22 455 0.38 0 0.00 2.0 140 420 280

111 4930.81 COLLEGE LEVEL ESL 6,454.35 5,054.92 -21.7% 10.66 1,039.60 1,909.37 2,100.99 100% 0% 5,049.97 0.00 100% 0% X 5,578 X 6,100 6,094 0 47.3 42.9 257 20 60 28 28 2,614 4.67 0 0.00 5.0 1,492 2,192 700

112 180,459.84 210,351.82 16.56% 121,512.58 18,735.31 14,206.66 0.00 52,571.99 3,662.54 168,155.15 42,533.93 80% 20% 240,190 269,874 92,273 164,485 72,400

"-" Means FTEF are already counted elsewhere or under the overall department.

113 Growth Rate 2000 - 2005 = 3.31% per year (uncompounded)

114 Projected net WSCH Increase 2005 to 2015 55,314

115 Projected annual growth in WSCH 5,531.40

116 Projected commensurate Growth Rate 0.027575 = 2.76% per year (uncompounded)

117 Growth Rate 50% greater than commensurate 0.0413618 = 4.14% per year

118 Growth Rate 25% greater than commensurate 0.0344682 = 3.45% per year

119 Growth Rate 25% less than commensurate 0.0206809 = 2.07% per year

120 Growth Rate 50% Less than commensurate 0.0137873 = 1.38% per year

121 No Growth 0.0000000 = 0% per year

122

123 2005 Modesto College WSCH from Five Year Plan= 200,598 =124 2010 Modesto College WSCH from Five Year Plan= 228,413 1.14 =125 2015 Modesto College WSCH from Five Year Plan = 255,912 1.28 =

(Determines the Growth Rate) (Determines the Actual Size in WSCH)

239,519.29

268,355.39

2005 Modesto College WSCH from Modesto College Data



NO. STA. PER ROOM NO. & SIZE ROOMS NEEDED OFFICE SPACE NEEDED

210,351.82

Fall 20

05 Lecture-La

bWSCH

% Spli

t

2015 Mid Term Growth SPACE FORMULAS ASF/STATION

Appendix A MJC EMP 01-26-07.xls 1 1/29/2007

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