Program and Discipline Improvement Process Physics

Transcription

1 Program and Discipline Improvement Process 1. FTE and headcount a. FTE b. Students (unduplicated headcount) c. Enrollments (duplicated headcount) % change from prior year % change from prior year % change from prior year Notes: Data reflect students enrolled in the following courses during the year (including summer quarter): PHYS: 112, 299; PHYS&: 110, 114, 221, 222, 223. Full-time equivalent (FTE) is the total number of credits enrolled within the discipline throughout the academic year divided by 45. The 'students' measure (1b) represents an unduplicated count of students who enrolled in discipline courses (i.e., a student is counted once in an academic year, regardless of the number of courses enrolled). Enrollments (1c) represent a duplicated count of students enrolled in program/discipline courses (i.e., a student is counted for each course enrolled during the academic year). For example, if a discipline has five students who each enroll in three classes during the academic year, the unduplicated count of students (1b) would be five, and the count of enrollments (1c) would be 15. Tech-prep, college in the high school, and study abroad enrollments are excluded. Co-op and WAOL enrollments are excluded for all programs/disciplines except early childhood education of 13

2 2. Courses and sections offered a. Courses b. Sections c. Percent of sections taught by full-time faculty Notes: Data include all classes with at least one enrollment (including summer; tech-prep, college in the high shcool, and study abroad are excluded). Co-op and WAOL courses are excluded for all programs/disciplines except early childhood education. Clustered courses count as one section per cluster. Learning contracts and cooperative courses are exluded from the count of sections (2b) and the percent of sections taught by full-time faculty (2c). For item 2c (percent of sections taught by full-time faculty), moonlight sections taught by full-time faculty are not included in the count of full-time sections. 2 of 13

3 3. Enrollments by mode of learning Enrollments (duplicated headcount) Percent of discipline Past 5 years Past 5 years Face-to-face % Hybrid 0 0% Online - WCC 0 0% Notes: Data include all students who have taken at least one face-to-face, hybrid, or online course within the discipline during the year (including summer; tech-prep, college in the high shcool, and study abroad classes are excluded). Co-op and WAOL courses are excluded for all disciplines except early childhood education. 3 of 13

4 4. Enrollments by student demographics Age Students (unduplicated headcount) Percent of discipline Past 5 years Past 5 years Under % % % 40 and above 4 1% Disability 15 5% 4 of 13

5 4. Enrollments by student demographics, continued Ethnicity Students (unduplicated headcount) Percent of discipline Past 5 years Past 5 years American Indian / Alaska Native 1 0% Asian 13 6% Black / African American 3 1% Latino/Hispanic 5 2% Pacific Islander 2 1% White % Other race/ethnicity 0 0% Two or more groups 40 18% 5 of 13

6 4. Enrollments by student demographics, continued Students (unduplicated headcount) Percent of discipline Past 5 years Past 5 years First generation 84 31% Full-time/part-time Full-time % Part-time 87 32% Mixed 12 4% Notes: Full-time/part-time status is determined by the number of quarters a student is enrolled as either full-time or part-time during the academic year (excluding summer). For each academic year, students are considered to be full-time if they attended at least 2 quarters full-time, part-time if they attended at least 2 quarters part-time, and mixed if they enrolled for only 2 quarters of the year, with 1 quarter full-time and 1 quarter part-time. 6 of 13

7 4. Enrollments by student demographics, continued Gender Students (unduplicated headcount) Percent of discipline Past 5 years Past 5 years Female 76 28% Male % Pell awarded 64 23% Running Start 49 18% Student of color 64 28% Notes: Pell data are currently unavailable prior to of 13

8 5. Course-specific data Course a. Enrollments (duplicated headcount) b. Sections c. Average class size d. Fill rate PHYS& 110: for non-science majors PHYS 112: Environmental physics PHYS& 114: General physics I PHYS& 221: Engineering physics I PHYS& 222: Engineering physics II 8 of 13

9 5. Course-specific data Course a. Enrollments (duplicated headcount) b. Sections c. Average class size d. Fill rate PHYS& 223: Engineering physics III PHYS 299: learning contract Notes: Data include all credit classes with at least one enrollment (including summer; tech-prep, college in the high school, and study abroad classes are excluded). Co-op and WAOL courses are excluded for all disciplines except early childhood education. Clustered classes are included in enrollment (a) and section (b) data, but excluded in the calculation of average class size (c) and fill rate (d). Clustered courses count as one section per cluster. Co-op courses and learning contracts are included in enrollment data only (excluded in count of sections, average class size, and fill rate). See the course enrollment dashboard on the assessment and institutional research website for more detailed enrollment and fill rate data for co-op, learning contracts, and clustered courses. Enrollment data reflect total students per class per quarter. Clustered classes count as one enrollment per cluster per quarter, regardless of the number of courses within the cluster a student is enrolled. Course fill rate is calcuated as the sum of course enrollments divided by sum of class capacites for all sections of the course. Average fill rate for the discipline is calculated as the sum of all discipline enrollments / sum of all discipline class capacities. 9 of 13

10 6a. Student performance: Course completion by mode of learning Enrollment (duplicated headcount) Marginal Noncompletion Average Course success rate success (% earning an A through C, or S) rate rate course Grade distribution (% earning (% earning grade College Discipline C- to D-, or P) F, U, W, V, I) (4 point scale) Successful Marginal Non-completion College-wide Face-to-face 30,086 80% 7% 13% 3.04 Hybrid 1,770 82% 4% 14% 3.11 Online - WCC 6,639 79% 6% 15% 3.02 Discipline-specific Face-to-face % 7% 11% of 13

11 Notes: Vertical lines reresent the college-wide course success rate for each modality. Horizontal bars represent the discipline-specific course success rates. Data include all credit classes with at least one enrollment (tech-prep and college in the high school classes are excluded). Results for delivery methods with fewer than 10 enrollments have been omitted (marked with an asterisk). Co-op and WAOL courses are excluded for all disciplines except early childhood education. N and * grades are excluded. Enrollment data reflect total students per class per quarter. Clustered classes count as one enrollment per cluster per quarter, regardless of the number of courses within the cluster a student is enrolled. Each course within a cluster is included in course success data. 11 of 13

12 6b. Student performance: Individual course completion rates Enrollment (duplicated headcount) Marginal Noncompletion Average Course success rate success (% earning an A through C, or S) rate rate course Grade distribution (% earning (% earning grade College Disc. Course C- to D-, or P) F, U, W, V, I) (4 point scale) Successful Marginal Non-completion College overall 38,785 80% 6% 14% 3.04 Discipline overall % 7% 11% 2.91 PHYS& 110: for non-science majors 83 72% 11% 17% 2.41 PHYS& 114: General physics I 57 74% 12% 14% 2.68 PHYS& 221: Engineering physics I % 6% 11% 3.03 PHYS& 222: Engineering physics II 79 90% 4% 6% 3.20 PHYS& 223: Engineering physics III 61 95% 2% 3% of 13

13 Notes: Vertical lines reresent the college-wide course success rate. Gray horizontal bars represent the discipline-specific course success rate. Blue horizontal bars represent course-specific succes rates. Data include all credit classes with at least one enrollment (tech-prep and college in the high school classes are excluded). Co-op and WAOL courses are excluded for all disciplines except early childhood education. Excludes N and * grades. Enrollment data reflect total students per class per quarter. For the college and discipline totals, clustered classes count as one enrollment per cluster per quarter, regardless of the number of courses within the cluster a student is enrolled. For course-specific data, students are counted for each course they are enrolled, regardless of clustering. Course success data include all courses within a cluster. Results for courses with fewer than 10 enrollments have been omitted (marked with an asterisk). College-wide course success rate represents all courses included in the program/discipline improvement process. 13 of 13