doc1 Background - North Orange County Community College District
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1 Background - North Orange County Community College District
1 Background North Orange County Community College District Background // Description of the District History NOCCCD Today •• Cypress College •• Fullerton College yy School of Continuing Education National, State, and Local Context •• The Economy •• Higher Education Issues // National Dialogue // State Dialogue // Local Dialogue 2011 Comprehensive Master Plan // HMC Architects 1-1 North Orange County Community College District Background Description of the District // The North Orange County Community College District (NOCCCD) encompasses approximately 157 square miles. The District boundaries include nearly one million residents, 16 school districts and the following cities: Anaheim, Brea, Buena Park, Cypress, Fullerton, La Habra, La Palma, Los Alamitos/ Rossmoor, Placentia, Stanton, Yorba Linda, and portions of the following cities: Garden Grove, La Habra Heights, La Mirada, Orange, Seal Beach, Whittier, and unincorporated territory in both Los Angeles and Orange counties. NOCCCD serves the northern portion of Orange County. The District is bordered by the rest of Orange County to the south, Riverside County to the east, and Los Angeles County to the west and north. Almost all (95%) of the District is in Orange County, with the remainder in Los Angeles County. The NOCCCD geographic area is a densely populated region and the population growth evidenced in the past 20 years is projected to continue. Orange County population is 3,166,461 based on the 2010 census and is projected to grow a little over 11% to 3,533,935 by 2020. Twenty-eight percent of the county’s population lives within NOCCCD boundaries. Chapter 2 of this document includes current demographics of the local population and economy and forecasts local population and economic changes. 1-2 2011 Comprehensive Master Plan // HMC Architects NOCCCD is surrounded by eight other community college districts: Coast and Rancho Santiago Community College Districts to the south, Chaffey and Riverside Community College Districts to the east, Mt. San Antonio and Rio Hondo Community College Districts to the north, and Cerritos and Long Beach Community College Districts to the west. Given the proximity of these districts, students have many community college options within a reasonable driving distance and there is considerable free flow among these districts. 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The colleges are as diverse as the regions and populations they serve. The largest higher education system in the world, California community colleges served a total of 2,758,081 students in 2009–2010 (Community College League of California Fast Facts 2011). NOCCCD’s history began with the creation of Fullerton Junior College in 1913. As one of the first community colleges operating in the state of California, Fullerton Junior College provided students in North Orange County with the opportunity to complete the first two years of a traditional post-secondary education in their local community. Fullerton Junior College was reorganized in 1922 as an Independent Junior College District, the Fullerton Junior College District, though it continued to share a Board of Trustees with the High School District. The College’s mission expanded in the 1920s to include vocational programs, the first of which were oil production, typing, stenography, and bookkeeping. The transition from Fullerton Junior College District to the North Orange County Community College District began in 1964 when the residents of three school districts (Anaheim Union High School District, Brea-Olinda Unified School District, and Placentia Unified School District) elected to form an interim junior college district to be merged with the existing Fullerton Junior College District. This merger increased the NOCCCD boundaries to 157 square miles and brought the first election of a NOCCCD Board of Trustees. 1-4 2011 Comprehensive Master Plan // HMC Architects The increased service area justified the development of two additional sites, one in Cypress and the other in Yorba Linda. Cypress College welcomed its first students in 1966. The second campus opened in fall 1982. Whereas the Fullerton and Cypress Colleges focus on the traditional two-year education for students seeking an associate’s degree and/or transfer to a four-year university, the four-building complex of the Yorba Linda campus was established to provide noncredit educational opportunities to the adult student population. In addition to the Yorba Linda site, branches of the Adult and Continuing Education Center were opened in Anaheim in March 1982 and in Fullerton in January 1984. The Adult and Continuing Education Center changed its official name to the School of Continuing Education in 1998. In 2001, NOCCCD acquired the former Martin Luther Hospital building and converted it to an educational site called the Anaheim Campus. Classes from Cypress College, Fullerton College, and the School of Continuing Education were first offered at this location in January 2003. In 2003 noncredit programs were relocated from the Yorba Linda Center to the Anaheim Campus and the Yorba Linda site was sold to the Placentia-Yorba Linda Unified School District. NOCCCD offices, formerly housed adjacent to Fullerton College, relocated to the Anaheim Campus, along with the administrative offices for the School of Continuing Education and the NOCCCD Special Services Department and Warehouse. North Orange County Community College District 2011 Comprehensive Master Plan // HMC Architects 1-5 North Orange County Community College District Background NOCCCD Today // NOCCCD is a multi-college district that in fall 2010 served 16,248 full-time equivalent credit students (FTES) and 1,801 full-time equivalent noncredit students, with a headcount of 38,317 students in credit courses and 16,613 students in noncredit courses. (Source: California Community College State Chancellor’s Office Data Mart) NOCCCD includes three institutions: Fullerton College, Cypress College, and the School of Continuing Education. Chapter 2 of this document includes student enrollment and demographics for each site. Instructional offerings include credit, noncredit, and community services. Students’ efforts toward achievement of their educational goals are supported by an impressive array of support services. Both instructional and student services are offered online. Fullerton College Founded in 1913, Fullerton College is one of the oldest community colleges in the state. Today Fullerton College is a comprehensive public community college, offering credit academic, career technical, and basic skills courses. The lower division credit courses lead to transfer and/or to one of 100 associate degrees in academic and career technical majors. The career technical courses also lead to 142 different certificates. From its original 14 acres, the College has now grown to 83 acres that are home to 47 buildings. In fall 2010, Fullerton College produced 10,066 credit FTES which represents 62% of the NOCCCD total FTES. The fall 2010 headcount was 22,354 or 41% of the NOCCCD total headcount. School of Continuing Education Cypress College Opened in 1966 on a 108-acre site, Cypress College is a comprehensive public community college, offering credit academic, career technical, and basic skills courses. The lower division credit courses lead to transfer and/or to one of 60 associate degrees in academic and career technical majors. The career technical courses also lead to certificates in 140 majors. From the modest beginnings of 18 temporary modular buildings, today the College has 11 permanent buildings built around a second story piazza that connects the buildings and a small pond, complete with ducks. In fall 2010, Cypress College produced 6,182 credit FTES which represents 38% of the NOCCCD total credit FTES. Fall 2010 headcount was 15,963 or 29% of the NOCCCD total headcount. 1-6 2011 Comprehensive Master Plan // HMC Architects The School of Continuing Education is the 4th largest noncredit program in California and served nearly 48,000 students in 2009–2010. Programs of the School of Continuing Education are offered at three primary sites: the Anaheim Campus, the Cypress Continuing Education Center, and the Wilshire Continuing Education Center, as well as a number of community sites such as senior centers. The School of Continuing Education offers a wide variety of noncredit programs, including the Older Adults Program, English-asa-Second Language, High School Diploma Program, Kids’ College, and career technical education programs leading to a certificate. In fall 2010, the School of Continuing Education produced 1,801 noncredit FTES with a headcount of 16,613 or 30% of the NOCCCD total headcount. North Orange County Community College District 2011 Comprehensive Master Plan // HMC Architects 1-7 North Orange County Community College District Background National, State, and Local Context // The Economy The nation is in the midst of the most serious economic downturn since the 1930s that is creating the most radical economic and workforce transformation since World War II. The impact is evident in every facet of the economy. Economists predict a slow recovery over the next two years. Almost 8.5 million Americans have lost their jobs since the start of this recession. In December 2007, the national unemployment rate was 4.9%, but by the beginning of 2011, the national unemployment rate had almost doubled reaching 9.4%. Economists have proposed that 16% to 20% is more accurate if the measure included underemployed workers, discouraged workers, and those who had simply given up looking for work. The job market for recent graduates is the worst on record. The recovery to date is slight; the national unemployment rate was 9.0% in October 2011. Compared to the nation, the downturn in California hit earlier and has been more severe. In December 2006, the state’s unemployment rate was 4.6% and in January 2010, the rate had almost tripled, reaching 13.2%. There are signs of recovery; by May 2011 the state unemployment rate dropped to 11.7%, but rose slightly to 11.9% in November 2011. This slight recovery seen by comparing January 2010 to November 2011 is hopeful, but experts, such as the UCLA’s Anderson School of Management, project that unemployment rates are expected to remain high through the end of 2013 and to finally fall below double digits in 2014. 1-8 2011 Comprehensive Master Plan // HMC Architects Due to the declines in every sector, state lawmakers face a deficit in the billions of dollars. As a result, public services and programs, including California community colleges, have suffered massive cuts. For example, in 2011–2012 the reduction in state apportionment for the District is close to $12 million, a reduction of 7.65% of the apportionment revenue. As a consequence of this reduced funding, the colleges have reduced course offerings each year for the past three years despite the heightened demand for courses due to unemployment. State funding reductions have hit all tiers of public education. One consequence is increased student fees in all levels of higher education. At community colleges, student fees increased in fall 2011 from $26 per unit to $36 per unit and legislators are discussing a proposal for another fee increase effective summer 2012. As the levels of state fiscal support for community colleges decline and the future portends a continuation of this trend, colleges are asked to deliver patterns of instruction and student services that focus on the core mission and to eliminate programs and services born in the era when community colleges strove to “be all things to all people.” Due to the concentration of financial services located in Orange County, the county entered the recession earlier than most counties. Layoffs in the financial service sector spread to the related local construction and development industries and eventually throughout the Orange County economy. During this recession, the county’s unemployment rate reached a peak of 10.2% in January 2010. The unemployment rate dropped to 8.9% in December 2010, dropped further to 8.5% in May 2011, rose to 9.3% in July 2011, and declined to 8.5% in October 2011. North Orange County Community College District One reason for the county’s unemployment being lower than the state is that in 2010 Orange County recorded the largest job growth in the state: 20,900 jobs. The state of California Employment Development Department projects a 1% job growth state-wide over the next eight years. Job growth in Orange County is expected to account for about 10% of nonfarm job growth. About half of Orange County’s job growth (272,000 jobs) is expected to be in those occupations with low salaries ($9–$11 per hour): waitresses and waiters, retail sales, and cashiers. The industry sectors with the greatest amount of job growth in occupations that require an associate degree or higher are: registered nurses, general and operations managers, elementary and secondary school teachers, and accountants/auditors. Refer to Chapter 2 of this document for details on the projected job growth for NOCCCD career technical education programs. 2011 Comprehensive Master Plan // HMC Architects 1-9 North Orange County Community College District Background National, State, and Local Context (cont’d) // Higher Education Issues National Dialogue on Higher Education Issues The national dialogue is focused on student achievement of degrees or certificates. Compared to other industrialized nations, America once ranked first in the percentage of young adults with a college degree. America now ranks tenth. For the first time, college-age students in America are likely to be less well-educated than their parents. To direct attention and pressure to this decline in America’s level of educational attainment, President Barack Obama announced the American Graduation Initiative which challenges community colleges to increase degree and certificate completion by 5 million over the next decade. To support the American Graduation Initiative, the US Department of Education prepared a resource for Governors, the College Completion Tool Kit (http://www.ed.gov/collegecompletion/governing-win). This document offers structural and state policy improvements to support higher education institutions as they work toward the goal of increasing college completion rates in this era of declining resources. The US Department of Education will provide technical assistance to assist states in this effort and plan to issue a report in January 2012 to document each state’s college completion goals, plans, and early achievements. Society for College University Planning: Trends to Watch in Higher Education, December 2010 Demographics The Economy Environment 1-10 Observation Implication Students are graduating without jobs and with debt. They enrolled in record numbers with the promise that a college degree would bring better employment. That is not proving to be the case. Institutions are likely to feel the effects of low employment among graduates for twenty years to come. How likely are these grads to contribute to endowments, feel deep affiliations with their colleges, or even suggest that their children attend college? Retention and completion have moved into the top spot for support and attention by the US government, foundations, associations, and institutions. The factors that play the most significant role in retention and completion are slowly coming to light. Student success has become a byword for many of these efforts that rely on data, engagement, and just plain caring about students. There appears to be little consensus on when and how we will see an economic recovery. Signs of improvement are often paired with those of continued recession. For US higher education, the uncertainties carry additional concerns. Recessions create drops in funding that often never return to prior levels. The US pipeline to higher education is also being drastically affected by the recession. Even with Race to the Top and funding for K–12 jobs, the ability of many states and districts to adequately support education is declining rapidly. Higher education is often first in line for budget cuts, as K–12, criminal justice, and healthcare are protected as much as possible. The environment remains a priority on many campuses, even with financial difficulties. More importantly, perhaps, institutions are moving beyond green buildings and energy consumption as their only strategies to becoming more sustainable. The changes that faculty, staff, and students are willing to make are varied, but in the long run, must be tied to the economic benefits of sustainable behavior for the individual. 2011 Comprehensive Master Plan // HMC Architects North Orange County Community College District The dismal statistics on completion rates and the President’s challenge sparked other organizations to focus attention on completion rates, such as the National Governors’ Association (Complete to Compete campaign), the College Board (The College Completion Agenda), and the American Association of Community Colleges and the Association of Community College Trustees (Voluntary Framework for Accountability). The focus on student completion rates is one of several issues to be considered when developing long-term plans in higher education today. The Society for College and University Planning, an international organization for planners, semiannually summarizes these factors. The following observations and implications are those likely to be of greatest use to the planning leaders at NOCCCD. Observation Implication Global Education International students enrolled in record numbers in the US in 2008, with the increase more pronounced for undergraduate than graduate studies. While the US continues to garner large numbers of students and applicants, it has left it up to individual institutions to attract them. The other top four receiving countries—the United Kingdom, Germany, France, and Australia—all have national programs focused on attracting international students. Learning Changes in the learning environment, sometimes very subtle, can affect the performance of students in classrooms. Technology is also introducing changes in the environment. Our interaction with it appears to be influencing how our brains are wired. The power to increase learning comes with the reality of our evolving nervous system. The delivery of instruction in higher education has been evolving for a number of years. Recently, the proposed changes have been more visibly focused on core missions. Changing an institution’s mission is unlikely to be helpful to most students, particularly those in community and technical colleges. Even as public funding for higher education decreases, the number and cost of regulations at the federal and state level increases. The reality that regulations require the hiring of more administrators, generally at the expense of tenure-track faculty members, has not been lost on academics. One academic proposed, tongue in cheek we assume, that colleges add a line to their tuition bills labeled, “Federal Regulatory Compliance Fee.” Politics Technology The outsourcing of IT infrastructure, particularly servers, is combining with virtualization software to create opportunities for savings. Increasing capacity through the cloud and virtualization does not come without security concerns. 2011 Comprehensive Master Plan // HMC Architects 1-11 North Orange County Community College District Background National, State, and Local Context (cont’d) // Higher Education Issues (cont’d) State Dialogue on HIgher Eduction Issues Leadership & Accountability The disappointing national data on degree completions are mirrored in California’s statistics. For example, in 1960, California ranked 8th in the number of 25–34 year olds with at least a bachelor’s degree. By 2006, California was 23rd! The older the residents, the more educated they are likely to be. Compared to other states, California ranks in the top quartile for educated residents in the oldest age groups (45–64 and over 64). However, in younger age cohorts, achievement levels of Californians decline. In the 35–44 age cohorts, California ranks 26th for residents with an associate degree or higher and 17th for residents with a bachelor’s degree or higher. In the 25–34 age cohorts, California ranks 31st for residents with an associate degree or higher and 26th for residents with a bachelor’s degree or higher. 1. Visible, high-level leadership across districts and colleges is essential for student success. California Black and Latino residents are less likely than the rest of the population to complete college degrees and certificates. Among the Black and Latino students who attend community colleges, proportionately fewer Black and Latino students (26% and 22% respectively) completed a degree or certificate within six years, compared to White and Asian Pacific Islanders (37% and 35% respectively). Proportionately, twice as many White students transfer to a four-year university than Latino students. (http://www.csus.edu/ihelp/PDFs/R_Div_ We_Fail_1010.pdf) This achievement gap is a significant factor in California’s social and economic future. To direct the energies of the California community college system toward solutions to these issues, the Community College League of California asked 33 college leaders to develop system-wide recommendations based on an analysis of 24 influential reports on student success. These reports explored various influences on student success: the impact of fiscal and academic policies, best practices, and state and local accountability. Based on their analysis, the Commission prepared the “Report of the Commission on the Future” which offers the following 17 recommendations clustered into four categories (http://www.cccvision2020.org). 1-12 2011 Comprehensive Master Plan // HMC Architects 2. A longitudinal student record system should be developed that allows student progress to be monitored from elementary-secondary education into and through postsecondary education and into the workplace. 3. The system should regularly gather, report, and use disaggregated student access and achievement data to monitor student progress across achievement milestones to evaluate institutional and program effectiveness. 4. System and institutional research should focus more directly on core issues of teaching, learning, and student success; and the creation of new reporting and accountability requirements should directly correlate with student success. 5. Statutory, regulatory, and administrative requirements should be examined to ensure that services improve student success and increased course completions are supported and encouraged. 6. Student success should be the focus of a reinvented professional development effort for community college trustees, administrators, faculty, and staff. North Orange County Community College District Intense Student Support Finance & Affordability 7. Students should be required to participate in integrated student support, assessment, counseling, and orientation, and enroll in courses according to well publicized and strictly-enforced registration deadlines. 15. Create an additive, categorical incentive funding model that distributes money based upon improvements in institutional and student performance as measured by completion of momentum points linked to student success. 8. Through a state-wide initiative, relay clear community college expectations early in each student’s educational career regarding requirements for any community college, including the importance of going directly to college after high school. 16. Enrollment fee increases should be moderate and predictable, and tied to an inflationary index. Enrollment fee revenue increases should supplement the base level of resources from the prior year. Teaching & Learning 9. Develop an enhanced Basic Skills funding model that includes clear and expedited pathways for students tied to defined research-based benchmarks or “momentum points” leading up to and including completion. 17. The continued receipt of institutional student financial aid such as the Board of Governors (BOG) waiver should be aligned with federal criteria for receipt of federal aid. NOCCCD considered these recommendations in the development of the District Strategic Directions presented in Chapter 3 of this CMP. 10. Develop alternatives to traditional curriculum sequences using linked or contextualized curriculum across curricular areas. 11. Establish transfer associate degrees that guarantee admission to all four-year universities with junior standing, as part of a universal state-wide articulation system. 12. Schedule classes in an inter-departmental manner with the goal of meeting the needs of first-time entering students, promoting full-time enrollment, and enhancing program completion. 13. Expand the awarding of credit for demonstrated competency and knowledge using multiple assessment instruments as determined by faculty. 14. Encourage (or require) faculty candidates to demonstrate knowledge of effective teaching and learning techniques, particularly in the basic skills subject areas. 2011 Comprehensive Master Plan // HMC Architects 1-13 North Orange County Community College District Background National, State, and Local Context (cont’d) // Higher Education Issues (cont’d) Local Dialogue on Higher Education Issues A primary focus in the conversations on current issues in higher education within the District is students’ level of preparation. Student placement data indicate that incoming students are arriving in significant numbers without the foundational skills necessary for success at the college level. To successfully complete any general education course, proficiency in reading, writing, and mathematics is critical. But only 20–25% of the students entering California community colleges have the necessary skills. There are numerous complex and interacting factors that contribute to this low level of college preparation, such as: •• Lack of foundation skills from high school (see placement data in Chapter 2). •• Limitations due to language. •• Limitations due to family economics. •• Lack of a sense of belonging on campus and/or unclear expectations about college. •• Lack of integration of educational pursuits with other aspects of their lives. •• A failure to maintain education as a top priority due to other obligations. 1-14 2011 Comprehensive Master Plan // HMC Architects Recognition of this challenge as a state-wide issue has prompted two state-wide initiatives. First, the Basic Skills Initiative provided funding to support colleges’ implementation of best practices that produce improved student achievement (http://www.cccbsi.org). Second, additional strategies will emerge within the next year from the Student Success Task Force. Prompted by Assembly Bill 1143, this group has been charged with examining best practices and recommending strategies to increase academic performance and graduation rates of students in various racial/ ethnic groups (http://californiacommunitycolleges.cccco.edu/ PolicyInAction/StudentSuccessTaskForce.aspx). Within the District, the challenge of how to meet the needs of students who are not prepared for college-level work has been given significant attention. In the coming decade, district and campus plans will continue to be focused on the development and implementation of strategies to meet the challenge of a growing, but underprepared, student population.
