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DRAFT Preliminary Analysis of Enrollment Demand from Fall 2010 to Spring 2013: Annandale Campus Research Report No. 128-13 Office of Institutional Research, Planning, and Assessment Northern Virginia Community College November 2013
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DRAFT
Preliminary Analysis of Enrollment Demand from
Fall 2010 to Spring 2013: Annandale Campus
Research Report No. 128-13
Office of Institutional Research, Planning, and Assessment
Northern Virginia Community College
November 2013
DRAFT
NORTHERN VIRGINIA COMMUNITY COLLEGE
OFFICE OF INSTITUTIONAL RESEARCH, PLANNING, AND ASSESSMENT
The purpose of the Office of Institutional Research, Planning, and Assessment is to conduct analytical studies and provide information in support of institutional planning, policy formulation and decision making. In addition, the office provides leadership and support in research related activities to members of the NOVA community engaged in planning and evaluating the institution’s success in accomplishing its mission.
When citing data from this report, the Northern Virginia Community College (NOVA) Office of Institutional Research,
Planning, and Assessment must be cited as the source.
4001 Wakefield Chapel Road Annandale, VA 22003-3796
(703) 323-3129 www.nvcc.edu/oir
DRAFT
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Table of Contents
Introduction.................................................................................................................................................... iii Section 1. High Enrollment Disciplines from Fall 2010 through Spring 2013: Annandale Campus ............. 1 Section 2. Low Enrollment Disciplines from Fall 2010 through Spring 2013: Annandale Campus .............. 2 Section 3. Discipline Enrollment Growth from Fall 2010 through Spring 2013: Annandale Campus ........... 3 Section 4. Discipline Enrollment Decline from Fall 2010 through Spring 2013: Annandale Campus........... 4 Section 5. High Enrollment Courses from Fall 2010 through Spring 2013: Annandale Campus ................. 5 Section 6. Low Enrollment Courses from Fall 2010 through Spring 2013: Annandale Campus .................. 6 Appendix: Discipline/Course Prefixes and Descriptions ............................................................................... 7
DRAFT
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List of Tables
Table 1. High Enrollment Disciplines ............................................................................................................ 1
Table 2. High Enrollment Disciplines Ordered by Growth Rate .................................................................... 1
Table 3. Low Enrollment Disciplines ............................................................................................................. 2
Table 4. Low Enrollment Disciplines Ordered by Growth Rate..................................................................... 2
Table 5. Fastest Growing Disciplines Ordered by Growth Rate ................................................................... 3
Table 6. Fastest Growing Large Disciplines Ordered by Growth Rate ......................................................... 3
Table 7. Disciplines with the Greatest Rates of Enrollment Decline ............................................................. 4
Table 8. Disciplines with the Smallest Rates of Enrollment Growth ............................................................. 4
Table 9. High Enrollment Courses ................................................................................................................ 5
Table 10. Low Enrollment Courses ............................................................................................................... 6
DRAFT
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Preliminary Analysis of Enrollment Demand from Fall 2010 to Spring 2013: Annandale
Campus
Introduction
This Preliminary Analysis of Enrollment Demand from Fall 2010 to Spring 2013: Annandale
Campus Report presents an examination of enrollment data at the Annandale Campus (including
Extended Learning Institute [ELI] and affiliated Centers) from Fall 2010 through Spring 2013. This Report
is categorized into six sections, beginning with high and low enrollment disciplines, followed by disciplines
with growing and declining enrollment, and concluding with high and low enrollment courses.
Based on growing numbers of enrollments, analysis suggests there will be continued demand at the
Annandale Campus in the following four areas: Foundation Disciplines/Courses, NOVA Required
Disciplines/Courses, Potential Enrollment Growth Areas, STEM Fields. This analysis is based on
enrollment data and was not completed with consideration of area industry and occupational growth.
Foundation Disciplines/Courses: These disciplines/courses collectively meet the basic educational
needs of the community. Within this area, the following disciplines/courses have the highest demand:
o English (ENG)
o Mathematics (MTH)
o Biology (BIO)
o History (HIS)
o Communication Studies and Theatre (CST)
o Psychology (PSY)
o Information Technology Essentials (ITE)
o English as a Second Language (ESL)
NOVA-Required Disciplines/Courses: These disciplines/courses are required for all NOVA students to
complete as part of their course of study. Within this area, the following disciplines/courses have the
highest demand:
o Physical Education and Recreation (PED)
o Student Development (SDV)
Potential Enrollment Growth Areas: Within this area, the following disciplines/courses have the
highest demand:
o Health (HLT)
o Religion (REL)
o Fire Science Technology (FST)
o Physics (PHY)
o Computer Aided Drafting (CAD)
o Political Science (PLS)
o Information Technology Networking (ITN)
o Student Development (SDV)
STEM Fields: If NOVA maintains focus on STEM fields, the following disciplines/courses will continue
to be in high demand:
o Physics (PHY)
o Engineering (EGR)
o Information Technology Essentials (ITE)
o Biology (BIO)
o Mathematics (MTH)
Within tables, Annandale Campus discipline/course enrollment data are presented for the Fall 2010
through Spring 2013 semesters. The difference in enrollment from Fall 2010 to Fall 2012 is also provided,
and the percent difference is referred to as the growth rate. Disciplines and courses are referred to by
their three-letter discipline prefix and do not refer to program enrollments. A dash (-) is included when
enrollment data were unavailable for a discipline/course in a particular semester.
DRAFT
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Section 1. High Enrollment Disciplines from Fall 2010 through Spring 2013: Annandale Campus
Table 1 presents the 15 disciplines with consistently high enrollment at the Annandale Campus from Fall
2010 through Spring 2013, ordered by Spring 2013 enrollment figures.
Table 1. High Enrollment Disciplines
No. Discipline Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 ENG 6,656 5,662 6,699 5,800 7,437 6,003 781 11.7
2 MTH 5,911 5,442 5,883 5,573 6,402 5,572 491 8.3
3 BIO 3,065 3,190 3,282 3,212 3,330 3,351 265 8.6
4 HIS 3,270 2,868 3,168 3,059 3,274 3,195 4 0.1
5 PED 2,754 2,650 2,619 2,516 2,641 2,489 -113 -4.1
6 CST 2,106 2,323 2,266 2,232 2,301 2,280 195 9.3
7 PSY 2,132 2,092 1,938 1,891 1,977 2,189 -155 -7.3
8 ITE 1,854 1,749 1,950 1,966 2,024 2,085 170 9.2
9 ESL 1,690 1,517 1,850 1,802 1,883 1,743 193 11.4
10 ECO 1,622 1,601 1,677 1,583 1,709 1,688 87 5.4
11 SDV 2,065 1,709 2,607 1,801 2,818 1,591 753 36.5
12 BUS 1,183 1,164 1,123 1,135 1,235 1,229 52 4.4
13 ACC 1,162 1,178 1,186 1,209 1,250 1,224 88 7.6
14 SOC 1,054 1,118 1,139 1,112 1,073 1,098 19 1.8
15 ART 1,021 1,009 968 1,003 1,050 1,076 29 2.8
Table 2 presents the high enrollment disciplines at the Annandale Campus (provided in Table 1) in order
from highest to lowest growth rate. Disciplines with enrollment increases of 5.1% and above are shaded
green; those between 0.1% and 5.0% are shaded orange, while disciplines with a decline in enrollment
are shaded red.
Table 2. High Enrollment Disciplines Ordered by Growth Rate
No. Discipline Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 SDV 2,065 1,709 2,607 1,801 2,818 1,591 753 36.5
2 ENG 6,656 5,662 6,699 5,800 7,437 6,003 781 11.7
3 ESL 1,690 1,517 1,850 1,802 1,883 1,743 193 11.4
4 CST 2,106 2,323 2,266 2,232 2,301 2,280 195 9.3
5 ITE 1,854 1,749 1,950 1,966 2,024 2,085 170 9.2
6 BIO 3,065 3,190 3,282 3,212 3,330 3,351 265 8.6
7 MTH 5,911 5,442 5,883 5,573 6,402 5,572 491 8.3
8 ACC 1,162 1,178 1,186 1,209 1,250 1,224 88 7.6
9 ECO 1,622 1,601 1,677 1,583 1,709 1,688 87 5.4
10 BUS 1,183 1,164 1,123 1,135 1,235 1,229 52 4.4
11 ART 1,021 1,009 968 1,003 1,050 1,076 29 2.8
12 SOC 1,054 1,118 1,139 1,112 1,073 1,098 19 1.8
13 HIS 3,270 2,868 3,168 3,059 3,274 3,195 4 0.1
14 PED 2,754 2,650 2,619 2,516 2,641 2,489 -113 -4.1
15 PSY 2,132 2,092 1,938 1,891 1,977 2,189 -155 -7.3
DRAFT
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Section 2. Low Enrollment Disciplines from Fall 2010 through Spring 2013: Annandale Campus
Table 3 presents disciplines with consistently low enrollment at the Annandale Campus from Fall 2010
through Spring 2013.
Table 3. Low Enrollment Disciplines
No. Discipline Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 INT 113 141 120 106 85 105 -28 -24.8
2 FIN 86 88 101 108 96 80 10 11.6
3 GER 80 97 66 91 66 75 -14 -17.5
4 JPN - - 5 32 60 72 - -
5 TRV 156 98 96 59 80 58 -76 -48.7
6 ENV 36 28 47 23 44 54 8 22.2
7 CHI 82 66 62 64 53 54 -29 -35.4
8 MSC 47 32 53 41 65 50 18 38.3
9 RUS - - - 9 18 49 - -
10 EDU 37 47 35 33 53 47 16 43.2
11 KOR 47 55 51 75 61 47 14 29.8
12 GEO 54 39 28 34 42 41 -12 -22.2
13 MEC - 29 43 29 14 31 - -
14 REA 44 56 16 15 28 17 -16 -36.4
15 BSK - - - - - 16 - -
16 ETR 31 28 1 - - - - -
17 SSC - - 74 - 62 - - -
18 LBR - - - 6 4 - - -
Table 4 presents the same low enrollment discipline data as provided in Table 3, ordered from highest to
lowest growth rate.
Table 4. Low Enrollment Disciplines Ordered by Growth Rate
No. Discipline Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 EDU 37 47 35 33 53 47 16 43.2
2 MSC 47 32 53 41 65 50 18 38.3
3 KOR 47 55 51 75 61 47 14 29.8
4 ENV 36 28 47 23 44 54 8 22.2
5 FIN 86 88 101 108 96 80 10 11.6
6 GER 80 97 66 91 66 75 -14 -17.5
7 GEO 54 39 28 34 42 41 -12 -22.2
8 INT 113 141 120 106 85 105 -28 -24.8
9 CHI 82 66 62 64 53 54 -29 -35.4
10 REA 44 56 16 15 28 17 -16 -36.4
11 TRV 156 98 96 59 80 58 -76 -48.7
12 JPN - - 5 32 60 72 - -
13 RUS - - - 9 18 49 - -
14 MEC - 29 43 29 14 31 - -
15 BSK - - - - - 16 - -
16 ETR 31 28 1 - - - - -
17 SSC - - 74 - 62 - - -
18 LBR - - - 6 4 - - -
DRAFT
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Section 3. Discipline Enrollment Growth from Fall 2010 through Spring 2013: Annandale Campus
Table 5 presents the fastest growing disciplines at the Annandale Campus, ordered by growth rate.
Table 5. Fastest Growing Disciplines Ordered by Growth Rate
No. Discipline Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 HLT 36 64 93 89 108 146 72 200.0
2 REL 100 178 92 221 268 287 168 168.0
3 FST 96 186 168 199 182 147 86 89.6
4 PHY 461 493 611 623 736 836 275 59.7
5 CAD 79 136 102 145 118 132 39 49.4
6 PLS 228 256 299 417 340 425 112 49.1
7 ITN 332 308 379 358 476 428 144 43.4
8 EDU 37 47 35 33 53 47 16 43.2
9 MSC 47 32 53 41 65 50 18 38.3
10 SDV 2,065 1,709 2,607 1,801 2,818 1,591 753 36.5
11 KOR 47 55 51 75 61 47 14 29.8
12 ITD 146 135 137 166 179 184 33 22.6
13 ENV 36 28 47 23 44 54 8 22.2
14 EGR 808 856 902 953 976 1,027 168 20.8
15 GOL 342 378 378 384 401 351 59 17.3
Growth and Size
Table 6 presents the fastest growing large disciplines at the Annandale Campus, ordered by growth rate.
Large disciplines at this campus are those with at least 1,000 enrollments in Fall 2012.
Table 6. Fastest Growing Large Disciplines Ordered by Growth Rate
No. Discipline Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 PHY 461 493 611 623 736 836 275 59.7
2 SDV 2,065 1,709 2,607 1,801 2,818 1,591 753 36.5
3 EGR 808 856 902 953 976 1,027 168 20.8
4 ENG 6,656 5,662 6,699 5,800 7,437 6,003 781 11.7
5 ESL 1,690 1,517 1,850 1,802 1,883 1,743 193 11.4
6 CST 2,106 2,323 2,266 2,232 2,301 2,280 195 9.3
7 ITE 1,854 1,749 1,950 1,966 2,024 2,085 170 9.2
8 BIO 3,065 3,190 3,282 3,212 3,330 3,351 265 8.6
9 MTH 5,911 5,442 5,883 5,573 6,402 5,572 491 8.3
10 CHM 902 875 905 977 974 987 72 8.0
11 ACC 1,162 1,178 1,186 1,209 1,250 1,224 88 7.6
12 CSC 615 565 634 612 655 705 40 6.5
13 ECO 1,622 1,601 1,677 1,583 1,709 1,688 87 5.4
14 PHI 768 823 812 944 805 870 37 4.8
15 BUS 1,183 1,164 1,123 1,135 1,235 1,229 52 4.4
DRAFT
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Section 4. Discipline Enrollment Decline from Fall 2010 through Spring 2013: Annandale Campus
Table 7 presents disciplines with the greatest rates of enrollment decline at the Annandale Campus from
Fall 2010 to Fall 2012.
Table 7. Disciplines with the Greatest Rates of Enrollment Decline
No. Discipline Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 TRV 156 98 96 59 80 58 -76 -48.7
2 REA 44 56 16 15 28 17 -16 -36.4
3 CHI 82 66 62 64 53 54 -29 -35.4
4 FRE 183 166 153 130 129 111 -54 -29.5
5 MUS 600 614 504 526 440 481 -160 -26.7
6 INT 113 141 120 106 85 105 -28 -24.8
7 NAS 850 663 664 618 640 560 -210 -24.7
8 ASL 437 417 427 451 332 356 -105 -24.0
9 GEO 54 39 28 34 42 41 -12 -22.2
10 ARC 234 258 267 217 192 231 -42 -17.9
11 GER 80 97 66 91 66 75 -14 -17.5
12 HRI 584 446 496 456 487 469 -97 -16.6
13 HUM 235 263 225 238 206 221 -29 -12.3
14 ADJ 998 917 868 956 883 946 -115 -11.5
15 SPA 519 504 500 470 460 430 -59 -11.4
Table 8 presents disciplines with the smallest rates of enrollment growth at the Annandale Campus from
Fall 2010 to Fall 2012.
Table 8. Disciplines with the Smallest Rates of Enrollment Growth
No. Discipline Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 HIS 3,270 2,868 3,168 3,059 3,274 3,195 4 0.1
2 SOC 1,054 1,118 1,139 1,112 1,073 1,098 19 1.8
3 ART 1,021 1,009 968 1,003 1,050 1,076 29 2.8
4 ARA 137 180 134 168 142 180 5 3.6
5 BUS 1,183 1,164 1,123 1,135 1,235 1,229 52 4.4
6 PHI 768 823 812 944 805 870 37 4.8
7 ECO 1,622 1,601 1,677 1,583 1,709 1,688 87 5.4
8 CSC 615 565 634 612 655 705 40 6.5
9 ACC 1,162 1,178 1,186 1,209 1,250 1,224 88 7.6
10 CHM 902 875 905 977 974 987 72 8.0
11 ITP 205 215 214 259 222 302 17 8.3
12 MTH 5,911 5,442 5,883 5,573 6,402 5,572 491 8.3
13 BIO 3,065 3,190 3,282 3,212 3,330 3,351 265 8.6
14 ITE 1,854 1,749 1,950 1,966 2,024 2,085 170 9.2
15 CST 2,106 2,323 2,266 2,232 2,301 2,280 195 9.3
DRAFT
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Section 5. High Enrollment Courses from Fall 2010 through Spring 2013: Annandale Campus
Table 9 presents the 25 courses with the highest enrollment in Fall 2012 at the Annandale Campus. Data
are ordered by Fall 2012 figures.
Table 9. High Enrollment Courses
No. Course Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 ENG 111 2,485 1,514 2,574 1,647 3,034 1,912 549 22.1
2 SDV 100 1,987 1,664 2,548 1,777 2,781 1,566 794 40.0
3 PED 116 1,783 1,674 1,687 1,672 1,880 1,797 97 5.4
4 HIS 101 1,494 1,226 1,613 1,543 1,718 1,466 224 15.0
5 ITE 115 1,277 1,075 1,316 1,257 1,420 1,426 143 11.2
6 ENG 112 1,121 1,665 1,079 1,850 1,298 2,009 177 15.8
7 CST 110 1,302 1,297 1,259 1,113 1,218 1,206 -84 -6.5
8 BIO 101 1,232 981 1,253 1,019 1,189 1,068 -43 -3.5
9 ENG 9 1,020 815 1,022 829 1,127 - 107 10.5
10 PSY 201 1,179 1,096 1,081 903 1,124 1,081 -55 -4.7
11 MTH 163 551 557 547 672 973 815 422 76.6
12 ECO 201 935 856 988 806 942 829 7 0.7
13 MTH 151 915 735 930 768 885 679 -30 -3.3
14 SOC 201 751 752 868 788 822 750 71 9.5
15 BIO 141 707 738 806 746 816 843 109 15.4
16 MTT 4 - - - 763 812 575 - -
17 BUS 100 687 764 708 707 770 780 83 12.1
18 ACC 211 591 582 653 589 720 627 129 21.8
19 HIS 121 956 740 722 638 694 704 -262 -27.4
20 ECO 202 643 663 646 667 662 743 19 3.0
21 BIO 142 398 433 455 458 545 446 147 36.9
22 MTH 152 396 393 443 433 538 419 142 35.9
23 BIO 102 475 770 525 742 496 715 21 4.4
24 MTH 271 486 526 516 528 486 522 0 0.0
25 MTH 166 268 186 249 287 483 323 215 80.2
DRAFT
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Section 6. Low Enrollment Courses from Fall 2010 through Spring 2013: Annandale Campus
Table 10 presents low enrollment courses at the Annandale Campus. Low enrollment courses at the
Annandale Campus are those with fewer than five total enrollments in Fall 2012. Data are ordered by Fall
2012 data.
Table 10. Low Enrollment Courses
No. Course Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Difference from Fall 2010 to Fall 2012
# %
1 ADJ 295 2 - - 5 1 - -1 -50.0
2 ART 232 - - 2 2 1 1 - -
3 ART 299 3 6 2 4 1 2 -2 -66.7
4 CST 290 - - - 1 1 - - -
5 ENG 122 - - - 1 1 3 - -
6 ENG 261 4 - 4 - 1 - -3 -75.0
7 ENG 295 1 13 - 3 1 - 0 0.0
8 GOL 299 - - - - 1 8 - -
9 HIS 142 - - - - 1 18 - -
10 MKT 290 1 - 1 - 1 - 0 0.0
11 MUS 285 2 - 2 - 1 1 -1 -50.0
12 PHY 295 - - - 3 1 - - -
13 TRV 190 9 - - - 1 - -8 -88.9
14 ENG 298 - - - - 2 - - -
15 HUM 295 - 18 - - 2 - - -
16 MUS 199 1 1 - 2 2 - 1 100.0
17 MUS 237 13 21 4 8 2 13 -11 -84.6
18 MUS 245 5 8 1 2 2 4 -3 -60.0
19 MUS 249 5 6 4 4 2 - -3 -60.0
20 MUS 265 2 3 1 3 2 1 0 0.0
21 RPK 299 - - - - 2 - - -
22 ART 236 4 3 2 5 3 10 -1 -25.0
23 ART 298 4 3 2 - 3 - -1 -25.0
24 ART 154 2 10 5 6 4 10 2 100.0
25 ART 242 11 8 6 6 4 7 -7 -63.6
26 BIO 299 - 5 - - 4 1 - -
27 ENV 227 - - 10 - 4 - - -
28 INT 295 2 11 4 13 4 13 2 100.0
29 LBR 105 - - - 6 4 - - -
30 MKT 282 - 23 7 19 4 12 - -
31 MUS 236 3 5 1 5 4 4 1 33.3
32 PED 142 5 - 5 - 4 - -1 -20.0
33 RPK 202 2 - 1 - 4 1 2 100.0
DRAFT
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Appendix: Discipline/Course Prefixes and Descriptions
Prefix Description Prefix Description
ACC ACCOUNTING HRT HORTICULTURE
ADJ ADMINISTRATION OF JUSTICE HUM HUMANITIES
AIR AIR CONDITIONING AND REFRIGERATION IDS INTERIOR DESIGN
ARA ARABIC INT INTERPRETER EDUCATION
ARC ARCHITECTURE ITA ITALIAN
ART ARTS ITD INFORMATION TECH AND DATABASE DESIGN
ASL AMERICAN SIGN LANGUAGE ITE INFORMATION TECHNOLOGY ESSENTIALS
AST ADMINISTRATIVE SUPPORT TECHNOLOGY ITN INFORMATION TECHNOLOGY NETWORKING
AUB AUTO BODY ITP INFORMATION TECHNOLOGY PROGRAMMING
AUT AUTOMOTIVE JPN JAPANESE
BCS BROADCASTING KOR KOREAN
BIO BIOLOGY LAT LATIN
BLD BUILDING LBR LIBRARY TECHNOLOGY
BUS BUSINESS MANAGEMENT AND ADMIN. LGL PARALEGAL STUDIES
CAD COMPUTER AIDED DRAFTING MDL MEDICAL LABORATORY
CHD CHILDHOOD DEVELOPMENT MEC MECHANICAL ENGINEERING TECHNOLOGY
CHI CHINESE MKT MARKETING
CHM CHEMISTRY MSC MILITARY SCIENCE
CIV CIVIL ENGINEERING TECHNOLOGY MTH MATHEMATICS
CON CONTRACT MANAGEMENT MTT DEVELOPMENTAL MATH
CSC COMPUTER SCIENCE MUS MUSIC
CST COMMUNICATION STUDIES AND THEATRE NAS NATURAL SCIENCE
DIT DIETETICS NUR NURSING
DMS DIAGNOSTIC MEDICAL SONOGRAPHY OCT OCCUPATIONAL THERAPY
DNH DENTAL HYGIENE PBS PUBLIC SERVICE
DSL DIESEL PED PHYSICAL EDUCATION AND RECREATION
ECO ECONOMICS PHI PHILOSOPHY
EDU EDUCATION PHT PHOTOGRAPHY
EGR ENGINEERING PHY PHYSICS
ELE ELECTRICAL TECHNOLOGY PLS POLITICAL SCIENCE
EMS EMERGENCY MEDICAL SERVICES POR PORTUGUESE
ENG ENGLISH PSY PSYCHOLOGY
ENV ENVIRONMENTAL SCIENCE PTH PHYSICAL THERAPIST ASSISTANT
ESL ENGLISH AS A SECOND LANGUAGE RAD RADIOLOGY
ETR ELECTRONICS TECHNOLOGY REA REAL ESTATE
FIN FINANCIAL SERVICES REL RELIGION
FRE FRENCH ROC RADIATION ONCOLOGY
FST FIRE SCIENCE TECHNOLOGY RPK RECREATION AND PARKS
GEO GEOGRAPHY RTH RESPIRATORY THERAPY
GER GERMAN RUS RUSSIAN
GIS GEOGRAPHIC INFORMATION SYSTEMS SDV STUDENT DEVELOPMENT
GOL GEOLOGY SOC SOCIOLOGY
GRE GREEK SPA SPANISH
HIM HEALTH INFORMATION MANAGEMENT SSC SOCIAL SCIENCE
HIN HINDI TRV TRAVEL AND TOURISM
HIS HISTORY VET VETERINARY TECHNOLOGY
HLT HEALTH VTN VIETNAMESE
HMS HUMAN SERVICES WEL WELDING
HRI HOSPITALITY MANAGEMENT
DRAFT
NOVA Mission and Strategic Goals: 2005 – 2015
Mission
With commitment to the values of access, opportunity, student success, and excellence, the mission of Northern Virginia Community College is to deliver world-class in-person and online post-secondary teaching, learning, and workforce development to ensure our region and the Commonwealth of Virginia have an educated population and globally competitive workforce.
Strategic Goals
I. STUDENT SUCCESS – Northern Virginia Community College will move into the top tier of community colleges with respect to the college readiness, developmental course completion, retention, graduation, transfer, and career placement of its students.
II. ACCESS – Northern Virginia Community College will increase the number and diversity of students being served to mirror the population growth of the region.
III. TEACHING AND LEARNING – Northern Virginia Community College will focus on student success by creating an environment of world-class teaching and learning.
IV. EXCELLENCE – Northern Virginia Community College will develop ten focal points of excellence in its educational programs and services that will be benchmarked to the best in the nation and strategic to building the College's overall reputation for quality.
V. LEADERSHIP – Northern Virginia Community College will serve as a catalyst and a leader in developing educational and economic opportunities for all Northern Virginians and in maintaining the quality of life and economic competitiveness of the region.
VI. PARTNERSHIPS – Northern Virginia Community College will develop strategic partnerships to create gateways of opportunity and an integrated educational system for Northern Virginians who are pursuing the American Dream.
VII. RESOURCES – Northern Virginia Community College will increase its annual funding by $100 million and expand its physical facilities by more than one million square feet in new and renovated space. This includes the establishment of two additional campuses at epicenters of the region’s population growth, as well as additional education and training facilities in or near established population centers.
VIII. EMERGENCY PREPAREDNESS AND CONTINUITY OF OPERATIONS – Northern Virginia Community College will be recognized as a leader among institutions of higher education in Virginia for its development and testing of emergency response and continuity of operation plans.
