Institutional Effectiveness Report

2016-2017 Columbia College Institutional Effectiveness Report Office of Institutional Research & Planning Columbia College 2016-2017

Institutional Effectiveness Report 2016-2017 Table of Contents Overview of the College and the Service Area... 2 Columbia s Service Area Educational Attainment... 2 Unemployment Rates... 3 Columbia College Students... 4 Student Residences by Zip Code... 4 Columbia College Headcount Trends... 4 California Department of Education Reported High School Graduates by County... 5 Columbia College Faculty and Staff... 5 Columbia College Student Demographics... 7 Student with Financial Need... 8 Columbia College Special Student Populations... 9 2016-2021 Columbia College Goals... 22 Goal 1: Increase student success through educational planning and support services.... 22 Goal 2: Instructional Design and Curriculum Revision... 25 Goal 3: Collect and Use Data Technology and Enhancement... 27 Goal 4: Employer Connections Economic Development and Workforce Training... 31 Goal 5: Internal and External Communication... 36 Goal 6: Integrated Education and Enrollment Planning Target Underserved Populations... 37 Institutional Student Learning Outcomes... 40 Effective Communication... 40 Critical/Creative Thinking... 40 Awareness and Personal Responsibility... 40 Breadth of Subject Area Knowledge... 40 Appendices... A.1 Outcome Measures and Standards for ACCJC and IEPI Reporting... A.1 A. Student Success... A.1 B. Other Student Surveys... A.8 C. Program Planning and Improvement... A.9 D. Faculty and Staff Demographic Trends... A.13 Page 1 of 54

Overview of the College and the Service Area Established in 1968, Columbia College is a small, public, comprehensive, two-year college in California. Together with its larger sister institution, Modesto Junior College (MJC), the two colleges comprise the Yosemite Community College District (YCCD). Geographically, the district is one of the largest in California, transecting more than 100 miles of the San Joaquin Valley from the Coast Range on the west to the Sierra Nevada on the east. The boundaries encompass over 4,500 square miles serving a population of more than 550,000. The college is located in Sonora, California, on 280 acres of forestland in the historic gold rush Mother Lode region of the Sierra Nevadas. Columbia College s service area consists of all of Tuolumne county and portions of Calaveras County, including the Highway 4 corridor from Copperopolis through Bear Valley, and Stanislaus County, including the cities of Oakdale, Knights Ferry, Valley Home, and Waterford. Communities Served: The College s primary service area covers all of Tuolumne County, much of Calaveras County and the northeastern portion of Stanislaus County. Courses are offered offsite from the main campus in Calaveras County in Angels Camp and the small town of Vallecito east of Angels Camp (San Joaquin Delta College also serves Calaveras County as a part of their service area). Columbia also rents classroom space in Stanislaus County in the town of Oakdale. These off-campus outreach sites bring a blend of Figure 1. Columbia College Service Area Map articulated general education, basic skills and vocational courses to students who reside in distant areas of the district. Beginning in 2016, the College began service to incarcerated inmates of the Sierra Conservation Center as permitted by Assembly Bill 1391 1 and will begin offering high school students dual enrollment agreements through College and Career Access Pathways (CCAP). 2 Columbia s Service Area Educational Attainment The U.S. Census Bureau provides community facts regarding education attainment for the nation, the states, and the counties. According to the Census Bureau s FactFinder and the most recent 2015 data, the majority of residents in the college s immediate service area, Tuolumne and Calaveras Counties, have attained either a high school degree or have some college or an associate s degree (69.8% for Tuolumne County and 70.8% for Calaveras). These rates are over 10% higher than the state and national rates (57.8% and 56.7% respectively). 1 Senate Bill 1391 - Inmate Education Programs. p. 3. (2014). http://leginfo.legislature.ca.gov/faces/billnavclient.xhtml?bill_id=201320140sb1391. 2 College and Career Access Pathways Agreements. http://www.gocolumbia.edu/accreditation/college_and_career_access_pathways_agreements.pdf Page 2 of 54

The ratios for the residents who have earned Bachelor s degrees or higher fall significantly below both the state s and the nation s ratios. The gaps reflect 12% below the state s ratio and 10% below the national ratio for Bachelor s degree attainment for both counties. Residents who have not graduated from high school make up the smallest of the four rates at 9.7% and again, fall below both the state and the national rates. Table 1. - Rates of educational attainment for the residents of Columbia s service area Educational Attainment Tuolumne Calaveras California United States Less than high school graduates 9.7% 8.4% 9.9% 12.8% High School graduates (includes equivalency) 29.7% 27.6% 28.7% 27.6% Some college or associate s degree 40.1% 43.2% 29.1% 28.9% Bachelor s degree or higher 20.4% 20.9% 32.3% 30.6% Source: U. S. Census Bureau American FactFinder Community Facts, Educational Attainment: Percent high school graduate or higher, filtered by United States, California, Tuolumne and Calaveras counties, https://factfinder.census.gov. Accessed: 05/04/2017. Unemployment Rates Unemployment rates have been decreasing for all three primary counties served by the College Calaveras and Tuolumne and Stanislaus counties this is also true for the state and the nation. Yet, though these rates have shown a steady decrease, all three counties continue to experience higher unemployment rates than either the state or the nation. (Also see: ISER, p. 21) Table 2. - Unemployment Rates in Columbia's service area County 2013 2014 2015 2016 2017 Change +/- % Calaveras 10.0% 8.1% 6.5% 6.3% 5.4% -4.6% Stanislaus 12.9% 11.2% 9.5% 9.9% 8.8% -4.1% Tuolumne 10.8% 8.7% 7.1% 7.0% 6.2% -4.6% Statewide 8.9% 7.5% 6.2% 5.8% 5.1% -3.8% U.S. 7.4% 6.2% 5.0% 5.0% 4.5% -2.9% Source: California Employment Development Department (EDD), Unemployment and Labor Market Information, http://www.labormarketinfo.edd.ca.gov/data/unemployment-and-labor-force.html. Accessed: May 8, 2017. Page 3 of 54

Columbia College Students Student Residences by Zip Code Based on 2009-2016 student selfreported residential zip codes, students reside primarily along the Highway 108 and Highway 49 corridors that traverse Tuolumne County (54%) and Calaveras County (20%). The next largest proportion reside in Stanislaus County (13%- primarily Oakdale), followed by zip codes that span across California (11%). Out-of-state zip codes represent approximately 2% of the total student population. Figure 2. Distribution of Students by County of Residence (For more data regarding online enrollments and course offerings, please see: Appendix, C.14) Columbia College Headcount Trends From an all-time high in student headcount enrollments in 2010-2011, Columbia saw headcount enrollments decline between 2010 and 2015 by nearly 30.6% over the following five-year period. Not unique to Columbia, statewide enrollments also decreased over the five-year period but by 9.8%. The downward trend appeared to reverse slightly in 2015-2016 with a 2.5% increase from the previous year. The statewide CCC system also saw a 1.5% increase from 2014-2015 to 2015-2016. Table 3. Unduplicated Headcounts Annual Unduplicated Student Counts Columbia College Headcounts Statewide Headcounts 2010-2011 5,780 2,609,923 2011-2012 4,562 2,425,050 2012-2013 4,486 2,292,437 2013-2014 4,387 2,310,268 2014-2015 3,912 2,318,780 2015-2016 4,009 2,354,056 Overall % Increase/Decrease -30.6% -9.8% Source: CCCCO Data Mart Annual Student Count (For full-time equivalent, FTES student trends, please see: Appendix C.11. With the decreasing student enrollments, the number of faculty and staff have decreased over the same period as well from a total of 232 staff in 2010, to 212 in 2016 (-8.6%). The largest decrease in numbers was found in the part-time faculty group from 116 in 2010 to 85 in 2016 (-26.7%). Page 4 of 54

California Department of Education Reported High School Graduates by County The percent of recent high school graduates who attend Columbia College in the fall term following their high school graduation averages 32%. The percent of recent high school graduates closest in proximity to the campus (Tuolumne County) averages approximately 47%. Table 4. Service Area High School Graduates High School Graduates by County: Grads 2014 2015 2016 3-Year Totals Enrolled CC Grads Enrolled CC Grads Enrolled CC Grads Enrolled CC % CC Enrolled Calaveras 1 481 158 481 158 506 104 1,468 420 28.6% Tuolumne 495 238 495 238 461 228 1,451 704 48.5% Stanislaus (Oakdale Unified) 415 71 415 71 431 81 1,261 223 17.7% Grand Total 1,391 467 1,391 467 1,398 413 4,180 1,347 32.2% Source: CA Dept. of Education Data Reporting Office, Cohort Outcome Data by County by year, accessed 05/02/2017; and for CC enrollments: YCCD, Crystal Reports, Student Demographic Detail Report,2016CSU, 2016CFA, and 2017CSP as of 05/02/2017. Columbia College Faculty and Staff Along with the decrease in the numbers of students enrolled, the numbers of Columbia College staff overall decreased over the past six-year period from 232 in 2010 to 212 in 2016 (-8.6%). The staff group that made up most of that decrease was in the part-time faculty group that accounted for 116 staff in 2010 and 85 in 2016 (-26.7%). Conversely, the number of Columbia College full-time faculty increased slightly from 49 in 2010 to 53 in 2016 (+7.5%) as did the administrator group that added 3 staff as well as the part-time classified added with an additional 4 staff. Full-time classified numbers did not change in numbers but remained at the same at 45 staff from 2010 to 2016. (See: ISER p. 30). Table 5. Columbia College Staff Trends Columbia College Staff 2010 2011 2012 2013 2014 2015 2016 Occupational Group # % # % # % # % # % # % # % Full Time Classified 45 19.4% 48 22.6% 45 21.3% 44 19.7% 43 18.9% 42 20.1% 45 21.2% Part Time Classified 4 1.7% 4 1.9% 4 1.9% 5 2.2% 5 2.2% 5 2.4% 8 3.8% Full Time Faculty 49 21.1% 46 21.7% 47 22.3% 45 20.2% 48 21.1% 51 24.4% 53 25.0% Part Time Faculty 116 50.0% 95 44.8% 96 45.5% 109 48.9% 112 49.3% 91 43.5% 85 40.1% Leadership Team 18 7.8% 19 9.0% 19 9.0% 20 9.0% 19 8.4% 20 9.6% 21 9.9% Total Employees 232 100% 212 100% 211 100% 223 100% 227 100% 209 100% 212 100% Source: YCCD Employee Profiles 2010 to 2016 October Payroll, Central Services Office of Research, EEO6 Report, 02/09/17. Page 5 of 54

60% 50% 40% 50.0% Employees Category Trends by Terms 40.1% 30% 20% 21.1% 25.0% 10% 0% 2010 2011 2012 2013 2014 2015 2016 Full Time Classified Part Time Classified Full Time Faculty Part Time Faculty Leadership Team Figure 3. Source: YCCD Employee Profiles 2010 to 2016 October Payroll, Central Services Office of Research, EEO6 Report, 02/09/17. Page 6 of 54

Employees Age Group Trends by Terms 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 40.9% 12.1% 29.7% 22.0% 24.5% 2010 2011 2012 2013 2014 2015 2016 15.6% Under 30 30-39 40-49 50-59 60-69 70 and Over Figure 4. Employee Age Group Trends Source: YCCD Employee Profiles 2010 to 2016 October Payroll, Central Services Office of Research, EEO6 Report, 02/09/17. Columbia College Student Demographics The ratio between female and male genders changed very little from 2012 to 2014 approximately 56% female, 43% male. Over the five-year timespan however, the unknown (unreported) gender category rose from less than.3% in 2012 to nearly 2% in 2016. The female ratio dropped by 1% in 2016 to 55% and the male ratio remained static across all five years averaging 43%. Table 6. Columbia College Student Demographics Gender Student Count 2012 2013 2014 2015 2016 % Student Count % Student Count % Student Count % Student Count Columbia Total 3,145 100% 3,018 100% 2,760 100% 2,768 100% 2,777 100% Female 1,771 56.31% 1,717 56.89% 1,537 55.69% 1,540 55.64% 1,534 55.24% Male 1,365 43.40% 1,296 42.94% 1,191 43.15% 1,179 42.59% 1,196 43.07% Unknown 9 0.29% 5 0.17% 32 1.16% 49 1.77% 47 1.69% Source: California Community Colleges Chancellor s Office, Data Mart Headcount by Gender. Accessed: May 4, 2017. Within the distribution of ethnic groups, the Hispanic group has seen the greatest increase overall, from 13.7% in 2012 to 16% in 2016. The largest decline in ethnic groups over the same period was in the Unknown/Non-respondent group with nearly 5% of the population in 2012 and 2.3% in 2016. % Table 7. - Student Ethnicities Student Ethnicities Student Count 2012 2013 2014 2015 2016 % Student Count % Student Count % Student Count % Stude nt Count % Page 7 of 54

Columbia Total 3,145 100% 3,018 100% 2,760 100% 2,768 100% 2,777 100% Afri-Am. 43 1.37% 24 0.80% 19 0.69% 46 1.66% 48 1.73 % Am. In/ Alaskan Native 48 1.53% 44 1.46% 50 1.81% 44 1.59% 42 1.51 % Asian 33 1.05% 42 1.39% 36 1.30% 46 1.66% 42 1.51 % Filipino 16 0.51% 13 0.43% 15 0.54% 19 0.69% 11 0.40 % Hispanic 430 13.67% 472 15.64% 394 14.28% 409 14.78% 453 16.31 % Pac. Isl. 13 0.41% 121 4.01% 66 2.39% 39 1.41% 15 0.54 % Multiple 107 3.40% 10 0.33% 11 0.40% 8 0.29% 14 0.50 % Unknown 151 4.80% 108 3.58% 79 2.86% 73 2.64% 63 2.27 % White 2,304 73.26% 2,184 72.37% 2,090 75.72% 2,084 75.29% 2,089 75.23 % Non-Hisp Source: California Community Colleges Chancellor s Office, Data Mart Headcount by Gender. Accessed: May 4, 2017. Collectively, these data reveal that three out of four students of Columbia College are counted in the white, non-hispanic group. Though the college is not as diverse in ethnic backgrounds as many other CCCs, there is a high level of financial need (see: next section), and many students who are firstgeneration, disabled and/or are disadvantaged (EOPS). Student with Financial Need The annual proportion of all Columbia College students who qualify for, and receive financial aid was over 50% of the total student body. Yet, the numbers of students receiving awards has decreased somewhat over the past five years. In 2015-2016, the average financial aid awarded to qualified students was $2,259 up from $2,051 in 2011-2012 (+10%). Per headcount and as of the 2015-2016 academic year, financial aid had been awarded to over 50% of the total Columbia College student body. Table 8. - Student Financial Aid Trends Financial Aid Trends by Year Total Student Headcount % Students Receiving Financial Aid Students Receiving Awards Number of Awards Total Aid Awarded Page 8 of 54 Average Awards Received per Student Average Aid Received 2011-2012 4,562 46.2% 2,108 5,773 $4,322,566 2.74 $2,051 2012-2013 4,486 47.8% 2,143 5,913 $4,661,884 2.76 $2,175 2013-2014 4,387 49.0% 2,148 6,148 $4,867,926 2.86 $2,266 2014-2015 3,912 51.8% 2,026 5,680 $4,724,304 2.80 $2,332 2015-2016 4,009 51.5% 2,064 5,919 $4,663,360 2.87 $2,259 Averages: 4,271 49.3% 2,095 5,915 $4,729,368 2.82 $2,217 Source: CCCCO Data Mart, Students/Headcounts; Student Services, Financial Aid Summary Given that overall enrollments have declined over the past five years, the number of students who qualified for financial aid (FA) remained about the same averaging 2,095 students per year. In addition, the number of awards per qualified student increased from an average of 2.74 awards per FA

Millions student to an average 2.87 awards per FA student in 2016. The resulting dollar amount also increased from an average of $2,051 per student in 2012 to an average $2,259 in 2016 (+10.2%). 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0 Financial Aid Trends $4.7 $4.9 $4.7 $4.7 $4.3 5,773 5,913 6,148 5,680 5,919 2,108 2,143 2,148 2,026 2,064 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Awarded Amount Student Count Award Count $5.0 $4.5 $4.0 $3.5 $3.0 $2.5 $2.0 $1.5 $1.0 $0.5 $0.0 Figure 5. Student Financial Aid by Headcount. Source: CCCCO Data Mart, Students/Headcounts and Student Services, Financial Aid Summary. Accessed: 05/04/17. Columbia College Special Student Populations Columbia saw increases in the numbers of special needs students and by 2016, made up over 30% of the student population. Students with special needs include those who are the first in their families to attend college (First Generation), the disabled, and students who are disadvantaged by language, social, economic and educational circumstances (EOPS). Table 9. Columbia College Special Population Trends Columbia 2012 2013 2014 2015 2016 Special Populations N: % N: % N: % N: % N: % First Generation 375 11.9% 342 11.3% 317 11.5% 257 9.3% 255 9.2% Disabled (DSPS) 286 9.1% 304 10.1% 282 10.2% 313 11.3% 352 12.7% EOPS 165 5.2% 134 4.4% 171 6.2% 210 7.6% 243 8.8% Total Headcount 3,145 26.2% 3,018 25.8% 2,760 27.9% 2,768 28.2% 2,777 30.7% For a more thorough overview of the college, its students, and its instruction and courses, please refer to the 2017 Columbia College Institutional Self-Evaluation Report. Whereas the previous tables summarized headcounts or the number of students attending, we now look at the number of enrollments; meaning, the total number of enrollments (courses) for each student. Basically, for each enrollment there are credit units, or hours assigned and the number of unit hours per full-time student (FTES) is the basis from which the college receives its funding. It follows then that effective management of the college s enrollments is crucial to the college s fiscal stability. Student recruitment (enrollment): As part of the California Community College system, Columbia s total enrollments make up a very small proportion of the annual enrollments statewide. For example, Page 9 of 54

Columbia s annual enrollments total approximately 4,000 students while Columbia s sister college, MJC, tallies six times that number over 24,000 enrollments annually, while the statewide CCC numbers average over 2.3 million enrollments. Table 10. - Annual Enrollments Comparison - Columbia College, Modesto and Statewide: Annual Enrollments Annual 2013-2014 % 85 2013-2014 Annual 2014-2015 % Statewide 2013-2014 Annual 2015-2016 % Statewide 2013-2014 Columbia 4,387 0.19% 3,912 0.17% 4,009 0.17% Modesto 23,789 1.03% 24,304 1.05% 24,149 1.03% State of California 2,309,930 100.0% 2,318,367 100.0% 2,354,056 100.0% Source: CCCCO, Annual Student Headcount Report, by Columbia College, Modesto and Statewide, 2013-2014 to 2015-2016, http://datamart.cccco.edu/students/student_term_annual_count.aspx. Accessed: 10/04/16. Also available: Columbia College Institutional Research homepage: http://www.gocolumbia.edu/institutional_research/default.php To attract numbers of new students, Columbia intensified its marketing efforts to first-time students including graduating high school seniors; and to currently enrolled students in terms of retention (students enroll concurrently over several semesters). Students attending high school (Special Admit Students) were also encouraged to enroll in selected college coursework, off-site courses were offered while online courses continued to show growth. Categories of students enrolled over the past five years are depicted below by student enrollment statuses. The chart is segmented by fall and spring semesters due to the typical concentration of firsttime students found enrolled during fall terms and shows that over the six fall terms from 2011 to 2016, the percent of first-time students comprised a smaller proportion of the total student population in 2016 (12.3%) than in any of the previous five years. The continuing student group however, comprised a larger proportion of the population than in any of the previous five years (79.8%). Special Admit students (concurrently enrolled high school students) continued to decline proportionally to make up 3.7% of the student population by 2016. Table 11. - Student Enrollment Status trends by terms ( and Spring) Terms First-Time Student Continuing Student* Special Admit Student Uncollected/ Unreported 2011 17.6% 71.8% 2.5% 8.1% 2012 18.8% 78.4% 2.8% 0.0% 2013 19.6% 64.0% 3.5% 12.8% 2014 17.2% 64.2% 4.2% 14.3% 2015 18.6% 62.7% 5.3% 13.4% 2016 12.3% 79.8% 3.8% 4.1% 5 year averages terms: 17.3% 70.2% 3.7% 8.8% Spring 2012 6.4% 76.3% 2.8% 14.5% Spring 2013 5.7% 78.1% 3.6% 12.6% Spring 2014 4.0% 89.8% 3.3% 2.8% Spring 2015 4.3% 75.8% 5.4% 14.5% Page 10 of 54

Terms First-Time Student Continuing Student* Special Admit Student Uncollected/ Unreported Spring 2016 5.2% 75.5% 5.7% 13.7% 5 year averages Spring terms: 5.3% 79.1% 4.2% 11.6% * Continuing student counts include first-time transfer, returning, and continuing student categories. Source: CCCCO Data Mart, Enrollment Status Summary Report, http://datamart.cccco.edu/students/enrollment_status.aspx., Accessed: 03/13/17. Effective Enrollment Management: Managing enrollments, and therefore FTES and funding, is a vital goal for Columbia College. To maintain viability and vitality of its programs and services, both class size and sequencing must maximize enrollments. The challenge to accomplish this goal is intensified due to the campus s rural remoteness, small size and resulting economies of scale. This is particularly challenging for Columbia College under the best of circumstances, but particularly when Columbia, as well as the state in general, has experienced declines in enrollments, and therefore FTES over the past five years. Figure 6. Columbia College FTES Trends Source: CCCCO Data Mart, Full Time Equivalent Student (FTES) Summary Report, http://datamart.cccco.edu/students/ftes_summary.aspx. Accessed: 03/13/2017. The decline in enrollments can be explained, in part, to a decline in the high school population and subsequent decline in college-bound graduates. The emigration of wage earners with families from the foothill region during the disastrous economic recession of 2007-2009 may have contributed to the high school enrollment s decline as well. To meet this challenge and as previously stated, the College intensified its efforts to attract new students, to ensure their success and to retain them until completion of their goals. We will look at some of the strategies that have been taken and measure the baseline data that will be used to track the effect of these efforts over the coming years. Page 11 of 54

Columbia College Enrollments New Students Welcome Week: Beginning 2015, the College began offering a College Welcome Week. Students are greeted by staff and student ambassadors at the main entrances of the college as they arrive for their first week of the term. Throughout the week, students are provided with directions, offered refreshments, and given helpful materials including a college planner. The week hosts daily free come one, come all events that familiarize students with the college, their instructors, the staff, and the services that are available for them. The events have received very positive feedback (See: SSEAC Minutes, #9, September 2015: http://www.gocolumbia.edu/awe/awemin91815.pdf). Student-to-Student Outreach: Beginning 2014, the Student Services Department began training Student Ambassadors for the express purpose of interacting with fellow students. These ambassadors assist staff in providing services and directions at the information desk, provide the students voice to outreach efforts, and make individual contacts with fellow classmates. The Student Ambassador Program has been very well reviewed by not only the students, but the College and staff as well. The College has benefitted immeasurably through the efforts of these outstanding students. Public Outreach and the College Foundation: One of the six 2016 Columbia College Goals is to Expand modes of communication to improve community outreach, information sharing and marketing efforts. In the spring of 2016 the College contracted with a recognized national leader in marketing to assess where and how students receive their information about the college and the factors that impact continued student enrollment. From the information gathered through these efforts, the College was able to increase the information sent to students through student-friendly modalities including electronic outreaches utilizing Facebook, Twitter, Pandora advertising, Washington Street banners, and providing a public presence at community events. Another integral connection to the community is the Columbia College Foundation that benefits both new and returning students with scholarship opportunities as well as in building community relationships with alumni and future students. Enrollments Retention of Current Students Student success efforts through educational planning and support services are another strategic focus for the College. Retaining and assisting students through to completion of their programs has been intensified with focused planning for students and assistance in setting informed educational goals. (See: Enrollments Student Educational Planning). Additionally, instructional areas have reviewed their coursework for, not only Title V regulations and adherence, but for streamlined pathways through college programs. Overarching measures have included identifying productivity measures and refining them over the past two years. Another initiative has been that of initiating strategies to balance course loads and course scheduling thus stabilizing the two-year calendar for students and providing them a better tool for planning. With better planning, students should gain a clearer roadmap toward the timely completion of their goals. A new Student Success and Equity Office was created in 2015 to address the needs of special populations, their educational and financial assistance needs. Based on research, strategies contained Page 12 of 54

in the Columbia College 2015-2016 Integrated Plan for Student Success have begun to meet access and retention target needs. The college is beginning to see some movement in the student success and retention for these targets that will become more evident in future releases of the CCCCO Scorecard. Data trends for enrollments and subsequent student retention and success rates will be closely tracked and reported between the release of this document and its future iterations. Enrollments Future Students According to population projections from the Department of Finance, the past five-year downward trend in enrollments may be ending and possibly start to reverse beginning in 2017-2018. The College has intensified its collaborative efforts with, and presence in the community high schools and efforts have been increased in terms of economic opportunities for Columbia College students. 3 Throughout 2015-2016, the College created numerous flyers, pamphlets, banners, and sent targeted student emails and phone calls for student outreach and alerting students of campus services and activities. Venues were offered in informal, out-of-the-classroom settings to increase interactions between faculty and students, and the College increased its late start class offerings to capture students who were caught in course cancellations or missed a deadline. A robust summer schedule was implemented to accommodate students timely completion of required courses and to boost FTES. Students received help in progressing efficiently through their coursework to meet their goals while the College improved its productivity by balancing course sizes reducing the need to cancel courses due to low enrollments. The Curriculum Committee has been reviewing all programs for redundancy and has introduced new transfer degrees that provide students a means to meet their transfer requirements with fewer semesters. FTES Focus on Off-Site Locations To bring instruction closer to students where they live and work, Columbia has offered courses at offsite outreach centers across three counties including five K-12 schools. Courses taught at these sites range across subjects from vocational training to degree and transfer courses as well courses targeted to senior adults. Size in terms of FTES generated from these sites is represented below across the previous five years. 3 U. S. Census Bureau American FactFinder Community Facts, https://factfinder.census.gov, Educational Attainment: Percent high school graduate or higher, United States, California, Tuolumne and Calaveras counties, 10/28/2016. Page 13 of 54

FTES generated at off-site locations, 2012-2017 Baker Station Murphys Fire Station #1 Oakdale High School Stanislaus Culinary Arts Inst. Sierra Conservation Center Twain Harte Center Bret Harte High School St. James (Red Church) 20.1 16.3 24.7 8.1 5.9 14.4 10.1 7.9 10.5 7.0 7.8 6.2 Vallecito 9.2 15.6 Sonora High School 8.3 3.2 Family Learning Center 2.6 Mark Twain Elementary 1.8 Murphys First Cong. Church 0.9 Jamestown Family Resource Ctr 0.6 TC Office of Education 0.0 19.4 18.1 40.5 18.3 20.8 35.9 37.1 12.4 9.7 6.5 17.8 4.5 6.8 15.0 42.6 48.8 33.6 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 Figure 9. Online Courses FTES Trends Source: YCCD Crystal Report - Course Section Extract, Multi-term, Accessed: 04/07/2016. The two most recent outreach centers were opened in 2014-2016. The Vallecito site, located in the town of Vallecito near Angels Camp in Calaveras County, opened in 2015. It fills a need for courses offered closer to Calaveras County adults particularly those who are working. The Vallecito site offers a blend of coursework that includes general education core requirements and career/technical training. The Vallecito location added 73 enrollments and a total of 9.2 FTES for Columbia in its first year. The Sierra Conservation Center, a site located west of Columbia, revitalized its course offerings to prison inmates beginning 2015-2016. The courses at this site cover subjects such as College Guidance, Math, English and vocational training. The courses have been well received and have gone beyond expectations in both enrollments and student success. The instructors who teach the courses, the prison officials and the students have all given positive feedback in its first year while adding 14.7 FTES for Columbia. FTES - Online Course Offerings In 2006, Columbia College received a six-year Title III grant to fund the infrastructure for, and provide the training to faculty in launching a full complement of online offerings. 4 At the time, 2006-2007, Columbia College offered only 2 online course sections that produced minimal FTES. The grant s goal was to train over 70 faculty and offer enough sections to generate 200 online FTES. The project exceeded its goals in not only the FTES generated, but in the number of online courses offered and the number of faculty trained to teach online. 4 Reference to online courses means those course sections that meet 100% of the time online. Reference to hybrid courses means course sections that require a face-to-face component plus an online course component and are therefore reported separately. Page 14 of 54

By 2009-2010, Columbia s online offerings had grown to 69 sections and produced 182.9 FTES. By 2015-2016, online sections produced 377.7 FTES in 206 course sections with 75 full and part-time instructors trained for online teaching and the emerging tools and strategies for online. As reflected in the chart below, budget shortfalls in 2011-2012 resulted in a reduction in all college sections including online sections. This was followed by decreasing collegewide drop in enrollments in 2014-2015. Since 2011-2012 however, the College has seen steady growth in its online FTES and a 200% increase for online. Fully online course sections now represent approximately 15% of all FTES generated at Columbia College (2015-2016: 377.7 Online FTES / 2,390 Total FTES). FTES from Online and Hybrid courses, 2009-2010 to 2015-2016 Figure 10. Columbia College FTES Trends by Instruction Modality Source: YCCD Crystal Report, Course Section Extract. Accessed: 10/27/2016. Course Retention and Student Success in Courses Ratios for student retention in courses (remaining to the end of the term to earn a grade) and course success (earning grades of C or above) generally tend to average higher ratios in the spring terms vs. the fall terms. This is partly explained by the larger proportion of the students who enroll as new first-time students in fall terms vs. a somewhat larger proportion of continuing students enrolled in the spring terms. Page 15 of 54

Table 12. Course Retention and Success Trends by terms ( and Spring) Terms Enrollment Count Retention Count Retention Rate 5 Success Count Success Rate 2011 7,956 6,598 82.9% 5,398 67.8% 2012 7,349 6,282 85.5% 5,265 71.6% 2013 7,346 6,162 83.9% 5,227 71.2% 2014 6,777 5,797 85.5% 4,954 73.1% 2015 6,701 5,727 85.5% 4,856 72.5% 2016 3,128 2,778 88.8% 2,466 78.8% Average: 6,543 5,557 85.3% 4,694 71.5% Spring 2012 7,344 6,151 83.8% 5,126 69.8% Spring 2013 7,180 6,032 84.0% 5,172 72.0% Spring 2014 7,233 6,246 86.4% 5,349 74.0% Spring 2015 6,500 5,585 85.9% 4,813 74.0% Spring 2016 6,553 5,540 84.5% 4,838 73.8% Spring Average: 6,962 5,911 84.8% 5,060 72.1% 5 year averages: 6,733 5,718 85.1% 4,860 72.6% Source: CCCCO Data Mart - Course Retention/Success Rate Summary Report, http://datamart.cccco.edu/outcomes/course_ret_success.aspx. Accessed: 06/29/17. College Persistence (Earning 30 or more Credit Units) The CCCCO provides another measure for the students who have demonstrated an intent to earn a degree, certificate and/or to transfer. This measure includes students who have persisted through at least their first three consecutive terms and who have earned 30 units or more within six years. Five cohorts data are summarized below for students who attained 30 or more credit units. Columbia College students averaged 62.2% overall as compared to the statewide average of 67.1%. That is, on average, 62% of Columbia s incoming new students earned at least 30 units within six years. For the students who started college as prepared for college-level coursework, (those who did not require remedial coursework), the completion rates averaged 66.1% which was 5.7% below the statewide ratio of 71.8%. The unprepared students (those who needed remediation at the time they started college) had an average ratio that was also 5% lower than the statewide average 60.6% for Columbia versus 65.6% statewide. 5 The CCCCO defines retention for this report as all students who remain in the course to the end of the term and receive a grade. Success is defined as receiving a passing grade (enrollments with grade of A,B,C,P,IA,IB,IC,IPP ) over those who received a non-passing grade. Page 16 of 54

Table 13. Completion (30+ Units) by Academic Year as Compared to Statewide Completion Cohorts CC Overall 30+ Units Columbia College 30+ Units California Statewide Prepared for College Unprepared for College Statewide Overall Prepared for College Unprepared for College 2006-07 62.5% 64.1% 61.8% 66.4% 69.7% 65.1% 2007-08 67.7% 69.3% 67.0% 66.5% 70.1% 65.3% 2008-09 58.9% 66.3% 56.8% 66.5% 71.1% 65.0% 2009-10 61.5% 63.2% 60.6% 67.5% 73.1% 65.7% 2010-11 60.4% 67.8% 56.9% 68.8% 75.1% 66.8% Averages: 62.2% 66.1% 60.6% 67.1% 71.8% 65.6% Source: CCCCO College Scorecard, Accessed: 05/02/17. As the above chart depicts and the graph below, Columbia College s five-year cohort completion average was 62.2% that was 4.7% below the statewide average of 67.1%. Except for the 2007-08 cohort year where Columbia s completion rate rose 1.2% above the statewide rate, from the 2008-09 to 2010-11 Columbia s 30+ Unit completion rates have remained 7-8% below the statewide cohort rates. Figure XX. Columbia College Student Cohorts Completing 30+ Credit Units or More Columbia College Completed 30+ Units 66.4% 66.5% 66.5% 67.5% 68.8% 67.1% 62.5% 67.7% 58.9% 61.5% 60.4% 62.2% 2006-07 2007-08 2008-09 2009-10 2010-11 5 Yr Average CC Overall Statewide Overall Figure 11. Scorecard Trends, 30+ Units Completed For the students who arrived prepared for college-level coursework however (those who did not require remedial work), the completion rate averaged 66.1% 6 and 5.7% below the statewide ratio of 71.8%. For the unprepared students, their ratio (fell below the statewide average (61.5% compared to 64.8%) over the five-year period. 6 California Community College Chancellor s Office 2016 Scorecard Report for all colleges and statewide reports outcomes for the cohorts beginning 2009-2010 through 2014-15, http://scorecard.cccco.edu/scorecardrates.aspx?collegeid=591 Page 17 of 54

Table 14. Completion Cohort Ratios by Academic Year for Prepared and Unprepared Students as Compared to Statewide Completion Ratios: Cohorts Completion Columbia College CC Overall Prepared for College Unprepared for College Completion California Statewide Statewide Overall Prepared for College Unprepared for College 2006-07 42.3% 61.5% 34.4% 49.2% 71.3% 41.2% 2007-08 43.7% 60.4% 36.0% 48.4% 70.6% 40.9% 2008-09 40.4% 61.2% 34.2% 47.3% 70.2% 39.8% 2009-10 35.7% 48.6% 29.7% 47.1% 70.0% 39.6% 2010-11 36.2% 50.3% 29.6% 48.0% 70.6% 40.8% Averages: 39.7% 56.4% 32.8% 48.0% 70.5% 40.5% Source: CCCCO College Scorecard, Completions. Accessed: 06/15/17. The five trends of student preparedness for Columbia s Scorecard completion rate is presented in the following chart. The gap between groups, year by year, illustrates the change between the ratios of the students who arrive prepared for college coursework and those who require remediation (those who arrive under-prepared for college-level work). The gap narrowed between groups in 2009-2010 due to lower performance outcomes in all three categories particularly those of the prepared for college group. 100% Columbia College Completions by Prepared/Unprepared and Overall 80% 60% 40% 20% 61.50% 60.40% 61.20% 42.30% 43.70% 40.40% 34.40% 36.00% 34.20% 48.60% 50.3% 35.70% 36.2% 29.70% 29.6% 0% 2006-07 2007-08 2008-09 2009-10 2010-11 CC Overall Prepared for College Unprepared for College Figure 12. Completion Rates by Overall, Prepared and Unprepared (remedial) Students Source: CCCCO Scorecard Completions, http://scorecard.cccco.edu/scorecardrates.aspx?collegeid=000#home. Another Completion Ratio previously known as Student Program and Retention (SPAR) The CCCCO calculates a Persistence completion ratio for community colleges. This Scorecard measure tracks students persistence through course completions and semesters beginning with a cohort of new students who have met CCCCO-defined criteria (see below). Their progress is followed across three Page 18 of 54

years of enrollment and if within that time, students have been enrolled in at least three consecutive terms, have attempted transfer level math and English and/or completed an award or have transferred, they are counted. The count is then used as the numerator that is divided by the total number who began in the cohort resulting in the college s Persistence rate. Cohort criteria: Cohorts start with first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and have enrolled in three consecutive terms anywhere in the CCC system. Over the past five cohorts, Columbia College students have persisted at an average rate of 68.4%; while those who arrived prepared for college-level coursework averaged a completion rate of 69.7%. Columbia averaged somewhat lower than the statewide overall average (72.3%) for this measure. Table 15. Persistence by Academic Year Compared to Statewide SPAR Cohorts CC Overall Persistence Columbia College Prepared for College* Unprepared for College Persistence California Statewide Statewide Overall Prepared for College Unprepared for College 2006-07 65.9% 68.4% 64.9% 70.4% 72.4% 69.6% 2007-08 68.8% 69.1% 68.7% 70.5% 72.0% 70.0% 2008-09 67.1% 71.4% 65.8% 71.6% 72.8% 71.2% 2009-10 71.4% 65.3% 74.2% 73.2% 74.7% 72.7% 2010-11 68.9% 74.1% 66.4% 75.9% 78.0% 75.2% 5 Year Average: 68.4% 69.7% 68.0% 72.3% 74.0% 71.7% Source: CCCCO, 2017 Student Scorecard, 5-Year Trend, Columbia College and Statewide: http://datamart.cccco.edu/default.aspx, accessed 06/28/2017. * Prepared for College means cohorts began their studies at the college level (they did not require remediation). Unprepared for College means that cohorts began their studies in either Math or English remedial courses (two or more levels below transfer level college coursework). Columbia College Degree and Certificate Completions The number of awards have increased each academic year over the past six years. The addition of new transfer degrees (AA-T and AS-T) has contributed to this increase in recent years, as has the growth in 6 to 18 unit certificates. With the exceptions of the 30 to < 60 unit certificates and the Associate of Arts (AA) degree, all other categories have seen increases with an overall 161% increase in the number of awards earned. Page 19 of 54

Table 16. Degree and Certificate Trends Award Type 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 +/- Associate in Science for Transfer (A.S.-T) 10 12 N/A Associate in Arts for Transfer (A.A.-T) 1 7 23 38 N/A Associate of Science (A.S.) 78 103 98 115 104 104 133% Associate of Arts (A.A.) 102 113 117 111 113 101-1% Certificate requiring 30 to < 60 semester units 17 26 28 21 18 15 Certificate requiring 18 to < 30 semester units 11 25 25 32 37 30 Certificate requiring 12 to < 18 units 28 36 36 40 41 42 150% Certificate requiring 6 to < 18 units 15 4 37 54 59 67 447% Other credit award < 6 units 11 3 8 6 4 14 127% Columbia Total 262 310 350 386 409 423 161% Source: CCCCO Data Mart - Program Awards, http://datamart.cccco.edu/outcomes/program_awards.aspx -12% 272% Transfers The number of Columbia College students who have transferred to universities has been increasing over the past eight years. The highest number of transfers was found in the CSU system 104 in 2015-2016, up from 89 in 2008-2009. Student transfers to the UC system increased slightly during this time and averaged about 20 students annually. Columbia College student transfers to private and out-of-state universities saw increases in 2012-2013 while at the same time the transfer numbers to CSU decreased. This occurred at the same time CSU raised its tuition fees. This event is clearly reflected in the chart below. 250 Columbia College Transfers to CSU, UC, and In-State and Out-of-State Private Universities 2008-2016 200 150 100 50 0 UC CSU Private/Out of State Total Page 20 of 54

Figure 13. Columbia College Student Transfers to Universities, 2008 2016 Source: CSU Analytics, CCC Transfers by year 2/13/2017, UC, Transfers by Institution Source by year, 06/28/2017, and CCCCO DataMart -Transfer Volume Report 06/28/2017. Page 21 of 54

The following sections represent the first iteration of data summaries that will provide the baseline data to be used in measuring progress made toward meeting the Columbia College 2016-2021 goals and objectives. 2016-2021 Columbia College Goals Columbia College developed six College Goals in tandem with its 2021 Strategic Plan beginning in the spring of 2015 and continuing through the following fall. 7 The revised goals were developed with college-wide collaboration that was spearheaded by the college s main representative body, the College Council. Six key areas were identified and vetted through college channels with final approval and adoption recorded by the College Council in their minutes on April 22, 2016. The following will step through each of the 2016 Columbia College Goals reprinting each goal heading in highlighted text followed by its description in italicized, bold text. Much of the data that has been used and sourced for this report comes from the California Community Chancellor s Office (CCCCO) s Data Mart, Scorecard, and CCCCO Research, Analysis & Accountability resources. 8 Where applicable, local YCCD data extracts were used to supplement information that was unavailable through the CCCCO resources. Goal 1: Increase student success through educational planning and support services. Integrated education and enrollment Planning Target Underserved Populations. 7 For a report on prior 2012 College Goals, please reference the 2015 Institutional Effectiveness Report. 8 The California Chancellor s Office produces its online data summaries from the term and annual data submitted by the YCCD s Central Services Research and Planning Office in the form of Management Information Systems or MIS submissions. Page 22 of 54

Goal 1.1 Student Educational Planning Research shows that when students complete an educational plan early in their college career, they are more likely to persist that is, enroll from fall term to the subsequent fall term. Local research also shows that the Columbia students who file comprehensive educational plans, and who declare goals of degrees and/or transferring to universities, have been persisting at much higher rates than students who have no educational goal of degree or transfer. The graph below illustrates fall to fall persistence for Columbia College students who identified a goal of degree or transfer, as compared to all students without a goal of degree or transfer. Figure 7. Educational Plans filed by Student Educational Goals Source: YCCD Crystal Reports Student Demographic Detail Report 03/15/2017. Page 23 of 54

The following depicts the increases in education plan submissions over the past four years. The data has been parsed by student enrollment statuses to illustrate which groups effected the greatest growth in educational plan submissions. 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Ratios of Comprehensive Ed Plans Filed by Student Enrollment Status 2012-2013 2013-2014 2014-2015 Continuing First Time First Time Transfer K-12 Returning 2015-2016 Figure 8. Educational Plans Filed by Student Enrollment Status Source: YCCD Crystal Reports Student Demographic Detail Report, 03/15/2017. With the sharp increases in both persistence from fall to fall and for student planning, Columbia College students particularly the first-time students may indicate higher award and transfer completion rates for the future. Goal 1.2 Increase percent of students completing SSSP core services In 2016, 67.9% of Columbia College students had received an orientation and 72.5% had completed an abbreviated educational plan with 53.6% had completed a comprehensive educational plan. This reflected the following change from the previous 2015-2016 academic year: Increase in FTES of 19% Increase in orientations of 64% Increase in assessment testing of 16% Increase in other services of 11% Decrease in abbreviated Ed Plans of 53% (The decrease in abbreviated educational plans filed was a result of minimized large-group advisements and orientations completed online sans advisement sessions.) 9 Goal 1.3 Increase the percent of students progressing through basic skills courses Basic skills support has been enhanced by extending the hours and availability of the tutoring center (AAC), the implementation of online tutoring (OEI). Success rates for students who have received tutoring exceeds the success rates for students who have not received tutoring by 17.4% (84.1%- received, 66.7%-not received). 10 In terms of basic skills placement, Columbia has held several workshops with English and math faculty including math and English faculty and administrators from local high schools to hone the assessment 9 Student Success and Equity Research, Workgroup Minutes, November 18, 2016. 10 Columbia College Research Brief, September 2016. Page 24 of 54

and placement process. This effort has resulted in the inclusion of enhanced multiple measure assessment that does not rely solely on placement via test scores and fewer students being placed into remedial coursework. Future research will highlight the results of this placement alteration. Goal 2: Instructional Design and Curriculum Revision Create a balanced instructional environment through effective curriculum revision. Maintain and build upon existing high quality instruction and student success through strategic hiring and professional development. On average, Columbia College offers approximately 135 degrees, certificates, and skills attainment programs, and 373 credit course opportunities for students. Due to its size, Columbia may schedule some courses on a periodic, or rotational basis that is, some courses are offered once per academic year, and for a few capstone courses, once every two years. This represents a significant scheduling challenge for the college in terms of sequencing the courses to ensure a timely completion of students programs. Beginning in 2015 and ongoing, the Columbia College Curriculum Committee in alignment with the Academic Senate has conducted a comprehensive review of the college course and degree catalog with the intent to provide streamlined educational pathways for students. The result, recorded in the resolution FA15-D (11/20/2015), modified general breadth requirements for the college s associate degrees as well as formulated the new Associate of Arts and Sciences Transfer degrees (AAT and AAS degrees). At the same time others were discontinued, such as the Associate in Science, Occupational Education awards. Each degree is made up of individual course subjects and each of these is evaluated on a rotational basis at least once every five years. This ensures adherence to all state and educational code regulations as well as accepted instructional practices and to meet industry standards. The Curriculum Page 25 of 54

Committee meets almost weekly throughout the academic year to approve program and course reviews adding, improving, streamlining, or removing courses to maintain a vibrant course inventory that prepares students for the future. A summary of the Curriculum Committee activities for courses between 04/01/2014 to 04/07/2016: 43 courses have been discontinued, 179 courses have received major modifications, 42 courses have received minor modifications, and 34 new courses have been added to the curriculum inventory 11 Likewise, the college programs are evaluated for efficacy on a rotational five-year schedule. Extensive work continues to streamline program pathways, redundancies reduced in the general education requirements and outdated awards removed from the catalog. Several CTE certificates have been revised to meet industry standards and new awards have been articulated for the AAT and AST transfer awards. A summary of the program award activities for programs between 04/01/2014 to 04/07/2016: 6 program awards have been discontinued, 11 new program awards have been added, and 84 program awards have been modified. 11 Obtained through the Columbia College Curriculum Course and Award Approvals Report, April 7, 2016 Page 26 of 54

Goal 3: Collect and Use Data Technology and Enhancement Collect, manage, and analyze data driven evidence to facilitate continuous improvement. Data tools are being updated, improved and/or implemented to facilitate college-wide planning. For example, the Colleague Reporting and Operating Analytics (CROA) system was initiated by the YCCD Information Technology Office (IT) for college users and researchers. Other tools include a college-only Data Portal and public dissemination of surveys, data summaries and periodic reports on the public website. The Data Portal: Data sets provide user-controlled summaries of enrollments, FTES, waitlists, student outcomes and grades, and award completions. These data sets are accessible to any YCCD personnel with a YCCD email, logon and password. The site provides users with the ability to manipulate their data and trends via criteria they choose. Filters are also included to help users isolate student demographics and special populations as well as parse the data by departments, courses and subjects. The portal is located behind the YCCD firewall and available to all college staff on the Columbia College IRO SharePoint site: https://yosemiteccd.sharepoint.com/sites/cc-research Page 27 of 54

Examples of the enrollment and outcome data available via user-defined selections in public, and protected Data Portal sites: Public Site Protected Site Figure 14. Screen shots of Public and Protected Data Portals Course Success The elumen Student Learning Outcomes (SLO) Tool: An SLO, PLO and ISLO software tool for managing continuous course and program improvements, the elumen system was piloted in 2016. This online program promises to provide a highly flexible means to track the institution s course and student service learning outcomes as created by the college programs for each course, and for each student support service. Once implemented, the tool will allow a robust means of obtaining rich analytic information via the learning outcomes of the students at a very granular level. Seamless mapping from each course to program level and institutional level learning outcomes weaves all evaluations that integrated at all levels of the institution. Page 28 of 54

Figure 15. Screenshot of the elumen Student Learning Outcome application (March 2016). Page 29 of 54

Program Reviews available online: All programs and service areas are provided with online Program Review forms that capture data from planners analyses of their programs, the progress made toward achieving their program goals, and the resource requests submitted that are based on their analyses. While programs and services may update their forms at any time, all are expected to provide a comprehensive review at least once every three years per an established schedule. Likewise, programs (defined as degrees and certificates in most cases) are reviewed much like the Student Learning Outcomes (SLOs) for courses per the established schedule: External Reporting In addition to federal, state, college and grant reports, the Institutional Research Office produces quantitative and qualitative analyses for special needs and projects. Many are produced annually or biannually, others are needed on a periodic basis. Research studies are made available and posted online to the Office of Institutional Research website. College-generated information available on the gocolumbia.edu research web site: Accreditation Reports and Evaluations Community Needs Survey CTE Employment Outcomes Survey (student) o 2013 o 2014 o 2015 o 2016 (in progress) Employer Survey (community employers needs and feedback) Program Review users feedback Community College Survey of Student Engagement Online Student Surveys Examples of surveys periodically produced (as of 2016): National College Health Survey NCHS (2012 and 2016) Institutional Effectiveness Student and Staff Surveys (2012 and 2016) Student Voting Patterns (following major election periods) Page 30 of 54

Reports available online to the public are posted on the following gocolumbia.edu web sites for the general public: Institutional Research and Planning site Student Equity and Success Research site California Community College Data Mart Student Success Scorecard Quantitative data that contain more sensitive information are posted on the Columbia College IR SharePoint site for internal use. In this way, the College has access to both aggregated and disaggregated data for their use for periodic comprehensive analyses. Goal 4: Employer Connections Economic Development and Workforce Training Promote economic development by providing employer/student connections through workforce training. In 2014, the College collected local employer responses from an Employer Skills Survey 12. The survey provided valuable feedback as to the skills needed for success on the job at the work places of the region s local businesses. The top-rated skills and training identified by local employers related not only to new hires, but for their current employees as well. Of the highest ranked employment skills, employers valued skills commonly known as soft skills : Understand instructions, communicate clearly, and the ability to influence others. From the employer s comments, employers most often stressed that people skills were extremely important to the success of new hires on the job. 12 Employers Skills Survey results (ongoing) http://www.gocolumbia.edu/institutional_research/surveyresults.php Page 31 of 54

Employer Feedback Skills and Abilities Required for New Hires Figure 16. Example of summary of Employee Skills Survey Required Skills for New Hires Source: Columbia College Employer Skills Survey, Columbia College Institutional Research and Planning, 2014. To address the highest valued soft skills training requested by employers, Columbia College applied for, and was awarded a 21 st Century Project grant and in 2015, the College began to embed soft skills training into several technical programs such as fire science and culinary arts. While data is being collected during its first year, the program has received recognition statewide for its efforts. An annual evaluation of the student outcomes for those receiving 21 st Century grant training will commence in the summer of 2016. Ongoing and new workforce related initiatives have been underway and/or are being implemented at the time of this writing. Many initiatives seek to interweave both work place skills with classroom and technical, hands-on training. The College is working with employers to include internships at their worksites such as the CTE Enhancement Fund Regional Project for Water Technology and the California Apprenticeship Initiative (CAI) bringing internship opportunities to students while they complete their studies in Hospitality Management. Partnerships with regional high schools are also building pathways from high school to college that combine career awareness, training, and higher education. Because the College and CTE instructors have limited access to regional labor and economic market statistics, the College subscribes to the Economic Modeling Specialists International website (EMSI) to provide programs labor and industry data for planning or as they consider changes to their programs. In 2017, the College increased its subscription to include local employer trends and hiring capacity. Page 33 of 54

Figure 17. Screen shot of EMSI Workforce and Labor Statistic Collections Available online. Other data can be obtained through the CCCCO with the annual Perkins Core Measure reports. These reports are limited in terms of employment numbers as they often reflect very small counts and include only the students identified in CTE programs. Therefore, Columbia participates in an annual student survey, the Career Technical Education Outcomes Survey (CTEOS). CTE Outcomes Survey: Helps address some of the limitations in the available career information available to Columbia. Specifically, the survey seeks to identify employment rates for students and the change in their salaries after completion. The College conducted telephone surveys of all CTE completers who either graduated or left the college after one year. Though the survey results are limited to the students who will respond to the contacts, the 2015 survey identified a high percentage of former CTE completers who had found employment in fields that were closely related to their studies (71%). Many of the students who responded to the survey indicated they had been employed prior to leaving their studies, and that their earnings had increased following completion of their studies (+25%). Nearly all respondents (97%) indicated they were satisfied, to very satisfied with their education and training while at Columbia. The results from the annual Career Technical Education Outcome Surveys (CTEOS) from 2013 to present are posted on the Institutional Research Survey website. Each year, the Columbia College s Institutional Research Office updates and posts the certificate s projected cost and time-to-completion on the Gainful Employment website. Page 34 of 54

Interested students can research the certificates they are interested in and view the information related to time to completion (given full-time enrollment), and the approximate costs for completing the program. (Columbia does not offer loans to students, therefore much of the form will not be populated.) These forms are part of a wider nationwide effort to systematize vocational training certificate program information to all students who are seeking information about the potential indebtedness following college attendance. More information about the Gainful Employment program may be found on the U.S. Department of Education website. (See: Appendix A.8, Employment and Job Placement). Figure 18. Example of Gainful Employment web pages for Columbia College certificate programs. Page 35 of 54

Goal 5: Internal and External Communication Community and College outreach through increased modes of internal and external communications. Outreach to Community: In an effort to serve the communities of the College, multiple avenues are available for public feedback including formal advisory committees and a Community Survey that was most recently distributed in Spring 2015. The survey was distributed to collect feedback from local residents who are, or may be considering college enrollment, or related to someone who may be enrolling. The survey collected their scheduling preferences, plans to attend Columbia, and course offerings that were of highest importance to them or their family including noncredit and community interest courses. Welcoming Atmosphere for Students: In 2015, a new event was implemented, College Welcome Week was implemented. During this event as the students arrived for their first week of the term, they were met by staff and student ambassadors stationed at the main entrances around the college. Students were provided with directions if needed, and offered refreshments and helpful materials including college planners. Volunteers and the student ambassadors are trained to look for, greet and help the students but particularly the first-time students. Instructors also interact with the students during their first week in activities such as an ice cream social, barbeque, and a movie night. Instructors also host workshops, e.g., Syllabus Shock, Tacos with Tutors and Prof 101 and culminates in an evening activity such as a movie night. The weeklong event received such high marks from all students, faculty and staff that it was institutionalized as the first Welcome Week for each semester. Student-to-Student Outreach: Beginning 2014, the Student Services Department began training Student Ambassadors for the express purpose of interacting with their fellow students. These ambassadors help staff the information desk, provide their voices to outreach efforts, make individual contacts with the students, and provide assistance during special events. The program has been very well received by the students, and the College has greatly benefited through the efforts of these outstanding students. Page 36 of 54

Public Leaders and the College Foundation: Providing an integral connection to local community leaders and to the public, education and private enterprises, the College Foundation benefits students and the community through its generous support, a strong presence in the local communities along with promotion of student scholarship opportunities, the annual college mini grant offerings for faculty special projects, and in hosting well-attended fund raising events such as the annual Spring Wine Tasting event held at the historic gold rush town of Columbia. The Foundation recently (2017) is nearing the implementation of offering Promise Scholarships to offer free tuition for graduating seniors in the local area. Goal 6: Integrated Education and Enrollment Planning Target Underserved Populations Increase student success through educational planning and course scheduling. With the update to the College 2016-2021 Strategic Plan and the sixth goal, integrating education and enrollment planning, greater focus has been placed on planning particularly as it relates to underserved populations. The entire college has engaged in addressing the students educational needs including a Page 37 of 54

thorough and ongoing review of the college catalog through the College Curriculum Committee. Continuous improvement endeavors have included, but are not limited to: Streamlining the general education breadth requirements, All degree offerings have, and are being reviewed, Disciplines, such as Computer Science, has been reordered and renamed under subject headings, Four departments previously reporting separately, have been combined into a single unit which better aligns with the overarching discipline, Courses have been, and continue to be developed or redesigned to reflect the increased student demand for transfer readiness, Programs reflect current employment needs, The College Schedule of Classes was redesigned to create a consistent rotation of course offerings that will facilitate students timely progression toward graduation. Following a significant marketing study in 2015-2016, several objectives were identified: The reasons students might not enroll, The reasons students enrolled and did not retain, The reasons students completed some classes and did not return to complete programs, and Whether external conditions, such as financial aid, had been preventing students from attending college. Contacts were made to students by three methods college emails, personal emails (if applicable), mail and finally via telephone. Figure 19. Online Request for Information Form on www.gocolumbia.edu Among the many insights the college learned about its students, and potential students, the project identified the modes students prefer to communicate with college and with other students. This has initiated new modes of communication in getting information to students during critical periods such as financial aid deadlines. Several targeted outreach efforts were also launched, one that included a widget tool on the gocolumbia.edu website. The widget has assisted many students in locating the information they need just-in-time when they need it the most. Underserved Populations: Since the 2012 inauguration of the Student Equity Plan and the Student Support Services and Programs Plan (formerly Matriculation), numerous initiatives have been developed to address and target the needs of underserved students. These include outreach off-campus to individual student contacts by telephone and email. Two new services for Veterans and Former Foster Youth formed a new college department under Student Success and Equity that now encompasses all special population programs, e.g., EOPS, DSPS, TRIO, Basic Skills Initiative, Strong Workforce, CalWorks, etc. All new students traditionally receive initial guidance through the enrollment and orientation appointments. However, after 12 units students are now strongly encouraged through the counseling process to submit a formal informed education plan to guide them through completion of their goals. Page 38 of 54

To facilitate the additional research that is needed to track these student populations, a Research Analyst and a Director of Access, Retention and Success were hired and dedicated to the SSSP efforts. These staff have had a significant impact on the availability of information on the campus, and students receiving the services that are meeting their needs as well as the overall campus climate for students, particularly for special population students. Student Special Populations: In Spring 2016 many intensified activities were inaugurated that have reached beyond the college walls. These efforts are planned to continue for many years to come: A Veteran s Center bringing the veteran-serving community and the veteran students together on campus; New counseling and guidance for special population students, English as a Second Language students who are provided guided tours of the campus and the services to help them progress from non-credit ESL courses into college level enrollment; A College Foster Youth Students Service on campus; A vital TRIO program serving low-income, first generation students; and Enriching the long-term programs of Disabled Student Programs and Services, Extended Opportunity Program and Services, and the GED and Job Placement office. Program and Student Learning Outcomes: To assist the college efforts in assessment of course and program learning outcomes, an assessment tool was piloted in 2016-2017 with full implementation to begin in 2017. The elumen tool will provide a far more robust and flexible platform to collect and summarize all college-wide student learning outcomes from the course level, to the program and institutional level, to the administration level. The tool will also incorporate program reviews that along with the learning and service outcome assessments, are integral in substantiating resource requests. Page 39 of 54

Institutional Student Learning Outcomes Beginning Spring Semester 2015, Columbia College revised its Institutional Learning Outcomes (ISLOs) that were subsequently adopted in 2015. The ISLOs provide the framework under which all course and program student learning outcomes are mapped and serve as the college s general education learning outcomes (GE Outcomes). Data related to the ISLOs will be made available and posted to the SLO Workgroup website. ISLOs are subdivided into four subcategories and sixteen subcategories: Effective Communication Students will demonstrate: Writing write clearly and persuasively (e.g. academic essays, research papers, journal entries, etc.) Reading evaluate and analyze texts critically Speaking articulate clearly (e.g. formal presentations, persuasive speeches, debate, peer-topeer teaching, etc.) Collaborating participate (e.g. work effectively, teamwork, groups, etc.) Critical/Creative Thinking Students will demonstrate: Problem Solving solve problems using available techniques and tools Reasoning articulate unstated assumptions and draw reasonable conclusions (based on reliable data) Information Competency locate, analyze, and communicate information appropriately and accurately Innovation use cognitive and technical skills to create new ideas and approaches. Awareness and Personal Responsibility Students will demonstrate awareness of: Global Factors articulate factors that influence global issues (biodiversity, politics, economics, sustainable practices, human activity on the physical environment, social justice, etc.) Cultural Factors describe how multiple perspectives and values contribute to a diverse society Aesthetic Factors describe and interpret a variety of visual arts, dance, music, and/or literature Self set and monitor goals (e.g. health, education, careers, relationships, etc.) Breadth of Subject Area Knowledge Students will demonstrate knowledge of: Natural Sciences and Mathematics describe and define the scope, key principles and methods of scientific inquiry and quantitative reasoning Arts and Humanities describe and define the scope and key principles of the arts and/or humanities Social and Behavioral Sciences describe and define the scope and key principles related to the complexities of social interaction and human experiences Professional Growth demonstrate technical skills, abilities, and/or knowledge applicable to the workplace environment Conclusion Page 40 of 54

In subsequent iterations of the Institutional Effective Report, data will continue to be tracked and evaluated against the baseline information provided here for the initial IER and 2016-2021 Strategic Plan and Goals. The matrix (as reprinted above) identifies the strategies and objectives planned to meet the Strategic Plan and is available: Columbia College Strategic Plan, Goals and Objectives Questions regarding the information contained in this report may be addressed to: Columbia College Office of Institutional Research and Planning ccresearch@yosemite.edu Page 41 of 54

Appendices Outcome Measures and Standards for ACCJC and IEPI Reporting In keeping with prior Institutional Effectiveness Reports, the following is a collection of data charts containing summarized annual and term trends by key performance indicators. Plans are being made to provide future editions of these data in self-serve online formats. A. Student Success A.1 Annual Course Success Rates: Table A.1 Trends of Student Successful Course Completion - Ratios of Students who earned A, B, C, P Grades vs. students who earned D, F, or NP grades vs. ratios of students who withdrew Student Course Success Rates grades of C, Pass, or better Success Non-Success Withdrew 2009-2010 68.5% 19.3% 12.2% 2010-2011 67.1% 20.3% 12.6% 2011-2012 68.5% 19.5% 12.0% 2012-2013 72.5% 12.3% 15.1% 2013-2014 73.4% 12.1% 14.5% 2014-2015 74.5% 11.7% 13.8% 2015-2016 71.6% 11.2% 17.2% Average 70.5% 15.7% 13.7% Source: Columbia College Data Portal as of 05/15/17. 100% 80% Successful Course Completions 68.1% 66.9% 68.5% 72.8% 73.3% 74.4% 71.6% 60% 40% 20% 19.5% 20.5% 19.5% 15.0% 14.5% 13.9% 17.2% 0% 12.4% 12.6% 11.9% 12.2% 12.2% 11.8% 11.2% Success Non Success Withdrew Figure A.1. Successful Course Completion Trends Appendix A.1

For more information regarding student course success outcomes by special populations, please see the December 2015 Columbia College Research Brief : https://yosemiteccd.sharepoint.com/sites/cc- research/sitecollectiondocuments/briefs- Reports%20Folder/Success%20Rates%20December%202015.pdf A.2 - Degrees Awarded Over the past six years, students have earned a total of 12% more awards with the largest increases in awards earned have occurred in the Associate of Science (AS) and the Skills Attainment Certificates (SAC). Though recently introduced, the Associate of Arts-Transfer and the Associate of Science Transfer degrees have been gaining favor with students who are opting for these degrees in greater numbers. Additional AA-T and AS-T degrees are being planned for the future. Table A.2 Year AA AS ASOE AA-T AS-T Total 2011-2012 113 78 25 334 2012-2013 117 66 33 1 353 2013-2014 110 96 19 8 386 2014-2015 111 85 22 28 10 415 2015-2016 108 90 26 39 12 450 2016-2017 81 107 17 34 19 374 Percent -28.3% 37.2% -32.0% New New 12.0% Change Source: YCCD Crystal Report Awards All, as of 05/10/17. A.3 - Certificates Awarded Table A.3 Year Certificates Skills Attainment Certificates 2011-2012 87 31 2012-2013 90 46 2013-2014 93 60 2014-2015 96 63 2015-2016 92 83 2016-2017 53 63 Percent Change -39.1% 103.2% Source: YCCD Crystal Report Awards All, as of 05/10/17. Appendix A.2

A.4 Transfer Velocity - Cohort Trends Table A.4 Cohorts Transfers to University by: Transferred Students Total Cohort Students % Transferred 6-Years 2004-2005 2011 97 273 35.5% 2005-2006 2012 79 262 30.1% 2006-2007 2013 84 294 28.6% 2007-2008 2014 82 319 25.7% 2008-2009 2015 86 315 27.3% 2009-2010 2016 65 335 19.4%* *Note: Data incomplete for 2016-2017 transfers. See: Columbia's transfer rates for student cohorts (ISER p. 22) Source: CCCCO Data Mart, Transfer Velocity by Cohort, by Columbia College, 2009-2010 Cohort over 6 years. Accessed: May 09, 2017. A.5 Annual Transfers Numbers Trends The CSU Analytic Studies and the UC InfoCenter provide the annual numbers of students transferred from Columbia to their institutions. Overall, the number of transfers to CSUs have fluctuated somewhat from a high of 110 in 2006-2007, to a low of 48 in 2012-2013 after a tuition increase. Since that time, transfers have steadily recovered to average approximately 80 transfers per year over the past five years. Transfers to UCs have remained flat averaging approximately 16 from 2006-2007 to 2015-2016. Students transferring to private and out-of-state institutions have steadily increased over time from 39 in 2003-2004 to 70 in 2015-2016. 250 200 Columbia College Transfers to CSU, UC, and In-State and Out-of-State Private Universities 2006-2016 CSU UC 150 100 50 0 74 110 39 48 12 21 104 70 Private/ Out of State Indicates year of a 150% increase in CSU tuition from $3,048 to $4,440. Figure A.5. Number of annual transfer trends Source: CCCCO Data Mart Student Outcomes, Transfer Velocity, as of 06/15/17, CSU Analytic Studies Transfer from Community Colleges by College (all years), UC Info Center Admissions (all years), as of 06/29/17. Appendix A.3

A.6 Annual Numbers of Students Transferred to Universities Table A.6 Student Transfers to Universities CSU UC Private/Out of State Annual Totals 2003-2004 74 12 39 125 2004-2005 82 10 33 125 2006-2007 110 19 42 171 2007-2008 101 14 50 165 2008-2009 89 15 58 162 2009-2010 50 14 67 131 2010-2011 77 16 67 160 2011-2012 61 14 54 129 2012-2013 48 20 70 138 2013-2014 84 23 65 172 2014-2015 88 19 72 179 2015-2016 104 21 70 195 Averages: 81 16 57 154 Source: CCCCO Data Mart Transfer Velocity, as of 06/15/17. A.7 Basic Skills Progression An identified concern for the College has been the rate at which remedial students complete their remedial coursework up to college-level coursework. The chart below reflects the ratios of students who began their studies at two levels below college English, and three levels below college Math and subsequently complete college level coursework within six years: Remedial English and Math Progression 39.7% 48.4% 45.6% 48.4% 45.2% 30.1% 29.6% 28.5% 35.2% 32.7% 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 CC Remedial English CC Remedial Math Figure A.7. Annual remedial progression trends Appendix A.4

English and Math Remedial Rates Compared to Statewide Rates: Columbia s remedial progression rates reflect the statewide progression rates for the CCC system (45.2% for English, 32.7% for Math) having at times risen slight above the state s rate. Overall, the remedial progression rates have been steadily increasing for the 2006-2007 to 2010-2011 cohorts. Columbia has been actively exploring strategies and services to meet the needs of the underprepared students including intensified math tutoring services. Remedial English and Math Progression 39.7% 48.4% 45.6% 48.4% 45.2% 30.1% 29.6% 28.5% 35.2% 32.7% 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 CC Remedial English Statewide Remedial English CC Remedial Math Statewide Remedial Math Figure A.4. Remedial progression cohort trends compared to statewide rates. Source: CCCCO Scorecard Remedial English and Remedial Math by Columbia College and Statewide. Accessed: 06/15/17. A.8 Employment and Job Placement There are a number of limited ways the College can obtain statistics related to employment for Columbia College students. None provide comprehensive program information alone, but together provide a positive indication of students successfully finding employment. Among the external resources available to Columbia are the CCCCO Launch Board, the Perkins Core Measures. Internal sources include the college s subscription to the Economic Modeling Specialist Inc. that provides labor market data matched to college programs and hiring statistics and surveys of students who have left or completed CTE training. A majority of the students who indicate employment goals (70% or more), find work following their CTE college studies and many increase their wages and employment opportunities within one year. The Institutional Research Office conducts an annual survey of students who have earned at least 9 units or more in a Career Technical Education (CTE) program and/or have earned an award in a vocational program and left the institution. This survey, or the CTE Outcomes Survey (CTEOS), asks former students to provide their experience attending their program, and what impact their studies have had on their employment and wages. This survey includes students who met the CTE credit criteria who did not receive an award but who have left; that is, not enrolled for at least one academic year (leavers). Though the CTEOS survey does not receive responses from all the students that meet the leaver criteria, it typically receives approximately 36% valid responses from the students in the cohort. Thus, the survey contributes additional, and valuable contextual information for the CTE programs information that the external data sources cannot provide. (See: Appendix, Table A.8.1). Appendix A.5

From the 2016 CTEOS in combination with the CCCCO and EMSI resources, we know that the majority of CTE completers (78%) were employed after one year of leaving the college and most (73%) were working in fields that were close, to closely related to their studies. Increases in their wages (for those who were willing to provide that data) averaged 20% higher after one year. Of those who indicated non-employment, 16% were continuing their studies at other institutions while 5% planned to return to Columbia to continue their studies sometime in the future. A.8.1 Student Employment Along those lines, it is also clear that not all students come to college to earn a degree or certificate. For many students, their aim in attending CTE courses is to build their skills and increase their employment opportunities. For these students, the CCCCO has created a match to EDDUI wage data for student earnings both before, and following CTE coursework. The Columbia College students EDDUI wage data matches reflect the following change in earnings: Table A.8 - Career Skills Builder Cohort by Program and Change in Earnings Coursework Concentration: Cohort Year 2012-2013 Median % Change Automotive Technology-094800 9.5% 12 Business and Commerce, General-050100 14.9% 18 Child Development/Early Care and Education-130500 26.3% 47 Emergency Medical Services-125000 40.4% 30 Fire Technology-213300 24.6% 72 Geographic Information Systems-220610 138.4% 11 Hospitality-130700 4.3% 10 Information Technology, General-070100 12.4% 24 Natural Resources-011500 47.2% 24 Nutrition, Foods, and Culinary Arts-130600-7.0% 17 Office Technology/Office Computer Applications-051400 3.0% 37 Welding Technology-095650 17.5% 19 Overall Columbia Skills Builders Increase in Earnings: 17.0% 303 Source: CCCCO, Student Success Scorecard Skills Builder Metric, http://datamart.cccco.edu/outcomes/skills_builder_scorecard.aspx. Accessed 06/08/2016. N A.8.2 Job Placement Rate Job placement data is difficult to obtain without access to EDD employment data matches. To help fill in some of the missing information, Columbia College conducts an annual CTE Outcomes Survey (CTEOS). The CTEOS provides a means to obtain student employment rates for leavers, or students who have completed, or at least partially completed a career program from the previous year. From the 2015 CTEOS, the College learned that 50 of the 66 respondents (77%) had found employment within 3 months following their graduation. Nine of the respondents had received industry certifications Appendix A.6

in Wastewater, Fire Technology, CPR, EMT, Allied Health and Child Development, and most had increased their wages by nearly 25% since leaving (or graduation). The numbers of former students who had found employment in their field of study per the 2015 CTEOS: Table A.9a 2015 CTEOS Survey employment results as reported by former students If employed, how closely related is your job to your field of study (by completers programs of study)? Awards Earned Number of Respondents in the Major Current employment is close, to very close to their field of study % working in their field of study Wastewater Treatment Plant Operation SAC 5 1 20% Water Resources Management ASOE 1 1 100% Forestry ASOE 1 1 100% Multimedia Technician for Entrepreneurs SAC 1 0% Computer Science - Multimedia Web Design CERT 1 1 100% Computer Science - Computer Support Technician CERT 2 1 50% Baker SAC 3 3 100% Associate Child Development Teacher CERT 4 5 125% Fire Technology ASOE 4 3 75% Fire Technology CERT 5 5 100% Human Services ASOE 1 1 100% Geographic Information Systems ASOE 1 0% GIS Geodatabase Micro-Credential SAC 1 1 100% GIS Geospatial Micro-Credential SAC 1 1 100% Automotive - Electrical Repair SAC 2 2 100% Allied Health AS 9 4 44% Business Management AS 1 1 100% Customer Service Academy SAC 1 1 100% Business Administration - Account Clerk CERT 2 1 50% 46 35 76% Source: Columbia College, CTEOS Surveys, http://www.gocolumbia.edu/institutional_research/cteos- 2015_Summary.pdf, p.3. Columbia annually receives some employment information from the Perkins Core Indicators Report. The report includes the employment information for selected students in CTE majors; but while students may declare a transfer major while taking CTE coursework and working, they may not always be included in these counts. Appendix A.7

The ratios reflected below represent matches of students who were found employed where there were more 10 or more students included in the counts. 13 Table A.8b 2016 CTE Perkins IV Core Indicators of Performance by Vocational TOP Code Program of Study % Employed Program of Study % Employed Agriculture and Natural Resources 65% Engineering and Industrial Technologies 70% Business & Management 62% Health 66% Media and Communications* 67% Family and Consumer Sciences 61% Information Technology 53% Public and Protective Services 74% Social Sciences* 100% Source: CCCCO, PERKINS IV Core Indicators of Performance by Vocational TOP Code, https://misweb.cccco.edu/perkins/core_indicator_reports/summ_coreindi_topcode.aspx. Accessed: 03/10/2017. For more information, please see: DataMart, Skills Builder Metric Institutional Research Webpage Columbia College Institutional Research Website, Survey Results, CTEOS Survey and Summary The Columbia College Career Technical Education (CTE) Website VTEA Core Indicators Password Protected Sites: Economic Modeling Specialists, Inc. (please ask for assistance) SharePoint 365 Data Portal B. Other Student Surveys B.9 - Student Engagement in Learning In Spring 2015, over 400 enrolled Columbia College students completed the Community College Survey of Student Engagement (CCSSE). This nationwide survey asked students to indicate their level of participation in their learning experiences, their perception of the support they had received, and their interaction with their fellow students while at Columbia College. Their responses were summarized and compared to the responses of hundreds of community colleges and their students from across the nation. The survey was also collected at each college over the same time period. Overall, Columbia College students felt supported and engaged in collaborative learning well above their national peers. They did not however, feel as challenged through reading materials, or engaged in learning/skills labs or computer labs as their national peers. 13 The Perkins Core Measures reflect students who have met certain career-related enrollment criteria, and/or who have declared a work-related goal or intention. *The Core Indicators Report does not provide the Ns (number of students) for the ratios - only a notation if the ratio represents less than 10 students. Appendix A.8

The charts that follow reflect both the highest, and the lowest ranked aspects of student engagement provided by the Columbia College students and their national peers. Figure A.5. Summary CCSSE Survey Highest Student Engagement results Figure A.6. Summary CCSSE Survey Lowest Student Engagement results Source: 2015 CCSSE summary report, http://www.gocolumbia.edu/institutional_research/ccsse2015.pdf, pp. 4-5. C. Program Planning and Improvement Columbia College is the sixth smallest community college in the California Community College System. By contrast, its sister college, Modesto Junior College (MJC), is the 38 th largest community college and one of the oldest institutions in all 118 campuses statewide. In 2016, Columbia: Employed 212 Faculty, staff and administrative personnel (53 Academic Tenured Faculty, 85 part-time adjunct instructors, 21 educational administrators and managers, 45 full-time classified staff and 8 part-time classified staff.) Offered over 389 credit sections in 43 subjects, with nearly half (48%) transferrable to either CSU or UC, Offered degrees and certificates in 28 programs, Conferred a total of 409 awards -- 217 AA/AS degrees, 33 AA-T and AS-T degrees, 55 Certificates requiring 18-60 credit units, and 104 Certificates requiring 6 to 18 credit units. C.11 - Growth & Efficiency Columbia College s enrollments are small in comparison to the California Community College system and because of its size, the college lacks the economy of scale as many of the larger institutions enjoy therefore, managing its enrollments, and therefore FTES, has been a significant challenge. Over the past five years however, the college has seen a decline in enrollments that has placed additional pressure on the institution s resources: Appendix A.9

Figure A.7. Five Year Columbia College Trends Table A.11 FTES Trends 2010-2016 Credit FTES Non-Credit FTES Total FTES Annual 2010-2011 2,431.09 80.77 2,511.87 Annual 2011-2012 1,905.67 66.01 1,971.68 Annual 2012-2013 1,650.10 80.54 1,730.64 Annual 2013-2014 1,706.12 80.50 1,786.61 Annual 2014-2015 1,561.08 84.68 1,645.76 Annual 2015-2016 1,673.19 87.17 1,760.37 % Increase/Decrease -31.2% 7.9% -29.9% Source: CCCCO Data Mart - Annual Full Time Equivalent Student (FTES) Summary Report, 2010-2016. Accessed: May 23, 2017. According to population projections from the Department of Finance 14, this downward trend in enrollments should begin to level out and then begin to reverse in 2020 as high school populations and graduating seniors begin attending college. In the meantime, the College has engaged in intensified efforts for attracting new students, and for retaining the currently enrolled students. In terms of attracting new students, the College has intensified its external publicity and contracted an external marketing research firm in 2015 to assess students communication styles, and subsequently increased the amount of information sent to students via emails, Facebook, Twitter, posters, etc. Additionally, the college has provided numerous venues for faculty and student interaction outside the classroom. 14 California Department of Finance Population Estimates, 2017. Also reported in the Columbia College 2014 Institutional Effectiveness Report, p. 5. http://www.gocolumbia.edu/institutional_research/ier2014.pdf quoting the California Department of Finance P1 population projections report. Appendix A.10

In terms of retaining students, the College increased its focus on its two-year calendar of course offerings, addressed the negative effects of cancelled courses due to low enrollments, offered more late start class sections beginning Spring 2016, and designed a robust summer course schedule. Using data informed course and schedule planning, the academic years including course and program offerings have been streamlined and new transfer degrees have been implemented and are gaining interest with the students. Throughout this period, the College was given greater opportunity to understand the funding process in terms of balancing course offerings and streamlining program requirements. These efforts have resulted in fewer courses being cancelled for low-enrollments, streamlined pathways through programs, and a published two-year course planning schedule to aid student in their planning. An indication of positive improvement was found in the Spring 2017 Institutional Effectiveness Survey to Students where a small percentage (15% or approximately 4 comments) referred to cancelled courses versus a 2015 Community Survey where 21 comments expressed frustration with cancelled courses. Once the students have enrolled, their retention is encouraged through planning from their very first week on campus. Through the Welcome Week activities students engage in multiple activities and venues to get their educational experience off to a good start including the submission of their educational plans very early in their college career. Students are then followed through subsequent updates and a comprehensive educational plan once they have determined their career path(s). To help students move through their coursework, the College has improved its productivity ratios by balancing course sizes, streamlining pathways to assist students in progressing more efficiently through their programs and stabilizing its two-year schedule to reduce course cancellations. C.12 Columbia College Sites Columbia offers courses at approximately 25 off-site locations in three counties and five K-12 schools. Courses cover subjects from life-time fitness and art, to vocational training and transferrable courses. Columbia also serves concurrently enrolled high school students offering qualified students an early start in completing their certificates, awards and transfer courses. Appendix A.11

Figure A. 8. FTES generation from Off Site locations, 2012-2015. Source: YCCD Crystal Report - Course Section Extract, Multi-terms, 04/07/2016 C.13 New Locations for 2015-2016 In the 2015-2016 academic year and based on community feedback, two additional off-site locations were opened. The Vallecito site located in the town of Vallecito opened in 2015. Close to Angels Camp in Calaveras County, residents can complete courses that fulfill general education core requirements and selected vocational coursework. This location added 73 enrollments and 9.2 FTES for its first year. The second location is a contracted site located at the Sierra Conservation Center northwest of Jamestown off O Brynes Ferry Road. This location offers prison inmates courses in College Guidance, Math, English and selected vocational training. This site added 14.7 FTES for the College in 2015-2016. C.14 Online Course Offerings Online courses have shown steady growth for Columbia College from 2006 following the award of a Title III grant. Since then, FTES have grown from 82 sections and 174.0 FTES to 142 sections and 270.8 FTES. Online instructor training has been facilitated through the Title III grant and in 2008 which increased online course development significantly and exceeded the grant s goal of 200 FTES in 2010-2011. Budget shortfalls in 2011-2012 resulted in a reduction of many sections, including online sections as reflected in the chart below. Subsequent years and past the end of the Title III grant funding, online FTES resumed steady increases resulting in reaching a high of 270.8 FTES generation by 2015-2016. Appendix A.12

Figure A.9 FTES from Online and Hybrid courses, 2009-2010 to 2015-2016 Source: YCCD Crystal Report - Course Section Extract, 04/07/2016. D. Faculty and Staff Demographic Trends D.15 Faculty and Staff Demographic Trends Table D.15a CC Employee Profiles - 2010 through 2016 (October payroll) Employees by Occupational Group Columbia College Staff 2010 2011 2012 2013 2014 2015 2016 Occupational Group # % # % # % # % # % # % # % Full Time Classified 45 19.4% 48 22.6% 45 21.3% 44 19.7% 43 18.9% 42 20.1% 45 21.2% Part Time Classified 4 1.7% 4 1.9% 4 1.9% 5 2.2% 5 2.2% 5 2.4% 8 3.8% Full Time Faculty 49 21.1% 46 21.7% 47 22.3% 45 20.2% 48 21.1% 51 24.4% 53 25.0% Part Time Faculty 116 50.0% 95 44.8% 96 45.5% 109 48.9% 112 49.3% 91 43.5% 85 40.1% Leadership Team 18 7.8% 19 9.0% 19 9.0% 20 9.0% 19 8.4% 20 9.6% 21 9.9% Total Employees 232 100% 212 100% 211 100% 223 100% 227 100% 209 100% 212 100% Source: YCCD Employee Profiles 2010 to 2016 October Payroll, Central Services Office of Research, EEO6 Report, 02/09/17. Appendix A.13