Chipola College Institutional and Educational Outcomes Report With Longitudinal Data

Transcription

1 Chipola College Institutional and Educational Outcomes Report With Longitudinal Data Each year, Chipola College reports process and outcome data in the Institutional and Educational Outcomes (IEO) Report*. Data are presented for each goal, objective, and priority outcome of the college s annual Master Plan. Data not specific to the Master Plan, but still useful at the institutional, program, and unit levels, are reported at the end of this document. In most instances, longitudinal data are presented to indicate trends in performance and outcomes. Data in the IEO Report provide evidence of the extent to which the college is meeting the goals, objectives, and priority outcomes of its Master Plan. Because the Master Plan is aligned with the college mission, the data also indicate the extent to which the college is accomplishing its mission. The mission of Chipola College is to provide access to quality learning opportunities toward baccalaureate degrees, associate degrees, and certificates and [to facilitate] the economic, social, and cultural development of the college s service area. The IEO Report is a significant part of the Chipola Model for Planning, Assessment, and Sustained Success (CoMPASS). The report is a repository of information used in assessing institutional effectiveness and identifying areas to address with improvement strategies. The IEO Report is also used in the assessment and planning processes of educational programs, educational support service units, and administrative support service units. In addition to the IEO Report, programs and operational units use results of outcome evaluations and SWOT analyses to develop annual strategic plans (CoMPASS plans). For more information, contact the Chipola College Assessment, Compliance, and Grants Department at (850) Chipola College Assessment, Compliance, and Grants Department 3094 Indian Circle Marianna, Florida *Name of report changed from Institutional and Educational Effectiveness Report the academic year. Chipola College does not discriminate against any persons, employees, students, applicants or others affiliated with the college with regard to race, color, religion, ethnicity, national origin, age, veteran s status, disability, gender, genetic information, marital status, pregnancy or any other protected class under applicable federal and state laws, in any college program, activity or employment. Questions or complaints regarding harassment or discrimination, including sexual harassment and sexual violence, should directed to the College s Equity Officer and Title IX Coordinator: Karan Davis, Associate Vice President of Human Resources, Equity Officer and Title IX Coordinator, 3094 Indian Circle, Marianna, FL 32446, Building A, Room 183A, , davisk@chipola.edu. 1

2 Chipola College Master Plan Goals, Objectives, and Priority Outcomes Academic Year GOAL 1: EXPAND AND MAINTAIN ACCESS Objective 1.1: Increase awareness of opportunities at Chipola College Priority Outcome 1.1.1: Increased enrollment in educational programs Priority Outcome 1.1.2: Increased student exposure to college marketing Priority Outcome 1.1.3: Increased number of dual enrollment/early admission students Objective 1.2: Minimize barriers to enrollment and completion Priority Outcome 1.2.1: Decreased average time-to-completion Priority Outcome 1.2.2: Student demographics mirror service area demographics Priority Outcome 1.2.3: Improved success rate of at-risk students Priority Outcome 1.2.4: Improved success rate of minority students Priority Outcome 1.2.5: Improved success in gateway courses Priority Outcome 1.2.6: Increased percentage of students receiving assistance from Chipola Foundation Priority Outcome 1.2.7: Student satisfaction with college services Priority Outcome 1.2.8: More student engagement in activities that support retention and completion Priority Outcome 1.2.9: Increased enrollment of students in programs not traditional for their gender Priority Outcome : Increased percentage of students using academic support services Priority Outcome : Increased percentage of students achieving 12, 24, and 36 milestone credit hours GOAL 2: ENHANCE DISTANCE LEARNING Objective 2.1: Deliver high quality online instruction Priority Outcome 2.1.1: Student satisfaction with online course experience Priority Outcome 2.1.2: Equal performance in online and on-campus courses Priority Outcome 2.1.3: Faculty prepared for online course content delivery Priority Outcome 2.1.4: All courses, regardless of delivery method, meet online content standards Priority Outcome 2.1.5: Online student access to academic and student support services Objective 2.2: Maximize online learning options Priority Outcome 2.2.1: Increased online course enrollment Priority Outcome 2.2.2: Readily accessible online courses Priority Outcome 2.2.3: Availability of online degree GOAL 3: INCREASE STUDENTS COLLEGE READINESS AND SUCCESS Objective 3.1: Maintain high quality courses and instruction Priority Outcome 3.1.1: Student satisfaction with quality of teaching Priority Outcome 3.1.2: Student satisfaction with quality of educational programs Priority Outcome 3.1.3: AA graduates have higher levels of academic proficiencies than national cohort Objective 3.2: Improve retention and completion strategies Priority Outcome 3.2.1: Increased retention rate Priority Outcome 3.2.2: Increased completion rate GOAL 4: PREPARE STUDENTS FOR CAREERS Objective 4.1: Prepare students for continued learning Priority Outcome 4.1.1: Student attainment of college-level general education competencies Priority Outcome 4.1.2: Chipola transfers outperform SUS students who transfer from other FCS colleges Priority Outcome 4.1.3: Increased employment placement and/or continuing education rate Objective 4.2: Prepare students for entry and advancement in the workplace Priority Outcome 4.2.1: AS and certificate graduates prepared to pass licensure/certification exams Priority Outcome 4.2.2: Increased number of students earning industry certifications Priority Outcome 4.2.3: Job placement rate exceeds state target Priority Outcome 4.2.4: Completers starting pay exceeds average in service area Priority Outcome 4.2.5: Student attainment of educational program learning outcomes Priority Outcome 4.2.6: Students develop clearer career goals 2

3 GOAL 5: IMPROVE CAMPUS FACILITIES AND GROUNDS Objective 5.1: Meet current and future facility needs of the college Priority Outcome 5.1.1: Facilities plan outcomes achieved Priority Outcome 5.1.2: Student satisfaction with quality of facilities Priority Outcome 5.1.3: Employee satisfaction with quality of facilities Objective 5.2: Provide employees, students, and guests an accessible, safe, and attractive environment Priority Outcome 5.2.1: Employee satisfaction with work environment Priority Outcome 5.2.2: No increase in crime statistics described in Annual Security Report Priority Outcome 5.2.3: Compliance with laws and regulations regarding facility access GOAL 6: MANAGE RESOURCES RESPONSIBLY Objective 6.1: Maintain compliance with requirements of funding entities Priority Outcome 6.1.1: Compliance with rules and regulations regarding fiscal procedures Objective 6.2: Maximize efficient use of resources Priority Outcome 6.2.1: Receipt of funds through new grants Priority Outcome 6.2.2: Increased foundation resources Priority Outcome 6.2.3: Lower than FCS average tuition and fees GOAL 7: STRENGTHEN COMMUNITY SUPPORT AND PARTNERSHIPS Objective 7.1: Increase alumni involvement Priority Outcome 7.1.1: Increased alumni association membership Objective 7.2: Increase support for academic and extra-curricular activities of college Priority Outcome 7.2.1: Strong community participation in support organizations Priority Outcome 7.2.2: Increased funds generated through community support GOAL 8: STRENGTHEN REGIONAL DEVELOPMENT Objective 8.1: Strengthen regional economy Priority Outcome 8.1.1: Workforce development services benefit area businesses Priority Outcome 8.1.2: College is viewed as having a positive impact on regional economy Priority Outcome 8.1.3: Increased number of students completing AS or certificate program Objective 8.2: Advance cultural, intellectual, physical, and social development in region Priority Outcome 8.2.1: Increased Wellness Center usage Priority Outcome 8.2.2: Increased pool usage Priority Outcome 8.2.3: Increased enrollment in health and wellness courses Priority Outcome 8.2.4: Strong attendance at cultural and sporting events Priority Outcome 8.2.5: Student satisfaction with student activities Priority Outcome 8.2.6: Student satisfaction with overall college experience GOAL 9: REMAIN A LEADING INSTITUTION IN THE FLORIDA COLLEGE SYSTEM Objective 9.1: Strategically position programs and services to meet student and service area needs Priority Outcome 9.1.1: Ranked in top 25% of FCS institutions in performance funding rankings Priority Outcome 9.1.2: Educational programs meet service area needs Priority Outcome 9.1.3: Program and institutional accreditations maintained Objective 9.2: Ensure college personnel are prepared for their roles Priority Outcome 9.2.1: Qualified support staff Priority Outcome 9.2.2: Qualified faculty Priority Outcome 9.2.3: Qualified administrators Priority Outcome 9.2.4: Personnel participate in professional development activities 3

4 Inventory of Data Graphs and Tables Multiple and varied measures are used to determine the extent to which the college is achieving its goals, objectives, and priority outcomes identified in its annual Master Plan. Results of these measures are presented in the following graphs and tables. Click on the links or conduct a word search to access specific data graphs and tables. Table of Contents GOAL 1: EXPAND AND MAINTAIN ACCESS Objective 1.1 Increase awareness of opportunities at Chipola College Priority Outcome 1.1.1: Increased enrollment in educational programs Measure Total Unduplicated Headcount: Lower Division, Noncredit, and Upper Division Measure Total FTE Enrollment AA, AS, College Credit Certificate, and Workforce Development Certificate Measure Total Unduplicated Headcount: Lower Division and Noncredit Measure Upper Division Headcount Measure AA Enrollment Measure BS Enrollment Measure AS Enrollment Measure College Credit Certificate Enrollment Measure Workforce Development Certificate Enrollment Measure Occupational and Career Program FTE Measure Enrollment of Prior-Year Public High School Graduates From District: Chipola College and Florida College System Priority Outcome 1.1.2: Increased student exposure to college marketing Measure Entering Students Reporting Having Seen or Heard College Advertisement Priority Outcome 1.1.3: Increased number of dual enrollment/early admission students Measure Dual Enrollment Headcount Table by Academic Year Measure Dual Enrollment Headcount Graph by Academic Year Measure Number of Students (Post-High School) With Prior Dual Enrollment Credits Objective 1.2: Minimize barriers to enrollment and completion Priority Outcome 1.2.1: Decreased average time to completion Measure Average Credit Hours Earned by AA and AS Graduates Measure Graduation Rates in, 1, and 20 of Normal Time to Completion: All Students Priority Outcome 1.2.2: Student demographics mirror service area demographics Measure Student and Service Area Demographics, Fall Measure Male and Female Enrollment Compared to Service Area, Fall Measure FTIC Enrollment by Race/Ethnicity Priority Outcome 1.2.3: Improved success rate of at-risk students Measure Fall-to-Fall Retention of FTIC AA or AS Degree-Seeking Students by Pell Status Measure Fall-to-Fall Retention of First-Time Student Cohort AA or AS Degree-Seeking Students by First- Generation Status* Measure Average GPA of Pell Recipients Compared to All Other Students Measure Average GPA of First-Generation Students Compared to Non First-Generation Students* Measure Percentage of Students Earning Grade C or Above in Developmental Education Courses Measure SSS Program Participant Success Rate Measure College Preparatory Retention and Success Rates, Fall 2010 through Spring 2014 (AA and AS Students), Fall 2010 through Summer 2012 (Certificate Students): Chipola College and Florida College System. 23 4

5 Measure College Preparatory Retention and Success Rates, Fall 2011 through Spring 2015 (AA and AS Students), Fall 2011 through Summer 2013 (Certificate Students): Chipola College and Florida College System. 23 Measure College Preparatory Retention and Success Rates, Fall 2012 through Spring 2016 (AA and AS Students), Fall 2012 through Summer 2014 (Certificate Students): Chipola College and Florida College System. 23 Measure College Preparatory Success Rate, Fall 2012 Cohort Tracked Through Summer 2015: Chipola College and Florida College System Measure College Preparatory Success Rate, Fall 2013 Cohort Tracked Through Summer : Chipola College and Florida College System Priority Outcome 1.2.4: Improved success rate of minority students Measure Percentage Graduates/Completers Who Are of Minority Race/Ethnicity* Measure Graduation Rates in, 1, and 20 of Normal Time to Completion: White Students.. 25 Measure Graduation Rates in, 1, and 20 of Normal Time to Completion: African American Students Measure Fall-to-Fall Retention of First-Time-in-College AA and AS Degree-Seeking Students by Race Measure Success Rate* of AA, AS, and Certificate Degree-Seeking Students by Race Measure College Preparatory Retention and Success by Race, Fall 2010 Through Spring 2014 (AA and AS Students), Fall 2010 Through Summer 2012 (Certificate Students) Measure College Preparatory Retention and Success by Race, Fall 2011 Through Spring 2015 (AA and AS Students), Fall 2011 Through Summer 2013 (Certificate Students) Measure College Preparatory Retention and Success by Race, Fall 2012 Through Spring 2016 (AA and AS Students), Fall 2012 Through Summer 2014 (Certificate Students) Measure College Preparatory Success Rate by Race, Fall 2011 Cohort Tracked Through Summer Measure College Preparatory Success Rate by Race, Fall 2012 Cohort Tracked Through Summer Measure College Preparatory Success Rate by Race, Fall 2013 Cohort Tracked Through Summer Measure Retention and Success: Lower Division Students, Fall 2010 Through Spring 2014 (Associate Degree Students) and Fall 2010 Through Summer 2011 (Certificate Students) by Ethnicity Measure Retention and Success: Chipola College Lower Division Students, Fall 2011 Through Spring 2015 (Associate Degree Students) and Fall 2011 Through Summer 2012 (Certificate Students) by Ethnicity Measure Retention and Success: Chipola College Lower Division Students, Fall 2012 Through Spring 2016 (Associate Degree Students) and Fall 2012 Through Summer 2013 (Certificate Students) by Ethnicity Priority Outcome 1.2.5: Improved success in gateway courses Measure Percentage Earning C or Above in Gateway Courses Measure Percentage Earning Grade C or Above in Individual Gateway Courses Measure Percentage Dropping Out* of Individual Gateway Courses Priority Outcome 1.2.6: Increased percentage of students receiving assistance from Chipola Foundation Measure Number of Foundation Scholarships Awarded Measure Foundation Scholarships Awarded as a Percentage of Student Enrollment Priority Outcome 1.2.7: Student satisfaction with college services Measure CCSSE Mean Response: Satisfaction With Peer or Other Tutoring Services Measure CCSSE Mean Response: Degree to Which Chipola Provides Support Needed for Success in College Measure CCSSE Mean Response: Degree to Which Chipola Helps Students Cope With Non-Academic Responsibilities Measure CCSSE Mean Response: Degree to Which Chipola Provides Students Support Needed to Thrive Socially Measure CCSSE Mean Response: Degree to Which Chipola Provides Financial Support Needed to Afford Education

6 Measure CCSSE Mean Response: Quality of Relationship With Administrative Personnel and Offices Measure GSS Mean Response: Student Satisfaction With Academic Advising by College Advisors Measure GSS Mean Response: Student Satisfaction With Academic Advising by Faculty Measure GSS Mean Response: Student Satisfaction With Admissions Office Measure GSS Mean Response: Student Satisfaction With Bookstore Measure GSS Mean Response: Student Satisfaction With Business Office Measure GSS Mean Response: Student Satisfaction With Cafeteria Measure GSS Mean Response: Student Satisfaction With Computer Labs Measure GSS Mean Response: Student Satisfaction With Disability Services Measure GSS Mean Response: Student Satisfaction With Financial Aid Office Measure GSS Mean Response: Student Satisfaction With Grievance Process Measure GSS Mean Response: Student Satisfaction With Library Measure GSS Mean Response: Student Satisfaction With Library Technology Center Measure GSS Mean Response: Student Satisfaction With Testing Center Measure GSS Mean Response: Student Satisfaction With Smarthinking Online Tutoring Measure GSS Mean Response: Student Satisfaction With ACE Measure GSS Mean Response: Student Overall Satisfaction With Services Measure GSS Response: Student Satisfaction With Quality of Overall Services Priority Outcome 1.2.8: More student engagement in activities that promote retention and completion Measure CCSSE Mean Response: Number of Hours Spent Preparing for Classes Measure CCSSE Mean Response: Degree to Which Chipola Emphasizes Significant Time Studying Measure CCSSE Mean Response: Quality of Relationship With Instructors Measure CCSSE Mean Response: Frequency of Skipping Classes Measure CCSSE Benchmark Scores: Active and Collaborative Learning Measure CCSSE Benchmark Scores: Student Effort Measure CCSSE Benchmark Scores: Academic Challenge Measure CCSSE Benchmark Scores: Student-Faculty Interaction Measure CCSSE Benchmark Scores: Support for Learners Measure Library Traffic Count Measure Library Circulation Priority Outcome 1.2.9: Increased enrollment of students in programs not traditional for their gender Measure Nontraditional (Gender) Enrollment in Technical Education Programs Priority Outcome : Increased percentage of students using academic support services Measure CCSSE Mean Response: Frequency of Using Academic Advising/Planning Services Measure CCSSE Mean Response: Frequency of Using Peer or Other Tutoring Services Measure Percentage of Students Served by ACE Measure Number of Students Served by ACE Priority Outcome Increased percentage of students achieving 12, 24, and 36 milestone credit hours Measure Percentage Students Without Dual Enrollment Credits Who Achieved 12, 24, and 36 Milestone Credit Hours During First 1.5 Years of Enrollment GOAL 2: ENHANCE DISTANCE LEARNING Objective 2.1 Deliver high quality online instruction Priority Outcome 2.1.1: Satisfaction with online course experience Measure Student Satisfaction With Quality of Online Courses Measure Fall 2016 Evaluation Results of the Same Courses Taught On-Campus and Online Measure Spring 2017 Evaluation Results of the Same Courses Taught On-Campus and Online Priority Outcome 2.1.2: Equal performance in online and on-campus courses

7 Measure Grade Distributions in On-Campus and Online Courses, FA14 and SP Measure Grade Distributions in On-Campus and Online Courses, FA15 and SP Measure Grade Distributions in On-Campus and Online Courses, FA16 and SP Priority Outcome 2.1.3: Faculty prepared for online course content delivery Measure Percentage Online Faculty Completing Online Course Training Priority Outcome 2.1.4: All courses, regardless of delivery method, meet online content standards Measure Percentage Online Courses Meeting LMS Proficiency Standards Priority Outcome 2.1.5: Online student access to academic and student support services Measure Student Satisfaction With Smarthinking Online Tutoring* Measure Student Satisfaction With Access to Help Services for Online Courses* Measure Student Satisfaction With Help From Canvas Technical Support * Measure Student Satisfaction With Access to Help From Online Instructors* Objective 2.2: Maximize online learning options Priority Outcome 2.2.1: Increased online course enrollment Measure Online Course Headcount Measure Percentage Enrolled in Online Course Priority Outcome 2.2.2: Readily accessible online courses Measure Percentage Online Courses Posted to Canvas First Day of Semester Priority Outcome 2.2.3: Availability of online degree Measure Online Degrees Available From Chipola College GOAL 3: INCREASE COLLEGE READINESS AND SUCCESS Objective 3.1: Maintain high quality courses and instruction Priority Outcome Student satisfaction with quality of teaching Measure Student Satisfaction With Quality of Teaching Measure CCSSE Mean Response: Course Exams Challenged Students to Do Their Best Work Measure Fall 2016 Course Evaluations: Off-Campus Dual Enrollment Courses and All Courses Measure Spring 2017 Course Evaluations: Off-Campus Dual Enrollment Courses and All Courses Priority Outcome Student satisfaction with quality of educational programs Measure Graduates Mean Satisfaction Rating With Program of Study* Priority Outcome AA graduates have higher levels of academic proficiencies than national cohort Measure CAAP Scores Table Measure CAAP Test Score Graphs Measure CAAP Score Mean Comparisons, AY13 AY Objective 3.2: Improve retention and completion strategies Priority Outcome 3.2.1: Increased retention rate Measure Fall-to-Fall Retention Rates by Full-Time and Part-Time Status Measure Fall-to-Fall Retention Rates: All Students Measure Fall-to-Fall Retention Rates: Non-Graduating Degree-Seeking Students With and Those Without Prior Off-Campus Dual Enrollment Credits Measure Percentage Graduates Reporting Dropping Out or Stopping Out Priority Outcome 3.2.2: Increased completion rate Measure Number of Graduates/Completers Measure Graduation Rates in, 1, and 20 of Normal Time to Completion: All Students Measure Nontraditional (Gender) Completion Rate in Technical Education Programs Measure Number of AA Degree Program Completers Measure Number of AS Degree Program Completers Measure Number of Certificate Program Completers

8 Measure Number of BS Degree Program Completers GOAL 4: PREPARE STUDENTS FOR CAREERS Objective 4.1: Prepare students for continued learning Priority Outcome 4.1.1: Student attainment of college-level general education competencies Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Social and Behavioral Sciences Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Natural Sciences Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Mathematics Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Communications Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Humanities Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Technology Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Social and Behavioral Sciences Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Natural Sciences Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Mathematics Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Communications Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Humanities Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Technology Measure CCSSE Mean Response: Degree to Which Educational Experience Contributed to Acquiring a Broad General Education Measure Student Self-Reporting of College-Level Competency Attainment Measure SP16 Student Self-Reporting of College-Level Competency Attainment Measure SP17 Student Self-Reporting of College-Level Competency Attainment Measure CCSSE Mean Response: Chipola Experience Contributed to Writing Skills Measure CCSSE Mean Response: Chipola Experience Contributed to Speaking Skills Measure CCSSE Mean Response: Chipola Experience Contributed to Critical Thinking Skills Measure CCSSE Mean Response: Chipola Experience Contributed to Numerical Problem Solving Skills. 75 Measure CCSSE Mean Response: Chipola Experience Contributed to Ability to Use Computing and Information Technology Measure CCSSE Mean Response: Chipola Experience Contributed to Ability to Learn on Own Measure CCSSE Mean: Student Rating of Contribution to Ability to Understand Other Races and Ethnicities Measure CCSSE Mean: Student Rating of Contribution to Developing a Personal Code of Values and Ethics Priority Outcome 4.1.2: Chipola transfers outperform SUS students who transfer from other FCS colleges Measure Cumulative GPA Comparisons: Chipola and Other College SUS Transfer Students Priority Outcome 4.1.3: Increased employment placement and/or continuing education rate Measure AS and Certificate Completer Job Placement Rates Measure Program Leavers Job Placement

9 Measure Career and Technical Education Completers in Related Work, Continuing Education, or Military Service Measure Career and Technical Education Leavers in Related Work, Continuing Education, or Military Service Objective 4.2: Prepare students for entry and advancement in the workplace Priority Outcome 4.2.1: AS and certificate graduates prepared to pass licensure/certification exams Measure EMT Licensure Exam Pass Rate Measure CNA Licensure Exam Pass Rate Measure CNA Pass Rate by Exam Section Measure NCLEX-PN Chipola College Licensure Exam Pass Rate Measure NCLEX-PN Pass Rates: Chipola College, Florida, National Measure NCLEX-RN Pass Rate Measure NCLEX-RN Pass Rates: Chipola College, Florida, National Measure Paramedic Licensure Exam Pass Rate Measure Correctional Office Licensure Exam Pass Rate Measure Law Enforcement Officer Licensure Exam Pass Rate Measure Firefighter Licensure Exam Pass Rate Measure Cosmetology Licensure Exam Pass Rate Measure Florida Teacher Certification Exam Professional Exam Measure Florida Teacher Certification Exam Subject Area Exam Measure Florida Teacher Certification Exam General Knowledge Exam Measure Cumulative Licensure/Certification Exam Pass Rate Measure Licensures and Industry Certifications in Career Programs Measure CCSSE Response: Contribution to Development Related to Acquiring a Job or Work-Related Knowledge and Skills Priority Outcome 4.2.2: Increased number of students earning industry certifications Measure Number of Fundable Industry Certifications Received by Chipola Students* Priority Outcome 4.2.3: Job placement exceeds state target Measure Job Placement Rate of Workforce Development Certificate Completers Compared to State Target Measure Job Placement Rate of College Credit Certificate Completers Compared to State Target Priority Outcome 4.2.4: Completers starting pay exceeds average in service area Measure Completers Entry-Level Average Wages Compared to Service Area Priority Outcome 4.2.5: Student attainment of educational program learning outcomes Measure Percentage Earning C or Higher in General Education Courses Measure Grade Distributions: All Credit Courses Measure Percentage Earning C or Higher in Credit Courses Measure SP16 Graduating Students Self-Reporting of Personal Competency Attainment* Measure SP17 Graduating Students Self-Reporting of Personal Competency Attainment* Priority Outcome 4.2.6: Students develop clearer career goals Measure CCSSE Percentages: Chipola Experience Contributed to Developing Clearer Career Goals Measure CCSSE Response: Gain Information About Career Opportunities Measure CCSSE Response: Talked About Career Plans With Instructor or Advisor Measure CCSSE Response: Frequency of Using Career Counseling Services Measure CCSSE Response: Satisfaction With Career Counseling Services Measure CCSSE Response: Importance of Career Counseling Service to Students Measure GSS Response: Extent to Which Chipola Helped Graduates Establish Their Career Goals*

10 GOAL 5: IMPROVE CAMPUS FACILITIES AND GROUNDS Objective 5.1: Meet current and future facility needs of college Priority Outcome 5.1.1: Facilities plan outcomes achieved Measure Work Order Requests Measure Capital Improvement Plan Funding Requests Measure Capital Improvement Legislative Appropriations Measure Parking Spaces Measure Computer and Technology Capacity and Expenditures Priority Outcome 5.1.2: Student satisfaction with quality of facilities Measure Student Satisfaction With Condition Classrooms* Measure Student Satisfaction With Laboratory/Training Areas * Measure Student Satisfaction With Computer Labs Priority Outcome 5.1.3: Employee satisfaction with quality of facilities Measure Employee Rating of Physical Plant Objective 5.2: Provide employees, students, and guests an accessible, safe, and attractive environment Priority Outcome 5.2.1: Employees satisfied with work environment Measure Employee Response: Chipola is a Good Place to Work Priority Outcome 5.2.2: No increase in crime statistics described in Annual Security Report Measure Crime Statistics in Annual Security Report Priority Outcome 5.2.3: Compliance with laws and regulations regarding facility access Measure FLDOE OCR Compliance Review GOAL 6: MANAGE RESOURCES RESPONSIBLY Objective 6.1: Maintain compliance with requirements of funding entities Priority Outcome 6.1.1: Compliance with fiscal rules and regulations Measure Budget Fund Balance as Percentage of Budget Measure End-of-Year Budgeted Fund Balance Measure Program Viability Review Results Measure Summary of Report on Reports on Financial Statements and Internal Control and Compliance Objective 6.2: Maximize efficient use of resources Priority Outcome 6.2.1: Receipt of funds through new grants Measure Grant Proposal Submissions and Status Priority Outcome 6.2.2: Increased Foundation Resources Measure Chipola College Foundation Net Assets, FY16 and FY Priority Outcome 6.2.3: Lower than FCS average tuition and fees Measure Tuition and Fees Comparison to FCS Average: Lower-Level Courses Measure Tuition and Fees Comparison to FCS Average: Upper-Level Courses GOAL 7: STRENGTHEN COMMUNITY SUPPORT AND PARTNERSHIPS Objective 7.1: Increase alumni involvement Priority Outcome 7.1.1: Increased alumni association membership Measure Alumni Association Status Objective 7.2: Increase support for academic and extra-curricular activities of college Priority Outcome 7.2.1: Strong community participation in support organizations Measure Support Organization Membership Numbers Measure Total Participants in College Community Support Organizations

11 Priority Outcome 7.2.2: Increased funds generated through community support Measure Chipola College Foundation Cash and Securities Contributions GOAL 8: STRENGTHEN REGIONAL DEVELOPMENT Objective 8.1: Strengthen regional economy Priority Outcome 8.1.1: Workforce development services benefit area businesses Measure FTE in Advanced and Professional Course FTE Measure Participant Satisfaction With Workforce Development Services Measure Employer/Organization Leader Satisfaction With Workforce Development Services Measure Continuing Education/Other Workforce and Economic Development Services Provided Priority Outcome 8.1.2: College is viewed as having a positive impact on regional economy Measure Percentage Advisory Committee Members Reporting Chipola Has Positive Impact on Regional Economy Priority Outcome 8.1.3: Increased number of students completing AS or certificate programs Measure Number of Career Program Graduates/Completers Objective 8.2: Advance cultural, intellectual, physical, and social development in region Priority Outcome 8.2.1: Increased wellness center usage Measure Number of Wellness Center Patrons Priority Outcome 8.2.2: Increased pool usage Measure Swimming Pool Revenue (September 1 August 31) Priority Outcome 8.2.3: Increased enrollment in health and wellness courses Measure Enrollment in Health and Wellness Courses Priority Outcome 8.2.4: Strong attendance at cultural and sporting events Measure Attendance at Artist Series Events Measure Attendance at Theatrical Events Measure Basketball Attendance Priority Outcome 8.2.5: Satisfaction with student activities Measure Graduates Mean Satisfaction Rating of Student Activities Priority Outcome 8.2.6: Student satisfaction with overall college experience Measure Graduates Mean Satisfaction Rating of Overall Educational Experience Measure Percentage of Students Who Would Recommend Chipola College Measure CCSSE Mean: Student Rating of Educational Experience GOAL 9: REMAIN A LEADING INSTITUTION IN THE FLORIDA COLLEGE SYSTEM Objective 9.1: Strategically position programs and services to meet student and service area needs Priority Outcome 9.1.1: Ranked in top 25% of FCS institutions in performance funding rankings Measure Performance Funding Category, Priority Outcome 9.1.2: Educational programs meet service area needs Measure CCSSE Response: Contribution to Ability to Work Effectively With Others Measure Career Program Alignment With Occupational Demand Projections Priority Outcome 9.1.3: Program and institutional accreditations maintained Measure Program Accreditations Measure SACSCOC Institutional Accreditation Objective 9.2: Ensure college personnel are prepared for their roles Priority Outcome 9.2.1: Qualified support staff Measure Assurances for Qualified Staff Measure Annual Performance Evaluation Analysis: Career Employees Measure Annual Performance Evaluation Analysis: Other Professionals

12 Priority Outcome 9.2.2: Qualified faculty Measure Percentage of 3000 and 4000 Level Baccalaureate Degree Elementary Education Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Measure Percentage of 3000 and 4000 Level Baccalaureate Degree Exceptional Student Education Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Measure Percentage of 3000 and 4000 Level Baccalaureate Degree English Education Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Measure Percentage of 3000 and 4000 Level Baccalaureate Degree Middle School Mathematics Education Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Measure Percentage of 3000 and 4000 Level Baccalaureate Degree Middle School Science Education Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Measure Percentage of 3000 and 4000 Level Baccalaureate Degree Secondary Mathematics Education Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Measure Percentage of 3000 and 4000 Level Baccalaureate Degree Secondary Biology Education Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Measure Percentage of 3000 and 4000 Level Baccalaureate Degree Business Administration Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Measure Percentage of 3000 and 4000 Level Baccalaureate Degree Nursing Course Credit Hours Taught by Faculty Members Holding In-Field Doctoral Degree, AY Priority Outcome 9.2.3: Qualified administrators Measure Administrative and Academic Officers Qualifications Documented by Human Resources Division, Measure Annual Performance Evaluation Analysis: Administrators Priority Outcome 9.2.4: Personnel participate in professional development activities Measure Travel Expenditures Measure Staff and Program Development Committee Expenditures MISCELLANEOUS COLLEGE, DEPARTMENT, AND PROGRAM DATA General Enrollment Measure GE1 Course Enrollments of Full-Time and Part-Time Credit Hour Students Measure GE2 Full-Time and Part-Time Student Enrollment (Unduplicated Headcount) Measure GE3 Percentage of Full-Time and Part-Time Student Enrollment (Unduplicated Headcount) Measure GE4 Enrollment by Disability (Prior to ) Measure GE5 Enrollment by Disability ( and After) Measure GE6 Admission Applicant Acceptance Rate Faculty Measure F1 Contact Hours Taught by Full-Time and Part-Time Faculty Measure F2 Credit Hours Taught by Full-Time and Part-Time Faculty Measure F3 Clock Hours Taught by Full-Time and Part-Time Faculty Testing Center Measure TC1 Summary of Annual Testing Services Dual Enrollment Measure DE1 Off-Campus Dual Enrollment Course Grade Distributions Compared to Same Courses on Campus, FA Measure DE2 Off-Campus Dual Enrollment Course Grade Distributions Compared to Same Courses on Campus, SP Measure DE3 Off-Campus Dual Enrollment Course Grade Distributions Compared to Same Courses on Campus, FA

13 Measure DE4 Off-Campus Dual Enrollment Course Grade Distributions Compared to Same Courses on Campus, SP Measure DE5 Final Grade Comparisons: Students With and Students Without Dual Enrollment Credits, FA Measure DE6 Three-Year Graduation Rate: First-Time Student Cohort Degree-Seeking Full-Time Students With Prior Off-Campus Dual Enrollment Credits and Those Without Prior Off-Campus Dual Enrollment Credits* Job Placement Services Measure JP1 Frequency of Using Job Placement Assistance Services Measure JP2 CCSSE Response: Satisfaction With Job Placement Assistance Services Measure JP3 CCSSE Response: Importance of Job Placement Assistance Service to Students Library Measure L1 Annual Library Attendance Building Entrance Gate Count Measure L2 Annual Non-Salary Library Expenditures and Average Expenditures Per FTE Measure L3 Annual Library Circulation Measure L4 Use of Library Electronic Resources Measure L5 Digital/Electronic Library Databases Measure L6 Physical and Electronic Library Collections Measure L7 Library and Learning/Information Resources and Services Measure L8 Employee Satisfaction With Library Financial Aid Measure FA1 Federal Financial Aid Program Disbursements Measure FA2 State Financial Aid Program Disbursements Financial Measure FIN1 Proportional Expenditures of Funds Table Measure FIN2 Proportional Expenditure of Funds Graph Measure FIN3 Proportional Expenditures of Operating Funds Table Measure FIN4 Proportional Expenditures of Operating Funds Graph Measure FIN5 Proportional Expenditure of Operating Funds on Personnel Measure FIN6 Annual Instructional Cost Analysis by Function

14 Goal 1: Expand and Maintain Access Objective 1.1 Increase awareness of opportunities at Chipola College Priority Outcome 1.1.1: Increased enrollment in educational programs Measure Total Unduplicated Headcount: Lower Division, Noncredit, and Upper Division Total Unduplicated Headcount: Lower Division, Noncredit, and Upper Division Source: Chipola College Office of Information Systems (M. Stone). Report: #UNDUPCNT Measure Total FTE Enrollment AA, AS, College Credit Certificate, and Workforce Development Certificate Total FTE Enrollment - AA, AS, College Credit Certificate, Workforce Development Certificate Source: Chipola College Office of Information Systems (M. Stone). Report: FTCOLFF Measure Total Unduplicated Headcount: Lower Division and Noncredit 3500 Unduplicated Headcount: Lower Division and Noncredit Source: Chipola College Office of Information Systems (M. Stone). Report: #UNDUPCNT 14

15 Measure Upper Division Headcount 300 Total Unduplicated Headcount: Upper Division Source: Chipola College Office of Information Systems (M. Stone). Report: #UNDUPCNT Measure AA Enrollment Associate in Arts Degree Program Enrollment Source: Chipola College Office of Information Systems (M. Stone). Report: MAJOR_LIST_HUGHES Measure BS Enrollment Bachelor of Science Degree Program Enrollment Source: Chipola College Office of Information Systems (M. Stone). Report: MAJOR_LIST_HUGHES 15

16 Measure AS Enrollment Associate in Science Degree Program Enrollment Source: Chipola College Office of Information Systems (M. Stone). Report: MAJOR_LIST_HUGHES Measure College Credit Certificate Enrollment 100 College Credit Certificate Program Enrollment Source: Chipola College Office of Information Systems (M. Stone). Report: MAJOR_LIST_HUGHES Measure Workforce Development Certificate Enrollment 500 Workforce Development Certificate Program Enrollment Source: Chipola College Office of Information Systems (M. Stone). Report: MAJOR_LIST_HUGHES 16

17 Measure Occupational and Career Program FTE Occupational and Career Program FTE Source: Chipola College Office of Information Systems (M. Stone). Enrollment Report: FA-4 Measure Enrollment of Prior-Year Public High School Graduates From District: Chipola College and Florida College System Enrollment of Prior-Year High School Graduates From Service Area (Latest Available Data) 36% 34% 35% 33% 32% 33% Chipola College Florida College System Sources: FLDOE, PK-20 Education Reporting and Accessibility (PERA), M1P1 07/01/2014, 08/03/2015, 06/08/2016; S:\Accountability\2016\Draft Data, 11/13/2017. Student database enrollment is limited to prior-year public high school graduates from the college service area (district). Priority Outcome 1.1.2: Increased student exposure to college marketing Measure Entering Students Reporting Having Seen or Heard College Advertisement Percentage Entering Students Reporting Having Seen or Heard College Advertisement 65% 61% 72% 7 76% 68% Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Entering Student Survey 17

18 Priority Outcome 1.1.3: Increased number of dual enrollment/early admission students Measure Dual Enrollment Headcount Table by Academic Year Dual Enrollment Program Data Year No. High Schools Unduplicated Student Headcount Total Course Enrollment (Duplicated) , , , , , , , , , , , ,383 Source: MIS Reports: Infomaker Report DUAL_ENR_EARLY_ADM_DUP, DUAL_ENR_EARLY_ADM_UNDUP (M. Stone) Notes: (1) Program error discovered; data corrected 12/11/06. (2) Early admission students are considered dual enrollment students. Measure Dual Enrollment Headcount Graph by Academic Year Unduplicated Headcount of Dual Enrollment Students Source: MIS Reports: Infomaker Report DUAL_ENR_EARLY_ADM_DUP, DUAL_ENR_EARLY_ADM_UNDUP (M. Stone) Note: Early admission students are considered dual enrollment students. Measure Number of Students (Post-High School) With Prior Dual Enrollment Credits Number of Students (Post-High School) Enrolled With Prior Dual Enrollment Credits Fall 2015 Fall 2016 Fall 2017 Sources: Chipola College Information Systems Division (trmfile d20154 d161017, trmfile d20164 d171115, trmfile d20174 d171107) (Stone). Note: Early admission students are considered dual enrollment students. 18

19 Objective 1.2: Minimize barriers to enrollment and completion Priority Outcome 1.2.1: Decreased average time to completion Measure Average Credit Hours Earned by AA and AS Graduates Average Credit Hours Accumulated at Time of Graduation AA Graduates AS Graduates Source: Chipola College Office of Information Systems. Report: Infomaker - #GPDHOURS Measure Graduation Rates in, 1, and 20 of Normal Time to Completion: All Students Graduation Rates in, 1, and 20 of Normal Time for Award Completion First-Time-in-College Degree- or Certificate-Seeking Students: All Students 49% 51% 53% 47% 47% 32% 33% 32% 28% Entered Fall 2010 Entered Fall 2011 Entered Fall 2012 Entered Fall 2013 of Normal Time 1 of Normal Time 20 of Normal Time Source: FLDOE, FCS graduation rates in PK-20 data portal ( The graduation rate is calculated from the percentage of students who complete a program within, 1 or 20 of the normal time for completion of that program of study. For example, an Associate of Arts (AA) degree normally takes two years to complete. For the 1 graduation rate, a student who completes the AA degree in three years or less is counted as a completion. The report uses data from the fall term enrollment cohort, as reported to the Integrated Postsecondary Education Data System (IPEDS). IPEDS defines the cohort as full time degree/certificate seeking undergraduate students who are enrolled in college for the first time after graduating from high school. The cohort is based on enrollments at the beginning of the fall term in which a student is first enrolled in college, and it includes students who were enrolled in the summer term prior to their initial fall term. Students are removed from the cohort due to death or service in the armed forces, including those called to active duty. Measures presented in this graph were obtained through the PK-20 data portal (Florida College System Graduation Rates) on

20 Priority Outcome 1.2.2: Student demographics mirror service area demographics Measure Student and Service Area Demographics, Fall 2016 Fall 2016 Student Enrollment and 2015 Service Area Population Estimates % 15.2% 18.6% 3.9% 4.2% 4.5% 2.1% 6.3% 1.3% Black Hispanic or Latino White Two or More Races Other Chipola College Enrollment Service Area Sources: Chipola College Information Systems Division (trmfile d20164 d161206), US Census Bureau (factfinder.census.gov) Measure Male and Female Enrollment Compared to Service Area, Fall 2016 Fall 2016 Student Enrollment and 2015 Service Area Population Estimates Male Female Chipola College Enrollment Service Area Population Sources: Chipola College Information Systems Division (trmfile d20164 d161206), US Census Bureau (factfinder.census.gov) Measure FTIC Enrollment by Race/Ethnicity 57% 61% 24% 25% 19% 14% Fall 2016 Fall 2017 Black White Other Races/Mixed Races Source: trmfile d20144 d151022', trmfile d20154 d161017, trmfile d20164 d

21 Priority Outcome 1.2.3: Improved success rate of at-risk students Measure Fall-to-Fall Retention of FTIC AA or AS Degree-Seeking Students by Pell Status 48% 47% 54% 6 47% 53% Student in FA14 & Returned in FA15 Pell Recipients Student in FA15 & Returned in FA16 Non-Pell Recipients Student in FA16 & Returned in FA17 Source: Chipola Office of Information Systems (M. Stone): trmfile d20114 d150401, trmfile d20114 d150401, trmfile d20124 d151022', trmfile d20134 d151022', trmfile d20144 d151022', trmfile d20154 d161017, trmfile d20164 d Measure Fall-to-Fall Retention of First-Time Student Cohort AA or AS Degree-Seeking Students by First- Generation Status* 49% 54% Student in FA16 & Returned in FA17 First-Generation Students Non-First Generation Students Source: Chipola Office of Information Systems trmfile d20164 d (M. Stone) Note: First generation = student reported that neither parent completed an associate degree or higher; does not include students who reported parents education status as unknown or those who did not respond. *For purposes of this measure, first-time student cohort is defined as first time enrolled at Chipola College following completion of secondary education (includes students with and without prior dual enrollment credits). Measure Average GPA of Pell Recipients Compared to All Other Students Average GPA of Pell Recipients Compared to All Other Students Pell Recipients All Others Source: Chipola College Chipola College Office of Information Systems, Infomaker PB5_LIST_WITH_GPA (Stone) 21

22 Measure Average GPA of First-Generation Students Compared to Non First-Generation Students* Average GPA of First-Generation Students Compared to Non First-Generation Students First-Generation Students Non First-Generation Students Source: Chipola College Chipola College Office of Information Systems, Infomaker PB5_LIST_WITH_GPA (Stone) *Does not include students for whom first-generation status is not known. Measure Percentage of Students Earning Grade C or Above in Developmental Education Courses Percentage of Students Earning Grade C or Above in Developmental Education Courses 87% 87% 79% 69% 72% 62% 65% 66% 7 75% 65% 69% 57% 48% 48% 25% Developmental Mathematics Developmental Reading Developmental English Source: Chipola College Office of Information Systems (Dev MAT REA ENC AY ) Measure SSS Program Participant Success Rate Success Rate of Student Support Services Program Participants (End of SP17) 97% 98% 97% 99% 99% 99% 93% 97% 81% 84% 82% 85% 75% 69% 58% 57% 47% 25% Persistence Rate Good Academic Standing Graduation Rate Graduation & Transfer Rate Source: SSS Program Office (K. Mosley) Per K. Mosley on 11/14/17, she will have data the first week of December; the report is due to USDOE in February,

23 Measure College Preparatory Retention and Success Rates, Fall 2010 through Spring 2014 (AA and AS Students), Fall 2010 through Summer 2012 (Certificate Students): Chipola College and Florida College System 80.8% 84.8% 75% 54.8% 65.1% 25% 38.4% 33.2% Graduated 13.7% 27.6% Enrolled in Good Standing 2.7% 4.3% Enrolled Not in Good Standing 28.8% 24. Left in Good Standing Retention Rate Success Rate Chipola College FCS Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 2 (S:\Accountability\2015), 08/25/2014 Measure College Preparatory Retention and Success Rates, Fall 2011 through Spring 2015 (AA and AS Students), Fall 2011 through Summer 2013 (Certificate Students): Chipola College and Florida College System 88.9% % 65.9% 57.1% 25% 36.5% 33.4% 28.1% 17.5% 3.2% 4.4% 34.9% 23.4% Graduated Enrolled in Good Standing Enrolled Not in Good Standing Left in Good Standing Retention Rate Success Rate Chipola College Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 2 (S:\Accountability\2016), 08/13/2015 FCS Measure College Preparatory Retention and Success Rates, Fall 2012 through Spring 2016 (AA and AS Students), Fall 2012 through Summer 2014 (Certificate Students): Chipola College and Florida College System 80.8% 75% % 39.7% 14.1% 5.1% 26.9% Graduated Enrolled in Good Standing Enrolled Not in Good Standing Left in Good Standing Retention Rate Success Rate Chipola College FCS* Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 2 (S:\Accountability\2016), 09/15/2017 *Note: FCS data unavailable as of 11/14/

24 Measure College Preparatory Success Rate, Fall 2012 Cohort Tracked Through Summer 2015: Chipola College and Florida College System 75% 80.9% 81.7% 71.9% 65.4% 73.7% % Developmental Developmental Developmental Reading Chipola College Writing FCS Mathematics Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 1 (S:\Accountability\2015\College Prep Rate Success Report), 08/19/2015 Measure College Preparatory Success Rate, Fall 2013 Cohort Tracked Through Summer : Chipola College and Florida College System 75% 77.8% % 62.7% 69.9% 53.9% 25% Developmental Reading Developmental Writing Developmental Mathematics Chipola College FCS Source: FLDOE, PK-20 Education Reporting and Accessibility (PERA), M4P1 11/22/2016 ( (current as of 11/14/2017) Priority Outcome 1.2.4: Improved success rate of minority students Measure Percentage Graduates/Completers Who Are of Minority Race/Ethnicity* % Graduates/Completers of AA, AS, and Certificate Programs Who Are of Minority Race/Ethnicity 22% 21% Percentage Minority Graduates/Completers Source: Chipola College Annual Equity Report (Davis). Note: Updated data for the academic year are unavailable until the following spring; data are provided by FLDOE. *African American, Hispanic, Other 24

25 Measure Graduation Rates in, 1, and 20 of Normal Time to Completion: White Students Graduation Rates in, 1, and 20 of Normal Time for Award Completion First-Time-in-College Degree- or Certificate-Seeking Students: White Students 75% 53% 55% 57% 53% 55% 51% 54% 38% 37% 37% 33% 25% Entered Fall 2010 Entered Fall 2011 Entered Fall 2012 Entered Fall 2013 of Normal Time 1 of Normal Time 20 of Normal Time Source: FLDOE, FCS graduation rates in PK-20 data portal ( The graduation rate is calculated from the percentage of students who complete a program within, 1 or 20 of the normal time for completion of that program of study. For example, an Associate of Arts (AA) degree normally takes two years to complete. For the 1 graduation rate, a student who completes the AA degree in three years or less is counted as a completion. The report uses data from the fall term enrollment cohort, as reported to the Integrated Postsecondary Education Data System (IPEDS). IPEDS defines the cohort as full time degree/certificate seeking undergraduate students who are enrolled in college for the first time after graduating from high school. The cohort is based on enrollments at the beginning of the fall term in which a student is first enrolled in college, and it includes students who were enrolled in the summer term prior to their initial fall term. Students are removed from the cohort due to death or service in the armed forces, including those called to active duty. Measures presented in this graph were obtained through the PK-20 data portal (Florida College System Graduation Rates) on Measure Graduation Rates in, 1, and 20 of Normal Time to Completion: African American Students Graduation Rates in, 1, and 20 of Normal Time for Award Completion First-Time-in-College Degree- or Certificate-Seeking Students: African American Students 75% 25% 13% 29% 35% 34% 36% 38% 38% 23% 18% 8% 24% Entered Fall 2010 Entered Fall 2011 Entered Fall 2012 Entered Fall 2013 of Normal Time 1 of Normal Time 20 of Normal Time Source: FLDOE, FCS graduation rates in PK-20 data portal ( The graduation rate is calculated from the percentage of students who complete a program within, 1 or 20 of the normal time for completion of that program of study. For example, an Associate of Arts (AA) degree normally takes two years to complete. For the 1 graduation rate, a student who completes the AA degree in three years or less is counted as a completion. The report uses data from the fall term enrollment cohort, as reported to the Integrated Postsecondary Education Data System (IPEDS). IPEDS defines the cohort as full time degree/certificate seeking undergraduate students who are enrolled in college for the first time after graduating from high school. The cohort is based on enrollments at the beginning of the fall term in which a student is first enrolled in college, and it includes students who were enrolled in the summer term prior to their initial fall term. Students are removed from the cohort due to death or service in the armed forces, including those called to active duty. Measures presented in this graph were obtained through the PK-20 data portal (Florida College System Graduation Rates) on

26 Measure Fall-to-Fall Retention of First-Time-in-College AA and AS Degree-Seeking Students by Race 54% 47% 65% 55% 43% 44% Student in FA14 Returned in FA15 Student in FA15 Returned in FA16 Student in FA16 Returned in FA17 African American Source: Chipola Office of Information Systems: trmfile d20114 d150401, trmfile d20114 d150401, trmfile d20124 d151022', trmfile d20134 d151022', trmfile d20144 d151022', trmfile d20154 d White Measure Success Rate* of AA, AS, and Certificate Degree-Seeking Students by Race 86% 89% 87% 89% 87% 88% 76% 75% 79% 78% FA08 - SP12 FA09 - SP13 FA10 - SP14 FA11 - SP15 FA12 - SP16 African American White Source: Florida College System Accountability Outcome Measure 1 Part 2 (PERA-M1P2), Years 2012, 2013, 2014, 2015, 2016 *Success rate as defined by Florida College System relative to accountability outcome measures: FTIC students from fall who took an entry level test [if applicable], achieved 9 (PSVC, ATD) or 18 (AA, AS, AAS) credit hours by the following summer term (PSVC, ATD) or the fourth following spring term (AA, AS, AAS) and were seeking a degree or certificate award. Success rate = percentage of cohort that graduated, remain enrolled in good standing, or left in good standing. This information was current as of 11/14/2017. Measure College Preparatory Retention and Success by Race, Fall 2010 Through Spring 2014 (AA and AS Students), Fall 2010 Through Summer 2012 (Certificate Students) 78.3% 81.8% 43.5% 36.4% Graduated % Enrolled in Good Standing 4.4% 2.3% Enrolled Not in Good Standing 31.8% 21.7% Left in Good Standing 60.9% 52.3% Retention Rate Success Rate African American White Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 2 (S:\Accountability\2014), 08/25/

27 Measure College Preparatory Retention and Success by Race, Fall 2011 Through Spring 2015 (AA and AS Students), Fall 2011 Through Summer 2013 (Certificate Students) 90.9% 87.8% 75% 38.8% 36.4% 57.1% 45.5% 45.5% 34.7% 25% 9.1% Graduated 14.3% Enrolled in Good Standing % Enrolled Not in Good Standing Left in Good Standing Retention Rate Success Rate African American White Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 2 (S:\Accountability\2015), 09/15/2017 Measure College Preparatory Retention and Success by Race, Fall 2012 Through Spring 2016 (AA and AS Students), Fall 2012 Through Summer 2014 (Certificate Students) 75% 25% % Graduated 4.6% 17.8% Enrolled in Good Standing African American White Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 2 (S:\Accountability\2016), 11/14/ % 4.4% Enrolled Not in Good Standing 13.6% 31.1% Left in Good Standing 63.6% 55.6% Retention Rate 68.2% 82.2% Success Rate Measure College Preparatory Success Rate by Race, Fall 2011 Cohort Tracked Through Summer % 85.7% 88.2% % % 25% Developmental Reading African American Developmental Writing White Developmental Mathematics Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 1 (S:\Accountability\2014\Accountability Reports 2014), 09/17/

28 Measure College Preparatory Success Rate by Race, Fall 2012 Cohort Tracked Through Summer % 76.7% 80.7% 85.7% % 65.3% 25% Developmental Reading Developmental Writing Developmental Mathematics African American White Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 1 (S:\Accountability\2015\M4P1-College prep Success Rate Report.pdf), 11/22/2016 Measure College Preparatory Success Rate by Race, Fall 2013 Cohort Tracked Through Summer % % 77.4% 64.3% 25% Developmental Reading African American Developmental Writing Developmental Mathematics Source: Chipola Office of Information Systems, Accountability Outcome Measure 4 Part 1 (S:\Accountability\2016\Measure 4 Part 1 Col Prep Success.pdf), 11/14/2017 White Measure Retention and Success: Lower Division Students, Fall 2010 Through Spring 2014 (Associate Degree Students) and Fall 2010 Through Summer 2011 (Certificate Students) by Ethnicity 75% 42.1% 56.2% % 87.1% % Graduated 15.8% 7.4% Enrolled in Good Standing 2.6% 1.4% Enrolled Not in Good Standing 21.1% 23.5% Left in Good Standing Retention Rate Success Rate African American White Source: FLDOE, PK-20 Education Reporting and Accessibility (PERA), M1P2 08/21/

29 Measure Retention and Success: Chipola College Lower Division Students, Fall 2011 Through Spring 2015 (Associate Degree Students) and Fall 2011 Through Summer 2012 (Certificate Students) by Ethnicity 88.6% 86.9% 75% 25% 34.3% 61.2% Graduated Enrolled in Good Standing % Enrolled Not in Good Standing 34.3% 19.7% Left in Good Standing 54.3% 69.4% Retention Rate Success Rate African American Source: FLDOE, PK-20 Education Reporting and Accessibility (PERA), M1P2 08/06/2015 White Measure Retention and Success: Chipola College Lower Division Students, Fall 2012 Through Spring 2016 (Associate Degree Students) and Fall 2012 Through Summer 2013 (Certificate Students) by Ethnicity 75% 25% % Graduated 4.6% 17.8% Enrolled in Good Standing 9.1% 4.4% Enrolled Not in Good Standing 13.6% 31.1% Left in Good Standing 63.6% 55.6% Retention Rate 68.2% 82.2% Success Rate African American Source: Chipola Office of Information Systems, Accountability Outcome Measure 1 Part 2 (S:\Accountability\2016\Draft DataM1P2), 11/14/2017 White Priority Outcome 1.2.5: Improved success in gateway courses Measure Percentage Earning C or Above in Gateway Courses Percentage of Students Earning Final Grade of C or Above in Gateway Courses 75% 71% 75% 69% 76% 72% 25% Source: Chipola College Office of Information Systems, Report: Infomaker Grade_DIST_GATEWAY (Stone) Gateway courses: Art Appreciation (ARH 1000), Introduction to Biological Sciences (BSC 1005), English Composition I (ENC 1101), Introduction to Earth Science (ESC 1000), Introduction to Environmental Science (EVR 1001), College Algebra (MAC 1105), Intermediate Algebra (MAT 1033), Introductory Sociology (SYG 1000), Contemporary Sociology (SYG 1010) 29

30 2% 2% 4% 6% 6% 6% 6% 6% 7% 8% 8% 8% 1 13% 12% 13% 12% 12% 12% 14% 12% 13% 17% 16% 15% 2 25% 51% 6 61% 6 58% 64% 64% 65% 63% 63% 71% 72% 7 72% 7 84% 81% 84% 8 84% 84% 93% 95% 92% 91% 88% 9 Measure Percentage Earning Grade C or Above in Individual Gateway Courses Percentage of Students Earning Grade C or Above in Individual Gateway Courses 75% 25% ARH 1000 BSC 1005 ENC 1101 ESC 1000 EVR 1001 MAC 1105 MAT 1033 SYG 1000 SYG Source: Chipola College Office of Information Systems, Report: Infomaker Grade_DIST_GATEWAY (Stone) Gateway courses: Art Appreciation (ARH 1000), Introduction to Biological Sciences (BSC 1005), English Composition I (ENC 1101), Introduction to Earth Science (ESC 1000), Introduction to Environmental Science (EVR 1001), College Algebra (MAC 1105), Intermediate Algebra (MAT 1033), Introductory Sociology (SYG 1000), Contemporary Sociology (SYG 1010) Measure Percentage Dropping Out* of Individual Gateway Courses Percentage of Students Dropping Out of Individual Gateway Courses ARH 1000 BSC 1005 ENC 1101 ESC 1000 EVR 1001 MAC 1105 MAT 1033 SYG 1000 SYG Source: Chipola College Office of Information Systems, Report: Infomaker Grade_DIST_GATEWAY (Stone) Gateway courses: Art Appreciation (ARH 1000), Introduction to Biological Sciences (BSC 1005), English Composition I (ENC 1101), Introduction to Earth Science (ESC 1000), Introduction to Environmental Science (EVR 1001), College Algebra (MAC 1105), Intermediate Algebra (MAT 1033), Introductory Sociology (SYG 1000), Contemporary Sociology (SYG 1010) *Dropout: Stopped attending class without officially withdrawing by the last date to withdraw. 30

31 Priority Outcome 1.2.6: Increased percentage of students receiving assistance from Chipola Foundation Measure Number of Foundation Scholarships Awarded Number of Scholarships Awarded by Chipola College Foundation Source: Chipola College Foundation (Fuqua) Measure Foundation Scholarships Awarded as a Percentage of Student Enrollment Foundation Scholarships Awarded as Percentage of Student Enrollment 34% 38% Sources: Chipola College Foundation (Fuqua), Chipola College Office of Information Systems (M. Stone). Report: #UNDUPCNT Priority Outcome 1.2.7: Student satisfaction with college services Measure CCSSE Mean Response: Satisfaction With Peer or Other Tutoring Services 3 CCSSE Mean Response: Satisfaction With Peer or Other Tutoring Services (0 = Not at All 1 = Somewhat 2 = Very) Chipola College National Cohort Source: CCSSE item 12.2d Notes: Survey item 13.2d prior to Scale changed 2017; prior means adjusted to reflect revised scale. 31

32 Measure CCSSE Mean Response: Degree to Which Chipola Provides Support Needed for Success in College 4 3 CCSSE Mean Response: Degree to Which Chipola College Provides Students the Support They Need to Succeed at the College (1=Very Little 2=Some 3=Quite a Bit 4=Very Much) Chipola College National Cohort Source: CCSSE item 9b Measure CCSSE Mean Response: Degree to Which Chipola Helps Students Cope With Non-Academic Responsibilities CCSSE Mean Response: Degree to Which Chipola College Helps Students Cope With Non-Academic Responsibililities (Work, Family, Etc.) (1=Very Little 2=Some 3=Quite a Bit 4=Very Much) Chipola College National Cohort Source: CCSSE item 9d Measure CCSSE Mean Response: Degree to Which Chipola Provides Students Support Needed to Thrive Socially CCSSE Mean Response: Degree to Which Chipola College Provides Students the Support They Need to Thrive Socially (1=Very Little 2=Some 3=Quite a Bit 4=Very Much) Chipola College National Cohort Source: CCSSE item 9e 32

33 Measure CCSSE Mean Response: Degree to Which Chipola Provides Financial Support Needed to Afford Education 4 CCSSE Mean Response: Degree to Which Chipola College Provides Students the Financial Support They Need to Afford Their Education (1=Very Little 2=Some 3=Quite a Bit 4=Very Much) Chipola College National Cohort Source: CCSSE item 9f Measure CCSSE Mean Response: Quality of Relationship With Administrative Personnel and Offices CCSSE Mean Response: Rating of Quality of Relationship With Administrative Personnel and Offices - 7 Point Scale (1 = Unavailable, Unhelpful, Unsympathetic 7 = Available, Helpful, Sympathetic) Chipola College National Cohort Source: CCSSE item 11c Note: Survey item was deleted from survey after Measure GSS Mean Response: Student Satisfaction With Academic Advising by College Advisors Graduating Student Survey Mean Response: Rating of Academic Advising by College Advisors* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied 33

34 Measure GSS Mean Response: Student Satisfaction With Academic Advising by Faculty Graduating Student Survey Mean Response: Student Rating of Academic Advising by Faculty* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With Admissions Office Graduating Student Survey Mean Response: Student Rating of Admissions Office Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With Bookstore 5 4 Graduating Student Survey Mean Response: Student Rating of Bookstore Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied 34

35 Measure GSS Mean Response: Student Satisfaction With Business Office 5 Graduating Student Survey Mean Response: Student Rating of Business Office Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With Cafeteria Graduating Student Survey Mean Response: Student Rating of Cafeteria Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With Computer Labs 5 Graduating Student Survey Mean Response: Student Rating of Computer Lab Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied 35

36 Measure GSS Mean Response: Student Satisfaction With Disability Services Graduating Student Survey Mean Response: Student Rating of Disability Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With Financial Aid Office Graduating Student Survey Mean Response: Student Rating of Financial Aid Office Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With Grievance Process Graduating Student Survey Mean Response: Student Rating of Grievance Process* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied 36

37 Measure GSS Mean Response: Student Satisfaction With Library Graduating Student Survey Mean Response: Student Rating of Library Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With Library Technology Center Graduating Student Survey Mean Response: Student Rating of Library Technology Center Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With Testing Center Graduating Student Survey Mean Response: Student Rating of Testing Center Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied 37

38 Measure GSS Mean Response: Student Satisfaction With Smarthinking Online Tutoring Graduating Student Survey Mean Response: Student Rating of Smarthinking Online Tutoring Service* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Satisfaction With ACE Graduating Student Survey Mean Response: Student Rating of Overall Satisfaction With Academic Center for Excellence* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure GSS Mean Response: Student Overall Satisfaction With Services Graduating Student Survey Mean Response: Student Overall Rating of Services* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied 38

39 Measure GSS Response: Student Satisfaction With Quality of Overall Services Graduating Students "Satisfied" or "Very Satisfied" With Quality of Overall Services* 99% 97% 97% 95% 97% 97% 99% 98% 91% 94% Source: Graduating Student Survey *Does not include those who responded cannot evaluate. Priority Outcome 1.2.8: More student engagement in activities that promote retention and completion Measure CCSSE Mean Response: Number of Hours Spent Preparing for Classes 4 CCSSE Mean Response: Number of Hours Per 7-Day Week Spent Preparing for Class (Studying, Reading, Writing, Rehearsing, Doing Homework, or Other Activities Related to Educational Program) 0 = none 1 = 1-5 hours 2 = 6-10 hours 3 = hours 4 = h Chipola College National Cohort Source: CCSSE item 10a Measure CCSSE Mean Response: Degree to Which Chipola Emphasizes Significant Time Studying CCSSE Mean Response: Degree to Which Chipola Emphasizes Spending Significant Amounts of Time Studying (1=Very Little 2=Some 3=Quite a Bit 4=Very Much) Chipola College National Cohort Source: CCSSE item 9a 39

40 Measure CCSSE Mean Response: Quality of Relationship With Instructors CCSSE Mean Response: Rating of Quality of Relationship With Instructors - 7 Point Scale (1 = Unavailable, Unhelpful, Unsympathetic 7 = Available, Helpful, Sympathetic) Chipola College National Cohort Source: CCSSE item 11b Note: Survey item was deleted from survey after Measure CCSSE Mean Response: Frequency of Skipping Classes CCSSE Respondents' Reported Frequency of Skipping Classes 53% 44% 4 39% 6 34% 54% 38% 5% 5% 6% 4% 5% 1% 3% 4% 2% 3% Never Sometimes Often Very Often Source: CCSSE item 4s Note: Item 4u prior to Measure CCSSE Benchmark Scores: Active and Collaborative Learning CCSSE Benchmark Scores: Active and Collaborative Learning Source: CCSSE, Benchmark Scores Report Chipola College National Cohort Top-Performing Colleges 40

41 Measure CCSSE Benchmark Scores: Student Effort CCSSE Benchmark Scores: Student Effort Chipola College National Cohort Top-Performing Colleges Source: CCSSE, Benchmark Scores Report Measure CCSSE Benchmark Scores: Academic Challenge CCSSE Benchmark Scores: Academic Challenge Chipola College National Cohort Top-Performing Colleges Source: CCSSE, Benchmark Scores Report Measure CCSSE Benchmark Scores: Student-Faculty Interaction CCSSE Benchmark Scores: Student-Faculty Interaction Source: CCSSE, Benchmark Scores Report Chipola College National Cohort Top-Performing Colleges 41

42 Measure CCSSE Benchmark Scores: Support for Learners CCSSE Benchmark Scores: Support for Learners Chipola College National Cohort Top-Performing Colleges Source: CCSSE, Benchmark Scores Report Measure Library Traffic Count Annual Library Attendance Building Entrance Gate Count , , , , , , , , , , ,548 Source: Annual gate count (Stephens) Measure Library Circulation Annual Library Circulation Count of Print and Audiovisual (Charges, Renewals, Loans, and In-House) , , , , , , , , , , ,454 Source: CCLA/LINCC Reports Service Annual Circulation Report #C007 (Stephens) 42

43 Priority Outcome 1.2.9: Increased enrollment of students in programs not traditional for their gender Measure Nontraditional (Gender) Enrollment in Technical Education Programs Enrollment of Students in Technical Education Programs Not Traditional for Their Gender % Source: FLDOE Perkins IV Data Verification Tool, (Updated ) Priority Outcome : Increased percentage of students using academic support services Measure CCSSE Mean Response: Frequency of Using Academic Advising/Planning Services 3 CCSSE Mean Response: Reported Frequency of Using Academic Advising/Planning Services at Chipola College During the Academic Year (0 = Never 1 = 1 time 2 = 2-4 times 3 = 5 or more times) Chipola College National Cohort Source: CCSSE item 12.1a Note: Survey item modified beginning Measure CCSSE Mean Response: Frequency of Using Peer or Other Tutoring Services 3 CCSSE Mean Response: Reported Frequency of Using Academic Peer or Other Tutoring Services at Chipola College During the Academic Year (0 = Never 1 = 1 time 2 = 2-4 times 3 = 5 or more times) Chipola College Source: CCSSE item 12.1d Note: Survey item modified beginning National Cohort 43

44 Measure Percentage of Students Served by ACE Percentage of Total Enrollment Served in the Academic Center of Excellence* 36% 37% 38% 34% 34% Source: AccuTrack Report Visits Summary (B. Smith). Total enrollment numbers come from the Chipola College Office of Information Systems - total unduplicated headcount minus CEU s. Report from ISO: UNDUPCNT (lower division, upper division, noncredit enrollment) Measure Number of Students Served by ACE 1,200 Number of Students Served in the Academic Center of Excellence* 1, Source: AccuTrack Report Visits Summary (B. Smith) Priority Outcome Increased percentage of students achieving 12, 24, and 36 milestone credit hours Measure Percentage Students Without Dual Enrollment Credits Who Achieved 12, 24, and 36 Milestone Credit Hours During First 1.5 Years of Enrollment Percentage of First-Time, Full-Time, Degree-Seeking Students Without Dual Enrollment Credits Who Achieved 12, 24, and 36 Milestone Credit Hours During First 1.5 Years of Enrollment 25% 32% 32% 36% 38% 41% 45% 27% 27% 28% 27% 31% 33% 21% 2 21% 18% 25% 12 Credit Hours End of First Fall 24 Credit Hours End of First Spring 36 Credit Hours End of Second Fall Entered FA11 Entered FA12 Entered FA13 Entered FA14 Entered FA15 Entered FA16 Source: Chipola College Office of Information Systems (M. Stone); FTIC_WITH_HRSEARNED_THRU 44

45 Goal 2: Enhance Distance Learning Objective 2.1 Deliver high quality online instruction Priority Outcome 2.1.1: Satisfaction with online course experience Measure Student Satisfaction With Quality of Online Courses Graduating Student Survey Mean Response: Student Ratings of Quality of Online Courses* Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey *5=Very Satisfied, 4=Satisfied, 3=Neutral, 2=Dissatisfied, 1=Very Dissatisfied Measure Fall 2016 Evaluation Results of the Same Courses Taught On-Campus and Online Evaluation Item On-Campus Course Mean Rating Online Course Mean Rating Instructor listed material to be covered for class grade Instructor gave me adequate information on my progress Instructor organized the class well Instructor stimulated interest in the subject Instructor encouraged discussion/participation Instructor presented course content clearly Instructor was available for individual help outside of class Instructor provided clearly written information in syllabus Instructor provided clearly written information in handouts Instructor provided clearly written information on tests Instructor showed enthusiasm for teaching Instructor was a good teacher Instructor allowed opposition to ideas or opinions expressed Average Source: Fall 2016 Course Evaluations (elearning Office) Scale: 1 = Never 2 = Sometimes 3 = Usually 4 = Always 45

46 Measure Spring 2017 Evaluation Results of the Same Courses Taught On-Campus and Online Evaluation Item On-Campus Course Mean Rating Online Course Mean Rating Instructor listed material to be covered for class grade Instructor gave me adequate information on my progress Instructor organized the class well Instructor stimulated interest in the subject Instructor encouraged discussion/participation Instructor presented course content clearly Instructor was available for individual help outside of class Instructor provided clearly written information in syllabus Instructor provided clearly written information in handouts Instructor provided clearly written information on tests Instructor showed enthusiasm for teaching Instructor was a good teacher Instructor allowed opposition to ideas or opinions expressed Average Source: Spring 2017 Course Evaluations (elearning Office) Scale: 1 = Never 2 = Sometimes 3 = Usually 4 = Always Priority Outcome 2.1.2: Equal performance in online and on-campus courses Measure Grade Distributions in On-Campus and Online Courses, FA14 and SP15 Grade Distributions in On-Campus and Online Courses for Academic Year % 28% 32% 28% 25% 19% 15% 6% 9% 11% 7% 4% 6% A B C D F W On-Campus Online Source: Chipola College Office of Information Systems, Online FTF Grade Comparisons (M. Stone) Measure Grade Distributions in On-Campus and Online Courses, FA15 and SP16 Grade Distributions in On-Campus and Online Courses for Academic Year % 32% 32% 29% 25% 19% 16% 4% 5% 7% 8% 5% 7% A B C D F W On-Campus Online Source: Chipola College Office of Information Systems, Online FTF Grade Comparisons.xlsx (M. Stone) 46

47 Measure Grade Distributions in On-Campus and Online Courses, FA16 and SP17 Grade Distributions in On-Campus and Online Courses for Academic Year % 34% 3 29% 25% 17% 15% 4% 5% 8% 9% 6% 8% A B C D F W On-Campus Online Source: Chipola College Office of Information Systems, QRY_GRADE_DIST_ONLINE_FOR_COMPARISON, GRADE-DIST-NOONLINE, Online FTF Grade Comparisons FA16 SP17 (M. Stone) Priority Outcome 2.1.3: Faculty prepared for online course content delivery Measure Percentage Online Faculty Completing Online Course Training Percentage of Online Faculty Who Completed Online Course Training* 91% 94% Source: Office of elearning CoMPASS plan evaluation (Milton). *Training course provided by Office of elearning. Priority Outcome 2.1.4: All courses, regardless of delivery method, meet online content standards Measure Percentage Online Courses Meeting LMS Proficiency Standards Percentage of Online Courses Meeting LMS Proficiency Standards as Verfied by Faculty 88% 84% 87% FA 2015 SP Source: Office of elearning CoMPASS plan evaluation (Milton). Note: Annual measure began

48 Priority Outcome 2.1.5: Online student access to academic and student support services Measure Student Satisfaction With Smarthinking Online Tutoring* Percentage of AA Graduating Students Who Reported They are "Satisfied" or "Very Satisfied" With the Smarthinking Tutoring Program 91% 71% 8 87% FA 2015 SP 2016 FA 2016 SP 2017 Source: Graduating Student Survey *Does not include students responding cannot evaluate Measure Student Satisfaction With Access to Help Services for Online Courses* Percentage of AA Graduating Students Who Reported They Were "Satisfied" or "Very Satisfied" With Access to Help Services for Online Courses 83% 86% 85% 93% FA 2015 SP 2016 FA 2016 SP 2017 Source: Graduating Student Survey *Does not include students responding cannot evaluate Measure Student Satisfaction With Help From Canvas Technical Support * Percentage of AA Graduating Students Who Reported They Were "Satisfied" or "Very Satisfied" With Help from Canvas Technical Support 91% 91% 86% 93% FA 2015 SP 2016 FA 2016 SP 2017 Source: Graduating Student Survey *Does not include students responding cannot evaluate 48

49 Measure Student Satisfaction With Access to Help From Online Instructors* Percentage of AA Graduating Students Who Reported They Were "Satisfied" or "Very Satisfied" With Access to Help Services for Online Courses 83% 86% 82% 87% FA 2015 SP 2016 FA 2016 SP 2017 Source: Graduating Student Survey *Does not include students responding cannot evaluate Objective 2.2: Maximize online learning options Priority Outcome 2.2.1: Increased online course enrollment Measure Online Course Headcount Number of Students Enrolled in an Online Course (Unduplicated Headcount) Source: Chipola College Office of Information Systems, #UNDUPCNT_ONLINE (M. Stone) Measure Percentage Enrolled in Online Course Percentage of Students Enrolled in an Online Course (Unduplicated Headcount) 36% 4 42% 44% 49% Source: Chipola College Office of Information Systems, #UNDUPCNT_ONLINE (M. Stone) 49

50 Priority Outcome 2.2.2: Readily accessible online courses Measure Percentage Online Courses Posted to Canvas First Day of Semester Percentage of Online Courses Posted to Canvas on First Day of Semester 9 97% 97% Source: Office of elearning CoMPASS plan evaluation. Priority Outcome 2.2.3: Availability of online degree Measure Online Degrees Available From Chipola College Degrees available online, AY : AA Degree, upper-level courses of BSN program Goal 3: Increase College Readiness and Success Objective 3.1: Maintain high quality courses and instruction Priority Outcome Student satisfaction with quality of teaching Measure Student Satisfaction With Quality of Teaching Percentage of Graduating Students Who Reported They Were "Satisfied" or "Very Satisfied" With Quality of Teaching at Chipola College 98% 98% 97% 96% 97% 98% 96% 98% 99% 89% 91% Source: Graduating Student Survey 50

51 Measure CCSSE Mean Response: Course Exams Challenged Students to Do Their Best Work 7 CCSSE Mean Response: Students' Rating of the Level to Which Current-Year Course Examinations Challenged Them to Do Their Best Work (Seven-Point Scale: 1=Extremely Easy 7=Extremely Challenging) Source: CCSSE item 7 Chipola College National Cohort Measure Fall 2016 Course Evaluations: Off-Campus Dual Enrollment Courses and All Courses Evaluation Item Mean Ratings for Off-Campus Dual Enrollment Courses Mean Ratings for All Courses Instructor met and dismissed classes on time Instructor listed material to be covered for class grade Instructor gave me adequate information on my progress Instructor organized the class well Instructor stimulated interest in the subject Instructor encouraged discussion/participation Instructor presented course content clearly Instructor was available for individual help in class Instructor was available for individual help outside of class Instructor provided clearly written information in syllabus Instructor provided clearly written information in handouts Instructor provided clearly written information on tests Instructor showed enthusiasm for teaching Instructor was a good teacher Instructor allowed opposition to ideas or opinions expressed Instructor provided for classroom/laboratory safety Instructor recognized classroom/laboratory achievement Instructor used appropriate language for classroom/ laboratory Average Source: Fall 2016 Course Evaluations (elearning Office) Scale: 1 = Never 2 = Sometimes 3 = Usually 4 = Always 51

52 Measure Spring 2017 Course Evaluations: Off-Campus Dual Enrollment Courses and All Courses Evaluation Item Mean Ratings for Off-Campus Dual Enrollment Courses Mean Ratings for All Courses Instructor met and dismissed classes on time Instructor listed material to be covered for class grade Instructor gave me adequate information on my progress Instructor organized the class well Instructor stimulated interest in the subject Instructor encouraged discussion/participation Instructor presented course content clearly Instructor was available for individual help in class Instructor was available for individual help outside of class Instructor provided clearly written information in syllabus Instructor provided clearly written information in handouts Instructor provided clearly written information on tests Instructor showed enthusiasm for teaching Instructor was a good teacher Instructor allowed opposition to ideas or opinions expressed Instructor provided for classroom/laboratory safety Instructor recognized classroom/laboratory achievement Instructor used appropriate language for classroom/ laboratory Average Source: Spring 2017 Course Evaluations (elearning Office) Scale: 1 = Never 2 = Sometimes 3 = Usually 4 = Always Priority Outcome Student satisfaction with quality of educational programs Measure Graduates Mean Satisfaction Rating With Program of Study* Graduates' Mean Satisfaction Rating With Program of Study Spring 2016 Spring 2017 Source: Spring Graduating Student Survey Results *1 = Very Dissatisfied, 2 = Dissatisfied, 3 = Average, 4 = Satisfied, 5 = Very Satisfied 52

53 Priority Outcome AA graduates have higher levels of academic proficiencies than national cohort Measure CAAP Scores Table Mean Scores of Chipola College AA Degree Graduates Compared to Mean Scores of U.S. Two-Year College Sophomores on the Collegiate Assessment of Academic Proficiency (CAAP) Assessment Area Chipola Mean National Chipola National Chipola National Chipola National Chipola Mean Mean Mean Mean Mean Mean Mean Mean National Mean Writing Skills Test Usage Mechanics Subtest Rhetorical Skills Subtest Mathematics Test Basic Algebra Subtest College Algebra Subtest Reading Test Arts/Literature Subtest Social Sciences Subtest Critical Thinking Test Science Test Source: Chipola College Testing Center, CAAP Results, Spring (March) Test Administration. (Updated ) 53

54 Measure CAAP Test Score Graphs Two-Year College Sophomores on the Collegiate Assessment of Academic Proficiency (CAAP) Writing Skills Test Writing Skills: Usage/Mechanics Subscores Chipola Students National Cohort Chipola Students National Cohort Writing Skills: Rhetorical Skills Subscores Mathematics Test Chipola Students National Cohort Chipola Students National Cohort 54

55 Mathematics: Basic Algebra Subscores Mathematics: College Algebra Subscores Chipola Students National Cohort Chipola Students National Cohort Reading Test Reading: Social Sciences Subscores Chipola Students National Cohort Chipola Students National Cohort Reading: Arts/Literature Subscores Critical Thinking Test Chipola Students National Cohort Chipola Students National Cohort 55

56 Science Subscores Chipola Students National Cohort Source: Chipola College Testing Center, CAAP Results. (Updated ) Measure CAAP Score Mean Comparisons, AY13 AY CAAP Score Means, AY13 - AY Writing Skills Mathematics Reading Critical Thinking Science Chipola College Source: Chipola College Testing Center, CAAP Results, Spring (March) Test Administration National Cohort 56

57 Objective 3.2: Improve retention and completion strategies Priority Outcome 3.2.1: Increased retention rate Measure Fall-to-Fall Retention Rates by Full-Time and Part-Time Status First-Time Student Cohort Fall-to-Fall Retention Rates by Full- and Part-Time Status* 75% 59% 63% 68% 52% 61% 48% 55% 67% 61% 57% 25% FA12-FA13 FA13-FA14 FA14-FA15 FA15-FA16 FA16-FA17 Full Time Part Time Source: FLDOE. CCTCMIS-SPEF2; FLDOE source is Student Database Beginning-of-Fall [academic year] IPEDS Fall Enrollment *First-time-in-college definition: A student attending college for the first time with no credit toward a degree or formal award from any other institution who is enrolled in a course in an instructional area that leads to a degree or certificate. (Source: Students are counted as retained if they have completed their program or are still enrolled the fall term after the fall term of their initial enrollment. Measure Fall-to-Fall Retention Rates: All Students First-Time Student Cohort Fall-to-Fall Retention Rates: All Students* 75% 6 65% 58% 62% 6 25% FA12-FA13 FA13-FA14 FA14-FA15 FA15-FA16 FA16-FA17 Source: FLDOE. CCTCMIS-SPEF2; FLDOE source is Student Database Beginning-of-Fall [academic year] IPEDS Fall Enrollment *First-time-in-college definition: A student attending college for the first time with no credit toward a degree or formal award from any other institution who is enrolled in a course in an instructional area that leads to a degree or certificate. (Source: Students are counted as retained if they have completed their program or are still enrolled the fall term after the fall term of their initial enrollment. 57

58 Measure Fall-to-Fall Retention Rates: Non-Graduating Degree-Seeking Students With and Those Without Prior Off-Campus Dual Enrollment Credits Fall-to-Fall Retention Rates: Non-Graduating Degree-Seeking Students With Prior Dual Enrollment Credits Compared to Those With No Prior Off-Campus Dual Enrollment Credits 73% 66% 63% 57% 62% 61% 55% 49% 54% Entered FA14, Returned FA15 Entered FA15, Returned FA16 Entered FA16, Returned FA17 With Prior DE Credits With No Prior DE Credits All Non-Graduating Degree-Seeking Students Source: Chipola College Information Systems Division (M. Stone). File name: Measure Percentage Graduates Reporting Dropping Out or Stopping Out Percentage of Graduating Students Who Reported Dropping Out or Stopping Out 25% 22% 23% 19% 2 19% 23% 21% Fall 2015 Spring 2016 Fall 2016 Spring 2017 Source: Graduating Student Survey Priority Outcome 3.2.2: Increased completion rate Measure Number of Graduates/Completers 900 Number of Graduates/Completers Source: Chipola College Office of Information Systems (M. Stone). AA1-A Completions by Program Report 58

59 Measure Graduation Rates in, 1, and 20 of Normal Time to Completion: All Students Graduation Rates in, 1, and 20 of Normal Time for Award Completion First-Time-in-College Degree- or Certificate-Seeking Students: All Students 49% 51% 53% 47% 47% 32% 33% 32% 28% Entered Fall 2010 Entered Fall 2011 Entered Fall 2012 Entered Fall 2013 of Normal Time 1 of Normal Time 20 of Normal Time Source: FLDOE, FCS graduation rates in PK-20 data portal ( The graduation rate is calculated from the percentage of students who complete a program within, 1 or 20 of the normal time for completion of that program of study. For example, an Associate of Arts (AA) degree normally takes two years to complete. For the 1 graduation rate, a student who completes the AA degree in three years or less is counted as a completion. The report uses data from the fall term enrollment cohort, as reported to the Integrated Postsecondary Education Data System (IPEDS). IPEDS defines the cohort as full time degree/certificate seeking undergraduate students who are enrolled in college for the first time after graduating from high school. The cohort is based on enrollments at the beginning of the fall term in which a student is first enrolled in college, and it includes students who were enrolled in the summer term prior to their initial fall term. Students are removed from the cohort due to death or service in the armed forces, including those called to active duty. Measures presented in this graph were obtained through the PK-20 data portal (Florida College System Graduation Rates) on Measure Nontraditional (Gender) Completion Rate in Technical Education Programs Completion Rate of Students in Programs Not Traditional for Their Gender 31% 34.8% 47.5% Source: FLDOE Perkins IV Data Verification Tool, (Updated ) Measure Number of AA Degree Program Completers AA Degree Program Completers Source: Enrollment and Completion Report: AA-1A (Stone) 59

60 Measure Number of AS Degree Program Completers AS Degree Program Completers Source: Enrollment and Completion Report: AA-1A (Stone) Measure Number of Certificate Program Completers Certificate Program Completers Source: Enrollment and Completion Report: AA-1A (Stone) Measure Number of BS Degree Program Completers BS Degree Program Completers Source: Enrollment and Completion Report: AA-1A (Stone) 60

61 Goal 4: Prepare Students For Careers Objective 4.1: Prepare students for continued learning Priority Outcome 4.1.1: Student attainment of college-level general education competencies Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Social and Behavioral Sciences Area 1 General Education Core, Social and Behavioral Sciences College-Level Competency: Evaluate Societal and Ethical Issues, Problems, and Values Social and Behavioral Sciences Percentage of Students Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 8 85% 79% 88% 71% 75% 94% 94% 96% 92% 87% 87% 82% 81% 77% 79% 78% Outcome SS-1 Outcome SS-2 Outcome SS-3 Outcome SS-4 Outcome SS-5 Outcome SS-6 Source: External Reviewers Assessments of Student Learning Artifacts Student learning outcomes demonstrating attainment of college-level competencies in the social sciences: SS-1 Identify theories and research that behavioral scientists use to explain and investigate behaviors and social trends. SS-2 Use appropriate social, historical and psychological methods to analyze contemporary issues in public policy. SS-3 Identify behavioral, historical, social, political or economic issues from the global perspective. SS-4 Describe the social, behavioral, historical, political or economic sciences as interrelated disciplines. SS-5 Explore and explain personal, social or historical implications of technology. SS-6 Identify ways to promote understanding of differences and commonalities within diverse cultures. 61

62 Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Natural Sciences Area 2 General Education Core, Natural Sciences College-Level Competency: Explore the History, Nature, Methods, and Limits of Science Natural Sciences Percentage of Students Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 93% 88% 87% 84% 94% % 95% 88% Outcome NS-1 Outcome NS-2 Outcome NS-3 Outcome NS-4 Source: External Reviewers Assessments of Student Learning Artifacts Note: Student Learning Outcome NS-5 was eliminated prior to start of AY Student learning outcomes demonstrating attainment of college-level competencies in the natural sciences: NS-1 Use methods of scientific investigation NS-2 Apply scientific principles NS-3 Identify scientific ideas related to the history or nature of science and examine issues and problems facing modern science NS-4 Identify relationships between science and technology 62

63 Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Mathematics Area 3 General Education Core, Mathematics College-Level Competency: Demonstrate Basic Mathematical Skills and Knowledge Mathematics Percentage of Students Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 96% 93% 96% 98% 93% 91% 92% 93% 9 99% Outcome M-1 Outcome M-2 Outcome M-3 Outcome M-4 Outcome M-5 Source: External Reviewers Assessments of Student Learning Artifacts Student learning outcomes demonstrating attainment of college-level competencies in mathematics: M-1 Apply arithmetic, algebraic, or geometric skills to solve mathematical problems M-2 Represent basic mathematical information verbally, numerically, graphically, or symbolically M-3 Use technology to solve mathematical problems M-4 Interpret mathematical models such as formulas, graphs, tables and schematics M-5 Use mathematical processes in solving real world applications 63

64 Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Communications Area 4 General Education Core, Communications College-Level Competency: Comprehend and Articulate Effectively in English: Reading, Writing, Oral Communication Communications Percentage of Students Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core % 92% 83% 97% 93% 93% 89% 89% 89% % 74% Outcome C-1 Outcome C-2 Outcome C-3 Outcome C-4 Outcome C-5 Source: External Reviewers Assessments of Student Learning Artifacts Student learning outcomes demonstrating attainment of college-level competencies in communications: C-1 Demonstrate the writing process through various formats using the conventions of Standard American English C-2 Use rhetorical modes effectively in written and oral communication C-3 Illustrate critical thinking in writing or oral communication C-4 Construct a documented essay using research and technology skills C-5 Analyze universal human experiences when reading and writing 64

65 Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Humanities Area 5 General Education Core, Humanities College-Level Competency: Interpret, Evaluate, and Appreciate Works of Human Culture Humanities Percentage of Students* Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core % 88% 9 67% 74% 7 79% 83% 78% 57% 59% 85% 82% Outcome H-1 Outcome H-2 Outcome H-3 Outcome H-4 Outcome H-5 Source: External Reviewers Assessments of Student Learning Artifacts Student learning outcomes demonstrating attainment of college-level competencies in the humanities: H-1 Compare works of the humanities (art, philosophy, architecture, literature and/or music) in various cultures or literary movements. H-2 Refer to historical context when examining different modes of human artistic expression (art, philosophy, architecture, literature and/or music). H-3 Analyze artistic expressions (art, philosophy, architecture, literature and/or music) and articulate informed responses. H-4 Identify reasons to study works of the humanities (art, philosophy, architecture, literature and/or music). H-5 Describe what the humanities reveals about the human condition by identifying thematic connections among works of the humanities (art, philosophy, architecture, literature and/or music). 65

66 Measure Student Attainment of College-Level Competencies Judged by External Evaluators: Technology Area 6 General Education Core, Technology College-Level Competency: Use Technology Effectively Technology Percentage of Students Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 8 93% 95% 9 85% 81% 81% Source: External Reviewers Assessments of Student Learning Artifacts Outcome T-1 Outcome T-2 Outcome T-3 Student learning outcomes demonstrating attainment of college-level competencies in technology: T-1 Apply appropriate technologies to a range of tasks. T-2 Locate, access, evaluate, and use information from digital/electronic sources. T-3 Identify ethical, social, and legal issues related to information technology. 66

67 Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Social and Behavioral Sciences Area 1 General Education Core, Social and Behavioral Sciences College-Level Competency: Evaluate Societal and Ethical Issues, Problems, and Values Social and Behavioral Sciences Percentage of Student Learning Artifacts Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 8 79% 77% 87% 75% 96% 92% 96% 93% 89% 84% 84% 77% 77% 78% 77% 6 55% Outcome SS-1 Outcome SS-2 Outcome SS-3 Outcome SS-4 Outcome SS-5 Outcome SS-6 Source: External Reviewers Assessments of Student Learning Artifacts Student learning outcomes demonstrating attainment of college-level competencies in the social sciences: SS-1 Identify theories and research that behavioral scientists use to explain and investigate behaviors and social trends. SS-2 Use appropriate social, historical and psychological methods to analyze contemporary issues in public policy. SS-3 Identify behavioral, historical, social, political or economic issues from the global perspective. SS-4 Describe the social, behavioral, historical, political or economic sciences as interrelated disciplines. SS-5 Explore and explain personal, social or historical implications of technology. SS-6 Identify ways to promote understanding of differences and commonalities within diverse cultures. 67

68 Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Natural Sciences Area 2 General Education Core, Natural Sciences College-Level Competency: Explore the History, Nature, Methods, and Limits of Science Natural Sciences Percentage of Student Learning Artifacts Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 89% 86% 94% 86% 93% % 91% 87% 86% Outcome NS-1 Outcome NS-2 Outcome NS-3 Outcome NS-4 Source: External Reviewers Assessments of Student Learning Artifacts Note: Student Learning Outcome NS-5 was eliminated prior to start of AY Student learning outcomes demonstrating attainment of college-level competencies in the natural sciences: NS-1 Use methods of scientific investigation NS-2 Apply scientific principles NS-3 Identify scientific ideas related to the history or nature of science and examine issues and problems facing modern science NS-4 Identify relationships between science and technology 68

69 Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Mathematics Area 3 General Education Core, Mathematics College-Level Competency: Demonstrate Basic Mathematical Skills and Knowledge Mathematics Percentage of Student Learning Artifacts Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 97% 99% 97% 94% 94% 94% 91% 88% 9 93% 97% Outcome M-1 Outcome M-2 Outcome M-3 Outcome M-4 Outcome M-5 Source: External Reviewers Assessments of Student Learning Artifacts Student learning outcomes demonstrating attainment of college-level competencies in mathematics: M-1 Apply arithmetic, algebraic, or geometric skills to solve mathematical problems M-2 Represent basic mathematical information verbally, numerically, graphically, or symbolically M-3 Use technology to solve mathematical problems M-4 Interpret mathematical models such as formulas, graphs, tables and schematics M-5 Use mathematical processes in solving real world applications 69

70 Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Communications Area 4 General Education Core, Communications College-Level Competency: Comprehend and Articulate Effectively in English: Reading, Writing, Oral Communication Communications Percentage of Student Learning Artifacts Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 8 79% 94% 86% 83% 97% 92% 89% 88% 88% 9 86% 88% 79% 74% 72% Outcome C-1 Outcome C-2 Outcome C-3 Outcome C-4 Outcome C-5 Source: External Reviewers Assessments of Student Learning Artifacts Student learning outcomes demonstrating attainment of college-level competencies in communications: C-1 Demonstrate the writing process through various formats using the conventions of Standard American English C-2 Use rhetorical modes effectively in written and oral communication C-3 Illustrate critical thinking in writing or oral communication C-4 Construct a documented essay using research and technology skills C-5 Analyze universal human experiences when reading and writing 70

71 Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Humanities Area 5 General Education Core, Humanities College-Level Competency: Interpret, Evaluate, and Appreciate Works of Human Culture Humanities Percentage of Student Learning Artifacts Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core % 88% 9 67% 71% 67% 77% 83% 79% 53% 59% 85% 82% Outcome H-1 Outcome H-2 Outcome H-3 Outcome H-4 Outcome H-5 Source: External Reviewers Assessments of Student Learning Artifacts Student learning outcomes demonstrating attainment of college-level competencies in the humanities: H-1 Compare works of the humanities (art, philosophy, architecture, literature and/or music) in various cultures or literary movements. H-2 Refer to historical context when examining different modes of human artistic expression (art, philosophy, architecture, literature and/or music). H-3 Analyze artistic expressions (art, philosophy, architecture, literature and/or music) and articulate informed responses. H-4 Identify reasons to study works of the humanities (art, philosophy, architecture, literature and/or music). H-5 Describe what the humanities reveals about the human condition by identifying thematic connections among works of the humanities (art, philosophy, architecture, literature and/or music). 71

72 Measure Learning Artifacts Demonstrating Proficiency in College-Level Competencies: Technology Area 6 General Education Core, Technology College-Level Competency: Use Technology Effectively Technology Percentage of Student Learning Artifacts Judged by External Reviewers to Show "Proficient" or "Developing" College-Level Competencies in the General Education Core 8 93% 94% 9 81% 83% 77% Source: External Reviewers Assessments of Student Learning Artifacts Outcome T-1 Outcome T-2 Outcome T-3 Student learning outcomes demonstrating attainment of college-level competencies in technology: T-1 Apply appropriate technologies to a range of tasks. T-2 Locate, access, evaluate, and use information from digital/electronic sources. T-3 Identify ethical, social, and legal issues related to information technology. Measure CCSSE Mean Response: Degree to Which Educational Experience Contributed to Acquiring a Broad General Education 4 3 CCSSE Respondents' Mean Rating of Degree to Which Their Experience at Chipola College Contributed to Them Acquiring a Broad General Eduation* (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Chipola College National Cohort Source: CCSSE Item 12a. *This item deleted from the CCSSE after

73 Measure Student Self-Reporting of College-Level Competency Attainment Graduating Student Survey Degree to Which AA Degree Graduates Reported that Their Educational Experience at Chipola Contributed to Their Ability to Perform College-Level Competencies College-Level Competencies Evaluate societal and ethical issues, problems, and values Explore the history, nature, methods, and limits of science Demonstrate basic mathematical skills and knowledge Comprehend and articulate effectively in English by reading, writing, and oral communication Interpret, evaluate, and appreciate works of human culture (including art, music, theatre, and literature) Source: Graduating Student Survey Much More Able To More Able To Able To Definitely Cannot Don t Know 38% 42% 19% 1% 38% 38% 2 1% 3% 44% 33% 2 2% 1% 51% 41% 8% 43% 41% 15% 1% Measure SP16 Student Self-Reporting of College-Level Competency Attainment Spring 2016 Graduating Student Survey Degree to Which AA Degree Graduates Reported that Their Educational Experience at Chipola Contributed to Their Ability to Perform College-Level Competencies Indicate the extent to which your overall educational experience at Chipola College has helped you acquire or has contributed to your ability to perform the following outcomes. Evaluate societal and ethical issues, problems, and values Explore the history, nature, methods, and limits of science Demonstrate basic mathematical skills and knowledge Comprehend and articulate effectively in English by reading, writing, and oral communication Interpret, evaluate, and appreciate works of human culture (including art, music, theatre, and literature) Very Much Much Neutral Not Much None Unsure Mean Rating* 45% 3 18% 1% 1% 6% % 28% 18% 3% 1% 7% % 32% 13% 1% 1% 5% % 28% 13% 3% 1% 3% % 33% 15% 1% 2% 5% 4.24 Source: Graduating Student Survey (AA students); *5=Very Much, 4=Much, 3=Neutral, 2=Not Much, 1=None, 0=Unsure 73

74 Measure SP17 Student Self-Reporting of College-Level Competency Attainment Spring 2017 Graduating Student Survey Degree to Which AA Degree Graduates Reported that Their Educational Experience at Chipola Contributed to Their Ability to Perform College-Level Competencies Indicate the extent to which your overall educational experience at Chipola College has helped you acquire or has contributed to your ability to perform the following outcomes. Evaluate societal and ethical issues, problems, and values Explore the history, nature, methods, and limits of science Demonstrate basic mathematical skills and knowledge Comprehend and articulate effectively in English by reading, writing, and oral communication Interpret, evaluate, and appreciate works of human culture (including art, music, theatre, and literature) Very Much Much Neutral Not Much None Unsure Mean Rating* 57% 24% 11% 2% 7% % 21% 12% 2% 1% 7% % 22% 7% 1% 4% % 22% 5% 1% 4% % 23% 1 1% 7% 4.49 Source: Graduating Student Survey (AA students); *5=Very Much, 4=Much, 3=Neutral, 2=Not Much, 1=None, 0=Unsure Measure CCSSE Mean Response: Chipola Experience Contributed to Writing Skills CCSSE Respondents' Mean Rating of Degree to Which Their Experience at Chipola College Contributed to Their Ability to Write Clearly and Effectively (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Chipola College National Cohort Source: CCSSE item 11b. Note: Item 12c prior to

75 Measure CCSSE Mean Response: Chipola Experience Contributed to Speaking Skills 4 CCSSE Respondents' Mean Rating of Degree to Which Their Experience at Chipola College Contributed to Their Ability to Speak Clearly and Effectively (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Source: CCSSE item 11c. Note: Item 12d prior to Chipola College National Cohort Measure CCSSE Mean Response: Chipola Experience Contributed to Critical Thinking Skills 4 CCSSE Respondents' Mean Rating of Degree to Which Their Experience at Chipola College Contributed to Their Ability to Think Critically and Analytically (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Chipola College National Cohort Source: CCSSE item 11d. Note: Item 12e prior to Measure CCSSE Mean Response: Chipola Experience Contributed to Numerical Problem Solving Skills 4 CCSSE Respondents' Mean Rating of Degree to Which Their Experience at Chipola College Contributed to Their Ability to Solve Numerical Problems (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Chipola College National Cohort Source: CCSSE item 11e. Note: Item 12f prior to

76 Measure CCSSE Mean Response: Chipola Experience Contributed to Ability to Use Computing and Information Technology 4 CCSSE Mean Response: Students' Rating of Degree to Which Their Experience at Chipola College Contributed to Their Ability to Use Computing and Information Technology (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Chipola College Source: CCSSE item 12g. Note: Item deleted from survey after National Cohort Measure CCSSE Mean Response: Chipola Experience Contributed to Ability to Learn on Own 4 3 CCSSE Respondents' Mean Rating of Degree to Which Their Experience at Chipola College Contributed to Their Ability to Learn Effectively on Their Own (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Chipola College National Cohort Source: CCSSE item 11g. Note: Item 12i prior to Measure CCSSE Mean: Student Rating of Contribution to Ability to Understand Other Races and Ethnicities 4 CCSSE Mean Response: Students' Rating of Degree to Which Their Experience at Chipola College Contributed to Their Ability to Understand People of Other Racial and Ethnic Backgrounds (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Chipola College National Cohort Source: CCSSE item 12k. Note: Item deleted from survey after

77 Measure CCSSE Mean: Student Rating of Contribution to Developing a Personal Code of Values and Ethics 4 3 CCSSE Mean Response: Students' Rating of Degree to Which Their Experience at Chipola College Contributed to Their Ability to Develop a Personal Code of Values and Ethics (1 = Very Little 2 = Some 3 = Quite a Bit 4 = Very Much) Source: CCSSE item 12l. Note: Item deleted from survey after Chipola College National Cohort Priority Outcome 4.1.2: Chipola transfers outperform SUS students who transfer from other FCS colleges Measure Cumulative GPA Comparisons: Chipola and Other College SUS Transfer Students 4 3 Mean Cumulative GPA's Attained by Chipola College Transfer Students Compared to Other Florida College System Transfer Students in Florida Public Universities Chipola College All FCS Institutions Source: FLDOE, PK-20 Education Reporting and Accessibility (PERA) Articulation Table 13, 03/31/2016. Current as of ( Priority Outcome 4.1.3: Increased employment placement and/or continuing education rate Measure AS and Certificate Completer Job Placement Rates Workforce Development AS and Certificate Program Completer Placement Rate Summary Report (Reported 2 Years After Graduation and Completion) 98% 92% 91% 9 91% 97% 91% 93% 93% 98% Source: S:\Accountability\2016\Draft Data\Measure 3 Part 2 Voc Prog Placements, 11/14/

78 Measure Program Leavers Job Placement 94% Workforce Development AS and Certificate Program Leaver Placement Rate Summary Report* (Reported 2 Years After Graduation and Completion) 75% 91% 89% 81% 76% 86% 84% 84% Source: S:\Accountability\2016\Draft Data\Measure 3 Part 2 Voc Prog Placements. *State data unavailable Measure Career and Technical Education Completers in Related Work, Continuing Education, or Military Service 93% 98% Chipola Completers FCS Completers Source: FLDOE, PK-20 Education Reporting and Accessibility (PERA) ( Notes from HCCFL.edu website: Vocational Program Completers and Leavers from the Student Data Base were matched by College, Program CIP and Student ID to the FETPIP AA2 Follow-up file. Leavers are defined as students who were enrolled in , but did not complete the program in which they were enrolled during and did not return to the institution in Number in Pool is defined as the number of records with useable match data. It excludes records with exceptionalities, without positive outcome data, non-resident aliens, undeterminable and unusable data, and those reported as incarcerated. Number placed is defined as the number of records deemed training related by virtue of related work, continuing education, or military service. Latest data available as of Measure Career and Technical Education Leavers in Related Work, Continuing Education, or Military Service 84% 84% Chipola Leavers FCS Leavers Source: FLDOE, PK-20 Education Reporting and Accessibility (PERA) ( Notes from HCCFL.edu website: Vocational Program Completers and Leavers from the Student Data Base were matched by College, Program CIP and Student ID to the FETPIP AA2 Follow-up file. Leavers are defined as students who were enrolled in , but did not complete the program in which they were enrolled during and did not return to the institution in Number in Pool is defined as the number of records with useable match data. It excludes records with exceptionalities, without positive outcome data, non-resident aliens, undeterminable and unusable data, and those reported as incarcerated. Number placed is defined as the number of records deemed training related by virtue of related work, continuing education, or military service. Latest data available as of

79 Objective 4.2: Prepare students for entry and advancement in the workplace Priority Outcome 4.2.1: AS and certificate graduates prepared to pass licensure/certification exams Measure EMT Licensure Exam Pass Rate Number Tested Number Passing % Passing EMT Licensure Examination Pass Rates % 57% 84% 8 89% 77% 78% 83% 95% Source: Annual EMT Examination Results Report (Lipford) Measure CNA Licensure Exam Pass Rate Certified Nursing Assistant (CNA) Licensure Examination (Initial Attempt) Number Tested Number Passing % Passing 93% 71% 2 73% Complete data unavailable at this time. Complete data unavailable at this time. Complete data unavailable at this time. Source: Florida Board of Nursing ( Data reported by FBN by calendar year. Current as of Measure CNA Pass Rate by Exam Section CNA First-Time Pass Rates by Exam Section 94% 93% 95% 95% 91% 75% 71% 65% 65% 79% 73% 44% 25% % Pass Rate for Clinicals % Pass Rate for Written Combined Pass Rate Source: Florida Board of Nursing ( Data reported by FBN by calendar year. Current as of

80 8 8 78% 75% 72% 72% 74% 87% 87% 85% 84% 85% 82% 82% 84% Measure NCLEX-PN Chipola College Licensure Exam Pass Rate Number Tested Number Passing % Passing Practical Nursing (LPN) Licensing Examination (Initial Attempt) % 88.9% Complete data unavailable at this time. Complete data unavailable at this time. Complete data unavailable at this time. Source: Florida Board of Nursing ( of Prior to 2010, information was received from Health Sciences Department. Data reported by FBN by calendar year. Current as of Measure NCLEX-PN Pass Rates: Chipola College, Florida, National NCLEX-PN First-Time Pass Rates for Chipola College 75% 25% Chipola Florida National (US Educated Only) Sources: Florida Board of Nursing ( for Chipola s pass rate; National Council of State Boards of Nursing ( Table 11 from Nurse Licensee Volume & NCLEX Examination Statistics for Florida s pass rate; NCLEX Pass Rates for National pass rate. Data reported by NCSBN and FBN by calendar year. Current as of Measure NCLEX-RN Pass Rate Number Tested Number Passed R. N. Licensing Examination (Initial Attempt) Pass Rate 86% 95% 9 88% 91% 75% 79% 73% 67% Complete data unavailable at this time. Complete data unavailable at this time. Complete data unavailable at this time. Source: Florida Board of Nursing ( *As of Prior to 2010, information was received from Health Sciences Department. Data reported by FBN by calendar year. Current as of

81 Measure NCLEX-RN Pass Rates: Chipola College, Florida, National 95% NCLEX-RN First-Time Pass Rate for Chipola College 7 45% Chipola Florida National (US Educated Only) Sources: Florida Board of Nursing ( for Chipola s pass rate; National Council of State Boards of Nursing ( Table 7 from Nurse Licensee Volume & NCLEX Examination Statistics for Florida s pass rate; NCLEX Pass Rates for National pass rate; Chipola : Chipola I&EE Reports NOTE: Q Chipola pass rate was, national was 84%. Data reported by FBN by calendar year. Current as of Measure Paramedic Licensure Exam Pass Rate Paramedic Licensure Examination Number Tested Number Passed Pass Rate Source: Annual Paramedic Examination Results Report (Lipford) Measure Correctional Office Licensure Exam Pass Rate Correctional Officer Licensure Examination (Not limited to first time test takers.) Number Tested Number Passed Pass Rate 9 89% 97% 94% 94% 81% 98% Source: Annual Correctional Officer Examination Results Report (J. McAllister) Reporting method changed in Measure Law Enforcement Officer Licensure Exam Pass Rate Number Tested Number Passed Law Enforcement Licensure Examination (Not limited to first time test takers.) Source: Annual Law Enforcement Examination Results Report (J. McAllister) Pass Rate 88% 9 95% 94% 98% 89% 77% 96%

82 Measure Firefighter Licensure Exam Pass Rate Number Tested Number Passed Firefighting Licensure Examination Pass Rate 9 84% 93% 96% Source: Annual Firefighting Examination Results Report (J. McAllister) Measure Cosmetology Licensure Exam Pass Rate Cosmetology Licensure Examination Number Tested Number Passing Pass Rate 82% 82% 92% 83% 8 95% 87% Source: Annual Cosmetology Examination Results Report (Vanderwerf) Measure Florida Teacher Certification Exam Professional Exam Florida Teacher Certification Examination Professional Exam Number Tested 22 Number Passed 15 Pass Rate 68% Source: Annual Teacher Certification Examination Results Report (Keihn) Measure Florida Teacher Certification Exam Subject Area Exam Florida Teacher Certification Examination Subject Area Exam Number Tested 49 Number Passed 25 Pass Rate 51% Source: Annual Teacher Certification Examination Results Report (Keihn) Measure Florida Teacher Certification Exam General Knowledge Exam Florida Teacher Certification Examination General Knowledge Exam Number Tested 120 Number Passed 64 Pass Rate 53% Source: Annual Teacher Certification Examination Results Report (Keihn) 82

83 Measure Cumulative Licensure/Certification Exam Pass Rate Compilation of Annual Licensure/Certification Exam Results Number Tested Number Passed Pass Rate 9 91% 92% 92% 92% 88% 85% 9 89% 78% Source: Compilation of Annual Licensure/Certification Exam Results Complete data unavailable at this time. Complete data unavailable at this time. Complete data unavailable at this time. Measure Licensures and Industry Certifications in Career Programs Certificate, AS, BS Programs Automotive Service Technology Certificate Civil Engineering Technology AS Degree Correctional Officer Certificate Cosmetology Certificate Cross-Over Correctional Officer to Law Enforcement Certificate Cross-Over Law Enforcement to Correctional Officer Certificate Emergency Medical Technician (EMT) Certificate Engineering Technology AS Degree Engineering Technology Support Specialist Certificate Firefighter Certificate Law Enforcement Officer Certificate Licensed Practical Nurse (LPN) Nursing Assistance (CNA) Certificate Nursing (RN) AS Degree Paramedic Certificate Welding Technologies Certificate Welding Technologies Certificate - Advanced Computer Information Technology AS Degree (A student could receive both the Help Desk Support Technician Certificate as well as the IT Support Specialist Certificate prior to entering the CIT AS program because the courses from both College Credit Certificates are a part of the CIT AS Degree) Licenses/Certifications Available Automotive Service Excellence (ASE) National Institute for Certification in Engineering Technologies State Board Exam Florida Board of Cosmetology Licensure Exam State Board Exam State Board Exam National Registry of Emergency Medical Technicians MSSC Certified Production Technician Autodesk Certified User AutoCAD Six Sigma Yellow Belt OSHA 10 NI LabVIEW Certified LabVIEW Associate Developer MSSC Certified Production Technician Autodesk Certified User AutoCAD OSHA 10 State Board Exam State Board Exam LPN-EQ State Board Exam State Board Exam NCLEX-RN State Board Exam National Registry of Emergency Medical Technicians or State Board Exam NCCER NCCER CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA Windows 8, MCSA Windows Server 2012 Help Desk Support Technician Certificate CompTIA A+, MCSA Windows 8 83

84 IT Support Specialist Certificate Networking Systems Technology: Digital Forensics Specialty AS Degree (A student could receive the Digital Forensics College Credit Certificate prior to entering the NST AS program because the courses from that certificate are a part of the NST: Digital Forensics AS Degree) Digital Forensics Certificate Networking Systems Technology: Network Security Specialty AS Degree (A student could receive the Network/Cyber Security College Credit Certificate prior to entering the NST AS program because the courses from that certificate are a part of the NST: Network Security AS Degree) Network/Cyber Security Certificate Networking Systems Technology: Server Administration Specialty AS Degree (A student could receive both the Network Server Administration Certificate as well as the Network Support Technician Certificate prior to entering the NST AS program because the courses from both College Credit Certificates are a part of the NST: Server Administration AS Degree) Network Server Administration Certificate Network Support Technician Certificate Sources: Academic Department Heads CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA - Windows 8, MCSA Windows Server 2012 CEH, CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA Windows 8, MCSA Windows Server 2012 CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA Windows Server 2012 CEH, CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA Windows 8, MCSA Windows Server 2012 CEH, CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA Windows 8, MCSA Windows Server 2012 CEH, CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA Windows 8, MCSA Windows Server 2012 CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA Windows 8, MCSA Windows Server 2012 CompTIA A+, CompTIA Network+, CompTIA Security+, MCSA Windows 8, MCSA Windows Server 2012 Measure CCSSE Response: Contribution to Development Related to Acquiring a Job or Work-Related Knowledge and Skills Percentage of CCSSE Respondents Reporting Their Experience at Chipola College Contributed "Quite a Bit" or "Very Much" to Their Knowledge, Skills, and Personal Development Related to Acquiring Job or Work-Related Knowledge and Skills 59% 56% 57% 59% 53% 54% 54% 54% 49% 48% Chipola College National Cohort Source: CCSSE item 11a. Note: Item 12b prior to (Updated ) 84

85 Priority Outcome 4.2.2: Increased number of students earning industry certifications Measure Number of Fundable Industry Certifications Received by Chipola Students* 250 Number of Fundable Industry Certfications Source: Chipola College Information Services Division (Everett). *FLDOE-identified fundable industry certifications. Priority Outcome 4.2.3: Job placement exceeds state target Measure Job Placement Rate of Workforce Development Certificate Completers Compared to State Target Job Placement Rate of Workforce Development Certificate Completers 80.77% 76.43% 78.89% 71.93% 75.77% 76.27% Chipola College State Target Source: FLDOE Perkins IV Data Verification Tool, (Latest data available as of ) Measure Job Placement Rate of College Credit Certificate Completers Compared to State Target Job Placement Rate of College Credit Certificate Completers 78.95% % 75.77% 84.15% Chipola College State Target Source: FLDOE Perkins IV Data Verification Tool, (Latest data available as of ) 85

86 Priority Outcome 4.2.4: Completers starting pay exceeds average in service area Measure Completers Entry-Level Average Wages Compared to Service Area Percentage of Service Area Average Entry-Level Wages, FCS Data 1 143% 75% Chipola Completers Source: FCS Performance-Based Funding Model for Chipola (FLDOE) Service Area Priority Outcome 4.2.5: Student attainment of educational program learning outcomes Measure Percentage Earning C or Higher in General Education Courses Percentage of Students Earning Final C or Higher in General Education Discipline Courses 79% 81% 79% 81% 79% Source: Chipola College Office of Information Systems (M. Stone). Report: Grade Distribution Report. ACG Office (S:\Assessment Compliance & Grants Office\ACTIVE Work Documents\Data\Enroll, Grad, Compl, Retention, Grades\Grade Distributions\General Education) Measure Grade Distributions: All Credit Courses Year A% B% C% D% F% W% Source: Chipola College Office of Information Systems (M. Stone). Grade Distribution Report-Annual Summary #gradistg. AGC Office (S:\Assessment Compliance & Grants Office\ACTIVE Work Documents\Data\Enroll, Grad, Compl, Retention, Grades\Grade Distributions\All courses) 86

87 Measure Percentage Earning C or Higher in Credit Courses Percentage of Students Earning Final Grade of C or Higher in Credit Courses 83% 82% 8 81% 8 79% 76% 79% 79% 79% 81% 81% 83% 83% Source: Grade Distribution Report-Annual Summary #gradistg (Stone). AGC Office (S:\Assessment Compliance & Grants Office\ACTIVE Work Documents\Data\Enroll, Grad, Compl, Retention, Grades\Grade Distributions\All courses) Measure SP16 Graduating Students Self-Reporting of Personal Competency Attainment* Graduating Students' Self-Reported Levels of Personal Competency Attainment, SP16 Continue your education Enter employment or advance in employment Solve Problems Use a variety of sources to conduct research and gather information 3 Use library resources 2 Use technology effectively Establish your career goals Source: Graduating Student Survey (S:\Planning & Evaluation\Planning Resources\Survey Results\Graduating Student Surveys) *5=Very Much, 4=Much, 3=Neutral, 2=Not Much, 1=None, 0=Unsure 1 Mean Rating Measure SP17 Graduating Students Self-Reporting of Personal Competency Attainment* Graduating Students' Self-Reported Levels of Personal Competency Attainment, SP17 Continue your education Enter employment or advance in employment Solve Problems Use a variety of sources to conduct research and gather information 3 Use library resources 2 Use technology effectively Establish your career goals Source: Graduating Student Survey (S:\Planning & Evaluation\Planning Resources\Survey Results\Graduating Student Surveys) *5=Very Much, 4=Much, 3=Neutral, 2=Not Much, 1=None, 0=Unsure 1 Mean Rating 87

88 Priority Outcome 4.2.6: Students develop clearer career goals Measure CCSSE Percentages: Chipola Experience Contributed to Developing Clearer Career Goals 75% Percentage of CCSSE Respondents Who Reported that Experience at Chipola College Helped Them "Quite a Bit" or "Very Much" Develop Clearer Career Goals 64% 65% 64% 64% 66% % 61% 58% 25% Chipola College National Cohort Source: CCSSE item11h. Note: Item 12n prior to (S:\Planning & Evaluation\Planning Resources\CCSSE Results) Measure CCSSE Response: Gain Information About Career Opportunities Percentage of CCSSE Respondents Reporting that Experience at Chipola Helped Them "Quite a Bit" or "Very Much" Gain Information About Career Opportunities 75% 61% 57% 6 62% 53% 54% 55% 55% 55% 51% 25% Chipola College National Cohort Source: CCSSE item 11i. Note: Item 12o prior to (S:\Planning & Evaluation\Planning Resources\CCSSE Results) Measure CCSSE Response: Talked About Career Plans With Instructor or Advisor Percentage of CCSSE Respondents Reporting They "Often" or "Very Often" Talked About Career Plans With an Instructor or Advisor 75% 25% 35% 3 34% 37% 28% 3 31% 32% 32% 33% Chipola College National Cohort Source: CCSSE item 4l. Note: Item 4m prior to S:\Planning & Evaluation\Planning Resources\CCSSE Results 88

89 Measure CCSSE Response: Frequency of Using Career Counseling Services CCSSE Mean Response: Students' Response to Question Regarding How Often They Use Career Counseling Services at Chipola College (0 = Never 1 = 1 time 2 = 2-4 times 3 = 5 or more times) Chipola College National Cohort Source: CCSSE item 12.1b. Note: Survey item modified beginning (S:\Planning & Evaluation\Planning Resources\CCSSE Results) Measure CCSSE Response: Satisfaction With Career Counseling Services Level of Satisfaction With Chipola College Career Counseling Services Reported by CCSSE Respondents 75% 25% 61% 46% 45% 45% 4 26% 29% 23% 22% 22% 23% 23% 2 11% 15% 18% 1 9% 7% 6% Not Applicable Not At All Somewhat Very Source: CCSSE item 12b. Note: Item 13.2b prior to (S:\Planning & Evaluation\Planning Resources\CCSSE Results) Measure CCSSE Response: Importance of Career Counseling Service to Students CCSSE Respondents' Ratings of the Importance of Chipola's Career Counseling Service to Themselves 75% 25% 2 32% 48% 51% 51% 49% 49% 3 31% 3 24% 25% 19% 2 21% Not At All Somewhat Very Source: CCSSE item 12.3b. Note: Item 13.3b prior to (S:\Planning & Evaluation\Planning Resources\CCSSE Results) 89

90 Measure GSS Response: Extent to Which Chipola Helped Graduates Establish Their Career Goals* Graduating Students' Mean Response Indicating Extent to Which Their Experience at Chipola College Helped Them Establish Their Career Goals SP 2016 SP 2017 Source: Graduating Student Survey (S:\Planning & Evaluation\Planning Resources\Survey Results\Graduating Student Surveys) 1 = none, 2 = not much, 3 = neutral, 4 = much, 5 = very much Goal 5: Improve Campus Facilities and Grounds Objective 5.1: Meet current and future facility needs of college Priority Outcome 5.1.1: Facilities plan outcomes achieved Measure Work Order Requests Work Order Requests Received by Physical Plant , , Data Not Available , , , , , , , ,927 Source: Work Order Report (Steve Young) Measure Capital Improvement Plan Funding Requests Projected Capital Improvement Plan (CIP) and Legislative Budget Requests Renovation, Remodeling, and New Construction Projects Year Renovation Remodeling New Construction Grand Total of All Projects $ 9,394,369 $ 401,156 $17,492,648 $27,288, $14,060,551 $4,718,910 $18,991,300 $37,770, Total Requested $23,454,920 $5,120,066 $36,483,948 $65,058,934 Source: CIP Summary (Steve Young) Note: Prior to , all facilities goals were five-year goals. Beginning the request year, five-year goal tracking ended. 90

91 Measure Capital Improvement Legislative Appropriations Actual ( ) Capital Improvement Plan (CIP) Legislative Appropriations Year Description Appropriations General Renovation/Remodeling; Chiller Underground Utilities $ 5,106, General Renovation/Remodeling; Chiller Underground Utilities $ 2,700, General Renovation/Remodeling; Chiller Underground Utilities $ 403, General Renovation/Remodeling; Chiller Underground Utilities $ 4,498,184 Total $13,024,825 Source: Legislative Appropriations (Steve Young) Measure Parking Spaces Total Number of Parking Spaces Year Spaces Near Classrooms Spaces Near Health Center Total Spaces , , , , Data Unavailable , , , , , ,589* , , , , , , , , , ,580 Source: Facilities Survey (Steve Young). *Increase due to completion of Center for the Arts Building. Measure Computer and Technology Capacity and Expenditures Computer and Technology Capacity and Expenditures, AY11 AY Number of Instructional Computers* Number of Student Computer Labs Number of Smart Classrooms Student Storage* (server) 97.6 GB 8.81 GB 55.7 GB 68.4 GB 95.1 GB 94.0 GB 107 GB Employee Storage* t (server) 857 GB 548 GB 568 GB 622 GB 721 GB 716 GB 820 GB Web Page Size 14.5 GB 15.2 GB 17.2 GB 18.3 GB 20.2 GB 30.2 GB 33.2 GB Total Funds Spent on Technology $1,071,700 $1,028,798 $1,701,275 $1,571,010 $1,417,030 $2,047,816 $1,269,317 Source: Annual Technology and Computer Resources and Activity (Everett) * NOTES: 1) Number of instructional computers: Reduced number is a reflection of decreases in the IT Center, Building O, and discarded/obsolete equipment. 2) Student Storage: Numbers in the past have reflected ALLOCATED storage. Numbers from forward will reflect storage ACTUALLY in use. 3) Employee Storage: Numbers in the past have reflected ALLOCATED storage. Numbers from forward will reflect storage ACTUALLY in use. t NOTES: Employee Storage: The storage size does not include outsourced athletics and Workforce Development websites. 91

92 Priority Outcome 5.1.2: Student satisfaction with quality of facilities Measure Student Satisfaction With Condition Classrooms* Graduating Students' Mean Satisfaction Rating: Condition of Classrooms Spring 2016 Spring 2017 Source: Spring Graduating Student Survey (S:\Planning & Evaluation\Planning Resources\Survey Results\Graduating Student Surveys) *1 = Very Dissatisfied, 2 = Dissatisfied, 3 = Neutral, 4 = Satisfied, 5 = Very Satisfied Measure Student Satisfaction With Laboratory/Training Areas * Graduating Students' Mean Satisfaction Rating: Condition of Laboratories/Training Areas Spring 2016 Spring 2017 Source: Spring Graduating Student Survey (S:\Planning & Evaluation\Planning Resources\Survey Results\Graduating Student Surveys) *1 = Very Dissatisfied, 2 = Dissatisfied, 3 = Neutral, 4 = Satisfied, 5 = Very Satisfied Measure Student Satisfaction With Computer Labs CCSSE Respondents' Level of Satisfaction With Computer Labs 75% 25% 55% 56% 49% 28% 23% 21% 2% 6% 6% 2% 62% 52% 29% 27% 12% Not At All Somewhat Very Source: CCSSE Item 12.2h. Note: Item 13.2h prior to ; prior to , students could select NA. (S:\Planning & Evaluation\Planning Resources\CCSSE Results) 92

93 Priority Outcome 5.1.3: Employee satisfaction with quality of facilities Measure Employee Rating of Physical Plant College Employees' Mean Rating of Physical Plant* Source: Annual Employee Survey (S:\Planning & Evaluation\Planning Resources\Survey Results\Employee Surveys) *1=very poor, 2=poor, 3=neutral, 4=good, 5=very good Objective 5.2: Provide employees, students, and guests an accessible, safe, and attractive environment Priority Outcome 5.2.1: Employees satisfied with work environment Measure Employee Response: Chipola is a Good Place to Work Percentage of Employees Responding "Agree" or "Strongly Agree" to the Statement "Chipola College is a Good Place to Work" 96% 95% 97% 98% 93% 95% 99% Source: Annual Employee Survey (S:\Planning & Evaluation\Planning Resources\Survey Results\Employee Surveys) 93

94 Priority Outcome 5.2.2: No increase in crime statistics described in Annual Security Report Measure Crime Statistics in Annual Security Report Murder/Non-negligent Manslaughter Forcible Sex Offenses Non-forcible Sex Offenses Robbery Aggravated Assault Burglary Motor Vehicle Theft Arson Negligent Manslaughter TOTAL Source: Annual Security Report (Roberts) Priority Outcome 5.2.3: Compliance with laws and regulations regarding facility access Measure FLDOE OCR Compliance Review The Florida Department of Education Office of Civil Rights conducted an on-site compliance review June 6-7, The Letter of Findings was issued June 28, 2016 and a voluntary compliance plan (VCP) was developed and submitted on August 20, Issues continue to be addressed and updates provided to DOE/OCR. The most recent update was provided on June 28, Source: FLDOE OCR Compliance Review Records, Chipola College Equity Officer (Davis) Goal 6: Manage Resources Responsibly Objective 6.1: Maintain compliance with requirements of funding entities Priority Outcome 6.1.1: Compliance with fiscal rules and regulations Measure Budget Fund Balance as Percentage of Budget Budgeted Fund Balance as Percentage of Budget* 2 1 6% 8% 1 7% 8% 9% 8% 11% 12% 13% 15% 17% Source: Chipola College Annual Financial Report (Steve Young). *State law requires minimum of 4% budgeted fund balance. 94

95 Measure End-of-Year Budgeted Fund Balance End-of-Year Budgeted Fund Balance (In Millions) $4 $3 $2 $1 $0.77 $1.12 $1.47 $1.31 $1.58 $1.86 $1.81 $2.41 $2.10 $2.66 $3.00 $3.30 $0 Source: Annual Operating Budget (Steve Young) Measure Program Viability Review Results Results of the Annual Program Viability Review Number of Programs and Recommendation # Programs Strong- Satisfactory- Weak - New Year Reviewed Retain Retain Retain Program Unsatisfactory - Delete Source: Fiscal year Program Reviews (Rentz) 95

96 Measure Summary of Report on Reports on Financial Statements and Internal Control and Compliance Source: Fiscal year State of Florida Auditor General Financial Audit for Chipola College, page i ( (Release date ) Latest report as of