- Santa Fe College

Transcription

- Santa Fe College

The Florida College System
Annual Equity Update Report 2011/2012
For
Santa Fe College
Submitted to
The Division of Florida Colleges
Florida Department of Education
Under Section 1000.05, Florida Statutes (F.S.),
Florida Educational Equity Act and
Section 1012.86, F.S, Community College Employment
Equity Accountability Program
Table of Contents
General Information and Applicable Laws for Reporting
Part I.
Description of Plan Development
Part II.
Policies and Procedures Prohibiting Discrimination
Partm.
Strategies to Overcome Underrepresentation of Students
A. Student Enrollments by Race, Gender, Disability (self-declared),
and Limited-English-Language Skills
B. Student Completions by Race, Gender, Disability (self-declared),
and Limited-English-Language Skills
C. Student Retention by Race and Gender
D. Student Success Rates in Gatekeeper Mathematic Courses by Race
Part IV.
Substitution Waivers for Admissions and Course Substitutions for
Students with Disabilities
Part V.
Gender Equity in Athletics
A. Assessment of Athletic Programs
B. Data Assessment: Athletic Participation by Gender Compared to Student Enrollment
by Gender
C. Compliance with Title IX
D. Corrective Action Plan
E. Presidential Evaluation
Part VI.
College Employment Equity Accountability Program
A. Data and analysis of increasing employment of underrepresented groups:
1) Senior Level Administrators
2) Full-time Faculty
3) Faculty Attaining Continuing Contract Status
B. Evaluation of Employment Practices- Evaluations of Key Personnel and Presidents
C. Additional Requirements
PartVll.
On-site Civil Rights Compliance Review Pending Actions
Signature Page
APPENDICES
Appendix I
College Policy of Nondiscrimination
Appendix 2 Continuous Notice of Policy ofNondiscrimination and Designation of Equity Officer(s)
Appendix 3 Revised Policies and Procedures
Appendix 4 Policies and Procedures for Program Admissions and/or Course Substitution Waivers for
Eligible Students with Disabilities.
Appendix 5 Equity in Athletics Disclosure Act (EADA) Survey Federal Report for 20 I 0
Appendix 6 Fall StaffReport
2
General Information and Applicable Laws for Reporting
The purpose ofthe College's Annual Equity Update Report is to provide a current status report of the
college's Educational Equity Plan which documents efforts to comply with state and federal civil rights
Jaws related to nondiscrimination and equal access to postsecondary education and employment. Required
components of the plan are based on Section 1000.05, Florida Statutes (F.S.) and Section 1012.86, F.S.,
and include:
)
)
)
)
)
)
,
a description of the plan's development;
a review ofthe college's nondiscrimination and equity-related policies and procedures;
analysis of efforts to overcome underrepresentation of students by race, gender, limited English
language skills, or disability;
the college's plan for gender equity in athletics, if the college has athletic programs;
analysis of the college' s employment equity accountability program;
a status report on any pending issues resulting from an on-site civil rights compliance review of
the college s methods of administration; and
ce11ification of the report b) the co llege ·s governing board. including the signature ofthe college
president and/or other college personnel as appropriate.
Applicable federal civil rights laws include the following:
1. Title Vl ofthe Civil Rights Act of 1964;
2. Section 504 of the Rehabilitation Act of 1973;
3. Title IX of the Education Amendments of 1972;
4. Age Discrimination Act of 1975 ;
5. Title IT of the Americans with Disabilities Amendments Act of2008 and
6. Genetic Information ondiscrimination Act of2008.
Additional applicable Florida Statutes include the following:
1. Persons with disabilities; admission to postsecondary educational institutions: substitute
requirements; rules: §I 007.264. F.S. and Persons with disabilities; graduation. stud program
admission, and 4pper-division entry; substitute requirements; rules: §I 007.265 , F .S.
2. Gender Equity in Intercollegiate Athletics: §1006.71, F.S.
Rules for implementation of the statutes are 6A-19.001-.01 0 of the Florida Administrative Code (F.A.C.).
The College Annual Equity Update Report is due to the Florida Department of Education Division of
Florida Colleges by April30, 2012. The report should be submitted by mail to: Lynda Earls, Division of
Florida Colleges, 325 West Gaines Street, Suite 1532B, Tallahassee, Florida 32399. It should also be
submitted electronically to the following email address: [email protected]. For assistance or
questions, call 850-245-9468.
3
PART I
Description of Plan Development
The college should provide the following (use space as needed):
A. Describe the process used to prepare the report:
The report stakeholders meet to review the reporting requirements, assign responsibilities and
establish timeline for responses. The College Equity Coordinator and Director of Institutional
Research are available to provide assistance with data analysis, review and goal setting as needed.
Report stakeholders collaborate with other employees and departments as applicable to their
response section. The College Equity Coordinator compiles the report based on the responses
from all stakeholders. The report is reviewed and discussed by the President's Expanded Cabinet
prior to submission to the District Board of Trustees for approval.
B. List the names and title of persons involved in the development of the report:
Jennifer Thomas, College Prep Advisement Coordinator
Sharon Loschiavo, Interim Director Advisement Center
Mike Hutley, Associate Registrar
Byron Dyce, Director Title ill
Katie Arnold, Mathematics Chair
Jim Keites, Athletic Director
Claudia Connelly, Coordinator of Disability Resources
Patti Locascio, General Counsel
Gary Hartge, Director of Institutional Research
Lela Frye Director of Human Resources and College Equity Coordinator
Curtis Jefferson Associate Vice President of Academic Affairs
C. Describe the participation of any advisory groups or persons:
The College Prep Advisors, Admissions Office, Academic Advisors, Registrar's Office and
specific programs like MBK, Office for Diversity, TRIO Programs work together to review,
analyze and develop strategies and goals for recruitment, retention and student completion. The
Athletic Director works with staff and Coaches for review, response and developing
modifications, if needed. Mathematics Chair and Title III Director work collaboratively with
faculty and staff involved in the Title lli Mathematics redesign initiative.
D. Provide the date of the report's adoption by the governing board:
May 15,2012
4
PART II
Policies and Procedures Prohibiting Discrimination
A. Policy a nd Procedu re R eview P rocess:
Describe the process used by the college's governing board to review policies and procedures used by
the institution to assure compliance with the requirements of Section 1000.05, Florida Statutes and
Rules 6A-19.001-010. Use space as needed.
The College follows Florida's Administrative Procedure Act (Florida Statutes Chapter 1290) in adopting
and amending all Board rules, including the publication of a first notice (Notice of Rule Development)
and the publication of a second notice (Notice ofProposed Rule Adoption or Amendment) in a local
periodical, on the college website and at all college centers to inform the public. Internally, each
proposed rule and amendment is brought to the President's Cabinet twice for review and discussion. The
President's Cabinet consists of key administrative personnel. including the Colleges Equity Coordinator
and Legal Coun el. all of whom are expected to share the contents of the proposed rule or amendment
with constituents (e.g. Col lege Senate Career ervice Council and Student Government). Upon the
completion of internal review, the rule is brought to the Board of Trustees as an information item for
discussion only on the board agenda; the rule is then placed on the agenda of the next regularly scheduled
board meeting as an action item for voting purposes.
With regard to the procedures they are brought to the President's Cabinet twice, once for information and
initial discussion and then at the next regularly scheduled meeting for a vote. This assures the same type
of internal review as for rule, including review by the Equity Coordinator Legal Counsel, and all areas of
the College. The President has the authority to approve procedures after review by Cabinet.
B. Policy of Nond iscrimination:
Provide the college ·s policy/policie of nondiscrimination as Appendix 1. lf the college has separate
policies for students/applicants and employees/applicants, please provide both policies.
Please see Appendix 1 for College Rule 2.7, Procedure 2.7p, Rule 2.8, Procedure 2.8p, and Rule 2.9
or view online via the links below. However, please note that these rules and procedures are in the
process of being updated for 2012-2013.
http://dept.sfcollege.edu/ rules/content/media/PDF/Rule 2/2 7.pdf
http://dept.sfcollege.edu/rules/content/media/PDF /Rule 2/2 7P .pdf
http://dept.sfcolle!!e.edu/ruleslcontent/media!PDF /Rule 2/2 8.pdf
http://dept.sfcollege.edu/ruleslcontent/media/PDF /Rule 2/2 8P .pdf
http://dept.sfcollege.edu/mles/content/med ia/PDF /Rule 2/2 9 .pdf
C. Continuous Notice of Nondiscrimination and Notice of E qu ity Officer/Coordinator:
5
Provide a copy of the college's notice (statement) as of nondiscrimination as posted in the college's
public places (course catalog handbooks, code of conduct, etc.) as Appendix 2. Please include the
source and/or name of the document from which the notice is taken. (Example: "College Course
Catalog 201 1-20 12") and address the following questions:
Does your college's policy of nondiscrimination address the following as required by Section
1000.05, F.S.; Title IX; 34 CFR 106.9; Section 504:34 CFR 104.8, the Genetic Information
Nondiscrimination Act (GINA)? Check all that are in compliance:
1.
2.
3.
Discrimination is prohibited against:
a.
Students:
b.
Employees:
c.
Applicants for admission: _X_
d.
Applicants for employment: _X_
X
X
Discrimination is prohibited based on:
a.
Race:
b.
Ethnicity: _X_
c.
National origin: _X_
d.
Gender or Sex:
e.
Age: _X_
f.
Disability: _X_
g.
Marital status:
h.
Genetic information:
X
X
X
X
Inclusion of the following statement or similar wording:
o covered person shall be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any public K-20 education program or activity, or in any
employment conditions or practices. _X_
4. Is the identity of the equity coordinator included in the regular notification (statement) of the
policy of nondiscrimination as required under Rule 6A- 19 .01 O(g)? _X_
5. Does the nondiscrimination statement include the name, address, and phone number of the
person or persons designated to coordinate efforts to comply and carry out its responsibilities to
prohibit discrimination and adopt grievance procedures, including responsibilities as the Title
IX Coordinator as required under Title IX, Section 106.8? _X_
D. Revised Policies and Procedures - related only to Civil Rights and Grievance Procedures
Submit as Appendix 3 any policies and procedures related to the following civil rights and grievance
procedures for which revisions have been made since submission of the college's last Annual Equity
Update Report.
6
I. Policy(s) Prohibiting Discrimination
i: Revisions made: (yes)_ (no) X_
ii. lfyes, name ofpolicy(s) and date ofBoard approval:
2. Student and/or Employee Grievance Procedures
1. Revisions made: (yes) _
(no) _X_
ii. If yes, name ofprocedures(s) and date of revision:
3. Student and/or Employee Harassment Policy and Procedures for Reporting Claims of Harassment
i. Revisions made: (yes)_ (no) _X_
ii. If yes, name ofpolicy(s) and date of Board approval:
4. AID /HI Infectious Disease Policy/Procedures
i. Revisions made: (yes) _ (no) _X_
ii. If yes, name of policy and date of Board approval/date of revision:
Note: Revised policies and/or procedures may be submitted at any time in draft form for review and
feedback from the DFC; however, revised policies should always be submitted in final form as approved
and dated by the governing board and/or President of the college. Revised procedures should also be
submitted in final form .
7
PART III
Strategies to Overcome Underrepresented Students
Plan for Diversity in Student Participation
The Florida Educational Equity Act, Section I 000.05 , F .S., states that discrimination against students and
employees in the Florida K-20 public education system is prohibited and equality of access is required.
Part (4) requires that, "Public schools and community colleges shal l 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."
A. Student Enrollments
Colleges will continue to examine trends in the representation of students by race. gender students who
have self-reported a disabilit . and national origin minority students with limited -English-Language skills
for First-Time-In-College (FTJC) and Overall Enrollment. The college should evaluate enrollment trends,
identify disproportionate ratios of enrollments (i.e., percentage point differences in comparison to nonminority student enrollments or increases/decreases in enrollments from one year to the next) and
establish goals to increase enrollments for underrepresented students. Colleges should continue to assess,
modify and/or develop new methods and strategies for accomplishing the established goals.
Charts reflecting First-Time-In College (FTIC) Enrollments and Overall Enrollments
Florida Collage System
Collage : Santa Fa
Student Par ti c i pa tion - Enrol lmen t s
Race : Bl aclt
Gender
Female
Hale
Total
Rpt Year
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
To t al
FTIC
Overall Enrollment
365
446
349
266
359
301
631
805
650
3 , 400
3 , 371
2 , 732
3 , 400
3 , 371
2 , 732
3 , 400
3 , 371
2 , 732
'
Total
Total Enrollmen t s
Overall Enrol lment
10 . 74
13 . 23
12 . 77
7 . 82
10 . 65
11 . 02
18 . 56
23 . 88
23 . 79
1 , 827
2 , 142
2 , 084
1 , 108
1 , 265
1 , 180
2 , 935
3 , 407
3 , 264
19 , 707
20 , 252
18 , 716
19 , 707
20 , 252
18 , 716
19 , 707
20,252
18 , 716
'
9 . 27
10 . 58
11 . 13
5 . 62
6.25
6.30
14 . 89
16 . 82
17 . 44
CCTCMcrS- CCEE0191 02 / 10 / 2012 13 : 19 : 32
Source : Student Data Base (2008-09 , 2009-10 , AND 2010-1 1) Annual Unduplicate Counts . Fl . DOE col lecti on
years begin with the summer term .
(Ex . 2009-10 i ncludes Summer and Fall of 2009 , Winter/ Spring of 2010) .
Total enrollments are reflected for each enrollment category excluding Non - Residant 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 , Apprenti ceship , Postsecondary
Adult Vocational , Collage Preparatory , Vocational Preparatory and EPI . Enrollments (excludes Supplemental
Voc . , Adult Basic and Secondary, GED Prep, and LLL) .
8
F1orida Co11ege System
Co11ege : Santa Fe
Student Participation-Enro11ments
Race : Hispanic
Gender
Fema1e
Ma1e
Tota1
Rpt Year
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
Tota1
FTIC
Overa11 EnroLlment
217
209
201
198
207
186
415
416
387
3,400
3 , 371
2 ,732
3 , 400
3,371
2,732
3 , 400
3 , 371
2 , 732
'Is
Tota1
Tota1 Enro11menta
Overa11 Enro11ment
6 . 38
6 . 20
7.36
5.82
6.14
6.81
12.21
12 . 34
14 . 17
1,046
1,106
1,187
1 , 103
1 ,1 12
1 ,1 63
2 ,1 49
2 , 218
2,350
19 ,7 07
20,252
18,716
19,707
20,252
18,716
19,707
20 , 252
18,716
'Is
5 . 31
5 . 46
6 . 34
5 . 60
5 . 49
6.21
10.90
10 . 95
12.56
CCTCHIS • CCEE0191 02/10/2012 13:19:32
Source : Student Data Base (2008-09, 2009-10 , AND 2010-11) Annua1 Undup1icate Counts . F1 . DOE col1ection
(Ex . 2009-10 inc1udea Summer and Fa11 of 2009, Winter/Spring of 2010) .
Tota1 enro11ments are ref1ected for each enro11ment category excluding Non-Resident A1iens , Unknown Race ,
Unknown Gender , or Unknown Citizenship . FTIC counts inc1ude students enro11ed in courses in the fo11owing
1nstructional areas : Advanced and Professiona1 , Postsecondary Vocationa1 , Apprenticeship , Postsecondary
Adult Vocat1onal , Co11ege Preparatory , Vocat1onal Preparatory and EPI . Enro1lments (excludes Supp1ementa1
Voc . , Adu1 t Basic and Secondary , GED Prep, and LLL) .
F1orida Co1lege System
Col1ege : Santa Fe
Student Participation-Enrol1ments
Race : Other
Gender
Fema1e
Male
Tota1
Rpt Year
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
Total
FTIC
Overa11 Enro11ment
63
42
60
65
55
76
128
97
136
3,400
3,371
2 , 732
3 , 400
3,371
2 ,732
3 , 400
3 , 371
2,732
%
Tota1
Total Enro11ments
Overa11 Enrollment
1. 85
1.25
2 . 20
1. 91
1.63
2.78
3 . 76
2 . 88
4 . 98
402
398
612
370
380
554
772
778
1,166
19,707
20,252
18 , 716
19 ,7 07
20,252
18,716
19,707
20,252
18,716
'Is
2.04
1. 97
3.27
1.88
1.88
2 . 96
3.92
3 . 84
6.23
CCTCMIS • CCEE0191 02/10/2012 13:19:32
Source : Student Data Base (2008-09, 2009-10, AND 2010-11) Annual Undup1icate Counts . F1 . DOE co1lection
years begin with the summer term.
(Ex. 2009-10 includes Summer and Fa11 of 2009, Winter/Spring of 2010) .
Total enrollments are ref1ected for each enro11ment category excluding Non-Resident A1iens , Unknown Race ,
Unknown Gender , or Unknown Citizenship . FTIC counts include students enro11ed in courses in the fo1lowing
instructional areas: Advanced and Professiona1, Postsecondary Vocational , Apprenticeship, Postsecondary
Adult Vocational, Co1lege Preparatory, Vocationa1 Preparatory and EPI . Enro1lments (excludes Supp1ementa1
Voc. , Adult Basic and Secondary, GED Prep , and LLL) .
9
Florida College System
College: Santa Fe
Student Participation-Enro11ments
Race : White
Gender
Female
Rpt Year
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
Male
Total
CCTCMIS
= CCE£0191
Tota1
FTIC
Overall Enro11ment
1 , 081
1 , 006
773
1 , 145
1 , 047
786
2 , 226
2 , 053
1 , 559
3 , 400
3 , 371
2 , 732
3 , 400
3 , 371
2 , 732
3 , 400
3 , 371
2 , 732
'
Total
Total Enrollments
Overall Enrollment
31.79
29 . 84
28.29
33.68
31.06
28 . 77
65 . 47
60.90
57.06
7 , 364
7 , 436
6 , 614
6 , 487
6 , 413
5 , 322
13 , 851
13 , 849
11 , 936
19 , 707
20,252
18 , 716
19 , 707
20 , 252
18 , 716
19 , 707
20 , 252
18 , 716
'
37 . 37
36 . 72
35 . 34
32 . 92
31.67
28 . 44
70 . 28
68 . 38
63.77
02/10/2012 13 : 19 : 32
Source : Student Data Base (2008 - 09 ; 2009-10 , AND 2010-11) Annual Unduplicate Counts .
F1. DOE collection
(Ex . 2009-10 includes Summer and Fall of 2009, Winter/Spring of 2010) .
Tota1 enrol lments are reflected for each enrollment category excludi ng Non-Res i dent A1 i ens , Unknown Race ,
Unknown Gen der , or Unknown Ci tizenship . FT IC counts i nclude stu dents enrol led in c ourses in the fo11owi ng
instructi onal areas : Advanced a nd Professional , Po s t s econdary Vocational , App rent~ceship , Postsecond ary
Adu.l t Voca tiona1 , Colleg e Preparatory , Vocation al Preparato ry a nd EPI . Enrollments (exclude s Sup plemental
Voc . , Adu1 t Basic and Secondary , GED Prep , and LLL) .
College : Santa Fe
Student Participation-Enrollments
Race : A11
Gender
Female
Male
Tota1
CCT~S
=
Rpt Year
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
Total
FTIC
Overal l Enrollment
1 , 726
1 , 703
1 , 383
1 , 674
1 , 668
1 , 349
3 , 400
3 , 371
2 , 732
3 , 400
3 , 371
2 , 732
3 , 400
3 , 371
2 , 732
3 , 400
3 , 371
2 , 732
'
To tal
50 . 76
50 . 52
50 . 62
49.24
49 . 48
49 . 38
100 . 00
100 . 00
100.00
1 0 , 639
11 , 082
10 , 497
9 , 068
9 , 170
8,219
19 , 707
20 , 252
18 ' 716
Total Enrol lments
Overall Enrol lment
19 , 707
20 , 252
18 , 716
19 , 707
20 , 252
18 , 716
19 , 707
20 , 252
18 , 716
'
53.99
54.72
56.09
46 . 01
45.28
43 . 91
100 . 00
100 . 00
100 . 00
CCE£0191 02/10/2012 13 : 19:32
Source : Student Data Base (2008-09 , 2009-10 , AND 2010-11) Annual Unduplicate Counts .
Fl . DOE collection
(Ex . 2009-10 inc1udes Summer and Fall of 2009 , Winter/Spring of 2010 ) .
Tota1 enrol1ments are reflected for each enrollment category exc1uding Non-Resident A1iens , Unknown Race ,
Unknown Gender , or Unknown Citizenship .
FTIC counts include students enro11ed in courses in the following
instructional areas : Advanced and Professional, Postsecondary Vocational , Apprenticeship, Postsecondary
Adult Vocational, College Preparatory , Vocational Preparatory and EPI. Enro11ments (excludes Supplemental
Voc. , Adult Basic and Secondary, GED Prep , and LLL) .
10
F1orida Co11ege System
Co11ege : Santa Fe
Student Participati on-Enro11ments
FTIC
LEP DIS
Gender
Femal.e
Ma1e
Total (ALL)
CCTCMIS
~
Rpt Ye ar
2008-09
2009 - 10
2010 - 11
2008 - 09
2009-10
2010-11
Rpt Year
2008 - 09
2009-10
2010-11
Tota1 Enro11ments
LEP
DIS
14
0
0
9
0
0
50
48
37
37
41
40
93
68
0
66
37
0
315
358
345
331
3 57
314
23
0
0
87
89
77
159
105
0
646
715
659
CCEE0191 02 / 10/ 2012 13 : 19 : 32
Source : Student Data Base (2008-09 , 2009-10 , AND 2010-11) Annua1 Undup1icate Counts . F1 . DOE co1lection
(Ex . 2009-10 i ncludes Summer and Fa11 of 2009 , Winter / Spring of 2010) .
To t al enrol 1ments are refl e cte d f o r each enrol1ment category exc1 udi ng Non-Res i den t A1iens , Unknown Race ,
Un kn own Gender , o r Unkn own Cit i zenship . FTI C counts i n clude students enro1led i n cour s es in th e fol1 owing
i nstruc ti ona1 areas : Adva n c ed and Profe ssiona1 , Postseconda ry Voca t1 on a1, Appren t1ces h1p , Po stsec ondary
Adult Vocational , College Preparatory , Vocationa1 Preparatory and EPI . Enrol1ments (exc1 udes Supp1 ementa1
Voc . , Adu1 t Basic and Secondary , GED Prep , and LLL) .
1. Program Analysis:
Provide a summary of the results of analyses of student enrollments.
FTIC enrollments for 2011-2012 have decreased from SF ' s 2010-2011 enrollment. These statistics
mirror the overall college enrollment for this period oftime, which has decreased approximately
2.6%. Most minority categories have also decreased proportionately with overall enrollment.
Although there are many factors that may have contributed to the decrease in enrollment, the
impact of the Country' s economic decline has meant that many out-of-district students are staying
closer to home for their first two years of undergraduate studies. At the same time, financial aid
requirements have become more stringent, which translates into less funding being available fo r
education. Future efforts will be made to ensure students are aware of financial opportunities and
deadlines so that they may optimize their eligibility for financial aid and/or scholarships.
2. Achievement of goals:
Based on goals from previous equity reports, identify areas where goals set by the College were
achieved. A table is provided to use as appropriate.
The college continues to work toward reaching its overall goal of increasing enrollment by 4%.
While the college did not meet its overall enrollment growth goal, it did meet its goal of increasing
minority enrollments proportionately to overall college enrollment with slight increases in each
targeted area. The college will be striving once again to raise overall enrollment by at least 4%
with minority enrollments remaining proportionate to overall growth.
11
Group
Black
Hispanic
Other
White
Male
Female
Disabled
LEP
Modification of Goals
201 011 1 Goal Achieved
YIN
N
N
y
N
N
N
N
N
3. Methods and Strategies
List the methods and strategies to be used by the college .to increase enrollments and achieve .goals. If
a particular strategy has been successful, note the success and plans to continue the strategy. If the
method or strategy is targeted toward a particular group of students. provide relevant information,
such as name of the project. targeted group. goal s and timeframe for ach ieving stated goals.
Given the success and stability of existing efforts, the college will continue programs targeted toward our
minority populations that provide support and awareness, including programs like My Brother's Keeper
(MBK), East Gainesville Instruction, Technical and Applied Sciences Public Awareness Committee,
Pathways to Persistence, Information Technology Career Training Programs, Multicultural Student
Center, and the Office for Diversity. The Santa Fe Endowment Corporation is also engaged in a major
fundraising campaign to increase scholarship fund s that will expand opportunities for students
encumbered by fmancial constraints.
The Office of Admissions has maintained a solid partnership with Alachua and Bradford County school
guidance counselors, superintendents, principals and staff. Admissions staff communicates with our
district schools (A lachua and Bradford Counties) on a regular basis to ensure that they are always aware
of current SF information so that they can best assist students with the transition from high schoo l to
college. The Recruitment Team has a constant presence in all area high schools in Alachua and Bradford
Counties. We offer several large events that bring specific groups of students to campus for
tours/presentations. We attend in-district and out-of-district college fairs (out-of-district by invitation
only), large community festivals and college-sponsored events. We also have a large online presence,
including Facebook, Twitter, and CollegeWeekLive (CWL)- a virtual college fair environment. We host
two exclusive Santa Fe College events with CollegeWeekLive, as well as participate in many large CWL
events each year. ln addition, we are currently exploring advertisement through Pandora radio, which
would reach students via the current use of Smartphone technology. We also send electronic newsletters
to both potential new students and high school guidance counselors on a monthly basis.
The Office of Admissions also has several new initiatives targeting minority populations. The UF
Alliance group partners with SF on an annual basis to bring students from Puerto Rico and surrounding
areas to campus for tours and presentations. SF also joins with FACTS.org to participate in the Finish Up,
Florida and Go Higher, Get Accepted initiatives targeting high school students and students who are
degree program non-completers. And finally, the Office of Admissions plays an active role in a new
initiative PASS (Preparing for Academic and Student Success) targeting minority populations in two area
high schools and BOLD (Brave Overt Leaders of Distinction) initiatives to encourage minority enrollment
12
and student success and are active members of the Blount Center Advisory Board, a committee dedicated
to serving students from underrepresented areas.
College Relations is continuing with their strategic initiative of branding and have intensified efforts in
targeted recruitment designed to increase both enrollment and retention. To combat increasing
competition as well as to continue to build our brand, SF is undertaking a significant recruitment
campaign, using a variety of methods and media:
a) assist Admissions by recruiting at the retail level (organizing Brain Bowl tournaments, inviting guidance
counselors to campus, placing posters in area high schools, sending direct mail and e-mail to targeted
groups, etc).;
b) increase TV/radio advertising (all outlets around programs particularly watched by non-traditional age
students);
c) become more active in social media, which is more pervasive among the millennial demographic (ads on
Facebook, videos on Youniversity and YouTube), and
d) add to our outdoor exposure, as this seems to be effective in reaching all audiences throughout the district.
B. Student Completion (college degree and certificate programs)
Thi s year· s report evaluates degree and certificate completi ons from 1008-09 to 10 I 0-11 by race. gender.
disabilit . and minorit limited-English-language skills of students achieving A.A . Degrees. A . .
Degrees or Certificates of Completions (Career Technology, PSA V). 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 in 2011/12 through
2012/13.
Charts reflecting Program Completions by AA and AS Degrees and by Certificates
F~orida Co~~age
Santa Fe
Co~lege :
Student
Race:
Gender
Famal.a
-~e
Total
B~aclt
Rpt Year
2008-09
2009-10
2010-ll
2008-09
2009-10
2010-ll
2008-09
2009-10
2010-11
Participation/Comp~etions
AA Degrees
Num
Tota~
'
Num
94
135
123
60
75
66
154
210
189
2,189
2,305
1,892
2,189
2,305
1 , 892
2,189
2 , 305
1,892
4.29
5 . 86
6.50
2.74
3.25
3 . 49
7 . 04
9 . 11
9 . 99
27
CCTCMIS • CCEE0192 02/10/2012 13:24 : 27
System
u
23
8
ll
8
35
55
31
AS Degrees
Total
463
527
439
463
527
439
463
527
439
'
5.83
8 . 35
5.24
l. 73
2.09
l. 82
7 . 56
10.44
7.06
Certificates
Num Tota~
u
46
29
25
36
28
69
82
57
'
536
613
498
536
613
498
536
613
498
8 . 21
7 . 50
5.82
4.66
5 . 87
5.62
12.87
13.38
11.45
Source : AA1A2009, AA1A2010, AAlA2011
DOE co~~ection years begin with the summer term.
(Ex. 2009-10 inc~udas Summar and Fa~~ of 2009,
Winter/Spring of 2010) .
Total comp~etions are raf~acted for each Degree/Certificate category including the white populations , but
excluding non-residant aliens, unknown race, unknown gander, or unknown citizenship .
Provide data for
each of the reporting years requested above, beginning summer, continuing through fall, and ending in the
spring.
2012 data is not available . LEP = Limited English Proficiency and DIS = Disabled
13
Collage : Santa Fa
Student Participation/Completions
Race : Hiapanic
Gander
Female
Male
Total
Rpt Year
2008-09
2009-10
2010-ll
2008-09
2009-10
2010-ll
2008-09
2009-10
2010-ll
Num
123
158
144
134
140
142
257
298
286
CCTCMIS • CCEE0192 02/10/2012 13 : 24 : 27
'
Num
AS Degrees
Total
5 . 62
6.85
7.61
6 .12
6 . 07
7 . 51
ll . 74
12 . 93
15 . 12
24
26
21
18
13
17
42
39
38
463
527
439
463
527
439
463
527
439
AA Degr-•
Total
2 , 189
2,305
1 , 892
2 , 189
2,305
1,892
2,189
2,305
1,892
'
5.18
4.93
4.78
3.89
2 . 47
3 . 87
9 . 07
7.40
8 . 66
Certificates
Num Total
20
18
14
18
30
28
38
48
42
'
536
613
498
536
613
498
536
613
498
3 .73
2 . 94
2.81
3 . 36
4 . 89
5.62
7.09
7.83
8 . 43
Source : AA1A2009 , AA1A2010 , AAlA20ll
DOE collection yaara begin with the aummar term .
(Ex . 2009-10 includes SWIDer and Fall of 2009,
Total completions are reflected for each Degree /Certificate category including the white populations , but
excluding non-residant 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.
2012 data is not available . LEP = Limited English Proficiency and DIS = Disabled
College: Santa Fe
Student Participation/Completion•
Race : Other
Gander
Female
Male
Total
CCTCMIS
&
Rpt Year
2008-09
2009-10
2010-ll
2008-09
2009-10
2010-ll
2008-09
2009-10
2010-ll
Num
43
56
68
46
64
51
89
120
119
CCEE0192 02/10/2012 13 : 24 : 27
AA Degrees
Total
2,189
2,305
1 , 892
2,189
2,305
1 , 892
2,189
2,305
1 , 892
'
Num
1.96
2 . 43
3.59
2 . 10
2 . 78
2.70
4 . 07
5 . 21
6 . 29
ll
12
18
4
7
9
15
19
27
AS Degrees
Total
463
527
439
463
527
439
463
527
439
'
2 . 38
2.28
4.10
0.86
1.33
2 . 05
3.24
3 . 61
6 . 15
Certificates
Num Total
'
9
9
10
6
19
15
15
28
25
536
613
498
536
613
498
536
613
498
1.68
1.47
2.01
1.12
3.10
3 . 01
2 . 80
4 . 57
5.02
Source : AAlA2009, AA1A2010, AA1A20ll
DOE collection years begin with the summer term .
(Ex . 2009-10 includes Summer and Fall of 2009,
Winter/Spring of 2010).
Total completions are reflected for each Degree/Certificate category including the white populations , but
excluding non-reaident aliens , unknown race , unknown gender, or unknown citizenship. Provide data for
each of the reporting years requested above, beginning SUIIIIII&r, continuing through fall, and ending in the
spring.
2012 data is not available . LEP • Limited English Proficiency and DIS - Disabled
14
College: Santa Fe
Race : White
Gender
Female
Male
Total
CCTCMcrS
c
Num
Rpt Year
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
2008 - 09
2009-10
2010-11
892
881
674
797
796
624
1 , 689
1,677
1,298
CCEE0192 02/10/2012 13:24:27
'
Num
AS Degrees
Total
40 . 75
38.22
35 . 62
36 . 41
34.53
32.98
77.16
72 . 75
68.60
250
285
214
121
129
129
371
414
3 43
463
527
439
463
527
439
463
527
439
AA Degrees
Total
2 , 189
2 , 305
1 , 892
2,189
2,305
1,892
2,189
2 , 305
1,892
Certificates
Num Total
'
'
54.00
54 . 08
48 . 75
26.13
24 . 48
29.38
80 . 13
78.56
78.13
193
195
170
221
260
204
414
455
374
536
613
498
536
613
498
536
613
498
36 . 01
31.81
34 . 14
41.23
42.41
40.96
77 . 24
74.23
75.10
Source : AA1A2009, AA1A2010 , AA1A2011
DOE collection years begin with the summer term.
(Ex. 2009-10 includes Summer and Fall of 2009,
Total completions are re£lected 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 report~ng years requested above , beg~nn~ng summer , continu~ng through fall , and ending in the
spr~ng .
2012 data is not available .
LEP
=
Limited English Proficiency and DIS
=
Disabled
College : Santa Fe
Race : All
Gender
Female
Male
Total
Rpt Year
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
Num
AA Degrees
Total
1,152
1 , 230
1,009
1 , 037
1 , 075
883
2,189
2,305
1,892
2 , 189
2,305
1,892
2 , 189
2,305
1,892
2 , 189
2,305
1 , 892
CCTCHIS- CCEE0192 02/10/2012 13 :2 4:27
'
Num
52 . 63
53.36
53 . 33
47 . 37
46 . 64
46.67
100 . 00
100 . 00
100 . 00
312
367
276
151
160
163
463
527
439
AS Degrees
Total
463
527
439
463
527
439
463
527
439
'
Num
67.39
69 . 64
62 . 87
32.61
30 . 36
37 . 13
100.00
100 . 00
100.00
266
268
223
270
345
275
536
613
498
Certificates
Total
%
536
613
498
536
613
498
536
613
498
49.63
43 . 72
44.78
50.37
56.28
55 . 22
100.00
100.00
100.00
Source: AA1A2009, AA1A2010 , AA1A2011
DOE collection years begin with the summer term.
(Ex. 2009-10 includes Summer and Fall of 2009,
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.
2012 data is not available . LEP
Limited English Proficiency and DIS - Disabled
=
15
Collage : Santa Fa
AA Dagr-•
LI!P
DIS
Gander
r ...1.
Mala
Total (ALL)
CCTCHIS
~
Rpt Year
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
Rpt Year
2008-09
2009-10
2010-11
CCEE0192 02/10/2012 13 : 24 : 27
AS Dagr-s
LEP
DIS
Certificates
LEP
DIS
11
15
0
6
17
0
34
46
48
38
53
38
2
3
0
3
1
0
10
8
9
5
9
15
2
0
0
1
0
0
25
22
17
32
0
72
99
86
5
4
0
15
17
24
3
0
0
26
42
32
12
17
10
14
Source : AA1A2009 , AA1A2010 , AA1A2011
DOE collection years begin with the summer term .
(Ex . 2009-10 includes Summer and Fall of 2009,
Winter/ Spring of 2010) .
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 .
2012 data is not available . LEP ~ Limited English Proficiency and DIS = Disabled
16
1. Program Analysis
Identify areas of disproportionate program completions of students of a particular race, sex, handicap
or national origin minority having limited-English-language skills. Comparisons could include
variances in the rates of increases/decreases over the last three years or other notable variances.
College overall completion rates for AA degree students, has remained the same from 2009-2010 to 2010201 I. Regarding AS degrees, there was a decrease in female completion rates and an increase in male
completion rates. For certificates, there was a slight increase in female completion rates and a slight
decrease in male completion rates.
At Santa Fe College in looking at the Black student population, the outcome is as follows:
•
AA degree completion rates have slightly increased for both males and females from 2009-2010 to 20102011.
•
AS degree completion rates have decreased from 8.35 to 5.24 for females and from 2.09 to 1.82 for
males. Overall the completion rates of AS degrees for Black students decreased from 10.44 to 7.06
•
Certificate completion rates have decreased from 7.50 to 5.82 for females and stayed about the same for
males. Overall the completion rates of certificates for Black students decreased from 13.38 to 11.45
At Santa Fe College in looking at the Hispanic student population, the outcome is as follows:
•
AA degree completion rates have slightly increased for both males and females from 2009-2010 to 20102011. Female completion rates increased from 6.85 to 7.61 and male completion rates increased from
6.07 to 7.51, with an overall increase from 12.93 to 15.12
•
AS degree completion rates have remained consistent for females and increased from 2.47 to 3.87 for
males. Overall the completion rates of AS degrees for Hispanic students have increased from 7.40 to 8.66
•
Certificate completion rates have decreased from 2.94 to 2.81 for females and increased from 4.89 to
5.62 for males. Overall the completion rates of certificates for Hispanic students increased from 7.83 to
8.43
At anta Fe College in looking at the "Other·· category for student population the outcome is as follows:
•
AA degree completion rates have increased from 2.43 to 3.59 for females and male completion rates
stayed consistent with last year's rates, with an overall increase from 5.21 to 6.29
•
AS degree completion rates have increased for both females and males. Females increased from 2.28 to
4.10 and males increased from 1.33 to 2.05. Overall the completion rates of AS degrees for the "Other"
students have increased from 3.61 to 6.15
•
Certificate completion rates have increased from 1.47 to 2.01 for females and slightly decreased from
3.10 to 3.01 for males. Overall the completion rates of certificates for the "Other" students increased
from 4.57 to 5.02
At Santa Fe College in looking at the White student population, the outcome is as follows:
•
AA degree completion rates have decreased from 38.22 to 35.62 for females and male completion rates
decreased from 34.53 to 32.98, with an overall decrease from 72.75 to 68.60
17
•
•
AS degree completion rates have decreased for females from 54.08 to 48.75 and increased for males
from 24.48 to 29.38. Overall the completion rates of AS degrees for White students have slightly
decreased from 78.56 to 78.13
Certificate completion rates have increased from 31.81 to 34.14 for females and decreased from 42.41 to
40.96 for males. Overall the completion rates of certificates for Wh ite students increased from 74.23 to
75.10
2. Achievement of goals:
Based on the data, modify goals as necessary. Report goals below.
Dr. Sasser President of Santa Fe College challenged all faculty and staff to create and implement new
approaches to target higher retention and completion rates for Black and Hispanic male students.
3. Methods and Strategies:
List the methods and strategies used by the college to increase completions and achieve goals. If a
particular strategy has been successful. note the success and plans to co ntinue the strategy. lft he
method or strategy is targeted toward a particular group of students. provide rete ant information,
such as name of the project/program targeted group goals and timeframe for achieving stated goals.
Santa Fe College is committed to the success of all students. New and continuing strategies have been
implemented during the past three years to better serve our students. These strategies include:
• Office for Diversity
• My Brother's Keeper Program
• Multicultural Student Center
• Redesigned Mathematics curriculum with studio instructional strategy
• Advisement Council
• Pathways to Persistence
• Student Support Services
Gi ven our challenge from the president, and looking at the data (overall completion rates of AS degrees
for Black students decreased from 10.44 to 7.06) an initiative being put forth by the Health Sciences
Department has been a push to recruit black males into their underrepresented programs, such as nursing.
Given the nature of Developmental Education courses and that a large number of minority student and
ESL students place into Developmental Education. College Prep Advising has been utilizing progress
reporting by faculty in order to have an early intervention to help encourage and let the prep student know
their standing in classes to keep them on a positive track.
C. Student Retention by Race and Gender
The College 2011-12 Update Report should include analysis of data and identification of methods and
strategies used by the college to increase persistence and retention ofFTIC students. Data is provided for
full-time and part-time students by race and gender for two years' comparisons; Fall 2009-10 FTIC
students returning Fall 2010-11 and Fall 2010-11 FTIC students returning Fall 201 1-12.
Charts on following pages
18
College: Santa Fa
Full-Time Student Retention (FTI C)2010-ll Fall
FTIC
American Indian
or Alaskan Native
Hale
Female
4
1
Non-Resident
Alien
Hale
Female
3
6
Hale
49
Female
63
3
4
26
38
3
100
67
53
60
75
Black
Baginning - o~-Term
Asian
to 2 011-12 Fall
Hispani c
Beginning-o~-Term
White
Unknown/Not
Reported
Hale
Female
51
43
Hale
24
Female
5
Hale
92
Female
1 07
Mala
458
Female
452
0
18
4
65
73
309
324
25
0
75
80
71
68
67
72
49
All Students
Hale
681
Female
677
Total
1,358
28
449
471
920
65
66
70
68
Num .
Retained
.
Retained
L....--
CCTCHIS - Retention 02/10/2012 13 : 28 : 54
Preliminary Student Data Base 2010-11 Fall Beginning-of-Term - IPEDS Fall 2010 FTIC Degree/Certificate
Seeking Students. Preliminary Student Data Base 2011-12 Fall Beginning-of-Term - IPEDS Fall Enrollment
Collage: Santa Fa
Full-Time Student Retention (FTI C)2009-10 Fall Beginning-of-Term to 201 0 - 11 Fall Beginning-of-Term
FTIC
Num .
Retained
.
Retained
Non-Resident
Alien
Hale
Female
4
9
Male
60
Female
52
3
4
31
30
75
_44
52
58
Black
L_
American Indian
or Alaskan Native
Female
Hale
4
3
Hale
33
Female
23
Hale
93
Female
93
Male
474
Female
488
3
2
24
19
67
69
317
368
13
75
67
73
83
72
74
67
75
76
Asian
Hispanic
White
CCTCHIS - Retention 02/10/2012 13 : 28:54
Preliminary Student Data Base 2009-10 Fall Beginning-of-Term - !PEDS Fall 2009 FTIC Degree/Certificate
Seeking Students. Preliminary Student Data Base 2010 -1 1 Fall Beginning-of-Term - IPEDS Fall Enrollment
19
Unknown/Not
Reported
Female
Hale
17
16
All Students
Hale
685
Female
684
Total
1 , 369
13
458
505
963
81
67
74
70
1. Identify areas by race and gender where the retention rates have not improved from the previous
year.
Full Time Student Retention:
American Indian or Alaskan Native: Females 67% to 0%
Asian: Males 83% to 80%
Hispanic: Males 72% to 71%
White: Females 75% to 72%
Unknown/Not Reported: Males 76% to 49% and Females 81% to 65%
All students: Male 67% to 66% and Female 74% to 70%
2. Identify methods and strategies the college will implement in efforts to increase the retention
rates.
The change in retention rates for all full-time students decreased by 4%. Santa Fe has a total retention
rate of70%.
The areas of concern with significant decreases are: American Indian or Alaskan ative Females and
Unknown/Not Reported Males and Females. It is significant to point out that there was only-one
American Indian or Alaskan Native Female enrolled at SF for the 2010-2011 year. This student did not
return for 2011-2012, which accounts for the 0% retention rate.
Special strategies for increasing retention rates will include apprising leadership of educational programs
and learning support services of the data and encouraging emphases on implementation of strategies to
engage these students in learning activities unique to their disciplines that will enhance retention and
success. Learning support programs critical to this strategy include: Office of Diversity and multicultural
student center initiatives. Additionally, priority consideration will be given to implementing systematic
processes to more closely monitor students' academic progress that will include "early alert' to facilitate
timely and effective intervention of advising counseling and other academic support services.
Charts on following pages
20
College: Santa Fe
Part-Time Student Retention (FTI C)2010-ll Fall Beginning-of-Term to 2011- 12 Fall Beginning-of-Term
~
FTIC
Num .
Retained
'
Retained
Non-Resident
Alien
Hale
Female
21
14
Hale
202
Female
244
14
8
82
103
1
67
57
41
42
33
Black
American Indian
or Alaskan Native
Hale
Female
3
6
Asian
Hispanic
White
Unknown/Not
Reported
Hale
Female
98
80
Hale
8
Female
15
Hale
96
Female
10 1
Male
340
Female
419
5
7
10
48
59
163
241
41
83
88
67
50
58
48
58
42
All Students
Hale
768
Female
879
Total
1,647
43
356
469
825
54
46
53
50
CCTCMIS - Retention 02/10/2012 13:28:54
Seeking Students. Preliminary Student Data Base 2011-12 Fall Beginning-of-Term- IPEDS Fall Enrollment
College: Santa Fe
Part-Time Student Retention (FTIC)2009-10 Fall Beginning-of-Term to 2010- 11 Fall Beginning-of-Term
FTIC
Num .
Retained
'
Retained
American Indian
or Alaskan Native
Female
Hale
2
5
Non-Resident
Alien
Hale
Female
21
20
Male
199
Female
268
9
16
98
131
3
43
80
49
49
60
Black
Asian
Hispanic
White
Unknown/Not
Reported
Hale
Female
17
20
Hale
12
Female
13
Hale
88
Female
96
Male
383
Female
472
2
9
9
36
58
196
262
8
100
75
69
41
60
51
56
47
CCTCMIS - Retention 02/10/2012 13:28 : 54
Seeking Students. Preliminary Student Data Base 2010 -11 Fall Beginning-of-Term- IPEDS Fall Enrollment
21
All Students
Hale
725
Female
891
Total
1 , 616
13
359
491
850
65
50
55
53
3. Identify areas by race and gend er where the retention rates have not improved from the previous
year.
Part-Time Student Retention Rates:
Non-Resident Alien: Females 80% to 57%
Black: Males 49% to 41% and Females 49% to 42%
American Indian or Alaskan Native: Males 60% to 33% and Females 100% to 83%
Asian: Females 69% to 67%
Hispanic: Females 60% to 58%
White: Males 51% to 48%
Unknown/Not Reported: Males 47% to 42% and Females 65% to 54%
All students: Male 50% to 46% and Female 55% to 53%
4. Identify methods and strategies the college will implement in efforts to increase the retention
rates.
The change in retention rates for all part-time students showed a decrease of3%. The areas of concern
with significant decreases are: on-Resident Alien Females. Black Males and Females. American Indian
or Alaskan ative Males and Females, Hispanic Females, White Males. and Unknown ot Reported
Females. The college will inform leadership of educational programs and support services of
performance in these areas and will encourage them to seek and implement strategies to more actively
involve students in the teaching/learning process to improve retention. The Office of Diversity My
Brother's Keeper, and the Multicultural Student Center will have key roles in these strategies.
22
D. Student Success Rates in Gatekeeper Mathematic Courses by Race
The College 2011-12 Update Report should include an analysis of the success rates of white, black and
Hispanic students enrolled in mathematics gatekeeper courses (MAT0024, MATl 033 MAC11 05 and
MGF11 06) from 2008-09 through 201 0-11. 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:
I. Success is defined as grades of A, B, C, and S
2. Grades of X, P, PR, and Z are not included in the data chart.
3. Grades ofWP and WF are considered the same as W.
4. In the Gap Comparison Table, a negative gap indicates that the percentage of black or Hispanic
students successfully 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.
Chart of ucce
Rate in Gatekeeper Mathematic Cour es by Race
Part III Student Participation
Gatekeeper Courses : Disparity Gaps
Success Rates for White Students at Sants Fa Fall End-of-Term
White
Course
MAT0024
MAT1033
MACHOS
MGF1106
White I
Successful.
2008-09
White •
Enrolled
White \
Successful
White I
Successful
2009-10
White I
Enrolled
White \
Successful.
White I
Successful.
2010-11
White •
Enrolled
White \
Successful.
233
782
499
162
387
1 , 477
829
203
60 . 21
52 . 95
60 . 19
79 . 80
231
710
532
147
378
1,277
916
194
61.11
55 . 60
58 . 08
75 . 77
197
645
419
166
328
1,175
824
213
60.06
54 . 89
50 . 85
77 . 93
CCTCHIS - Disparity Gap 02/10/2012 13:30 : 48
Source: SDB2008 - SDB2011 Community Collage Office of Evaluation
DOE collections years begin with the summer term. (Ex . 2009-10 includes Summar and Fall. of 2009,
Winter/Spring 2010) .
23
Gatekeeper Courses : Dispari ty Gaps
Success Rates for Black S t udents at Santa Fe Fa11 End-of-Term
Blaclc
Course
HAT0024
MAT1033
MACHOS
HGF1106
Blaclc I
Successful
2008-09
Blaclc I
Enrolled
Black \
Successful
Blaclc I
Successful
2009-10
Black I
Enrolled
Black \
Successful
Black I
Successful
2010-11
Black I
Enrol led
Black \
Successful
61
100
63
18
118
267
134
28
51.69
37 . 45
47 . 01
64 . 29
67
103
75
23
141
302
163
34
47 . 52
34 . 11
46.01
67 . 65
57
115
54
39
168
333
175
54
33 . 93
34 . 53
30 . 86
72.22
CCTCMIS - Disparity Gap 02 / 10/2012 13 : 30 : 48
Source : SDB2008 - SDB2011 Community College Office of Evaluation
DOE collections years begin with the summer term . (Ex . 2009-10 includes Summer and Fall of 2009 ,
Winter/ Spring 2010) .
Success Rates for Hispanic Students at Santa Fe Fall End-of-Term
Hispanic
Cou rse
MAT0024
HAT1033
MACllOS
HGF1106
Hispanic I
Successful
41
1 31
108
22
2008-09
Hispanic
I
Enrolled
68
25 7
165
28
Hispanic \
Successful
Hispanic I
Successful
60 . 29
5 0. 9 7
65 . 45
78.57
33
11 4
101
20
2009-10
Hispanic
'
Enrolled
57
257
173
31
Hispanic \
Successful
Hispanic I
Successful
57. 89
44 . 36
58 . 38
64 . 52
47
152
105
28
2010-11
Hispanic
'
Enrolled
77
285
200
CCTCMIS - Disparity Gap 02 / 10/ 2012 13 : 30 : 48
Source : SDB2008 - SDB2011 Community College Office of Evaluati on
DOE collections years begin with the summer term . (Ex. 2009-10 includes Summer and Fall of 2009 ,
24
44
Hispanic \
Successful
61.0 4
53 . 33
52 . 50
63.64
Gap Comparison in Percentage Successful at Santa Fe Fall End-of-Term
Black -Wh.i te
Gap
Course
HAT0024
HAT1033
HAC1105
tGF1106
2008-09
llispanic-Whi te
Gap
-8 . 52
-15.50
-13.18
-15 . 51
0 . 08
-1.98
5.26
-1.23
Black-White
Gap
2009-10
Hispanic-White
Gap
-13.59
-21.49
-12.07
-8.12
-3.22
-11.24
0 . 30
-11.25
Black-White
Gap
2010-11
Hispanic-White
Gap
-26.13
-20.36
-19 . 99
-5.71
0.98
-1.56
1.65
-14.29
CCTCHIS - Disparity Gap 02/10/2012 13 : 30 : 48
Source : SDB2008 - SDB2011 Community College Office of Evaluation
collections years begin with the sUJIIIIler term . (Ex . 2009-10 includes SUJ111118r and Fall of 2009,
DOE
1. Program Analysis
For each course, provide an analysis by race of increases and/or decreases in the percentage of
students successfully completing mathematics gatekeeper courses from 2008-09 through 2010-11.
Student Success Rates for 2008-9 to 2009-1 0
MAT0024
The percentage of success for White students increased by 0.9%
The percentage of success for Black students decreased by 4.1 7%
The percentage of success for Hispanic students decreased by 2.4%
MAT1033
The percentage of success for Black students decreased by 3.34%
MAC1105
The percentage of success for White students decreased by 2.11%
MGF1106
25
Student Success Rates for 2009-1 0 to 201 0-11
MAT0024
The percentage of success for Hispanic students increased by 3.15%
MAT1033
The percentage of success for White students decreased by 0. 71%
The percentage of success for Black students increased by 0.42%
The percentage of success for Hispanic students increased by 8.97%
MAC1105
The percentage of success for Black students decreased by15. 15%
The percentage of success for Hispani c students decreased b 5.88%
MGF1106
The percentage of success for Black students increased by 4.57%
Disparity Gaps from 2008-09 to 201 0-11
Black/White Disparity Gap
For MAT0024, the gap widened by 5.07 points from 2008-09 to 2009-10, and again
widened
another 12.54 points from 2009-10 to 2010-11.
ForMA T1 033, the gap widened by 5.99 points from 2008-09 to 2009- 10 and narrowed by 1. 13 points
from 2009-10 to 201 0- 11.
For MAC1105, the gap narrowed by 1.11 points from 2008-9 to 2009-10, and then widened by 7.92
points from 2009-1 0 to 201 0-11.
For MGF11 06, the gap narrowed by 7.39 points from 2008-9 to 2009-10, and narrowed again by 2.41
points from 2009-1 0 to 201 0-11.
Hispanic/White Disparity Gap
ForMAT0024, the gap widened by 3.14 points from 2008-09 to 2009-10, and then
narrowed by 4.2
points from 2009-1 0 to 201 0-11.
For MAT1033, the gap widened 9.26 points from 2008-09 to 2009-10, and narrowed by 9.68 points
from 2009-1 0 to 201 0-1 1.
For MAC1105, the gap narrowed by 4.96 points from 2008-9 to 2009-10, and then widened by 1.35
points from 2009-10 to 2010-11. (This was the only course where the Hispanic students were consistently
more successful than the White students.)
For MGF1106, the gap widened by 10.02 points from 2008-9 to 2009-10, and then widened again by
3.04 points from 2009-10 to 2010-11.
26
2. Continuous Improvement Process:
Based on the analysis of the college' s data for each course, identify 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 mathematics gatekeeper courses. Please include any
programs the college has implemented that target a particular race.
Student learning and success are at the core of the Santa Fe College mission: "Adding value to our
Students and enriching our community' . College values include open access, cultural diversity, academic
excellence and assessment, accountability and improvement. It is within this context that the college
gives priority to implementing teaching and learning strategies that facilitate student learning and success.
There is recognition that mathematics courses often serve as gatekeeper courses for many students.
Traditionally, these courses are College Algebra (MACI 105), Intermediate Algebra (MATI 033),
Beginning Algebra (previously MA T0024), Integrated Arithmetic and Algebra (previously MA T0020),
and Prep Pre-Algebra (previously MA T0002). Therefore these are the courses that have been given
priori ty for redesign as a strategy to improve success rates of Black. Wh ite and Hispa nic stud ents an d
close the gaps between success rates of V.. hite and Black students and success rates of Wh ite and Hi pan ic
students.
The redesign courses are expected to enhance student educational experiences making them intentional,
active and engaged learners. Also technology and professional development serve as a basis for the
redesign and effective implementation. The redesign courses involve revision in courses that have focused
on:
• Better student assessment prior to entering math courses to ensure proper placement
• Mandatory course sequencing to ensure students will persist in enrolling in appropriate math
courses in a timely manner until they have completed their Gen. Ed. Math requirements
• Redesigning courses to create a more active learning environment that ensures sufficient time on
task with individuali zed assistance. ongoing assessment and prompt feedback
• Increase standardization for greater course coherence and quality control
The following are other changes in college procedures that are expected to contribute to improvements in
student success rates including:
• As of Fall 2009, students are required to take a placement exam irrespective of scores they
received .on the ACT or SAT, if taken; and hard stops have been created to prevent students from
registering without following the new procedures.
• As of Fall 201 0, pilot redesign courses that include Intermediate Algebra (MA Tl 033) and
Beginning Algebra (previously MA T0024), and Integrated Arithmetic and Algebra (previously
MAT0020) in a math Emporium (Studio) format.
• The lecture format has been retained for College Algebra (MAC II 05), however, increased
standardization is taking place regarding topic coverage and course assessments. Also, priority
has been given to providing supplementary learning activities to require student engagement to
enhance learning and implementation of a common final examination.
• Intermediate Algebra (MA T1 033), serves as a prerequisite for MGF11 06. Therefore the strategy
to improve students' performance in this course is embedded in the results of learning strategies to
27
improve MATl 033. Student success rates will be carefully monitored to determine if
improvements in MA T1 033 provide sufficient foundation for improvement in MGF1 106.
The course redesign strategy will be fully implemented in a four year time frame within the context of an
environment that is immersive, engaging and pervaded with high expectations for all participants. Priority
will also be given to providing professional staff development for both full-time and part-time faculty
who teach these courses. Once fully implemented, the results are expected to increase students' success
rates in all segments of the college' s population. Success rates have been higher in the redesigned
sections, but Jess than half of the sections had been redesigned by the time corresponding to the data that
we are looking at. The data is being collected and analyzed carefully to adjust these courses as needed to
make sure they meet the needs of our students.
In spite of the afore mentioned strategies, the gap in the success rates particularly between the Black and
White students in the three courses other than M GF 1106 appear to be going in the wrong direction. We
do not really know why, but suspect that it might be due to computer access issues compounded by
increased reliance and dependence on online class activities, or social issues brought on by increased
demands to interact in group acti vities and projects. In the coming months, we will attempt to target the
population most affected to get feedback as to what they believe is the issue.
28
Part IV
Substitution Waivers for Admissions and Course Substitutions
for Students with Disabilities
This section applies to all college academic programs.
Florida Statutes (F.S.)
§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
§1 007.02(2) 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
en try; substitute requirements; rules and regulations: Applies to any student with a disability as
defined in §1007.02(2), in a public postsecondary educational institution shaJI be eligible for reasonable
substitution fo r any requirement for graduation, fo r admi ssion 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 re lated to the disabil ity and 'vvhere fa ilure to meet the grad uation requirement or program admi ss ion
requirement does not constitute a fundamenta l alteration in the nature of the program.
Colleges are required to develop policies and procedures for providing reasonable substitution for eligible
students required by Sections 1007.264 and 1007.265, Florida Statute, Rule 6A-10.041 F.A.C., and 34
C.F.R. Part I 06 implementing Section 504 of the Rehabilitation Act of 1973.
Rule 6A-10.041(1) 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 alterati on in the nature of the program;
• Requ irements for admi ss ion to a program of stud where fail ure to meet the ad mi ssion
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) requires that the college have policies and procedures addressing the following to
implement Section 1007.264, F.S., and Section 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 substitutioh decisions on an individual basis, and
• A mechanism for a student to appeal denial of a substitution or a determination of eligibility.
Rule 6A-10.041 (2) 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- l 0.0315 , F.A.C. , in the basic skill area for which the student is eligibible
29
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 was revised October 25,2010 to reflect new classifications of disabilities
identified in the ADA Amendments Act of 2008. For the 2011/2012 Equity Update Report,
colleges should submit as Appendix 4 copies of the policies and procedures developed for
compliance with Rule 6A-10.041(1)(2).
College procedure 7.2p is currently under revision for updates anticipated for the 2012-2013 academic
year. A copy of the current policy is included in the index.
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 ubsti tution Report. Form C R-0 1. is incorporated by
reference herein to become effective October 25 , 20 I o:·
Provide the following information for eligible students with disabilities, using Form CSR01.
30
Course Substitution Report, Form CSROl
Please list the number of students 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)
10
College Math
Substituted
Course(s}
Discipline Area
Autism
Spectrum
Disorder
Traumatic
Brain Injury
Hearing
Impairment
Specifi c
Learn ing
Disabilities
REA2205
MAT0024
MTBII03
ZOOI503C
REA2205
GLY2010
REA2205
CGSlOOO
REA2205
BSClOOl
CGSlOOO
GLY2010
CGSIOOO
REA2205
CGSlOOO
REA2205
ZOOI503C
REA2205
CGSlOOI
W01503C
CGSlOOO
Coll ege Math
College Math
College Math
College Math
College Math
College Math
College Math
College Math
College Math
Emotional or
Behavioral
Disability
1
MACllOS
Other Health
Impairment
Physical
Impairment
Speech
Impairment
Visual
31
Associate of Art
A sociate of Arts
Associate of Arts
Associate of Arts
Associate of Arts
Associate of Arts
Associate of Arts
Associate of Arts
A ociate of Art
Associate of Arts
Associate of Science Digital Media
Technology
' Impairment
How many requests for course substitutions were requested and how many substitutions were
granted during the preceding academic year? (Please list the number of requests per semester
starting with the fall semester.)
Semester
Fall
Sprine
Summer
Number of
substitutions
requested
1
5
6
Number of
substitutions
eranted
1
5
5
32
PARTY
GENDER EQIDTY IN ATHLETICS
(Do not include Part V if the college does not offer intercollegiate athletics)
Gender Equity in Intercollegiate Athletics: §1 006.71, F.S., applicable to postsecondary institutions
offering athletic programs states that, "Each community college and state university shall develop a
gender equity plan pursuant to § 1000.05, F.S. The plan is to include consideration of equity in sports
offerings, participation, availability of facilities, scholarship offerings, and funds allocated for
administration, recruitment, comparable coaching, publicity and promotion, and other support costs.' An
annual assessment is required and each college president is to be evaluated on the extent to which gender
equity goals have been accomplished. The college's annual assessment of its gender equity plan should be
included in this part.
This year's Gender Equity in Athletics Update should include:
A. an assessment of its athletic programs on each of the statutory areas listed below;
B. a cop of the Equity in Athletic Disclosure Act (EADA) Survey Federal Report for 2011
(submitted annuall) to the .. Department of Education Policy and Budget Development taff
and as required by section 485(g) of the Higher Education Act of 1965): and
C. Corrective Action Plan if applicable. The college may find it necessary to update an existing plan
or create a new Corrective Action Plan if it determines it is out of compliance with any of the
following components of the Florida Educational Equity Act.
Instructions for each are detailed below:
A. Assessment of Athletic Programs: Both Sections 1006.71, F.S. and 1000.05, F.S., require an
assessment of major areas to evaluate the college's progress toward gender equity in athletics. Rule
6A-19.004 F.A.C., Interscholastic, Intercollegiate, Club and Intramural Athletics also identifies areas
required for compliance. The following areas are required to be addressed in the assessment:
I.
2.
3.
4.
5.
6.
7.
8.
9.
ports offerings and whether they effective! accommodate the interests and abilities of members
of both genders.
Participation rates, substantially proportionate to the enrollment of males and females.
Availability of facilities, defined as locker rooms, practice areas, and competitive facilities.
Scholarship offerings for athletes.
Funds allocated for:
a. The athletic program overall
b. Administration
c. Recruitment
d. Comparable coaching
e. Publicity and promotion
f. Other support costs
g. Travel and per diem allowances
Provision of equipment and supplies.
Scheduling of games and practice times.
Opportunities to receive tutoring.
Compensation of coaches and tutors.
33
I 0. Medical and training services.
11. Housing and dining facilities and services.
The assessment should be a narrative evaluation of the effectiveness of efforts within the athletic
program to ensure equity according to the factors listed in this part and for efforts toward
gender participation and coaching equity in the report year. Consider the inclusion of accolades,
statistical achievement, surveys, addressing areas for improvement for prior years, and other
documentation. Please include the assessment below, using space as needed:
I. Sports offerings and whether·they effectively accommodate the interest and abilities of members of
both genders.
Santa Fe College continues to offer four intercollegiate athletic programs. Men's basketball and baseball
are offered for males and women's basketball and softball are offered for females.
2. Participation rates, substantially proportionate to the enrollment o males and females.
The total of male athletes is 37 (53%) and the total number of female athletes is 33 (47%).
The student enrollment total for 2010-2011 was (male 3168; 46.7%- female 3609; 53.2%)
3. Availability of facilities, defined as locker rooms, practi.ce areas and competitive facilities.
The basketball teams share the gym with equal time provided for practices and competition. Each
basketball team also has its own locker room area. The baseball team and softball team each have their own
field that is used for practice and competition. Each team has priority for using their perspective field. The
softball team has a locker room located at the gymnasium while the baseball players are given lockers in
the general, male locker room area.
4. Scholarship offerings for athletes.
Each basketball program is awarded 12 scholarships per year while the baseball and softball teams each are
awarded 18.
5. Funds allocated for:
A. The athletic program overall - The majority of fund for the athletics program is provided through
student fees (fund 2). Each program is awarded and annual Operating Budget that is designated by the
Athletic Director. For 2009-2010 the OB for baseball and softball were $27,000 while the OB for each
basketball program was $2 I ,000. These numbers are partially based on the number of students served
through each program.
B. Administration - Athletics Administration has budget separate from the programs that primarily
funded through F2 with some F1 support.
C. Recruitment- Funds that programs use for recruitment comes from the Operating Budget that is
designated each year. Each coach is allowed to designate funds from that budget for recruiting as
he/she sees fit.
D. Comparable Coaching - Each program has a head coach and $10,500 in funding designated to
compensate one or more assistant coaches.
E. Publicity and promotions- The Athletic Administration budget is responsible for providing funding
for promotions and publicity.
F. Other support cost - Student-athlete insurance, team transportation cost, etc. are provided through the
Athletic Administration budget.
G. Travel and per diem allowances- Student-athletes at Santa Fe College transportation to off campus
competition on commercial buses that are paid for through the Athletics Administration budget.
Student-athletes are awarded food and travel expenses under the State of Florida and Santa Fe College
guidelines.
34
6. Provision of equipment and supplies.
Most equipment and supplies are provided for within the individual team budgets and are at the discretion
of each coach to request. Some equipment and supplies may be provided from the Athletic Administration
budget within which there equal budget lines established for each sport.
7. Scheduling of game and practice tim es.
It is the responsibility of each head coach to schedule all practices and games under the rules, regulations
and guidelines of Santa Fe College, the National Junior College Athletics Association and the Florida
College System Activities Association. Equal time for the basketball teams in regards to gym usage is
provided and the baseball and softball teams have priority usage for their individual fields.
8. Opportunities to receive tutoring.
Each student-athlete has the same opportunities as the general student population to receive tutoring
services at any of the college provided tutoring programs.
9. Compensation of coaches and tutors.
When possible, tutors are sometimes provided for student-athletes on a need basis and are available for all
four programs. Compensation for tutors at these times is provided by the Athletic Administration budget.
Coaches are compensated under the guidelines of the college salary schedule. Each program is appointed a
budget of $1 0.500 to hire assistant coaches.
I 0. Med ical a nd T raini ng en•ices.
Medical and training services are funded through the Athletics Administration budget and are arranged
under agreements through SF Athletics Administration and the University of Florida.
11 . Housing and dining facilities and services.
Santa Fe College does not offer housing facilities for students. Student-athletes may receive stipend awards
through their athletic scholarships designed to help supplement personal housing cost, however, housing
arrangements and agreements are strictly the responsibility of the student-athlete. Each team is awarded the
same amount to disperse as stipend awards. Santa Fe College has a Food Court which house three different
food vendors as well additional smaller food service area around campus. All student-athletes have access
to these services just as the general student population does. The SF Athletics Administration also supplies
a partial meal plan for student-athletes signed to athletic scholarships. The program helps supplement the
cost of breakfast and lunch at these on-campus vendors on days that the college is open during the fall and
spring semesters. The amount of the award is the same for each student-athlete who is signed to an athletic
scholarship.
35
B. Data Assessment: The college should also include data related to : employment of athletic
directors and coaches; sports offerings for males and females; and student athletic participation rates
by gender for 201 0-1 I and 2011 - 12.
1) In response to this requirement, the college should insert the EADA Survey Federal Report for
201 1 as Appendix 5.
2) To determine if the student athletic participation rates are proportionately equal to the college's
rates of male and female enrollment, the college should complete the following table based on data
from the report:
Athletic Participation by Gender C ompared to Student E nrollments by
Gender for 2010-11 and 2011-12
-·~ ~
2
Total Number of Athletes
% of Athletes by Gender
Total Num ber Enroll ments
% of Enrollments by Gender
Record the difference
between the percent of
athletes and the percent of
students enrolled:
2011 -2012
2010-2011
Males Females Total
Males Females
Total Number of Athletes
37
30
67
33
36
100% % of Athletes by Gender
52.2
55.2
44. 8
47.8
3168
46.7
8.5
3609
53.2
-8.5
6777 Total Number Enrollments
100% % of Enrollments by Gender
Record the difference
between the percent of
athletes and the percent of
students enrolled:
2958
47.5
4.7
3275
52.5
-4.7
Total
69
100%
_ .) .)
6'"'"'
100%
Proportionality of Participation:
Is the percentage of female athletes greater than the percentage of female students enrolled or at least within 5
percentage points of the percent of female students enrolled?
2010-2011:
no (yes/no)
20Il -2012:
ve
(yes/no)
Note: OCR defines a participant as anyone who: (1) participated in competition, or (2) participated with the team
and was eligible for competition but did not play in the game. Participation is determined as of the date of the first
competitive event for the sport. This section applies to all colleges offering intercollegiate sports. Use Table B
(above) to show the relationship between the rate at which females are enrolled full-time in the college and the rate
at which females are participating in intercollegiate sports.
C.
Following the college's assessment outlined in parts A and B, the college should check at least
one basis below for assuring that it is in compliance with Title IX, Gender E quity in Athletics:
X
_
accommodation of interests and abilities
substantial proportionality
_ _ history and practice of expansion of sports
36
D.
lf no basis is checked, and/or if there are any disparities in compliance with areas in section A or B,
a priority Corrective Action Plan for compliance shall be included in this report.
Corrective Action Plan for Non-Compliance Components in Athletics
Specify modifications proposed for 2012-13 and include a time line for completion of the plan.
(I)
Gender Equity in
Athletics
Component
Proportionality
(3)
(2)
Planned Actions To Address
Deficiencies Found in Athletics
Responsible Person(s)
and Contact Information
Short term: .recruit more female
students to participate
m
existing programs.
Jim Keites
Long term:
research the
possibility of adding a female
sport.
352-395-5536
[email protected]
du
(4)
Time Lines
Short
term=12
months
Long
term=36
months
E. Presidential Evaluation:
Has the local Board of Trustees evaluated the president on the extent to which gender equity goals
were achieved during the past year?
Yes
X
No
Month and Date ofEvaluation: November 15.2011
The Santa Fe College District Board of Trustees collected information for the evaluation of the
President prior to the November 2011 board meeting. Chair Mallini reported at the November 15,
2011, meeting, the official date of the President's evaluation that the President had received an
extremely favorable evaluation. The evaluation indicated that the President adequately supervised
progress toward achieving the annual and long-term goals and objectives related to the annual
employment accountability plan . A summary of the results of the evaluation was provided to Mr.
Rand Hanna Chancellor, Division of Florida Colleges.
37
PART VI
ACCOUNTABILITY IN INSTITUTIONAL EMPLOYMENT
The Florida Community College 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 Department of Education. This part
constitutes the college' s progress report related to its Employment Equity Accountability Program
required in Section 1012.86 F.S.
A Data, Analysis and Benchmarks
Employment Analysis
Data to evaluate employment trends for females and minorities in Executi e/Administrative/Managerial
(EAM), Faculty, and Continuing Contract position are from the Annual Personnel Report (APR) and
includes the collection years of2007-08 through 2011-12.
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
2010-11 with 2011-12. 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 reflecting the college's service region from the U.S. Census
Bureau 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.
38
Executive/administrative/managerial Staff:
Florida College sl/stem
College: Santa Fe
Historical Track Of Colleae Full-Time Exec/Administrat iv~/ t1anagerial Staff
Employment Snap-Shot; First Pay Period in October (Fal l Beginning-of-Term)
Employment
Census
Grad. Deg.
Stu
Bach. Deg.
201_\G - 1 0
2007-08
2008-09
2010-11
and Higher
Pop.
and Higher
#
Black
Hispanic
Non-Res
Other
White
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
1 , 041
815
1 , 856
733
584
1 , 317
0
0
0
1 , 219
925
2 , 144
10 , 903
10 , 366
21 , 269
13 , 896
12 , 690
26 , 586
'
#
3.9
3.1
7.0
2.8
2.2
5.0
0
0
0
4.6
3.5
8.1
41.0
39.0
80.0
52.3
47.7
100.0
CCTCMIS EQUITY 02/10/12 13:34:00
783
470
1, 253
543
560
1,103
0
0
0
1,028
1 , 459
2 , 487
8 , 950
11,346
20 , 296
11,304
13 , 835
25,139
'
3.1
1.9
5.0
2.2
2.2
4.4
0
0
0
4.1
5.8
9.9
35.6
45.1
80.7
45.0
55.0
100.0
'
9.87%
6.22%
1 6.09\
5.02\
5.35\
10.36\
0.85%
0.85%
1.70%
1.91%
1.80%
3. 72%
34 . 78\
33.35\
6 8.13%
52.43\
47 . 57%
10 0.00\
'
lf
4
4
8
0
0
0
0
0
0
1
0
1
17
24
41
22
28
50
of
total
8.0
8.0
16.0
0.0
0.0
0 .0
0.0
0.0
0.0
2.0
0.0
2.0
34.0
48.0
82.0
44 .o
56.0
100 . 0
tt
3
5
8
0
0
0
0
0
0
2
0
2
18
25
43
23
30
53
'
of
total
5.7
9.4
15 . 1
0.0
0.0
0.0
0.0
0.0
0.0
3.8
0.0
3.8
3 4 .0
47 . 2
81.1
43.4
56 . 6
100 . 0
~
3
5
8
1
0
1
0
0
0
2
0
2
21
28
49
27
33
60
'
of
to tal
5.0
8.3
13.3
1.7
0.0
1.7
0.0
0.0
0.0
3. 3
0 .0
3.3
3 5.0
46.7
8 1.7
45.0
5 5.0
10 0.0
*
3
5
8
1
0
1
0
0
0
2
0
2
22
27
49
28
32
60
'
of
total
5.0
8.3
13.3
1.7
0.0
1.7
0.0
0.0
0.0
3.3
0.0
3.3
36.7
45.0
81.7
46 . 7
53 . 3
100.0
2011-12
*
3
4
7
0
1
1
0
0
0
1
0
1
24
26
50
28
31
59
'
of
total
5.1
6.8
11.9
0.0
1.7
1.7
0.0
0.0
0.0
1.7
0.0
1.7
40 . 7
44.1
84.7
47.5
52 . 5
100.0
I
# DIF
2010-11
2011-12
0
-1
-1
-1
1
0
0
0
0
-1
0
-1
2
-1
1
0
-1
-1
\ DIF
2010-11
2011-12
0.0\
( 20. 0\)
( 12. 5\l
(100.0%)
100.0%
0.0%
0 . 0%
0.0%
0.0\
( 50.0\)
0.0\
( 50.0\)
9.1\
(
3.7\)
2.0\
0.0%
(
3 . 1%)
(
1. 7\)
Source: APR2008 - APR2012 2000 Census Data
Notes: !PEDS Fall Staff Criteria Used For Data Categ or ization.
Summer and
DOE collection years be qin with the summer term.
Fall of 2008 , Winter/Spring 2009).
Population I Total Degree Holding Population Within th e Colleges Service Area.
39
(ex. 2008-09 includes
1. Executive/administrative/managerial Staff:
a. Describe the analysis of the employment of females and minorities, comparing the college's data with the benchmark(s). If
more than one benchmark is used, explain the analysis:
Employment within this category has been fairly stable offering limited opportuniti es for change resulting only from retirements and
unexpected departures. The college has used the national census as the benchmark for establishing goals for all categories except "other"
where we have aligned with our student census data based on regional availability to recruit in this category. The college experienced an
overall decrease of one position from the prior year from 60 EAMs to 59. The coll ege was able to retain most all of our valued staff
however the minimal changes for the past year did result in the loss our only Hispani c female administrator however we gained a male
Hispanic female which resulted in the wash of meeting one goal and not meeting another.
b. Did the college achieve its goals as stated in the 2010/2011 Equity Update Report?
The college met employment goals for the foll owing categories:
Black Femal es
Black Males
The college did not meet employment goal s for the following categories: Hispani c Females
Other Females
Hispanic Males
Other Males
c. Identify any modifications to goals and timelines for accomplishing goals to increase the employment of females and
minorities:
The college again anticipates limited opportunities to effect change in this category based on anticipated stability in employment and trend
of not filling positions that become vacant during these funding challenged times. Therefore we will keep our existing goals with only a
change to the Other Female category to align it more with our student census informati on.
d. 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 with its successful practices related to diverse screening committees, personal charges to screening committees
from the division Vice President or Provost and HR Orientation with the Director of HR/Equity Coordinator where the college ' s
commitment to diversity is emphasized and college goals are reiterated. We are also wo rking with Greystone Advertising for more refined
and targeted advertising research to reach specific demographic groups.
e. Are there new barriers affecting the successful recruitment and/or retention of females and/or minorities? If so, list them
below along with recommendations for each area. Have any barriers listed in the 2010/11 Equity Update Repor·t changed or
resolved?
The prevailing challenge remains that the college is doing very limited new recruitm ent based on the budget constraints of the current
economic times. Therefore our focus continues to be on retention. There are some anti cipated retirements in 2012 that may provide some
opportunity for change.
40
Full-time Instructional Staff:
Florida Colleae Svstem
College: Santa Fe
Histori c a l Track Of Colleqe Full - Time Ins truct ion al Staff
Employment Snap- Shot; Fir st Pay Period in Octobe r (Fall Be gi nning-of-Term)
Employment
Census
St u
Bach. Deg.
Grad. Deg.
2(\QQ -10
2007 - 08
2 008-09
2 010-11
and Higher
Po p .
and Higher
Black
Hispanic
Non-Res
Other
White
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
*
'
*
'
1 , 041
815
1 , 856
733
584
1 , 317
0
0
0
1,219
925
2 ,144
10,903
10 , 366
21 , 269
13 , 896
12,690
26 , 586
3.9
3.1
7.0
2.8
2.2
5.0
0
0
0
4.6
3.5
8.1
41.0
39.0
80.0
52 . 3
47.7
100.0
783
470
1 , 253
543
560
1 , 103
0
0
0
1 , 028
1 , 459
2 , 487
8 , 950
11 , 346
20 , 296
11 ' 304
13 , 835
2~ . 139_
3.1
1.9
5.0
2.2
2.2
4.4
0
0
0
4.1
5.8
9.9
35.6
45.1
80.7
45.0
55.0
100.0
CCTCMIS EQUITY 0 2 /10/12 13 : 35 : 04
.
9. 87\
6 . 2 2%
1 6.09%
5 . 02%
5.35%
10.36%
0.85%
0 .85%
1. 7 0%
1 . 9 1%
1. 80%
3 . 72 \
34.78 \
33 . 35\
68 . 13\
5 2 .43%
4 7 . 57%
100 . 0 0%
*
10
5
15
8
2
10
0
0
0
3
2
5
121
99
220
142
108
250
'
of
total
4.0
2.0
6.0
3.2
0.8
4.0
0.0
0.0
0.0
1.2
0.8
2. 0
48 . 4
39.6
88.0
56 . 8
43.2
100 . 0
*
11
5
16
8
2
10
0
0
0
5
3
8
119
89
2 08
143
99
242
'
of
total
4.5
2.1
6.6
3.3
0.8
4.1
0.0
0.0
0.0
2.1
1.2
3.3
49 . 2
36.8
86 . 0
59.1
40.9
100.0
'
H
9
6
15
8
~
'-
10
0
0
u
4
:;:
6
11 5
86
201
13 6
96
2 32
of
to t al
3 .9
2.6
6 .5
3.4
0 .9
4.3
0 .0
0.0
0.0
1 .7
0.9
2 .6
49. 6
37 .1
86 . 6
5 8 .6
4 1.4
100 . 0
*
9
6
15
8
4
12
0
0
0
3
3
6
109
86
195
129
99
228
'
of
total
3.9
2.6
6.6
3.5
1.8
5.3
0.0
0.0
0.0
1.3
1.3
2. 6
4 7 .8
37.7
85.5
56.6
43 . 4
100.0
2 011-1 2
*
8
7
15
8
3
11
0
0
0
3
3
6
110
86
196
129
99
228
'
of
total
3.5
3.1
6.6
3.5
1.3
4. 8
0.0
0.0
0 .0
1.3
1.3
2.6
48 . 2
37.7
86.0
56.6
43.4
100.0
lt DI F
2010-11
2011-1 2
-1
1
0
0
-1
-1
0
0
0
0
0
0
1
0
1
0
0
0
% DIF
20 10 - 11
20 11 - 1 2
( 11. 1% )
16. 7%
0.0 %
0 . 0%
( 2 5.0 %)
(
8 . 3 %)
0.0 %
0 .0 \
0. 0%
0.0 %
0.0 %
0. 0\
0.9 %
0.0 \
0.5 %
0 . 0%
0.0 %
0.0 %
Source: APR2008 - APR2 0 1 2 2000 Cen s u s Data
Notes: !PEDS Fall Staff Criteria Used For Data Cat eg oriz ati on.
Summer and
DOE col le c t io n yea rs b egin wit h t he summer term .
Fall of 2008 , Winter/Spring 2009) .
Population I Total Degree Holding Population Within t he Co lleges Ser v i ce Area .
41
(ex . 2008-09 in c lude s
2. Full-time Instructional Staff:
a) Describe the analysis of the employment of females and minorities, comparing the college's
data with the benchmark(s). If more than one benchmark is used, explain the analysis:
There was little change in the full time instructional staff numbers. The college has maintained 228
faculty with changes in the reduction of one Black Female and one Hispanic Male. The replacements
for these resulted in an increase of one Black Male and one White Female thus keeping our gender
ratio proportionate as well as overall total for Black faculty. The college used the national census as
the benchmark for establishing goals for all categories except "other' where we have aligned with our
student census data based on regional availability to recruit in this category.
b) Did the college achieve its goals as stated in the 2010/2011 Equity Update Report?
The college achieved all goals for recruitment and retention of full time instructional staff.
c) Identify an , modification to goal and timeline for accompli bing goal to increa e the
employment of female and minoritie :
No modifications to goals are being made.
d) 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's commitment to diversity is reflected in the core values of the college mission statement.
Each screening committee receives an orientation from Human resources and a charge from the
appropriate Vice President/Provost which provides an opportunity to reinforce the college's
commitment and goals. We will continue to review applicant pools for diversity and extend
application deadlines and marketing to support generation of more diverse pools. We will also
continue to analyze local service district demographics in comparison to national census benchmarks.
We will closely examine any opportunities for expansion of representation with other minorities that
remains under the national census benchmark. The college also recognizes the importance of
retaining existing minorities and therefore will be trying to maximize available funding toward annual
salary increases and raising base salaries to further limited recruitment efforts.
e) Are there new barriers affecting the successful recruitment and/or retention of females
and/or minorities? If so, list them below along with recommendations for each area. Have
any barriers listed in the 2010/11 Equity Update Report changed or resolved?
We anticipate very limited change in this category resulting only from a limited number of faculty
searches.
42
Full-time Continuing Contract Instructional Staff:
College: Santa Fe
Historical Track Of College Full-Time Continuing Contr a ct I nst ructional Staff
Employment Snap -Shot ; First Pay Period in October (Fa l l Be gi nning-of-Term)
Employment
Census
Bach. Deg .
Grad. Deg .
St u
2 007-08
2008-09
201.1°-1 0
2010- 1 1
and Higher
and Higher
Po p .
%
*
Black
Hisp_anic
Non-Res
Other
White
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Tota l
1,041
815
1 , 856
733
584
1,317
0
0
0
1,219
925
2 , 144
10 , 903
10 , 366
21,269
13,896
12,690
26 , 586
'
3.9
3.1
7.0
2.8
2.2
5.0
0
0
0
4.6
3.5
8.1
41.0
39.0
80 . 0
52 . 3
47.7
100.0
CCTCMIS EQUITY 02/10/12 13 : 36:30
*
783
470
1,253
543
560
1 , 103
0
0
0
1 , 028
1 , 459
2 ,4 87
8 , 950
11 , 346
20 , 296
11 , 304
13 , 835
25 , 139
'3.1
1.9
5.0
2.2
2.2
4. 4
0
0
0
4.1
5 .8
9.9
35 . 6
45.1
80.7
45.0
55.0
100.0
'
9 . 87%
6 . 22%
1 6.0 9%
5 . 0 2%
5.35%
10.36%
0 . 85%
0 .85%
1 . 70%
1. 91\
1. 80%
3. 72%
34 . 7 8 %
33 . 35%
68.13%
5 2 .43%
4 7 .57 %
1 0 0 . 0 0\
II
7
5
12
8
2
10
0
0
0
1
1
2
96
82
178
112
90
202
of
total
3.5
2.5
5.9
4.0
1.0
5.0
0.0
0.0
0.0
0.5
0.5
1.0
47 . 5
40.6
88 . 1
55.4
44.6
100.0
'
%
*
7
5
12
7
2
9
0
0
0
2
1
3
99
79
178
115
87
202
of
total
3.5
2.5
5.9
3.5
1.0
4.5
0.0
0.0
0.0
1.0
0.5
1.5
49.0
39.1
88.1
56.9
43.1
100.0
~
6
5
11
7
2
9
0
0
0
1
1
~
'"
98
75
17 3
11 :
83
1 95
of
to ta l
3. 1
2.6
5.6
3.6
1.0
4 .6
0. 0
0. 0
0 .0
0 .5
0 .5
1. 0
5 0 .3
3 8 .5
8 8 .7
57 .4
42 . 6
10 0. 0
#
8
5
13
7
2
9
0
0
0
1
2
3
93
81
174
109
90
199
'
of
total
4.0
2. 5
6.5
3.5
1.0
4.5
0.0
0.0
0.0
0.5
1.0
1.5
46.7
40.7
87 . 4
54.8
45 . 2
100 . 0
2011-12
#
7
5
12
8
2
10
0
0
0
3
2
5
97
77
174
115
86
201
'
of
total
3.5
2.5
6.0
4.0
1.0
5.0
0.0
0.0
0.0
1.5
1.0
2.5
48.3
38.3
86.6
57.2
42.8
100.0
# DIF
2010- 11
2011-1 2
-1
0
-1
1
0
1
0
0
0
2
0
2
4
-4
0
6
4
2
% DIF
2 010-11
2 011 - 1 2
( 1 2 . 5 %)
0 . 0\
(
7. 7\ )
14. 3%
0 . 0%
11. 1\
0.0 \
0. 0\
0 . 0%
200 . 0 %
0.0 %
66. 7\
4.3 %
(
4.9 %)
0 . 0%
5. 5%
(
4. 4\ )
1. 0 %
Source: APR2008 - APR2 012 2 000 Census Da t a
Notes: IPEDS Fall Staff Criteria Used For Data Cate g oriza tion.
Summer and
DOE c o ll e c t i on years b egin wi t h the summer term.
Fall of 2008, Winter/Spring 2009).
Population I Total Degree Holding Population Within th e Co lleges Se rv i c e Area.
43
(ex. 2008-09 in cludes
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 benchmark(s).lf more than one benchmark is used, explain the analysis:
Attainment of continuing contract is the result of a three year progressive evaluation process therefore
initial recruitment of minorities for the prior three year period is essential followed with intentional
retention, development and thorough evaluation through the continuing contract period. Goals are
established using both national and student census data. The college experienced and overall increase
of two continuing contract faculty members resulting in an overall increase to females and specifically
Hispanic and Other females.
b) Did the college achieve its goals as stated in the 2010/2011 Equity Update Report?
The college met our goal for all areas continuing contract with the exception of Hispanic Male where
it is anticipated that we wi ll achieve this goal as current annual contract faculty advance through the
three year process.
c) Identify any modifications to goals and timelines for accomplishing goals to increase the
employment of females and minorities:
No changes are being made.
d) 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 ensure that annual contract faculty receive the support and resources needed
to be successful in achieving continuing contract with an emphasis being placed on our minority faculty.
Certainly it is essential that the college retains minority facul ty therefo re every effo rt is being placed on
provi ding some type of additional compensation as the college has undergone a mu lti-year period of not
be able to provide annual increases to the base salary.
e) Are there new barriers affecting the successful recruitment and/or retention of females
and/or minorities? If so, list them below along with recommendations for each area. Have
any barriers listed in the 2009/10 Equity Update Report changed or resolved?
The prevailing challenge remains that the college is doing very limited new recruitment based on
the budget constraints of the current economic times. Therefore our focus continues to be on
retention. There are some anticipated retirements in 2012 that may provide some opportunity for
change that likely would not be reflected until2012-2013 .
44
B. Evaluations of Employment Practices- Evaluations of Key Personnel and Presidents
1) The college should provide a summa ry of results as requested in Section 1012.86(3)(a),
Florida Statutes, which provides that:
The college should provide a summary of the results of the evaluation of department chairpersons,
deans, provosts, and vice presidents in achieving employment accountabil ity goals. The summary
should also briefly describe the remedial steps to be taken when staff eval uations yield
unsatisfactory progress toward meeting intended goals. Provide a brief summary in the space
below:
All department chairs, academic directors vice president and deans have been evaluated
satisfactory in their efforts toward achieving goals consistent with the intent of Section 1012.86,
F.S. These employees are aware of and made efforts to support the college's annual and long tenn
goals and objectives related to increasing the numbers of underrepresented minorities in
recruitment, retention and issuance of continuing contracts. All evaluations were positive however
if an had not been the college equit officer would have worked closely with the employee and
their supervisors to provide appropriate training. direction and o ersight.
2) The college should provide a summary of results as r equested in Section 1012.86(3)(b),
Florida Statutes, which provides that:
'Community college district boards of trustees shall annually evaluate the performance of the community
college presidents in achieving the annual and long-term goals and objectives. A summary of the results of
such evaluations shall be reported to the Commissioner of Education and the State Board of Education as
part of the community college s annual employment accountability plan, and to the Legislature as part of
the annual equity progress report submitted by the State Board of Education."
The college should provide below a response to this section of law including the most recent
month. date. year and summary of the president's perfonnance evaluation. Provide a response in
the space below:
The Santa Fe College District Board of Trustees collected infonnation for the evaluation of the
President prior to the November 2011 board meeting. Chair Mallini reported at the November 15,
2011, meeting, the official date of the President's evaluation, that the President had received an
extremely favorable evaluation. The evaluation indicated that the President adequately supervised
progress toward achieving the annual and long-tenn goals and objectives related to the annual
employment accountability plan. A summary of the results of the evaluation was provided to Mr.
Randy Hanna, Chancellor, Division of Florida Colleges.
C. Additional Requirements:
The college should complete the following related to additional processes required by Section
1012.86, F.S. The Signature Page of this report will suffice as certification of each:
45
1) The college maintains diversity and balance in the gender and ethnic composition of the selection
committee for each vacancy. Include below a brief description of guidelines used for ensuring
balanced and diverse membership on selection and review committees.
Santa Fe College has a defined screening, search and hiring process for all full-time administrative,
professional, technical and faculty positions. The procedures provide assurances for a fair and
equitable selection process that advocate the college's commitment to enhance diversity and to
support achievement of the goals as defined in the employment accountability plan. Committee
membership for the screening and search process for each full-time faculty, administrative,
professional and technical vacancy reflects the gender and ethnic minority demographics of the
college and the community. The administrative leadership of the departments, i.e. Chairs, Directors,
Coordinators, A VPs, VPs or President, selects screening committees. Screening committees receive
training on the established Search, Screening and Hiring Procedures and are given a charge from the
administrative leadership that emphasizes the institution ' s value of diversity and employee
accountability goals.
2) The college sets fo rth the requirements fo r receiv ing continuing contracts for instructional staff.
The process used to grant conti nuing contracts is described below:
Each year, continuing contract eligible faculty participate in a rigorous self-evaluation process that
provides the means for faculty to be responsible for describing, charting, and evaluating their own
professional development for the previous year. The evaluation includes the results of the faJI and
spring terms student evaluations. Once completed, the faculty member presents the evaluation packet
to the appropriate academic chair or director for review and voting by tenured faculty within their
discipline. Results of the administrative review and the tenured faculty vote is forwarded to the
Provost/Vice President who makes a recommendation to the President. The President submits his
recommendation to the Board of Trustees for approval for issuance of continuing contract status.
3) The following describes the process used to annually apprise each eligible faculty member of
progress toward attainment of continuing contract status:
Each year, annual contract faculty conduct a rigorous self-evaluation process that provides the means
for faculty to be responsible for describing, charting and evaluating their own professional
development for the previous year. The evaluation includes the results of the fall and spring terms
student evaluations. Once completed, the faculty member presents the evaluation packet to the
appropriate academic chair or director, for review and voting by tenured faculty within their discipline
for the awarding of an additional year of annual contract prior to earning continuing contract status.
Results of the administrative review and the tenured faculty vote are forwarded to the Provost/Vice
President. Annual contract faculty receive feedback by way of administrative comments based on the
review of their self-evaluation package which included results of their peer review and student
evaluations.
4) The college has developed a budgetary incentive plan to support and ensure attainment of the
goals developed pursuant to Section 1012.86, F.S. Summarized below is a description of the
incentive plan, including how resources shaJI be allocated to support the implementation of
strategies and the achievement of goals in a timely manner:
46
The college supports quality teaching and learning and provides professional development
opportunities for faculty, staff and administration. The college has established the Professional
Development Scholarship Fund that provides extended educational opportunities for staff to obtain
skills and knowledge that may promote an avenue for career advancement, while enhancing the
quality of education for our students. The college also works with institutions of higher learning to
provide educational discounts to college employees and has established an employee exchange
program that provides fee waivers for most class offerings at the University of Florida. A budget has
been established through the Human Resources Office to support recruitment activities that include
advertising in a variety of mediums, participation in job fairs, onsite recruitment visits to
predominately minority populated grad schools, and a minority fellowship program in conjunction
with the University of Florida.
5) The following describes how funds are used to increase the number of females and minorities
receiving continuing contracts:
Increasing the number of minorities on continuing contract is a three-year process cycle. Annual
contract faculty who are working toward continuing contract status develop annual profe ss ional
de elopment plans with their supervisors as part of the annual rev i 'v\ process. The co llege offers
workshops, seminars and access to professional development opportunities and materials to assist
faculty in their professional growth and development as they work toward obtaining continuing
contract. The Professional Development Scholarship Fund is also beneficial in helping faculty meet
their personal goals of obtaining advanced education and enhances the quality of instruction provided
at the college. Veteran faculty members also serve as mentors further supporting the success of
Assistant Professors working toward continuing contract.
6) Salary Information: Include the salary ranges in which new hires were employed compared to the
salary ranges for employees with comparable experience and qualifications as required in section
1012.86 (2)(b)(5). F..
The college has established criteria by which all new hire salaries are determined. The salary
ranges for each position and the applicable steps for experience and education that are used to
calculate new hire salaries are published in the college salary schedule and approved by the Board
of Trustees on an annual basis. Existing employee compensation is also based on these salary
ranges and step criteria. A link to the full salary schedule is available at:
2011-2012 Salary Schedule
The specific salary determination criteria for executive and managerial positions and faculty are
posted below.
Executive/Managerial:
Initial placement on the salary schedule is generally at the minimum
of the salary range. Based on available funding, and subject to internal and external marketplace
factors, salaries will be offered up to 20% above the minimum salary for qualifications beyond the
minimum requirements. Steps are based on 2% of the minimum salary for each year of verified
and documented closely related work experience or for educational credentials beyond the
m1mmum requirements. Promotional placement is based on an increase of up to 12.5% for
47
executive and managerial positions subject to the internal marketplace and/or additional duties or
the minimum of the new salary range or based on the calculation for initial placement on the
salary schedule, whichever is higher. Academic Chairs and Directors are administrative
appointments assigned to pay grades B or C on the Executive and Managerial Salary Range.
Academic chairs and/or directors should be, whenever possible selected from tenured faculty in
the appropriate department based on the college' s approved search procedure. As an inducement
for 9-month faculty members to apply for these positions, $10,000 will be added to the 9-month
faculty member' s salary for initial placement on the administrative salary schedule or their salary
will be increased to the minimum of the new salary range or based on the calculation for initial
placement on the salary
schedule, whichever is higher, subject to the internal marketplace. A 12-month faculty member's
salary will be adjusted back to the 9-month salary calculation prior to the aforementioned initial
placement adjustments. A chair or director returning to the classroom would have his/her salary
adjusted by returning the faculty member to his/her faculty salary prior to the administrative
appointment and adding all raises the general faculty received during his/her appointment as
academic chair/director. All unused
accrued vacation wil l be paid out at the time the chair/director ends their administrative contract
and is returned to the facu lty contract. External or internal appointments for academ ic chairs and
directors. other than 9-month faculty, will be placed on the appropriate pa grade of the Executi e
and Managerial Salary Range based on guidelines stated in the first paragraph under
Administrative Salary Range (above). Tenured faculty who accept an administrative appointment
as an Academic Chair/Director are considered to be on extended service leave from their
continuing contract appointed position for the duration of their administrative appointment.
Faculty:
Initial placement on the salary schedule may be determined by providing steps for
related work experience. Based on available funding, a percentage of the base may be provided for
each step consistent with the annual increase for that year. To determine initial placement on the
salary table, one step may be allowed for each year of verified experience for full-time college
level teaching experience within the last 10 years. K-12 teaching experience may be allowed one
step for every 2 years of full-time service within the last ten years. K- 12 teaching experience may
be allowed one step for every year of full-time service with in the last ten years for facul ty hi red to
teach in the High School Dual Enrollment program. Technical and applied science positions may
give 1 step for each year offulltime verified industry experience within the last 5 years. Part-time
SF instructional experience may be used in the calculation of steps at the rate of 72 credit hours =
one step. A maximum of ten steps applies to all applicable experience and is subject to internal
and external marketplace factors. Each full or partial year may be judged to determine its value per
year of relevant experience. Initial placement within the Salary Range must be confirmed by
Human Resources prior to any offer being extended.
48
PART VII
ONSITE CIVIL RIGHTS COMPLIANCE REVIEW PENDING ACTION
Part VII of the Equity Update Report is for monitoring resolution of reported findings resulting from any
on-site review of a college's Methods of Administration (MOA) of civil rights compliance that have not
been adequately addressed and are considered "open". If the college has had a recent state/federal MOA
on-site review; and if there are findings requiring corrective action by the college, they will be identified
in the college's annual equity update review. Al l open findings are addressed in an Appendix and require
a response from the college. The findings will be considered closed upon compliance with state and
federal rules and laws. A status report of such findings and corrective actions taken are provided to the
U.S . Department of Education Office for Civil Rights. If this part of the update is not applicable, do not
include it in the report.
N/A
49
FLORIDA EDUCATIONAL EQUITY ACT
2011-12 ANNUAL EQUITY UPDATE REPORT
Signature Page
Santa Fe College
(name of institution)
The college ensures that Section 1000.05, F.S. and Section 1012.86, F.S. and implementing Rules 6A19.001-010, 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, 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 Sections 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 Section 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, Section 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)
5 · 1'8'· /2Date
Date
Tom Mallini, Chair, Board ofTrustees
This concludes the Annual Equity Update Report for 2011/2012.
50
Appendix 1
Santa Fe College
Rules Manual
HIV, AIDS, Other Bloodborne Pathogens
and Tuberculosis Policy
Title:
Rule 2.7
General Authority: FS1 001 .64; 760 et. seq .
Law Implemented: FS 760.50
Effective Date:
Purpose:
January 26 , 2006
To state the College policy regarding Human Immunodeficiency Virus (HIV),
Acquired Immune Deficiency Syndrome (AIDS), other Bloodborne Pathogens
(other BBPs), and Tuberculosis (TB).
HIV/AIDS/Other BBPs/TB Committee : The President shall appoint a committee that sha ll be
known as the Santa Fe College Task Force on HIV, AIDS , Other BBPs, and TB, that shall
have the following responsibilities:
Address the issues of instruction , information , and activities regarding HIV, AIDS , other
BBPs, and TB. Such instruction , information, or activities shall emphasize the known
modes of transmission of HIV, AIDS, other BBPs, and TB, signs and symptoms,
associated risk factors, appropriate behavior and attitude change, and meaJ:ls used to
control the spread of HIV, AIDS, other BBPs, and TB.
Establish a procedure to protect the interest of infected and non-infected persons in
College-related cases concerning HIV, AIDS , other BBPs, and TB to include, but not be
limited to , referra l to social, legal, medica l, and other appropriate services.
Any action taken by the College shall ensure that the person infected or believed to be
infected with HIV, AIDS, other BBPs, or TB is afforded every protection made available
through the American with Disabilities Act; such protection shall include the right of access by
the affected person to regular classes and other College-related activities as long as
reasonable accommodation can be made to protect the health of infected and non-infected
persons.
Rule History
January 2006 (41 0.384)
February 1992 (410.158)
Santa Fe College
Rules Manual
Title:
HIV, AIDS , Other Bloodborne
Pathogens and Tuberculosis
Based on
Rule 2.7
Effective Date:
October 3, 2005
Procedure 2.7P
Purpose: To protect the interests of infected and non-infected persons at Santa Fe College.
Protection of the interests of infected and non-infected persons shall be implemented through
educational programs and institutional policies .
This procedure applies to cases of Human Immunodeficiency Viru s ("HIV"), Acquired
Immune Deficiency Syndrome ("AIDS"), other Bloodborne Pathogens (BBPs), and
Tuberculosis (TB).
Definition: Infected person under this procedure means a student or employee or visitor who
is diagnosed as having HIV, AIDS , other BBPs, or TB.
Task Force on HIV/AIDS/Other BBPs/TB: A task force on HIV/AIDS/other BBPs/TB shall be
appointed by the President or designee. The task force shall consist of an administrative
representative from Academic Affairs , SF's equity coordinator, a second College employee,
and a physician . In addition , the task force is encouraged to request assistance from
knowledgeable resources , both internal and externa l.
Educational Programs : The task force shall develop and implement educational programs
for the entire College community. Such education should include instruction, information,
and activities which emphasize known means of transmission of and ADA policies related to
HIV, AIDS, other BBPs , and TB. Educational programs for College students shall be
coordinated by the SF Office for Student Affairs in conjunction with the SF Disabilities
Resource Center. Educational programs for College employees shall be coordinated by the
SF Human Resources Office in conjunction with the college's equity coordinator.
Confidentiality: When the College learns that a person who is enrolled in an exposure-risk
program is infected with HIV, AIDS, other BBPs, or TB, consent should be obtained in
writing from this person to share such information on a need-to-know basis only. Violation
of this confidentiality may be a criminal offense under Florida Statutes 760.50(5) . The
College must ensure confidentiality about all medical information in accordance with state
and federal law.
Procedure 2.7P
Page 2 of 2
Disclosure of Test Results: Disclosure of test results is made on a need-to-know basis and
shall be accompanied by the following statement in writing: ''This information has been
disclosed to you from records whose confidentiality is protected by state law. State law
prohibits you from making further disclosure of such information without specific w~itten
consent of the person to whom this information pertains or as is otherwise permitted by state
law. A general authorization for the release of medical or other information is not sufficient."
Examples of disclosure on a need-to-know basis could be, but are not limited to notification of
individuals supervising students , faculty, or staff including notification after needle sticks or
glove tears. CDC guidelines recommend immediate post exposure prophylaxis.
Students: The College does not discriminate against a person who has HIV, AIDS , other
BBPs, or TB. As a condition of matriculation , the College may require immunization and/or
testing for other BBPs or TB as a bona fide qualification for the course of instruction. The
HIV/AIDS/Other BBPS/TB Task force may serve in an advisory capacity to program
administrators in providing reasonable accommodations and making determination of status
of individuals to remain in a program to protect the health of infected and non-infected
persons. The HIV/AIDS/other BBPs/TB task force facilitates referrals to appropriate social,
legal, medical, and other services .
Employees: The College does not discriminate against a person who has or is regarded as
having HIV, AIDS , other BBPs, or TB.
Members of the HIV/AIDS/other BBPs/TB task force shall serve as resources to the Office of
Human Resources to facilitate referrals to appropriate social, legal, medical, and other
services. Employees who may have experienced exposure to HIV,AIDS , other BBPs, or TB
in a job-related accident must be referred immediately (by self-referral or by the supervising
administrator, faculty, or staff member) for post exposure prophylaxis at a health care facility
through Human Resources in accordance with Workers' Compensation guidelines.
History
October 3, 2005
August 1992 (410.1 64)
Santa Fe College
Rules Manual
Title:
Policy Prohibiting Discrimination and
Harassment
Rule 2.8
General Authority: FS 1001.64
Law Implemented: The Florida Civil Rights Act of 1992; Chapter 760 of FS ; Title IX of the
Educational Amendment Act of 1972, as amended : Title VII of the
Civil Rights Act of 1964, as amended ; FS Sections 1001 .64 , 112.042,
112.043, 1000.05; 6A-19, FAC
Effective Date: June 22, 2005
Purpose : To state and explain the College 's policy prohibiting discrimin ation and
harassment.
I.
Statement
Santa Fe College (SF) is committed to maintaining a work and educational environment
free of discrimination and harassment with respect to race , creed , color, religion , age ,
disability, sex, marital status, national origin , political opinions or affiliations, and veteran
status. This commitment applies both on and off campus to employees, volunteers ,
students, and , to the extent possible , to third parties, applicants for admission, applicants
for employment, and the general public. In addition , SF prohibits discrimination in
educational programs , services , and activities , and in employment programs , policies , and
practices. Accord ing ly, SF shall take all comp laints seriously and will strive to promptly
an d thoroughly investigate all comp laints within 30 workin g days . If, after th orough
investigation , it is determined that discrimination or harassment has occurred , immed iate
action up to and including discharge or expulsion may be taken. Appropriate follow-up
steps will also be taken.
All employees and students are expected to cooperate fully during the course of a
discrimination and/or harassment investigation. It is a violation of this policy for any
employee or student to knowingly impede, obstruct, or delay the progress of any such
investigation .
Discrimination and harassment are demeaning and degrading, may affect an individual's selfesteem, and may have a negative impact on performance at work or in class. SF will not
tolerate any form of discrimination or harassment. Any person determined to have harassed
or discriminated against another is subject to disciplinary sanctions up to and including
discharge or expulsion. Every employee is responsible for making SF aware of
Rule 2.8
Page 2 of6
any complaints of discrimination or harassment. An employee's failure to report a complaint
may result in disciplinary action.
II .
Ill.
Discrimination
A.
Discrimination is defined in Section 6A-19.001 , F.A.C.
B.
Examples of prohibited discrimination may include but are not limited to:
1.
Refusing to allow a student practicing a certain religion to join Student
Government based on his/her religion;
2.
Terminating an employee based on his/her advanced age rather than for
poor performance;
3.
Demoting an employee because she became pregnant; and
4.
Failing students in a class for declaring they were members of a certain
politica l party.
Harassment (Other Than Sexual Harassment)
A.
Harassment is defined in Section 6A-19.008 , F.A.C .
B.
In addition to sexual harassment, other types of harassment may occur if the
verbal or physical conduct includes, but is not limited to:
1.
Intimidation and implied or overt threat of physical violence motivated by
an individual's race, creed , color, religion , age, disability, marital status,
nationa l origin , political opinions or affiliations, or veteran status ;
2.
Physical acts of aggression or assault upon another or damage to
another's property that is motivated by an individual's race, creed, color,
religion, age, disability, marital status, national origin, political opinions or
affiliations, or veteran status;
3.
Depending on the circumstances and context, demeaning jokes, taunting,
slurs and derogatory "nicknames," innuendos, or derogatory remarks
relating to race, creed, color, religion, age, disability, marital status,
national origin, political opinions or affiliations, or veteran status;
4.
Depending on the circumstances and context, graffiti or slogans or visual
displays such as cartoons or posters depicting slurs or derogatory
sentiments relating to race, creed, color, religion, age, disability, marital
status, national origin , political opinions or affiliations, or veteran status.
Rule 2.8
Page 3 of 6
IV.
Sexual Harassment
A.
Sexual harassment is a form of sex discrimination under Title VII of the Civil Rights
Act of 1964 and is a violation of both state and federal laws. Because of the
nature of sexual harassment and some of the special problems it involves, a
separate section (Section IV) of this rule is devoted to the subject of sexual
harassment.
Harassment is defined in Section 6A-19.008 , FAC.
B.
Defining Characteristics (see also Section 6A-19.001 and 6A-19.008 , FAC)
1.
Unwelcome sexual advances, requests for sexual favors, and any other
physical, verbal, or visual conduct of a sexual nature constitute sexual
harassment when :
a.
Submission to the conduct is an explicit or implicit term or condition of
employment or continued employment;
b.
Submission to or rejection of the conduct is used as a basis for
employment decisions affecting an employee, such as promotion ,
demotion , or evaluation ;
c.
The conduct has the purpose or effect of interfering with an
employee's work performance or creating an intimidating, hostile, or
offensive work environment;
d.
Submission to the conduct is an explicit or implicit term of student
enrollment or continued enrollment;
e.
Submission to or rejection of the conduct is used as a basis for
evaluation or grading decisions effecting a student's academic
standing ; and/or
f.
The conduct has the purpose or effect of interfering with a student's
academic performance or creating an intimidating, hostile, or offensive
educational environment.
2.
Sexual harassment may occur when the intended target of the conduct is
not offended, but others reasonably find the conduct to be intimidating ,
hostile, or abusive.
3.
The fact that someone did not intend to sexually harass an individual is no
defense to a complaint of sexual harassment. Regardless of intent, it is
Rule 2.8
Page 4 of 6
the effect and characteristics of the behavior that determine whether the
behavior constitutes sexual harassment.
C.
Examples
Sexual harassment may include, but is not limited to:
D.
1.
Unwelcome sexual propositions ;
2.
Sexual innuendo;
3.
Sexually suggestive remarks;
4.
Vulgar or sexually explicit gestures, conduct, or comments (including , but
not limited to , verbal , written , or electronic comments) ;
5.
Sexu ally oriented kidding , teasing, or practical jokes ;
6.
Physica l contact such as brushing against another's body, pinch ing , or
patting ;
7.
The publication , to any one, of documents (including pictures and text) in
the workplace that contain any material that is of a sexual nature, excluding
materials that may be used as a component of the academic curricu lum if
used in a legally acceptable manner (see also Rule 1.5 Academic
Freedom) ; and/or
8.
Using the computer to access any web stte, newsgroup, compact disk,
floppy disk, or any other resource that contains material that is of a sexual
nature , exclud ing materials that may be used as a component of the
academic curricu lum if used in a legally acceptable manner (see also Rule
1.5 Academic Freedom).
Personal Relationships
Personal relationships that might be appropriate in other circumstances are
strongly advised against when they occur between a member of the College
and a person for whom that individual has a professional responsibility. Such
relationships likely result in an appearance of an unfair advantage and abuse of
power accruing from the consenting relationship. It is critical for those with
power not to abuse, or appear to abuse, the power with which they are
entrusted .
Rule 2.8
Page 5 of 6
V.
Possible Sanctions
Sanctions for an employee found guilty of discrimination and/or harassment include, but
are not limited to: a written letter of reprimand ; an apology to the victim ; mandatory
attendance at a harassment or discrimination training program; police involvement
resulting in criminal proceedings; suspension , probation , or discharge ; job change or
transfer (usually to remove the perpetrator from being in a position to retaliate or further
affect the victim); and/or mandatory attendance at counseling sessions. Sanctions for a
student found guilty of discrimination and/or harassment include, but are not limited to: a
written letter of reprimand ; an apology to the victim; mandatory attendance at a
harassment or discrimination training program; police involvement resulting in criminal
proceedings; suspension , probation , or expulsion ; transfer to another class (usually to
remove the perpetrator from being in a position to retaliate or further affect the victim) ; if
alcohol was involved , mandatory attendance at an alcohol abuse program; mandatory
community service; and/or mandatory attendance at counseling sessions.
VI.
Frivolous Complaints
Disciplinary action may be taken against any person who files a discrimination or
harassment complaint in bad faith , or who maliciously or knowingly files false charges. In
cases in which allegations of discrimination or harassment are not substantiated , the
College may, if appropriate, take reasonable steps, such as expungement of records or
notification of persons who participated in the investigation of the charge , to restore the
reputation of the accused .
VII . Confidential/Anonymous Complaints
SF will take confidentia l and anonymous complaints seriously. In instances in which the
comp lainant wishes to rema in anonymous, SF will make every effort, to the extent
permitted by law, to ensure th at confidentiality is observed provided that it does not
interfere with SF's ability to investigate or take corrective action.
VIII. Retaliatory Conduct
All persons who file a discrimination or harassment complaint or participate in a
discrimination or harassment investigation shall be protected from coercion , intimidation,
retaliation , interference, and discrimination. Disciplinary action up to and including
discharge or suspension may be taken against any person who participates in retaliatory
conduct. Examples of retaliatory conduct include, but are not limited to: unfair grading ;
unfair evaluation ; unfair assignments; having information withheld or made difficult to
obtain in a timely manner such as class information , recommendations, or grades ; not
being informed about important events such as meetings or changes in policies ; ridicule or
name-calling (public or private); oral or written threats or bribes; refusal to meet with
person even though that person has a right to do so; and/or further discrimination or
harassment of any nature.
Rule 2.8
Page 6 of 6
IX.
Complaint and Appeal Procedure
Procedures for complaints and appeals shall be adopted by the President.
X.
Confidential Counseling
Information about or assistance with discrimination or harassment issues may be obtained
from the Student Counseling Center.
Rule History
June 2005 {410.378)
September 2002 {410.339)
See also May 2001 {410.303) and October 1992 {410.165)
Santa Fe College
Rules Manual
Title:
Prohibition Against Discrimination
and Harassment
Based on :
Rule 2.8
Effective Date:
July 7, 2004
Procedure 2.8P
General Application and Responsibility
The following procedures shall apply in the event of an alleged violation of the policy set
forth in Rule 2.8 (Prohibition Against Discrimination and Harassment) (hereinafter referred
to as "Rule 2.8" or "th e policy").
This policy applies to all members of the College community, whether the incident(s) of
harassment or discrimination under consideration take place on College property, at a
College-related activity, or off-campus if it is in combination with on-campus action or a
College-related activity or function when that conduct interferes with a person's work or
academic environment. It shall also apply to individuals who terminate their status as
employees or students, to the extent that the behavior complained of took place while
they were members of the College community.
All time periods are to be considered goals ; failure to strictly comply with a deadline shall
not have an adverse effect on the complainant, the accused , or the College. For
purposes of this Procedure , a "complainant" under Rule 2.8 shall be deemed to be (1) the
aggrieved ind ividual or, (2) in some cases , if so designated , the College .
At all times during the process, the College reserves the right to investigate, pursue, and
otherwise take appropriate action with respect to any allegations that may come to its
attention on the basis of facts and evidence available. The College has a legal
responsibility to investigate any complaint to its satisfaction . Those who report incidents
that College officials determine likely to be a violation of the policy should understand that
their allegations may be investigated on behalf of all College students and employees
whether or not they personally choose to pursue the complaint.
Anonymous complaints will be taken seriously although it may be difficult to conduct a
meaningful investigation without full and complete information that is in accordance with
the legal rights of all parties. Confidentiality cannot be guaranteed but will be assured to
the extent possible.
Procedure 2.8P
Page 2 of 7
Members of the College community are required to cooperate in any investigation
pursuant to the policy.
The College provides several channels of communication, and both informal and formal
complaint resolution procedures to address discrimination and harassment complaints.
When advisement procedures or informal procedures are followed , however, they do not
preempt other channels available within the College or to outside agencies or courts. The
College recommends that any faculty, staff, or student who feels that he or she is being
harassed or discriminated against utilize the Personal Resolution suggestions below.
However, such action is not required , and in some circumstances it may not be feasible ,
may be unsuccessful, or the individual may be uncomfortable dealing with the matter in
this manner. Therefore, the College has developed procedures and trained investigators
and others to help ensure an appropriate environment.
Applicants for admission are encouraged to report any perceived discrimination or
harassment to the Director of Student Development Programs .
Applicants for
employment are encouraged to report any perceived discrimination or harassment to the
Director, Hu man Resources Coordinator.
In the event that disciplinary action is taken against the accused party, copies of such final
action shall become part of the personnel or student file of such party.
Reporting
As promptly as possible and within 90 College working days following an alleged incident,
a student who believes that he/she has been the subject of harassment or discrimination
and who has not resolved the issue with the alleged offending party must report any
conduct prohibited by Rule 2.8 to one of the following : the College's Equal Access/Equal
Opportunity (EA/EO) Coordinator, any department chair or director, any counselor
employed by the Counseling Center, the Director, Human Resources, the Director of
Student Development Programs, or the Associate Vice President for Student Affairs
(hereinafter "Authorized Recipients"). As promptly as possible and within 60 College
working days following an alleged incident, an employee who believes that he/she has
been the subject of harassment or discrimination and who has not resolved the issue with
the alleged offending party must report any conduct prohibited by Rule 2.8 to one of the
following : the College's Equal Access/Equal Opportunity (EA/EO) Coordinator, Director,
Human Resources, the Coordinator for Safety and Risk Management, or any vice
president (hereinafter "Authorized Recipients"). All reports received will be made
known to the EA/EO Coordinator or the Human Resources Coordinator or the
Director of Student Development Programs by any Authorized Recipient who
receives a report of an alleged incident All students, faculty, and staff have the
obligation to notify an Authorized Recipient if they become aware of an alleged violation of
Rule 2.8. Confidentiality is assured to the extent possible. Such reports may be handled
via the Advisement Process (which may result in a resolution process as set
Procedure 2.8P
Page 3 of 7
forth in Personal Resolution), Informal Complaint Resolution Process , or the Formal
Complaint Resolution Process (see below) .
Complaint Resolution Options
Personal Resolution Process
In the event of an alleged violation of the policy, an individual may voluntarily choose to
directly address the offensive behavior by clearly explaining to the alleged offender as
soon as possible after the incident that the behavior is objectionable and it should stop.
Communication may be in person , on the telephone , or in writing. If the behavior does not
stop or if the individual believes that some employment or education consequences may
result from the discussion , he/she should go to an Authorized Recipient to process the
complaint or request for advisement. A complainant shall not be required to use personal
resolution to address prohibited behaviors and always has the right to report such
behaviors as set forth above.
Advisement Process
Any person seeking information and advice from an Authorized Recipient will be referred
to the EA/EO Coordinator or Director, Human Resources , or the Director of Student
Development Programs for guidance as to the options for action available under the policy
and procedures. To the extent consistent with the College's responsibility under the law
and its policy, information disclosed through this advisement process will be held in
confidence , unless and until the initiating individual or the College determines that
additional people must be informed in order to facilitate a solution or to satisfy legal
obligations of the College.
Students seeking such advisement or information may be referred to the Counseling
Center. The Counseling Center will provide a counselor and a secure environment in
which questions can be asked , information provided , and/or guidance offered should the
student wish to file an informal or formal complaint. Counselors , in the interest of
safeguarding both the well-being of the student and the integrity of the College , will regard
all questions and complaints as serious.
Employees seeking such advisement or information may be referred to Human
Resources. Human Resources will provide a facilitator and a secure environment in
which questions can be asked , information provided , and/or guidance offered should the
employee wish to file an informal or formal complaint. Facilitators, in the interest of
safeguarding both the well-being of the employee and the integrity of the College, will
regard all questions and complaints as serious.
Anyone may seek advice , information , or counseling on matters related to discrimination
or harassment without having to lodge a formal or informal complaint.
Procedure 2.8P
Page 4 of 7
If the complainant is not satisfied within 30 College working days after the in itial report or
inquiry, the compla inant must pursue informal or formal relief pursuant to this procedure.
Informal Complaint Resolution Process
A student or employee may choose to seek informal compla int resolution after having
been advised (or having bypassed the Advisement Process) by notifying the EA/EO
Coordinator or Director, Human Resources or the Director of Student Development
Programs. The same time frames for formal complaints (60 working days for employees
and 90 working days for students) should be followed .
Informal complaints will result in an investigation and an incident report. The Vice
President responsible for Human Resources will maintain a list of approved investigators
for use by the College and each investigative team will include at least one male and one
female , if possible. The investigative team will be designated on a case-by-case basis by
the EA/EO Coordinator or the Director, Human Resources or the Director of Student
Development Programs (each of whom may designate him/ or herself) . An incident report
including a description of the investigation and relevant fa cts will be provided in writin g, at
least in summary form , to the Vice President responsible for Human Resources (when an
employee is the accused party) or to the Vice President for Student Affairs (when a
student is the accused party), with in 20 College working days of the inception of the
informal process. The incident report may also include any other information deemed
appropriate by the investigator(s), including a recommended course of action.
One of the available informal options is mediation. The complainant or the accused may
ask the EA/EO Coordinator, the Director, Human Resources, or the Director of Student
Development Programs for a mediated resolution between him/ or herself and the
accused. The goal of the mediation procedure is to provide a forum where the
comp lainant and the accused can , with the aid of a thi rd party, come to a mutually agreed
upon resolution . Consequently , mediation will occur only if both th e complainant and the
accused are willing to participate in the process and can agree on a mediator. An
approved investigator may serve as mediator or suggest a third party (to be approved by
the Vice President responsible for Human Resources) to act as mediator. The results of
the mediation will be filed with the incident report (and thus the mediation must be
completed within 20 College working days of the inception of the informal process). An
investigation will proceed concurrently with (or before) the mediation process. Further
action by the College against either party is not precluded by any agreement between the
parties.
In all cases not successfully mediated , the Vice President responsible for Human
Resources (if an employee is the accused) or the Vice President for Student Affairs (if a
student is the accused), in consultation with the appropriate unit head , will proffer a
decision as to future action , if any. The results of the informal process, including the Vice
Procedure 2.8P
Page 5 of?
President's proffered decision , will be reported to the complainant and the accused within
ten College working days of the issuance of the incident report. After being advised of the
course of action , the complainant and the accused will be deemed to have accepted the
College's decision , and the informal complaint resolution process concluded , unless at
least one of them submits a written complaint for forma l review to the EA/EO Coordinator
as provided in the Formal Complaint Resolution Process within ten College working days
of receipt of the outcome of the informal process.
For those incidents not resolved at this level, the formal complaint resolution procedures
(see below) will be followed unless the matter has been dismissed by the complainant and
the College.
Formal Complaint Resolution Process
If at any time the complainant wishes to initiate a formal complaint, including when efforts
to resolve a complaint informally do not succeed , the complainant should file a written
complaint with the EA/EO Coordinator.
In certain circu mstances , the College (as
compl ainant) may pursue a form al comp laint even if the complainant chooses not to do
so. The College will not take fo rmal action on an allegation unless a complaint is fi led in
writing . If an informal process (including the Advisement Process) was utilized and there
has been no informal resolution satisfactory to the complainant, the complainant must file
a written complaint with the EA!EO Coordinator within ten College working days after
receipt of the results of the informal process if he/she wishes to pursue a forma l
complaint. If the advisement and informal processes have not been utilized , if the
complainant is a student, the formal complaint should be filed within 90 College working
days of the incident, and if the complainant is an employee, the formal complaint should
be filed within 60 College working days of the incident. The College encourages
individuals to come forward as soon as possible after an incident to assist in a successful
investigation .
Upon receipt of the written formal complaint, the EA/EO Coordinator or the Director,
Human Resources or the Director of Student Development Programs will serve as or
assign one or more approved investigators (preferably a male-female investigative team)
to conduct a prompt and thorough investigation by reviewing documents and interviewing
witnesses , complainant(s) , the alleged violator(s) of Rule 2.8 , and any other persons
believed to have relevant factual knowledge . At all times , the investigator(s) will take
steps to ensure confidentiality to the extent permitted by College policy and by law. The
investigators who conduct the forma l investigation may be the same as those assigned
during the informal complaint process and , if so, need not duplicate their original efforts
but should attempt to ascertain that the information that they have is current and accurate.
The same guidelines and parameters as set forth above for the informal process shall
apply.
The investigator(s) shall file a written report with the Vice President responsible for Human
Resources (if an employee is the accused) or the Vice President for
Procedure 2.8P
Page 6 of 7
Student Affairs (if a student is the accused) within 20 College working days after the filing
of the formal complaint. The report shall outline the investigative findings and indicate
whether there is reasonable cause to believe that harassment or discrimination has
occurred based on the evidence obtained. The report may recommend appropriate action
to be taken by the relevant vice president (or the president, if appropriate 1). The relevant
Vice President will set forth a written decision as to future action within ten days of the
vice president's receipt of the investigative report.
The EA/EO Coordinator, Director of Human Resources , or Director of Student
Development Programs, in conjunction with the appropriate unit head (as applicable) or
other appropriate College official, shall promptly report the vice president's decision and
discuss the investigative findings in separate confidential meetings with the complainant
and the accused. After being advised of the decision , the complainant and the accused
will be deemed to have accepted the College's decision , and the formal complaint
resolution process concluded , unless at least one of them submits a written appeal to the
EA/EO Coordinator within seven College working days after receipt of the results (see the
fol lowing section entitled Appea l from Formal Complaint Reso lution) . Any party's failure to
cooperate by refusing to attend meetings or make themselves available to receive results
shall not result in an extension of the deadlines to appeal; in that case, the College will
rely on the reasonable date of attempted delivery of the results as the commencement of
time for an appeal.
The vice president shall promptly take such action as the vice president in his/her sole
discretion deems appropriate.
Appeal from Formal Complaint Resolution
Should either the complainant or the accused party disagree with the vice president's
decision , that party, if an employee, shall within seven College working days after receipt
of notification of the report and intended course of action request in writing a hearing
before the Ad Hoc Hearing Committee pursuant to Ru les 3.23 or 3.24, as applicable.
Should either the complainant or the accused party disagree with the vice president's
decision, that party, if a student, shall within seven College working days after receipt of
notification of the report request in writing a hearing before a judicial body pursuant to
Rule 7.23. Such written requests for hearing shall be filed with the EA/EO Coordinator
and shall describe with particularity the portions of the report and intended actions that are
in dispute, the reasons for the appeal, and the relief sought by the appellant.
During the pendency of the appeals process , the vice president may take all actions
deemed necessary to protect the health, safety, and welfare of the College community.
1
For purposes of these procedures, the Vice President will be referenced hereafter but the President would
become involved at this level if one of his immediate staff members is the accused.
Procedure 2.8P
Page 7 of 7
Within 15 College working days after an appeal hearing, the chair of the appropriate
hearing committee or judicial body will submit a written report which shall include
conclusions and recommendations to the president with a copy to the complainant and
the accused party, the EA/EO Coordinator, and each member of the committee. Within
20 College working days after the date of such written report, the president will take such
action as the president in his or her sole discretion deems appropriate whether
recommended by the committee or not, with notification to the complainant, the accused
party, and other necessary and appropriate persons. Subject to limitations specified in
State Board of Education Rule, the decision of the President is final on behalf of the
College.
In addition to the applicable rules pertaining to the relevant hearing process , in any formal
disciplinary hearing regarding a violation of Rule 2.8, the parties shall also have the
following rights:
A.
Both the accused and the complainant may be accompanied by a support person .
B.
With a counselor's recommend ation . compl ainants may testify from anothe r room as
long as it does not infringe on the right of the accused to meaningfully question
witnesses.
C.
Any unrelated sexual history of complainants will not be revealed during the hearing .
The hearing procedure shall provide the accused with written notice of grounds for
disciplinary action together with the allegations of misconduct related to those grounds,
opportunity for discovery of the supporting evidence, opportunity to be heard and present
witnesses at the hearing , and the opportunity to confront and cross-examine adverse
witnesses subject to the foregoing limitations.
Disciplinary hearings concernin g ad ministrators and faculty shall be conducted according
to State Board of Education Rule 6A-14.0411 , as applicable. Non-renewal of an annual
contract shall not entitle the persons to the reasons for non-renewal or to a hearing.
Discipline of students for violations under this rule shall be conducted according to the
procedure, as modified by the statement of victim's rights , associated with the Code of
Student Conduct, Rule 7.23.
Santa Fe College
Rules Manual
Title:
Sexual Assault and Other Sexual Misconduct
Rule 2.9
General Authority: FS 1001 .64
Law Implemented: FS 1001 .64(4)(8)
Effective Date:
October 8, 1992
Purpose: To state College policy regarding sexual assault and other sexual misconduct.
Policy: Sexual assault and other sexua l misconduct are considered to be extremely serious
offenses and will not be tolerated within the community of Santa Fe College. Should a
violation occur, the College will pursue disciplinary and/or other action deemed appropriate
for such behavior.
Definitions: For purposes of this rule, sexual assault means rape or attempted rape or any
intentional, unwanted physical contact of a sexual nature or intentional threat by word or act
to commit rape or unwanted, physical conduct of a sexual nature. Rape includes
acquaintance rape by a date, friend , or someone the victim knows casually or through mutual
friends . Rape is coerced sexual intercourse against the victim's will. Other sexual
misconduct includes public indecency and voyeurism. Sexual harassment is the subject of
Rule 2.8
Public indecency is the exposing of one's body in such manner that another party reasonably
cou ld be offended or sexual conduct where another party reasonably could be offended.
Voyeurism is trespassing , spying, and/or eavesdropping for sexual arousal and includes
watching and/or providing encouragement to the perpetrators of a rape .
General: Sexual assault, public indecency, and voyeurism are prohibited on the premises of
Santa Fe College or at any College-related activity. Any retaliation toward or harassment of
any complainant is also prohibited.
While it is the intent of this rule to address sexual assault and other sexual misconduct either
on College premises or associated with any College-related activity, the College reserves its
rights under Florida law to discipline employees and students or to take other appropriate
action as a result of activities that occurred off campus.
The College will not attempt to shelter employees or students from any criminal or other laws.
Rule 2.9
Page 2 of 3
Education : The President is directed to implement educational programs that shall assure
campus awareness of the societal problem of sexual assault and other sexual misconduct
and the needs and rights of victims.
Such educational programs shall also set forth the specific criminal penalties for the
commission of the crimes of assault, sexual battery, failure to report sexual battery, indecent
exposure, and other crimes related to this rule.
Prevention Measures: It shall be the policy of the College to take an active role in the
prevention of sexual assault or other sexual misconduct involving students, employees, and
visitors to the College. The College shall undertake the following prevention measures:
A.
Conduct awareness programs for students, staff, and faculty, addressing such concerns
as the role of drugs and alcohol in sexual assault, personal safety when traveling in
unknown areas or after dark, date-rape occurrences, the hazards of hitchhiking or riding
with strangers, and other specific crime awareness and prevention tips , applicable to
both on-campus and off-campus activities of students, staff, and faculty.
B.
Encourage staff and faculty advisors to incorporate into College activities discussions
and information about prevention of sexual assaults and date rape . Emphasis should
be placed on safety concerns for those who travel to off-campus locations for College
activities.
C.
Encourage athletic staff members to incorporate into the orientation for student athletes
information and discussion about the effects of drugs and alcohol on the mind and the
body and the relationship between drug and alcohol use and the diminished capacity to
protect oneself from sexual assaults.
D.
Encourage staff and faculty to incorporate information and discussions about date rape ,
potential hazards of alcohol and drug abuse, and persona l safety into course curricula
where appropriate.
E.
Conduct awareness and sensitivity programs for staff and faculty informing them about
how to respond to a report of a sexual assault or threat of an assault or other sexual
misconduct. Conduct special informational programs for those College officials who
might be called upon to serve as the designated College official to meet privately with a
student who has reported a sexual assault. Emphasize the need for immediate
intervention services for the affected student.
F.
Encourage reporting of suspicious activities or persons on campus, for follow-up by
campus officials. Establish a central location on each campus specifically designated
for reports of sexual assault crimes and/or suspicious activity.
Rule 2.9
Page 3 of 3
G.
Request regular drive-through patrols at all centers by the appropriate local law
enforcement agency at the time that the last College classes end for the evening and
during the late night and early morning hours when the College is officially closed .
H.
Establish a communication mechanism (i.e. , newsletter, bulletin boards, class
announcements) with students to inform them of recent assaults that have occurred
either on campus , in areas adjacent to campus , or in areas frequented by students
(nearby apartment complexes, movie theaters, etc.) if there exists any danger of
recurrence.
Rule History
October 1992 (410.165)
Appendix 2
Notice of Equal Access/Equal Opportunity and Nondiscrimination
Santa Fe College is committed to an environment that embraces diversity, respects the rights of
all individuals, is open and accessible, and is free of harassment and discrimination based on, but
not limited to, ethnicity, race, creed, color, religion, age, disability, sex, marital status, national
origin, political opinions or affiliations, veteran status, genetic information and/or sexual
orientation. The College does not discriminate in its programs and activities, including
employment and admissions.
In particular, Title IX of the Education Amendments of 1972 (20 U.S.C. § 1681) is an allencompassing federal law that prohibits discrimination based on the sex of students, employees,
and third parties when appropriate, of educational institutions which receive federal financial
assistance. Sexual harassment of students, which includes acts of sexual violence, is a form of
sex discrimination prohibited by Title IX. Santa Fe College complies with all aspects of this and
other federal and state laws regarding non-discrimination.
Anyone with questions about compliance or a complaint regarding harassment or discrimination.
including sexual harassment and sexual violence as a violation of Title IX, should contact the
College's Equal Access/Equal Opportunity Coordinator using the following contact information:
Lela Frye, Equal Access/Equal Opportunity Coordinator
3000 NW 83rd Street, R-Annex, Room 105, Gainesville, Florida 32606
(352) 395-5420
[email protected]
Santa Fe College's Board Rule 2.8 and procedure 2.8P define its policy prohibiting
discrimination and harassment and its grievance procedures for such complaints.
Appendix 3
Appendix 4
Santa Fe College
Rules Manual
Title:
Rule 7.2
Admission/Graduation Requirements:
Disabled Students
General Authority: FS 1001.64(8)
Law Implemented: FS 1001.65(4) 1 1007.2631 1007.2641 1007.265; 6A-1 0.041 FAC
I
Effective Date:
J uly 161 1987
Purpose: To authorize the President to permit substitute admission and graduation
requirements for eligible disabled students.
The President is authorized to permit substitute admission requirements for eligible disabled
students as defined by State Board of Education Rule 6A-10.041 FAC
I
Rule History
July 1987 (410.127)
Santa Fe College
Rules Manual
Title:
Admission/Graduation
Requirements: Disabled Students
Based on
Rule 7.2
Effective Date:
March 22, 2006
Procedure 7 .2P
Purpose and Overview
This procedure is established to provide students with disabilities reasonable
substitutions, wa ivers, and/or CLAST accommodations for requirements for admission to
the college or to a program, as well as for graduation from the College. Course
substitutions and wa ivers will on ly be utilized in cases where the person's fa ilure to meet
the requirement is related to a disability and where the failure to meet the requirement
does not constitute a fundamental alteration in the nature of the program .
SF is not obligated to waive courses or other academic requirements , but is required to
make accommodations that facilitate the needs of individual students with disabilities. For
example, an institution might permit an otherwise qualified disabled student who is deaf to
substitute an art appreciation course or art history course for a required course in music
appreciation or could modify the manner in which the music appreciation course is
conducted for the deaf student.
The academic demands experienced by students with disabilities should be as rigorous as
those experienced by other students. Lowering academic standards and wa iving essential
program requirements is not acceptable and may result in a different form of
discrimination. Inferior education and a false sense of personal achievement present
additional barriers in competing with peers in future educational pursuits and in
employment.
Procedures
A. Course Substitution/Waiver Committee (CSWC)
1. Membership: The Provost and Vice President for Academic Affairs will appoint a
Course Substitution/Waiver Committee and its chair to act on substitution/waiver
requests . The committee will consist of six members, including a representative
from Disabilities Resource Center (DRC), Technical and Applied Sciences,
Liberal Arts and Sciences, Counseling Center, and Associate in Arts Academic
Advisement. The term of committee members shall be three years.
Procedure 7.2P
Page 2 of 5
2.
3.
Responsibilities: Responsibilities of the CSWC will include the following :
a.
Be familiar with legislation regarding course substitutions and waivers for
students with disabilities.
b.
Review each request on a case-by-case basis. While students within a
common disability category shall not be assumed to have the same needs
as others in that category, the CSWC will strive for consistency in its
review of each individual's unique circumstances.
c.
Use a fact-finding, problem-solving approach to assure action on each
request.
d.
Act on each request within
documentation.
e.
Determine which person (s) from academic departments in question , who
are not members of the committee, should be involved in the individual
case. Those invited to participate in an individual case are representatives
of their departments providing information to the committee, and will not
have decision-making authority on behalf of the committee. The CSWC
chair will coordinate scheduling of the meeting(s) and inform the student in
writing of the committee's decision.
f.
Ensure all records , discussions, and information regarding students are
confidential at all times during the review process and after the conclusion
of each case. All documents used by committee members during a
meeting must be returned to the CSWC chair at the conclusion of each
meeting , making the chair the records custodian for those documents.
g.
Educate faculty regarding confidentiality and ensure that faculty who are
making accommodations in the classroom, whether written documentation
is provided or not, are aware of the student's signature indicating consent
to release confidential information and to whom.
30 days
after reviewing
completed
Overview of Process: The defined procedures apply to all academic programs,
including AA, AS , AAS and Postsecondary Vocational programs.
In consultation with the appropriate chair/director and faculty , the CSWC will
review what is "essential" to a course of study or degree requirement and
determine whether making a substitution or waiver would substantially alter the
curriculum for the student.
,
When a course substitution or waiver is requested , the student must be able to
substantiate that s/he· has attempted to meet the requirement or a similar
Procedure 7. 2P
Page 3 of 5
requirement with appropriate academic accommodations, academic support
services, and resources . The petition must be made early enough in the
student's college career to be processed according to the established
procedure and for the recommended modification(s) to be implemented in a
timely manner.
In every case , it is the student's responsibility to initiate the petition and to
provide all information necessary to support the modification requested .
In cases where the CSWC recommended the student attempt a course with
accommodations, and subsequently the student failed the course, the
committee may recommend to the Registrar a late withdrawal or late drop from
the course. There must be sufficient evidence the student made a reasonable
effort to succeed in the course.
SF, with other state postsecondary institutions, pursuant to the State Board of
Education Ru le 6A-1 0.041 , will accept all substitutions previously granted by
other state postsecond ary institutions and/or institutions with which the college
has articulation ag reements as they relate to college admission, admission to a
prog ram of study, or graduation from SF.
B. Procedure for Disability-Related Substitution and Waiver Requests
1.
2.
Eligibility for petition:
following criteria :
To be eligible for petition , the student must meet the
a.
The student provides valid diagnostic evidence that the nature and severity of
the disability precludes completion of the course/program requirement
despite the provision of accommodations.
b.
The student has documented at least one valid attempt at an accredited
postsecondary institution to succeed in the course or program requirement,
unless the condition is presenting an insurmountable barrier that precludes a
successful attempt.
Required Documentation: The student must provide the Disabilities Resource
Center (DRC) with the following materials:
a.
Current, relevant, and comprehensive documentation and assessment data
from an appropriate certified professional. Documentation must substantiate
both the specific disabling condition and its impact upon the student's ability
in the subject area.
Procedure 7.2P
Page 4 of 5
b.
A letter written by the student and appropriate documentation which together
provides a case history documenting the student's problem in learning related
material from high school to the date of petition, including the following:
1)
Personal statement of the student indicating the reason for the request,
including prior experiences with the subject matter;
2)
Statement of consultation with an academic/program advisor regarding
the student's career and educational goals;
3)
History of academic accommodations, if any, used by the student during
course attempts at SF;
4)
Information regarding special services and program modifications
received in elementary, secondary, and post-secondary education at
other institutions, if relevant (a waiver of a subject in high school does
not guarantee a substitution at the College);
5)
Transcripts of courses and grades, as well as any letters from
appropriate high school personnel and/or college faculty attesting to the
student's efforts and diligence in attempting to master the subject
matter;
6)
Any additional relevant information the student wishes to submit.
Note: The student's primary DRC counselor may also submit a statement
summarizing the student's history from the perspective of a disability services
professional.
C. Appealing the Denial of a Reasonable Substitution or Waiver
1.
Students may obtain appeal forms from the Disabilities Resource Center.
2.
If a student is dissatisfied with a decision of the Course Substitution/Waiver
Committee, an appeal may be made to the Vice President for Academic Affairs
within 15 days of receiving written notification of the denial. The Vice President
shall render a decision in writing to the student within 15 days after receiving the
appeal.
3.
The decision of the Provost and Vice President for Academic Affairs is final.
Procedure 7.2P
Page 5 of 5
D.
Course Substitutions
The Provost and Vice President for Academic Affairs is responsible for determining
which College courses may be used for substitution purposes. This list will be
provided on request from the Disabilities Resource Center and published on the
center's web pages. It may be amended from time to time. Records on the number
of students granted substitutions or waivers will be kept by the Disabilities Resource
Center and will include: 1) type of disability, 2) the substitutions provided, 3) the
substitutions identified as available for each documented disability, and 4) the
number of requests for substitutions that were denied.
E.
Waivers
1.
CLAST Waivers: The Course Substitution/Waiver Committee shall have the
responsibility of evaluating requests for exemption from the CLAST testing
requirements submitted by students with disabilities. The committee may grant a
waiver for one or more sections of the college-level communication and
computation skills examination based on the results of this review. The Course
Substitution/Waiver Committee shall not grant a waiver unless it is in conjunction
with the awarding of the Associate of Arts degree. A course substitution approved
for an Associate of Arts degree requirement will result in approval of a waiver of
the related CLAST requirement. Once a waiver is granted, the waiver is
transferable to other institutions. If a waiver is granted, the student's official
College transcript shall include a statement that this student did not meet the
requirements of Florida Statutes Section 1008.29(3) for an identified subtest, and a
waiver was granted.
2.
CLAST Test Modifications:
Students seeking a modification in the
administration of one or more sections of the CLAST shall present
documentation to the Disabilities Resource Center and then request the specific
accommodations when registering for the CLAST. CLAST test modifications for
any section of the CLAST that require an accommodation other than extended
time (recording of answers, alternative format, auditory aids, flexible scheduling)
must be requested prior to the posted registration deadline for CLAST and can
only be administered on the established test dates for CLAST. The CLAST
essay currently is given three times a year in October, February, and June. The
remaining sections of CLAST (reading, English language skills, and
mathematics) are administered via computer, except for the above-mentioned
accommodations, and may be taken during regular office hours in the
Assessment Center following completion of preparation in the CLAST Lab.
Appropriate documentation for extended time on these sections of CLAST must
be on file in the Assessment Center prior to the administration of these tests.
Test dates and deadlines and additional information on accommodations for the
CLAST are available through the CLAST office and the Disabilities Resource
Center.
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Disabilities Resource Center
Accommodations
About The Center
Through the interactive intake interview process, accommodations a student and a DRC Counseling Specialist
determine are necessary for academic access may Include academic modifications, adjustments and/or
auxiliary aids and services. In compliance with Section 504 and the ADA, the Disabilities Resource Canter
Is not responsible for providing personal aervlcea (e.g., tutoring , personal attendants, typing, readers
for personal uae, transportation) or individually prescribed devices. The following links expand on each
type of academic accommodation.
DRC Registration
Academic Adjustments
Aids and Services
Academic Adjustments
Refers to changes In the academic environment and academic exams for students with
Documentation Guidelines
Accommodations
disab~ities
Academic Modifications
CPT Accommodations
Aids and Services
Exemption Criteria
Refers to changes in academic requirements (e.g. Course Substitutions and Waivers) for students with
disabilities
Academic Auxiliary Aids and Services
Rrefers to providing effective means of communication for students with disabilities
Policies and Procedures
Technology ·
Student Resources
Faculty Resources
FAQ's
Forms
Grievance/ Appeals
Services for Online
Students
Official College Dates
In
• May 4 · Graduation
• May 7 - Grades Oue
• May 8 - Grades Posted
Pnvacy 1 Copyright C 2012 Santa Fe College 1 ENEO
Consumer Info 1 3000 NW 83rd Street · Gainesville, FL 32606 · 352.395.5000 1 Campus locallons
http://www.sfcollege.edu/student/drc/index.php?section=accomodations/accommodations
5/4/2012
Appendix 5
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Step 2. Select Institution
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• Institution name: 'Santa Fe College'
• Institution City : 'Gainesville'
• Institution State : 'FL'
Santa Fe College
Unit ID : 137096
General Infor mation
Athletic Department Info r matio n
3000 NW 83rd Street
Gainesville, FL 32606
Phone: 352-395-5000
Director: Jim Keites
3000 NW 83rd Street
Number of Full-ti me Undergraduates: 6,233
Men : 2,958
Women : 3,275
Reporting Year: 7/1/2010- 6/30/2011
Reporti ng Official : Felecia Smith
Title: State Reports Coordinator
Phone: 352-395-5903
Sancti on i ng Body: NJCAA Division I
Participa n ts
Coaching Staff and Salaries
Revenues and Expenses
Supplemental Info
Athletics Pa rtici p a tion
Number of participants as of t he day of the first
scheduled contest
Va rsity Teams
Men's Teams
Women 's Teams
Baseball
24
Basketball
12
13
Total Participants Men's and Women's Teams
36
33
Undupllcated Count of Partldpants
(Number of Individuals who participated on at least
one varsity team.)
36
33
Softball
20
CAVEAT
~
1 Information for Students 1 Planning for College 1 ~ I Student Aid Professionals I Eaulty In Athletics Disclosure Act Home 1
OPE Prog@m Data
http://www.ope.ed.gov/athletics/InstDetails.aspx?756e697469643d31333730393626796561... 5/4/2012
.
lllSULLillOO l.Jala
I wantto...
Ger data for one institution
-
New Search
Step 1. Institution Search
( Redefine Search Criteria)
(Search Result)
Step 3. View Data
Search Criteria
• Institution name : 'Santa Fe College '
• Institution City : 'G ainesville'
• Institution State: 'FL'
Santa Fe College
Unit ID: 137096
Genera l Information
Athletic Department Information
3000 NW 83rd Street
Gamesville, FL 32606
Phone: 352-395-5000
3000 NW 83rd Street
Number of Full-time Undergraduates: 6,233
Men: 2,958
Women: 3,275
Reporting Year: 7/1/ 2010- 6/ 30/2011
Reporting Official : Felecia Smith
Phone: 352-395-5903
Sanctioning Body: NJCAA Division I
Participants
Supplemental Info
Head Coaches - Men's Teams
Male Head Coaches
Varsity
Teams
Assigned
to Team
on a
Full-Time
Basis
Assigned
to Team
on a
Part- Time
Basis
Female Head Coaches
Part- Time
Institution
Employee
or
Volunteer
Full- Time
Institution
Employee
Baseball
1
1
Basketball
1
1
Coaching
Position
Totals
2
2
0
CAVEAT
Assigned
to Team
on a
Full - Time
Basis
Assigned
to Team
on a
Part- Time
Basis
Full - Time
Institution
Employee
Part - Time
Institution
Employee
or
Volunteer
Total
Head
Coaches
1
I
I
I
0
0
0
Part- Time
Institution
Employee
or
Volunteer
Assigned
to Team
on a
Full-Time
Basis
Assigned
to Team
on a
Part- Time
Basis
0
0
1
I
2
Head Coaches- Women's Teams
Female Head Coaches
Male Head Coaches
Varsity
Teams
Assigned
to Team
on a
Full-Time
Basis
Assigned
to Team
on a
Part- Time
Basis
Full- Time
Institution
Employee
Full -Time
Institution
Employee
Part- Time
Institution
Employee
or
Volunteer
Total
Head
Coaches
Basketball
1
1
1
Softball
1
1
1
2
http://www.ope.ed.gov/athletics/InstDetails.aspx?756e697469643d3133373039362679656 1... 5/4/2012
1llSlllULIUll LJi:ili:i
Coaching
Posit ion
Totals
CAVEAT
Head Coaches' Salaries
I
Men 's Teams
Women 's Teams
$54, 461
$50,367
2
2
$54,461
$50,367
2.00
2 .00
Average Annual Institutional Salary per Head Coach
Number of Head Coaches Included in Average
Average Annual Institutional Salary per FTE
Number of FTEs Included in Average
J
CAVEAT
Assistant Coaches - Men 's Teams
Male Ass istant Coaches
Assigned
to Team
on a
Full - Time
Basis
Varsi ty
Teams
Assi gned
to Team
on a
Part- Time
Basis
Coaching
Position
Tota ls
CAVEAT
Full - Ti me
Institution
Employee
3
Baseball
Basketball
Fema le Assistant Coaches
Part- Time
Institution
Employee
or
Volunteer
I
I
0
Ass igned
to Team
on a
Full - Time
Basis
Ass igned
to Team
on a
Part- Time
Basis
Part- Tim e
Institution
Employee
or
Volunteer
Full - Time
Institution
Employee
Tota l
Head
Coaches
3
2
I
5
I
0
I
2
I
5
3
I
I
I
0
I
I
0
I
I
0
I
I
0
2
I
5
Assistant Coaches - Women ' s T eams
Male Assistan t Coaches
Va rsity
Teams
Assigned
to Team
on a
Fu ll - Time
Basis
Assigned
to Team
on a
Part- Time
Basis
Full - Time
Institution
Employee
Female Assistant Coaches
Part- Time
Institution
Employee
or
Volunteer
Assigned
to Team
on a
Full - Time
Basis
Assigned
to Team
on a
Part- Time
Basis
Full -Tim e
Institution
Employee
Part- Time
Institution
Employee
or
Volunteer
Tot al
Head
Coach es
Basketball
1
1
2
2
3
Softball
1
1
1
1
2
Co aching
Position
Totals
5
CAVEAT
Assistant Coaches ' Salaries
Average Annual Instltutlonal Sala ry per Assistant Coach
Number of Assistant Coach es Included In Aver age
Average Annual Institutional Salary per FrE
Number of FrEs Included in Average
Men 's Teams
Women 's Teams
$7,078
$5,29 1
3
4
$19,481
$19,596
1.09
1.08
CAVEAT
~
I information for Students 1 Plann ing for Coll::qe I ~ I Student Aid ProfesSionals I Egultv In Athletics Dlsdosure Act Home I
OPE Program Data
http://www.ope.ed.gov/athletics/InstDetails.aspx?7 56e69746964 3 d313 3 3 7303 93 626796561...
5/4/2012
JH :> lltULJUll l.Ji:lli:l
l v1ant to...
G et data for one institution
...
New Search
Step 1. Institution Search (Redefine Search Crlterja)
Step 2. Select Institution (Search Result)
Step 3. View Data
Search Criteria
• Institution name : 'Sa nta Fe College'
• Institution City : 'Gainesville'
Santa Fe College
Unit ID : 137096
Gene ra l Information
3000 NW 83rd Street
Phone : 352-395-5000
Athletic Department Info r mation
3000 NW 83rd Street
Number of Full-time Undergraduates: 6,233
Men: 2,958
Women : 3,275
Reporting Year: 7/1/2010 - 6/30/2011
Reporting Official: Fe le cia S m ith
Title: State Reports Coordina tor
Phone: 352-395-5903
Sanctioning Body : NJCAA Division I
Partici pants
Supplemental Info
Ath letically Re lated Student Aid
I
Men 's Tea ms
Wo men 's Tea ms
Total
$262,471
$253,032
$515,503
51
49
100%
Total
Ratio (percent)
I
CAVEAT
Recruiting Expenses
Total
Men 's Teams
Women 's Teams
Total
$3,913
$6,182
$10,095
CAVEAT
Operating ( Game-Day) Expenses by Team
Men 's Teams
Operating
Expens es
pe r
Participants
Pa rtici pa nt
Va rsit y
Teams
By
Team
Basketball
12
$2,627
$31,526
Baseball
24
$2,499
$59,984
I
Women 's Teams
Operating
Expenses
per
Participa nts
Partici pant
By
Tea m
Total
Operating
Expenses
$3,541
$46,028
$77,554
13
$59,984
I
http://www.ope.ed.gov/athletics/InstDetails.aspx?7 56e697 46964 3d313 3 3 73 03 93 6267965 61. .. 5/4/2012
InstitutiOn Uata
20
Softball
Total
Operating
Expenses
Men's and
Women's
Teams
36
$91,510
$2,408
33
$48,167
$48,167
$94,195
$185,705
CAVEAT
Total Expenses by Team
I
Men's
Teams
Women 's
Teams
Total
Basketball
$234,549
$257,079
$491,628
Total Expenses of all Sports, Except Football and Basketball,
Combined
$295,7071
$258,350 1
$554,057
Total Expenses Men's and Women's Teams
$530,2561
$515,4291 $1,045,685
Varsity Teams
Not Allocated by Gender/Sport
I
$384,951
I
Grand Total Expenses
1 $1,430,636
CAVEAT
Total Revenues by Team
I
Men 's
Teams
Women 's
Teams
Total
Basketball
$234,549
$257,079
$491,628
Total Revenues of all Sports, Except Football and Basketball,
Combined
$295,7071
$258,350 1
$554,057
Total Revenues Men's and Women's Teams
$530,2561
$515,4291 $1,045,685
Varsity Teams
$384,951
Not Allocated by Gender/Sport
Grand Total for all Teams {includes by team and not allocated
by gender/sport)
CAVEAT
~ J
Information for Students J Planning for College J Policy J Student Aid Professionals
OPE Program Data
I
I
1 $1,430,636
I Equity In Athletics Disclosure Act
Home J
http://www.ope.ed.gov/athletics/InstDetails.aspx?756e697469643d31333730393626796561... 51412012
lll!;LILULIUll Vi:l l i:l
J VJant to...
G et clara for one institution
•
New Search
Step 1. Institution Search
(Redefine Search Criteria)
(Search Result)
Step 3. View Data
Search Criteria
• Institution name : 'Santa Fe College'
Institution City: 'Gainesville'
Santa Fe College
Unit ID: 137096
Gener a l Infor mation
Ath letic Department Information
3000 NW 83rd Street
Phone : 352-395-5000
3000 NW 83rd Street
Number of Full-time Undergraduates : 6,233
Men: 2,958
Women: 3, 275
Reporting Year: 7/1/2010- 6/30/2011
Reporting Official: Felecia Smith
Phone: 352-395-5903
Sanctioning Body: NJCAA Division I
Participants
OPE Home 1 Information for Students
OPE Program Data
Supplemen t al Info
1Planning lor College 1 Policy 1 Student Aid Professionals 1 Equity in Athletocs Disclosure Act Home 1
http://www.ope.ed.gov/athletics/InstDetails.aspx?756e697469643d31333730393626796561.. . 5/4/2012
APPENDIX6
Fall Staff Report
FLORIDA COLLEGE SYSTEM
IPEDS FALL STAFF SURVEY A. FULL-TIME FACULTY
SALARY RANGES BY TERMS EHPLOYED,ETBNICITY AND GENDER
FALL ENDING TERM 2010 - 2011
SANTA FE
--------------------------------------------------------- CCNUM=SANTA FE UNITID=137096 ----------- - - ---- ----------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------I
I
I
BLACK OR
I
AFRICAN
AMERICAN
I
I
I
F
H
HISPANIC
LATINO
F
H
AMERICAN
INDIAN 0
ALASKAN
WHITE
F
M
ETHNIC
NATIVE
ASIAN
F
F
H
UNKNOWN
H
F
H
NON
RESIDENT
ALIENS
F
M
NATIVE
HAWAIIAN
PACIFIC
ISLANDER
F
M
MULTI
RACIAL
F
H
TERMS
TOTAL
TOTAL 1
I
EMii'LOYEO
SALI\RY ~GE
FEMALE
M>U.E 1
1----------------------------------------------------------- --------- - ------------------------- ------- - - ------------------------------------l
I LESS/9MONTHI
I
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
1------------+----------------+----+----+----+----+----+---- +----+----+----+----+----+----+----+ ---- +----+----+----+----+---------+---------l
I 9-1 0 MONTH I BELOW $30 ,000 I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
01
o1
l----------------+----+----+----+----+----+--- - +- ---+----+---- +----+----+----+--- - +---- +- ---+----+----+----+---------+---------1
I
I
I $30,000-39, 999 I
11
21
11
11 121
61
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
oI
14 1
91
I
1----------------+----+----+----+----+----+---- +----+--- - +----+----+----+----+-- -- +----+-- - -+----+----+----+---------+---------l
I
I $40 ,000 - 49 , 99 9 I
31
21
51
2 1 451 261
11
01
21
31
01
11
01
01
01
01
01
01
561
34 1
1----------------+----+----+----+----+----+----+----+----+----+----+----+----+----+----+- ---+----+----+----+---------+---------l
I
I
I $50,000-6 4 ,999 I
31
31
21
0 I 421 381
0I
0I
0I
0I
0I
11
0I
oI 0 I oI oI 0 I
471
421
I
1----------------+----+----+----+----+----+---- +----+----+----+----+----+----+---- +---- +- ---+----+----+----+---------+---------l
I
I $65,000 -79,99 9 I
01
01
01
01
51 101
01
01
01
01
01
01
01
01
01
01
01
01
51
101
I
1----------------+----+----+----+----+----+----+----+----+----+----+----+----+--- - +---- +----+----+----+----+---------+---------l
I
I $80,000-99, 99 9 I
0I
0I
0I
0I
11
11
oI 0 I 0 I 0 I 0 I 0 I 0 I
0I
0I
0I
oI oI
11
11
I
l----------------+----+----+----+----+----+--- - +----+----+----+----+----+----+---- +----+----+----+----+----+---------+--- ------1
I
I $100, 000-UP
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
oI
0I
oI
0I
01
o1
1------------+----------------+----+----+----+----+----+----+- ---+----+----+----+----+----+--- - +---- +-- --+----+----+----+---------+--------- l
I 11-12 MONTH! BELOW $30,000 I
01
01
01
01
01
01
01
01
Ol
01
01
01
01
01
01
01
01
01
01
01
I
1----------------+----+----+----+----+----+----+----+----+----+----+----+----+----+---- +- ---+----+----+----+---------+---------l
1
I $30,000-39, 999 I
0I
o I 0 I 0 I 0 I oI o I 0 I 0 I 0 I o I 0 I oI
oI 0 I 0 I 0 I 0 I
0I
o1
1----------------+----+----+----+----+----+--- - +----+----+----+----+----+----+----+ ---- +- ---+----+----+----+---------+---------l
I
I
I $40,000- 49,99 9 I
01
01
01
01
11
21
Ol
01
01
01
01
01
01
01
01
01
01
01
11
21
I
l----------------+----+----+----+----+----+- - - - +- - - -+----+--- - +----+----+----+--- -+---- +- ---+----+----+----+---------+--------1
1 $50,000-6 4 , 999 I
11
0I
0I
0I
4I
31
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
51
3
1----------------+----+----+----+----+----+---- +- ---+----+----+----+----+----+--- - +---- +----+----+----+----+---------+--------I
l
1 $65,000-79,999 1
01
01
01
01
01
01
01
Ol
01
01
01
01
01
01
01
01
Ol
01
01
0
I
1----------------+----+----+----+----+----+----+----+----+----+----+----+----+---- +---- +- ---+----+----+----+---------+--------l
1 $80,000-99, 999 1
0I
0I
0I
0I
0I
oI 0 I
0I
0I
0I
0I
0I
0I
oI
0I
0I
0I
0I
0I
0
I
l------------- - --+----+ - ---+----+----+----+--- -+----+----+----+----+----+----+----+- -- -+ - ---+----+----+----+---------+--------1
1 $100, 000-UP
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
o
I
1------------------------------------------------------------------------------------------------------------------------------------------ITOTALS
1------------------------------------------------------------------------------------------------------------------------------------------l
1
1
81
71
81
3 1 1101 861
11
Ol
21
31
01
21
01
01
01
Ol
01
01
1291
101
CCTCHIS - RFALLIPS 10/1 4/2011 15:37: 41
SOURCE: APR2012
NOTE: EMPLOYEES WITH UNKNOWN GENDER ARE NOT INCLUDED
IPEDS FALL STAFF SURVEY B . OTHER FULL-TIME EMPLOYEES
SALARY RANGES BY ETRNICITY AND GENDER
SANTA FE
--------------------------- -- ---------------------------- CCNUM= SANTA FE UNITID•137096 ----------- ----- - -- ---------- - ------------- - -------------
HISPANIC
LATINO
WHITE
F
!OCCUPATION
I ACTIVITY
F
M
J\MERICAN
INDIAN 0
ALASKAN
NATIVE
BLACK OR
AFRICAN
J\MERICAN
F
M
F
M
NATIVE
NON
RESIDENT
ALIENS
ASIAN
F
M
M
Rl\.WAIIAN
ETHN I C
UNKNOWN
M
F
F
PACIFIC
ISLANDER
F
M
MULTI
RACIAL
F
M
M
SALARY
RANGE
TOTAL
FEMALE
TOTALI
MALE I
1-----------------------------------------------------------------------------------------------------------------------------------------l
I EXEC/ADMIN
I BELOW $30,000
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
01
II
1I ----------------+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+-------+-------l
$30,000-39,999 I
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
II
1I ----------------+----+----+----+----+----+
----+
----+----+----+----+----+----+----+
----+----+----+----+----+-------+------l
$40,000-49,999 I
11
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
11
01
I
1----------------+----+----+----+----+----+
----+----+----+----+----+----+----+----+----+----+----+----+----+-------+-------l
I
I $50,000-64, 999 I
41
4I
0I
11
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
oI
oI
41
51
I
1----------------+----+----+----+----+----+
----+----+----+----+----+----+----+----+
----+----+----+----+----+-------+-------l
I
I $65,000-79,999 I
71
61
01
01
11
21
01
01
01
01
01
01
01
01
01
01
01
01
81
81
II
1----------------+----+----+----+----+----+
----+----+----+----+----+----+----+----+----+----+----+----+----+
-------+-------l
I $80,000-99,999 I
91
61
01
01
11
11
11
01
01
01
01
01
01
01
01
01
01
01
111
71
II
1I ----------------+----+----+----+----+----+
----+----+----+----+----+----+----+----•----+----+----+----+----+-------+-------l
$100,000-UP
I
31
101
01
01
11
11
01
01
01
01
01
01
01
01
01
01
01
01
41
111
1--------------+----------------+----+----+----+----+----+
----+----+----+----+----+----+----+----+
----+----+----+----+----+-------+-------l
I SUBTOTAL
I
I
2 4 1 261
0I
11
31
41
11
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
28 I
311
1I OTBER
--------------+----------------+----+----+----+----+----+
----+----+----+----+----+----+----+
----+----+----+----+----+----+-------+-------l
PROF
I BELOW $30,000
I
01
01
01
01
01
01
Ol
01
01
01
01
01
01
01
01
01
01
01
01
01
I1
1----------------+----+----+----+----+----+
----+----+----+----+----+----+----+----+----+----+----+----+----+-------+-------l
I $30,000-39,999 I
141
41
01
01
51
41
01
01
01
01
01
01
01
01
01
01
01
01
191
81
I1
l----------------+----+----+----+----+----+----+----+----+----+----+----+----+
----•----+----+----+----+----+-------+-------1
1 $40,000-49 , 999 I
431
331
0I
21
91
11
0I
0I
0I
0I
0I
0I
0I
oI 0 I
0I
oI
oI
521
361
I1
1----------------+----+----+----+----+----+----+----+----+----+----+----+----+----+
----+----+----+----+----+-------+-------l
I $50 ,000-6 4,999 I
18 I
161
11
21
31
21
0I
0I
11
21
0I
0I
0I
0I
0I
0I
0I
0I
231
221
II
1----------------+----+----+----+----+----+----+----+----+----+----+
----+----+----+
----+----+----+----+----+-------+-------l
I $65,000-79,999 I
61
51
01
01
01
01
01
Ol
01
01
01
01
01
01
01
01
01
01
61
51
I1
l----------------+----+----+----+----+----+
----+----+----+----+----+----+----+----•----+----+----+----+----+-------+-------1
1 $80,000 - 99, 999 I
11
31
0I
0I
0I
11
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
11
4I
I
l----------------+----+----+----+----+--- -+----+----+----+----+----+----+----+-- -- i----+----+----+----+----+-------+------- 1
1
I $100,000-UP
I
01
01
01
01
01
01
01
01
01
01
01
01
01
01
Ol
01
01
01
01
Ol
1--------------+----------------+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+-------+------l
!SUBTOTAL
I
.
' I
821
611
11
41
171
81
01
01
11
21
01
01
01
Ol
01
01
01
01
1011
751
l--------------+----------------+----+----+----+----+----+----+----+----+----+
----+
----+----+----·----+----+
----+----+
----+-------+-------1
ITEC./PARAPROF I BELOW $20,000
I
01
01
01
01
01
Ol
01
01
01
01
01
01
01
01
01
01
01
01
01
01
I1
1----------------+----+----+----+----+----+
----+----+----+----+----+----+----+
----+
----+----+----+----+
----+-------+-------l
1 $20,000 - 29, 9991
11
31
0I
0I
11
11
0I
0I
0I
11
0I
0I
0I
0I
0I
0I
0I
0I
21
5I
I1
t----------------+----+----+----+----+----+----+
----+----+----+
----+----+----+
----•----+----+----+----+----+-------+------1
1 $30,000- 39, 9991
21
91
0I
11
2I
0I
0I
0I
0I
11
0I
0I
0I
0I
0I
0I
0I
0I
4I
111
I1
l----------------+----+----+----+----+----+
----+----+----+----+----+----+----+----•----+----+----+----+----+-------+-------1
1 $40,000- 49,9991
11
31
01
01
01
21
01
01
01
01
01
01
01
01
Ol
01
01
01
11
51
I1
11----------------+----+----+----+----+----+----+----+----+----+----+----+----+
----+
----+----+----+----+----+-------+-------l
$50, 000 AND UP I
21
0I
11
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
31
0I
CCTCMIS - RFALLIPS 10/14/2011 15:37:41
SOURCE: APR2012
NOTE: EMPLOYEES WITH UNXNOWN GENDER ARE NOT INCLUDED
IPEDS FALL STAFF SURVEY B . OTHER FULL- TIME EMPLOYEE S
SALARY RANGES BY ETHNICITY AND GENDER
SANTA FE
----- - --- -- - ------ ----- -- - - - - - -- --- -- ---------- --- - ------ CCNUM=SANTA FE UNITID-137096 -- -------- ------ ------ - ----------------------------------
------------------------------------------------------------------------------------------------------------------------------------------HISPANIC
LATINO
WRITE
F
I OCCUPATION
!ACTIVITY
H
F
H
BLACK OR
AFRICAN
J\HERI CAN
INDIAN 0
ALASKAN
AMER I CAN
NATIVE
F
M
F
H
NON
ASIAN
F
H
RESIDENT
ALIENS
F
M
ETHNIC
UNKNOWN
F
SALARY
RANGE
M
NATIVE
HAWAIIAN
PACIFIC
ISLANDER
F
H
I
I
I
I
MULTI
RACIAL
F
I
I
H
TOTAL
n:M!U.E
1
TOTAL 1
MlU.E I
1I ----------------------------------------------------------------------------------------------------------------------------------------l
SUBTOTAL
I
I
61
151
11
11
3I
31
0I
0I
0I
2I
0I
0I
0I
0I
0I
0I
0I
0I
10 I
211
l--------------+----------------+
----+----+----+
----+
----+----+----+
----+
----+----+
----+
----+----+----+----+----+
----+
----+-------+
------1
!CLERICAL/SEC . I BELOW $20,000
I
11
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
11
01
II
1I ----------------+----+----+----+
----+
----+----+----+
----+
----+
----+
----+
----+----+
----+----+----+
----+
----+
-------+
------l
$20,000 - 29, 9991
50 I
61
21
0I
17 I
11
0I
0I
31
0I
0I
0I
0I
0I
oI
oI
0I
01
721
71
I
l----------------+----+----+----+
----+
----+----+
----+
----+
----+----+----+
----+----+----+----+
----+
----+
----+
-------+
-------511
I
I $30,00 0 - 39,999 1 411
41
21
01
71
11
01
01
11
01
01
01
01
01
01
01
01
01
51 1
II
1----------------+----+----+----+----+
----+----+
----+----+
----+
----+----+
----+
----+----+----+
----+----+
----+-------+------l
I $ 40,000- 4 9,9991
161
01
01
01
11
Ol
01
01
01
01
01
01
01
01
01
01
01
Ol
171
01
II
1----------------+----+----+----+
----+----+----+
----+
----+
----+----+----+----+
----+
----+----+
----+
----+
----+
-------+
-------o 1l
I $50, 000 AND UP I
51
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
5I
l--------------+----------------+
----+----+
----+
----+
----+
----+----+
----+
----+
----+
----+
----+
----+----+----+
----+
----+
----+
-------+
------1
I SUBTOTAL
I
I 1131
10 I
4I
0I
25 I
21
0I
0I
4I
0I
0I
0I
0I
0I
0I
0I
0I
oI
14 61
12 1
l--------------+----------------+I ----+----+
----+
----+----+
----+----+
----+
----+----+----+
----+
----+----+----+----+----+
----+-------+
-------0 11
I SKILLED CRAFT I BELOW $20,000
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
II
1----------------+----+----+----+
----+
----+----+
----+
----+
----+----+
----+
----+----+----+
----+
----+
----+
----+-------+
-------l
I $20,000 - 29, 9991
0I
21
0I
0I
0I
0I
0I
0I
0I
0I
oI
0I
0I
0I
oI
0I
0I
0I
0I
21
I1
1----------------+----+----+----+----+----+----+
----+
----+
----+----+
----+
----+----+----+----+----+
----+
----+-------+
------l
I $30, 0 00- 39,9991
01
21
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
21
I1
l----------------+----+----+----+
----+----+
----+----+
----+
----+
----+
----+
----+----+----+----+
----+
----+
----+-------+
-------1
I $ 40,000 - 4 9,9991
01
11
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
11
I1
1----------------+
----+----+----+
----+
----+
----+----+
----+
----+
----+
----+
----+----•----+
----+
----+
----+
----+
-------+
------l
I $50 , 000 AND UP I
0I
11
0I
0I
0I
0I
0I
0I
0I
0I
oI
0I
0I
0I
0I
0I
0I
0I
0I
11
l--------------+----------------+
----+----+----+
----+
----+----+----+
----+----+
----+----+
----+----+----+----+----+
----+
----+-------+
-------1
1SUBTOTAL
I
I
0I
61
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
61
l--------------+----------------+----+----+----+----+
----+
----+----+
----+
----+
----+
----+
----+
----+----+
----+
----+
----+
----+
-------+
------1
1SERVICE/HAINT . I BELOW $20 , 000
I
11
51
0I
0I
0I
61
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
11
111
Il
1----------------+----+----+----+
----+
----+----+
----+
----+
----+
----+----+
----+
----+----+
----+
----+----+
----+-------+
------1 $20 , 000- 29,9991
11
161
0I
0I
8 1 10 I
0I
0I
21
11
0I
0I
0I
0I
0I
0I
0I
0I
111
27
I1
l----------------+
----+----+----+
----+
----+----+
----+
----+
----+
----+
----+
----+
----+----+
----+
----+
----+
----+
-------+
------1 $30,000- 39, 9991
0I
51
0I
0I
2I
51
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
21
10
I1
l - - - -- -- ---- -- ---+ --- -+--- - + - -- - + ---- +- -- - + -- --+---- + ---- + ---- + ---- + -~- -+ ---- + ----+---- + -- -- + ---- + ---- + ---- + ------- +- -----1 $ 40,000 - 4 9,9991
01
21
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
2
Il
1----------------+----+----+----+----+
----+----+----+
----+
----+
----+----+
----+----+----+
----+----+
----+----+-------+------1 $50 , 000 AND UP I
0I
21
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
2
1--------------+----------------+
----+----+----+
----+
----+----+
----+
----+
----+
----+
----+
----+
----+----+----+
----+----+
----+-------+
------l SUBTOTAL
1
I
21
30 I
0I
0I
10 I
21 1
0I
0I
21
11
0I
0I
0I
0I
0I
0I
0I
0I
141
52
1--------------+----------------+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+-------+------ITOTALS
1----------------------------------------------------------------------------------------------------------------------------------------l
1
I 2271 14 8 1
61
6 1 581
381
11
01
71
51
01
01
01
01
01
01
01
01
2991
197
CCTCHIS - RFALLIPS 10/1 4 /2011 15 : 37:41
SOURCE : APR2012
NOTE: EMPLOYEE S WITH UNKNOWN GENDER ARE NOT INCLUDED
FLO R I D~ COLLEGE SYSTEM
I PEDS FALL STJU"F StJRVEY D. OTHER PART- TIME EMPLOYEES
OCCUPATIONAL ACTIVITY BY ETBNICITY AND GENDER
FALL ENDI NG TERM 2011 - 2012
SANT~
FE
---------------------- - - - --------------------- - ---------- CCNUH•SANT~ FE UNITID• 137096 ----- - ---- -------- ---- - --- -- - ---------- -- -------- - ------I
I
I
PACIFIC
MULTI
HISPANIC
ETHNIC
ALASKI'.N
I
MCIAL
ASIAN
I SL~E R
L~TINO
NATIVE
UN!CNOWN
Wl!ITE
I
I
F
M
F
H
F
H
F
H
F
H
F
H
F
H
F
H
F
H
I
IOCCUP~TION
TOTAL
TOTALI
I~CTJ:Vl:TY
FEHl\LE
HlU.E I
1------------------------- - ----------------------- --- --------- - - -- ------------------- --- --- ------------------------------ l
IINSTR COMBINED!
01
01
21
01
21
21
01
01
01
01
71
51 281
71
lSI
8 1 18 4 1 1811
2381
2031
1-------- ------+--- - +--- - +--- - +- ---+---- +- ---+--- - +- --- +----+----+---- +----+---- +----+- -- - ·----+----+--- - +---- ---+------- l
IEXEC/ADHIN
I
01
01
Ol
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
1--- --------- - - +----+-- --+----+----+----+----+--- -+-- --+----+-- - - +----+----+----+--- - +-- - +----+---- +----+---- --- +- - ----- 1
IOTRER PROF
I
01
Ol
01
01
Ol
01
01
01
01
01
11
11
71
21
21
1 1 211 151
311
191
1------------- -+ - ---+ - -- - +----+ ----+----+- ---+--- -+----+----+- -- - +----+----+----+----+ ----+-- --+---- +--- -+ - -- - - --+------- l
I TEC. /PARAPROF I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
1------------ - - +- - --+----+--- -+ - -- - +- - - -+ -- - - +--- - +----+----+--- -+ -- - - +----+- - --+----+-- - - +----+- ---+--- - +-------+- - ---- - l
!CLERICAL/SEC . I
01
Ol
01
01
Ol
01
01
01
01
01
11
01
01
01
01
01
11
21
21
21
l --------------+----+---- +----+ ----+----+---- +----+ --- -+---- +----+ ----+----+----+----+ -- -- ·----+----+- -- - +--- - ---+------- 1
I SKILLED CRAFT I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
1------------- -+----+----+----+----+----+----+--- - +----+---- +----+----+---- +----+ ----+ -- -- +---- +---- +----+- - - ----+------- l
I SERVICE/HAINT . I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
1---- - ------ - -- - - --- - ----- - - ------ - -------- - ----- ------------------------------------ ------------------------------------ l
!TOTALS
.
I
1-------------- - - -------------------------------- ----- --------------- - -------------------- - ---- -------------------------- l
01
01
21
01
21
21
01
01
01
01
91
6 1 351
91
171
91 2061 1981
2711
22 41
1
I
NON
RESIDENT
ALIENS
.liME RICAN
N~TIVE
INDIAN 0
HAW~ II AN
BLACK OR
AFRICAN
.liME RICAN
CCTCMIS - RFALLIPS 10/14 /2011 15 : 37: 41
SOURCE : APR2012
NOTE : EMPLOYEES WITR UN!CNOWN GENDER ARE NOT INCLUDED
I PEDS FALL STAFF SURVEY F , FULL- TIME FACULTY
TENURE STATUS BY RANK , ETHNICI TY AND GENDER
SANTA FE
---------- - --------- -- - - ----------------- - ---- - - -- - ------ CCNUM-S ANTA FE UNITID-137096 ---- - ----- ------- ------------- - --------------------------
I
I
I
I
I
AMERICAN
INDIAN 0
ALASKAN
NAT:rvE
I
I
HISPANIC
LATINO
ASIAN
ETHNIC
UNKNOWN
MULTI
RACIAL
BLACK OR
AFRICAN
1\HERICAN
1
1
1
1
'lf!IITE
I
I
I TENURE
I STATUS
NON
RESIDENT
ALIENS
NATIVE
HAWAIIAN
PACIFIC
ISLANDER
F
H
F
H
F
H
F
H
F
H
F
H
F
H
F
H
F
H
TOTAL
FEMALE
RANK
1
TOTAL I
HALE I
1I -----------------------------------------------------------------------------------------------------------------------------------l
TENURED
I PROFESSORS I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
01
II
1-------------+----+----+----+----+----+
----+----+
----+
----+
----+
----+
----+----+
----+
----+
----+
----+----+
-------+
------l
I ASSOC . PROF I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I
l-------------+----+
----+----+----+
----+
----+
----+
----+----+
----+
----+
----+
----+----+
----+
----+
----+
----+
-------+
-------0 1I
I
I ASSIS. PROF I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I
1-------------+----+
----+----+----+
----+
----+----+
----+
----+
----+
----+----+
----+----+
----+
----+
----+
----+
-------+
-------0 Il
I
I INSTRUCTOR I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
II
l-------------+----+
----+----+----+
----+
----+----+
----+
----+
----+
----+
----+
----+----+
----+
----+
----+
----+-------+
-------0 1I
I LECTURES
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
oI
0I
0I
0I
0I
0I
0I
II
l-------------+----+----+----+----+
----+----+----+
----+----+
----+
----+
----+
----+----+----+
----+
----+----+
-------+
-------1
I OTHER FACU. I
11
01
01
01
21
21
Bl
21
01
21
Ol
01
01
01
71
51
971
771
1151
BBI
1I ------------+-------------+
----+----+----+----+
----+----+----+----+
----+
----+
----+----+
----+
----+
----+
----+----+
----+-------+
------l
SUBTOTAL
I
I
11
0I
0I
0I
21
21
BI
21
0I
21
0I
0I
0I
0I
71
5I
971
77 I
115 I
BB I
l------------+-------------+
----+
----+----+
----+
----+----+----+
----+
----+----+
----+
----+
----+----+----+
----+
----+----+
-------+------1
I ON TRACK
I PROFESSORS I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I
1I -------------+----+----+----+
----+----+----+
----+
----+----+----+
----+----+
----+
----+----+
----+
----+
----+
-------+------l
1
ASSOC • PROF I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
II
1-------------+----+----+----+----+----+
----+----+
----+
----+
----+
----+
----+
----+
----+----+
----+
----+----+
-------+
-------0 Il
I ASS IS . PROF I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I1
l-------------+----+----+----+----+
----+
----+----+----+
----+
----+
----+
----+
----+
----+
----+
----+
----+----+
-------+
-------10 I
1 mSTRUCTOR
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I1
l-------------+----+
----+----+
----+
----+----+----+
----+
----+----+
----+
----+
----+
----+----+
----+
----+----+
-------+
-------0 1I
1 LECTURES
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
II
1I -------------+----+----+----+
----+
----+----+----+
----+
----+
----+
----+
----+
----+
----+
----+
----+----+----+
-------+
------l
OTHER FACU. I
0I
0I
0I
0I
0I
11
0I
11
0I
0I
0I
0I
0I
0I
11
21
131
91
14 I
131
1I ------------+-------------+----+----+
----+----+----+
----+
----+
----+
----+
----+
----+
----+
----+
----+----+
----+
----+
----+
-------+
------l
SUBTOTAL
I
I
0I
0I
0I
0I
0I
11
0I
11
0I
0I
0I
0I
0I
0I
11
2I
13 I
9I
14 I
131
l------------+
-------------+
----+
----+----+----+
----+----+----+----+
----+----+
----+----+
----+
----+----+
----+
----+
----+
-------+
------1
)NOT ON TRACK) PROFESSORS
I
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
I1
1-------------+
----+----+----+----+----+
----+----+----+
----+
----+
----+
----+----+----+----+
----+
----+
----+
-------+------l
I ASSOC . PROF I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I1
l-------------+----+----+----+
----+----+
----+----+----+
----+
----+
----+
----+
----+----+
----+
----+
----+----+
-------+------1
I ASS IS . PROF I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
.o I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I
1-------------+----+----+----+----+
----+----+----+----+
----+
----+
----+
----+
----+
----+
----+
----+
----+
----+
-------+
-------0 Il
1
1 INSTRUCTOR
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I
11-------------+----+----+----+
----+
----+----+
----+
----+
----+
----+
----+
----+
----+----+
----+
----+
----+----+
-------+
-------0 Il
1
LECTURES
1
oI
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
I
1-------------+----+----+----+----+
----+----+----+----+----+
----+
----+----+
----+
----+
----+
----+
----+
----+
-------+
-------0 Il
1
OTHER FACU . I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
11------------+-------------+----+----+----+----+----+
----+----+
----+
----+
----+
----+----+----+
----+
----+
----+----+----+
-------+
-------l0 I
SUBTOTAL
I
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
1------------+-------------+----+----+----+----+----+----+----+----+
----+----+----+----+----+----+----+----+----+----+-------+------- lI
)TOTALS
~
-------------------------------------------------------------------------------------------------------------------------------------CCTCHI S -
RFALLIPS 10/14/2011 15:37 : 4 1
SOURCE : APR2012
NOTE : EMPLOYE ES WITH UNKNOWN GENDER ARE NOT INCLUDED
I PEDS FALL STAFF SURVEY F . FULL-TIME FACULTY
TENURE STATUS BY RANK, ETRNICITY AND GENDER
SANTA FE
--------------------------------------------------------- CCNUM=SANTA FE UNITID=l37096 ---------- ------------ -----------------------------------
I
I
I
AMERICAN
INDIAN 0
ALASKAN
NATIVE
I
I
I
I
I TENURE
I STATUS
I
I
M
F
I
NON
RESIDENT
ALIENS
ASIAN
F
M
F
HISPANIC
LATINO
M
F
M
NATIVE
HAWAIIAN
PACIFIC
ISLANDER
ETHNIC
UN!(NOWN
M
F
F
M
BLACK OR
MULTI
RACIAL
F
AFRICAN
AMERICAN
F
M
M
WHITE
F
M
RANK
TOTAL
TOTAL I
FEMALE
Ml\LEI
-------=:=----- -=-=---·---------~- ===-====-- -----~--1
I
11
01
01
01
21
31
81
31
01
21
01
01
01
CCTCMIS - RFALLIPS 10/14/2011 15 : 37:41
SOURCE: APR2012
01
81
71 l101
861
1291
1011
I PEDS FALL STAFF SURVEY G o NEW HIRES (AS OF FISCAL YEAR )
OCCUPATIONAL ACTIVITY Bll: ETHNICITY AND GENDER
SANTA !'E
-- -- -------- --- -- -- --- --------- - ----- - - - - ------------- --- CCNUMs SANTA F£ UNITID• 137096 --- - -- - - -- ------ ---- - - -- - ---- ----- ---- ---- - ~ - ------------
---------------------------------------------------------------------------------------------------------------------------------------WHITE
BLACK OR
AFRICAN
AMERICAN
MULT I
RACIAL
NON
RESIDENT
ALIENS
AMERICAN
INDIAN 0
ALASKAN
NATIVE
ASIAN
HISPANIC
LATINO
ETHNIC
UNKNOWN
NATIVE
HAWAIIAN
PACIFIC
ISLANDER
r
H
H
M
F
F
F
H
F
H
F
H
F
M
F
M
F
H
I OCCUPATION
TENURE
TOTAL
TOTAL 1
I ACTIVIT'C
STATUS
FEMALE
HALE 1
1---- --- ---- - ---------- -- -------- -- ---- --- - -- - - - --------- -- -------- - --- - -------------------- -------- ---- - ------ - ---- - ---- -- -- - --------- 1
I INSTR COMBINED I
I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
01
o1
I
1-------------+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+----+-------+------- l
I TENURED
I
01
01
01
01
01
01
01
01
01
Ol
01
01
01
01
01
01
01
01
01
01
I
1
-------------+----+----+----+----+----+
----+----+----+
----+----+
----+
----+----+
----+
----+----+----+
----+-------+
------l
I
IONTRACK
I
1 1 3 1 0 1 0 1 01 0 1
010101010101
0 101
01010101
11
31
I
l-------------+
----+----+----+----+
----+
----+
----+
----+
----+
----+
----+
----+
----+
----+----+
----+
----+
----+
-------+
-------1
I
I NOT ON TRACK!
01
01
01
01
01
01
Ol
01
01
01
01
01
01
01
Ol
01
01
01
01
01
1--------------+
-------------+I ----+----+
----+----+
----+
----+
----+
----+----+
----+----+
----+
----+
----+----+
----+----+
----+
-------+------1
!EXEC/ADMIN
I
01
11
01
01
Ol
01
01
01
01
01
01
01
01
01
01
01
01
01
01
11
1--------------+-------------+----+----+----+----+
----+
----+
----+
----+----+
----+----+
----+
----+----+----+----+----+
----+
-------+------l
!OTHER PROF
I
I
11
01
21
01
01
01
01
01
01
01
01
01
01
01
01
01
01
01
31
01
I
l- ------ -- - - - - - + -- -- -- - -- ----+- - --+--- - +--- - +-- -7 + ---- + - --- + - --- + ---- +--- - + ---- + - - ~- + ---- + --- -+--- - + ---- + -- - -+ ---- +- --- +- --- -- - + ------ -l
I CLERICAL/SEC
I
I
2I
11
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
21
11
o
1I --------------+
-------------+I ----+
----+
----+----+----+
----+
----+
----+
----+
----+
----+----+
----+----+
----+----+
----+
----+
-------+
-------0 Il
SKILLED CRAFT I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
1I --------------+-------------+----+
----+
----+----+
----+
----+
----+
----+----+
----+----+
----+
----+----+
----+----+
----+
----+
-------+
-------4 Il
SERVICE/MAINT I
I
0I
31
0I
11
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
0I
1--------------------------------------------------------------------------------------------------------------------------------------l
!TOTALS
I
1-------------------------------------------------------------------------------------------------------------------------------------l
1
1
I
41
81
21
11
01
01
01
01
01
01
01
01
01
01
01
01
01
01
61
91
o
CCTCHI S - RFALLIPS 10/14/2011 15 : 37:41
SOURCE : APR2012
I PEDS FALL STAFF SURVEY G. NEW HIRES (AS OF FISCAL YEAR)
OCCUPATIONAL ACTIVITY BY ETRNICITY AND GENDER
SANTA FE
------------------------------------------------- --------------- CCNUMsSANTA FE ----------------- ------- ---------------------------------------BLACK
I
WHITE
I
1---------------------+----------- ---- ------ l
Ml\LE
I FEMJU.E I
MALE
I TOTAL
I FEMJU.E I
1-------------------------------- --+----------+----------+- --------- +---- ---- -- +---------l OCCUPATION
I SALARY RANGE
I
I
I
I
I
!ACTIVITY
I
I
I
I
I
I
1----------------+-----------------1
I
I
I
I
130,000 TO 35, 000 I
0I
0I
0I
11
1
I INSTR
!COMBINED/ON
1-----------------+----------+---------- +----------+-- --------+---------ITRACK
135,000 TO 40 ,000 I
Ol
01
11
01
1
I
1---------------- -+----------+---------- +----------+- ---------+---------l
140,000 TO 45,000 I
01
01
01
11
1
I
1-----------------+----------+----------+----------+-- --------+---------l
155,000 TO 65 ,000 I
01
01
01
11
1
1----------------+--------------- --+----------+----------+----------+--------- -+---------IEXEC/ADMIN
165,000 TO 75,0 00 I
01
01
01
ll
1
1----------------+-----------------+---------- +----------+----------+- ------- --+---------IOTRER PROF
130,000 TO 35,000 I
11
01
01
01
1
I
1------------- ----+----------+----------+----------+- ------- --+---------- l
I
135,000 TO 40 ,000 I
11
01
11
01
21
1----------------+-----------------+----------+---------- +----------+- ------- --+---------- l
!CLERICAL/SEC.
!BELOW 25 , 000
I
01
01
11
11
21
I
1--------------- --+----------+----------+----------+ ---------- +---------- l
125,000 TO 30 ,000 I
01
Ol
ll
01
11
I
1----------------+--------------- --+ ----------+----------+----------+- ---------+----------l
I SERVICE/MAINT .
I BELOW 25, 000
I
0I
11
0I
3I
4I
1------------------------------- ---+-- --------+----------+----------+- -------- -+----- - ---- l
!TOTAL
I
21
11
41
81
lSI
CCTCMIS - RFALLIPS 10/14/2011 15:37: 41
SOURCE: APR2012
NOTE: EMPLOYEES WITH UNKNOWN GENDER ARE NOT INCLUDED

- Santa Fe College

Transcription

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