Download - Copper Mountain College · Campus Update and Priorities Copper Mountain College (CMC) has now completed the third year of the Education Master Plan 2016 -21. Over the last three years,

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Copper Mountain College Institutional Effectiveness Report

2018-19

July 2019


Contents Campus Update and Priorities ............................................................................................................................................... 4

Enrollment Trends .................................................................................................................................................................. 5

Unduplicated Fall Head Count – Overall, Degree Applicable, Pre-Collegiate, and Non-Credit ....................................... 5

Unduplicated Fall Head Count – Gender ........................................................................................................................... 6

Unduplicated Fall Head Count – Age ................................................................................................................................. 7

Unduplicated Fall Head Count – Ethnicity ......................................................................................................................... 8

Unduplicated Fall Head Count – Distance Education ........................................................................................................ 9

Unduplicated Fall Head Count – Marine Base Location .................................................................................................. 10

Persistence, 30 Units, and Completion ................................................................................................................................ 11

Completion, Persistence, and Completion – 2019 .......................................................................................................... 11

Historical Data .................................................................................................................................................................. 12

Credit Course Success and Retention Rates ........................................................................................................................ 13

Historical Data .................................................................................................................................................................. 14

Basic Skills Math and English ............................................................................................................................................... 15

Historical Data .................................................................................................................................................................. 16

Basic Skills Course Success and Retention Rate .................................................................................................................. 17

Historical Data .................................................................................................................................................................. 17

Guided Pathways Indicators ................................................................................................................................................ 18

Highlights and Review .......................................................................................................................................................... 19

Progress on Standards and Targets ................................................................................................................................. 19

Annual Goals Summary .................................................................................................................................................... 20

Survey Results Summary .................................................................................................................................................. 22

Summary ............................................................................................................................................................................... 23


Introduction Our mission is to provide educational opportunities for diverse desert communities and beyond through a comprehensive curriculum and support services that demonstrate a passion for the success of every individual student. Copper Mountain College offers high quality, affordable instruction that enables students to attain mastery in basic skills and career development, as well as building pathways to associate degrees, certificates, university transfer, and personal enrichment.

-Board of Trustee approved 5-12-16

To fulfill our mission, Copper Mountain College has established the following core values: mutual respect, ethical behavior, service, integrity, collaboration, accountability, and commitment. Our core commitment to the plan is the success of every individual student. Using our core values, the following report is utilized to help measure institutional effectiveness.


Campus Update and Priorities Copper Mountain College (CMC) has now completed the third year of the Education Master Plan 2016-21. Over the last three years, there have been new initiatives at the Chancellor’s Office such as multiple measures placement, reduction of remedial courses, and Guided Pathways. CMC has been able to incorporate these initiatives into its planning and accreditation cycles. Over the last year with the completion of the Institutional Self-Evaluation Report (ISER), CMC incorporated the initiatives into the Quality Focus Essay Project #1 and Projects #2. With this in mind, the institution has clear priorities in the coming academic year around 100% Student Success, Student Learning Outcomes (SLOs), Guided Pathways, and adhering to recommendations from our site visit.

The following pages will explain CMC’s progress towards meeting institutional goals and areas of concern that will be addressed to ensure institutional effectiveness.


Enrollment Trends Copper Mountain College (CMC) has experienced growth over the last three years in Distance Education Modality with a near 60% in unduplicated headcount including both credit and non-credit courses. The combination of increased access through online library workshops and additional credit courses has created growth in Distance Education modality at CMC. Additionally, the College has seen a 35.3% decrease in pre-collegiate unduplicated headcount starting at 521 in fall 2017 to 337 in fall 2018. This trend will continue with the implementation of Assembly Bill 705. Finally, CMC has experienced an increase in diversity with the Hispanic population growing from 25.1% in fall 2013 to 34.3% in fall 2018. Since fall 2013, the Hispanic population has increased each year.

Unduplicated Fall Head Count – Overall, Degree Applicable, Pre-Collegiate, and Non-Credit

2161

1962

2002

1925

2150

2040

1609

1490

1500

1517 17

20

1678

658

591

576

446 52

1

337

592 65

8

670 79

2

829

758

0

500

1000

1500

2000

2500

Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018

Unduplicated Fall Headcount

All Courses Degree-Applicable Pre-Collegiate Non-Credit

Unduplicated Headcount


All Courses 2,161 1,962 2,002 1,925 2,150 2,040 Degree-Applicable Courses

1,609 1,490 1,500 1,517 1,720 1,678

Pre-Collegiate Courses

658 591 576 446 521 337

Non-Credit Courses 592 658 670 792 829 758


Unduplicated Fall Head Count – Gender

0102030405060708090

100

2013 2014 2015 2016 2017 2018

PERC

ENT

FALL SEMESTER

Unduplicated Fall Headcount by GenderMale Female Unknown

Unduplicated Headcount by Gender (%)


Female 60.4% 61.5% 59.8% 63.0% 62.2% 62.0% Male 39.6% 38.5% 40.2% 37.0% 37.3% 37.5% Unknown - - - - 0.5% 0.5%


Unduplicated Fall Head Count – Age

0102030405060708090

100

2013 2014 2015 2016 2017 2018

PERC

ENT

FALL SEMESTER

Unduplicated Fall Headcount by Age19 or lower 20-24 25-29 30-39 40 or over

Unduplicated Headcount by Gender (%)


19 or less 17.4% 17.6% 19.2% 18.3% 23.1% 25.2% 20-24 35.8% 35.0% 34.1% 31.6% 33.6% 30.7% 25-29 15.9% 16.1% 16.1% 17.0% 15.0% 15.3% 30-39 15.6% 15.2% 16.4% 18.5% 16.3% 16.9% 40 or higher 15.3% 16.1% 14.2% 14.6% 12.0% 11.9%


Unduplicated Fall Head Count – Ethnicity

0

20

40

60

80

100

2013 2014 2015 2016 2017 2018

PERC

ENT

FALL SEMESTER

Unduplicated Fall Headcount by EthnicityAmerican Indian Asian African American

Hawaiian/Pacific Islander Hispanic Two or more

White Others

Unduplicated Headcount by Ethnicity (%)


American Indian 1.5% 0.9% 0.9% 0.9% 0.8% 0.6% Asian 3.6% 3.5% 3.7% 3.4% 3.8% 3.1% African American 5.2% 5.2% 5.6% 5.5% 7.4% 6.5% Hawaiian/Pacific Islander

0.9% 0.4% 0.5% 0.5% 0.7% 0.4%

Hispanic 25.1% 25.8% 28.7% 30.7% 32.6% 35.7% Two or more 5.9% 7.1% 7.0% 7.0% 6.9% 7.2% White 54.7% 55.0% 50.3% 48.8% 45.1% 44.4% Others 3.1% 2.1% 3.3% 3.2% 2.7% 2.1%


Unduplicated Fall Head Count – Distance Education

Unduplicated Headcount -Distance Education

Fall 2013 Fall 2014 Fall2015 Fall 2016 Fall 2017 Fall 2018

All 342 397 347 461 737 711 Credit 342 397 347 362 608 637 Non-Credit - - - 127 224 186

342 39

7

347

461

737

711

342 39

7

347

362

608 63

7

0 0 0

127

224

186

2 0 1 3 2 0 1 4 2 0 1 5 2 0 1 6 2 0 1 7 2 0 1 8

ENRO

LLM

ENT

FALL SEMESTER

UNDUPLICATED HEADCOUNT -DISTANCE EDUCATION

All Credit Non-Credit


Unduplicated Fall Head Count – Marine Base Location

151

132

167

151

142

106

F A L L 2 0 1 3 F A L L 2 0 1 4 F A L L 2 0 1 5 F A L L 2 0 1 6 F A L L 2 0 1 7 F A L L 2 0 1 8

ENRO

LLM

ENT

FALL SEMESTER

UNDUPLICATED HEADCOUNT -MARINE BASE LOCATION




Marine Base 151 132 167 151 142 106


Persistence, 30 Units, and Completion The institution established a target of 35.4% by 2016 for completion, and by 2021 the institution set a target of 45.4%. There has been an increase in this target compared to last year. The most current cohort started in 2012-13 allowing six years for measurement. In order to capture success in real-time, Copper Mountain College has started the implementation of using the Guided Pathways (GP) indicators, which is included later in this report. The GP measurements will be used as leading indicators to help track measurements such as Completion. Persistence is the percent of a cohort that enrolled in three consecutive semesters. 30 Units is the percent of a cohort that earned 30 units. Completion is the percent of the cohort that completed an AA, State Certificate, Transferred, or Transferred Prepared.

Completion, Persistence, and Completion – 2019

Who is tracked?

-First-time student in a California Community College

-Attempted any math or English in the first three years

-Earned six units in the first three years

-Started in 2012-13


Historical Data

2014 2015 2016 2017 2018 2019Persistence 59.2 60.7 57.6 62.3 65.4 59.530 Units 53.6 52.1 48.7 51.2 52.4 49.3Completion 38.7 41.2 34.6 35.1 30 35.3

0102030405060708090

100

Historical Data - Persistence, 30 Units, and Completion

Persistence 30 Units Completion


Credit Course Success and Retention Rates The success and retention rates can be looked at as indicators to improve Persistence, 30 Units, and Completion. If students are successful and retained in credit courses, they will have a better chance of persisting and completing their educational goals. We have exceeded both our short-term and long-term goals of 70.6% and 71.6%, respectively. This trend has continued for four consecutive years. Our fall 2018 rate was 76.9%, which is a 2.3% increase from the previous fall. The success rate started increasing after fall 2014, where the rate was 69.7%. Comparing that rate to fall 2018, the success rate increased by 7.2% over the last 4 years. This is a major accomplishment for CMC.


Historical Data

Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018Success Rate 70.3 69.7 72.4 75.1 74.7 76.9Retention Rate 89 87 88 86.7 87.3 89.6

0

10

20

30

40

50

60

70

80

90

100

Credit Success and Rentention Rate

Success Rate Retention Rate


Basic Skills Math and English Basic skills math and English completion rates measure the attainment of transfer-level math and English for students that start below transfer. With the implementation of Assembly Bill 705, these measurements will become less useful given the placement of students in either one level below transfer or at the transfer-level. Additionally, the Guided Pathway Indicators will measure the completion of the transfer-level in the first year for incoming students, which aligns with the Vision for Success. With this in mind, the completion rates have either started to decline or stayed the same over the last couple of years. The institution should continue the implementation of multiple measures and curriculum redesign to ensure students are placed correctly and have the necessary resources to be successful in both transfer-level math and English.

Who is tracked?

-A student is put into the cohort during the year of their first attempt in below transfer-level math or English.

-A student is tracked for six years.

-An outcome is that a student successfully completes a college-level course in math or English.


Historical Data

2014 2015 2016 2017 2018 2019Math 32.9 30.8 27.3 30.2 34.3 30.1English 33.1 39.6 34.5 37.5 35 31.7

0

10

20

30

40

50

60

70

80

90

100

Basic Skills Math and English Completion

Math English


Basic Skills Course Success and Retention Rate Basic skills success and retention rates can be looked at as indicators to improve basic skills in math and English completion. If students are successful and retained in basic skills courses, they will be able to reach college-level courses and complete their educational goals. However, with the implementation of Assembly Bill 705, students being placed in below transfer will be phased out. For fall 2017, the total amount of grades was 742 compared to 433 in fall 2018. This is a 41.6% decrease in total grades.

Historical Data

Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018Success Rate 60.6 62.2 66 69.4 66.4 61.9Retention Rate 88 85.4 88.9 85 83.8 88

0

10

20

30

40

50

60

70

80

90

100

Basic Skills Success and Retention Rate

Success Rate Retention Rate


Guided Pathways Indicators Guided Pathways has been discussed at Copper Mountain College (CMC) over the last few years. In this time, CMC has developed a deep understanding and plan to adopt a Guided Pathways framework. Additionally, the work completed in this area has led to the integration of Guided Pathways in the Institutional Self Evaluation Report (ISER) as project #2 in the Quality Focus Essay. The Student Success Planning Committee has been the lead in the implementation of this plan and developed a tracking chart to assist in the adoption of the plan. In this plan, CMC has agreed upon national and state indicators to inform decisions on the adoption of the Guided Pathways framework. Under area four ‘Ensure Learning, Equity, and Completion’, the plan clearly outlines the adoption of key metrics that will be disaggregated into various subpopulations to ensure equity gaps do not exist. The following table gives an overview of the new indicators, which will be explored into further analysis at All Staff Day in August. The following indicators are cohort tracking with a definition of first time at CMC for the fall semester. Each fall a new cohort will be tracked and measured to on these key milestones.

Fall to Spring Persistence Number (or percent) of fall cohort students enrolled in the following spring semester. For example, if 500 started in fall 2018, then how many are enrolled in spring 2019.

Attempted units Number (or percent) of fall cohort students that attempted 15 units in the fall term and 30 units in the first year. For example, a student could attempt 12 units in fall, 12 units in spring, and 6 units in summer or a student could attempt 15 units in fall and 15 units in spring. Either pattern shows their intent to graduate on time.

Completed units Number (or percent) of fall cohort students that completed 6+, 12+, and 15+ units in the fall term and 15+, 24+, and 30+ units in the first year. For example, a student could attempt 12 units in fall, 12 units in spring, and 6 units in summer or a student could attempt 15 units in fall and 15 units in spring. Either pattern shows progress towards graduating on time. Open source video for students.

Math and English Number (or percent) of fall cohort students that complete transfer-level math in first year, English in first year, or both.

Additionally, the indicators will be posted at CMC’s Data Warehouse under the Guided Pathways link.

https://docs.google.com/spreadsheets/d/13uPgeUzcg46VTay5qJY9nrRa8n_zIVAlytEdDzthl1o/edit?usp=sharing

https://www.youtube.com/watch?v=BdodOZrwkf8

https://sites.google.com/site/researchcmcnow/home

https://sites.google.com/site/researchcmcnow/guided-pathways?authuser=0


Highlights and Review Progress on Standards and Targets In the following table, the institution has set key metrics in ensuring student success at Copper Mountain College. Per Accreditation Standards, an institution shall never fall below an institutional set-standard. If in the case an institution does fall below a standard, the institution shall address and develop a plan to raise back above the standard. For this year, the institution has fallen below the institution set standard for basic skills English completion, Completion Rate for the college prepared, and the number of transfers.

Student Achievement Data 6-year target (2021)

1-year target (2018)

Standard 2019

Overall 45.4% 35.4% 30.0% 35.3% College-Prepared 54.7% 44.7% 50.9% 50.6% Unprepared for College 42.8% 32.8% 26.0% 31.3% Math 51% 41% 27.3% 30.1% English 58.4% 48.4% 33.1% 31.7% Career Technical Education 96.6% 76.6% 55.2% 58.2% Course Success Rate (Fall) 71.6% 70.6% 69.8% 76.9% Total 332 294 202 306* Completion of degrees 237 209 157 229* Completion of certificates 95 85 45 77* Total 120 102 108 86* University of California - - - 5* Cal State University - - - 25* In-state private/ out-of-state - - - 56*

*Academic Year 2017-18 is the most recent year


Annual Goals Summary In the following table, the institution has a summary of the annual goals. As developed for Copper Mountain College in the annual planning cycle, the institution shall review the annual goals and address accordingly. This means the institution has set annual goals around student success, accreditation, communication, training, and classroom technology and every year the institution needs to determine if any of the areas are completed, need to continue for another year, or add another area based on the analysis of this report. Please find the current status of each of the areas in the table below.

Student Success Ongoing Completed Not Completed Next Steps Continue to identify and implement strategies that support 100% Student Success Resolutions.

Student Success Planning Committee is meeting regularly with full integration of SSSP, Equity, and BSI. Plans/Objectives completed: -Equity Plan and Mission Statement. -Vision for Success Goals.

Not Applicable Continue implementation of Guided Pathways Plan and develop an Enrollment Management Plan. Tools in place: Guided Pathways tracking chart.

Accreditation Ongoing Completed Not Completed Next Steps Continue implementation of accreditation standards into daily operations of institution

Institutional Self Evaluation Report with Quality Focus Essay and Site Visit on time.

Not Applicable Address recommendation(s) from the site visit with follow-up report due October 1, 2020. Plans to follow: -Quality Focus Essay -Approved SLO report form Additional Documents: -SLO Timeline -Action Letter -Team Evaluation

https://drive.google.com/open?id=1B_WI6aDFMRbmTC0zswdV082dxIQ0rmEZ




https://drive.google.com/file/d/1Ua6D9zgw_ZDAu4B3O6okY6iZRFAlaAIG/view?usp=sharing


https://drive.google.com/file/d/1ffiD1Fb4BJa71pJRyeiqC8VyS9p25RWr/view?usp=sharing

https://drive.google.com/file/d/14XwlI8chyoR9Mtb0LUBSHIbADQYsb0G8/view?usp=sharing

https://drive.google.com/file/d/1aIAFnhYoSA2qsU6J33hUveIYpXsoCM6b/view?usp=sharing


Communication Ongoing Completed Not Completed Next Steps Weekly Campus Newsletter, Campus Update following each Board meeting, and more staff meeting visits from Superintendent/President.

Institutional Roles, Responsibilities, and Procedures Handbook and Organization Chart with supported job descriptions.

Communication plan between departments and Orientation for new employees.

Implement new organizational structure and hold campus engagement meetings following ISER model.

Training Ongoing Completed Not Completed Next Steps Develop Professional Development Plans.

Not Applicable Not Applicable Align Professional Development with campus priorities such as Student Learning Outcomes, Guided Pathways, and Equity.

Classroom Technology Ongoing Completed Not Completed Next Steps Information Systems, Technology Committee, and faculty identify classroom needs.

New smart podium technology installed into a few classrooms.

Not applicable Continue implementation of new classroom technology.

Previous Goals not addressed Define established partnerships and strategic goals for Staff Development Plan.

http://www.cmccd.edu/wp-content/uploads/2019/05/IRRPHandbook-3.1.19.pdf



http://www.cmccd.edu/wp-content/uploads/2019/01/CMC-Organization-Chart-BoT-Approval-011019.pdf


Survey Results Summary Overall, the student and employee survey remained relatively unchanged as compared to previous years by staying positive except in some key areas.

From the student perspective, activities on campus, understanding of student learning outcomes, and knowing services provided by special programs on campus did increase as compared to previous years. These were areas of concerns in previous reports. For example, 77% of students agree they understand student learning outcomes (SLOs), which was an increase of 9% compared to spring 2018. Additionally, the campus experience program has provided many more opportunities on campus for activities, which is shown in the table below. Finally, new areas of concern in the student survey is the witnessing or being subject to cultural insensitivities on campus. Students agree that they have either witnessed (29%) or been subject (31%) to cultural insensitivity on campus based on ethnicity, religion, gender or disability, which is an increase from last year.

On the other hand, the employee survey saw gains with understanding or reading the adoption of the Guided Pathways framework. The plan for adoption was integrated into our Institutional Self-Evaluation Report (ISER) as part of our Quality Focus Essay. For example, employees agree that they have reviewed CMC’s Guided Pathways Plan (61%) and a basic understanding of Guided Pathways (76%), which increased from 50% and 67%, respectively. The adoption of a Guided Pathways framework will assist in the recruitment and retention of students. Finally, employees have also moved to a more neutral stance for the current organizational structure functionally well. This indicates movement in the right direction as we implement the new organizational structure as July 1, 2019. Additionally, the Institutional Roles, Responsibilities, and Procedures Handbook was finalized during the last semester. The handbook will allow for a better understanding of the decision-making processes at Copper Mountain College.

The table below gives a 3-year trend for the key questions on both the student and employee surveys from previous Institutional Effectiveness Reports:

Student Survey Highlights Percent of students that agree with 2017 2018 2019 I am satisfied with the availability of extracurricular activities available at CMC. 54% 55% 63% I am satisfied with the availability of campus cultural events. 52% 50% 64% I am satisfied with the availability of recreational opportunities on campus. 53% 53% 61%

Employee Survey Highlights Percent of employees that agree with 2017 2018 2019 CMC excels in the retention of students. 52% 44% 41% CMC excels in the recruitment of students. 53% 50% 50% The Administration supports and uses a decision-making process that involves the persons who will be affected.

52% 42% 43%


Survey results are used to inform priorities and goal setting in our cycle of continuous quality improvement and support documents to this report. The results are distributed to all programs and used for their program reviews in the fall semester.

Summary The institution has been very mindful of continuous quality improvement over the last few years and it is evident through the implementation and continued development in continuous quality improvement.

Copper Mountain College (CMC), as of recently, has experienced an increase in unduplicated headcount in enrollment toward degree applicable with decreases in both pre-collegiate and noncredit unduplicated head count. For example, the noncredit unduplicated headcount decreased by 8.6% from fall 2017 to fall 2018. This trend will continue with the implementation of Assembly Bill 705. Additionally, CMC’s Hispanic student population continued to climb from fall 2017 to fall 2018 with the percentage of all students being 35.7%. Copper Mountain College should start exploring grants for Hispanic Serving Institutions.

CMC has made great progress around credit course success rate with the student success indicator now reaching 76.9%, as of fall 2018. This is a 7.2% increase compared to fall 2014, which has increased each year. However, the institution has fallen below institutional-set standards for Basic Skills English Completion, Transfers, and Completion for College-Prepared (only 0.3%). Therefore, based on Accreditation Standard I.B.3, the institution shall implement strategies to increase the student success indicators to rise back above the institutional-set standard. This will need to be a priority for the next year.

Finally, CMC had a successful site visit on March 4-7, 2019 from a peer review in support of reaffirmation of accreditation. The Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges acted to Reaffirm Accreditation for 18 months and requires a Follow-Up Report, due no later than October 1, 2020. The institution will need to demonstrate compliance on just one recommendation.

• In order to meet the standard, the team recommends that the College complete its course, program, and institutional level learning outcomes assessment cycles. (Compliance will be addressed in follow up report)

Plans and documents already working towards meeting this standard:

-Quality Focus Essay

-Approved SLO report form

-SLO Timeline

Copper Mountain College has demonstrated compliance in all other standards, which exceeds 100 different standards. CMC is equipped and ready to address this one recommendation. Finally, the team also noted a few areas to improve institutional effectiveness, which will need to be addressed in our midterm report and also areas that CMC exceeded the standards.

• The Team commends the College’s implementation of its mission to understand and meet the needs of its unique community, characterized by its inclusive approach to its local community and constituents, including engaging with, and responding to, community concerns and recommendations; being proactive in building



https://drive.google.com/file/d/1ffiD1Fb4BJa71pJRyeiqC8VyS9p25RWr/view?usp=sharing


relationships with, and supporting, K-12 educational partners; and crafting and carrying out a mission that best serves the College’s desert communities and student population.

• The Team commends the College’s leadership in creating and encouraging innovation resulting in institutional excellence, and for empowering all employees to take initiative to provide exemplary service to students and the broader community.

• The Team recognizes the College’s progress in creating a robust and integrated planning process, characterized by campus-wide, mission-centric dialog, data-supported assessment, significant leadership from senior administrators, and effective oversight by the Institutional Effectiveness Committee.

• The Team recognizes the College’s successful support towards student equity, reflected in significant closure of achievement gaps among underrepresented groups and encourages continuous improvement in course success rates for both African Americans and Hispanic/Latinos in the sciences and all other disciplines.

• In order to improve institutional effectiveness, the team recommends that all programs complete the program review per the College’s established cycle.

• In order to improve institutional effectiveness, the team recommends that all faculty consistently implement the College’s expectations for regular and substantive interaction as defined in the College’s policy.

• In order to improve institutional effectiveness, the team recommends that the College formalize a process or plan to ensure adequate resources are available to meet long-range capital plans.