1 foothill college opening day 2003 segmentation, puente, and selected organizational change...

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Foothill CollegeFoothill College

Opening Day 2003Opening Day 2003

Segmentation, Puente, and SelectedSegmentation, Puente, and Selected

Organizational Change ThoughtsOrganizational Change Thoughts

Rob Johnstone, 9/19/03

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Section 1 Foothill Fall 2002

Headcount Segmentation

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1.1 - Foothill Headcount Segmentation

• Starting 2002F Credit Students Headcount = 18,896– Note: Total Unduplicated Headcount = 19,524

• 628 students took Non-Credit courses only

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1.2 - Foothill Headcount Segmentation Summary

• Segment 1: “PE/Fine Arts Only”– N = 4,738, or 25% of overall

• Segment 2: “Single Course Takers, not PE/FA”– N = 5,884, or 31% of overall

• Segment 3: “2+ Courses, Degree Holders”– N = 2,406, or 13% of overall

• Segment 4: “2+ Courses, Non-US Citizens”– HS/HS-equivalent only– N=1,669, or 9% of overall

• Segment 4A – International Students: N = 729• Segment 4B – Immigrant Students: N = 940

• Segment 5: “2+ Courses, US Citizens” – HS/HS-equivalent only – N=4,201, or 22% of overall

• Segment 5A - Non-FHDA-District Students: N = 1,171• Segment 5B - FHDA-District Students: N = 3,030

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1.3 - Demographics of 2002F Segments - Gender

Segment N Female Male Unk

Seg 1 - PE/FA Only 4,736 54.5 44.4 1.1

Seg 2 - Single Course, non PE/FA 5,884 46.6 52.8 0.6

Seg 3 - 2+ Courses, Degree Holders 2,406 59.1 40.1 0.8

Seg 4A - HS/HS Equiv Internat. Students 729 51.0 48.6 0.4

Seg 4B - HS/HS Equiv Immigrant Students 940 47.8 52.1 0.1

Seg 5A - HS/HS Equiv non-FHDA Dist. Students 1,171 30.7 68.1 1.1

Seg 5B - HS/HS Equiv FHDA Dist. Students 3,030 51.2 47.9 0.9

Total 18,896 50.2 49.0 0.8

Percent

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1.4 - Demographics of 2002F Segments - Ethnicity

Segment N Asian Black Hispan. White Other Unk

Seg 1 - PE/FA Only 4,736 26.2 1.6 3.0 37.7 1.9 29.6

Seg 2 - Single Course, non PE/FA 5,884 16.7 2.8 10.4 39.9 3.5 26.7

Seg 3 - 2+ Courses, Degree Holders 2,406 25.8 1.6 6.6 32.7 3.1 30.2

Seg 4A - HS/HS Equiv Internat. Students 729 64.2 1.2 3.6 8.9 1.2 20.9

Seg 4B - HS/HS Equiv Immigrant Students 940 29.9 1.5 30.3 16.6 6.7 15.0

Seg 5A - HS/HS Equiv non-FHDA Dist. Students 1,171 9.7 5.3 21.1 40.5 3.8 19.6

Seg 5B - HS/HS Equiv FHDA Dist. Students 3,030 10.6 4.6 11.1 37.6 5.0 31.1

Total 18,896 21.3 2.7 9.6 35.8 3.3 27.3

Percent

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1.5 - Demographics of 2002F Segments – Age Group

Segment N < 20 20-24 25-29 30-39 40-49 50+

Seg 1 - PE/FA Only 4,736 29.1 6.8 9.4 16.3 12.7 25.6

Seg 2 - Single Course, non PE/FA 5,884 6.4 17.7 18.6 23.9 12.9 20.3

Seg 3 - 2+ Courses, Degree Holders 2,406 12.6 9.8 18.2 25.4 15.4 17.7

Seg 4A - HS/HS Equiv Internat. Students 729 34.2 49.1 11.9 4.4 0.1 0.3

Seg 4B - HS/HS Equiv Immigrant Students 940 24.1 41.2 13.9 13.6 4.1 3.1

Seg 5A - HS/HS Equiv non-FHDA Dist. Students 1,171 17.7 32.5 16.6 20.6 7.4 5.2

Seg 5B - HS/HS Equiv FHDA Dist. Students 3,030 30.4 42.5 9.8 8.5 4.6 4.2

Total 18,896 19.4 21.2 14.2 18.3 10.6 16.3

Percent

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1.6 – Top 20 Courses Taken by Seg. 1 – PE/FA Only

# Course N # Course N

1) P A 131. 583 11) P A 121. 992) P A 150Z 425 12) MUSP095Y 903) H P 030S 271 13) H P 010. 834) H P 066. 208 14) H P 044. 805) H P 009. 172 15) H P 014C 796) H P 025. 148 16) H P 019. 767) P A 111Y 147 17) PHOT001. 658) H P 127. 144 18) H P 032D 649) H P 025A 120 19) MUS 008. 63

10) H P 125F 106 20) H P 033B 61

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1.7 – Top 20 Courses Taken by Seg. 2 – Single Course Takers, non-PE/FA


1) CWE 060. 280 11) MATH105. 532) ALAP062X 138 12) ALAP071X 523) ALAP060X 126 13) MATH010. 494) ALAP061X 99 14) BUSI102. 485) ACTG001A 74 15) APPR195Y 476) R E 050. 64 BIOL040A 477) APRT160. 63 ITAL110. 478) ALAP071. 59 18) APRT124. 449) CIS 52B2 56 FREN001. 44

10) APRT127. 53 20) CHIN1, CIS68A, HLTH5 43

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1.8 – Top 20 Courses Taken by Seg. 3 – 2+ Courses, Degree Holders


1) CNSL050. 94 11) ACTG001A 472) BIOL040A 93 R E 051. 473) H P 009. 88 13) CIS 052E 464) CIS 52B2 66 14) CIS 027A 45

O H 053A 66 15) COIN210L 456) ALAP060X 54 16) COIN061. 44

ECON001A 54 ECON001B 448) CIS 068E 50 18) AHS 200. 439) P C 080. 48 19) CWE 060, MATH 105 42

P C 080P 48 ESL 166, ESL 167 42

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1.9 – Top 20 Courses Taken by Seg. 4A – HS/HS Equiv. International Students


1) CNSL050. 171 11) ENGL001B 562) ENGL001A 92 12) BIOL010. 503) ESL 167. 89 13) ECON001A 474) MATH001A 88 14) MUS 008. 455) ESL 166. 87 15) MATH010. 446) ESL 026. 76 16) BUSI022. 437) ECON001B 64 MATH001B 438) ESL 025. 60 18) PHIL024. 419) ACTG001A 58 19) MUS 010. 37

10) H P 009. 58 20) PHYS004A 36

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1.10 – Top 20 Courses Taken by Seg. 4B – HS/HS Equiv Immigrant Students


1) H P 009. 63 11) CNSL050. 372) ECON001A 55 12) ACTG001A 363) ENGL001A 53 13) ESL 025. 354) MATH101. 50 14) BIOL010. 345) ENGL001B 45 POLI001. 346) ESL 166. 43 16) ESL 026. 33

MATH010. 43 ESL 137. 338) ESL 167. 42 18) MUS 008. 329) MATH105. 40 19) ECON001B 31

10) MATH001A 39 PSYC001. 31

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1.11 – Top 20 Courses Taken by Seg. 5A – HS/HS Equiv. Non-FHDA Dist. Students


1) CWE 060. 335 11) MATH010. 382) APPR199A 76 12) APRT147A 373) CNSL050. 57 13) H P 019. 364) APPR170. 51 14) ENGL001B 335) MATH101. 49 15) APRT189. 326) ENGL100. 47 MATH105. 327) APPR193Y 45 17) APPR181A 30

ENGL001A 45 APPR193. 309) APPR173. 38 PSYC001. 30

APPR195Y 38 20) appr191, hp9, hlth21 29

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1.12 – Top 20 Courses Taken by Seg. 5B – HS/HS Equiv. FHDA Dist. Students


1) ENGL001A 241 11) ENGL110. 1322) MATH105. 216 12) HLTH021. 1303) CNSL050. 199 13) ECON001A 1294) MATH101. 192 SOC 001. 1295) ENGL001B 185 15) H P 009. 1146) POLI001. 168 MUS 008. 1147) PSYC001. 151 17) HIST017B 1078) HIST004A 147 18) ASTR010B 1039) ENGL100. 142 19) H P 019. 96

10) MATH010. 134 20) ACTG001A 89

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1.13 – Division Breakdown by Segment

Note: Seg 1 – PE/FA Only; Seg 2 – Single Course Takers, non-PE/FA; Seg 3 – 2+ Course Degree Holders; Seg 4A – HS/HS Equiv International Students; Seg 4B – HS/HS Equiv Immigrant Students, Seg 5A – HS/HS Equiv non-FHDA District Students, Seg 5B – HS/HS Equiv FHDA District Students

2002FDiv Enroll 1 2 3 4A 4B 5A 5B

Adapative Learning 1,862 0 38 26 0 1 21 14

Biological - Health Sciences 4,051 0 10 42 3 7 8 30

Business - Social Sciences 6,552 0 16 18 10 9 6 40

Computer - Information Sys. 3,215 0 31 41 4 5 2 16

Counseling 1,119 0 8 14 18 10 12 39

Economic Development 2,737 0 47 6 0 3 41 3

Language Arts 4,704 0 18 16 15 15 7 29

Library 86 0 17 34 16 12 6 15

Performing Arts 5,750 60 0 7 5 4 3 20

Physical Science, Math, Eng. 3,924 0 12 13 15 13 8 38

Physical Education 4,465 59 0 11 4 6 4 16

Percent of 2002F Credit Enrollment in Segment:

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1.14 – Top 10 Departments by 2002F Enrollment - Breakdown by Segment

Note: Seg 1 – PE/FA Only; Seg 2 – Single Course Takers, non-PE/FA; Seg 3 – 2+ Course Degree Holders; Seg 4A – HS/HS Equiv International Students; Seg 4B – HS/HS Equiv Immigrant Students, Seg 5A – HS/HS Equiv non-FHDA District Students, Seg 5B – HS/HS Equiv FHDA District Students

Total# Dept Enroll 1 2 3 4A 4B 5A 5B

1) H P 4353 59 0 11 4 6 4 16

2) MATH 2505 0 11 11 15 14 9 40

3) ENGL 1861 0 6 9 12 11 12 50

4) CIS 1577 0 31 39 6 7 2 16

5) P A 1397 99 0 1 0 0 0 0

6) ESL 1256 0 18 20 29 29 1 4

7) MUS 1171 37 0 11 9 6 5 31

8) ALAP 957 0 61 25 0 1 3 9

9) APPR 903 0 38 3 0 3 55 1

10) ART 898 41 0 10 7 7 6 29

Percent of 2002F Credit Enrollment in Segment:

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1.15 - Student Contact Hours of 2002F Segments

2002F Total MeanSegment N SCH SCH N SCH

Seg 1 - PE/FA Only 4,730 343,944 72.7 25.1 15.0

Seg 2 - Single Course, non PE/FA 5,866 378,690 64.6 31.2 16.5

Seg 3 - 2+ Courses, Degree Holders 2,377 443,956 186.8 12.6 19.4

Seg 4A - HS/HS Equiv Internat. Students 707 168,274 238.0 3.8 7.3

Seg 4B - HS/HS Equiv Immigrant Students 936 177,339 189.5 5.0 7.7

Seg 5A - HS/HS Equiv non-FHDA Dist. Students 1,171 207,152 176.9 6.2 9.0

Seg 5B - HS/HS Equiv FHDA Dist. Students 3,028 573,877 189.5 16.1 25.0

Total 18,815 2,293,232 121.9 100.0 100.0

Percent of:

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1.16 – Basic Skills & 2002F Segments2002F % Taking % Taking

Segment N BS in 02F BS 01F-03S0

Seg 1 - PE/FA Only 4,736 0.0 2.0

Seg 2 - Single Course, non PE/FA 5,884 5.7 9.9

Seg 3 - 2+ Courses, Degree Holders 2,406 11.8 19.2

Seg 4A - HS/HS Equiv Internat. Students 729 31.0 68.6

Seg 4B - HS/HS Equiv Immigrant Students 940 32.9 55.5

Seg 5A - HS/HS Equiv non-FHDA Dist. Students 1,171 14.0 23.1

Seg 5B - HS/HS Equiv FHDA Dist. Students 3,030 22.7 41.6

Total 18,896 10.6 19.5

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1.17 - Success Rates of 2002F Segments

2002F SuccessSegment N Rate

Seg 1 - PE/FA Only 4,736 91.0

Seg 2 - Single Course, non PE/FA 5,884 80.4

Seg 3 - 2+ Courses, Degree Holders 2,406 85.1

Seg 4A - HS/HS Equiv Internat. Students 729 86.5

Seg 4B - HS/HS Equiv Immigrant Students 940 78.4

Seg 5A - HS/HS Equiv non-FHDA Dist. Students 1,171 82.8

Seg 5B - HS/HS Equiv FHDA Dist. Students 3,030 75.1

Total 18,896 82.1

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1.18 - Persistence of 2001F Segments

2001FSegment N 2002W 2002S 2002F

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Seg 1 - PE/FA Only 4,736 61.3 53.0 42.7

Seg 2 - Single Course, non PE/FA 5,884 51.3 26.5 30.8

Seg 3 - 2+ Courses, Degree Holders 2,406 70.3 56.0 39.8

Seg 4A - HS/HS Equiv Internat. Students 729 89.7 87.4 69.7

Seg 4B - HS/HS Equiv Immigrant Students 940 78.1 67.7 49.5

Seg 5A - HS/HS Equiv non-FHDA Dist. Students 1,171 84.1 32.4 59.2

Seg 5B - HS/HS Equiv FHDA Dist. Students 3,030 73.0 63.9 48.2

Total 18,772 65.0 47.0 42.2

Percent Attending In:

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1.19 - Five-Year Fall Quarter Segmentation History

Segment 2002 2001 2000 1999 1998

Seg 1 - PE/FA Only 25.1 24.7 22.9 21.0 22.9

Seg 2 - Single Course, non PE/FA 31.1 30.2 33.0 33.2 32.2

Seg 3 - 2+ Courses, Degree Holders 12.7 12.2 12.1 12.9 12.0

Seg 4A - HS/HS Equiv Internat. Students 3.9 2.8 1.5 1.0 0.6

Seg 4B - HS/HS Equiv Immigrant Students 5.0 5.8 6.4 6.8 6.7

Seg 5A - HS/HS Equiv non-FHDA Dist. Students 6.2 9.0 9.5 11.3 12.9

Seg 5B - HS/HS Equiv FHDA Dist. Students 16.0 15.1 14.5 13.9 12.7

Total 100.0 100.0 100.0 100.0 100.0

Percent

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Section 2 Top 25 WSCH Departments

and Courses

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2.1 - Top 25 WSCH Departments, 2002S to 2003W

Data Excerpted from P112 Summary Tables

WSCH % of Cum % of #RanK Department Division WSCH Sum Cum WSCH Total WSCH Total WSCH Sections

1) H P HP 80,242 80,242 12.2% 12.2% 11502) MATH PS 51,053 131,295 7.8% 19.9% 3543) CIS CB 43,090 174,386 6.5% 26.5% 4204) ENGL LA 29,536 203,922 4.5% 31.0% 2945) ESL LA 24,199 228,121 3.7% 34.6% 2246) P A FA 20,805 248,926 3.2% 37.8% 1647) BIOL BH 19,614 268,540 3.0% 40.8% 1638) MUS FA 19,534 288,074 3.0% 43.7% 3059) ALCB SE 14,944 303,018 2.3% 46.0% 39810) HIST SS 14,206 317,223 2.2% 48.2% 9511) COIN CB 13,615 330,838 2.1% 50.2% 21412) ART FA 13,545 344,383 2.1% 52.3% 34513) ACTG SS 12,976 357,358 2.0% 54.3% 7514) CHEM PS 12,271 369,629 1.9% 56.1% 17315) DRAM FA 11,696 381,325 1.8% 57.9% 22816) ECON SS 11,472 392,797 1.7% 59.6% 4317) PSYC SS 11,348 404,146 1.7% 61.4% 6718) CAST CB 10,450 414,596 1.6% 63.0% 34919) PHYS PS 10,235 424,831 1.6% 64.5% 10220) ALAP SE 10,224 435,054 1.6% 66.1% 17321) SPAN LA 8,495 443,550 1.3% 67.4% 9922) SPCH FA 8,313 451,862 1.3% 68.6% 14223) APRT ED 8,169 460,031 1.2% 69.9% 20824) CWE ED 7,926 467,958 1.2% 71.1% 6125) P C BH 7,794 475,751 1.2% 72.2% 56

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2.2 - Top 25 WSCH Courses, 2002S to 2003W

Data Excerpted from P112 Summary Tables

WSCH Cum % of #RanK Course Division WSCH Sum Cum WSCH Total WSCH Sections

1) ENGL001A LA 8,544 8,544 1.3% 652) MATH105. PS 8,183 16,727 2.5% 383) P A 150Z FA 7,528 24,255 3.7% 324) MATH010. PS 7,440 31,695 4.8% 315) MUS 008. FA 7,107 38,803 5.9% 616) ENGL001B LA 6,673 45,475 6.9% 497) POLI001. SS 6,478 51,953 7.9% 288) CWE 060. ED 6,451 58,404 8.9% 219) MATH101. PS 6,089 64,494 9.8% 2910) H P 390. PE 5,901 70,395 10.7% 5611) ECON001A SS 5,781 76,176 11.6% 2112) BIOL010. BH 5,752 81,928 12.4% 3913) H P 380Z PE 5,734 87,662 13.3% 3014) ACTG001A SS 5,454 93,116 14.1% 2315) PSYC001. SS 5,451 98,567 15.0% 2216) ECON001B SS 4,799 103,367 15.7% 1617) MATH001A PS 4,634 108,000 16.4% 2318) CIS 015A CB 4,624 112,625 17.1% 2219) SOC 001. SS 4,397 117,021 17.8% 2020) HIST017B SS 4,329 121,350 18.4% 1721) P A 131. FA 4,184 125,534 19.1% 2222) CIS 52B2 CB 4,166 129,700 19.7% 1823) HIST017A SS 3,874 133,574 20.3% 1524) ESL 026. LA 3,850 137,424 20.9% 3125) ESL 025. LA 3,825 141,249 21.4% 24

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Section 3 Puente Statistics

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3.1 – Puente Program, 2000 Cohort Success/Persistence

Data Excerpted from P87B Summary Tables

Puente Non-Puente Non-PuenteKey Outcome Group Hispanic Non-Hispanic

Eng 100 Success 100% 60% 78%

Eng 100-110 Persistence 97% 53% 65%

Eng 110 Success 84% 58% 78%

Eng 110 - 1A Persistence 89% 91% 76%

English 1A Success 83% 50% 75%

Start - Eng 1A Success 61% 8% 22%

Note: 33 started in the fall quarter in Eng 100 in Puente, 60 were non-Puente Hispanic, and 200 were non-Puente, non-Hispanic.

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3.2 - Puente Program, 2001 Cohort Success/Persistence



Eng 100 Success 100% 77% 75%

Eng 100-110 Persistence 91% 51% 67%

Eng 110 Success 62% 64% 82%





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3.3 - Puente Program, 2002 Cohort Success/Persistence



Eng 100 Success 90% 75% 73%

Eng 100-110 Persistence 111% 55% 64%

Eng 110 Success 70% 91% 78%





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3.4 - Puente Program, 2000 CohortLong-Term Outcomes



Mean Units Earned After 70.2 53.1 68.1 Eng 100 Quarter

GPA After Eng 100 Quarter 2.60 2.21 2.47

GPA Before Eng 100 Qtr 2.17 2.37 2.60

% Eng Transfer Ready 64% 36% 47%

% Math Transfer Ready 24% 14% 21%

% Transfer Ready 24% 14% 18%

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Section 4Food For Thought –

Selected Quotes from Change Magazine Articles

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Excerpted from Guskin & Marcy (2003)

“Dealing with the Future Now: Principles for Creating a Vital

Campus in a Climate of Restricted Resources”

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4.1 Guskin & Marcy (2003)

• Basic Thesis:– “Muddling through is a time-honored

practice for dealing with recurring fiscal problems in higher education.”, but

– “Projected future economic realities indicate a scenario very different from past projections.”, so

– “there is a pressing need to significantly restructure our colleges and universities through fundamental reform”

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4.2 Three Organizing Principles, Guskin & Marcy (2003)

• Principle I - Create a Clear and Coherent Vision of the Future Focused on Student Learning, Quality of Faculty Work Life, and Reduced Costs Per Student

• Principle II – Transform the Educational Delivery System Consistent with Vision of the Future.

• Principle III – Transform the Organizational Systems Consistent with Vision of the Future.

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4.3 Seven Transformative Actions, Guskin & Marcy (2003)

• Principle II Actions– Establish and assess institution-wide common

student learning outcomes as a basis for the undergraduate degree.

– Restructure the role of faculty to include faculty members and other campus professionals as partners in student learning, while integrating technology

– Recognize and integrate student learning from all sources.

– Audit and restructure curricula to focus on essential academic programs and curricular offerings.

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4.4 Seven Transformative Actions, Guskin & Marcy (2003)

• Principle III Actions– Utilize zero-based budgeting to audit and redesign

the budget allocation process, involving faculty and staff as responsible partners.

– Audit and restructure administrative and student services systems, using technology and integrated staffing arrangements to reduce costs

– Audit and redesign technological and staff infrastructures to support transformational change.

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Excerpted from Twigg (2003)“Improving Quality and

Reducing Cost: Designs for Effective Learning”

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4.5 Twigg (2003) – Pew Grant on Course Redesign through Technology

• Article summarizes initial findings from Pew Grant on Program in Course Redesign – redesigning instruction using technology to achieve quality enhancements as well as cost savings.

• For most institutions, new technologies represent a black hole of additional expense. This is because the majority have simply bolted new technologies onto an existing set of physical facilities, a faculty already in place, and an unaltered conception of classroom instruction.

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4.6 Twigg (2003) Focus on High Enrolled Courses

• In order to have a significant impact on large numbers of students, an institution should concentrate on redesigning the 25 courses in which most students are enrolled instead of putting a lot of energy into improving quality or cutting costs in disparate small-enrollment courses.

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4.7 Twigg (2003) Redesigned Course Types

• To counter the commonly held belief that only courses in a restricted subset of disciplines – science or math, for instance – can be effectively redesigned, the program contains successful examples in many disciplines including the humanities (6), math and statistics (13), social sciences (6), and the natural sciences (5).

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4.8 Twigg (2003) Results

• Preliminary results show improved student learning in 19 of the 30 projects, with the remaining 11 showing no significant difference between redesigned and traditional sections.

• Preliminary results show that all 30 reduced the costs of course delivery by 40 percent on average, with cost savings ranging from 20 to 86 percent.

• Other positive outcomes associated with redesigned courses include increased course-completion rates, improved retention, better student attitudes toward the subject matter, and increased student satisfaction.

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4.9 Twigg (2003) Strategies

• The primary goal is to move students from a passive, note-taking role to an active-learning orientation. As one mathematics professor involved in the project put it, ‘Students learn math by doing math, not by listening to somebody talk about doing math’.

• Lectures are replaced with a wide variety of learning resources, all of which involve more active forms of student learning or more individualized forms of assessment.

• In moving from an entirely lecture-based to a student engagement approach, learning is less dependent on words uttered by instructors and more dependent on reading, exploring, and problem-solving undertaken actively by students.

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