FLORIDA KEYS COMMUNITY COLLEGE DISTRICT BOARD … of Trustees... · FLORIDA KEYS COMMUNITY COLLEGE...

FLORIDA KEYS COMMUNITY COLLEGE

DISTRICT BOARD OF TRUSTEES REGULAR MEETING

April 27, 2015 2:00 PM

Key West Campus A G E N D A

I. CALL TO ORDER II. PLEDGE TO THE FLAG III. ADOPTION AND ADDITION TO THE AGENDA IV. APPROVAL OF MINUTES of meetings held March 30, 2015

V. CONSENT AGENDA A. Continuing Workforce Ed. Fees Attachment #1 B. Disbursement Report – February 2015 Attachment #2 C. Electronic Activity - February 2015 Attachment #3 D. Lab Fee Changes Attachment #4 E. Disposition of Property Attachment #5

VI. DISTRICT BOARD OF TRUSTEES PRESIDENT A. President’s Report – President Gueverra B. Focus on Students - Melissa Rivero Attachment #6 C. Faculty Council Report – Sharon Farrell Attachment #7 D. FCS Local Performance Measure – President Gueverra Presentation E. President’s Evaluation Summary – Chairman Stoky Discussion

ATTORNEY A. Attorney Report B. Board Rule Changes

1. BR 7.150 Scholarship Aid & Employee/ Dependent Fee Exemptions Attachment #8

2. BR 7.120 Financial Aid Satisfactory Progress Policy Attachment #9 3. BR 1.280 – Signature Authority Attachment #10 4. BR 1.290 Checks and Electronic Fund Transfers Attachment #11

VII. FINANCIAL SERVICES A. Report by VP Jean Mauk on Attachment #12

Finance and Construction Projects B. Financials for March 2015 Attachment #13 C. Equity Report 2014-15 Attachment #14 D. MOA – VMD-MT Security Attachment #15 E. Personnel Actions Attachment #16

VIII. INSTRUCTIONAL SERVICES A. Report by Provost Brittany Snyder Attachment #17 B. Program Approval: Hospitality and Ecotourism Attachment #18 C. Program Feasibility Analysis: Culinary Management Attachment #19

IX. STUDENT SERVICES A. Report by Dean Erika MacWilliams Attachment #20

X. FKCC FOUNDATION REPORT A. VP Advancement Report – Amber Ernst Leonard Attachment #21

XI. FLORIDA KEYS COLLEGE CAMPUS FOUNDATION REPORT A. FKCCF Report- Heather Garcia Attachment #22

Public Input The next Regular Meeting will be in Marathon on May 26, 2015, at 2:00 p.m.

PROPOSED BOARD ACTION

To approve the course fees for upcoming Community Education course offerings.

AUTHORITY FOR ACTION

Recommend approval from the Florida Keys Community College Board for the attached course fees for upcoming courses.

BACKGROUND INFORMATION

The office of Community Education, Workforce and Testing promotes life-long learning by extending the resources of Florida Keys Community College. Self-supporting programs which build on the strengths and expertise of Florida Keys Community College faculty, adjunct staff and community subject matter specialists. The office of Community Education, Workforce and Testing develops and offer non-credit continuing education offerings that are responsive to the professional/career development and personal enrichment needs of individuals as well as business and industry.

Community Education Price Summary Course Name Course Tuition Adv Read, Writ & Gram Rev, SP1 CWE 0527 146

Adv Read, Writ & Gram Rev, SP2 CWE 0528 146

Adv Summer Conv P1 CWE 0529 146


Assessment of Coral Reef Habit CWE 0603 2962

Basic Research Diving (Xlist) CWE 0601 1106

CASP Bootcamp CWE 0916 1500

CPR/1st Aid & Oxygen Certifica CWE 0307 118

Childrens Ballet REC 0031 31

Clinical Med Assist Prog CWE 0303 2399

Dental Assistant Program CWE 0306 1199

ESL: Sumer Basics L2P2 CWE 0538 146

ESL: Summer Abs Beg P2 CWE 0546 146

ESL: Summer Absolute Beg P1 CWE 0545 146

ESL: Summer Advanced P1 CWE 0543 146

ESL: Summer Advanced P2 CWE 0544 146

ESL: Summer Basics L1P1 CWE 0535 146





ESL: Summer Interm L1 P1 CWE 0549 146

ESL: Summer Interm L1 P2 CWE 0550 146

Health Careers Core HCP 0001 95

Medical Coding and Billing CWE 0302 1799

Monitoring Caribbean Reef Fish CWE 0602 2906

Pharmacy Tech Cert Prog CWE 0300 999

Phlebotomy Technician CWE 0301 1599

Pre‐Ballet REC 0030 21

Preteen Ballet 7‐12 REC 0100 41

Read, Writ & Gram Review SP2 CWE 0526 146

Read, Writ & Gram, Rev S P1 CWE 0525 146

Teen Ballet (13 and up) REC 0101 90





Artic Nurs Asst Theory & Clini HCP 0102 29.28

Assessment of Coral Reef Habit CWE 0603 2962

Basic Research Diving (Xlist) CWE 0601 1106

CASP Bootcamp CWE 0916 1500 Catherine Torres Submitted by Catherine Torres Director of Community Education, Workforce and Testing

CheckActivity

Account Total$ TotalQty CheckNumberRange

Operating 207,069.42 161 110400 - 110560

Payroll 47,213.87 108 217817 - 217924

Total 254,283.29$ 269

VoidedCheckActivity

Item1Tyler Dooley 1,150.25 1Korra-River Brown 840.12 1Nilya Cortez 2,656.44 1Subtotal 4,646.81 3Item2Craig Schein 1161.50 1Barbariza Kariuki 76.18 1Subtotal 1,237.68 2Item3John Gorski 1,155.19 1John Gorski 569.38 1Subtotal 1,724.57 2Item4Xerox Inc. 669.39 1Caribbean Queen Junkanoos 350.00 1Subtotal 1,019.39 2Total $8,628.45 9

OperationalVoid% 3% 3%APKeyingErrorVoid% 0.4% 0.7%

Accts Payable Keying Errors

Incorrect Mailing Address

Lost in Mail

March2015DisbursementSummaryBoardofTrustees

Cancel Check, No Refund Due

March 2015 ‐ Electronic Activity

ACH Date Vendor Name Description Doc Number InvoiceAmount

2‐Mar Humana Dental March 2015 Premiums W0002557 $2,778.57

3‐Mar Aflac February Premiums W0002558 $223.42

Pitney Bowes Postage Machine Annual Fee W0002559 $50.00

4‐Mar IRS Tax Payment SM 5 2015 Payroll Taxes W0002560 $62,797.05

6‐Mar FRS February 2015 Contributions W0002561 $43,729.08

Pure Health Solutions Water Expense W0002562 $49.95

9‐Mar AT&T 305‐743‐2133 Phone Service W0002563 $195.77

11‐Mar Pure Health Solutions Drinking Water Cooler Service W0002564 $49.95

Federal Express Shipping Expense W0002565 $16.71

12‐Mar FKAA Water Expense W0002566 $5,935.66

16‐Mar AT&T 305‐852‐8007 Phone Service W0002567 $195.47

17‐Mar Keys Energy #7670739‐10 Electricity Service W0002568 $31,523.19

Keys Energy #7672000‐00 Electricity Service W0002569 $29.03

18‐Mar Shell Fuel Purchasing Card W0002570 $810.07

Federal Express Shipping Expense W0002571 $42.60

20‐Mar FCSRM (Consortium) March 2015 Premiums W0002572 $75,377.16

FL Dept. of Revenue February 2015 Sales Tax Payment W0002573 $12.19

Bank of America Purchasing Credit Card W0002574 $26,843.99

IRS Tax Payment SM6 2015 Payroll Taxes W0002575 $64,984.06

24‐Mar Key West Resort Utilities Sewer Expense W0002576 $3,555.67

25‐Mar Federal Express Shipping Expense W0002577 $20.25

$319,219.84

Course Name / Fee Title Course SuffixCurrent Fee $

Proposed Fee $

Incr/ (Decr) $

Incr/ (Decr) % Change Explanation

DUI Traffic Stops CJK0084 80.74 201.84 121.10 150% Add cost for additional instructors required for mandatory practical exercises.

Lab Fee Change Approvals

Board of Trustees

March 2015

Lab Fee Changes‐Mar 2015

1 of 1


5901 College Road, Key West, FL 33040

MEMORANDUM

Date: April 7, 2015

To: Jean Mauk

From: Doug Pryor

Subject: Disposition of Property

College property is regularly monitored as to its condition and usefulness. As property is

determined to be no longer useful for college purposes, because it is obsolete, broken, lost or

stolen, a request is made for a formal disposition approval. I request you recommend that the

property listed below be reviewed by the District Board of Trustees in accordance with State

requirements, for the reasons stated. The total value of the listed property for FKCC Board of

Trustees disposition approval is $1,065.37.

Tag

No.

Acquisition Date Description Cost Condition

1 5101 4/16/04 Desktop Computer

Model: OptiPlex

SN# 9KZLW41

PO# P0032596

$1,065.37 Broken – No

Longer

Working

______________________________ ______________________________

Board Approved Date Disposal Signature and Date

______________________________

Disposal Witness and Date

______________________________

Disposal Method and/or Location

TO: FKCC Board of Trustees FR: Karla Malsheimer on behalf of Dr. Erika MacWilliams DT: April 15, 2015 RE: Student Speaker Information

Mrs. Rivero was not able to attend the February Board of Trustees meeting, but has requested

another opportunity to share her experiences with the board.

Melissa Rivero

Mrs. Melissa Rivero was born and raised in Miami, Florida, and attended Miami Sunset Senior

High School where she was an active member of the dance team and her local church. After

graduating high school in 2001, Mrs. Rivero enrolled at Miami Dade College and majored in

English. She also obtained a job at a translation firm as a translation coordinator.

While enrolled in college, Mrs. Rivero married her husband, who is an active member of the United

States Coast Guard. Because of Mrs. Rivero’s husband’s career, they and their two children have

relocated to Michigan, North Carolina, and Florida.

Throughout this time, Mrs. Rivero continued her education through University of Phoenix, but since

relocating to Key West, Mrs. Rivero has been pursuing a degree with Florida Keys Community

College. Mrs. Rivero is an active FKCC student and is the President of the Student Government

Association and the Recruitment Chair in Sigma Alpha Pi, The National Society of Leadership and

Success.

Mrs. Rivero intends to graduate with an Associates in Arts degree from Florida Keys Community

College in fall 2015 and plans on being a candidate for the commencement student speaker.

In June 2015, Mrs. Rivero and her family will relocate to Maine where Mrs. Rivero plans to pursue

her Bachelor of Science in Nursing.

MEMORANDUM

Division of Student Affairs

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OurlastitemwastodiscussStudentAffairsandthecurrentStudentCodeofConduct.AfacultymembersuggestedareviewofthecurrentCodeandthattheissueofconsequencesneedstobeaddressed.Wewouldalsoliketoclarifyeveryone’sroleincludingstudents,instructors,anddeans.TheFacultywouldliketocollaboratewiththeDeanofStudentAffairstoedittheCodeandensurethatitiswrittenappropriatelyforashiftingstudentpopulation.AnotherfacultymembertoldusthatMaxientwillallowfacultytologinteractionswithstudents.Inotherfacultynews,ProfessorHilaryParmentierislookingforwardtotheeighthannualpoetryreadingonApril16th.Thisisalwaysawell‐attendedevent,withmembersofthecollegeandalsoourcommunityattending.ProfessorParmentier’spoetryclassisalsoworkingwiththeBlackandWhitePhotographyclassinacross‐curriculumproject.Thepoetsarewritingpoemsbasedontheirphotographsandthephotographersaretakingpicturesbasedontheotherclass’spoems.TheDirectorofAlliedHealthandNursing,MarkRoby,andtheNursingDepartmentaremovingforwardonacoupleofchanges.TheyaresubmittingtheEmergencyMedicalTechnician(EMT)programapplicationtotheStatethismonth.Ournursesalsoreporta100%NursingLicensureExam(NCLEX)passrateforstudents.TheNursingfacultychosetoattendtheFloridaMasterTeacherSeminarandwillbeattendingtheAccreditationCommissionforEducation(ACEN)self‐studyconferenceintheFall.DirectorRobyalsoreportsthattheACENapprovedourletterofintenttopursueaccreditation.Thankyouforyourattention.Respectfullysubmitted,SharonE.FarrellPresident,FacultyCouncil

BR 7.150 Scholarship Aid Fee Exemptions - Proposed Revisions

(1-3)

FLORIDA KEYS COMMUNITY COLLEGE BOARD RULE

The Board of Trustees authorizes the President to offer scholarship aid and fee exemptions based

on the availability of funds for these purposes to Florida Keys Community College (the

“College”) students, employees, and their dependents. For both Florida resident and non-Florida

resident students, scholarship aid shall be limited to the current matriculation fee multiplied by

the number of credit hours for which the recipient has registered.

EMPLOYEE/DEPENDENT SCHOLARSHIPS AND FEE EXEMPTIONS:

A. Eligibility

1. Employee must be an active employee during the registration period to be eligible for

scholarship aid and fee exemptions, as detailed below.

2. Employee Categories

a. Regular, full-time employees are eligible to apply for a maximum of twelve

(12) credit hours per term for Terms I, II & III, up to a combined maximum of

24 credit hours per academic year.

b. Regular, part-time employees are eligible to apply for a maximum of six (6)

credit hours per term for Terms I, II & III, up to a combined maximum of

twelve (12) credit hours per academic year.

c. Adjunct instructors are eligible to apply for three (3) credit hours per term if

they have taught one (1) or more courses in the previous two academic years

from which they are enrolling.

d. Eligible dependents of regular, full-time employees are eligible to apply for a

maximum of fifteen (15) credit hours per term for Terms I, II & III, up to a

combined maximum of thirty (30) credit hours per academic year.

e. Eligible dependents of regular, part-time employees are eligible to apply for a

maximum of nine (9) credit hours per term for Terms I, II & III, up to a

combined maximum of eighteen (18) credit hours per academic year.

3. Eligible dependents include spouse, domestic partner and/or dependent children.

“Domestic Partners” are defined as two adults who have chosen to share one

another’s lives in a committed relationship. Eligibility criteria and procedures to

declare domestic partnerships are available in Human Resources. Dependent children

are defined as dependents under the age of 25 that are dependent upon the employee

for support and are living in the household or are a full-time or part-time student.

Subject Scholarship Aid & Employee/Dependent Fee Exemptions Number: 7.150

Authority F.S. 1001.64(8), Chapter 1009 Part III Approved Date: 8/16/89

Amended 12/16/97, 1/23/2001, 4/27/15


(2-3)

Scholarship Aid & Fee Exemptions (continued)

Nine-month employees and their dependents may apply for scholarship aid and fee

exemptions for Term III as long as one of the following criteria is met:

a. The employee is on a continuing contract and has accepted and/or indicated

employment for the subsequent year, or

b. The employee is on an annual contract and has been asked and accepted

continuing employment for the subsequent year.

An employee, who has fulfilled his/her contract and has indicated that he/she will not

return or his/her contract has not been renewed, will not be eligible for scholarship

aid and fee exemptions in Term III, nor will as well as his/her dependents.

5. Employees and their dependents must maintain an overall cumulative grade point

average (GPA) of 2.00 for any and all courses taken at the College.

B. Scheduling

Eligible employees may schedule courses during their regular work hours under the

following circumstances:

1. Courses must be job- related and considered additional training for the employee’s

position. An employee cannot take enrichment courses during regular work hours.

2. Employees may request enrollment in a course. However, supervisors must

recommend the enrollment and the enrollment must be approved by the appropriate

dean.

C. Reimbursement

1. Employees and their dependents who withdraw from a course(s) and receive a “W” or

receive a grade of “F” or “N” will reimburse the College for the scholarship amount.

The President may waive reimbursement if the withdrawal or the grade of “F” has

occurred due to causes beyond the control of the student.

2. Employees and dependents that drop courses before the close of business on the last

day to withdraw and receive a refund do not have to reimburse the College. The

FKCC Tuition Scholarship Fund will be reimbursed.

3. Employees and their dependents that fail to maintain an FKCC cumulative GPA of

2.00 will be ineligible for scholarship aid and fee exemptions. Cumulative GPA

calculation is made at the end of each term. Employees and their dependents that take

courses during an ineligible period will reimburse the College for courses taken

during that period.


(3-3)

Scholarship Aid Aid & Fee Exemptions(continued)

4. Scholarship funds cannot be used to pay to retake courses in which the employee

and/or dependent have already earned a grade of “C” or better.

5. “Auditing” of courses is only allowed for enrichment courses in the areas of Art,

Health, P.E., Recreation, Computer Science and Music. Employees and their

dependents that would like to repeat enrichment courses must take these courses for

“audit” only. A course taken for credit cannot be repeated.

6. Employees who terminate employment, for any reason, at any time during the

academic term, will reimburse the College for courses taken by themselves or their

eligible dependents.

D. Reinstatement

For employees and dependents that fail to maintain an FKCC cumulative GPA of 2.00 and have

lost scholarship aid and course fee exemptions eligibility, reinstatement will take place after the

student has achieved a 2.00 FKCC GPA.

BOARD OF TRUSTEES HIGH SCHOOL SCHOLARSHIPS

The District Board of Trustees may award scholarship aid to those students recommended by the

Principal of each High School in Monroe County, based upon not only scholastic achievement,

but also participation in school and community activities, demonstrated leadership, good

character, and need. The number of scholarships awarded each year shall be determined by the

size of the class, and shall be for the Summer Term and the two academic years immediately

following high school graduation.

ACADEMIC EXCELLENCE SCHOLARSHIPS

Each student who stands within the top ten percent of the graduating class of each accredited

high school in Monroe County will be eligible to receive an Academic Excellence Scholarship.

It will cover full tuition costs for the next two (2) academic years plus the summer term

immediately following high school graduation. Academic Excellence scholarships will be

awarded to eligible students only after the College receives written confirmation from the student

of his/her planned attendance.

OTHER SCHOLARSHIPS

The Board further authorizes the President to award scholarships to students who:

1. Distinguish himself or herself by academic or other outstanding achievement.

2. Require a scholarship to ensure the furtherance of their education or because of financial

need.

Formatted: Font: Bold

Formatted: Strikethrough

BR 7.120 - FA Satisfactory Progress Policy - Current

(1-3)


As part of the continued eligibility criteria for financial aid recipients, students must maintain

satisfactory academic progress towards a specified degree as established by Federal, State and

Institutional policies and regulations. At Florida Keys Community College, this means that the

student must:

Maintain a term and cumulative grade point average of at least 2.0

Complete at least 67% of total credit hours attempted on a term and cumulative basis with

grades of A, B, C or D

Achieve a degree or certificate within the maximum credit hour timeframe set forth by

Federal Regulations; a period no longer than 150% of the school’s published program length.

Students receiving Title IV aid will be limited to achieving one Associates of Arts degree and

one Associate of Sciences degree or Certificate.

SATISFACTORY PROGRESS AVERAGE AND PACE OF COMPLETION

The Office of Financial Aid will evaluate Satisfactory Academic progress at the completion of

each term. College Procedure 74.40 Satisfactory Academic Progress details the operational tasks

performed by the Office of Financial Aid.

Satisfactory Progress Averages (SPA)

At the completion of each term, term and cumulative SPA’s will be calculated for all classes

(including remedial course-work) the student enrolled in at the beginning of the term (including

incomplete, no-grade and withdrawals). Using the quality point system, the following values

apply:

Letter Grade Quality Points A

4

B

3

C

2

D

1

F, I, N, W

0

If a student’s term SPA is below 2.0, the student will be placed on Financial Aid Probation. The

student may continue to receive Title IV aid for one payment period while on probation.

Subject Financial Aid Satisfactory Progress Policy Number: 7.120

Authority F.S. 1001.64(8), 34 CFR 668.16(e), 34 CFR 668.14 Approved Date: 09/26/95

Amended 03/19/2002, 07/25/11


(2-3)

If the SPA for any given term is equal to 0.0, the student will be notified that he/she is being

placed on Financial Aid Suspension. Once on suspension, all Federal, State and institutional

funding will cease for the succeeding term of enrollment, including all student loan programs.

Pace of Completion In order to ensure that students are making good progress toward completion of their degree or

certificate program, their pace of completion is measured at the end of each term. Students

receiving financial aid are required to maintain a 67% completion percentage on both a term and

cumulative basis to remain eligible for financial aid. Term and cumulative Completion

Percentages are calculated according to the ratio of the number of credits a student completes

with quality points greater than 0 divided by the number of credit hours attempted.

If a student’s term or cumulative completion percentage is less than 67%, the student will be

placed on Financial Aid Probation. The student may continue to receive Title IV aid for one

payment period while on probation.

MAXIMUM TIMEFRAME

Federal Regulations require that an undergraduate student must complete his or her program in a

period no longer than 150% of the school’s published program length. College Administrators

refer to this as the maximum timeframe for a student to achieve a degree or certificate while

receiving financial aid. Federal Regulations provide federal aid resources for eligible students for

up to thirty credit hours of remedial and/or preparatory coursework in addition to college level

coursework. Remedial coursework will not be included in the maximum timeframe calculation.

The Financial Aid office measures a student’s progress by adding the total college level credit

hours attempted at FKCC plus any transfer credits that the student has taken that are applicable

to her/his current program of study. All college coursework is evaluated regardless of whether or

not the student received financial aid for those courses. Evaluation of applicable transfer work is

provided by the Student Affairs and Instructional Divisions.

Students that exceed their maximum timeframe are placed on Financial Aid Suspension. Once on

suspension, all Federal, State and institutional funding will cease for the succeeding term of

enrollment, including all student loan programs.

FINANCIAL AID PROBATION

Financial aid probation is imposed when a student’s cumulative SPA drops below 2.0 or their

cumulative completion percentage falls below 67%. The student is eligible to receive Title IV aid

for one term while on probation.

A student remains on financial aid probation until they register for and complete a minimum of 6

credits with a 2.0 or better SPA and a 67% completion rate.

Should the student fail to achieve the required 2.0 SPA or complete two-thirds of the coursework

attempted for those 6 credits, he/she will be placed on Financial Aid Suspension (see below).


(3-3)

FINANCIAL AID SUSPENSION

Financial aid suspension is imposed when students:

Fail the financial aid probationary requirements

Have a 0.0 SPA

Exceed the maximum timeframe for their degree or certificate program.

Once on suspension, all Federal, State and institutional funding will cease for the succeeding

term of enrollment, including all student loan programs.

If the student has not exceeded the maximum timeframe, he/she will remain on financial aid

suspension until they register for a minimum of 6 credits at their own expense and complete

those 6 credits with a 2.0 or better SPA and a 67% completion rate. Should the student fail to

achieve the required 2.0 SPA or complete two-thirds of the coursework attempted for those 6

credits, he/she will be ineligible to receive financial aid.

APPEAL PROCESS

Should the student feel that there are extenuating circumstances related to his/her failure to meet

the above satisfactory progress standards, they may appeal to the Student Services Appeals

Committee for possible reinstatement. This appeal must be made in writing on the appropriate

form and submitted to the Director of Advising and Student Engagement. The appeal should

include all pertinent information related to the cause for the failure to comply with the required

SPA and/or completion rate. If the student is appealing on the basis of a medically related

condition, the appeal must be accompanied by a letter from a medical professional. The student

will be advised in writing of the decision.

A student wishing to appeal the decision of the Student Services Appeals Committee may do so

in writing to the Dean of Student Affairs & Accreditation.

OTHER IMPORTANT INFORMATION

A student who received a grade of D, F, or W for a course previously attempted under financial

aid is permitted to retake that course only once. If he/she fails to complete the course with a

grade of C or better during the second attempt, financial aid will not recognize future enrollment

in the repeated course. Additionally, if the student received a grade of C or better on the first

attempt, financial aid will not recognize the enrollment in the award calculation (unless the

college catalogue specifically permits repeating the course for additional credit).

All audited course-work (a grade of an “X”) will not be used in the determination of financial aid

awards. In addition, enrolled students may not change their registration status to an audit once

the financial aid has been determined.

Students holding an earned bachelor’s degree from a U. S. college or university are not eligible

to receive any financial aid at Florida Keys Community College with the exception of

unsubsidized Federal Loans.

SATISFACTORY PROGRESS POLICY


(4-3)

The Satisfactory Progress Average (SPA) is computed the same as the grade point average -

(A=4), (B=3), (C=2), (D=1), and (F=0). I’s, W’s, N’s, and X’s are not computed in the SPA.

Using the quality point system, the SPA is computed by adding the total quality value of all

courses and dividing by the number of credit hours attempted during a given term. The SPA is

cumulative. It is computed at the end of each term with Terms IIIA and IIIB being calculated as

one (1) term.

An SPA of 2.0 is satisfactory progress; less than 2.0 is unsatisfactory progress. Any veteran with

a SPA of less than 2.0 will be placed on probation. A veteran will not be permitted more than

two (2) consecutive terms on probation. If during the second term on probation the student does

not earn a 2.0 or higher cumulative GPA, his/her benefits will be suspended.

Once the veteran has been terminated from receiving VA benefits due to unsatisfactory progress,

the College will not re-certify the veteran until he or she has received appropriate counseling

approved by the Veteran’s Administration. He or she may be permitted to attend classes but will

not receive benefits.

BR 7.120 - Student FA Policy - Proposed (1-1)


The College subscribes to the principle that the primary purpose of a financial assistance

program is to provide aid to students who demonstrate financial need, academic merit or special

talent to assist them in meeting their educational goals. Assistance may be provided through

loans, federal, state and/or institutional grants, talent grants, academic scholarships, and/or work

opportunity to those who qualify. Students who wish to receive financial aid from College-

funded sources should apply for federally-funded aid programs for which they might be eligible.

The College will require students to meet satisfactory academic standards of progress, including

federally mandated requirements, to qualify for and retain federal student financial aid. The

College recognizes the student right to appeal a financial aid award decision. A copy of award

and appeal procedures is on file in the Office of Financial Aid and on the College website.

Subject Student Financial Aid Number: 7.120

Authority F.S. 1001.64, 34 CFR 668.16(e), 34 CFR 668.14 1009.23, 1009.25, 1009.26 FAC: 6A-14.054

Approved Date: 09/26/95

Amended 03/19/2002, 07/25/11, 04/27/15


The District Board of Trustees authorizes the College President to designate individuals authorized to executive documentation on behalf of the College’s educational and functional areas. The District Board of Trustees shall constitute the contracting agent of the college. The Board shall approve all contracts in excess of that authorized to be approved by the president by appropriate statute and rule. The Board authorizes the use of facsimile signatures on checks, personnel contracts, and when permissible, other college documents. The Board authorizes signatory authority on college banking accounts to the president or his/her designee, and such signatory authority will remain in effect until changed. The Board may authorize temporary signatory authority to the vice chair of the Board or another Board member as necessary for operational efficiencies. The president may negotiate and sign contractual agreements with outside agents in accordance with applicable statutes and rules. The president may delegate the authority to negotiate contracts and to provide signatory authority as established by procurement guidelines stipulated in college administrative procedures. The president may delegate to appropriate administrators the responsibility to maintain in safekeeping the facsimile signatures of those authorized by the Board to sign checks, personnel contracts, and when permissible, other college documents. .

Subject Signature Authority Number: 1.280

Authority F.S. 1001.64, State Board Rule: 6A-14.0261,6A14.075 Approved Date:9/23/13

Amended 4/27/15

Formatted: Heading 4






Disbursement of college funds by checks and through electronic transfer shall be as follows:

Use of Facsimile Signatures on Checks

A. The Board authorizes check signers per policy 1.280, Signature Authority. Authorized check

signers must use a facsimile signature in lieu of a manual signature to sign checks.

B. Banking agreements must be signed with a manual signature.

C. The authorized check signers must file manual signatures with the Department of State and

certify those signatures under oath.

D. The actual facsimile signatures will be maintained on the college network and will be used

only in conjunction with the check software to affix the facsimile signature to a check.

E. Facsimile signatures and routing information will not be printed on ACH/direct deposit

remittances to prevent fraudulent use.

II. Electronic Funds Transfer (EFT)

A. EFT’s initiated by the college must be authorized under a current banking services agreement.

Master banking agreements must be manually signed by the president and his/her designee.

Secondary agreements may be manually signed by the president or his designee. Every

account being debited/credited must be pre-authorized.

B. The president is authorized to establish EFT agreements related to the provider of the

college’s primary bank account including, but not limited to, related zero balance accounts,

the Florida PRIME account and the Special Purpose Investment Account (SPIA). The

president is authorized to open bank accounts without EFT-initiating ability in the name of

the college to act as depository accounts.

C. EFT’s between college accounts are to be executed by staff who are authorized by the

president.

D. EFT’s representing payments processed under the Accounts Payable or Payroll systems will

be executed as follows:

1. Payments are executed under the rules of the ACH, p-card (credit card issued by the

college), or direct deposit agreements.

Subject Checks and Electronic Funds Transfer Number: 1.290

Authority F.S. 1010.11;State Board of Education Rule 6A-14.075 Approved Date: 4/27/15

Amended Revision Date

2. Payments to the Internal Revenue Service, the Florida Retirement System, the state

of Florida, and other governmental entities not specifically noted are to be executed

under the arrangements established by the government entity collecting the moneys

being paid.

E. The president is authorized to establish procedures for appropriate internal controls related to

the conduct of all EFT’s; electronic payments to governmental entities; authorization and

cancellation of direct deposit (ACH) instructions from vendors and employees; third party

payments of expenditures, advance, or reduction of cash assets not processed within the

Accounts Payable or Payroll systems; and confirmation of EFT’s with the financial

institutions servicing the college.

III. Other forms of payment

Payments under custodial/trust agreements, State Board of Education Bond provisions, or thirdParty

agreements will be governed by the provision of the applicable agreements. The president is authorized to

enter into third party agreements to provide EFTs to others as necessary to maintain privacy of

information related to payments and the payments themselves in a timely manner. .


MEMORANDUM

_____________________________________________________________________________________Date: April 14, 2015 To: District Board of Trustees-Florida Keys Community College From: W. Jean Mauk Subject: Vice President Business and Administrative Services Report ____________________________________________________________________________________ Financial Report

March 2015 Revenues

Revenues of $7,886,602 are $171,194 lower than the prior year.

Student fee revenues of $2,569,727 are lower by $371,672 (13%) from the prior year primarily due to lower student enrollment which was planned for in the operating budget for FY 2015. Reductions in the amount charged for Distance Learning fees lowered revenue by $23,262. Distance Learning Fee rates were reduced from the prior year due to lower costs to support the service.

CCPF of $3,819,413 is lower by $95,546 as more of the college’s state funding is now being funded by Lottery Funds in FY 2015. Lottery funds are higher than the previous year by $190,727. (Annual amount $1,479,810, increase of $286,091 (24%).

The Use of College Facilities of $185,366 are $3,700 (2%) lower than the prior year as the loss of NOAA and Hodges rental revenue offset the increases for Adult Education and Collegiate High school.

The College provided EMS training to NAS Key West in November generating tuition and fee revenue in addition to a contract amount for providing the course of $11,065.

AHEC (Area Health Education Center) support of $5,000 is included in Grants & Contracts with State. Annual amount is expected to be $10,000.

The public auction sale of the donated boat, Dante Fascell, for $125,100 cleared $115,065 after selling costs were deducted. The proceeds from this sale will be used to purchase equipment for the Marine Environmental Department.

Other revenues are lower by $24,917 primarily due to lower transfers from Current Restricted funds for nursing grant support.

Expenses

Personnel Costs of $4,742,392 are $11,930 lower than the prior year. One time salary increases ($164,000) in July, rate increases for retirement are offset by delays in filling open positions. Lower student enrollment and hiring of new full-time faculty also lowered Adjunct faculty costs by $95,889.

Current Expenses of $1,706,539 are $124,171 (7%) lower than the prior year due to increased costs for grounds maintenance projects, software maintenance rate increases and higher insurance costs due in part to the new Marine Technology Building. These increases are offset by lower bad debt, unemployment compensation and other expenses $140,964.

Overall, net revenues over expenses are $1,437,671, a decrease of $22,519 (2%) from the prior year. The unaudited fund balance is 24.67% as of March 31, 2015. Business Office

Heather Garcia, Assistant Controller

Continuing review of office procedures for any changes/improvements

Revising reports for the Campus Foundation per the majority bondholder’s request

Reviewed revised forbearance agreement with the bond attorney Jeanette Williams, Assistant Controller

Meeting with department heads to discuss budgets for FY 2015-16

Training new staff member, Michelle Torre, on accounts payable and payroll processing

Completed the annual Abandoned Property Report for 2015 Human Resources

The Human Resources Department is currently recruiting for 9 Full-Time positions and 17 Part-Time positions, which include the Camp Counselors and Program Manager for the Eco Adventures Camps over the summer

Kathleen attended the annual FKCC Career Fair on April 14th, which was attended by 64 job seekers. Brochures were available with a list of our current openings and application instructions

Information Technology Department Michelle Adam is the Director of Information Technology Please see the attached report for the department.

Purchasing and Plant Operations

Doug Pryor is the Director of Purchasing and Plant Operations.

Purchasing

95 Requisitions Processed through Banner Purchasing

104 Visa Transactions Campus Security

No incident reports have been submitted. Current Projects:

Demolition of old Marine Bldg. – pending IT and electrical relocation proposals

Fume Hood “D” Bldg – pending gas and water hookup and final inspection

Signage – ongoing project (new signs installed around campus)

Painting – ongoing campus wide project Pending Projects:

Isle /Dev Math Relocation – waiting for revised drawings

Annual Life Health & Safety Inspection – completed report attached

Civil Rights Audit – Review of office areas for ADA compliance

TWFAC Lobby Renovation – RFQ 1-2015 posted 4/5/15 for CCNA requirements Maintenance/Operations The maintenance staff continues to perform preventative maintenance throughout the campus. Campus facilities and grounds require evaluation on a day to day basis and staff is allocated for repairs as needed. The maintenance staff provides assistance to multiple departments for event preparations, office relocations, office needs, etc. The staff processed 695 pieces of outgoing mail, 238 phone calls, 46 work orders and 7 key requests. The departments new Maintenance Specialist Andy Thurber started on March 30, 2015.

Information Technology - Monthly Summary Report - March 2015

IT Operational Audit

Upgrade Storage Infrastructure

FLVC Integration

Website Modifications

Train Staff on CMS

Support BRM Campaigns

Computer Refresh

IT Request Tracking System

Marine Tech Building

New Call Accounting System

Upgrade ODS/EDW/Cognos

D2L Integration

Software Updates Management

Course Schedule XML Extract

Maxient SFTP

Antivirus Project

Ongoing Projects

Network Usage

200 Help Desk Requests vs. 249 Prior Year

Student Services

9%

Business Office10%

Administration13%

Faculty6%

HR3%

Nursing3%Purchasing

2%

Maintenance1%

Student20%

Other22%

Distance Learning

0%

ConEd4%

Marine5%

Library4%

IT Help Desk Requests

Percentage

Account Account FY 2014-15 Actual Collected/Spent

Code Title Budget Amount Difference to Date

401XX Matriculation/Tuition Fees $1,559,759 $1,349,400 (210,359)$ 86.5%

402XX Continuing Education/Self-Supporting 230,000 143,626 (86,374) 62.4%

403XX Non-Resident Fees 406,899 402,970 (3,929) 99.0%

404XX Laboratory Fees 679,480 498,416 (181,064) 73.4%

40450 Distance Learning Fees 67,000 35,560 (31,440) 53.1%

40500 Application Fees 30,500 21,150 (9,350) 69.3%

40600 Graduation Fees 5,500 3,875 (1,625) 70.5%

40700 Transcript Fees 21,000 14,325 (6,675) 68.2%

408XX Technology Fees 98,414 87,640 (10,774) 89.1%

409XX Other Student Fees 15,100 12,765 (2,335) 84.5%

41610 Dual Enrollment 75,330 74,811 (519) 99.3%

42110 Community College Program Fund 5,092,558 3,819,413 (1,273,145) 75.0%

42610 Lottery Funds -CCPF 1,479,810 986,538 (493,272) 66.7%

42900 Indirect Cost Recovered-State 2,500 1,930 (570) 77.2%

43500 Grants & Contracts from Federal Govt. - 11,065 11,065 0.0%

44200 Grants & Contracts from State Govt. - 7,500 7,500 0.0%

46400 Use of College Facilities 200,000 185,366 (14,634) 92.7%

48100 Interest and dividends 12,200 13,228 1,028 108.4%

487XX Fines and Penalties 5,500 3,559 (1,941) 64.7%

49500 Proceeds Sale of Donated Asset 0 115,065 115,065 0.0%

49XXX Transfers and Other Revenue 170,426 98,400 (72,026) 57.7%

Total Revenues $10,151,976 7,886,602$ ($2,265,374) 77.7%

51XXX Management $976,962 $683,872 (293,090)$ 70.0%

52XXX Instruction 1,858,472 1,287,667 (570,805) 69.3%

53XXX Other Professional 1,644,840 1,032,744 (612,096) 62.8%

54XXX Career Staff 631,014 392,486 (238,528) 62.2%

56XXX Other Personnel Services Instructional 598,775 368,050 (230,725) 61.5%

59XXX Benefits 1,596,417 977,573 (618,844) 61.2%

Total Personnel $7,306,480 $4,742,392 (2,564,088)$ 64.9%

605XX Travel $226,945 $80,452 (146,493)$ 35.4%

61000 Freight and Postage 18,550 12,093 (6,457) 65.2%

615XX Telecommunications 75,774 42,914 (32,860) 56.6%

62000 Printing 29,730 5,852 (23,878) 19.7%

625XX Repairs and Maintenance 253,042 195,194 (57,848) 77.1%

630XX Rentals 201,896 48,612 (153,284) 24.1%

63500 Insurance 139,412 137,681 (1,731)$ 98.8%

640XX Utilities 583,928 405,387 (178,541) 69.4%

645XX Other Services 842,693 536,972 (305,721) 63.7%

650XX Professional Fees 123,500 66,705 (56,795) 54.0%

655XX Educational/Office Materials 224,207 100,422 (123,785) 44.8%

657XX Data Sofware Non-Capitalized 47,042 47,572 530 101.1%

66000 Maintenance/Construction Material 44,795 16,747 (28,048)$ 37.4%

665XX Other Materials and Supplies 850 166 (684) 19.5%

670XX Subscriptions/Library Books 19,647 9,356 (10,291) 47.6%

69XXX Transfers and Other Expenses 177,634 414 (177,220) 0.2%

Total Current Expenses $3,009,645 $1,706,539 ($1,303,106) 56.7%

705XX Minor Equipment $0 $0 $0 0.0%

706XX Minor Equipment- - - - 0.0%

710XX Furniture and Equipment - - - 0.0%

Total Capital Outlay $0 $0 $0 0.0%

Total Expenses $10,316,125 $6,448,931 ($3,867,194) 62.5%

Grand Total Revenues Less Expenses ($164,149) $1,437,671 $1,601,820 0.0%

Florida Keys Community College

Operating Revenues and Expenditures

For the Month Ended March 31, 2015

Fiscal Year 2014-15

JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN TOTAL

Revenues $1,402,828 $744,903 $524,327 $683,812 $1,303,156 $917,948 $839,934 $823,895 $645,799 $7,886,602

Expenditures $667,250 $726,726 $690,660 $798,234 $767,281 $726,063 $628,088 $738,215 $706,414 $6,448,931

FKCC FY 2014-15 Operating

Total Revenues & Expenditures

$0

$200,000

$400,000

$600,000

$800,000

$1,000,000

$1,200,000

$1,400,000

$1,600,000

JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN

Do

llar

s

Revenues Expenditures


Revenue FY15 $1,402,828 $744,903 $524,327 $683,812 $1,303,156 $917,948 $839,934 $823,895 $645,799 $7,886,602

Revenue FY14 $1,639,025 $690,380 $517,504 $676,018 $1,447,414 $787,208 $793,407 $670,877 $835,963 $8,057,796

FKCC FY 2014-15 Operating

Total Revenue FY14 vs FY15

$0

$200,000

$400,000

$600,000

$800,000

$1,000,000

$1,200,000

$1,400,000

$1,600,000

$1,800,000


Do

llars

Revenue FY15 Revenue FY14


Student Fee Revenue FY 15 $954,788 $282,263 $70,309 $43,005 $639,339 $283,291 $225,713 $91,361 -$20,342 $2,569,727

Student Fee Revenue FY 14 $1,171,130 $231,580 $45,208 $17,166 $859,416 $202,172 $204,367 $11,236 $199,124 $2,941,399

\

FKCC FY 2014-15 Fund 1

Student Fee Revenue FY14 vs FY 15

-$200,000

$0

$200,000

$400,000

$600,000

$800,000

$1,000,000

$1,200,000

$1,400,000


Do

llars

Student Fee Revenue FY 15 Student Fee Revenue FY 14

1

The Florida College System

Annual Equity Update Report Guidelines for 2014-2015

For

College: Florida Keys Community College

The Division of Florida Colleges Florida Department of Education

2

Table of Contents

General Information and Applicable Laws for Reporting

Part I. Description of Plan Development

Part II. Policies and Procedures that Prohibit Discrimination A. Policy and Procedure Review Process B. Policy of Nondiscrimination C. Regular Notification D. Equity Officer/Coordinator E. Grievance or Complaint Procedures F. Revised Policies and Procedures

Part III. Strategies to Overcome Underrepresentation of Students A. Enrollments by Race, Gender, Disability (self-identified)

and Limited English-Language Skills B. Completions by Race, Gender, Disability (self-identified)

and Limited English-Language Skills C. Student Retention by Race and Gender D. Student Success in Targeted Programs E. Student Success Rates in Gatekeeper Courses

Part IV. Substitution Waivers for Admissions and Course Substitutions for

Students with Disabilities

Part V. College Employment Equity Accountability Plan A. Data, Analysis and Benchmarks

1) Executive/Administrative/Managerial 2) Full-time Instructional Staff 3) Full-time Continuing Contract Instructional Staff

B. Evaluation of Employment Practices – Evaluations of Key Personnel and Presidents C. Additional Requirements

Signature Page

APPENDICES Appendix 1 Policy of Nondiscrimination Appendix 2 Grievance Procedures Appendix 3 Revised Policies and Procedures, if applicable Appendix 4 Policies and Procedures to Implement Rule 6A-10.041, Florida Administrative Code Appendix 5 Fall Staff Report

3

General Information and Applicable Laws for Reporting

The purpose of the Annual College Equity Update Report is to provide a current status report of the college’s efforts to comply with Florida Statutes that relate to nondiscrimination and equal access to postsecondary education and employment. The following Florida Statutes and implementing State Board Rules in the Florida Administrative Code (F.A.C.) apply to this annual report.

Section (§) 1000.05, Florida Statutes (F.S.) Discrimination against students and employees in the Florida K-20 public education system prohibited; equality of access required. This section may be cited as the “Florida Educational Equity Act.”

Implementing Rule 6A-19.010, Florida Administrative Code (F.A.C.), Strategies to Overcome Underrepresentation

§1007.264, F.S., Persons with disabilities: admission to postsecondary educational institutions; substitute requirements; rules and regulations

§1007.265, F.S., Persons with disabilities; graduation, study program admission, and upper-division entry; substitute requirements; rules and regulations

Implementing Rule 6A-10.041, F.A.C., Substitution for Requirements for Eligible Disabled Students at Florida Colleges and Postsecondary Career Centers

§1012.86, F.S., Florida College System institution employment equity accountability program Additional implementing Rules 6A-19.001 – 6A-19.010, F.A.C., related to educational equity.

The report may also reflect efforts by Florida College System institutions to meet federal laws related to civil rights and nondiscrimination in the treatment, admission and employment of students and applicants. Applicable federal laws and regulations enforced by the U.S. Department of Education, U.S. Department of Justice, and the Equal Employment Opportunity Commission include the following:

Sections IV through VIII of The Vocational Education Program Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, and Handicap (referred hereafter as, “Guidelines”)

Title VI of the Civil Rights Act of 1964 and implementing regulations under 34 Code of Federal Regulations (C.F.R.) Part 100

Title IX of the Education Amendments of 1972 and implementing regulations under 34 C.F.R. Part 106

Section 504 of the Rehabilitation Act of 1973 and implementing regulations under 34 C.F.R. Part 104

Age Discrimination Act of 1975 Title II of the Americans with Disabilities Amendments Act of 2008 and implementing regulations

under 28 C.F.R. Part 35 Genetic Information Nondiscrimination Act of 2008

4

These Guidelines are organized according to the following parts.

Part I. Description of Plan Development Part II. Policies and Procedures that Prohibit Discrimination Part III. Strategies to Overcome Underrepresentation of Students Part IV. Substitution Waivers for Admissions and Course Substitutions for Eligible Students with

Disabilities Part V. College Employment Equity Accountability Plan Part VI. Signature Page Appendices Appendix 1-Policy on Nondiscrimination Appendix 2-Grievance Procedure Appendix 3-Revised Policies and Procedures, if applicable Appendix 4-Policies and Procedures to Implement Rule 6A-10.041, Florida Administrative Code

Appendix-5 Equity in Athletics Disclosure Act(EADA) Survey federal Report of 2014,if applicable Appendix-6 Fall Staff Report

5

PART I Description of Plan Development

As required under State Board Rule 6A-19.010, FAC, the College’s plan identifies, by title and

organizational location, the persons involved in the development of the plan as well as a description of the participation of any advisory groups or persons, and the date of adoption of the plan by the governing board.

I. Description of Plan Development

A. The Process used to Prepare the Report

The report was prepared with data submitted by several areas of the college. The Human Resources Department partnered with the Student Affairs Department, with support from the Students with Disabilities Coordinator. The final report was compiled by the Vice President of Business & Administrative Services, submitted to and approved by the Board of Trustees.

B. The Names and Titles of Persons Involved in the Development of the Report W. Jean Mauk, Vice President Business & Administrative Services Dr. Erika MacWilliams, Dean, Student Affairs Karla Malsheimer, Coordinator, Student Affairs Suzy Park, Academic Advisor, Students with Disabilities Coordinator

C. Disclosure of Participation by any Advisory Groups or Persons

N/A

D. The Date of the Report’s Adoption by the Governing Board

April 27, 2015

(The remainder of this page was intentionally left blank.)

6

PART II Policies and Procedures that Prohibit Discrimination

A. Policy and Procedure Review Process: Florida Keys Community College regularly and as needed reviews the policies and board rules that govern the actions and processes of the College. Revised policies are presented to the Board of Trustees for their review, consideration, discussion and subsequent adoption. These include all procedures and rules that ensure compliance with §1000.05, Florida Statutes, and Rules 6A-19.001-010, FAC

B. Policy of Nondiscrimination:

Florida Keys Community College adheres to a strict policy of nondiscrimination and provides express notification that discrimination on the basis of race, ethnicity, national origin, gender, age, genetic information, disability, or marital status, against a student, applicant for admission, employee, applicant for employment or the general public is prohibited. FKCC also notifies and identifies the Equity Officer’s information. The identity of the Equity Officer is included in the regular notification of FKCC’s policy of nondiscrimination. A copy of the College’s Policies of Nondiscrimination was revised on April 30, 2012 and is attached hereto as Appendix 1.

The College’s policy of nondiscrimination addresses the following issues, as required by applicable state and federal laws that prohibit discrimination:

1. Rule 6A-19.010(1) (f), FAC: Discrimination is prohibited against: a. Students: __X_ b. Employees: _X_ c. Applicants for admission: _X_ d. Applicants for employment: _X_ e. The general public: _X_

2. Discrimination is prohibited based on:

a. Race: _X_ b. Ethnicity: _X__ c. National origin: _X__ d. Color: _X__ e. Gender or Sex: _X__ f. Disability: _X__ g. Marital status: _X__ h. Age: _X__ i. Genetic Information: _X__

3. Both federal and state laws require that no person in this state shall, on the basis of race, ethnicity,

national origin, color, sex or gender, age, disability, genetic information or marital status, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under public education program or activity, or in any employment conditions or practices. The College’s policy contains this or similar language: _X_ yes or ____no

7

C. Regular Notification: Rule 6A-19.010(f), F.A.C.:

The College has an Equity Statement, which advises staff, students, applicants for employment and admissions, parents, collective bargaining units and the general public notice of the College’s policy of nondiscrimination. The Equity Statement includes the identity of the Equity Officer and can be found on our employment application, position vacancy announcements, and in several places on our website. Additionally, the Equity Statement is posted in the HR office, faculty lounge area and the general administrative building. Finally, new hires are given packets containing the Equity Statement and the Equity Officer’s information along with other pertinent policies. The Equity Statement is also posted at our Middle and Upper Keys centers.

D. Equity Officer/Coordinator:

a. The name, title and contact information for the persons designated to coordinate the college’s

compliance with §1000.05, FS; Rule 6A-19.009-.010, F.A.C., Title IX, Section 504, and Title II are listed below:

Name: Ms. Lori Kelly

Title: Director of Learning Resources & Student Success

Phone Number: 305-809-3501

Address: 5901 College Road, Key West, Florida 33040

Email: [email protected]

Name: W. Jean Mauk

Title: Vice President Business & Administrative Services

Phone Number: 305-809-3266

Address: 5901 College Road, Key West, Florida 33040

Email: [email protected]

b. The regular notice of nondiscrimination include the name, address, and telephone number of the person or persons designated to coordinate efforts to comply and carry out its responsibilities to prohibit discrimination and adopt grievance procedures.

E. Grievance or Complaint Procedures: A copy of the grievance or complaint procedures for use by students, applicants and employees who allege discrimination is provided as Appendix 2 of this report. The procedure was most recently revised on March 22, 2010.

8

In compliance with Rule 6A-19.010(h), F.A.C, the College’s grievance procedures addresses the following: 1. Procedures are available to all students and their parents, employees and applicants for

admission or employment.

2. Notification of these procedures is placed in prominent and common information sources.

3. The procedure was designed to encourage prompt and equitable resolution of student, employee

and applicant complaints but does not prohibit individuals from seeking redress from other available sources.

4. The procedure prohibits retaliation against any person filing a complaint alleging discrimination or any person alleged to have committed discrimination.

F. Revised Policies and Procedures

Policies and procedures related to the following for which revisions have been made since submission of the college’s last Annual Equity Update Report are provided as Appendix 3. 1. Student and/or Employee Harassment Policy and Procedures for Reporting and Investigating

Claims of Harassment (if different than the college’s nondiscrimination grievance procedures.) Revisions made: (yes) ___ (no) _x__

2. Acquired Immune Deficiency Syndrome/Human Immunodeficiency Virus (AIDS/HIV)

Infectious Disease Policy/Procedures Revisions made: (yes) ___ (no) _x__


9

PART III Strategies to Overcome Underrepresented Students

A. Student Enrollments

The College continues to examine trends in the representation of students by race, gender, students with disabilities (DIS) (self-reported) and national origin minority students with limited English-language proficiency (LEP) skills for First-Time-In-College (FTIC) and for Overall Enrollment. The college evaluates enrollment trends, identifies disproportionate ratios of enrollments and establishes goals to increase enrollments for underrepresented students. The Colleges continues to assess, modify and/or develop new methods and strategies for accomplishing the established goals.

Data reports reflecting First-Time-In College (FTIC) Enrollments and Overall Enrollments

Florida College System


Student Participation-Enrollments

Race: Black FTIC Total Enrollments Total Overall Enrollment % Total Overall Enrollment %

Gender Rpt Year 9 326 2.76 79 1,847 4.28

Female 2011-12 2012-13 10 281 3.56 60 1,721 3.49 2013-14 12 263 4.56 60 1,531 3.92

Male 2011-12 29 326 8.90 62 1,847 3.36 2012-13 11 281 3.91 58 1,721 3.37 2013-14 9 263 3.42 63 1,531 4.11

Total 2011-12 38 326 11.66 141 1,847 7.63 2012-13 21 281 7.47 118 1,721 6.86 2013-14 21 263 7.98 123 1,531 8.03

PERA = CCEE0191 01/16/2015 8:55:26 Source: Student Data Base (2011-12, 2012-13, AND 2013-14) Annual Unduplicated Counts. Fl. DOE collection years begin with the summer term. (Ex. 2012-13 includes Summer and Fall of 2012, Winter/Spring of 2013). Total enrollments are reflected for each enrollment category excluding Non-Resident Aliens, Unknown Race, Unknown Gender, or Unknown Citizenship. FTIC counts include students enrolled in courses in the following instructional areas: Advanced and Professional, Postsecondary Vocational, Apprenticeship, Postsecondary Adult Vocational, College Preparatory, Vocational Preparatory and EPI. Enrollments (excludes Supplemental Voc., Adult Basic and Secondary, GED Prep, and LLL).

10




Race: Hispanic FTIC Total Enrollments Total Overall Enrollment % Total Overall Enrollment %

Gender Rpt Year 35 326 10.74 208 1,847 11.26

Female 2011-12 2012-13 33 281 11.74 200 1,721 11.62 2013-14 29 263 11.03 182 1,531 11.89

Male 2011-12 37 326 11.35 179 1,847 9.69 2012-13 39 281 13.88 189 1,721 10.98 2013-14 29 263 11.03 156 1,531 10.19

Total 2011-12 72 326 22.09 387 1,847 20.95 2012-13 72 281 25.62 389 1,721 22.60 2013-14 58 263 22.05 338 1,531 22.08





Race: Other FTIC Total Enrollments Total Overall Enrollment % Total Overall Enrollment %

Gender Rpt Year 7 326 2.15 35 1,847 1.89

Female 2011-12 2012-13 6 281 2.14 41 1,721 2.38 2013-14 8 263 3.04 44 1,531 2.87

Male 2011-12 6 326 1.84 36 1,847 1.95 2012-13 1 281 0.36 29 1,721 1.69 2013-14 4 263 1.52 28 1,531 1.83

Total 2011-12 13 326 3.99 71 1,847 3.84 2012-13 7 281 2.49 70 1,721 4.07 2013-14 12 263 4.56 72 1,531 4.70


11




Race: White FTIC Total Enrollments Total Overall Enrollment % Total Overall Enrollment %

Gender Rpt Year 98 326 30.06 680 1,847 36.82

Female 2011-12 2012-13 89 281 31.67 644 1,721 37.42 2013-14 73 263 27.76 525 1,531 34.29

Male 2011-12 105 326 32.21 568 1,847 30.75 2012-13 92 281 32.74 500 1,721 29.05 2013-14 99 263 37.64 473 1,531 30.89

Total 2011-12 203 326 62.27 1,248 1,847 67.57 2012-13 181 281 64.41 1,144 1,721 66.47 2013-14 172 263 65.40 998 1,531 65.19





Race: All FTIC Total Enrollments Total Overall Enrollment % Total Overall Enrollment %

Gender Rpt Year 149 326 45.71 1,002 1,847 54.25

Female 2011-12 2012-13 138 281 49.11 945 1,721 54.91 2013-14 122 263 46.39 811 1,531 52.97

Male 2011-12 177 326 54.29 845 1,847 45.75 2012-13 143 281 50.89 776 1,721 45.09 2013-14 141 263 53.61 720 1,531 47.03

Total 2011-12 326 326 100.00 1,847 1,847 100.00 2012-13 281 281 100.00 1,721 1,721 100.00 2013-14 263 263 100.00 1,531 1,531 100.00


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FTIC Total Enrollments

LEP DIS LEP DIS Gender Rpt Year

5 3 29 29 Female

2011-12 2012-13 10 5 34 28 2013-14 7 5 32 32

Male 2011-12 7 5 21 26 2012-13 2 5 19 31 2013-14 3 9 15 34

Total (ALL)

Rpt Year 12 8 50 55 2011-12

2012-13 12 10 53 59 2013-14 10 14 47 66


1. Program Analysis: Summary of the Results of the College’s Three-Year Analyses of Student Enrollments by Race, Gender, DIS and LEP

The enrollment trends of students by ethnicity are reflective of the ethnicity trends of Monroe County, Florida, as published by the United States Census. For example, the percentage of black students enrolling in FKCC from 2013-14 is 8.03%, almost mirroring that of Monroe County’s 7% population of black residents. The College’s enrollment of Hispanic students for the 2013-14 year is 22%, which aligns with the County’s 22% Hispanic population for the same time frame. It is also a 5% increase in Hispanic student enrollment from the 2011-12 year. The percentage of white students at FKCC is 65%, which constitutes a 3.5% drop from 2011-12 and is slightly lower than the County’s 69% white population. The enrollment of FTIC black students has decreased by 31.5% from 2011-12 to 2013-14. This is due primarily to the FTIC black male student enrollment during the same time frame, which reflects a 61.5% decrease. FTIC black female students, however, has increased over the same time frame by 65%. From 2011 to 2014, the average FTIC Hispanic student enrollment was 23%, which almost aligns with the overall enrolled Hispanic student population, at 22%. Enrollment of FTIC female Hispanic students has averaged 11% from 2011 to 2014, which is the same as the overall female Hispanic enrollment. FTIC Hispanic male enrollment, however, decreased by 20% from 2012-13 to 2013-14. During the same time frame, overall Hispanic male enrollment averaged 10.5%. FTIC white students have increased by 5% from the 2011-14 years, to 65%. This is a direct contrast to the 4% overall decrease of white students during the same time frame. The number of FTIC white males is

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26% greater than FTIC white females. In overall white enrollment, however, the females outnumber the males by 11%. The enrollment of Students with LEP and DIS has averaged 55 and 60, respectively, from 2011-14. FTIC males with LEP decreased by 60% from 2011-2014 and FTIC males with DIS increased by 80% in the same time period. Overall enrollment for DIS increased by 20% from 2011-14.

3. Achievement of Goals by Race, Gender, DIS and LEP / Goals for 2014-2015

4. Methods and Strategies Used to Increase Enrollments & Achieve Goals

Recruitment Strategies: Ongoing:

Open House events each semester at the Key West Campus and Centers throughout Monroe County

Registration Events each semester at the Key West Campus and Centers – all student populations invited

Monroe County School District College Fairs National Recruiting Events: 4 per year and State Recruiting Events: 8 per year Ready, Set, College: a recruiting event held in cooperation with the Key West Chamber of

Commerce Monthly MCSD HS visits by Student Advising and Engagement Director/Recruiter/Student

Affairs Staff Student Affairs staff participate in Conch Connect network with MCSB College Tours and informational outreach by student ambassadors Promotion of Residence Hall to both in-county, in-state, and out-of-state students

Group 2013-2014 Goals for

FTIC

Achieved Y/N

2014-2015 Goals

for FTIC

2013-2014 Goals for Overall

Enrollments

Achieved Y/N

2014-2015 Goals for Overall

Enrollments

Black Increase to 8%

Y Recruit 9% Increase to 8%

Y Increase to 9%

Hispanic Increase to 27%

N Recruit 24% Increase to 24%

N Increase to 24%

Other Minorities

Increase to 3%

Y Recruit 5% Increase to 4.5%

Y Increase to 5.5%

White Increase to 65%

Y n/a n/a n/a n/a

Male Increase to 51.5%

Y n/a Increase to 45.5%

Y Increase to 48%

Female n/a n/a Recruit 47% Increase to 56%

N n/a

DIS Increase to 12

Y Recruit 15 Increase to 62

Y Increase to 69

LEP Increase to 13

N Recruit 12 Increase to 54

N Enroll 50

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Monthly Navy INDOC and TAP Class Presentations MCSD High School’s College Nights VA informational events MCHS workshops on Financial Aid and the FKCC application process Financial Aid scholarship to Project ACCESS students to participate in college courses DSS staff at Key West Campus and Centers to inform and assist students

Retention Strategies: Ongoing:

Early Alerts Program: a cooperation among faculty, learning resources and student affairs to provide resources to students who have academic challenges the first few weeks of the semester

Diversity Competency Assessment: conducted through the various learning activities of the general education program to identify student awareness of and respect for differences

Career Coach Software: allows students to search employment opportunities in the county that align with their degree program

Workshops: writing skills, time management, stress management, study skills, resume writing Career Fair: open for all students with representation from local businesses Free tutoring services by faculty and students, both on-site and web-based Student awareness promotions designed to enhance college unity and respect for diversity: Black

History Month, Diversity Day, Gay and Lesbian Awareness – promoted though collaborations with Learning Resources Center

Disabled Student Services (DSS) partnering with TIES Implementation of the Project Access Program for intellectually disabled students DSS marketing its services and benefits to prospective and current students by sharing services

during college classes, such as Student Survival Skills. Attendance of program directors and advisors at on-campus student events and registration fairs Comprehensive orientation program for onsite and online students – ensures awareness of the

college services and programs. Participation is mandatory for FTIC students. College transfer Day – approximately 12 universities and colleges represented

B. Student Completions (college degree and certificate programs)

This year’s report evaluates degree and certificate completions from 2011-2012 to 2013-2014 by race, gender, DIS and LEP skills of students achieving A.A. Degrees, A.S. Degrees or Certificates of Completion (Career Technology, PSAV). A.A.S. Degrees are included in the data for A.A. Degrees. The college should evaluate the completion trends and establish goals that it determines are appropriate for increasing completions of underrepresented students for 2014/2015.

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Student Participation/Completions

Race: Black AA Degrees AS Degrees Certificates

Num Total % Num Total % Num Total % Gender Rpt Year

9 130 6.92 8 71 11.27 1 64 1.56 Female

2011-12 2012-13 6 132 4.55 1 62 1.61 1 74 1.35 2013-14 5 100 5.00 2 51 3.92 1 97 1.03

Male 2011-12 3 130 2.31 0 71 0.00 7 64 10.94 2012-13 1 132 0.76 1 62 1.61 3 74 4.05 2013-14 4 100 4.00 0 51 0.00 8 97 8.25

Total 2011-12 12 130 9.23 8 71 11.27 8 64 12.50 2012-13 7 132 5.30 2 62 3.23 4 74 5.41 2013-14 9 100 9.00 2 51 3.92 9 97 9.28

PERA = CCEE0192 01/16/2015 9:00:21 Source: AA1A2012, AA1A2013, AA1A2014 DOE collection years begin with the summer term. (Ex. 2012-13 includes Summer and Fall of 2012, Winter/Spring of 2013). Total completions are reflected for each Degree/Certificate category including the white populations, but excluding non-resident aliens, unknown race, unknown gender, or unknown citizenship. Provide data for each of the reporting years requested above, beginning summer, continuing through fall, and ending in the spring. 2015 data is not available. LEP = Limited English Proficiency and DIS = Disabled




Race: Hispanic AA Degrees AS Degrees Certificates


14 130 10.77 4 71 5.63 2 64 3.13 Female

2011-12 2012-13 16 132 12.12 10 62 16.13 8 74 10.81 2013-14 10 100 10.00 4 51 7.84 1 97 1.03

Male 2011-12 9 130 6.92 7 71 9.86 18 64 28.13 2012-13 13 132 9.85 4 62 6.45 14 74 18.92 2013-14 2 100 2.00 2 51 3.92 15 97 15.46

Total 2011-12 23 130 17.69 11 71 15.49 20 64 31.25 2012-13 29 132 21.97 14 62 22.58 22 74 29.73 2013-14 12 100 12.00 6 51 11.76 16 97 16.49


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Race: Other AA Degrees AS Degrees Certificates


3 130 2.31 2 71 2.82 0 64 0.00 Female

2011-12 2012-13 2 132 1.52 1 62 1.61 0 74 0.00 2013-14 5 100 5.00 0 51 0.00 2 97 2.06

Male 2011-12 1 130 0.77 1 71 1.41 1 64 1.56 2012-13 5 132 3.79 0 62 0.00 2 74 2.70 2013-14 0 100 0.00 2 51 3.92 0 97 0.00

Total 2011-12 4 130 3.08 3 71 4.23 1 64 1.56 2012-13 7 132 5.30 1 62 1.61 2 74 2.70 2013-14 5 100 5.00 2 51 3.92 2 97 2.06





Race: White AA Degrees AS Degrees Certificates


60 130 46.15 31 71 43.66 17 64 26.56 Female

2011-12 2012-13 53 132 40.15 32 62 51.61 19 74 25.68 2013-14 44 100 44.00 20 51 39.22 20 97 20.62

Male 2011-12 31 130 23.85 18 71 25.35 18 64 28.13 2012-13 36 132 27.27 13 62 20.97 27 74 36.49 2013-14 30 100 30.00 21 51 41.18 50 97 51.55

Total 2011-12 91 130 70.00 49 71 69.01 35 64 54.69 2012-13 89 132 67.42 45 62 72.58 46 74 62.16 2013-14 74 100 74.00 41 51 80.39 70 97 72.16


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Race: All AA Degrees AS Degrees Certificates


86 130 66.15 45 71 63.38 20 64 31.25 Female

2011-12 2012-13 77 132 58.33 44 62 70.97 28 74 37.84 2013-14 64 100 64.00 26 51 50.98 24 97 24.74

Male 2011-12 44 130 33.85 26 71 36.62 44 64 68.75 2012-13 55 132 41.67 18 62 29.03 46 74 62.16 2013-14 36 100 36.00 25 51 49.02 73 97 75.26

Total 2011-12 130 130 100.00 71 71 100.00 64 64 100.00 2012-13 132 132 100.00 62 62 100.00 74 74 100.00 2013-14 100 100 100.00 51 51 100.00 97 97 100.00





AA Degrees AS Degrees Certificates LEP DIS LEP DIS LEP DIS

Gender Rpt Year 2 4 0 6 0 0

Female 2011-12 2012-13 6 3 0 4 2 1 2013-14 4 4 0 4 0 6

Male 2011-12 1 3 0 1 2 3 2012-13 1 4 0 2 1 1 2013-14 1 1 0 3 3 5

Total (ALL)

Rpt Year 3 7 0 7 2 3 2011-12

2012-13 7 7 0 6 3 2 2013-14 5 5 0 7 3 11


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1. Analysis Identifying Areas of Disproportionate Program Completions Based on Race, Sex, DIS & LEP FKCC carefully monitors and reviews the enrollment and completer data reports from the DOE. Completer rates that change by 5% in any given year are recognized, however, the College remains aware that its small percentages of minority students can exaggerate variances in the data far beyond the actual significance. An overview of the 2011 to 2014 years:

AA degree completion 28% decrease for black female students 71% decrease for Hispanic male students 32% decrease for all Hispanic students 25% increase for white male students 6% increase for all white students AS degree completion 20% decrease for all female students 34% increase for all male students 65% decrease for black female students 60% decrease for male Hispanic students 24% decrease for all Hispanic students 10% decrease for white female students 62% increase for white male students Certificate completion 20% decrease for all female students 9% increase for all male students 26% decrease for all black students 266% increase for DIS students (from 3 to 11) 45% decrease for Hispanic male students 47% decrease for all Hispanic students 22% decrease for white female students 83% increase for white male students .


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2. Achievement of Goals by Race, Sex, DIS, LEP & Degree/Certification Program

Group AA Degrees

2013-2014 Goal Achieved

Y/N Goals for 2014-2015

Black 9% (9) 2% increase Y 11% completion Hispanic 12% (12) 3% increase N 14% completion Other 5% (5) 1% increase N 5% completion White 74% (74) 1% increase N 70% completion Male 36% (36) 2% increase N 40% completion Female 64% (64) 3% increase N 60% completion

LEP 5 14% increase N 6 completers DIS 5 14% increase N 6 completers Group AS Degrees 2013-2014 Goal Achieved


Black 4% (2) To maintain Y 6% completion Hispanic 12% (6) To maintain N 15% completion Other 4% (2) To maintain Y 4% completion White 80% (41) To maintain Y 75% completion Male 49% (25) To maintain Y 50% completion Female 51% (26) To maintain N 50% completion

LEP 0 n/a n/a n/a Disability 7 3% increase Y 8 completers Group Certificates 2013-2014 Goal Achieved


Black 9% (9) To maintain Y 11% completion Hispanic 16% (16) To maintain N 18% completion Other 2% (2) To maintain Y 2% completion White 72% (70) To maintain Y 69% completion Male 75% (73) To maintain Y 70% completion Female 25% (24) To maintain N 30% completion

LEP 3 To maintain Y To maintain Disability 11 To maintain Y 13 completers

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3. Methods and Strategies to Increase Completions & Achieve Goals

FKCC implemented an early-alert process for faculty and advising staff to collaborate on intervention strategies for students demonstrating challenges early in the semester.

The QEP’s Developmental Math Program has been duplicated in the Upper Keys Center. The Developmental Reading and Writing programs have been modeled after the Developmental

Math program. Developmental Education is taught through multiple teaching strategies and can be designed

according to the student’s area of identified instructional need FKCC’s Foundation is offering summer scholarships on both a merit and financial-need basis. Students are required to have faculty sign all withdraw forms. This provides the opportunity for

the faculty member to engage with the student and help develop alternatives for course completion.

Students are encouraged to use ISLE- Interactive Student Learning Environment tutor center. College-wide promotion of online tutoring service called SmartThinking, which is available to

FKCC students 24/7. Course sequence sheets are available for the AA transfer plans to assist students in completing

their degree in a timely manner. Advisors meet with all new students to advise on College Preparatory requirements and strategies

for student success. Students are required to complete their remedial coursework within earning 12 college credit

hours; a strategy designed to ensure students are prepared for successfully completing their college-level coursework.

The College is transitioning its Student Survival Skills class into a mandatory, College Success Class with interactive and applied learning activities.

Student Affairs Division encourages participation in college clubs and associations that promote unity through peer support. These clubs and associations are publicized during orientation, college-wide events, and recruitment activities.

Instructional Division maintains diversity as a college-level competency in order to promote awareness and respect for differences. This competency is assessed every semester and is also addressed in the College’s distance learning courses.

Advising Services staff contacts students who have completed 30 credit hours to develop a degree completion and transfer plan.

Financial aid Satisfactory Academic Progress forms have been revised to encourage students to select a graduation date and outline their schedule accordingly.

C. Student Retention of FTIC by Race and Gender

The Annual College Equity Update Report for 2014-2015 should include analysis of data and identification of methods and strategies used by the college to increase persistence and retention of FTIC students. Data is provided for full-time and part-time students by race and gender for two years' comparisons; Fall 2012-2013 FTIC students returning Fall 2013-2014 and Fall 2013-2014 FTIC students returning Fall 2014-2015.

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1. Identify areas by race and gender where the retention rates have not improved from the previous

year.

a. Full-time students:

FKCC continues to carefully monitor and review the retention reports from the DOE. However, the College remains aware that its extremely small percentages of minority students can exaggerate variances in the data far beyond the actual significance. Retention rate of black male students decreased by 100% Retention rate of black female students decreased by 16% Retention rate of Hispanic male students increased by 26% Retention rate of Hispanic female students decreased by 14% Retention rate of white male students decreased by 11% Retention rate of female students decreased by 8%

b. Part-time students:

2. The following details methods and strategies the College has and/or will implement in efforts to

increase the retention rates.

Students are introduced to DegreeWorks, a software program that assists them in tracking their degree completion requirements.

FKCC implemented an early-alert process for faculty and advising staff to collaborate on intervention strategies for students demonstrating challenges early in the semester

College-wide promotion of online tutoring service called SmartThinking, which is available to FKCC students 24/7.

Course sequence sheets have been established for the AA transfer plans to assist students in completing their degree in a timely manner.

Advisors meet with all new students to advise on College Preparatory requirements and strategies for student success.

Advising Services staff contacts students who have completed 30 credit hours to develop a degree completion and transfer plan.

Students, especially FTIC, receive “Student Spotlight” recognition at College Board of Trustees meetings.

Student orientation is mandatory for FTIC students. The Developmental Reading and Writing programs have been modeled after the Developmental

Math program. Developmental Education is taught through multiple teaching strategies and can be designed

according to the student’s area of identified instructional need FKCC’s Foundation is offering summer scholarships on both a merit and financial-need basis.

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Students are required to have faculty sign all course withdraw forms. This provides the opportunity for the faculty member to engage with the student and help develop alternatives for course completion.

Students are required to complete their remedial coursework within earning 12 college credit hours; a strategy designed to ensure students are prepared for successfully completing their college-level coursework.

The College is transitioning its Student Survival Skills class into a mandatory, College Success Class with interactive and applied learning activities.

Student Affairs Division encourages participation in college clubs and associations that promote unity through peer support. These clubs and associations are publicized during orientation, college-wide events, and recruitment activities.

Financial aid Satisfactory Academic Progress forms have been revised to encourage students to select a graduation date and outline their schedule accordingly


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Full-Time Student Retention (FTIC)2013-14 Fall Beginning-of-Term to 2014-15 Fall Beginning-of-Term

Non-Resident

Alien Black American Indian or Alaskan Native

Asian/Pacific Islander Hispanic White

Unknown/Two or More Races All Students

Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Total FTIC 0 0 2 8 1 1 1 1 16 19 50 38 2 4 72 71 143 Num. Retained 0 0 0 5 0 0 1 1 10 10 25 22 1 3 37 41 78 % Retained 0 0 0 63 0 0 100 100 63 53 50 58 50 75 51 58 55

PERA - Retention 01/16/2015 9:03:36 Preliminary Student Data Base 2013-14 Fall Beginning-of-Term - IPEDS Fall 2013 FTIC Degree/Certificate Seeking Students. Preliminary Student Data Base 2014-15 Fall Beginning-of-Term - IPEDS Fall Enrollment



Full-Time Student Retention (FTIC)2012-13 Fall Beginning-of-Term to 2013-14 Fall Beginning-of-Term

Non-Resident


Asian/Pacific Islander Hispanic White Unknown/Two

or More Races All Students



24



Part-Time Student Retention (FTIC)2013-14 Fall Beginning-of-Term to 2014-15 Fall Beginning-of-Term

Non-Resident








Part-Time Student Retention (FTIC)2012-13 Fall Beginning-of-Term to 2013-14 Fall Beginning-of-Term

Non-Resident






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D. Student Success in Targeted Programs

The Florida Educational Equity Act, §1000.05, F.S., Part (4), requires that, “Public schools and Florida College System Institutions shall develop and implement methods and strategies to increase the participation of students of a particular race, ethnicity, national origin, gender, disability or marital status in programs and courses in which students of that particular race, ethnicity, national origin, gender, disability or marital status have been traditionally underrepresented, including, but not limited to, mathematics, science, computer technology, electronics, communications technology, engineering and career education.” Identify current and/or planned methods and strategies developed to increase the participation of any underrepresented students in these courses and programs. The 2014-15 College Equity Report examines success measures beginning with student retention in programs and courses identified in §1000.05, F.S.

Strategies to increase participation of underrepresented students: Awarding of promissory notes to College Reach-Out Students (CROP) Recruiter attending College Admissions Fairs in Miami, Tampa, Jacksonville, Orlando,

Philadelphia, and New York City College staff promoting financial aid to students and parents of the area high schools College staff collaborating with high school counselors to assist with application process College hosting open houses and registration fairs College coordinating with County’s Chambers of Commerce and Take Stock in Children to offer

workshops on scholarship/college application admissions essays and financial aid College represented at community events, activities, and organizations throughout the county College offers institutional scholarships based on financial need and academic merit

*The College does not collect data related to marital status. E. Student Success Rates in Gatekeeper Courses

The College 2014-2015 Update Report should include an analysis of the success rates of white, black and Hispanic students enrolled in gatekeeper courses (MAC1105, MGF1106, STA2023, MAT 1033 and ENC1101) from 2011-2012 through 2013-2014. Colleges should evaluate increases/decreases in the percentages of students by race successfully completing these courses. Colleges should also identify gaps among white, black and Hispanic students. Strategies to increase the success rates and close the gaps should be included.

Notes regarding the Disparity reports: Success is defined as grades of A, B, C and S Courses with grades of X, P, PR and Z are excluded from the data. In the Gap Comparison Table, a negative gap indicates that the percentage of successful black or

Hispanic students completing the courses is less than the percentage of successful white students. A positive gap indicates that the success rate of black or Hispanic students exceeds the success rate of white students. The gaps are represented by percentage points

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Part III Student Participation

Gatekeeper Courses: Disparity Gaps

Success Rates for White Students at Florida Keys Fall End-of-Term

White 2011-12 2012-13 2013-14

White # Successful

White # Enrolled

White % Successful

White # Successful

White # Enrolled

White % Successful

White # Successful

White # Enrolled

White % Successful

Course 40 60 66.67 41 62 66.13 38 52 73.08 MAT1033

ENC1101 83 126 65.87 72 119 60.50 63 92 68.48 MAC1105 51 68 75.00 71 99 71.72 50 73 68.49 MGF1106 19 24 79.17 4 5 80.00 6 7 85.71 STA2023 25 43 58.14 24 32 75.00 19 29 65.52

PERA - Disparity Gap 01/16/2015 9:06:37 Source: SDB2012 - SDB2014 Community College Office of Evaluation DOE collections years begin with the Summer Term. (Ex. 2012-13 includes Summer and Fall of 2012, Winter/Spring 2013




Success Rates for Black Students at Florida Keys Fall End-of-Term

Black 2011-12 2012-13 2013-14

Black # Successful

Black # Enrolled

Black % Successful

Black # Successful

Black # Enrolled

Black % Successful

Black # Successful

Black # Enrolled

Black % Successful

Course 6 11 54.55 6 11 54.55 3 9 33.33 MAT1033

ENC1101 8 15 53.33 10 15 66.67 5 7 71.43 MAC1105 2 4 50.00 9 9 100.00 4 7 57.14 MGF1106 6 7 85.71 0 0 0.00 0 0 0.00 STA2023 2 5 40.00 3 4 75.00 3 3 100.00

PERA - Disparity Gap 01/16/2015 9:06:37 Source: SDB2012 - SDB2014 Community College Office of Evaluation DOE collections years begin with the Summer Term. (Ex. 2012-13 includes Summer and Fall of 2012, Winter/Spring 2013).

27




Success Rates for Hispanic Students at Florida Keys Fall End-of-Term

Hispanic

2011-12 2012-13 2013-14

Hispanic # Successful

Hispanic #

Enrolled

Hispanic % Successful


Hispanic #

Enrolled



Hispanic #

Enrolled


Course 13 20 65.00 12 20 60.00 18 26 69.23 MAT1033

ENC1101 19 36 52.78 23 46 50.00 18 42 42.86 MAC1105 14 17 82.35 18 24 75.00 18 29 62.07 MGF1106 4 5 80.00 1 1 100.00 0 0 0.00 STA2023 6 12 50.00 12 14 85.71 6 11 54.55





Gap Comparison in Percentage Successful at Florida Keys Fall End-of-Term

2011-12 2012-13 2013-14

Black-White Gap

Hispanic-White Gap

Black-White Gap

Hispanic-White Gap

Black-White Gap

Hispanic-White Gap

Course -12.12 -1.67 -11.58 -6.13 -39.75 -3.85 MAT1033

ENC1101 -12.54 -13.09 6.17 -10.50 2.95 -25.62 MAC1105 -25.00 7.35 28.28 3.28 -11.35 -6.42 MGF1106 6.54 0.83 -80.00 20.00 -85.71 -85.71 STA2023 -18.14 -8.14 0.00 10.71 34.48 -10.97


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1. Analysis of Student Success in Gatekeeper Courses

FKCC continues to carefully monitor and review the retention reports from the DOE. However, the College remains aware that its extremely small percentages of minority students can exaggerate variances in the data far beyond the actual significance. MAT0024 Student success in this course from 2011-12 to 2013-14 has increased by 6% for Hispanic students and 10% for white students. Success for black students in the same time frame has decreased by 38%. Because Hispanic student success improved, the Hispanic/white disparity gap is negative 4%, which is an improvement from the previous year. The substantial decline in success for black students created a black/white disparity gap of negative 40%. ENC1101 Hispanic student success in this course declined from 2011-12 to 2013-14 by 19%. Success rates for black students increased by 34% during the same time frame. White students demonstrate a 4% improvement in success rates. Due to the positive success rates for black students, the 2013-14 black/white disparity gap is positive 2.95. The Hispanic/white 2013-14 disparity gap, however, is negative 25%, which is the highest over the last three years. MAC1105 Hispanic student success in this course remained steady from 2011-12 to 2013-14 declined by 24%. Black students demonstrate a success increase of 14% and white student success declined by 9% during the same time frame. Although the Hispanic success rate declined considerably, because the white success rate also declined, the Hispanic/white disparity gap negative 6%. The black/white disparity gap is negative 11%. MGF1106 No Hispanic or black students were enrolled in this course in 2013-14. Only 7 white students were enrolled in this course with a success rate of 86%. STA2023 From 2011-12 to 2013-14, course success rates increased by 12% for white students, 75% for black students, and 9% for Hispanic students. Although the success rates were all improvements, a negative Hispanic/white disparity gap exists at 11%. The black/white disparity gap is a positive 34%.

3. Continuous Improvement Process:

Based on the analysis of the college’s data for each course, the College has identified methods and strategies the college will implement and monitor to improve success rates and/or close the black/white gaps and Hispanic/white gaps in the success rates of the gatekeeper courses.

29

Because FKCC’s enrollment numbers are low, the College has directed the majority of its retention and student success initiatives to all students. However, the College continues to support students in the College Reach-Out Program (CROP), a program that typically serves minority students, by mentoring them and monitoring their performance in order to implement tutoring and other service interventions in a timely manner. Although the state has not funded this program for the past several years, FKCC remains committed to the existing CROP students and has been providing services, support, and scholarships to ensure student success.

FKCC has implemented a “Student Success Center” for developmental math where students are taught using the emporium model of learning. This model includes a self-paced learning environment with multiple resources, such as online tutoring, computer-based learning tutorials and exercises, and on-site instructional support. All students enrolled in the developmental math courses are being tracked and surveyed in an effort to improve success. In addition, all developmental math students are required to take the Student Survival Skills class to help ensure collegiate success.

The College is now offering its developmental reading and writing courses in this emporium model methodology to assist with student success in this discipline. This developmental model involves an early-alert system, where performance in these classes is continually monitored so that the instructor can respond in a timely manner with success interventions to students who may be demonstrating challenges.

In addition, FKCC’s instructional division implemented an Early Alerts program in which faculty collaborate with staff in identifying students who are demonstrating success challenges. Faculty will alert staff of these students throughout the semester and the students all receive College staff contact regarding the writing center, math center, tutoring services and other resources designed to help them be successful. Early evaluation of the program has demonstrated that 85% of those fall 2014 early alert students who passed their class with a C or higher enrolled in the spring 2015 semester.


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Part IV Substitution Waivers for Admissions and Course Substitutions

for Students with Disabilities

This Part applies to all college academic programs and substitutions for students with disabilities. §1007.264, F.S., Persons with disabilities; admission to postsecondary educational institutions; substitute requirements; rules and regulations: Applies to any student with a disability, as defined in §1007.02(2), F.S., who is otherwise eligible for reasonable substitution for any requirement for admission into a public postsecondary educational institution where documentation can be provided that the person’s failure to meet the admission requirement is related to the disability. §1007.265, F.S., Persons with disabilities; graduation, study program admission, and upper-division entry; substitute requirements; rules and regulations: Applies to any student with a disability, as defined in §1007.02(2), F.S., in a public postsecondary educational institution shall be eligible for reasonable substitution for any requirement for graduation, for admission into a program of study, or for entry into the upper division where documentation can be provided that the person’s failure to meet the requirement is related to the disability and where failure to meet the graduation requirement or program admission requirement does not constitute a fundamental alteration in the nature of the program. Colleges are required to develop policies and procedures for providing reasonable substitution for eligible students required by §1007.264 and §1007.265, F.S. and by Rule 6A-10.041, F.A.C. Colleges should submit as Appendix 4, copies of the policies and procedures developed for compliance with Rule 6A-10.041, F.A.C.

Rule 6A-10.041(1), F.A.C., requires that reasonable substitutions are made available for eligible students for the following:

Requirements for admission to the institution; Requirements for graduation where failure to meet the graduation requirement does not constitute

a fundamental alteration in the nature of the program; Requirements for admission to a program of study where failure to meet the admission

requirement does not constitute a fundamental alteration in the nature of the program; and Requirements for entry into upper division where failure to meet the admission requirement does

not constitute a fundamental alteration in the nature of the program. Rule 6A-10.041(2), F.A.C., requires that colleges have policies and procedures addressing the following to implement §1007.264, F.S., and §1007.265, F.S.

A mechanism to identify persons eligible for reasonable substitutions due to a disability; A mechanism for identifying reasonable substitutions for criteria for admission to the institution,

admission to a program of study, entry to upper division, or graduation related to each disability; A mechanism for making the designated substitutions known to affected persons; A mechanism for making substitution decisions on an individual basis; and A mechanism for a student to appeal denial of a substitution or a determination of eligibility.

31

Rule 6A-10.041(3), F.A.C., requires that the policies shall provide for articulation with other state institutions which shall include, at a minimum, acceptance of all substitutions previously granted by a state postsecondary institution. Rule 6A-10.041(4), F.A.C., requires that the college have a provision for students who qualify for a course substitution which would allow such students to be exempt from the college preparatory requirements, as provided in State Board Rule 6A-10.0315, F.A.C., in the basic skill area for which the student is eligible for a course substitution, provided that successful completion of the college preparatory coursework is not considered an essential part of the curriculum in the student’s academic program. A. Rule 6A-10.041, F.A.C., was revised October 25, 2010, to reflect new classifications of disabilities

identified in the ADA Amendments Act of 2008. B. Rule 6A-10.041(6) states, “Each Florida college and postsecondary career center operated by a school

district shall maintain and report records on the number of students granted substitutions by type of disability, the substitutions provided, the substitutions identified as available for each documented disability and the number of requests for substitutions which were denied. Each college within the Florida College System shall report such information to the Department of Education, Division of Florida Colleges once a year by July 1. The Course Substitution Report, Form CSR-01, is incorporated by reference herein to become effective October 25, 2010.”

Information on eligible students with disabilities follows on Form CSR01, reprinted on the

following page.

[The Remainder of this Page Intentionally Left Blank]

32

Course Substitution Report, Form CSR01 Please list the number of students with reported and eligible disabilities who received course substitutions as well as the required course(s), substitution(s) provided, and discipline area (i.e., mathematics) by disability type beginning with the fall semester of the preceding academic year.

Disability Number of students

Required Course(s)

Substituted Course(s)

Discipline Area

Deaf/Hard of Hearing

0

Visual Impairment

0

Specific Learning Disability

0

Orthopedic Impairment

0

Speech Impairment

0

Emotional or Behavioral Disability

0

Autism Spectrum Disorder

0

Traumatic Brain Injury

0

Other Health Impairment

0

How many requests for course substitutions were requested and how many substitutions were granted during the preceding academic year?

Semester Number of substitutions requested

Number of substitutions granted

Fall 0 Spring 0 Summer 0 Total 0

33

PART V EMPLOYMENT EQUITY ACCOUNTABILITY PLAN

The Florida College System Employment Equity Accountability Program: §1012.86, F.S., requires that each college include in its annual equity update a plan for increasing the representation of women and minorities in senior-level positions and in full-time faculty positions, and for increasing the representation of women and minorities who have attained continuing contract status. The plan must include specific measurable goals and objectives, specific strategies and timelines for accomplishing these goals and objectives, and comparable national standards as provided by the Florida Department of Education. A. Data, Analysis and Benchmarks Employment Analysis Data to evaluate employment trends for females and minorities in senior level positions or Executive/Administrative/Managerial (EAM) positions, full-time instructional staff, and full-time instructional staff with continuing contract status are from the Annual Personnel Report (APR) and include the collection years for 2010-2011 through 2014-2015. The separate data reports reflect annual employment numbers and percentages by race and by gender. The data reports also provide numerical and percentage differences in employment demographics, comparing 2013-2014 with 2014-2015. Colleges should establish goals for increasing the employment of females and minorities in those areas that did not meet or exceed national standard benchmarks. Benchmarks Colleges are provided with two sets of data from the U.S. Census Bureau reflecting the college’s service region as benchmarks for measuring success in the employment of underrepresented females and minorities in the three categories being evaluated. Colleges may choose either data reflecting percentages of persons by race and gender over age 25 who have achieved a master’s degree and above or data of persons over age 25 who have achieved a bachelor’s degree and above. The choice should reflect the educational credentials required for the majority of employment positions in each category. Colleges are also provided student data by race and gender reflecting the overall student enrollment population of the college. The student enrollment ratios or other comparisons may also be used as additional benchmarks to evaluate success of its employment strategies for females and minorities.

34



Historical Track Of College Full-Time Exec/Administrative/Managerial Staff

Employment Snap-Shot: First Pay Period in October (Fall Beginning-of-Term)

Employment

Census

Bach. Deg. and Higher

Grad. Deg. and Higher

Stu Pop. 2010-11 2011-12 2012-13 2013-14 2014-15

# % # % % # % of

total #

% of

total #

% of

total #

% of

total #

% of

total

# DIF 2013-14 2014-15

% DIF 2013-14 2014-15

Black Female 83 0.8 0 0.0 3.89% 0 0.0 0 0.0 1 10.0 1 9.1 0 0.0 -1 (100.0%) Male 85 0.8 51 0.9 3.48% 0 0.0 0 0.0 1 10.0 1 9.1 1 10.0 0 0.0% Total 168 1.5 51 0.9 7.37% 0 0.0 0 0.0 2 20.0 2 18.2 1 10.0 -1 ( 50.0%)

Hispanic Female 428 3.9 136 2.4 7.93% 2 12.5 1 12.5 0 0.0 0 0.0 0 0.0 0 0.0% Male 343 3.1 234 4.1 6.46% 0 0.0 0 0.0 0 0.0 1 9.1 1 10.0 0 0.0% Total 771 7.0 370 6.5 14.4% 2 12.5 1 12.5 0 0.0 1 9.1 1 10.0 0 0.0%

Non-Resident Aliens Female 0 0.0 0 0.0 0.51% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Male 0 0.0 0 0.0 0.20% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Total 0 0.0 0 0.0 0.71% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0%

Other Female 130 1.2 75 1.3 10.5% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Male 141 1.3 116 2.0 6.92% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Total 271 2.5 191 3.4 17.4% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0%

White Female 4,522 41.0 1,994 35.0 31.4% 8 50.0 4 50.0 3 30.0 5 45.5 3 30.0 -2 ( 40.0%) Male 5,295 48.0 3,091 54.3 28.7% 6 37.5 3 37.5 5 50.0 3 27.3 5 50.0 2 66.7% Total 9,817 89.0 5,085 89.3 60.1% 14 87.5 7 87.5 8 80.0 8 72.7 8 80.0 0 0.0%

Total Female 5,163 46.8 2,205 38.7 54.2% 10 62.5 5 62.5 4 40.0 6 54.5 3 30.0 -3 ( 50.0%) Male 5,864 53.2 3,492 61.3 45.8% 6 37.5 3 37.5 6 60.0 5 45.5 7 70.0 2 40.0% Total 11,027 100.0 5,697 100.0 100% 16 100.0 8 100.0 10 100.0 11 100.0 10 100.0 -1 ( 9.1%)

PERA EQUITY 01/16/15 09:12:53 Source: APR2011 - APR2015, 2009 American FactFinder Educational Attainment Census Data, SDB2014 Notes: IPEDS Fall Staff Criteria Used For Data Categorization. DOE collection years begin with the Summer Term. (ex. 2008-09 includes Summer and Fall of 2008, Winter/Spring 2009). Census Ratios = Equity Category of Total Degree Holding Population / Total Degree Holding Population Within the Colleges Service Area.

35

1. Executive/Administrative/Managerial Staff:

a. The College Analyzes the Employment of Females and Minorities, comparing the College’s data with its benchmarks.

The College continues to work towards its goal to Increase the number of traditionally underrepresented minorities by hiring one qualified minority candidate in each category until the College, at a minimum, reaches full proportional representation of the surrounding community The positions in the EAM category must have a minimum of a Bachelor degree or higher to qualify for employment. In working toward this goal it should be noted, the size of the College’s total executive, administrative and managerial (EAM) staff is so small that one minority hire, or departure, can dramatically impact the relative percentage of minorities in leadership positions. Also, as the College struggles with budgetary constraints, reorganizations and consolidations of positions may reduce the number of positions available to fulfill this goal. The departure of one employee caused the College’s percentage of Black females to reduce to zero during this reporting period. The College’s 10.0% for Black employees still exceeds the 0.9% of total Black residents with graduate degree or higher in its service area. This also compares favorably to the total percentage of Black students enrolled at the College (7.37%) and total percentage of the residents of Monroe County (6.9%). While the College’s overall percentage of Hispanics in EAM roles slightly increased from 9.1% to 10.0%, female Hispanics still remained underrepresented by 7.93% when compared to the student population and 2.4% to the total service area. The College will continue its efforts to recruit and retain Hispanic employees in these positons. The College remains below the US Census 3.4% for Other Minorities for the service area and 17.4% below the student population percentage. It should be noted the overall percentages for Other Minorities in Monroe County declined by 1.4% The percentage of females in EAM positions declined from 54.5% to 30.0% during this reporting period. Overall, the number of EAM positions was reduced from eleven to ten reflecting the departure of three females and the addition of two males. The College will continue its efforts to recruit and retain females into EAM positions to the extent openings exist. The College continues to struggle to attract and retain employees while budgetary constraints continue. These constraints impact the salary levels we can provide to new employees. This, coupled with the relative higher cost of housing, severely affects are ability to recruit non-residents into the area. According to the US Census Bureau, the median price of a home in Monroe County is $381,200 in 2013 compared to $160,200 nationally.

b. Did the college achieve its goals as stated in last year’s report? No, as outlined in the following chart, the College did not achieve all of its goals during the year.

36

Actual

Data (%) 2013/2014

Actual Data (%)

2014/2015

U.S Census Data (select benchmark)

Stated Goals

(2014/2015)

Met Goal

(yes/no)

Goals for 2015/2016

Black 18.2% 10.0% 0.9% -female

9.1% 0.0% 0.0% Maintain No Increase

-male

9.1% 10.0% 0.9% Maintain Yes Maintain

Hispanic 9.1% 10.0% 6.5% -female

0.0% 0.0% 2.4% Increase No Increase

-male


White 72.7% 80.0% 89.3% -female


-male

27.3% 50.0% 54.3% N/A N/A

Other Minority 0.0% 0.0% 3.4% -female


-male


Total by Gender

100.0% 100.0% 100.0%

Female


Male

45.5% 70.0% 61.3% N/A N/A

c. List methods and strategies, new or continuous, that the college will implement in efforts to

increase the employment of underrepresented females and/or minorities. The College will continue to utilize and all tools available to recruit and retain the best candidates, including minority and underrepresented candidate for all open jobs. This will include utilization of direct targeting advertising, focusing on affirmative action candidates and other minority areas for recruitment. We will also maintain our focus locally in trying to attract female and minority candidates to all of our open positons including, but not limited to, EAM positons.

d. Are there new barriers affecting the successful recruitment and/or retention of females and/or minorities?

The budgetary constraints and isolated geography of the College continues to affect the ability to attract and retain employees, including underrepresented minorities. Monroe County’s unemployment rate as of February 2015 is 3.9%, compared with 5.5% for the State of Florida and all of the United States. This coupled with the higher cost of living mentioned earlier and the relatively modest salaries provided by the College create difficulties in recruiting staff.

37



Historical Track Of College Full-Time Instructional Staff


Employment

Census



Stu Pop. 2010-11 2011-12 2012-13 2013-14 2014-15

# % # % % # % of

total #

% of

total #

% of

total #

% of

total #

% of

total

# DIF 2013-14 2014-15

% DIF 2013-14 2014-15

Black Female 83 0.8 0 0.0 3.89% 2 7.7 1 3.8 0 0.0 1 5.0 0 0.0 -1 (100.0%) Male 85 0.8 51 0.9 3.48% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Total 168 1.5 51 0.9 7.37% 2 7.7 1 3.8 0 0.0 1 5.0 0 0.0 -1 (100.0%)

Hispanic Female 428 3.9 136 2.4 7.93% 1 3.8 1 3.8 1 3.8 1 5.0 1 4.0 0 (1.0%) Male 343 3.1 234 4.1 6.46% 1 3.8 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Total 771 7.0 370 6.5 14.4% 2 7.7 1 3.8 1 3.8 1 5.0 1 4.0 0 (1.0%)


Other Female 130 1.2 75 1.3 10.5% 1 3.8 2 7.7 2 7.7 1 5.0 1 4.0 0 (1.0%) Male 141 1.3 116 2.0 6.92% 1 3.8 1 3.8 1 3.8 0 0.0 0 0.0 0 0.0% Total 271 2.5 191 3.4 17.4% 2 7.7 3 11.5 3 11.5 1 5.0 1 4.0 0 (1.0%)

White Female 4,522 41.0 1,994 35.0 31.4% 12 46.2 10 38.5 12 46.2 9 45.0 11 48.0 2 3.0% Male 5,295 48.0 3,091 54.3 28.7% 8 30.8 11 42.3 10 38.5 8 40.0 10 43.0 2 3.0% Total 9,817 89.0 5,085 89.3 60.1% 20 76.9 21 80.8 22 84.6 17 85.0 21 91.0 4 6.0%

Total Female 5,163 46.8 2,205 38.7 54.2% 16 61.5 14 53.8 15 57.7 12 60.0 13 56.5 1 (3.5%) Male 5,864 53.2 3,492 61.3 45.8% 10 38.5 12 46.2 11 42.3 8 40.0 10 43.5 2 3.5% Total 11,027 100.0 5,697 100.0 100% 26 100.0 26 100.0 26 100.0 20 100.0 23 100.0 3 15.0%

PERA EQUITY 01/16/15 09:41:36 Source: APR2011 - APR2015, 2009 American FactFinder Educational Attainment Census Data, SDB2014 Notes: IPEDS Fall Staff Criteria Used For Data Categorization. DOE collection years begin with the Summer Term. (ex. 2008-09 includes Summer and Fall of 2008,

Winter/Spring 2009). Census Ratios = Equity Category of Total Degree Holding Population / Total Degree Holding Population Within the Colleges Service Area.

2014-15 data adjusted by College April 2015

38

2. Full-time Instructional Staff:

a) The College analyzes the employment of Females and Minorities, comparing the College’s data with its benchmarks.

The College continues to work towards its goal to Increase the number of traditionally underrepresented minorities by hiring one qualified minority candidate in each category until the College, at a minimum, reaches full proportional representation of the surrounding community. The Southern Association of Colleges and Schools Commission on Colleges is the accrediting body for the College requires faculty for transfer courses to have a minimum of 18 graduate credits in their discipline. The College percentage of Black females fell to 0.0% due to the loss of one employee from the prior reporting period. The College has established a goal to add at least one Black male and female to increase the level to match the student population percentage of 7.37%. It should be noted this far exceeds the current United States census percentage of 0.9% for Blacks with Graduate Degrees are higher. The percentage of Hispanics employed at the College (4.0%) is fairly representative of the United States Census of 6.5%. This is far below the 14.4% of the student population and well below the Monroe County 0f 21.7%. The College’s 5.0% reflects one Hispanic female and no males. It will be the goal of the College to add at least one male to this category within this reporting period. Similarly to the Hispanic percentages, Other Minority groups (non-Black/Hispanic) are at 4.0% of the College’s full-time instructional staffing level. While this percentage is actually higher that the United Census of 3.4%, it is far below the student population percentage of 17.4% and Monroe County’s 21.7%. This category is also represented by one female employee. The goal for the College will be to add at least one male to this category in the coming reporting year. Overall, females are positively represented at 56.5% of full-time instructional staff, exceeding the United States Census 38.7%. It also exceeds the student population 54.2% and the Monroe County 47.3%. The College’s actual percentages remained constant over the two reporting periods. While the College’s overall percentages for female full-time instructional staff exceed all comparable measures, Blacks, Hispanic and Other Minorities are still underrepresented. Accordingly, the College’s goal will be to increase the number of employees in these categories, as openings become available. The College will continue direct targeting advertisements, focusing on affirmative action candidates and other minority areas for recruitment.

b) Did the college achieve its goals as stated in last year’s report?

No, as outlined in the chart below, the College did not achieve all of its goals this past year.

39

Actual Data (%)

2013/2014

Actual Data (%)

2014/2015

U.S Census Data (select Benchmark)

Stated Goals

(2014/2015)

Met Goal

(yes/no)

Goals for 2015/2016

Black 5.0% 0.0% 0.9% -female


-male




-male


White 85.0% 91.0% 89.3% -female


-male

40.0% 43.0% 54.3% N/A N/A



-male


Total by Gender

100.0% 100.0% 100.0%

Female


Male

40.0% 43.5% 61.3% N/A N/A

c) List methods and strategies, new or continuous, that the college will implement in its efforts to

increase the employment of underrepresented females and/or minorities. The College will continue to utilize all tools available to recruit and retain the best candidates, including minority and underrepresented candidate for all open jobs. This will include utilization of direct targeting advertising, focusing on affirmative action candidates and other minority areas for recruitment. We will also maintain our focus locally in trying to attract Black and Minority candidates to all of our open positons including, but not limited to, Full-time Faculty positions.

d) Are there new barriers affecting the successful recruitment and/or retention of females and/or minorities?

As with the Executive, Administrative and Managerial positions, budgetary constraints and isolated geography of the College continues to affect the ability to attract and retain employees, including underrepresented minorities. In addition, the lack of higher education opportunities in the Florida Keys affect the ability of local individuals to obtain upper level degrees which would enable them to be employed as Full-time Instructional Staff.

40



Historical Track Of College Full-Time Continuing Contract Instructional Staff


Employment Census



Stu Pop. 2010-11 2011-12 2012-13 2013-14 2014-15

# % # % % # % of

total #

% of

total #

% of

total #

% of

total #

% of

total

# DIF 2013-14 2014-15

% DIF 2013-14 2014-15

Black Female 83 0.8 0 0.0 3.89% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Male 85 0.8 51 0.9 3.48% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Total 168 1.5 51 0.9 7.37% 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0%

Hispanic Female 428 3.9 136 2.4 7.93% 1 12.5 1 16.7 1 16.7 1 11.1 1 8.3 0 (2.8% ) Male 343 3.1 234 4.1 6.46% 1 12.5 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0% Total 771 7.0 370 6.5 14.4% 2 25.0 1 16.7 1 16.7 1 11.1 1 8.3 0 (2.8%)


Other Female 130 1.2 75 1.3 10.5% 0 0.0 0 0.0 0 0.0 1 11.1 1 8.3 0 (2.8%) Male 141 1.3 116 2.0 6.92% 1 12.5 1 16.7 1 16.7 0 0.0 0 0.0 0 0.0% Total 271 2.5 191 3.4 17.4% 1 12.5 1 16.7 1 16.7 1 11.1 1 8.3 0 (2.8%)

)White Female 4,522 41.0 1,994 35.0 31.4% 3 37.5 2 33.3 2 33.3 5 55.6 7 58.3 2 2.7% Male 5,295 48.0 3,091 54.3 28.7% 2 25.0 2 33.3 2 33.3 2 22.2 3 25.3 1 3.1% Total 9,817 89.0 5,085 89.3 60.1% 5 62.5 4 66.7 4 66.7 7 77.8 10 83.6 3 5.8%

Total Female 5,163 46.8 2,205 38.7 54.2% 4 50.0 3 50.0 3 50.0 7 77.8 9 75.0 2 (2.8%) Male 5,864 53.2 3,492 61.3 45.8% 4 50.0 3 50.0 3 50.0 2 22.2 3 25.0 1 2.8% Total 11,027 100.0 5,697 100.0 100% 8 100.0 6 100.0 6 100.0 9 100.0 12 100.0 3 33.0%

PERA EQUITY 01/16/15 09:48:37 Source: APR2011 - APR2015, 2009 American FactFinder Educational Attainment Census Data, SDB2014 Notes: IPEDS Fall Staff Criteria Used For Data Categorization. DOE collection years begin with the Summer Term. (ex. 2008-09 includes Summer and Fall of 2008, Winter/Spring 2009). Census Ratios = Equity Category of Total Degree Holding Population / Total Degree Holding Population Within the Colleges Service Area. 2013-14 and 2014-15 data adjusted April 2015

41

3. Full-time Continuing Contract Instructional Staff:

a) Describe the analysis of the employment of females and minorities, comparing the college’s data with the benchmarks

The College has a total of twelve employees on continuing contract, nine females and three males, for this reporting year. 83.6% of these employees are White and one employee (8.3%) is Hispanic and one employee Other Minority. The College’s current policy on eligibility for continuing contract status requires employees to have completed five years of continuous service at the College. There are no Black or Other Minority full-time instructional currently employed and on track. There is one Hispanic female in her first year of employment. The College will not be able to have increases in these categories for at least five years and is dependent upon the availability of open positions to provide those increases. The College will continue to make it a goal to target the underrepresented categories should open positions become available. There are currently no Black instructional staff employees on continuing contract. This percentage is not that different from the US Census Bureau 0.9%. It is far below the 7.37% of Black students enrolled at the College and is below the 6.9% of Blacks in Monroe County. Generally speaking, Hispanics are fairly represented in Full-time Continuing Contract Instructional Staff at the College. During this reporting period, one female is employed which equates to 8.3% of the total number of staff in this category. This compares to 6.5% of Hispanics in the service area with graduate degrees or higher but well below Monroe County’s 21.7%. Other Minority groups (non-Black/Hispanic) are also fairly represented at 8.3% in Full-time Continuing Contract Instructional Staff. The total percentage of Other Minorities in the College’s service area, with a graduate degree or higher, is 3.4%. The percentage of the student population is 17.4%. The number of females holding Full-time Continuing Contract Instructional positions is almost double the service area 38.7%. It also exceeds the 54.2% of the student population. Of the twelve Full-time Instructional staff on track to receive continuing contract status, seven (58.3%) are female. This should allow the College to maintain equity in this category over time.

b) Did the college achieve its goals as stated in last year’s report? The College was able to achieve its goals in three of the eight measurement areas, Hispanic female, White female and overall Female. This was accomplished by maintaining status. The College was unable to increase the number of full-time staff for Black, Hispanic male and Other Minority. As stated earlier, these percentages are unlikely to improve in the short term since they are underrepresented in the current staff on track for Continuing Contract.

42

Actual Data (%)

2013/2014

Actual Data (%)

2014/2015

U.S Census Data (select benchmark)

Stated Goals

(2014/2015)

Met Goal

(yes/no)

Goals for 2015/2016

Black 0.0% 0.0% 0.9% -female


-male




-male


White 77.8% 83.6% 89.3% -female


-male

22.2% 25.3% 54.3% N/A N/A



-male

0.0% 0.0% 2.0% N/A N/A

Total by Gender

100.0% 100.0% 100.0%

Female


Male

22.2% 25.0% 61.3% N/A N/A

c) List methods and strategies, new or continuous, that the college will implement in its efforts to

increase the employment of underrepresented females and/or minorities.

The College will continue to recruit and retain the best candidates, including minority and underrepresented candidates for all open jobs. The College will continue direct-targeting advertisement, focusing on affirmative action candidates and other minority areas for recruitment. Efforts will particularly focus on Black, Hispanic males and Other Minorities to improve the College’s underrepresentation in these areas

d) Are there new barriers affecting the successful recruitment and/or retention of females and/or minorities?

Even with the efforts described above, recruitment of these positions is subject to availability of open positions and results may not be seen for several years due to the time it will take for a new employee to achieve continuing contract status. Also, the lack of higher education opportunities in the Florida Keys impacts the ability of current residents to achieve the level of education required to become eligible to be hired as Full-time Instructional Staff.

43

B. Evaluations of Employment Practices – Evaluations of Key Personnel and Presidents

1) Summary of Results of the Evaluations of Department Chairpersons, Deans, Provost, and Vice Presidents in Achieving Employment Accountability Goals Required by §1012.86(3) (a), F.S. All evaluations for key personnel related to employment accountability goals were conducted according to the College’s annual evaluation process. In this process, supervisors are required to specifically rate key personnel in their adherence to the College’s policy and procedures on affirmative action and equal employment opportunity and contributions towards the achievement of these objectives. Within the past annual reporting period, key personnel either net or exceeded expectations in this category.

2) Summary of Results of the Evaluation of College President in Achieving Employment Accountability Goals Required by §1012.86(3) (b), F.S.

The college President Dr. Johnathan Gueverra joined the College in July 2012 and had his annual evaluation rom the College’s Board of Trustees on April 27, 2014. In this evaluation, the Board of Trustees specifically addressed the College President’s “achievement of the performance goals established in the community college accountability plan” required by §1012.86(3), F.S. and the “progress made towards meeting the goals and objectives of the equity plan update” required by §1000.05, F.S. The Board found that the College President met their expectations in regards to these requirements and no areas of concern were noted.

D. Certified Additional Processes Required by §1012.86), F.S. 1) The college maintains diversity and balance in the gender and ethnic composition of the selection

committee for each vacancy. The Human Resources Department reviews the make-up of each search and selection committee and either adds to or changes the composition of the search and selection committees based on diversity information of the committee members in order to ensure equity and diversity balance on each representative committee.

2) The process used by the College to grant continuing contracts to instructional staff is defined by

Florida Administrative Code, §6A-14.0411. In particular, instructional staff eligible for continuing contracts are evaluated annually and, during this evaluation process, their performance is examined and a recommendation concerning the extension of a continuing contract is made.

The criteria used to evaluate performance includes, without limitation:

i. Quantifiable measured effectiveness in the performance of faculty duties; ii. Continuing professional development;

iii. Currency and scope of subject matter knowledge; iv. Relevant feedback from students, faculty and employers of students; v. Service to the department, college, and community; and,

vi. Criteria determined by the board including: Demonstrated or documented learning gains; Course completion rates; Graduation and/or certification rates; Continued success in subsequent and additional courses or educational pursuits; Job placements in the appropriate field; and, Other criteria as may be included in the policy approved by the board.

44

vii. Educational qualifications, efficiency, compatibility, student learning outcomes, character; viii. Capacity to meet the educational needs of the community;

ix. The length of time the duties and responsibility of this position are expected to be needed; and

x. Such other criteria as shall be included by the board.

3) In accordance with the process used by the College to grant continuing contracts, defined by Florida

Administrative Code, §6A-14.0411, faculty members eligible for continuing contracts are evaluated annually and, during this evaluation process, their performance is examined and a recommendation concerning the extension of a continuing contract is made. Please refer to the specific evaluation criteria detailed above.

4) The College has a budgetary incentive plan to support and ensure attainment of the goals developed

pursuant to §1012.86, F.S. Resources are allocated each year to ensure progress toward attainment of equity goals by funding Marketing, Human Resources/Equity, Advisors and Staff & Program Development fund.

Within the past reporting period, funds were used to attract minorities and females through advertising with emphasis on minorities and females in College publications and online. Funds are used to promote retention and professional development of minorities and women so that they may attain continuing contract status. Specifically, funds are used for staff development, through training, coursework, and paid professional leave. Retention is encouraged through equitable employment conditions and policies, as well as staff training that encourage sensitivity to diversity.

5) The College is committed to equity in employment. The salary ranges in which new hires were

employed and the salary ranges for employees with comparable experience and qualifications is detailed on the table below, in accordance with §1012.86 (2)(b)(5), F.S.

Job Classification (the IPEDS Fall Staff Survey job classifications may be used as

appropriate)

Number of New Hires*

Salary Range Number of Existing

Employee(s) with Comparable Experience

Salary Range

C3 1 $11.91-$19.86 1 $11.91-$19.86 C4 1 $12.87-$21.45 3 $12.87-$21.45 F1 1 $61,388-$102,309 11 $61,388-$102,309 F2 2 $58,015-$96,393 6 $58,015-$96,393

P1-Level A 1 $32,857-$54,763 4 $$32,857-$54,763 P1-Level B 3 $36,825-$61,375 11 $36,825-$61,375 P1-Level C 1 $41,271-$68,786 3 $41,271-$68,786

* IPEDS definition of New Hires: “The part that is collected on new hires from degree-granting institutions that have 15 or more full-time staff has the following reporting requirement: includes full-time permanent new hires on the payroll of the institution between July 1 and October 31, 2014 either for the first time (new to the institution) or after a break in service AND who are still on the payroll of the institution as November 1, 2014.”

45

FLORIDA EDUCATIONAL EQUITY ACT 2014/2015 ANNUAL EQUITY UPDATE REPORT

Signature Page

_______________________________________________________________ Florida Keys Community College

The college ensures that §1000.05, F.S. and §1012.86, F.S. and implementing Rules 6A-19.001-010, F.A.C., referenced in this report are properly implemented and that this institution prohibits discrimination against students, applicants for admission, employees or applicants for employment on the basis of race, color, ethnicity, national origin, gender, disability, age or marital status. The college has developed policies and procedures for providing reasonable substitutions for admission, graduation, study program admission and upper-division entry for eligible students with disabilities as required by §1007.264 and §1007.465, F.S. and for implementing Section 504 of the Rehabilitation Act of 1973. The college actively implements and monitors the Employment Equity Accountability Plan and certifies compliance with all statutory requirements of §1012.86, F.S.

The institution is in compliance with the identified components of the athletic programs, as required by Title IX, the Florida Educational Equity Act, §1006.71, F.S., Gender Equity in Intercollegiate Athletics, and, where not compliant, the college has implemented a corrective action plan. (Applicable for institutions with athletic programs) _____________________________________________________________________________ Lori Kelly (Equity Officer) Date _____________________________________________________________________________ Dr. Jonathan Gueverra (College President) Date ______________________________________________________________________________ Robert Stoky (Chair, College Board of Trustees) Date This concludes the Annual Equity Update Report for 2014/2015.

46

APPENDIX 1 Nondiscrimination Policy


Florida Keys Community College is dedicated to facilitating equal access/equal opportunity in its employment policies and practices. The College is committed to providing a work environment where the individual differences of all employees are valued and respected. All employees and applicants for employment are entitled to be treated fairly and with dignity, free from discrimination. The College will not tolerate any form of discrimination toward employees and applicants in its employment policies and practices on the basis of race, color, ethnicity, religion, gender, age, genetic information, sexual orientation, marital status, national origin or disability. All employment policies and practices will promote equal access/equal opportunity including, but not limited to, the following: recruitment, selection, promotion, transfer, layoff, termination, compensation, benefits and selection for training. Any employee or applicant for employment that has concerns about equitable treatment has access to the College Equity Coordinator and the College Grievance Procedures. The College continually notifies employees and applicants for employment of this Rule and the Rule on Grievance Procedures. Notice of this Rule and the Rule on Grievance Procedures is posted in conspicuous locations on all campuses, including employee common areas and areas where applications and position vacancy announcements are located. Furthermore, each new hire, and all employees on an annual basis, are provided with copies of this Rule and the Rule on Grievance Procedures. The Equity Coordinator is designated to coordinate compliance with civil rights protections. Employees, applicants and the general public are regularly notified of the name, title, address and telephone number of the Equity Coordinator. This information is posted in conspicuous locations on all campuses, is provided annually to all employees and is published in College publications, including, but not limited to the following: College Newsletter, Salary Schedule, College Catalog, Course Schedule and Student Handbook. Florida Keys Community College incorporates the provisions of this Rule in all personnel and administrative actions and is in voluntary compliance with any and all State and Federal civil rights statutes, regulations and executive orders pertaining to equal access/equal opportunity and nondiscrimination.

Subject Nondiscrimination Towards Employees and Applicants for Employment

Number: 5.690

Authority F.S. 1000.05 1012.855 Title VII of the Civil Right Act of 1964 Approved Date: 4/25/00

Amended 10/24/1994, 04/25/2000, 04/30/2012, 09/23/2013


Florida Keys Community College is dedicated to facilitating equal access/equal opportunity in its educational policies and practices. The College is committed to providing a learning environment where the individual differences of all students are valued and respected. All students and applicants for admission are entitled to be treated fairly, and with dignity, free from discrimination. The College will not tolerate any form of discrimination toward students and applicants in its educational services and activities on the basis of race, religion, gender, age, genetic information, sexual orientation, marital status, national origin or disability. All educational services and activities will promote equal access/equal opportunity. Any student or applicant for admission that has concerns about equitable treatment has access to the College Equity Coordinator and the Student Disciplinary/Grievance Procedures. The College continually notifies students and applicants for admission of this Rule and the Rule on Student Disciplinary/Grievance Procedures. Notice of this Rule and the Rule on Student Disciplinary/Grievance Procedures is posted in conspicuous locations on all campuses, including student common areas and the student admission/registration area. Notice is also regularly published in College publications including, but not limited to, the College Newsletter, the College Catalog, Course Schedule and Student Handbook. The Equity Coordinator is designated to coordinate compliance with all applicable State and Federal regulations. Students, applicants and the general public are regularly notified of the name, title, address and telephone number of the Equity Coordinator. Notice of the Equity Coordinator is posted in conspicuous locations on all campuses and is published in College publications, including, but not limited to the following: College Newsletter, College Catalog, Course Schedule and Student Handbook. Florida Keys Community College incorporates the provisions of this Rule in all educational services and activities, and is in voluntary compliance with any and all State and Federal statutes, regulations and executive orders pertaining to equal access/equal opportunity and nondiscrimination.

Subject Non-Discrimination Toward Students and Applicants for Admission

Number: 7.440

Authority F.S. 1000.05 Approved Date: 04/25/00

Amended 10/24/1994, 04/25/2000, 04/30/2012

47

APPENDIX 2 Grievance Procedures

53.0 Grievance Resolution Procedure 3.22.10 (1-2)

FLORIDA KEYS COMMUNITY COLLEGE Procedure Manual

Definition A grievance is an allegation or complaint by an employee based on specific facts, that there has been a violation, misinterpretation or misapplication of the College’s administrative policies or procedures. An employee with a grievance is referred to in this procedure as the complainant/grievant. Complaints must be made within 20 days of the incident or within 20 days of when the employee first became aware or should have been aware of the issue.

Time Limits Time limits are defined in terms of administrative work days and therefore, will not include Saturdays, Sundays, holidays or other days that the College may be closed. Failure by the complainant to follow the specified time limits will render the grievance null and void under this procedure. However, the final level of the grievance cannot be waived by the College. Failure by the College to follow specified time limits will advance the grievance to the next level; however, a response in writing must be provided to the Grievant at level 4. External Review The College reserves the right to suspend or close the internal grievance procedure should the employee simultaneously seek legal redress on employment issues in an external forum. Retaliation Retaliation against an individual for bringing forth a grievance or against an individual participating in a grievance procedure is prohibited. Disciplinary action will result as applicable. Confidentiality Individuals involved in the grievance process will uphold standards of professional ethics in maintaining confidentiality to the extent possible in reaching a resolution to the grievance. Initial Complaint – Informal Resolution An employee having a complaint as defined above under ‘Definition’ should first confer with their immediate supervisor and endeavor to resolve the problem. If there is a conflict of interest with this person, the complainant shall be directed to the Director, Human Resources. All complaints/grievances will be afforded the strictest confidentiality to the extent possible, without fear of reprisal or retaliation.

Level 1 If the problem is not satisfactorily resolved informally with the immediate supervisor, the employee may submit within (10) work days, a formal written grievance to the immediate supervisor, using the College’s written grievance form. The grievance form shall be completed in triplicate. The original shall be presented to the immediate supervisor, the second copy to the Director of Human Resources, and the third copy is retained by the employee. The immediate supervisor shall provide a written disposition within (10) work days. All written grievances must contain the following information:

1. The specific policy or procedure alleged to be violated and the specific section or subsection(s) involved. 2. A statement of the basis for the grievance including the facts, dates and times of events. 3. The remedy sought by the employee. 4. Signature of the employee.

Title: Procedure Number

Grievance Procedure 53.0 (Employee)

53.0 Grievance Resolution Procedure 3.22.10 (2-2)

Level 2 If the matter is not satisfactorily resolved with the immediate supervisor, the employee may submit the grievance to the appropriate member of the Executive team that overseas their department. The grievance must be submitted in writing with all supporting documents to the Executive team member, with a copy to the Director, Human Resources within (10) work days from the date of the last action concerning the grievance. The Executive team member will meet with the grieving employee after receipt of the written grievance, and will provide a written response to the employee within (10) work days. The original written response shall be presented to the employee, with a copy to the Director, Human Resources, and a copy retained by the Executive team member. Level 3 If the matter is not satisfactorily resolved with the Executive team member, the employee may submit the grievance to the Director, Human Resources within ten (10) work days from the last action concerning the grievance, indicating that the employee wishes for the grievance to go before the Grievance Committee. Human Resources will notify the Grievance Committee of the first meeting. (Please refer to Appendix D – Grievance Committee) When the Grievance Committee first convenes to process a grievance, Committee members will elect a Chair from the three Committee Members. The Chair will organize and schedule Committee meetings and will serve as Hearing Officer, should the grievance proceed to a hearing. Human Resources will provide guidelines for the Grievance Committee Hearing Procedure, (see Appendix B). The Committee shall arrange for any hearing or investigation deemed necessary as soon as possible after being notified of the grievance. The Committee has fifteen (15) work days to review the Grievance and complete the hearing process. Procedural guidelines for holding a Grievance Committee Hearing are in Appendix B. Within five (5) workdays following the hearing, the Committee, through the Chair, will forward Committee written findings and recommendations to the President. The President will render a final determination of the grievance within ten (10) workdays following receipt of the Committee’s recommendations. The President will send a copy of the Committee’s recommendations and findings and his/her final determination to the Grievant, Director, Human Resources and the Board Attorney.

Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level should be considered as a maximum and every effort should be made to expedite the process. Any disposition which is not appealed by the employee within ten (10) work days after the date of receipt will be considered settled. If a supervisor receiving a written grievance does not act within ten (10) work days, the Director of Human Resources will take the grievance to the appropriate Executive team member. The Director of Human Resources will record and monitor the official record of progress of a grievance. In all cases, action taken will be recorded and copies kept in official Human Resources records.

Level 4 If the Grievant is not satisfied with the President’s determination, he/she may appeal to the District Board of Trustees, by submitting all related and supported documentation to the Board of Trustees. The Board of Trustees will address the submission at the next regularly scheduled meeting or may opt to hold a special meeting. All Board of Trustee meetings are open to the public. A written decision will be rendered to the grievant by the following regularly scheduled Board of Trustees meeting. The decision of the Board of Trustees, regarding the possible violation of FKCC policies and/or procedures is binding and is the final step of the internal procedure and process, and cannot be appealed to any court or administrative body.

Attachments: Grievance Form, Appendix A , Guidelines for Grievance Committee Hearing Procedure, Appendix B Grievance Policy Flowchart, Appendix C, Grievance Committee Composition, Appendix D

Date reviewed and approved: 3/22/2010

48

APPENDIX 3 Revised Policies and/or

Procedures

None

49

APPENDIX 4 Policy and Procedures to

Implement Rule 6A-10.041, F.A.C.

FLORIDA KEYS COMMUNITY COLLEGE Procedure Manual

Title: Procedure Number Substitutions for Eligible Students with Disabilities

Procedure Number 72.5

GENERAL

The purpose of this procedure is to establish a mechanism whereby eligible students with

disabilities may be provided special considerations for reasonable substitution for any

requirement for admission to the institution, admission to a program of study or graduation.

Florida State Board of Education Rule 6A-10.041 authorizes reasonable substitution for these

requirements to any person who has a documented hearing impairment, visual impairment or a

specific learning disability, orthopedic/physical impairment, speech/language impairment,

emotional or behavioral disability, autism spectrum disorder, or other disability except those

students who have been documented as having an intellectual disability. Substitutions will only

be utilized in cases where the person's failure to meet the requirement is related to the disability

and where the failure to meet the requirement does not constitute a fundamental alteration in the

nature of the program.

BOARD RULE INFORMATION

Supports Board Rule:

7.430 Substitute Admission and Graduation Requirements for Students with Disabilities

Definitions and Explanations:

Eligible students with disabilities will be defined in accordance with the Americans with

Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. For the purpose of

this procedure, the following definitions shall apply, based on SBE Rule 6A-10.041:

Hearing Impairment — A hearing loss of thirty (30) decibels or greater, pure tone average of

500, 1000, 2000 Hz, ANSI, unaided, in the better ear. Examples include, but are not limited to,

conductive hearing impairment or deafness, sensor neural hearing impairment or deafness, high

or low tone hearing loss or deafness, acoustic trauma hearing loss or deafness.

Visual Impairment — Disorders in the structure and function of the eye as manifested by at least

one of the following: visual acuity of 20/70 or less in the better eye after the best possible

correction, a peripheral field so constricted that it affects one’s ability to function in an

educational setting, or a progressive loss of vision which may affect one’s ability to function in

an educational setting. Examples include, but are not limited to, cataracts, glaucoma, nystagmus,

retinal detachment, retinitis pigmentosa, and strabismus.

Specific Learning Disability— A disorder in one or more of the basic psychological or

neurological processes involved in understanding or in using spoken or written language.

Disorders may be manifested in listening, thinking, reading, writing, spelling, or performing

arithmetic calculations. Examples include dyslexia, dysgraphia, dysphasia, dyscalculia, and other

specific learning disabilities in the basic psychological or neurological process. Such disorders

do not include learning problems, which are due primarily to visual, hearing, or motor handicaps,

to mental retardation, to emotional disturbances, or to an environmental deprivation.

Orthopedic/Physical Impairment — A disorder of the musculoskeletal, connective tissue

disorders, and neuromuscular system. Examples include, but are not limited to, cerebral palsy,

absence of some body member, clubfoot, nerve damage to the hand and arm, cardiovascular

aneurysm (CVA), head injury and spinal cord injury, arthritis and rheumatism, epilepsy,

intracranial hemorrhage, embolism, thrombosis (stroke), poliomyelitis, multiple sclerosis,

Parkinson’s disease, congenital malformation of brain cellular tissue, and physical disorders

pertaining to muscles and nerves, usually as a result of disease or birth defect, including, but not

limited to, muscular dystrophy and congenital muscle disorders.

Speech/Language Impairment — Disorders of language, articulation, fluency, or voice which

interfere with communication, pre-academic or academic learning, vocational training, or social

adjustment. Examples include, but are not limited to, cleft lip and/or palate with speech

impairment, stammering, stuttering, laryngectomy, and aphasia.

Emotional or Behavioral Disability — Any mental or psychological disorder including, but not

limited to, organic brain syndrome, emotional or mental illness, or attention deficit disorders.

Autism Spectrum Disorder — Disorders characterized by an uneven developmental profile and a

pattern of qualitative impairments in social interaction, communication, and the presence of

restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities. These

characteristics may manifest in a variety of combinations and range from mild to severe.

Traumatic Brain Injury — An injury to the brain, not of a degenerative or congenital nature but

caused by an external force, that may produce a diminished or altered state of consciousness,

which results in impairment of cognitive ability and/or physical functioning.

Other — Any disability not identified in paragraphs (1)(a) through (h)- of Rule 6A-10.041,

except those students who have been documented as having an intellectual disability, deemed by

a disability professional to make completion of the requirement impossible.

Procedure:

The Provost is designated as the person to make the determination of substitute admission and

graduation requirements. In determining whether to grant a substitution, documentation to

substantiate that the disability can be reasonably expected to prevent the individual from meeting

requirements for admission to the institution, admission to program of study, or graduation shall

be provided by the student as requested by the College.

As required by rule 6A-10.041, the College shall provide the following mechanisms for the

implementation of Chapter 86-194, Laws of Florida:

I. A mechanism to identify persons eligible for reasonable substitutions due to vision

impairment, hearing impairment, or specific learning disability.

A. Persons eligible for substitutions will be made known to the college through a process

of self-identification. The college catalog informs persons with disabilities of the

availability of substitutions and directs contact to the Coordinator of Disabled Student

Services who will review documentation to determine eligibility.

II. A mechanism for identifying reasonable substitutions for criteria for admission to the

institution, admission to a program of study, or graduation related to each disability.

A. Reasonable substitution for criteria for admission to the institution.

No substitution policy is necessary regarding admission to FKCC due to an open door

and equal opportunity admission policy. Each identified student with a disability is

referred to the Coordinator of Disabled Student Services for accommodations

consultation and to an academic advisor for appropriate academic advising.

All incoming students must take a placement test. Scores for any of these tests are valid

for only two years from the date the test was last taken. Students may request

accommodations for the SAT or ACT through the agencies that govern those tests. The

results of the placement test will help determine the courses for which a student may

register. For tests administered by the College, students who require other

accommodations or test administration modification must request and make those

arrangements with the Coordinator of Disabled Student Services prior to taking the tests.

B. Reasonable substitution for criteria for admission to a program of study.

1. The student shall present appropriate documentation of disability to the

Coordinator of Disabled Student Services.

2. The Coordinator of Disabled Student Services, or designee, shall convene a

Substitution Review Committee to meet within fifteen (15) working days of

receipt of the student’s request.

3. Substitution Review Committee recommends reasonable substitution(s) for

criteria for admission to a program of study to the Provost within five (5) days of

meeting.

4. The Provost shall approve or deny the recommendation for substitution of

admission requirements within five (5) days of receiving recommendation.

5. The Coordinator of Disabled Student Services notifies the student within five

(5) days of receiving the Provost’s determination

6. If the request is denied, the student may file an appeal within ten (10) days of

receiving the determination to the Dean of Student Affairs.

C. Reasonable substitutions for criteria for graduation.

1. The student shall present appropriate documentation of disability to the

Coordinator of Disabled Student Services.

2. The Coordinator of Disabled Student Services, or designee, shall convene a

Graduation Review Committee to meet within fifteen (15) working days of

receipt of the student’s request.

3. Graduation Review Committee recommends reasonable substitution(s) for

criteria for graduation from the institution to the Provost within five (5) days of

meeting.

4. The Provost shall approve or deny the recommendation for substitution of

graduation requirements within five (5) days of receiving recommendation.

5. The Coordinator of Disabled Student Services notifies the student within five

(5) days of receiving the Provost’s determination

6. If the request is denied, the student may file an appeal within ten (10) days of

receiving the determination to the Dean of Student Affairs.

III. A mechanism for making the designated substitutions known to affected persons. A. A statement regarding these procedures and other services for students with

disabilities shall be placed in the college catalog and other college publications.

IV. A mechanism for making substitution decisions on an individual basis. A. Procedures outlined in section (II), A, B, and C, allow for student requests for

substitution of admissions, program, and graduation requirements to be considered on an

individual basis that guarantees the student’s rights are not denied.

If a request for a course substitution is granted in a subject area that has college

preparatory requirements, the student would be eligible for an exemption from those

college preparatory courses in accordance with SBE 6A-10.041, provided that successful

completion of that coursework is not considered an essential part of the curriculum in the

student’s academic program.

Decisions for special considerations [i.e. waivers(s), for exit test requirements] will also

be made on an individual basis as provided by Florida Statutes, 1008.29 and 1004.91.

Waiver(s) for tests or subtests, granted by other state institutions, would be accepted by

FKCC as provided by Florida Statute 1008.29.

Should a student with a disability be denied a substitute requirement and/or special

consideration, he/she may appeal the decision in accordance with the College’s student

appeals procedures.

V. A mechanism for a student to appeal a denial of a substitution or to appeal a

determination of ineligibility.

A. The student shall file a written appeal to the Dean of Student Affairs.

B. The Dean of Student Affairs shall initiate the Student Grievance Procedure.

VI. Substitutions provided by other institutions. A. In accordance with State Board of Education Rule 6A-10.041(3), F.A.C., the College

will accept all substitutions previously granted by a state post-secondary institution. The

student must notify the Coordinator of Disabled Student Services and the Office of

Enrollment Services of the previously granted substitution. The student will supply dated,

official documentation of the substitution from the granting institution.

B. The Coordinator of Disabled Student Services will initiate a substitution form and

forward it to the Provost for approval. The Provost will forward the approved form to the

Office of Enrollment Services for input into the database. Once the substitution is

included in the database, the Office of Enrollment Services will notify the Coordinator of

Disabled Student Services, who will notify the student. A record of the granting of

substitute requirements will be kept at Office of Disabled Student Services and at the

Office of Enrollment Services.

C. In compliance with state statute, the Office of Enrollment Services and the Office of

Disabled Student Services will maintain records of the number of students with

disabilities granted special consideration and/or substitutions by type of disability,

number of requests for substitutions, requirement for which substitutions were granted,

number of students granted substitutions and the number of requests for substitutions or

special considerations which were denied.

VII. Recognition by other institutions of substitutions provided by the College. When granting substitutions, the College shall consider whether the substitutions that it provides

will be accepted by the receiving institutions, and advise its students accordingly. If it has been

determined that the student will transfer to a particular state university or senior college, the

student may request that the Coordinator of Disabled Student Services contact that college to

inquire as to whether the substitution(s) will be accepted. The student is apprised of the results of

this inquiry prior to granting the course substitution(s).

50

APPENDIX 5 EADA Survey Federal Report

Not Applicable

51

APPENDIX 6 Fall Staff Report

Source: Florida College System 2014-15 Page 1CCTCMIS - Project HR IPEDS Human Resources 01/14/2015 11:57:41 AM

Florida College System2015 IPEDS Human Resources Survey

Reporting Year 2014-15College: 8 Florida Keys

Part A - Full-Time Instructional StaffNumber of Full-Time Instructional Staff

By Tenure Status, Academic Rank, Gender, and Race/Ethnicity

Tenured

ProfessorsAssociateprofessors

Assistantprofessors

Instructors LecturersNo

academicrank

Total

Gender Race/EthnicityMen Nonresident Alien 0 0 0 0 0 0 0

Hispanic/Latino 0 0 0 0 0 0 0

American Indian or Alaska Native 0 0 0 0 0 0 0

Asian 0 0 0 0 0 0 0

Black or African American 0 0 0 0 0 0 0

Native Hawaiian or Other Pacific Islander 0 0 0 0 0 0 0

White 0 0 0 0 0 0 0

Two or more races 0 0 0 0 0 0 0

Race and ethnicity unknown 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0

Women Race/EthnicityNonresident Alien 0 0 0 0 0 0 0



Asian 0 0 0 0 0 0 0



White 0 2 0 0 0 0 2



Total 1 2 1 0 0 0 4

Total 1 2 1 0 0 0 4





By Tenure Status, Academic Rank, Gender, and Race/Ethnicity

On Tenure Track

ProfessorsAssociateprofessors

Assistantprofessors

Instructors LecturersNo

academicrank

Total




Asian 0 0 0 0 0 0 0



White 0 1 1 0 0 0 2



Total 0 1 1 0 0 0 2




Asian 0 0 0 0 0 0 0



White 1 0 1 0 0 0 2



Total 1 1 1 0 0 0 3

Total 1 2 2 0 0 0 5





By Tenure Status, and Function

TenuredOn

TenureTrack

Not onTenureTrackwith

Multi-YearContract


AnnualContract

Not onTenureTrackwithLessthen

AnnualContract

WithoutFacultyStatus

Total

FunctionInstructional Exclusively credit 4 5 0 16 0 0 25

Instructional Exclusively not-for-credit 0 0 0 0 0 0 0

Instructional Combined credit/not-for-credit 0 0 0 0 0 0 0

Instruction/research/public service 0 0 0 0 0 0 0

Total 4 5 0 16 0 0 25




Part B - Full-Time Non-Instructional StaffNumber of Full-Time Non-Instructional Staff

By Occupational Category, Gender, and Race/Ethnicity

InstructionalStaff

ResearchPublic

ServiceGender Race/EthnicityMen Nonresident Alien 0 0 0

Hispanic/Latino 0 0 0

American Indian or Alaska Native 0 0 0

Asian 0 0 0

Black or African American 0 0 0

Native Hawaiian or Other Pacific Islander 0 0 0

White 8 0 0

Two or more races 0 0 0

Race and ethnicity unknown 1 0 0

Total 9 0 0

Women Race/EthnicityNonresident Alien 0 0 0

Hispanic/Latino 1 0 0

American Indian or Alaska Native 0 0 0

Asian 0 0 0

Black or African American 0 0 0

Native Hawaiian or Other Pacific Islander 0 0 0

White 10 0 0

Two or more races 1 0 0

Race and ethnicity unknown 4 0 0

Total 16 0 0

Total 25 0 0






Archivists,Curators,

andMuseum

TechniciansLibrarians

LibrariansLibrary

Technicians

Student,AcademicAffairs and

OtherEducational

ServicesGender Race/EthnicityMen Nonresident Alien 0 0 0 0

Hispanic/Latino 0 0 0 0

American Indian or Alaska Native 0 0 0 0

Asian 0 0 0 0

Black or African American 0 0 0 0

Native Hawaiian or Other Pacific Islander 0 0 0 0

White 0 0 0 0

Two or more races 0 0 0 0

Race and ethnicity unknown 0 0 0 0

Total 0 0 0 0

Women Race/EthnicityNonresident Alien 0 0 0 0



Asian 0 0 0 0



White 0 2 0 0



Total 0 2 0 0

Total 0 2 0 0






ManagementOccupations

Businessand

FinancialOperations

Occupations

Computer,Engineering,and ScienceOccupations

Community,Social

Service,Legal, Arts,

Design,Entertainment,

Sports andMedia

Occupations

HealthcarePractitioners

andTechnical

Occupations

Gender Race/EthnicityMen Nonresident Alien 0 0 0 0 0

Hispanic/Latino 1 0 1 0 0

American Indian or Alaska Native 0 0 0 0 0

Asian 0 0 0 0 0

Black or African American 1 0 0 0 0

Native Hawaiian or Other Pacific Islander 0 0 0 0 0

White 5 2 1 0 0

Two or more races 0 0 0 0 0

Race and ethnicity unknown 0 0 0 0 0

Total 7 2 2 0 0

Women Race/EthnicityNonresident Alien 0 0 0 0 0



Asian 0 0 0 1 0



White 3 4 1 3 0



Total 4 6 1 5 0

Total 11 8 3 5 0






ServiceOccupations

Sales andRelated

Occupations

Office andAdministrative

SupportOccupations

NaturalResources,

Construction,and

MaintenanceOccupations

Production,Transportation,

and MaterialMoving

Occupations




Asian 0 0 0 0 0



White 0 0 6 3 0



Total 0 0 6 4 0




Asian 0 0 0 0 0



White 0 0 12 0 0



Total 0 0 18 0 0

Total 0 0 24 4 0




Part C - Full-Time Summary Non-MedicalSummary of Full-Time, Non-Medical School, Staff

By Tenure Status and Occupational Category

TenuredOn

TenureTrack


Multi-YearContract


AnnualContract


AnnualContract


Total

Occupational CategoryInstructional Exclusively credit 4 5 0 16 0 0 25

Instructional Exclusively not-for-credit 0 0 0 0 0 0 0

Instructional Combined credit/not-for-credit 0 0 0 0 0 0 0

Instruction/research/public service 0 0 0 0 0 0 0

Research 0 0 0 0 0 0 0

Public Service 0 0 0 0 0 0 0

Archivists, Curators, and Museum Technicians Librarians 0 0 0 0 0 0 0

Librarians 0 0 0 0 0 2 2

Library Technicians 0 0 0 0 0 0 0

Student, Academic Affairs and Other Educational Services 0 0 0 0 0 0 0

Management Occupations 0 2 0 0 0 9 11

Business and Financial Operations Occupations 0 0 0 0 0 8 8

Computer, Engineering, and Science Occupations 0 0 0 0 0 3 3

Community, Social Service, Legal, Arts, Design, Entertainment, Sports and Media Occupations 1 0 0 0 0 4 5

Healthcare Practitioners and Technical Occupations 0 0 0 0 0 0 0

Service Occupations 0 0 0 0 0 0 0

Sales and Related Occupations 0 0 0 0 0 0 0

Office and Administrative Support Occupations 0 0 0 0 0 24 24

Natural Resources, Construction, and Maintenance Occupations 0 0 0 0 0 4 4

Production, Transportation, and Material Moving Occupations 0 0 0 0 0 0 0

Total 5 7 0 16 0 54 82




Part G - Salary Outlays for Full-Time Instructional StaffSalary Outlays for Full-Time Instructional Staff

By Gender and Academic Rank

TotalEmployeesfor SalaryReporting

TotalNumber

ofMonths

Salary Outlays

Gender Academic RankMen Professors 0 0 0

Associate professors 2 20 137,853

Assistant professors 3 30 194,451

Instructors 4 40 237,958

Lecturers 0 0 0

No academic rank 0 0 0

Total 9 90 570,262

Women Academic RankProfessors 4 41 271,599

Associate professors 3 30 194,057

Assistant professors 7 70 448,147

Instructors 2 20 110,428

Lecturers 0 0 0

No academic rank 0 0 0

Total 16 161 1,024,231

Total 25 251 1,594,493




Part G - Salary Outlays for Full-Time Non-Instructional StaffSalary Outlays for Full-Time Non-Instructional Staff

By Occupational Category

Total SalaryOutlays

Occupational CategoryPostsecondary Teachers - Research 0

Postscondary Teachers - Public Service 0

Library and Other Teaching Occupations 113,180

Management Occupations 985,015

Business and Financial Occuaptions 476,223

Computer, Engineering, and Science Occupations 103,092

Community, Social Service, Legal, Arts, Design, Entertainment, Sports and Media Occupations 235,507

Healthcare Practitioners and Technical Occupations 0

Service Occupations 0

Sales and Related Occupations 0

Office and Administrative Support Occupations 886,791

Natural Resources, Construction, and Maintenance Occupations 130,504

Production, Transportation, and Material Moving Occupations 0




Part H - New Hires - Full-Time Instructional StaffNumber of Newly Hired Full-Time Permanent Instructional Staff

By Tenure Status, Gender and Race/Ethnicity

TenuredOn

TenureTrack


Multi-YearContract


AnnualContract


AnnualContract


Total




Asian 0 0 0 0 0 0 0



White 0 0 0 1 0 0 1



Total 0 0 0 2 0 0 2




Asian 0 0 0 0 0 0 0



White 0 0 0 3 0 0 3



Total 0 0 0 5 0 0 5

Total 0 0 0 7 0 0 7




Part H - New Hires - Full-Time StaffNumber of Newly Hired Full-Time Staff

By Occupational Category, Gender and Race/Ethnicity

InstructionalStaff

ResearchPublicService

Library andOther

TeachingOccupations

Gender Race/EthnicityMen Nonresident Alien 0 0 0 0



Asian 0 0 0 0



White 1 0 0 0



Total 2 0 0 0

Women Race/EthnicityNonresident Alien 0 0 0 0



Asian 0 0 0 0



White 3 0 0 1



Total 5 0 0 1

Total 7 0 0 1




Part H - New Hires - Full-Time Non-Instructional StaffNumber of Newly Hired Full-Time Non-Instructional StaffBy Occupational Category, Gender and Race/Ethnicity

ManagementOccupations

Businessand

FinancialOperations

Occupations

Computer,Engineering,and ScienceOccupations

Community,Social

Service,Legal, Arts,

Design,Entertainment,

Sports andMedia

Occupations

HealthcarePractitioners

andTechnical

Occupations




Asian 0 0 0 0 0



White 0 0 0 0 0



Total 0 0 0 0 0




Asian 0 0 0 1 0



White 0 0 0 0 0



Total 0 0 0 1 0

Total 0 0 0 1 0




Part H - New Hires - Full-Time Non-Instructional StaffNumber of Newly Hired Full-Time Non-Instructional StaffBy Occupational Category, Gender and Race/Ethnicity

ServiceOccupations

Sales andRelated

Occupations

Office andAdministrative

SupportOccupations

NaturalResources,

Construction,and

MaintenanceOccupations

Production,Transportation,

and MaterialMoving

Occupations




Asian 0 0 0 0 0



White 0 0 1 0 0



Total 0 0 1 0 0




Asian 0 0 0 0 0



White 0 0 1 0 0



Total 0 0 3 0 0

Total 0 0 4 0 0




Part H - New Hires - Full-Time Non-Instructional StaffTotal Number of Newly Hired Full-Time Non-Instructional Staff

By Gender and Race/Ethnicity

TotalGender Race/EthnicityMen Nonresident Alien 0

Hispanic/Latino 0

American Indian or Alaska Native 0

Asian 0

Black or African American 0

Native Hawaiian or Other Pacific Islander 0

White 2

Two or more races 0

Race and ethnicity unknown 1

Total 3

Women Race/EthnicityNonresident Alien 0

Hispanic/Latino 0

American Indian or Alaska Native 0

Asian 1

Black or African American 0

Native Hawaiian or Other Pacific Islander 0

White 5

Two or more races 0

Race and ethnicity unknown 4

Total 10

Total 13

Source: Florida College System 2014 Page 1CCTCMIS - Project New Hires 01/06/2015 02:29:44 PM

Florida College SystemEquity Fall Staff Survey New Hires (As Of Fiscal Year)

Occupational Activity By Ethnicity And GenderCollege: 8 Florida Keys

AsianFemale

UnknownMale

UnknownFemale

WhiteMale

WhiteFemale

Total

Occupation Category Salary RangeCommunity Service,Legal,Arts,And Media 25,000 To 30,000 0 0 0 0 0 0

30,000 To 35,000 0 0 0 0 0 0

35,000 To 40,000 1 0 0 0 0 1

40,000 To 45,000 0 0 0 0 0 0

45,000 To 55,000 0 0 0 0 0 0

55,000 To 65,000 0 0 0 0 0 0

65,000 To 75,000 0 0 0 0 0 0

Instruction 25,000 To 30,000 0 0 0 0 0 0

30,000 To 35,000 0 0 0 0 0 0

35,000 To 40,000 0 0 0 0 0 0

40,000 To 45,000 0 0 0 0 0 0

45,000 To 55,000 0 0 0 0 0 0

55,000 To 65,000 0 1 0 1 1 3

65,000 To 75,000 0 0 2 0 2 4

Librarians 25,000 To 30,000 0 0 0 0 0 0

30,000 To 35,000 0 0 0 0 0 0

35,000 To 40,000 0 0 0 0 0 0

40,000 To 45,000 0 0 0 0 1 1

45,000 To 55,000 0 0 0 0 0 0

55,000 To 65,000 0 0 0 0 0 0

65,000 To 75,000 0 0 0 0 0 0

Office And Administrative Support Occupations 25,000 To 30,000 0 0 1 0 0 1

30,000 To 35,000 0 0 0 0 1 1

35,000 To 40,000 0 0 1 0 0 1

40,000 To 45,000 0 0 0 0 0 0

45,000 To 55,000 0 0 0 1 0 1

55,000 To 65,000 0 0 0 0 0 0

65,000 To 75,000 0 0 0 0 0 0

Total 1 1 4 2 5 13

Source: Florida College System 2014 Page 1CCTCMIS - Project New Salaries 01/06/2015 02:44:21 PM

Florida College SystemEquity Fall Staff Survey

Fall Ending Term 2013-14College: 8 Florida Keys

Full-Time FacultySalary Ranges By Terms, Employed, Ethnicity and Gender

Hispanic Multi-Racial White UnknownTotal

F M F M F M F MTermsEmployed

Salary Range

9-10 Month 45,000 To 55,000 0 0 0 0 1 1 0 0 2

55,000 To 65,000 1 0 1 0 5 4 0 1 12

65,000 To 75,000 0 0 0 0 4 3 3 0 10

11-12 Month 45,000 To 55,000 0 0 0 0 0 0 0 0 0

55,000 To 65,000 0 0 0 0 0 0 0 0 0

65,000 To 75,000 0 0 0 0 0 0 1 0 1

Total 1 0 1 0 10 8 4 1 25




Other Full-Time EmployeesSalary Ranges By Ethnicity and Gender

Asian Black Hispanic White UnknownTotal

F M F M F M F M F MOccupation Activity Salary RangeManagement Occupations Below 25,000 0 0 0 0 0 0 0 0 0 0 0

25,000 To 30,000 0 0 0 0 0 0 0 0 0 0 0

30,000 To 35,000 0 0 0 0 0 0 0 0 0 0 0

35,000 To 40,000 0 0 0 0 0 0 0 0 0 0 0

40,000 To 45,000 0 0 0 0 0 0 0 0 0 0 0

45,000 To 55,000 0 0 0 0 0 0 0 0 0 0 0

55,000 To 65,000 0 0 0 0 0 0 1 0 0 0 1

65,000 To 75,000 0 0 0 0 0 1 0 2 0 0 3

Above 75,000 0 0 0 1 0 0 2 3 1 0 7

Business And Financial Operations Below 25,000 0 0 0 0 0 0 0 0 0 0 0

25,000 To 30,000 0 0 0 0 0 0 0 0 0 0 0

30,000 To 35,000 0 0 0 0 0 0 0 0 0 0 0

35,000 To 40,000 0 0 0 0 0 0 0 0 0 0 0

40,000 To 45,000 0 0 0 0 0 0 0 0 0 0 0

45,000 To 55,000 0 0 0 0 1 0 1 0 0 0 2

55,000 To 65,000 0 0 0 0 1 0 2 1 0 0 4

65,000 To 75,000 0 0 0 0 0 0 1 1 0 0 2

Above 75,000 0 0 0 0 0 0 0 0 0 0 0

Computer Engineering And Science Below 25,000 0 0 0 0 0 0 0 0 0 0 0

25,000 To 30,000 0 0 0 0 0 1 0 1 0 0 2

30,000 To 35,000 0 0 0 0 0 0 0 0 0 0 0

35,000 To 40,000 0 0 0 0 0 0 0 0 0 0 0

40,000 To 45,000 0 0 0 0 0 0 1 0 0 0 1

45,000 To 55,000 0 0 0 0 0 0 0 0 0 0 0

55,000 To 65,000 0 0 0 0 0 0 0 0 0 0 0

65,000 To 75,000 0 0 0 0 0 0 0 0 0 0 0

Above 75,000 0 0 0 0 0 0 0 0 0 0 0(Continued)






F M F M F M F M F MOccupation Activity Salary RangeCommunity Service, Legal, Arts, And Media Below 25,000 0 0 0 0 0 0 0 0 0 0 0

25,000 To 30,000 0 0 0 0 0 0 0 0 0 0 0

30,000 To 35,000 0 0 0 0 0 0 0 0 0 0 0

35,000 To 40,000 1 0 0 0 0 0 0 0 0 0 1

40,000 To 45,000 0 0 0 0 0 0 1 0 0 0 1

45,000 To 55,000 0 0 0 0 1 0 1 0 0 0 2

55,000 To 65,000 0 0 0 0 0 0 1 0 0 0 1

65,000 To 75,000 0 0 0 0 0 0 0 0 0 0 0

Above 75,000 0 0 0 0 0 0 0 0 0 0 0

Librarians Below 25,000 0 0 0 0 0 0 0 0 0 0 0

25,000 To 30,000 0 0 0 0 0 0 0 0 0 0 0

30,000 To 35,000 0 0 0 0 0 0 0 0 0 0 0

35,000 To 40,000 0 0 0 0 0 0 0 0 0 0 0

40,000 To 45,000 0 0 0 0 0 0 1 0 0 0 1

45,000 To 55,000 0 0 0 0 0 0 0 0 0 0 0

55,000 To 65,000 0 0 0 0 0 0 0 0 0 0 0

65,000 To 75,000 0 0 0 0 0 0 1 0 0 0 1

Above 75,000 0 0 0 0 0 0 0 0 0 0 0

Office And Administrative Support Occupations Below 25,000 0 0 1 0 0 0 0 0 0 0 1

25,000 To 30,000 0 0 0 0 0 0 0 1 1 0 2

30,000 To 35,000 0 0 0 0 1 0 4 2 0 0 7

35,000 To 40,000 0 0 1 0 0 0 3 2 1 0 7

40,000 To 45,000 0 0 0 0 1 0 3 0 0 0 4

45,000 To 55,000 0 0 0 0 0 0 1 1 0 0 2

55,000 To 65,000 0 0 0 0 0 0 1 0 0 0 1

65,000 To 75,000 0 0 0 0 0 0 0 0 0 0 0

Above 75,000 0 0 0 0 0 0 0 0 0 0 0(Continued)






F M F M F M F M F MOccupation Activity Salary RangeNatural Resources,Construction And Maintenance Occup Below 25,000 0 0 0 0 0 0 0 1 0 0 1

25,000 To 30,000 0 0 0 1 0 0 0 1 0 0 2

30,000 To 35,000 0 0 0 0 0 0 0 0 0 0 0

35,000 To 40,000 0 0 0 0 0 0 0 0 0 0 0

40,000 To 45,000 0 0 0 0 0 0 0 0 0 0 0

45,000 To 55,000 0 0 0 0 0 0 0 1 0 0 1

55,000 To 65,000 0 0 0 0 0 0 0 0 0 0 0

65,000 To 75,000 0 0 0 0 0 0 0 0 0 0 0

Above 75,000 0 0 0 0 0 0 0 0 0 0 0

Total 1 0 2 2 5 2 25 17 3 0 57

FLORIDA KEYS COMMUNITY COLLEGE OFFICE OF HUMAN RESOURCES

Memorandum DATE: April 15, 2015 TO: Jean Mauk - Vice President, Business and Administration Services FROM: Kathleen Peterson – Human Resource Manager, Compensation & Benefits SUBJECT: BOARD AGENDA 4-27-15 – Personnel Actions

Personnel Actions – Recommendations to the Board of Trustees NEW EMPLOYEES Full-time Name Effective Date Description Michelle Adam March 2, 2015 Director, Information Technology, $70,322 annualized Michelle Torre March 9, 2015 Accounting Analyst, Accounts Payable & Payroll, $16.23/hr Andy Thurber March 30, 2015 Maintenance Specialist, $15.00/hr Bill O’Dell April 2, 2015 Coordinator, Institute of Public Safety – MKC, $36,143 annualized Part-time Name Effective Date Description N/A ADDITIONAL EMPLOYMENT: Current or returning employees filling temporary, part-time jobs Name Effective Date Description Sherri Boyer Jan 19 – Feb 27, 2015 Asst. Director, Information Technology, $1,500 stipend Michelle Choate Jan 5, 2015 Business Administration Dept. Chair, $1,250 stipend Dawn Ellis Jan 5, 2015 Computer Science Department Chair, $1,500 stipend Nathaniel Ferrara Jan 5, 2015 MEMS Department Chair, $2,250 stipend Ruth Gallagher April 1, 2015 Program Accreditation Manager, $1389/month Barry Lawson Feb 1, 2015 Coordinator, EMT, $18.90/hr Erin Murphy Feb 14, 2015 Lab Tech Advisor, $17.50/hr Lana Sielski Jan 5, 2015 Diving Department Chair, $1,500 stipend Kathan Soni Jan 1, 2015 Tutor/Note Taker, $15.00/hr Shilisa Wiggins Jan 30, 2015 Tutor, $15.00/hr PROMOTIONS / RECLASSIFICATIONS / ADJUSTMENTS: Name Effective Date Description Alexandra Busot April 16, 2015 Coordinator, Nursing & Allied Health, $32,857 annualized TERMINATIONS: Name Title Effective Date Reason Penni Wise Faculty, Nursing March 31, 2015 Resignation

Lvl Pay Rate

Hrs/

Credits Total Pay Course Description Cntr Dates

Askins Edward $28 5 $140 Physical Fitness UKC 3/17 - 3/31/2015

$25 13 $325 Criminal Investigation UKC 3/17 - 3/31/2015

$28 4 $112 Physical Fitness UKC 3/17 - 3/31/2015


Bean Paul $25 26 $650 Criminal Investigation UKC 3/18 - 3/31/2015


Brooks Linda $25 4 $100 Supervising Special Popul MKC 3/24/2015

$25 3 $75 Supervising in Corr Facility MKC 3/10/2015

Hernandez Genine $28 3 $84 Officer Wellness & Phys Abilit MKC 3/10 - 3/12/2015

Hill Thomas $28 3 $84 First Aid MKC 4/9/2015

$28 20 $560 First Aid MKC 3/16 - 3/20/15

Joy Deron $25 11 $275 Fundamentals of Patrol UKC 3/12 - 3/16/2015

Lariz David $28 4 $112 Firearms MKC 3/30/2015Lopez Anthony $25 12 $300 Officer Safety MKC 3/31 - 4/2/2015

$28 1 $28 Officer Wellness & Phys Abilit MKC 3/13/2015

$25 11 $275 Supervising in Corr Facility MKC 3/13 - 3/16/2015

Meier Charles $28 4 $112 First Aid MKC 4/10/2015

Morales Juan $28 4 $112 Defensive Tactics MKC 3/6/2015

Phelps Penny $25 24 $600 Interview and Report Writing MKC 3/19 - 4/8/2015

$25 4 $100 Officer Safety MKC 3/28/15

$28 12 $336 First Aid MKC 3/25 - 3/27/2015

$25 12 $300 Interview and Report Writing MKC 3/13 - 3/20/2015

Roberts Rebecca $25 4 $100 Supervising Special Popul MKC 3/25/2015

$25 11 $275 Supervising in Corr Facility MKC 3/11 - 3/12/2015

Schlegelmilch William $25 4 $100 Fundamentals of Patrol UKC 3/16/2015

$25 3 $75 Criminal Investigation UKC 3/19/2015

Seago Sheila $25 6 $150 Interview and Report Writing MKC 4/6 - 4/7/2015


$28 4 $112 Firearms MKC 4/2/15


Whiteman Nicholis $28 6 $168 Physical Training MKC 4/1 - 4/8/2015

$28 8 $224 Physical Training MKC 3/13/2015

Public Safety

Board Materials

Adjunct Instructors

April 2015

Name

AS & AA Programs

Community Education Payroll Summary

Last First Hours Rate Course Name Start End CRN

Charette Thomas 52 $ 28.00 The Spirit of Clay 09‐Jan‐15 17‐Apr‐15 20800

Cutty James 45 $ 28.00 Mixed Community Chorus 07‐Jan‐15 22‐Apr‐15 20701

Giordano Annamarie 3 $ 28.00 Life Draw Wrkshp Beg to Adv 16‐Apr‐15 16‐Apr‐15 20687

Haegelin Diana 22.5 $ 40.00 ESL: Basics Level 1 Pt 2 26‐Feb‐15 23‐Apr‐15 20725

Haegelin Diana 22.5 $ 40.00 ESL: Basics Level 2 Pt 2 02‐Mar‐15 27‐Apr‐15 20726

Haegelin Diana 22.5 $ 40.00 ESL: Basics Level 3 Part 2 26‐Feb‐15 23‐Apr‐15 20730

Haegelin Diana 22.5 $ 40.00 ESL: Eng Absolute Beg Pt 2 02‐Mar‐15 27‐Apr‐15 20729

Haegelin Diana 22.5 $ 40.00 ESL: Interm Level 1 Pt 2 26‐Feb‐15 23‐Apr‐15 20727

Haegelin Diana 22.5 $ 40.00 ESL: Interm Level 2 Pt 2 02‐Mar‐15 27‐Apr‐15 20731

Haegelin Diana 22.5 $ 40.00 ESL: Read, Writ Gram Rev Pt 2 26‐Feb‐15 16‐Apr‐15 20750

Labriola Ann 60 $ 28.00 Hot Stuff! Blown Glass & Raku 10‐Jan‐15 25‐Apr‐15 20753

Marchak Stacey 18 $ 28.00 Advanced Survival French 10‐Mar‐15 23‐Apr‐15 20922

Marchak Stacey 18 $ 28.00 Conv Spanish High Beginners 11‐Mar‐15 24‐Apr‐15 20919

Marchak Stacey 18 $ 28.00 Interm Spanish Conversation 03‐Mar‐15 16‐Apr‐15 20920

Mayer Allison 3 $ 28.00 Childrens Ballet 07‐Apr‐15 28‐Apr‐15 20855

Mayer Allison 4 $ 28.00 Preteen Ballet 7‐12 07‐Apr‐15 28‐Apr‐15 20897 Catherine Torres Submitted by Catherine Torres Director of Community Education, Workforce and Testing


Memorandum

DATE: April 16, 2015

TO: Board of Trustees

FROM: Brittany Snyder

SUBJECT: Provost Report

Happy Community College Awareness Month! This month also marks the twenty-fifth

anniversary of the FKCC Keys Chorale. This milestone was celebrated during the spring concert.

The concert was hosted in the Tennessee Williams Theatre on the Key West Campus. The

performance showcased the talented voices of the students of the College's “Mixed Community

Chorus” class. The “Mixed Community Chorus” class is offered in both a credit and non-credit

format to accommodate the diverse needs of Chorale members. Three hundred and fifty-five

community members attended this event.

Arts and Sciences

The Annual Student Art Show is being held this month in the Library

Gallery on the Key West Campus. This show features the talent and

creativity of students in both credit and non-credit classes. Diverse

artworks created by students over the past year are featured. Art submitted

for this event included pottery, paintings, photography, and

sculptures. Most pieces are for sale with

proceeds going to the student artists, as well as

the Library Gallery Fund. Several awards were

given for each category, including the “Jay

Gogin Excellence in Visual Arts Award,”

named after FKCC’s late Artist in Residence and ceramics

instructor. This prestigious $1,000 award was presented to Ruth

Montague for her figure drawing titled “Marit” (Left Photo). Also

awarded was the “People’s Choice Award” which went to Aaron

Hollowell for his Mixed Media piece entitled “Sodium Rapture”

(Right Photo).

The Arts and Sciences Division also worked with the Director of Sponsored Research, Sam

Peterson, to submit an application to the Spanish Consulate. This application is for the Spanish

Language and Culture Assistants Program for the 2015-2016 school year. Should the college be

awarded this grant, the Language and Cultural Assistant would live at Lagoon Landing and

would help FKCC students and faculty in Spanish language classes and in Spanish cultural

enrichment activities.

Sponsored Programs

Dr. Michelle Walsh recently developed a pre-proposal to the State of Florida, Aquaculture

Review Council. This paper focused on the use of white worms as a live feed for aquaculture,

and was accepted for submission of a full proposal in collaboration with the University of

Florida.

Work has been ongoing to adequately describe the economic conditions in Monroe County.

Many grant applications seek information on why an area is economically distressed. As such,

the Office of Sponsored Programs has embarked on a project to identify key indicators which

reflect the economic conditions of Monroe County. Below is an excerpt from this project that

deals with housing:

Analysis: Housing units in both Monroe County and Key West have only slightly increased over

the last fourteen years. The significant change is impacted by permanent residential housing

converting to second homes for non-residents. This conversion results in less choices for

permanent residents, which places pressure on home prices. As the population increases, a lack

of housing results in higher rents and more density per unit.

Academic Support Services

Student Success/QEP

Stakeholders for The Writing Center met to begin strategic planning for the future. Topics

included development of a mission statement, increasing support for remote students, and

strengthening ties between Writing Center staff and faculty. John Rouge, Student Success tutors,

and math faculty are all taking on extra hours to staff the math lab until 8:30pm during finals

week. Professor Bob Lenich is going above and beyond by personally staffing the lab until

midnight Friday to give students every possible chance to succeed before their deadlines.

Distance Learning

Lori Kelly attended the Quality Matters conference to learn from other colleges who are

implementing this process for online course evaluation. Because FKCC faculty members have

taken the lead on Quality Matters, the department is better situated than many larger colleges

who are attempting to evaluate online course design. By the end of the fall semester, Christian

Gray, who is managing this process, will compile a cumulative review which can be presented at

the conference next year.

Learning Resource Center

The Library Gallery held a Starving Artist Reception with artist and curator Thom Wheeler-

Castillo on April 1, 2015. To celebrate the first day of Poetry Month, participants chose random

cards from the old library catalog and used those cards to create poems or artworks which they

could trade for pizza. Over thirty poems were added to the FKCC library poetry collection,

including this one by Librarian Kristina Neihouse:

Poetry month continues in the library with Professor Parmentier’s Poetry Class Read Aloud with

publisher and award winning poet Arlo Haskell on April 16, 2015.

Career, Technical & Workforce Education (CTWE) Division:

FKCC hosted the 34th

Meeting of the Florida

Advanced Technology Education (FLATE)

Engineering Technology (ET) Forum. The forum

brought together Engineering Technology educators

from fifteen Florida College System institutions and

industry vendors from across the state. Topics varied

from state-of-the-industry programs to new advanced

technology for education. Although FKCC currently

does not have an Engineering Technology program, Dr. Patrick Rice presented on the FKCC

vision for a future Engineering Technology program focused on robotic automation and

renewable alternative energy technician education. The college was selected to host the forum

due to the vision and hard work of Computer Science Department Chair Dawn Ellis.

Business Administration

FKCC students enrolled in Hospitality and Tourism courses have the opportunity to earn

professional certification, from the American Hotel and Lodging Educational Institute (ALHEI),

in various facets of the hospitality industry. Upon completion of a course, students are eligible to

sit for a rigorous certification exam, in the area of study. Dr. Michelle Choate, Department Chair,

for the Business Administration program and Hospitality and Tourism Management initiative,

together with course instructors, may administer and proctor the examinations at the end of each

semester. Completed tests are submitted to ALHEI for official scoring. Three FKCC students

earned AHLEI certification at the end of the fall semester. Students currently enrolled in spring

courses will have the opportunity to seek certification in May.

“The experience of old age is becoming more experimental. I never expected to still be here”

Marine Science and Technology

FKCC and Mote Marine Laboratory are collaborating on two NOAA Bycatch Reduction

Engineering Program (BREP) proposals. The proposals focus on the past FKCC ground breaking

shark repellent research addressing the conservation issue focused on reducing the unwanted

catch of sharks during commercial fishing. The research team will be led by Dr. Patrick Rice and

world renowned Mote Marine Laboratory shark researcher Dr. Robert Hueter. The proposed

studies will continue the current research and explore applications of the shark repellent

technology into new commercial fisheries where shark bycatch is a concern.


Memorandum

DATE: April 16, 2015 TO: Board of Trustees FROM: Brittany Snyder SUBJECT: AS Hospitality and Ecotourism Management

PROPOSED BOARD ACTION Florida Keys Community College respectfully requests that the Florida Keys Community College District Board of Trustees approve the AS in Hospitality and Ecotourism Management. BACKGROUND INFORMATION In the fall of 2014, the College assembled an Advisory Board comprised of leaders, business owners and employers from the local hospitality and tourism industry to review the Program Feasibility Analysis report and to make recommendations concerning an Associate in Science Degree. FKCC students enrolled in the Hospitality and Ecotourism program have the opportunity to earn professional industry certifications from the American Hotel and Lodging Educational Institute (ALHEI) and The International Ecotourism Society (TIES). Embedded within the program curriculum are two community college certificates (CCC); Guest Services Specialist and Rooms Division Specialist.

Hospitality and Ecotourism Management (HEM)

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging

academic standards and relevant technical knowledge and skills needed to prepare for further education and careers

in the Hospitality & Tourism career cluster, with a focus on ecotourism and sustainability principles; provides

technical skill proficiency, and includes competency-based applied learning that contributes to the academic

knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills,

technical skills, and occupation-specific skills, and knowledge of all aspects of the Hospitality & Tourism career

cluster.

This program prepares students for employment in management positions in the hospitality industry and/or to

provide supplemental training for persons previously or currently employed in these occupations. The hospitality

industry as addressed in this program includes the hotel, motel, bed and breakfast, resort, club, marina, and other

lodging organizations.

The content includes but is not limited to customer service, management and supervisory development, management

theory, hospitality attitude, guest experience, decision making, organization, communications, human relations,

leadership training, personnel training, security, sanitation, food and beverage management, sales, hotel accounting,

housekeeping, energy management, maintenance and engineering, marketing, property, resort, and convention

management, applicable local, state, and federal laws and asset management.

General Education Requirements (18 credits)

SPC 1608 Introduction to Speech (3)

MAC 1105 College Algebra or STA 2023 Statistics (3)

ENC 1101 Freshman Comp (3)

CGS 1101Intro to Computer Apps (3)

ECO 2013 Macroeconomics (3)

Any course from Humanities (3)

Core Requirements (43 credits)

ACG 2021 Financial Accounting (3)

FSS 2251 Food & Beverage Management (3)

HFT 1000 Intro to Hospitality and Tourism (3)

HFT 2500 Marketing for Hospitality and Tourism (3)

HFT 1300 Managing Housekeeping Operations (3)

HFT 1410 Front Office Management (3)

HFT 2276 Resorts: Management & Operations (3)

HFT 2600 Hospitality Law (3)

HFT 2*** Sustainable Tourism Assessment & Development (3) New to SCNS

HFT 2*** Sustainable Tourism Destination Marketing (3) New to SCNS

HFT 1*** Ecotourism Management (3) New to SCNS

MAN 1300 Human Resource Management (3)

MAN 2021Management (3)

MAN 2949 H&T Internship (1)

OCB 2*** Marine Recreation Ecology (3) New to SCNS

Electives (Choose any course(s) equal 3 credit hours)


Memorandum

DATE: April 16, 2015 TO: Board of Trustees FROM: Brittany Snyder SUBJECT: Program Feasibility Analysis: Culinary Management

Information purposes only.

DRAFT

Program Feasibility Analysis Culinary Management

Associate in Science (1612050400)

Florida Keys Community College is researching the possibility of developing an Associate in Science Degree in Culinary Management. The Florida Department of Education Curriculum Framework defines the program as follows:

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Hospitality & Tourism career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Hospitality & Tourism career cluster. The content includes but is not limited to Sanitation and Safety; Maintenance and Operation of Equipment; Recognition and Identification of Foods; Proper Storage of Foods; Methods of Preparation; Usage of Foods; Methods of Cooking; Garde Manger; Perform Different Types of Food Services; Nutrition; Baking; Communication Skills; Math Skills; Computer Applications; Supervision Management; Professionalism; Culinary Organization; Food and Beverage Purchasing; Dining Room Management and Beverage Management. The course content should also include training in communications, leadership, human relations, employability skills and safe, efficient work practices. This program focuses on broad, transferable skills and stresses understanding and demonstration of the following elements of the Culinary Industry: planning, management, finance, technical and product skills, underlying principles of technology, labor issues and sanitation and safety issues.

Summary l Occupational Overview

Local and Regional Trends

Occupation Overview Culinary Management- Type Positions

Monroe County

As a part of the Needs Assessment Process, FKCC analyzed labor market data, for management and staff occupations in the culinary arts and management sector, utilizing Economic Modeling Specialists Intl Analyst (EMSI). Occupational Overview data for the following categories of positions are included in the review of data: 1) food service managers; 2) chefs and head cooks; 3) bakers; 4)first-line supervisors of food preparation and serving workers; 5) cooks, fast food; 6) cooks, institutions and cafeterias; 7) cooks, restaurant; 8) cooks, short-order; and 9) food preparation workers.

Findings: The total number of positions in all categories in Monroe County in 2014 is 2,507 This is projected to

grow to 2,582 jobs in 2018 (3% increase). The total increase in jobs in the next four years will be 75. Table 1 provides a breakdown by occupation, indicating trends in job growth. The number of jobs in this sector is 99% above the national average. Table 2 provides earnings projections for each included occupational category.

Table 1: Occupation Overview by Category

Occupation Summary for 9 Occupations

2,507 3.0% $15.07/hr

Jobs (2014) % Change (2014-2018) Median Earnings

100% above National average Nation: 5.7% Nation: $11.69/hr

Occupation 2014 Jobs 2018 Jobs Change % Change

Food Service Managers (11-

9051) 82 83 1 1%

Chefs and Head Cooks (35-

1011) 111 112 1 1%

Bakers (51-3011) 43 45 3 5%

First-Line Supervisors of

Food Preparation and

Serving Workers (35-1012) 508 522 16 3%

Cooks, Fast Food (35-2011) 84 82 -2 -2%

Cooks, Institution and

Cafeteria (35-2012) 50 47 -3 -6%

Cooks, Restaurant (35-

2014) 1,215 1,275 60 5%

Cooks, Short Order (35-

2015) 105 105 0 0%

Food Preparation Workers

(35-2021) 309 311 2 1%

Total 2,507 2,582 75 3%

Table 2: Earnings Projections

Percentile Earnings

$12.48/hr. $15.06/hr. $18.93/hr. 25th Percentile Earnings Median Earnings 75th Percentile Earnings

Occupation 25th Percentile

Earnings Median Earnings

75th Percentile

Earnings

Food Service Managers (11-

9051) $20.90 $26.03 $38.86

Chefs and Head Cooks (35-1011) $19.06 $23.04 $34.03

First-Line Supervisors of Food

Preparation and Serving Workers

(35-1012) $15.07 $19.68 $26.41

Cooks, Fast Food (35-2011) $9.42 $10.18 $11.82

Cooks, Institution and Cafeteria

(35-2012) $10.02 $11.56 $13.67

Cooks, Restaurant (35-2014) $11.60 $13.81 $16.10

Cooks, Short Order (35-2015) $9.48 $10.31 $12.58

Food Preparation Workers (35-

2021) $9.46 $10.38 $12.44

Bakers (51-3011) $10.89 $12.16 $13.86

Regional Trends Comparison of Occupation Overview Findings: Trends for the counties of Monroe, Broward, Miami-Dade, Collier, and Palm Beach Counties and the

state of Florida predict an average increase in jobs within the sector of 5.6% over the next four years, Table 3. Full-service restaurants are the primary employers (60%) for these occupations in Monroe County, Table 4.

Regional Trends

Table 3: Regional Projections

Region 2014 Jobs 2018 Jobs Change % Change Median

Hourly

Earnings

● Monroe

County, FL 2,450 2,536 86 4% $15.06

● Broward

County, FL 22,824 23,680 856 4% $12.72

● Miami-Dade

County, FL 31,631 33,384 1,753 6% $12.59

● Collier

County, FL 6,370 6,804 434 7% $14.43

● Palm Beach

County, FL 19,684 21,029 1,345 7% $13.42

● Florida 255,573 270,596 15,023 6% $12.34

Table 4: Top Industries Employing Occupations

Top Industries - 2014 % of Occupation

NAICS

Code Description

Monroe

County, FL Broward

County, FL Miami-Dade

County, FL Collier

County, FL Palm Beach

County, FL Florida

722511 Full-Service

Restaurants 60% 42% 41% 49% 43% 44%

721110

Hotels (except

Casino

Hotels) and

Motels

15% 3% 6% 7% 4% 5%

722513 Limited-

Service

Restaurants 9% 20% 18% 11% 18% 19%

722410

Drinking

Places

(Alcoholic

Beverages)

4% 2% 1% 1% 1% 1%

445110

Supermarkets

and Other

Grocery

(except

Convenience)

Stores

3% 7% 6% 7% 7% 6%

Total 89% 74% 73% 74% 74% 75%

Table 5: Occupation Descriptions

Food Service Managers (SOC 11-9051): Responsible for the daily operation of restaurants and other establishments that prepare and serve food and beverages. They direct staff to ensure that customers are satisfied with their dining experience and the business is profitable.

Entry Level Education, as reported by BLS: High School Diploma of Equivalent

BLS 10 Year Job Outlook, 2% Change

Chefs and Head Cooks (SOC 35-1011): Oversee the daily food preparation at restaurants

and other places where food is served. They direct kitchen staff and handle any food-related concerns. Entry Level Education, as reported by BLS: High School Diploma of Equivalent


First-Line Supervisors of Food Preparation and Serving Workers (SOC 35-1012): Directly supervise and coordinate activities of workers engaged in preparing and serving food.

Bakers (SOC 39-7012): Mix ingredients according to recipes to make breads, pastries, and other baked goods.

Entry Level Education, as reported by BLS: Less than High School


Cooks, Fast Food (SOC 35-2011): Cooks prepare, season, and cook a wide range of foods. This may include soups, salads, entrees, and desserts.

Entry Level Education, as reported by BLS: Although no formal education is required, some restaurant cooks and private household cooks attend culinary schools. Others attend vocational or apprenticeship programs. Independent and vocational cooking schools, professional culinary institutes, and college degree programs provide training for aspiring cooks. Programs generally last from a few months to 2 years. Some programs offer training in advanced cooking techniques, international cuisines, and cooking styles. To enter these programs, candidates may be required to have a high school diploma or equivalent. Depending on the type and length of the program, graduates generally qualify for entry-level positions as a restaurant cook.


Cooks, Institution and Cafeteria (SOC 35-2012): See above.

Cooks, Restaurant (SOC 35-2014): See above.

Cooks, Short Order (SOC 35-2015): See above.

Food Preparation Workers (SOC 35-2021): Food preparation workers perform many routine tasks under the direction of cooks, chefs, or food service managers. Food preparation workers prepare cold foods, slice meat, peel and cut vegetables, brew coffee or tea, and perform many other food service tasks.

Entry Level Education, as reported by BLS: Less than High School


Summary ll Academic Program Overview

Data gathered from EMSI, provided the basis for analysis of Academic Programs in the region, offering similar degrees. Programs reviewed included: 1) Culinary Arts/Chef Training; 2) Restaurant, Culinary, and Catering Management; 3Culinary Arts and Related Services, Other; and 4) Cooking and Related Culinary Arts, General.

Findings: There are 17 institutions in the Southern Florida counties of Monroe (0), Miami-Dade,

Broward, Palm Beach, and Collier, offering academic programs defined above. In 2013, there were 1,709 regional program completions, and 4,297 annual job openings. Of the completers, 7.5% earned a completion award of less than one academic year, 38.6% earned a completion award of at least one, but less than two academic years, 50 % earned Associate degrees; and 3.7 % earned Bachelor degrees.

Discussion: It is worth noting that Florida Keys Community College is the only College currently

operating in Monroe County. No academic programs in Culinary Arts/Management are currently offered in the immediate service area. The proposed program will draw from those currently in the local community and workforce. Based on recommendations from local employers, in the Fall of 2014, Florida Keys Community College developed an “initiative” in Hospitality and Tourism. The initiative introduced a Hospitality and Tourism Associate in Arts transfer track, and an articulation with Florida International University (FIU). Four Hospitality and Tourism courses were approved including: HFT 1000 Introduction to Hospitality and Tourism; HFT 2500 Marketing for Hospitality and Tourism; FSS 2251 Food & Beverage Management; and MAN 2949, Internship with Hospitality and Tourism. Enrollment in these courses indicates a strong interest in hospitality focused programs. Culinary Arts and Management and food service employment options in the local area and south Florida region are strong. The early success of the related program may indicate a need for the culinary focus.

Recommendations: The culinary related employment sector in the Florida Keys and Monroe

County is 99% higher than the National Average. Job growth is positive. Currently there are no formal training opportunities for the culinary workforce in the area. Area employers in the industry have expressed a desire for workforce development in this area. The College recommends that we organize a Culinary Management Advisory Board to further research an AS Degree and develop a degree proposal.

Fall 2013 Spring 2014 Fall 2014 Spring 2015

HFT 1000 25 5 29

HFT 2500 20 10

FSS 2251 15 13

Table 6: Programs

Code Description

12.0500 Cooking and Related Culinary Arts, General

12.0503 Culinary Arts/Chef Training

12.0504 Restaurant, Culinary, and Catering Management/Manager

12.0599 Culinary Arts and Related Services, Other

Table 7: Regions

Code Description

12011 Broward County, FL

12021 Collier County, FL

12086 Miami-Dade County, FL

12087 Monroe County, FL

12099 Palm Beach County, FL

Table 8: Program Summary for 4 Programs

17 1,709 4,297

Regional Institutions Regional Program Completions

(2013) Annual Openings (2013)

Table 9: Regional Trends

Region 2003

Completions 2013

Completions % Change

● Region 832 1,709 105.4%

● State 1,907 3,116 63.4%

● Nation 15,838 31,405 98.3%

Table 10: Regional Completions by Award Level

Award Level

Completions

(2013) Percent

● Award of less than 1 academic year 129 7.5%

● Award of at least 1 but less than 2 academic years 660 38.6%

● Award of at least 2 but less than 4 academic years 0 0.0%

● Post-baccalaureate certificate 0 0.0%

● Post-masters certificate 0 0.0%

● Associates degree 857 50.1%

● Bachelors degree 63 3.7%

● Masters degree 0 0.0%

● Doctors degree 0 0.0%

Institution Certificates

(2013) Degrees

(2013)

Total

Completions

(2013)

The Art Institute of Fort Lauderdale 31 77 108

Atlantic Technical Center 42 0 42

Broward College 0 7 7

Lorenzo Walker Institute of Technology 23 0 23

AI Miami International University of Art and Design 12 126 138

Keiser University-Ft Lauderdale 0 116 116

Lindsey Hopkins Technical Education Center 4 0 4

Miami Lakes Educational Center 3 0 3

Award Level

Completions

(2013) Percent

Miami Dade College 29 9 38

Lincoln College of Technology-West Palm Beach 96 101 197

Palm Beach State College 0 0 0

Robert Morgan Educational Center 9 0 9

Sheridan Technical Center 12 0 12

William T McFatter Technical Center 27 0 27

Johnson & Wales University-North Miami 0 188 188

Le Cordon Bleu College of Culinary Arts-Miami 500 296 796

Immokalee Technical Center 1 0 1

FTE and Unduplicated Headcount by Academic Year (includes credit courses, PSAV, workforce development and community instructional)

FTE and Unduplicated Headcount (does not include workforce supplemental and community instructional)

Lagoon Landing Occupancy: New & Returners

926.6 858.2 775.1

2871 2591 2308

0

1000

2000

3000

4000

2011-12 2012-13 2013-14

FTE Unduplicated Headcount

102.2

511

72.9

330

0

200

400

600

FTE Headcount

Summer FTE & Headcount 2014 & 2015

Summer Term 2014 Summer Term 2015

Summer 2015 Budgeted FTE

goal: 98.0

36.3

5 7.3

23.1

Summer 2015 FTE According to Campus/Center

Key West Middle Keys Upper Keys Virtual

0

50

100

Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015

New

62%

19%

53%

25%

83%

37%

88%

Student Affairs Board of Trustees Report

April 15, 2015

2015 Applicants:

Summer: 15

Fall: 15

Enrollment Services Application Processing Initiatives

3%

86%

7%

2% 2%

Summer & Fall 2015 Incomplete Application Follow-Up

Enrolled

Incomplete Application

Ready to enroll

Going to other college

Coming later term

8%

39% 53%

Application Status After Phone Contact

Ready to enroll orenrolled

Application showingprogress

No progress made withapplication

4% 9%

35%

9%

17%

22%

4%

Fall 2014 No Show Responses

Financial Aid

Schedule or Academic Challenges

Tuition / Residency / Moved

Other College Choice

Housing

Later Term Entry

Other

Upon receipt of an application for admission, Enrollment Services staff immediately contacts students by

email. Staff has also initiated personalized phone contact for all applicants within 7 days to assist with

application completion or to make an advisor referral for registration. Staff connected with 42 applicants,

and as reflected in the chart, the majority had an incomplete application; requiring information such as a

signature page, transcripts, or residency information. These personalized phone calls enabled staff to assist

the applicants with completing their applications.

40% of applicants contacted were unreachable: non-service number or did not return call.

These numbers are not included in the chart

The College had 382 applicants for fall 2014 that

did not finish their application or register for

classes. Enrollment Services staff randomly contacted

15% (58) regarding their no-show reason. 60% of those

contacted were unreachable and therefore not included

in this chart. The top no-show reasons were: out-of-

state tuition expense, moved from the Keys, housing &

dorms expense.

This chart demonstrates application completion

progress over the past 4 weeks for 36 applicants.

Because high school transcripts are not released

until June, it is surmised that the completion rates

will increase quickly at that time. Also, because

this population includes both summer and fall

applicants, the fall applicants do not have the

same completion urgency as the summer

applicants. However, staff is promoting application

completion so that they can connect the applicant

with their Advisor/Department Chair.

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Committee reported more than $100,000 in unrestricted funds raised during the last three months and has begun working on their plan for next year. Note: future fundraising plans will consist of friend‐raising activities and events that have a suitable rate of return in relation to the amount of staff hours required to raise those funds.

The Foundation office is working closely with FKCC’s Financial Aid staff to maximize the funds available for students. New programs and criteria are being developed to increase the number of students receiving financial support.

The 50/50 Fundraising effort now has $275,000 in pledges (and payments).

The Foundation Board is developing a plan whereby retiring members of the Board of Trustees will be invited to become a part of the Foundation (capacity to be determined).

Institutional Research Linda MacMinn is responsible for state reporting, IPEDS survey information, and a wide number of other reports required through the year. She also provides information used by staff for various projects and initiatives. Since the October Trustees’ meeting, the following items were addressed: Institutional Research Activity: State Reporting

completed AA anticipated graduate submission to state

submitted files for auditor

continue to work on revisions to personnel database programs to accommodate state changes

Data Requests

launched graduation ceremony survey

launched spring term course evaluation surveys

launched Disabled Student Services survey

Veteran data for survey for Enrollment Services

catalog extract for Marketing

Dual Enrollment student list for Business Office

Other

continuing SQL online training course

meeting with Registrar regarding Argos reports

attended Executive Council meeting for local performance measure discussion

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