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Educational Master Plan
March 4, 2013
Cabrillo College Educational Master Plan
// Introduction
Message from the College Leadership Team
As part of Cabrillo College’s commitment to integrated planning and continuous quality improvement, we have collaborated
to develop the 2013 Educational Master Plan. Cabrillo College has a proud history, having served the community since 1959.
Cabrillo College continues to evolve to meet the needs of the community, and the community has generously supported the
college through the years.
The Cabrillo
College 2012
Educational Master
Plan will allow us
to actualize our
vision of the future,
meet our mission
and goals, and
continue to serve
our community
with quality,
relevance, and
commitment as
we move into
the future.
The 2013 Educational Master Plan is intended to assist the college in determining how to best meet the current and future
educational needs of our students. The Educational Master Plan presents a review and analysis of current information
and data, trends, and issues from our local region, as well as California and the nation that may affect our college and our
students. The plan was formulated through broad-based collaboration among faculty, administrators, staff, students, and
community constituents and outlines the shared vision that will guide Cabrillo College’s future.
We are proud of our commitment to the college and the critical planning process. We are grateful to the many dedicated
people who have contributed to the development of the Educational Master Plan. We would like to acknowledge the Deans,
Faculty Senate and Classified leadership for their dedication and effort, and the Planning and Research Office in collaborating
with our consultant, Maas Companies in providing institutional data.
The 2013 Educational Master Plan is a critical component of our institution’s overall planning process and will assist Cabrillo
College in actualizing our vision of the future, provide guidance in meeting our mission and goals, and will demonstrate our
continued commitment to serve our community with quality and relevance.
Brian King, J.D.
Superintendent/
President 2002-2012
Victoria Lewis
VP Administrative
Services
Kathie Welch
VP Instruction
Dennis BaileyFougnier
VP Student Services
John E. Hendrickson
Interim President/
Superintendent 2013
// 2
Cabrillo College Educational Master Plan
// Introduction
Table of Contents
Introduction and Background
Purpose of the Educational Master Plan
Master Planning Process
Mission Statement
Vision Statement
College Strategic Planning
2012-13 Educational Master Plan Planning Assumptions
Integrated Planning Cycle
6
6
7
8
8
8
10
11
External Environmental Scan
Overview
The College in Relationship to the World
The College in Relationship to the Nation
The College in Relationship to the State
Population Growth
The College in Relationship to the Local Region
Effective Service Area
Households by Income
Age and Ethnicity Profile
Educational Attainment
Workforce Characteristics of the Local Region
Fastest Growing Occupations
Most Job Openings
Participation Rate
Neighboring Colleges
Santa Cruz County Public High School Graduates
at Cabrillo College
eLearning Impact
12
12
12
12
13
13
15
15
16
19
22
23
24
25
26
27
27
28
Full / Part-time (Unit Load) Profile
34
Time of Day Enrollment Profile35
Distance Education FTES
36
Program Awards
37
Retention and Success Rates
38
Survey Results: Employee Survey 42
Demographics
42
Familiarity with 2008-2011 Strategic Goals
43
Survey Comments Summary
44
Survey Results: Student Survey 44
Demographics
44
Primary Importance
46
Cabrillo College Interview Summary 47
Cabrillo Culture
47
Instruction
47
Student Services
48
Student Senate
48
Data
49
Budget Reductions
49
Foundation
49
STEM Grant
50
Facilities
50
Maintenance
51
Signage and Building Numbering
51
Campus Safety and Accessibility
51
Information Technology
52
Transportation
52
Internal Environmental Scan
Enrollment History
Gender Profile
Age Profile
Ethnicity Profile
29
30
31
32
33
Student Services Counseling Transfer and Career Center
International Student Program
Puente
53
53
53
53
53
// 3
Cabrillo College Educational Master Plan
// Introduction
Table of Contents (continued)
Disabled Student Programs and Services Enrollment Services Financial Aid
Admissions and Records
Extended Opportunity Programs and Services/
Cooperative Agencies Resources for Education
Extended Opportunity Programs and Services
Cooperative Agencies Resources for Education
Fast Track to Work Learning Skills Matriculation and Assesment Outreach Services Student Affairs Office Student Employment Center Student Health Services Library
Honors Transfer Program
Tutorial Center
Math Learning Center
Reading Center
MESA 54
54
54
54
Baseline Program of Instruction
Overview
Cabrillo College
Watsonville Center
Distance Education Program
Conclusions
Factors to Consider
59
59
59
60
61
61
62
Future Program of Instruction
Overview / Rationale
Capacity for Future Growth
Internal and External Elements
63
63
63
63
55
55
55
55
55
56
56
56
56
56
57
58
58
58
58
58
Weekly Student Contact Hours
Growth Rate Targets for WSCH and Enrollment
Enrollment / WSCH Summaries
WSCH Forecasts
63
64
64
66
Determination of Future Space Needs
Space Requirements: Academic Program of Instruction
Baseline Qualifications for Academic Space
Projected Qualifications for Academic Space
Space Requirements: All Programs and Services of the College Cabrillo College Space Needs Forecast
Watsonville Center Space Needs Forecast
68
68
68
70
72
73
74
Recommendations
Sustaining Projections for Growth
Student Services Commitment to the Core Academic Programs
Watsonville Center
Integrated Planning
Facility Considerations
Operational Efficiency
75
75
75
75
76
76
76
76
Total Cost of Ownership
Definition of Total Cost of Ownership (TCO)
Purpose of the Process
Objectives to be Achieved
Approval Process
Assessment Format
Infrastructure / Utility Systems
Implementation Process
77
77
77
77
78
78
79
80
// 4
Cabrillo College Educational Master Plan
// Introduction
Table of Contents (Appendices)
Appendix A: Cabrillo Planning Cycle
81
Appendix B: AACJC Planning Processes
82
Appendix C: Program of Instruction Additional Data
83
Appendix D: Space Determination Methodology
Overview Prescribed State Space Standards
Standards for Lecture Space
Standards for Laboratory Space
Non-State Space Standards
111
111
111
112
112
113
Appendix E: Santa Cruz County Public
High School Graduates at Cabrillo
114
Appendix F: Room Use Category Definitions 115
Appendix G: Glossary of Terms 121
// 5
Cabrillo College Educational Master Plan
// Introduction
Introduction and Background
The Educational Master Plan is a dynamic document that should be flexible
enough to assist the college in adjusting to changes that may include:
§§ Economic Indicators
§§ Funding Formulas
§§ Student Needs
§§ Workforce Development Requirements
§§ New Educational Trends — i.e. Massive Open Online Courses (MOOCS)
§§ Standards Of Measures And Accountability
As an example of current and potential change, the existing funding mechanism for
California Community Colleges is Enrollment-based Funding of which the budget
allocation is established by the college’s enrollment at a set date (Census) early in
the term. This finance policy addressed the issue of removing barriers to access
and helped colleges to achieve high rates of college enrollment, thus encouraging
colleges to focus planning strategies on growth. Over the years, researchers and
policymakers have cited that this funding model does not provide incentives for
colleges to remove barriers to completion. With budget constraints, the need for
increased levels of education for the state’s workforce calls for evidence-based
outcomes, as well as demonstration of student success. There is a growing
demand for public institutions to reexamine its goals and priorities to include
Purpose of Educational Master Plan
The purpose of the Cabrillo College Educational Master Plan is to assist in
projecting the future needs of the college’s educational programs, support
services, and facilities through the year 2025. The plan included gathering both
quantitative and qualitative information about the college and its service area.
college completion metrics.
An example of accountability metrics is contained in the Student Success Act of
2012 that states:
“…using accountability metrics, as specified, requires participating districts to
evaluate the effectiveness of their programs and services in helping students:
The research sought multiple sources to gather information, hard data, and the
1. Define goals and declare courses of study.
informed opinions of faculty, staff, administration, students, and the community.
2. Assess student needs and valid course placement.
3. Support successful completion of degree, certificate, or transfer objectives.”
// 6
Cabrillo College Educational Master Plan
Recent Title V Regulations require community colleges to implement Course
Repeatability policies that will impact course offerings and influence future funding
of specific programs.
Furthermore, Governor Jerry Brown’s 2013 budget proposal identifies a number of
recommendations that include:
§§ Reforms to Census Accounting Practices: Policy change that proposes
altering the funding formula to pay schools for students who complete
courses (Performance-based funding).
§§ Expand the Delivery of Courses through Technology: $16.9 million to
the community colleges to increase the number of courses available to
matriculated undergraduates through the use of technology
§§ Adult Education Realignment: To create a more accountable and centralized
adult education learning structure, the Budget proposes $315.7 million
Proposition 98 General Fund to fund a comparable K-12 adult education
delivery system. It proposes an increase of $300 million to support the
// Introduction
Master Planning Process
The Master Planning process included the following tasks:
§§ Provide an overview and assessment of the college and the area it serves.
§§ Validate and apply research on the historical growth of
student enrollment and weekly student contact hours
(WSCH) to better inform the decision-making process.
§§ Review current and past planning documents to determine the consistency
and relative application of the information to the college’s current status.
§§ Conduct an external scan to determine the
college’s relationship to its service area.
§§ Examine the internal environment of the college relative to the
current composition and profile of the students served.
§§ Conduct section level analysis of the current
and future program of instruction.
program within the community colleges. Funding for adult education will be
§§ Utilize the baseline curriculum report that reflects the current WSCH
allocated from a new block grant based on the number of students served
values by discipline or program and by instructional divisions to
and only for core instructional areas such as vocational education, English as a
recommend enrollment management strategies, assist in verifying the
Second Language, elementary and secondary education, and citizenship.
productivity of programs and support the budget planning process to:
§§ Student Incentives: Shorten students’ time to degree; reduce costs for
students and the state; increase access to more courses for other students;
the number of units students can take while receiving a state General Fund
subsidy that will be capped.
With new accountability measures and possible future changes in funding,
Cabrillo College can use the information in the Educational Master Plan as an
additional reference point to guide their discussions and inform the on-going
planning and decision-making process. The Plan and Recommendations are
intended to be reviewed on a yearly basis in concert with the college’s identified
goals and objectives. Implementation of the recommendations is to be evaluated
and determined by the college.
»» Create a WSCH generated forecast for each discipline or program.
»» Quantify the academic space needs in
square feet (ASF) for the future.
»» Quantify the total space needs for the college, both
instructional and support, in assignable (ASF) for the future.
»» Evaluate space needs for consistency with Title V,
Administrative Code standards of the state.
»» Produce a surplus/deficit analysis for future space requirements.
»» Complete an assessment of the status of Program Reviews
and provide recommendations as appropriate.
»» Provide the District with Recommendations for the future.
// 7
Cabrillo College Educational Master Plan
// Introduction
economy, and improving economic vitality. We serve students who have goals
CABRILLO COLLEGE MISSION
of transfer, career preparation, basic skills, personal fulfillment and retraining
Cabrillo College is a dynamic, diverse, and
responsive educational community dedicated
to helping all students achieve their academic,
career, and personal development goals.
through an inclusive and effective learning environment. Students will leave with
greater knowledge and a richer expectation of themselves.
College Strategic Planning
The college engages in strategic planning to identify current and prospective
projects that are promising and deserving of institutional support; to show that
Cabrillo College has engaged in ongoing evaluation and planning with the
planning is related to resource allocation and to demonstrate responsiveness to
participation of many constituents at various times during the history of the
accreditation recommendations and other forms of external accountability (e.g.
college. The college’s evaluating and planning process has evolved and
adopting Accountability Reporting for the Community Colleges (ARCC) metrics
improved through each planning cycle to ensure that the process aligns with
as Key Performance Indicators (KPIs). It helps faculty, managers, and staff to
the college mission; guides the college in its decision-making; and addresses
prioritize activities and accomplish important institutional objectives.
institutional effectiveness. (See Appendix A: Cabrillo Planning Cycle and
Appendix B: AACJC Planning Processes).
Mission Statement
To ensure that resources are allocated to the planning strategies, the college
implements biannual strategy updates which reference resource needs.
Ultimately, the success of a strategy shows that it was supported with resources.
As part of a comprehensive, integrated planning process, the college developed
Cabrillo College is a dynamic, diverse, and responsive educational community dedicated
the Cabrillo Community College District Educational Master Plan, June 2, 1997;
to helping all students achieve their academic, career, and personal development goals.
the Cabrillo College Master Plan 2001-2004; the Cabrillo College Master Plan
2007-2008 – A One Year Extension of the 2004-2007 College Master Plan; the
Vision Statement
2008-2011 College Strategic Plan (formerly the College Master Plan); the 2012-
Cabrillo College is passionate about developing critical thinking, honing oral and
Since the last “College Master Plan Update” (CMP) in March 2012, there has
written communication and enhancing global awareness, while cultivating personal
been a prominent change in the nomenclature associated with the plan. Given
and professional responsibility in our students. Exploration, innovation, creativity, and
that the time frame covered by the “College Master Plan” (typically three to four
implementation of a variety of teaching methods, including technology literacy, are
years) is more in keeping with the time frame traditionally associated with a
hallmarks of our approach to learning. We help students of varying skill levels achieve
Strategic Plan document and given that the 2008-2011 CMP was closely related
their potential, and consider everyone in the college part of a community of learners
to the first Strategic Plan for the Community College system, the name of this
who are treated with dignity and respect. Cabrillo College supports a climate of
planning document has been changed to the College Strategic Plan (CSP). This
diversity, self-empowerment and sustainability, with a strong sense of social justice.
name change provides greater alignment with planning standards and clarifies
As an integral part of Santa Cruz County, Cabrillo College is an accessible
the distinction between the CSP and the college’s Educational Master Plan.
2015 College Strategic Plan; and the current Educational Master Plan.
gateway to prosperity that provides education for all, supporting the local
// 8
Cabrillo College Educational Master Plan
// Introduction
During the winter and spring of 2013, the College Strategic Planning Committee will be convening in groups with respect to Goal A (Increase Student Success) and Goal
B (Enhance Student Success). The groups will be focusing on reviewing data, evaluating progress on goals previously set, establishing new goals and key performance
indicators (KPIs) to track over the next year. An update on the College Strategic Plan (CSP) will then be provided to the Board of Trustees in June.
For historical perspective, the following crosswalk shows how the 2008-2011 College Master Plan’s five high level goals and objectives relate to the two new goals in
the 2012-2015 College Strategic Plan:
§§ Goal A: Increase student success
§§ Goal B: Enhance institutional effectiveness
The 2012-2015 College Strategic Plan includes the following objectives:
2008-­‐2011 Cabrillo College Master Plan Objectives – Crosswalk from Current to New 2012-­‐2015 College Strategic Plan Goals
Objective
New Goal
A1: Design and implement a comprehensive strategic enrollment management plan.
A2: Effectively communicate the enrollment processes at Cabrillo College to new and returning students.
A3: Increase the number of International Students, and out of state students, based on the Strategic Enrollment Management Plan.
A4: Increase the number of transfers and/or transfer rates.
A5: Improve remediation pathways to increase the number of students planning into or successfully progressing to transfer level.
B1: Increase access to educational resources and support services and strengthen basic skills to ensure student success and persistence.
B2: Recruit, retain, and support a diverse, well-­‐qualified faculty and staff.
B3: Increase use of current and emerging technologies for student support and for teaching both on campus and via distance learning.
B4: Promote awareness of the interdisciplinary nature of emerging trends, such as global sustainability, social justice, and community services.
C1: Define clear career technical education pathways to the college through partnerships with educational workforce development institutions.
C2: Provide students with the literacy, numeracy, communication skills, knowledge and abilities necessary for success in basic skills, CTE, and transfer.
C3: Offer CTE programs that inform students of career opportunities and requirements, address needs of local and regional employers, and prepare students for lifelong career advancement and prosperity.
C4: Support graduates in finding jobs in their area of study and assist employers in hiring our qualified students and graduates.
D1: Promote leadership and professional development for all college employees.
D2: Effectively address evolving classified staffing needs.
D3: Enhance the knowledge and management systems that support college governance.
D4: Incorporate environmental awareness and sustainability into policies and procedures.
D5: Implement SLOs and assessments college-­‐wide.
E1: Increase Cabrillo’s fiscal sustainability with alternative resources.
E2: Promote communication and collaboration between Cabrillo and other organizations in the community.
E4: Optimize college facilities as a resource for college and community users.
E5: Develop and implement a comprehensive energy conversation program.
B
B
B
A
A
A
B
B
B
A
A
A
A
B
B
B
B
B
B
B
B
B
// 9
Cabrillo College Educational Master Plan
// Introduction
2012-13 Educational Master Plan - Planning Assumptions
The following planning assumptions were identified through the external and internal environmental scans.
1. The ongoing global, national, and state economic environment will continue to impact the budget planning and decision-making process.
2. The Unemployment Rate History revealed that Santa Cruz County often experienced a higher unemployment rate than that of California and/or the United States.
3. By 2025, California will face a shortage of 1 million college degree and certificate holders needed to support the workforce.
4. There has been a steady decline in the enrollments from fall 2008 to fall 2011.
5. Santa Cruz Public High School Graduates at Cabrillo College: The data projection for 2011-2016 indicates that the percentage of enrollments are anticipated to continue
at a flat rate of 50% which would result in about 2500-2600 high school graduates enrolled at Cabrillo College in each of those years.
6. The White Non-Hispanic student population has decreased from fall 2007 to fall 2011, while the Hispanic student population showed growth for the same period.
7. The Watsonville Service Area had a higher percentage of younger people than the Cabrillo Service Area.
8. Over 70% of the student population enrolled in day classes during fall 2011.
9. The top five occupations with the fastest job growth rate for Santa Cruz County (2008-2018) are: Network Systems and Data Communications Analysts (53.8%); Home
Health Aides (38.5%); Instructional Coordinators (37.5%); Special Education Teachers, Preschool, Kindergarten and Elementary School (33.3%); Fitness Trainers and
Aerobics Instructors (32.5%); and Vocational Education Teachers (28.6%).
10.Distance education enrollments have demonstrated significantly higher enrollment growth than overall growth in national campus enrollments.
11.The growing shift to mobile devices pose a challenge to educators to find more effective ways to package and deliver content and student learning.
Goal A: Increase Student Success
Objective A1: Develop processes that involve the student in the early development of a Student Success Plan.
Objective A2: Implement innovations in registration and scheduling.
Objective A3: Align pathways from K-­‐12 through Cabrillo and into careers and/or Baccalaureate-­‐granting institutions.
Objective A4: Engage students in timely interventions whereby they are encouraged to exercise greater responsibility for their educational success.
Objective A5: Utilize program planning and SLO assessment to guide decision making at all institutional levels.
Goal B: Enhance Institutional Effectiveness
Objective B1: Enhance performance by implementing best practices in training and professional development for Cabrillo employees.
Objective B2: Shorten the time to completion through effective implementation of enrollment management strategies.
Objective B3: Optimize sustainable use of college facilities for students, faculty, staff, and community.
Objective B4: Cultivate and sustain close connections with the local community, including the Santa Cruz County College Commitment.
Objective B5: Evaluate, integrate, and improve planning, resource allocation and other processes critical to institutional effectiveness.
// 10
Cabrillo College Educational Master Plan
// Introduction
Integrated Planning Cycle
The Educational Master Plan for Cabrillo College is one component of the overall
In addition, the CPC reviews new and existing programs, services, staffing, and facilities
planning cycle at the college. The diagrams in Appendix A – Cabrillo Planning
as appropriate; serves as the steering committee for the accreditation process; and
Cycle and Appendix B – AACJC Planning Processes depict how Cabrillo
functions as the shared governance body in which constituent concerns are presented.
College engages in an Integrated Planning Cycle. The Educational Master Plan
serves as one of many planning tools the college utilizes to engage in a process
of continuous quality improvement. The research and analysis of data that
led to the narrative, conclusions and recommendations of this document will
inform future instructional and support services decisions of the college. It is of
critical importance that this plan be integrated within the other campus planning
documents and is in alignment with the College Strategic Plan.
As the college approaches its next accreditation visit, the various constituent
groups are engaging in the integrated planning cycle that includes processes for
evaluation, goal setting, resource distribution, implementation and re-evaluation.
The Evaluation component includes Program Reviews, Assessment of Student
Learning Outcomes, Effectiveness of Processes, Policies, and Organization. Goal
Setting is articulated in the College Strategic Plan, while Resource Distribution
is determined by college funding priorities. The component on Implementation
The College Planning Council (CPC) serves as the shared governance body that advises
is carried out through the college planning documents and processes, ongoing
and makes recommendations that are consistent with the college mission requiring
research, data analysis, and identification of Key Performance Indicators (KPIs)
broad institutional input in service to the students, the college, and the community. The
ensures that the college engages in Re-evaluation.
CPC is responsible for overseeing and evaluating the following plans:
§§ College Strategic Plan: Identifies goals and objectives to support student
success
§§ Educational Master Plan: Provides the necessary data and foundation that
will assist the college in projecting future needs of the college’s educational
programs, support services, and facilities through the year 2025
§§ Facilities Master Plan: Focuses on facilities needs for the college.
The College Planning Council is also responsible for reviewing budgetary and resource
allocation plans ensuring that resource allocation reflects the goals and priorities of the
College Strategic Plan. The plans include:
§§ Distance Education Plan
§§ Education Center Plans
§§ 2014-2018 Five-Year Capital Construction Plan
§§ Information Technology Plan
// 11
Cabrillo College Educational Master Plan
// External Environmental Scan
External Environmental Scan
Overview
The external relationships that follow were identified as important and/or
significant in having potential impact on the future of Cabrillo College. In addition,
the external trends and conditions identified pose potential immediate and longterm influences on the sustainability, viability, and vitality of the college. The
trends and conditions include international, national, regional, and local effects,
as well as eLearning that will have an impact on the future direction of the
program of instruction, enrollment, support services, and infrastructure needs.
The College In Relationship To The World
The national economy is inextricably tied to the economies of other countries.
The lingering global economic crisis, commonly referred to as the “Great
Recession”, is exerting inordinate pressure on higher education to demonstrate
greater relevance to, and better value for individuals and society. The transition
to a knowledge-based economy presents an on-going need for an educated
populace, yet at the same time many governments are struggling with serious
financial constraints. The common theme permeating in this new reality is “to do
more with less”. This new reality indicates a potential, profound paradigm shift
in the model for mass higher education. Institutions need to be cognizant of the
According to the first quarter report by the Bureau of Economic Analysis (released
global trends that will impact the future of higher education.
May 31, 2012), real gross domestic product (GDP) rose 1.9% in the first quarter
of 2012 after rising 3.0% in the fourth quarter of 2011. The first-quarter growth
The College In Relationship To The Nation
rate was 0.3% less than the “advance” estimate released in April. Over the past
It is important to understand both the current and projected economic environment
The Employment Situation Summary provided by the Bureau of Labor Statistics
of the nation and its implications to the future of the college. Currently, the national
economy is still attempting to recover from a deep recession. The fiscal state of the
nation will bring about general changes in the economic support of our education
system and may result in specific changes at Cabrillo College.
4 quarters, real GDP grew 2.0%.
on June 1, 2012 indicated that nonfarm payroll employment changed little in
May (+69,000), and the unemployment rate was essentially unchanged at
8.2%. Employment increased in health care, transportation, warehousing, and
wholesale trade but declined in construction. Employment changed little in most
other major industries.
// 12
Cabrillo College Educational Master Plan
// External Environmental Scan
in a cut of $809 million, or 12%, and a total drop in enrollment of 300,000
students at a time when there is increased demand for classes. The system was
The state impact on California’s community
college system since 2008-2009 has resulted
in a cut of $809 million, or 12%, and a total drop
in enrollment of 300,000 students at a time
when there is increased demand for classes.
forced to endure a $502 million cut in 2011-2012 which was exacerbated with an
unexpected state revenue shortfall of approximately $100 million due to property
tax and student fees coming in lower than estimates.
As a result, the colleges have endured the following:
§§ 15% reduction in course offerings, forcing colleges across the state to turn
away thousands of students
§§ Larger class sizes
Traditionally, when the economy falters, enrollments at community colleges
§§ Reduction/elimination of adjunct and other support staff
increase. However, due to prolonged state budget deficits and on-going and
§§ Implementation of work furloughs
significant budget cuts to public institutions, access has been impacted for
§§ Using reserves and borrowing money to manage cash flows
students seeking post-secondary education.
The California Community College Chancellor’s Office also identifies the
The College In Relationship To The State
California, like the rest of the nation, is experiencing an unsteady economic
recovery. Though the high technology and export market sectors are doing
relatively well, the economic conditions are still impacted by weak real estate
markets, consumer confidence, and the instability in equity markets still remain
high. While the national unemployment rate was at 8.2% in May 2012, California’s
unemployment rate was 10.8% for the same period. California’s jobless rate was
still the nation’s third highest. As most economists acknowledge, the process of
full recovery from the worst recession since the Great Depression is expected
to continue for an extended period of time. In the past year, net job growth was
approximately 200,000, and if it were to remain at this pace, it would take at
following workforce skills gap:
§§ Undergraduate demand for the three public systems of higher education in
California is expected to grow by 387,000 students by 2019. To accommodate
the increase it will take $1.5 billion more in revenue.
§§ If current funding trends persist, the Public Policy Institute of California
estimates that by 2025 California will face a shortage of 1 million college
degree and certificate holders needed to fuel its workforce.
§§ With baby boomers retiring as the best educated and most skilled workforce
in U.S. history, labor experts are concerned that California will lack workers
with the critical aptitude needed to replace them.
least five years for California to regain its pre-recession rates of employment
Population Growth
and unemployment. The California Department of Finance predicts that the
California’s population is projected to increase 11.5% by 2020. The California
employment rate for 2013 will be 10.4% and in 2014 the rate will be 9.5%.
Department of Finance projects California’s population growth in 2020 at
According to the California Community Colleges Chancellor’s Office, the state
40,817,839. The Demographic Research Unit of the Department of Finance
impact on California’s community college system since 2008-2009 has resulted
asserts that the effect of the economy on the population has been significant.
// 13
Cabrillo College Educational Master Plan
// External Environmental Scan
In addition, a report published by the Population Dynamics Research Group at
California’s senior population, those 65 and older, will quadruple within the next
USC states that the there is a much slower population growth than what was
20 years, which is a result of the aging of the “baby boomer” generation. The
previously projected in 2007. The 50 million population mark previously anticipated
ratio of seniors ages 65 and older to prime working ages (25-64), is projected to
for January 2032 is not projected to occur until January 2046. In addition to the
soar to 36 seniors per 100 working age in 2030. In 2010, the ratio was 21.6. The
slower growth rate, there are important changes in the characteristics of the
significance of this increase is reflected in the previous decades when there was
population. The largest anticipated shifts involve the aging of the population and
no appreciable change in the senior rate.
the residents’ place of birth.
There is a reverse trend occurring among the growth rate of children. In 1990
and 2010, children under the age of 18 were rapidly increasing in numbers (+1.6
million). In the next 20 years, the projected growth in the number of children
virtually halts (-31,000). Given the continued growth of other population sectors,
the projection indicates a decline from 24.9% in 2010 to 20.7% in 2030.
The Population Dynamics Research Group also projects that there will be
changes in the sources of future workforce. Based on census data, the growth
in California’s working age population (25-64) is projected to change dramatically
in the coming years compared to the previous 20 years. Where there was
an increase of 4.2 million in the working age population from 1990-2010, the
projected growth from 2010 to 2030 is 3.3 million. A significant portion of this
projected growth will be comprised of native-born children who are the children
of immigrants (98%) (Pitkins, Myers, April 2012).
The report states that during the period 1990 to 2010 young people under age 25
experienced a more than 2 million population growth. However, the projection of
young people under age 25 for the coming 20 years will have virtually zero growth.
This is due in part to the combined effects of past births rates and migration.
In the last 20 years, California lost 367,000 people in the group of young adults
25 to 34. In comparison, in the next two decades, the state is projected to gain
889,000 which the report identifies as an important revitalization of this particular
California’s population is projected to increase
11.5% by 2020. The California Department of
Finance projects California’s population growth
in 2020 at 40,817,839.
age group that traditionally provides new workers, supports entry-level housing
demand, and starts families.
Thus, in the previous decades, California experienced growth in the middle aged
and children population sectors. In the period to come, growth is projected among
the senior population and for young adults, accompanied by a slowing among the
middle aged and children (from Population Dynamics Research Group).
// 14
Cabrillo College Educational Master Plan
// External Environmental Scan
The College In Relationship To The Local Region
service area best used for this analysis was a 15-mile ring. The analysis was based
The Effective Service Area
colleges, and other related data. This 15-mile ring encompasses the majority of
Cabrillo College draws students from Santa Cruz County and parts of Northern
Monterey and San Benito Counties. Circular geographical areas with varying radii
with Cabrillo College at the center were examined, and it was determined that the
Cabrillo College Service Area
on student origins by zip code, geographic terrain, proximity to other community
students who attend Cabrillo College. The same analysis was conducted for the
Watsonville Center and it was determined that a 5-mile ring was best suited as the
Center’s service area.
Watsonville Center Service Area
// 15
Cabrillo College Educational Master Plan
// External Environmental Scan
Households by Income
in Watsonville’s service area earned over $50,000 per year. In the categories of
The median household income for the Cabrillo service area in 2010 was $72,150
which was higher than California’s median household income of $60,992, and
the national median household income of $54,442. The Watsonville service area
Median Household Income, Average Household Income, and Income Per Capita,
the Cabrillo Service Area was notably higher in all categories for all the identified years
(see Demographic and Income profile).
median household income was $54,855. Also in 2010, sixty-seven percent (67%)
The graphs below illustrate the income profiles and households by income in
of households in Cabrillo’s service area and fifty-five percent (55%) of households
2010 for the Cabrillo and Watsonville Service Areas.
CABRILLO COLLEGE AND WATSONVILLE CENTER SERVICE AREAS -­‐ HOUSEHOLDS BY INCOME 2010 25% Cabrillo 20% Watsonville 15% 10% 5% <$
15
$1
,0
5,
00
00
0 -­‐ $
24
$2
,9
5,
99
00
0 -­‐ $
34
$3
,9
5,
99
00
0 -­‐ $
49
$5
,9
0,
99
00
0 -­‐ $
74
$7
,9
5,
99
00
0 -­‐ $
$1
99
00
,9
,0
99
00
-­‐ $1
$1
49
50
,9
,0
99
00
-­‐ $1
99
,9
99
$2
00
,0
00
+ 0% Source: ESRI Business Analyst Source: ESRI Business Analyst
Source: ESRI Business Analyst
// 16
Cabrillo College Educational Master Plan
// External Environmental Scan
DEMOGRAPHIC AND INCOME PROFILE Summary
CABRILLO COLLEGE: 15-­‐MILE SERVICE AREA
WATSONVILLE CENTER: 5-­‐MILE SERVICE AREA
2000
2010
Population
Cabrillo College
Watsonville Center Households
Cabrillo College
Watsonville Center
Families
Cabrillo College
Watsonville Center
Average Household Size
Cabrillo College
Watsonville Center Owner Occupied Housing Units
Cabrillo College
Watsonville Center Renter Occupied Housing Units
Cabrillo College
Watsonville Center
Median Age
Cabrillo College
Watsonville Center Trends: 2011-­‐2016 Annual Rate
Population
Cabrillo College
Watsonville Center
Households
Cabrillo College
Watsonville Center
Families
Cabrillo College
Watsonville Center Owner Households
Cabrillo College
Watsonville Center
Median Household Income
Cabrillo College
Watsonville Center Source: ESRI Business Analyst
2016
264,111
25,587
271,821
80,591
271,554
81,550
92,447
19,240
96,134
20,978
96,371
21,339
58,706
15,211
59,690
16,585
59,833
16,863
2.76
3.88
2.71
3.79
2.7
3.77
55,397
10,581
55,093
10,544
54,582
10,609
36,998
8,658
41,041
10,434
41,789
10,730
34.6
28.4
36.4
29.9
37.0
30.5
Area
State
National
0.02%
0.18%
0.66%
0.66%
0.67%
0.67%
0.10%
0.28%
0.63%
0.63%
0.71%
0.71%
0.08%
0.26%
0.63%
0.63%
0.57%
0.57%
0.35%
0.62%
0.99%
0.99%
0.91%
0.91%
3.79%
2.73%
3.39%
3.39%
2.75%
2.75%
ESRI Data from the
Demographic and Income
Profile showed that the
2011-2016 annual rate
of growth is 0.02% for
Cabrillo College and
0.18% for Watsonville
Center. The state growth
trend is 0.66% and the
national trend is 0.67%.
// 17
Cabrillo College Educational Master Plan
// External Environmental Scan
DEMOGRAPHIC AND INCOME PROFILE continued
Households by Income
<$15,000
Cabrillo College
Watsonville Center $15,000 -­‐ $24,999
Cabrillo College
Watsonville Center $25,000 -­‐ $34,999
Cabrillo College
Watsonville Center $35,000 -­‐ $49,999
Cabrillo College
Watsonville Center $50,000 -­‐ $74,999
Cabrillo College
Watsonville Center
$75,000 -­‐ $99,999
Cabrillo College
Watsonville Center
$100,000 -­‐ $149,999
Cabrillo College
Watsonville Center $150,000 -­‐ $199,999
Cabrillo College
Watsonville Center
$200,000+
Cabrillo College
Watsonville Center
Median Household Income
2000
Number
Percent
2010
Number
Percent
2016
Number
Percent
10,636
2,723
11.5%
14.1%
7,351
2,070
7.7%
10.0%
8,178
2,378
8.5%
11.1%
8,867
2,514
9.6%
13.0%
6,273
1,872
6.6%
9.0%
5,469
1,582
5.7%
7.4%
9,712
2,672
10.4%
13.8%
6,660
2,041
7.0%
9.8%
6,708
2,060
7.0%
9.7%
13,740
3,380
14.9%
17.6%
11,562
3,271
12.1%
15.8%
10,113
2,981
10.5%
14.0%
17,577
3,867
19.0%
20.0%
17,344
4,367
18.2%
21.1%
16,286
4,101
16.9%
19.2%
11,721
2,141
12.7%
11.1%
13,209
2,876
13.9%
13.9%
15,293
3,602
15.9%
16.9%
12,078
1,319
13.1%
6.8%
18,000
2,739
18.9%
13.3%
18,109
3,091
18.8%
14.5%
4,093
286
4.4%
1.5%
7,401
726
7.8%
3.5%
8,711
865
9.00%
4.10%
4,173
404
4.5%
2.1%
7,372
712
7.7%
3.5%
7,504
679
7.8%
3.2%
Cabrillo College
Watsonville Center $53,944
$42,328
$72,150
$54,855
$76,734
$57,848
Cabrillo College
Watsonville Center $73,253
$55,396
$96,147
$71,141
$100,500
$74,756
Cabrillo College
Watsonville Center $26,160
$14,347
$34,555
$18,241
$37,022
$20,119
Average Household Income
Per Capita Income
The median household income
for the Cabrillo service area
in 2010 was $72,150 which
was higher than California’s
median household income
of $60,992, and the national
median household income
of $54,442. The Watsonville
service area median household
income was $54,855.
Source: ESRI Business Analyst
Source: ESRI Business Analyst
// 18
Cabrillo College Educational Master Plan
// External Environmental Scan
AGE & ETHNICITY PROFILE
Age and Ethnicity Profile
For Cabrillo College’s Effective Service Area, an
analysis of the years 2010 and 2016 indicates that
there will be a decrease in most age groups except
for the following: the 25-34 age group will have a
slight increase from 35,162 to 35,908; 55-64 yearolds will see an increase from 36,349 to 39,149,
and the largest increase is expected in the 65-74
age group which is projected to go from 16,409 to
20,335. The college will have to balance the new
realities and priorities of course offerings with the
changing demographics and workforce preparation
needs of its service area and ensure that it is in
alignment with the college mission as well as the
community college system’s priorities.
Overall, the Watsonville Service Area had a higher
percentage of younger people than the Cabrillo
Service Area with higher percentages in the age
categories of 0-4; 5-9; 10-14; and with a slight edge
in the 15-19 age group. The Watsonville Service
Area had a lower median age in each of the years
(2000, 2010, 2016) when compared to the Cabrillo
Service area. Watsonville’s median age was 28.4;
29.9; and 30.5 respectively. Cabrillo College Service
Area median age was 34.6; 36.4; and 37.0 (See
Demographic and Income Profile).
Population by Age
0 -­‐ 4
Cabrillo College
Watsonville Center
5 -­‐ 9
Cabrillo College
Watsonville Center 10 -­‐ 14
Cabrillo College
Watsonville Center
15 -­‐ 19
Cabrillo College
Watsonville Center 20 -­‐ 24
Cabrillo College
Watsonville Center
25 -­‐ 34
Cabrillo College
Watsonville Center 35 -­‐ 44
Cabrillo College
Watsonville Center
45 -­‐ 54
Cabrillo College
Watsonville Center 55 -­‐ 64
Cabrillo College
Watsonville Center
65 -­‐ 74
Cabrillo College
Watsonville Center 75 -­‐ 84
Cabrillo College
Watsonville Center
85+
Cabrillo College
Watsonville Center CABRILLO COLLEGE: 15-­‐MILE SERVICE AREA
WATSONVILLE CENTER: 5-­‐MILE SERVICE AREA
2000
2010
Number
Percent Number
Percent
2016
Number
Percent
16,419
6,671
6.2%
8.8%
15,987
7,322
5.9%
9.1%
15,821
7,371
5.8%
9.0%
18,065
7,264
6.8%
9.6%
16,059
6,793
5.9%
8.4%
15,784
6,801
5.8%
8.3%
18,534
6,890
7.0%
9.1%
16,219
6,448
6.0%
8.0%
16,128
6,528
5.9%
8.0%
20,792
6,705
7.9%
8.9%
22,745
7,058
8.4%
8.8%
21,321
6,614
7.9%
8.1%
21,709
6,165
8.2%
8.2%
25,144
6,355
9.3%
7.9%
24,272
6,191
8.9%
7.6%
38,165
11,972
14.5%
15.8%
35,162
12,278
12.9%
15.2%
35,908
12,806
13.2%
15.7%
43,015
10,852
16.3%
14.3%
34,320
10,445
12.6%
13.0%
32,684
10,184
12.0%
12.5%
41,020
8,105
15.6%
10.7%
39,799
9,680
14.6%
12.0%
36,053
8,938
13.3%
11.0%
20,256
4,496
7.7%
6.0%
36,349
7,328
13.4%
9.1%
39,149
8,080
14.4%
9.9%
12,742
3,317
4.9%
4.4%
16,409
3,557
6.0%
4.4%
20,335
4,523
7.5%
5.5%
9,502
2,294
3.6%
3.0%
8,931
2,248
3.3%
2.8%
9,043
2,328
3.3%
2.9%
3,891
856
1.5%
1.1%
4,696
1,078
1.7%
1.3%
5,057
1,187
1.9%
1.5%
// 19
Cabrillo College Educational Master Plan
// External Environmental Scan
AGE & ETHNICITY PROFILE continued
In examining ethnicity, the Cabrillo College Service
Area’s White Population was at or above 70% in each
of the identified years; whereas in the Watsonville
Service Area, Whites comprised above 45% of the
population. The Hispanic Population comprised
29.1%; 34.1% and 37.0% of the population in the
Cabrillo Service Area; while in the Watsonville Service
Area the percentages were 69.8%, 76.4%, and 79.4%
for each of the identified years.
It is also interesting to note that in comparing the
category of Some Other Race, the Watsonville
Service Area percentages were 41.6%, 42.5%, and
43.6%; while the Cabrillo Service Area percentages
were 16.3%, 17.6%, and 18.6%.
Race and Ethnicity*
2000
Number
Percent
2010
Number
Percent
2016
Number
Percent
White
Cabrillo College
194,808
73.8%
193,781
71.3%
190,177
Watsonville Center
36,019
47.7%
38,165
47.4%
38,047
African American
Cabrillo College
2,520
1.0%
2,826
1.0%
2,851
Watsonville Center 545
0.7%
673
0.8%
616
American Indian
Cabrillo College
2,564
1.0%
2,512
0.9%
2,523
Watsonville Center
1,185
1.6%
1,151
1.4%
1,154
Asian
Cabrillo College
9,276
3.5%
11,762
4.3%
12,084
Watsonville Center 2,560
3.4%
2,584
3.2%
2,460
Pacific Islander
Cabrillo College
389
0.1%
385
0.1%
381
Watsonville Center
110
0.1%
82
0.1%
77
Some Other Race
Cabrillo College
43,086
16.3%
47,709
17.6%
50,449
Watsonville Center 31,436
41.6%
34,276
42.5%
35,531
Two or More Races
Cabrillo College
11,467
4.3%
12,846
4.7%
13,089
Watsonville Center
3,733
4.9%
3,710
4.6%
3,666
Hispanic Origin (Any Race)
Cabrillo College
76,905
29.1%
92,793
34.1%
100,459
Watsonville Center 52,736
69.8%
61,602
76.4%
64,719
* As stated by ESRI, Hispanic Origin may be of any race. Therefore, race and ethnicity percentages will total more than 100%.
70.0%
46.7%
1.1%
0.8%
0.9%
1.4%
4.5%
3.0%
0.1%
0.1%
18.6%
43.6%
4.8%
4.5%
37.0%
79.4%
Source: ESRI Business Analyst
// 20
Cabrillo College Educational Master Plan
// External Environmental Scan
CABRILLO COLLEGE AND WATSONVILLE CENTER SERVICE AREAS POPULATION BY AGE 2010 16% Cabrillo 14% Watsonville 12% 10% 8% 6% 4% 2% 85
+ 84
74
75
-­‐ 64
65
-­‐ 54
55
-­‐ 44
45
-­‐ 34
35
-­‐ 24
25
-­‐ 19
20
-­‐ 14
15
-­‐ 9 10
-­‐ 5 -­‐ 0 -­‐ 4 0% Source: ESRI Business Analyst CABRILLO COLLEGE AND WATSONVILLE CENTER SERVICE AREAS RACE/ETHNICITY PROFILE 2010 White 47.4% 34.1% Hispanic (Any Race) 17.6% Some Other Race Two or More Races 4.7% 4.6% Asian 4.3% 3.2% African American 1.0% 0.8% American Indian 0.9% 1.4% Pacific Islander 0.1% 0.1% 0% 71.3% 76.4% 42.5% Cabrillo In examining ethnicity, the
highest race/ethnic percentage
for the Cabrillo Service Area
in 2010 was whites at 71.3%
Whites while Hispanics were the
highest percentage at 76.4% in
the Watsonville Service Area
during the same time period.
Watsonville Source: ESRI Business Analyst
10% 20% 30% 40% 50% 60% 70% 80% Source: ESRI Business Analyst // 21
Cabrillo College Educational Master Plan
// External Environmental Scan
Educational Attainment
The total 2010 25+ Population by Educational
Attainment for Santa Cruz County was 174,885.
The analysis revealed that Santa Cruz County
SANTA CRUZ COUNTY EDUCATIONAL ATTAINMENT (25 YEARS AND OLDER) had a higher educational attainment rate in
Bachelor’s Degrees and Graduate/Professional
CA USA gr
te
D
e
o De
cia
, N
As
so
ge
lle
e Co
gr
ee
Ba
ch
e
Gr
lo
ad
r's
ua
D
te
eg
/P
re
ro
e fe
ss
io
na
l D
eg
re
e ee
te
ua
ad
G
r
ol
So
9t
h to
1
2t
h
Le
G
r
ss
ad
th
e,
an
a lower rate in High School Graduates with
m
ad
h Gr
9
t
8.7%, and USA 8.5%. The county also had
16.9%, 22.9%, and 29.6% respectively.
a e 11th Grades – No Diploma (5.6%), California
ho
Santa Cruz County had a lower rate in the 9th-
om
and USA was 10.4%.
Sc
Cruz County was 15.1%; California was 10.8%;
pl
17.7%. For Graduate/Professional degrees, Santa
gh
California’s rate was 19.2% and the USA rate was
D
i
attainment of Bachelor’s Degrees was 24.6%;
Hi
United States. The Santa Cruz rate for educational
Santa Cruz County 35% 30% 25% 20% 15% 10% 5% 0% N
o
Degrees when compared to California and the
Source: ESRI Business Analyst Source: ESRI Business Analyst
// 22
Cabrillo College Educational Master Plan
// External Environmental Scan
Workforce Characteristics of the Local Region
CABRILLO COLLEGE SERVICE AREA EMPLOYMENT BY INDUSTRY 2010 The California State Employment Development Department (EDD) identified in its
Public Administra5on 3.2% Labor Market Information that the May 2012 unemployment rate for Santa Cruz
County was 10.4% with 155,800 in the Labor Force; 139,000 were employed and
16,200 were unemployed.
Agriculture/ Mining 4.6% Construc5on 7.3% Manufacturing 8.5% The California Employment Development Department identifies industry projections
for total employment (Self-Employment, Unpaid Family Workers, Private Household
Wholesale Trade 3.6% Workers, Farm, and Nonfarm employment in Santa Cruz County) is expected at
Services 51.9% 121,500 by 2018. Based on this number, it reflects an increase of 10,300 jobs from
2008 figures. Approximately 7,600 jobs will be created in the following industry
sectors: Government (4,100 jobs); Education Services, Health Care, and Social
Retail Trade 10.7% Assistance (2,500 jobs); and Leisure and Hospitality (1,000 jobs). There will be
a continued downward trend in the Manufacturing sector during this 2008-2018
projection period.
A historical examination of the data revealed that Santa Cruz County often
experienced a higher unemployment rate than that of California and/or the United
States. In June 2012 the Santa Cruz County unemployment rate was 9.9%,
Source: ESRI Business Analyst California’s 10.7%, and the United States was at 8.2%.
Transporta5on/ U5li5es 2.6% Finance/ Insur./Real Informa5on Est. 2.5% 5.0% Source: ESRI Business Analyst
SANTA CRUZ COUNTY UNEMPLOYMENT RATE HISTORY (2008-­‐2012) 20% 15% 10% 5% 8 Oc
t-­‐0
8 Ja
n-­‐
09
Ap
r-­‐0
9 Ju
l-­‐0
9 Oc
t-­‐0
9 Ja
n-­‐
10
Ap
r-­‐1
0 Ju
l-­‐1
0 Oc
t-­‐1
0 Ja
n-­‐
11
Ap
r-­‐1
1 Ju
l-­‐1
1 Oc
t-­‐1
1 Ja
n-­‐
12
Ap
r-­‐1
2 8 Ju
l-­‐0
-­‐0
Ap
r
Ja
n-­‐
0
8 0% Santa Cruz County CA USA Source: CA Employment Development Department & U.S. Bureau of Labor Sta<s<cs Source: CA Employment Development Department & U.S. Bureau of Labor Statistics
// 23
Cabrillo College Educational Master Plan
// External Environmental Scan
Fastest Growing Occupations
The top five occupations with the fastest job growth rate (2008-2018) are: Network
Of these top five occupations Network Systems and Data Communications Analysts
Systems and Data Communications Analysts with a predicted growth rate of 53.8%
require a Bachelor’s degree; Home Health Aides require short-term, on-the-job
and median annual salary of $83,864; Home Health Aides 38.5%, median salary
training; Instructional Coordinators require a Master’s degree; Special Education
$20,188; Instructional Coordinators 37.5%, median salary $67,952; Special Education
Teachers, Preschool, Kindergarten, and Elementary School Teachers require a
Teachers, Preschool, Kindergarten and Elementary School 33.3%, median salary
Bachelor’s Degree; and Fitness Trainers and Aerobics Instructors require post-
$55,368; Fitness Trainers and Aerobics Instructors 32.5%, median salary $49,914;
secondary vocational education.
and Vocational Education Teachers 28.6%, median salary $53,429.
SANTA CRUZ-­‐WATSONVILLE METROPOLITAN STATISTRICAL AREA FASTEST GROWING OCCUPATIONS (2008-­‐2018)
OCCUPATION 2008
2018
% CHANGE
MEDIAN INCOME
EDUCATION & TRAINING LEVELS
Network Systems and Data Communications Analysts
Home Health Aides
Instructional Coordinators
Special Education Teachers, Preschool, Kinder., & Elem. School
Fitness Trainers and Aerobics Instructors
Vocational Education Teachers, Postsecondary
Pharmacy Technicians
Coaches and Scouts
Elementary School Teachers, Except Special Education
Registered Nurses
Personal and Home Care Aides
Middle School Teachers, Except Special & Vocational Edu.
Mixing and Blending Machine Setters, Operators & Tenders
Tree Trimmers and Pruners
Medical Assistants
Computer Software Engineers, Systems Software
Interviewers, Except Eligibility and Loan
Dental Assistants
First-­‐Line Sup./Mgrs. of Farming, Fishing & Forestry Wkrs.
Fire Fighters
Customer Service Representatives
Environmental Scientists and Specialists, Including Health
Pharmacists
Dental Hygienists
Licensed Practical and Licensed Vocational Nurses
Teacher Assistants
260
390
240
120
400
140
210
230
1540
1,120
1900
610
130
360
590
140
140
330
380
240
590
150
150
250
250
1,740
400
540
330
160
530
180
270
290
1940
1,410
2390
760
160
440
720
170
170
400
460
290
710
180
180
300
300
2,080
53.8
38.5
37.5
33.3
32.5
28.6
28.6
26.1
26
25.9
25.8
24.6
23.1
22.2
22
21.4
21.4
21.2
21.1
20.8
20.3
20
20
20
20
19.5
$83,864
$20,188
$67,952
$55,368
$49,914
$53,429
$39,217
$45,390
$57,801
$85,625
$22,812
$55,847
$23,575
$34,746
$37,355
$86,153
$57,837
$33,248
$53,226
$44,354
$34,869
$70,911
$131,089
$80,530
$54,123
$28,873
Bachelor's degree
Short-­‐term on-­‐the-­‐job training
Master's degree
Bachelor's degree
Post-­‐secondary vocational education
Post-­‐secondary vocational education
Moderate term on-­‐the-­‐job training
Long-­‐term on-­‐the-­‐job training
Bachelor's degree
Associate degree
Short-­‐term on-­‐the-­‐job training
Bachelor's degree
Moderate term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Moderate term on-­‐the-­‐job training
Bachelor's degree
Short-­‐term on-­‐the-­‐job training
Moderate term on-­‐the-­‐job training
Work Experience in a related occupation
Long-­‐term on-­‐the-­‐job training
Moderate term on-­‐the-­‐job training
Bachelor's degree
First professional degree -­‐ LLD/MD
Associate degree
Post-­‐secondary vocational education
Short-­‐term on-­‐the-­‐job training
Source: California
Employment
Development
Department, Labor
Market Information,
Analysis by MAAS
Companies, Inc.
// 24
Cabrillo College Educational Master Plan
// External Environmental Scan
Most Job Openings
The five top occupations with the most job openings for the period 2008-2018 for
annual salary of $19,070; and Retail Salespersons at 1,110 with a median annual
the Santa Cruz-Watsonville Metropolitan Statistical Area (Santa Cruz County) are:
salary of $21,921.
Farmworkers and Laborers, Crop, Nursery, and Greenhouse with total job openings
All of the top five occupations require short-term, on-the-job training. Occupations
at 1,750 and a median annual salary of $19,581; Cashiers job openings are 1,430 with
requiring Bachelor’s Degrees include Elementary School Teachers, Middle School
a median annual salary of $21,973; Waiters and Waitresses at 1,200 with a median
Teachers, Secondary School Teachers, and General and Operations Managers.
SANTA CRUZ-­‐WATSONVILLE METROPOLITAN STATISTRICAL AREA OCCUPATIONS WITH THE MOST JOB OPENINGS (2008-­‐2018)
OCCUPATION
Farmworkers & Laborers, Crop, Nursery & Greenhouse
Cashiers
Waiters and Waitresses
Retail Salespersons
Office Clerks, General
Elementary School Teachers, Except Special Education
Personal and Home Care Aides
Teacher Assistants
Combined Food Preparation and Serving Workers, incl. Fast Food
Secondary School Teachers, Except Special and Vocational Edu.
General and Operations Managers
Counter Attendants, Cafeteria, Food Concession & Coffee Shop
Registered Nurses
Stock Clerks and Order Fillers
Dining Room & Cafeteria Attendants & Bartender Helpers
Landscaping and Groundskeeping Workers
Sales Reps, Wholesale & Manufacturing, Except Tech. & Sci. Products
First-­‐Line Supervisors/Managers of Retail Sales Workers
First-­‐Line Supervisors/Managers of Office & Admin. Support Workers
Bookkeeping, Accounting, and Auditing Clerks
Customer Service Representatives
Janitors and Cleaners, Except Maids and Housekeeping Cleaners
Middle School Teachers, Except Special and Vocational Education
Food Preparation Workers
Executive Secretaries and Administrative Assistants
OPENINGS
MEDIAN INCOME
EDUCATION & TRAINING LEVELS
1,750
1,430
1,200
1,110
790
750
730
710
700
640
570
550
480
450
360
340
340
330
330
330
310
300
290
290
280
$19,581
$21,973
$19,070
$21,921
$25,271
$57,801
$22,812
$28,873
$19,560
$57,367
$95,250
$19,296
$85,625
$22,448
$18,893
$29,847
$60,288
$38,894
$48,552
$41,675
$34,869
$24,194
$55,847
$20,652
$44,222
Short-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Bachelor's degree
Short-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Bachelor's degree
Bachelor's degree or higher + some wk. exp.
Short-­‐term on-­‐the-­‐job training
Associate degree
Short-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Moderate-­‐term on-­‐the-­‐job training
Work experience in a related occupation
Work experience in a related occupation
Moderate-­‐term on-­‐the-­‐job training
Moderate-­‐term on-­‐the-­‐job training
Short-­‐term on-­‐the-­‐job training
Bachelor's degree
Short-­‐term on-­‐the-­‐job training
Moderate-­‐term on-­‐the-­‐job training
Source: California Employment Development Department, Labor Market Information, Analysis by MAAS Companies, Inc.
// 25
Cabrillo College Educational Master Plan
// External Environmental Scan
Participation Rate
Student participation rate is a method for evaluating the number of students enrolled
at the college per 1,000 people living in the college service area. California maintains
one of the highest participation rates in the nation. This is primarily because California
has a more highly developed and extensive system of community colleges than other
states thereby facilitating local accessibility. However, as mentioned previously, the state
budget impact on California’s community college system since 2008-2009 has resulted
in a cut of $809 million, or 12%, and a total drop in enrollment of 300,000 students at a
time when there is increased demand for classes.
According to the U.S. Census Bureau the 2011 estimate of California’s population was
37,691,912. The enrollment status for the California Community College system in fall
2011 was 1,651,177; therefore the California student participation rate was 4.38%.
The population for Santa Cruz County in 2011 was 271,244. According to the California
Community Colleges Chancellor’s Office Data Mart, Cabrillo College’s enrollment for
fall 2011 was 14,296, thus the student participation rate was 5.27%; higher than the
California Community College system rate.
CABRILLO COLLEGE -­‐ STUDENT PARTICIPATION RATE FALL 2011
CA
CABRILLO COLLEGE
ENROLLMENT
SERVICE AREA POPULATION
STUDENT PARTICIPATION RATE
1,651,177
37,691,912
4.38%
14,296
271,244
5.27%
Source: California Community Colleges Chancellor's Office Data Mart, ESRI; analysis by MAAS Companies, Inc.
Source: California Community Colleges Chancellor’s Office Data Mart,
ESRI; analysis by MAAS Companies, Inc.
// 26
Cabrillo College Educational Master Plan
// External Environmental Scan
Neighboring Colleges
Universities and Colleges in Santa Cruz County include the University of California
Santa Cruz County Public High School Graduates
at Cabrillo College
Santa Cruz and Swanton Pacific Ranch (Cal Poly). In addition there are 14 institutions
An examination of Santa Cruz County Public High School Graduates at Cabrillo College
licensed by the Bureau of Private Postsecondary Education to operate in Santa Cruz
provided by the Planning and Research Office (PRO) revealed that the percentage of
County. Those institutions are: Bauman College, Center for Employment Training
local high school graduates attending Cabrillo College from 1992-2011 ranged between
– Watsonville, College of Botanical Healing Arts, The Cosmo Factory Cosmetology
36% and 54%. The data projections for 2011-2016 indicate that the percentage of
Academy, Cypress Health Institute, ELS Language Centers, Five Branches University,
enrollments are anticipated to continue at a flat rate of 50%, which would result in about
Global College of Natural Medicine, Inc., Midline School of Integrated Bodywork,
2,500 - 2,600 high school graduates enrolled at Cabrillo College in each of those years.
Mount Madonna Institute, Olivet University, Shoreline Occupational Services (School
For a breakdown of student headcount and enrollment by high school, please refer to
of Cosmetology), Truck Driver Institute, Twin Lakes College of the Healing Arts, and
Appendix E.
UEI College. These higher education institutions and career colleges will compete
with Cabrillo College for enrollments.
PERCENTAGE OF PUBLIC HIGH SCHOOL GRADUATES AT CABRILLO COLLEGE
SANTA CRUZ COUNTY PUBLIC HIGH SCHOOL GRADUATES AT CABRILLO COLLEGE Grads Enrolled at Cabrillo H.S. Grads Projected Cabrillo Enrollment Projected H.S. Grads 3000 2500 2000 1500 1000 500 19
92
-­‐
19 93 93
-­‐9
19 4 94
-­‐9
19 5 95
-­‐9
19 6 96
-­‐9
19 7 97
-­‐9
19 8 98
-­‐
19 99 99
-­‐0
20 0 00
-­‐
20 01 01
-­‐0
20 2 02
-­‐
20 03 03
-­‐0
20 4 04
-­‐0
20 5 05
-­‐0
20 6 06
-­‐0
20 7 07
-­‐0
20 8 08
-­‐
20 09 09
-­‐1
20 0 10
-­‐
20 11 11
-­‐1
20 2 12
-­‐
20 13 13
-­‐1
20 4 14
-­‐1
20 5 15
-­‐1
6 0 Source: Cabrillo College PRO Data Warehouse Source: Cabrillo College PRO Data Warehouse
1992-­‐93
1993-­‐94
1994-­‐95
1995-­‐96
1996-­‐97
1997-­‐98
1998-­‐99
1999-­‐00
2000-­‐01
2001-­‐02
2002-­‐03
2003-­‐04
2004-­‐05
2005-­‐06
2006-­‐07
2007-­‐08
2008-­‐09
2009-­‐10
2010-­‐11
2011-­‐12
2012-­‐13
2013-­‐14
2014-­‐15
2015-­‐16
39%
45%
44%
40%
43%
44%
41%
39%
36%
38%
42%
43%
36%
40%
46%
43%
54%
45%
50%
50%
50%
50%
50%
50%
Forecast is based
on prior year feeder
schools yield of 50%
of local high school
graduates.
// 27
Cabrillo College Educational Master Plan
// External Environmental Scan
eLearning Impact
The 2011 Distance Education Survey Results; Trends in eLearning: Tracking the Impact
of eLearning at Community Colleges, by the Instructional Technology Council (ITC)
identifies trends and issues regarding eLearning that help to inform decision-makers
§§ In the growing shift to mobile devices, educators are being challenged to find
better ways to package and deliver content and student learning.
§§ The future of learning management systems (LMS) is being questioned as
as to the future of distance education and its impact on the institution. ITC e-mailed
many institutions express frustration with the corporate mentality that many
its surveys to 375 member institutions and received 143 completed responses. A
LMS owners often exhibit. With cloud computing, institutions potentially have
significant number of respondents (89%) identified themselves as associate degree
an alternate platform that allows educators greater control over their learning
colleges. The following is a summary of the results:
environment. Many colleges have switched to open source solutions such as
§§ Campuses reported an 8.2% increase for distance education enrollments
Moodle and Sakai. However, what institutions potentially give up by moving
which was significantly higher than the overall growth in national campus
to open source solutions is the one-stop solution for offering online courses
enrollments.
such as ADA compliance, financial aid, student assessment, reporting and
§§ There has been an upsurge in the actual deployment and usage of cloudbased solutions allowing for the shift toward the use of shared applications
tracking, student authentication, and technical support.
§§ In the previous seven years of the survey, the number one challenge facing
and mobile devices for accessing content. More and more learning
distance education programs was the need for support staff for training and
management system platforms are now cloud-based which provides
technical assistance. In the 2011 survey, the number one challenge was
colleges an alternate choice to corporate-based models.
providing adequate student services for distance learners.
§§ Additional challenges include adequate assessment of distance education
classes, compliance with student authentication requirements, faculty
workload issues, ADA compliance, ensuring course equivalency per
accreditation standards, meeting student demand, addressing course quality
and design.
§§ Many institutions have shifted the responsibility of online program
administration to academic administrators rather than the IT department.
§§ The gap in completion rates between distance learners and face-to-face
learners has significantly narrowed.
§§ The growth in the use of blended/hybrid and Web-assisted, Web-enhanced,
Web-facilitated classes continues.
// 28
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Internal Environmental Scan
The internal scan examines the characteristics of
the students who attend Cabrillo College which
includes the main campus and education centers.
The data indicates trends over time utilizing fall
semesters identified with fall 2011 as the most
recent data available. When appropriate, the
data are compared to state-wide averages for
the California Community College system.
The following data was gathered from the California Community Colleges
Chancellor’s Office Management Information Systems Unit (MIS). This unit is
responsible for:
§§ Term and annual data collection from 72 districts/109 colleges
CABRILLO COLLEGE STUDENT HEADCOUNT HISTORICAL TREND §§ Maintenance of the Data Element Dictionary
§§ Data reporting services for federal and state agencies
§§ Data warehousing and system development
§§ Ad hoc data querying services
§§ Decision support systems
For purposes of the Cabrillo College Internal Environmental Scan, data was
gathered from both the Cabrillo College Planning Research Office (PRO) Data
Warehouse and the Management Information Systems Unit. Data included
Student Enrollment, Demographics, Characteristics, Program Awards, and
Retention and Success Rates. The MIS data may vary from the college Planning
and Research Office (PRO) Data Warehouse as the data is submitted to the
Chancellor’s Office over the course of the academic year. The use of MIS data
17,500 17,000 16,500 16,000 15,500 15,000 14,500 14,000 13,500 16,924 16,068 16,466 15,732 14,842 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Source: Cabrillo College Data Warehouse Source: Californa Community College Chancellor’s Office, Data Mart
allowed for comparison of system data to college data where appropriate.
// 29
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Enrollment History
CABRILLO COLLEGE ENROLLMENT BREAKDOWN FALL 2011 An examination of fall 2007 through fall 2011 revealed that Cabrillo
College’s enrollment in fall 2007 was 16,068 and in fall 2011
enrollment decreased to 14,842. A closer analysis revealed that in fall
2007 the Continuing Student enrollment was 49.4% and for fall 2011
21.2% the Continuing Student enrollment was 61.8%. This indicates that
though overall enrollment dropped, the continuing student population
CONTINUING STUDENT increased.
61.8% During this time period, the highest enrollment occurred in fall 2008
NEW STUDENT 14.4% RETURNING STUDENT with 16,924 students. There was, however, a decrease in Returning
CONCURRENT STUDENT Students when compared to fall 2007 (19.9%) to fall 2011 (14.4%)
enrollments. A Returning Student, as defined by the Cabrillo College
2.6% Planning Research Office (PRO) Data Warehouse, is a student who
was not enrolled in the prior major term.
Source: Cabrillo College Data Warehouse Source: Cabrillo College Data Warehouse
CABRILLO COLLEGE ENROLLMENT BREAKDOWN (2007-­‐2011) 70% 60% 50% CONTINUING STUDENT NEW STUDENT 40% 30% 20% 10% 0% FALL 2007 FALL 2008 FALL 2009 FALL 2010 FALL 2011 Source: Cabrillo College Data Warehouse RETURNING STUDENT CONCURRENT STUDENT Source: Cabrillo College
Data Warehouse
// 30
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Gender Profile
Female students comprised 52.3% of the overall student
population at Cabrillo College in fall 2011 while Male
enrollment for fall 2011 was 47.2%. When compared to
the system-wide fall 2011 rate of 45.3%, Cabrillo College
had higher male enrollments.
CABRILLO COLLEGE GENDER PROFILE -­‐ FALL 2011 Male 47.2% Female 52.3% Unknown 0.5% Source: California Community College Chancellor's Office, Data Mart Source: Californa Community College
Chancellor’s Office, Data Mart
Source: Californa Community College
Chancellor’s Office, Data Mart
// 31
Cabrillo College Educational Master Plan
Age Profile
For fall 2011 the largest age category
was 20-24 comprising 31% of enrollments
followed by 19 or less making up 24% of the
enrollments. Ages 25-29 came in at 13%; 3034 comprised 7% of the student population;
35-39 were at 5%; 40-49 made up 9%;
and 50+ stood at 11% of total enrollment.
An analysis of the five fall semesters indicates an increase in the 20-24 age
group that was 4,115 in fall 2007 and 4,936 in fall 2011. There was also a
slight increase of the 25-29 age classification. The student categories of 35
and older saw a reduction in enrollments for Cabrillo College.
// Internal Environmental Scan
CABRILLO COLLEGE AGE PROFILE -­‐ FALL 2011 20 to 24 31% 19 or Less 24% 50+ 11% 40 to 49 9% 25 to 29 13% 30 to 34 7% 35 to 39 5% Source: California Community College Chancellor's Office, Data Mart Source: Californa Community College Chancellor’s Office, Data Mart
Source: Californa Community College Chancellor’s Office, Data Mart
// 32
Cabrillo College Educational Master Plan
Ethnicity Profile
For fall 2011, the largest race/ethnic group represented
was White Non-Hispanic at 53.3% with Hispanic
as the second largest race/ethnic group at 32.4%
of the total student population. While White NonHispanic decreased from 9,505 in fall 2007 to 7,911 in
fall 2011, the Hispanic student population increased
from 3,936 in fall 2007 to 4,638 in fall 2011.
// Internal Environmental Scan
CABRILLO COLLEGE FALL 2011 RACE/ETHNICITY PROFILE African American 1.3% Amer. Indian/
Alaskan Na6ve 0.6% White 53.3% Asian 2.5% Hispanic 32.4% As a result of this growth, Cabrillo College was designated a Hispanic-Serving
Pacific Islander 0.3% Institution and was awarded the highly competitive Title IV Hispanic-Serving Institution
Grant for nearly $2.9 million dollars. The grant funds will be used to develop innovative
programs and curriculum designed to increase retention and success.
Filipino 0.9% Unknown 3.3% Two or More Races 3.3% Source: California Community College Chancellor's Office, Data Mart Source: Californa Community College Chancellor’s Office, Data Mart
Source: Californa Community College Chancellor’s Office, Data Mart
// 33
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Full / Part-time (Unit Load) Profile
For fall 2011, the largest unit load range was 12.0-14.9 units at 24%; the
second largest group were those enrolled in 3.0-5.9 units at 21%. Cabrillo
College had a higher percentage of students enrolled in the 12.0-14.9
unit range than system-wide (21%). In addition, less than 1% of Cabrillo
College’s students enrolled in only Non-Credit courses, that reflects the
limited offering of Non-Credit courses.
In fall 2011, Cabrillo College had higher enrollments in the categories of 0.1
– 2.9 units; 12.0 – 14.9 units; and 15+ units than system-wide.
CABRILLO COLLEGE -­‐ UNIT LOAD PROFILE FALL 2011 UNIT LOAD PROFILE CABRILLO COLLEGE VS. CALIFORNIA -­‐ FALL 2011 30% CABRILLO 25% 12.0 – 14.9 24% 9.0 – 11.9 14% 15+ 16% Non-­‐Credit 0.6% 0.1 – 2.9 9% 6.0 – 8.9 16% 3.0 – 5.9 21% 20% 15% 10% 5% 0% Source: California Community College Chancellor's Office, Data Mart Source: Californa Community College
Chancellor’s Office, Data Mart
CA 0.1 – 2.9 3.0 – 5.9 6.0 – 8.9 9.0 – 11.9 12.0 – 14.9 15+ Non-­‐Credit Source: California Community College Chancellor's Office, Data Mart Source: Californa Community College
Chancellor’s Office, Data Mart
// 34
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Day / Evening (Time of Day) Enrollment Profile
A significant percentage of Cabrillo College students enrolled in day
classes during fall 2011 (72.3%) while 17.9% attended evening classes. The
percentage of day enrollments increased from 65.5% in fall 2007 to 72.3% in
fall 2011, while the percentage of evening enrollments went down from 25.6%
in fall 2007 to 17.9% in fall 2011.
For fall 2011, Day Enrollments were similar for both Cabrillo and the state-wide
numbers at 72.3% and 73.3% respectively. While a comparison of Evening
Enrollments shows Cabrillo College at 17.9% and California at 19.5%.
CABRILLO COLLEGE -­‐ FALL 2011 TIME OF DAY DISTRIBUTION Evening Classes 17.9% Day Classes 72.3% TIME OF DAY PROFILE CABRILLO COLLEGE VS. CALIFORNIA -­‐ FALL 2011 80% 72.3% 73.3% CABRILLO 60% CA 40% Unknown 9.8% 20% Source: California Community College Chancellor's Office, Data Mart 0% 17.9% 19.5% 9.8% 7.2% Day Classes Evening Classes Unknown Source: California Community College Chancellor's Office, Data Mart Source: Californa Community College
Chancellor’s Office, Data Mart
Source: Californa Community College
Chancellor’s Office, Data Mart
// 35
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Distance Education Full Time Equivalent Students (FTES)
In fall 2007, Cabrillo College generated 408.15 Credit FTES through Distance Education. In fall 2011
Credit FTES increased to 528.95. The highest enrollment during this period occurred in fall 2010 with
579.63 FTES. Only Internet-Based Distance Education courses were offered after fall 2007.
Source: Californa Community College Chancellor’s Office, Data Mart
// 36
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Program Awards (Degrees and Certificates Awarded in 2010-2011)
The college had a total of 1,622 program awards: 351 were Associate of Science Degrees
and 552 were Associate of Arts Degrees. Four-hundred thirty (430) students received a
Certificate which required completion of 30 to 60 units; 89 students completed Certificate
requirements of 18-30 units; and 200 students completed Certificate requirements of 6-18 units.
CABRILLO COLLEGE DEGREES AWARDED 2010-­‐2011 600 CABRILLO COLLEGE CERTIFICATES AWARDED 2010-­‐2011 552 500 500 400 430 400 351 300 300 200 200 200 89 100 100 0 0 Cer-ficate 30 < 60 semester Cer-ficate 18 < 30 semester Cer-ficate 6 < 18 semester units units units Source: California Community College Chancellor's Office, Data Mart Associate of Science (A.S.) Associate of Arts (A.A.) Degree Degree Source: California Community College Chancellor's Office, Data Mart CABRILLO COLLEGE DEGREES AWARDED 2007-­‐2012 A.S. Degree 700 600 500 400 300 200 100 0 536 CABRILLO COLLEGE CERTIFICATES AWARDED 2007-­‐2012 6 to < 18 A.A. Degree 555 552 635 400 448 18 to <30 461 500 313 2007-­‐2008 314 2008-­‐2009 2009-­‐2010 351 2010-­‐2011 379 2011-­‐2012 Source: California Community College Chancellor's Office, Data Mart Source: Californa Community College Chancellor’s Office, Data Mart
430 298 300 350 30 to < 60 183 200 149 100 47 0 42 200 103 85 2008-­‐2009 203 89 60 2007-­‐2008 234 145 2009-­‐2010 2010-­‐2011 2011-­‐2012 Source: California Community College Chancellor's Office, Data Mart // 37
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Retention and Success - Fall 2011
A comparison of the Basic Skills
and Credit Retention rates
demonstrates that Cabrillo College
had consistently higher retention
and success rates than the systemwide rates from fall 2007 to fall 2011.
The Retention and Success Rates for Credit Distance
CABRILLO COLLEGE RETENTION RATE FOR BASIC SKILLS (2007-­‐2011) CABRILLO CA 90% 85% 80% 75% Education Courses for fall 2011 demonstrates that
Cabrillo College students performed at a higher rate than
FALL 2007 FALL 2008 FALL 2009 FALL 2010 FALL 2011 Source: California Community College Chancellor's Office, Data Mart students system-wide.
For Credit Courses, Cabrillo College students enrolled
in Internet-Based courses had a higher retention rate
(82.7%) than their Non-Distance Education counterparts
CABRILLO COLLEGE RETENTION RATE FOR CREDIT (2007-­‐2011) (73.5%). However, the success rate for students enrolled
in Internet-Based courses was 64.3% compared to 74.5%
for students enrolled in Non-Distance Education Courses.
90% An examination of students enrolled in Basic Skills
85% Internet-Based Courses (69.1%) revealed that their
80% retention rate was significantly lower than students
75% enrolled in Non-Distance Education Methods (88.2%).
FALL 2007 FALL 2008 FALL 2009 FALL 2010 CABRILLO CA FALL 2011 The success rate for Basic Skills Internet-Based was also
lower (50.0%) compared to the Non-Distance Education
Source: California Community College Chancellor's Office, Data Mart methods success rate of 65.7%.
Source: Californa Community College Chancellor’s Office, Data Mart
// 38
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Retention and Success - Fall 2011 (continued)
CABRILLO COLLEGE SUCCESS RATE FOR BASIC SKILLS (2007-­‐2011) CABRILLO CA 70% 65% 60% 55% FALL 2007 FALL 2008 FALL 2009 FALL 2010 CABRILLO COLLEGE RETENTION AND SUCCESS RATES FOR DISTANCE EDUCATION -­‐ FALL 2011 FALL 2011 Source: California Community College Chancellor's Office, Data Mart 100% 82.7% CABRILLO COLLEGE SUCCESS RATE FOR CREDIT (2007-­‐2011) 80% CABRILLO CA 75% 64.3% 60% 58.3% 40% 70% 20% 65% 60% 76.6% 0% FALL 2007 FALL 2008 FALL 2009 FALL 2010 Source: California Community College Chancellor's Office, Data Mart FALL 2011 RETENTION CABRILLO SUCCESS CA Source: California Community College Chancellor's Office, Data Mart Source: Californa Community College Chancellor’s Office, Data Mart
// 39
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Retention and Success - Fall 2011 (continued)
CABRILLO COLLEGE RETENTION AND SUCCESS RATES FOR TRANSFERABLE COURSES -­‐ FALL 2011 CABRILLO COLLEGE RETENTION AND SUCCESS RATES FOR DEGREE APPLICABLE COURSES -­‐ FALL 2011 100% 87.1% 100% 84.8% 80% 72.4% 69.0% 60% 40% 40% 0% RETENTION SUCCESS 80% 76.3% 76.8% 40% 40% 40% 20% 20% 20% CA Source: California Community College Chancellor's Office, Data Mart 89.6% 86.6% 82.7% 80% 80% 60% 60% SUCCESS CA CABRILLO COLLEGE RETENTION AND CABRILLO COLLEGE SUCCESS RRATE ATES FOR VOCATIONAL RENTENTION COMPARISON OF FOR COURSES -­‐ F-­‐ALL 2011 CREDIT COURSES FALL 2011 60% CABRILLO SUCCESS Source: California Community College Chancellor's Office, Data Mart 100% 100% RETENTION RETENTION CABRILLO CABRILLO COLLEGE RETENTION AND SUCCESS RATES FOR VOCATIONAL COURSES -­‐ FALL 2011 89.6% 86.6% 0% CA Source: California Community College Chancellor's Office, Data Mart 0% 72.3% 69.1% 20% CABRILLO 100% 84.7% 80% 60% 20% 86.9% Source: Californa
Community College
Chancellor’s Office,
Data Mart
0% 0% RETENTION INTERNET-­‐BASED 76.3% 73.5% 76.8% SUCCESS NON-­‐DISTANCE Source: California CCABRILLO ommunity College CA Chancellor's Office, Data Mart Source: California Community College Chancellor's Office, Data Mart // 40
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Retention and Success - Fall 2011 (continued)
CABRILLO COLLEGE CABRILLO COLLEGE RETENTION ND SUCCESS RATE COMPARISON OF FAOR SUCCESS R
ATES F
OR V
OCATIONAL CREDIT COURSES -­‐ FALL 2011 COURSES -­‐ FALL 2011 100% 100% 89.6% 86.6% 80% 80% 64.3% 74.5% 76.3% 76.8% 100% 100% 80% 80% 60% 60% 60% 60% 40% 40% 40% 40% 20% 20% 20% 20% 0% 0% RETENTION INTERNET-­‐BASED CABRILLO SUCCESS NON-­‐DISTANCE CA Source: California Community College Chancellor's Office, Data Mart Source: California Community College Chancellor's Office, Data Mart 0% 0% CABRILLO CROLLEGE RETENTION AOND RETENTION ATE COMPARISION F BASIC SUCCESS RATES FOR V-­‐OCATIONAL SKILLS COURSES FALL 2011 COURSES -­‐ FALL 2011 88.2% 89.6% 86.6% 69.1% 76.3% 76.8% RETENTION INTERNET-­‐BASED SUCCESS NON-­‐DISTANCE CABRILLO Source: California Community CCA ollege Chancellor's Office, Data Mart Source: California Community College Chancellor's Office, Data Mart CABRILLO COLLEGE RETENTION AND SUCCESS RATE COMPARISION OF BASIC SUCCESS R
ATES F
OR V
OCATIONAL SKILLS COURSES -­‐ FALL 2011 COURSES -­‐ FALL 2011 100% 100% 89.6% 86.6% 80% 80% 60% 60% 76.3% 76.8% 65.7% 50.0% 40% 40% 20% 20% 0% 0% Source: Californa Community College Chancellor’s Office, Data Mart
RETENTION INTERNET-­‐BASED CABRILLO SUCCESS NON-­‐DISTANCE CA Source: California Community College Chancellor's Office, Data Mart Source: California Community College Chancellor's Office, References California Community Colleges Chancellor’s
Office – Management Information Systems Data Mart
// 41
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Survey Results
As a means of ensuring optimal outreach to the campus
community, two online surveys were deployed through the
college’s website in addition to the on-site, individual and group
interviews that were conducted. The survey’s purpose was to
provide additional background information that would inform the
educational master planning process. The survey was developed
in collaboration with college representatives and was monitored
and summarized by the consultants to ensure confidentiality.
Employee Survey
Demographics
There were 215 employees who responded to the Employee Survey. Of those respondents 36.3% were full-time
faculty; 31.2% were part-time faculty; 7.4% were identified as Administrators; 22.3% were full-time classified
and 2.9% were part-time classified. A higher percentage of females (68.4%) responded compared to 31.6%
male respondents. The largest ethnic group was White at 75.1%; with Latinos at 7.7%; and 12.4% declining to
state. The length of employment indicates a commitment to the college as there were 22.3% who had worked
at the college for 6-20 years; 32.6% (70 respondents) at 11-20 years; and 21.9% (47 respondents) who have
been at the college for more than 20 years. For those who worked less than three years the percentage was
14.4; and 3-5 years was at 8.8%.
A significant majority of employees who responded (89.8%) worked at the Aptos campus; 4.7% at the
Watsonville Center; 0.5% at Scotts Valley; and 5.1% did not identify a specific location. The five top zip codes
identifying employees’ primary residence were: 95003 (19.3%); 95062 (16.2%); 95060 (15.3%); 95076 (9.8%);
and 95073 (6.5%).
A significant majority (87.4%) drove by themselves; 3.7% carpooled; 1.4% utilized public transportation and
7.4% pedaled to work. The average commute of employees showed that 54% had a commute of less than
15 minutes; 28.4% between 15 and 30 minutes; 10% between 30 and 45 minutes; 3.8% for 45 minutes to an
hour; and 3.8% over an hour.
// 42
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Familiarity with 2008-2011 Strategic (Master Plan) Goals
Queries about employees’ familiarity with the college’s Strategic Goals revealed the following:
Goal A: Increase the effectiveness of outreach and enhance enrollment.
Very Familiar
Moderately Familiar
Somewhat Familiar
Not Familiar 15.50%
21.40%
32.00%
28.20%
Don't Know / No Opinion
2.90%
Goal B: Enhance excellence in the classroom and student support services.
Very Familiar
Moderately Familiar
Somewhat Familiar
Not Familiar 24.90%
25.90%
27.80%
19.50%
Don't Know / No Opinion
2.00%
Goal C: Provide pathways to prosperity through career technical education (CTE).
Very Familiar
Moderately Familiar
Somewhat Familiar
Not Familiar 17.10%
21.00%
26.30%
32.70%
Don't Know / No Opinion
2.90%
Goal D: Enhance college effectiveness through measurement and evaluation of key areas such as shared governance.
Very Familiar
Moderately Familiar
Somewhat Familiar
Not Familiar 18.10%
22.10%
28.40%
28.90%
Don't Know / No Opinion
2.50%
Goal E: Enhance Cabrillo’s resource development and connections.
Very Familiar
Moderately Familiar
Somewhat Familiar
Not Familiar 10.20%
16.50%
25.20%
44.70%
Don't Know / No Opinion
3.40%
The top five college-wide issues most important to Employee respondents were, in order of highest percentage: 1) Financial
stability of the college (44.5%); 2) Quality of classroom instruction (34.8%); 3) Student information regarding steps to
successfully complete educational goals (28.7%); 4) Transfer to four-year institution (26.8%); and 5) Maintain the quality and
culture of the campus (25.0%).
// 43
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Survey Comments Summary
Actions That Would Have an Immediate Impact
Cabrillo College’s Weaknesses
There were a number of comments that alluded to the passage of Proposition
A number of comments cited state funding and the impact on the college budget
as a primary concern. The on-going budget constraints have affected campus
morale, caused faculty and staff reductions, impacted workload, decreased
the college’s ability to deliver services, limited classroom resources for faculty
and reduced maintenance of campus facilities and grounds. Comments also
included the shared governance process, issues related to communication with
administrators, and some who viewed decision-making as top-down. Some
identified the treatment of adjunct faculty as a concern. Concern was also
expressed regarding the ability to serve and support students effectively.
30. New sources of revenue were a consistent theme throughout this comments
section that would allow for fiscal stability, the hiring of staff and full-time faculty,
additional course offerings and support services. Additional comments included
an effective shared governance process, improving communication, ensuring
student success and progress, and community involvement.
Student Survey
Demographics
There were 269 students who responded to the on-line survey.
Cabrillo College’s Strengths
A significant number of comments identified the people who worked at Cabrillo
College as strength; citing their dedication, excellence, hard work, commitment,
and sense of community. Comments also included:
§§
§§
§§
§§
§§
§§
§§
§§
§§
§§
Quality of instruction
Effective and dedicated faculty
Outreach to the community
Students who are committed to learning
Open and strong communication
§§
§§
§§
§§
§§
§§
§§
§§
§§
36.4% attended both day/evening classes
30.9% attended morning classes
21.9% attended afternoon classes
10.8% attended classes in the evening
26.4% were not employed
26.8% worked 1-19 hours
23.8% worked 20-29 hours
11.2% worked 30-39 hours
11.9% worked 40 or more hours
The shared governance process
Over two-thirds of student respondents were female (68.4%), while 31.6% males
Strong collaborations
responded. The largest percentage of respondents (35.7%) were 20-24 years
Commitment to students and their success
old, 20.4% were less than 20 years old, 9.7% were in the 30-39 age range,
The college’s reputation
10.8% were 40-49 years old, and 11.5% were 50 years or older. The ethnic
The diversity of students and programs
groups identified were as follows:
As there were several comments that viewed shared governance as a college
weakness, there were those who viewed the process as a strength, citing
that communication and collaboration between Management, Faculty Senate,
Unions, and staff were open and positive.
§§
§§
§§
§§
§§
§§
§§
White- 47.5%
Latino Hispanic- 25.7%
African American- 0.7%
Asian/Filipino/Pacific Islander- 3.3%
Native American- 2.6%
Multi-ethnic- 7.4%
Declined to state- 12.6%
// 44
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Fifty-eight percent (58%) of respondents are full-time students while 42% attended
A significant percentage of respondents (91.4%) attended the Aptos Campus
part-time. The largest percentage (38.7%) were enrolled in credit courses only,
and 8.6% attended Watsonville Center. The top five zip codes identifying student
0.4% non-credit courses, 6.7% credit and non-credit, 29.7% on-campus courses
respondents’ primary residence were:
only, 1.5% on-line courses only, and 23.0% on-campus and online courses. The
Transfer to a four-year institution without a degree- 16.2%
§§
§§
§§
§§
§§
Vocational Degree and Transfer- 1.9%
The majority of students (71.4%) drove themselves to the campus, 7.8%
student respondents stated their educational goals as follows:
§§
§§
§§
§§
§§
§§
§§
§§
§§
§§
§§
Earn an Associate Degree and transfer- 49.2%
Associate Degree without transferring- 9.4%
Discover/formulate career interest/plans/goals- 2.6%
Preparation for a new career- 8.6%
Advancement in their current job/career- 3.0%
Maintain a certificate or license- 1.1%
Educational development- 4.1%
Improve basic skills- 0.4%
Undecided- 3.4%
A little over half of students (51.3%) have attended the college for more than two
years, 15.2% were in their first semester, 7.4% attended less than one year, and
26.0% attended 1-2 years.
95076 (17.8%)
95060 (14.1%)
95062 (12.6%)
95003 (9.7%)
95073 (0.07%)
carpooled, 16.0% used public transportation, and 4.8% rode a bicycle. The
average commute for students was as follows:
§§
§§
§§
§§
§§
Less than 15 minutes- 27.5%
Between 15 and 30 minutes- 40.1%
Between 30 and 45 minutes- 19.7%
Between 45 minutes and one hour- 9.3%
Over one hour- 3.3%
The largest percentage of students, 68.4%, indicated that their preferred method
of communication was email. Also selected was the phone which reported 27.4%.
A letter followed at 2.3% and Facebook was selected by 1.9% of the respondents.
// 45
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Primary Importance
Improve Basic Skills in English, Reading and/or Math.
When asked what was of
primary importance, students
responded as follows:
Very Important
Moderately Important
Somewhat Important
Unimportant
61.70%
16.70%
12.90%
5.00%
Don't Know / No Opinion
3.80%
The following top five Cabrillo
College strengths were ranked Very
Provide skill training needed for direct employment (Career Technical Education).
Strong by Student Respondents:
1. 49.2% - Academic Programs
2. 48.7% - Quality of Programs
3. 48.3% - On-site Courses
Very Important
Moderately Important
Somewhat Important
Unimportant
61.90%
20.50%
10.50%
1.70%
Don't Know / No Opinion
2.10%
4. 46.6% - Helpful Staff
Offer Arts and Sciences courses required for Degrees (General Education).
5. 45.5% - Library Resources/Services
The top five college-wide issues
and the percentage of students who
reported these as a top issue:
Very Important
Moderately Important
Somewhat Important
Unimportant
75.80%
14.20%
6.30%
1.70%
Don't Know / No Opinion
2.10%
1. 45.8% - Cost of textbooks
2. 45.0% - Availability of Financial Aid
3. 40.8% - Transfer to fouryear institution
4. 35.4% - Access to classes needed
to complete educational goal
Provide programs and courses customized for specific industries or companies (Economic Development/Contract Workforce Training).
Very Important
Moderately Important
Somewhat Important
Unimportant
45.50%
25.30%
15.60%
6.60%
Don't Know / No Opinion
7.00%
5. 32.5% - Quality of
classroom instruction
Offer Personal Enrichment courses (Community Service/Personal Interest).
Very Important
Moderately Important
Somewhat Important
Unimportant
38.10%
21.30%
28.00%
7.90%
Don't Know / No Opinion
4.50%
// 46
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Cabrillo College Interview Summary
The Cabrillo College interview process began in May 2012 and continued
throughout the Educational Master Planning process, culminating in December
2012. The following is a summary of these interviews that took place with
constituent groups, administrators, faculty, staff and students.
Cabrillo Culture
Many commented on the Cabrillo culture and expressed pride in the reputation that
Cabrillo College has built over the years. The college enjoys strong community support
and, in turn, many expressed the college’s obligation to acknowledge and serve
the community. There was a consistent pattern of dedication and professionalism
demonstrated by many. Others identified a sense of community and the commitment
to collaboration. A number identified it as the “Cabrillo Way”. The on-going budget
constraints have influenced this dynamic and have tested the strength of the Cabrillo
culture. There was general acknowledgement that Cabrillo will have to accommodate
the new demands and priorities being placed on their institution.
identification of student learning outcomes and assessment also contributed to
their efforts for program quality and improvement and were incorporated into their
planning processes.
Instruction
A number of departments expressed a desire to offer courses that would be responsive
The college is comprised of five divisions with 50 program chairs. The divisions
students in gaining deeper knowledge and skills. However, it was also acknowledged
are decentralized which means more responsibility is placed on division deans,
much like how a university functions. Each division is responsible for scheduling.
There is an accountant and program analyst for each division to coordinate the
college schedule. Instructional planning occurs at the department level. “Top-down”
decision-making does not work at Cabrillo.
Cabrillo College offers fee-based courses and has found that the community is
willing to pay for extension not-for-credit courses related to the arts and culture.
to community needs, provide a diversity of courses, or courses that would assist
that in this climate of extreme budget limitations, course and program offerings
needed to be prioritized. A number of programs are unable to meet student demand
for courses. Many students are waitlisted for these courses. It was also mentioned
that the number of students on waitlists may not be reflective of the true number of
students who were not accommodated because of waitlist limitations.
Programs with high enrollments and high demand expressed a need for more space
to offer classes and labs. Different types of labs needed appropriate equipment
Another issue mentioned was that many students who are trying to transfer to a
as well as ensuring that cross contamination does not occur. In remodeling or
four-year institution must go to multiple colleges in the area to get all the courses
redesigning of classrooms, architects need to be knowledgeable of the specific
needed for transfer. Not all courses are articulated with the institutions to which
needs for classroom configuration based on that particular program.
students transfer.
The Dental Hygiene program provides an example of the program working with
Many of the departments identified their commitment to quality teaching and
architects to create a state of the art facility that accommodates both faculty and
learning as demonstrated in their programs’ high success rates. The use of data,
student needs.
// 47
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Some departments expressed a need for more full-time faculty to meet demand as
well as maintain consistency and continuity of standards.
The new Course Repeatability limitation will impact some programs, especially the
programs that enroll a number of lifelong learners.
Student Services
Due to ongoing budget cuts, all of student services have had cuts to their programs
that have resulted in reduced services to students. Despite these cuts, the perception
is that Student Services are meeting the requirements and very supportive of
students. In the wake of severe budget cuts, the student services staff expressed
that utilizing technology can help to streamline some of the processes required to
assist students. This process requires a heavy reliance on IT and is most useful for
students who are comfortable navigating support in this manner.
It was shared that students have great difficulty meeting with Financial Aid
representatives and counselors at the beginning of the semester. Student Services
have worked to create efficiencies in their delivery of services but are concerned
about the impact to student success with the limits to access of services.
While courses and staff have been reduced, the volume of traffic in Student
Services has not. In fact, there has been an influx of requests for old transcripts and
assessments from the 1970s and ‘80s, adding additional burden to Admissions and
Records and Assessment departments. Additionally, those individuals interviewed
information provided through the twenty Student Services Program Reviews and
the overviews were incorporated into the Educational Master Plan.
Student Senate
expressed concern over the physical limitations of the facilities that house student
The Cabrillo College Student Senate is very active on campus. They provide
services. The various departments within student services are spread out making it
$15,000 in scholarships for the Emergency Support Loan Program, $8,000 in funds
challenging for students and staff.
to renovate the athletic training facility, $15,000 to enable the library to purchase
Students who were interviewed shared that the student services at Cabrillo are
very strong and that the staff are very supportive of the students and committed to
assisting them. They also commented that there are excellent student services of
which many students are not aware are available at Cabrillo. The services mentioned
included seeing a counselor free of cost up to six times a year, borrowing textbooks
and the health center. The students interviewed shared that these services are
excellent and a significant benefit to students.
The consulting team conferred with identified Student Services personnel to obtain
copies of the more expensive textbooks which students can borrow for two hours,
money for the Borrow a Book Program, as well as funds to support departments
who submit proposals. The Student Senate makes an effort to communicate with
its students and publishes a student eNewsletter once a month via email. The
eNewsletter helps raise awareness of the various services available for students.
The Student Senate has also provided funds to renovate the cafeteria that will be
remodeled during the summer. In addition, they have provided support to address
Foster Youth needs.
feedback and input. All of the individual interviews conducted supported the
// 48
Cabrillo College Educational Master Plan
Data
Cabrillo College is a very “data rich” college due to its robust Planning and Research
department. The faculty and staff at Cabrillo engage in a culture of evidence and
engage in the principles of data sharing. The data gathered is used in a multitude of
// Internal Environmental Scan
The college has been undergoing negotiations and budget reduction discussions to
address the budget deficit. The planning process and structures, communication,
and decision-making procedures are being tested as the college navigates through
this difficult period of funding limitations.
ways. It helps with budgeting and cuts, as evidenced by the Faculty Matrixes, and is
The College Planning Council (CPC), comprised of representatives of the college’s
also used for Grant writing. Programs utilized data to analyze enrollment trends and
constituent groups, advises and recommends to the President on college issues
success rates that were implemented into program planning. Data is also integrated
requiring broad institutional input.
into the Program Review processes.
Through the participatory governance process the college developed the Faculty
SOFIA (Student Outcomes for Faculty Inquiry and Analysis) is a system that is under
Matrix, also known as the Program Reduction and Elimination Task Force (documents
development with Title 5 support to address the issue of access to data. Thus far, queries
available on Academic Senate website). There is also a Services & Program
include Success and Completion Rate, Progress and Attainment, and Retention.
Reduction Advisory Committee (SPRAC) that makes recommendations regarding
This culture of evidence is also used to support student needs. For example, the
college added more outlets for laptops in the library in response to a student survey.
This responsiveness was commended in the last Accreditation report.
Faculty regularly utilizes the Program Planning Data Tables for their program reviews and
program planning and improvement. Examples include the Physics Department 77%78% pass rates which is higher than the national average. Through analysis of data and
participation at national conferences they have made changes to curriculum to improve
student performance as well as ensure that there program is state-of-the-art.
Other departments would like to see more data to do deeper analysis. It was
suggested that access to data for faculty be more readily available. The intent of
SOFIA is to create a self-service system with training that would be beneficial, as
faculty could run their own queries and analyze specific data that are relevant to
their department. An electronic repository with digital access to information and
reorganization of programs involving classified staff, or a reduction of services
involving classified staff.
With the on-going budget challenges, courses, services, and staffing have
been eliminated or reduced which impacts the ability to provide courses and
comprehensive, timely services to students as well as support for faculty. The
reduction in course offerings has also impacted students’ ability to move through
their program requirements thus extending the time of completion and/or transfer.
Foundation
The Cabrillo College Foundation ranks among the top in fundraising among California’s
community colleges. It is a self-sustaining entity with an operational budget of
$800,000 and a $18 million dollar endowment. This year the Foundation raised over
$4.3 million dollars, with $1 million donated in a single grant. The cornerstone for the
information sharing was also mentioned.
success of this Foundation is a close relationship with the Cabrillo community and a
Budget Reductions
personal connection to the area. The Foundation sees itself as a “match-maker” that
The college has endured six years of reductions to the base-operating budget. As a
result in reduced state funding, all categorical programs with the exception of EOPS,
Fast Track to Work (CalWORKS), DSPS and Foster Care have been consolidated.
long-term view of fundraising. Most of the donors are from the Cabrillo area or have a
connects the interests of donors with the needs of the college.
A unique aspect of fundraising includes 25% of donations coming from naming rights be
endowed to support ongoing building maintenance. The new STEM building received a
$500,000 endowment permanent fund from a generous community benefactor.
// 49
Cabrillo College Educational Master Plan
// Internal Environmental Scan
STEM Grant
In the fall of 2011 Cabrillo College was awarded a federal five-year Title III grant for
the STEM fields (Science, Technology, Engineering, and Mathematics). The STEM
grant will fund the renovation to the 800 building for classroom and laboratory
space. Additional renovations include repairs to the heating and ventilation systems,
IT infrastructure, office space, and restrooms. Administrative services and student
service programs housed in the 800 building have been relocated.
Due to the STEM grant award, the facilities planning and priorities have been adjusted
to meet the goal of offering courses in the 800 building by the fall of 2013.
Facilities
Watsonville Green Technology Center – DSA
2 leases in Watsonville:
§§ S.O.S. Program – continue into 2013
§§ Charter School lease will end after one year. 2011-2012
Visual Performing Arts (VAPA) Complex and Allied Health – waiting for DSA Close out
800 Building STEM Grant – scheduled remodel completion in summer 2013 for fall
2013 classes.
There are four full-time Foundation staff and a number of part-time employees who
600 Building Chemistry remodel – chemistry and biology labs - 3-4 classroom
have been trained in fund-raising. For seven months of the year, staff engages in
remodels – SMART classrooms, replacing furniture, lighting, and flooring – scheduled
telephone solicitation and maintaining relationships with donors. There is an annual
to be completed for spring 2014 classes.
recognition ceremony that honors all donors.
The Physics department will be relocated to Building 200 temporarily during
Women’s Educational Success (WES) is one of the Foundation’s notable and
construction. The space configuration is an issue as it does not accommodate the
empowering programs, which assists women in need with grants to achieve
number of students in the current course offerings. It is also noted that there may be
their educational goals. Foundation funds support a summer program for
additional growth to the department as a result of STEM students since one of the
underrepresented middle school female students with a focus on Engineering.
goals of the grant is to increase the number of students in STEM courses.
The Foundation has conducted a Feasibility Study for the Santa Cruz County
DSPS – moving out of 800 and into 2nd floor of Library permanently.
College Commitment (S4C). The feasibility study was for a county-wide scholarship
200 Building is currently inactive – will be utilized temporarily for swing space. After
program. The scholarships are but one component of the Santa Cruz County
College Commitment (S4C).
that, not worth investing $1 million to replace HVAC, so it will stay inactive until the
college decides the best use for it.
// 50
Cabrillo College Educational Master Plan
Library – making due with out-of-date furniture and space issues. High volume of
traffic daily (2,000 students a day). Staff has taken down book stacks (converted to
electronic resources) to make more study space, but still not enough. The Math LRC
on the second floor is “bursting” due to a higher student demand for math support
services. Also a high demand for more group student rooms and computers, but
the library doesn’t have the resources or space. With DSPS moving in, it’s going to
be even more crowded.
Precision Physical Therapy in Allied Health Building (lease) – state-of-the-art fitness
equipment.
// Internal Environmental Scan
Signage and Building Numbering
Issues were raised concerning signage throughout the campus. The maps posted
across campus need to be updated and reoriented to reflect new facilities. It would
also be helpful to include the locations of emergency telephones on these campus
maps. It was shared that there is a need for more clear and visible signage that
includes arrows for the direction of buildings as well.
Another significant issue is the confusing manner in which buildings are numbered
very similarly across campus. New students especially tend to get lost. However,
there is a signage cost associated with renumbering the buildings.
Student Services – very limited space – not all services are located in a one-stop format
– Building 100: Admissions, Financial Aid and Counseling configuration not conducive
to student traffic flow.
Space Planning Report – 2007 Architecture Plan was developed by consultants.
Campus Safety & Accessibility
Issues raised concerning safety include new lock systems, burglar alarms, security
cameras, emergency phones, and lighting – especially in the parking areas. The key
It was recommended that in facilities planning that acoustics be taken into
system and the numbering system also posed some challenge to faculty who teach
consideration when classrooms are configured, i.e. lecture room next to music or
in a variety of classrooms. One faculty had three different key rings with over 50
other class with sounds that may emanate through the walls.
keys that he needed to access classrooms over the years. Suggested locations of
Parking is not always available for faculty and staff, especially if they arrive at campus
emergency phones include the “quad,” the cafeteria and Health buildings.
later in the morning.
Graffiti, smoking on campus, and skate boarding were issues mentioned as potentially
impacting campus safety.
Maintenance
The disabled students interviewed shared that it is difficult to get around the Cabrillo
Due to all the construction projects over the last few years there has been significant
campus since it usually takes 3-4 elevators to get where one needs to go. Subsequent
square footage added which presents the issue of maintenance and up-keep of all the
interviews revealed that for disabled students, the Horticulture area is accessible via
buildings. Consequently funding for on-going maintenance is a significant challenge
a powered wheelchair, driving and parking in designated DSPS parking spaces,
in these times of budget constraints. Various constituents mentioned the need for the
or registering with DSPS in order to be taken there by cart. The Stroke & Disability
college to operate from a proactive rather than reactive perspective in terms of facilities
Learning Center is a well-liked and unique program that includes about 200 students
and maintenance and to look for operational efficiencies during these difficult times.
with speech, mobility and memory disabilities. The center offers classes such as
Some of the older buildings (500/700) have HVAC inefficiencies where stairwells and
handrails are in need of repair.
adaptive yoga, but funds have been drastically cut.
It was mentioned that the crosswalk at the college entrance posed a safety hazard
when cars are making a left turn.
// 51
Cabrillo College Educational Master Plan
// Internal Environmental Scan
Information Technology
The Cabrillo College IT staff of 25, recently completed a comprehensive Information
Technology Plan that was designed to align the planning processes, including
integrating into the college Facilities Plan and address accreditation standards. (Refer
to IT Plan). Continuing budget limitations have impacted the ability for programs,
particularly those which rely on the latest technology, to replace aging hardware.
Transportation
Traffic patterns, public transportation, and bus routes impact students’ ability to
access courses and services at the main campus and other college centers. While
most students drive, the traffic makes it difficult to commute from Scotts Valley to
Cabrillo, taking about 30-45 minutes. Those students who take buses have found
that routes have been cut.
The college has been undergoing negotiations and budget reduction discussions
to address the college’s budget deficit. The college’s planning process and
structures, communication, and decision-making procedures are being tested
as the college navigates through this difficult period of funding limitations.
// 52
Cabrillo College Educational Master Plan
// Student Services
Student Services
Cabrillo College Student Services is comprised
of an array of critical programs and services that
provides assistance to support student success
from students’ initial contact with the college to
attaining their educational goals. The following
section provides an overview of available services
as described in the Student Services Program
Plans and/or the Cabrillo College Catalog.
Transfer and Career Center
The Transfer/Career Center (TCC) purpose is to increase the number of students,
especially underrepresented students, prepared to transfer to baccalaureatelevel institutions. It serves as a liaison between those institutions and Cabrillo
College regarding admission policies and transfer requirements and informs the
counselors and college community of relevant changes. The Center coordinates
college tours and one-on-one appointments between university admissions
counselors and Cabrillo College students. In addition, the Career Center offers
career assessment inventories, access to the most effective online and print
resources used in self-assessment and career planning, and resume and cover
letter review.
Counseling
The comprehensive college counseling program encourages the academic,
International Student Program
personal, and career development of students and community members
The International Student Program (ISP) recruits, admits, and serves students
through counseling, instruction, access to resources, orientations, and various
from around the world and supports acculturation and integration into the
programs with distinct requirements and objectives such as the International
college community. Services include assistance with housing and immigration
Student Program and the Puente Project. Counseling services are offered at
and detailed pre-and post-arrival orientation activities. The ISP ensures that the
the Aptos and Watsonville campuses. During the 2010-2011 academic year,
college complies with relevant US Department of Homeland Security (DHS)
counselors in Aptos met with 10,823 students and community members through
regulations and processes and the many documents required along with the
both appointments and drop in counseling which equaled over 18,000 visits.
college application. It oversees student enrollment in medical insurance as
In Watsonville, counselors met with 3,257 students and community members
required by DHS, serves as liaison between the college, DHS departments,
which resulted in nearly 4,900 visits. Counseling faculty teach courses and
immigration attorneys, and domestic and foreign agencies that address
workshops in college success, career planning, study skills, essay writing, and
international student issues, and reports regularly through DHS Student and
transfer issues. Counseling addresses the registration process, prerequisite
Exchange Visitor Information System (SEVIS).
equivalency and transcript evaluation, academic and career-related goal
setting and decision-making, requirements and application for occupational
certificates, degrees, and transfer to four-year universities, and educational
planning (education plans).
Puente
The Puente Project is yearlong and open to all students who intend to transfer
and who will begin English 100 in the fall term. This program is administered
// 53
Cabrillo College Educational Master Plan
// Student Services
jointly by the Counseling and English departments. It is a cohort program in
DSPS directs and supports specific disability programs and services. These
which each incoming group of 29 students participate in the same English 100
programs include: DSPS Office, Learning Skills Program, Alternate Media
and English 1A sections in subsequent terms. Program participants are primarily
Services, Assistive Technology Program, Adaptive Physical Education Program,
from underserved groups in higher education. Participants are matched with
ant the Stroke and Acquired Disability Center.
career-related mentors from the community. Ongoing educational planning is a
central component of the program.
Enrollment Services
Enrollment Services is designed to integrate operations of the offices of
Admissions and Records (A&R), Financial Aid, and Scholarships (FASO). The
leadership structure includes a Director of Enrollment Services and assistant
directors in each office. Although each office has its unique function there are
functions common between the offices, which are strengthened by working as
a larger team.
Financial Aid
The Financial Aid and Scholarships Office (FASO) operates as a department of
the Student Services component under the direction of the Vice President of
Student Services with offices at the Aptos and Watsonville campuses. FASO is
committed to providing financial assistance in the form of grants, loans, workstudy and scholarships to all eligible students in a manner that is in compliance
with federal and state regulations as well as district policy.
Disabled Student Programs and Services
Admissions and Records
The Admissions and Records (A&R) office oversees the registration process
The purpose of the Disabled Students Program and Services (DSPS) is to ensure
and maintains academic records for current and former students in accordance
that a diverse student population with a wide spectrum of disabilities is provided
with the provisions of federal and state regulations and professional standards.
with effective accessibility as required by the Americans with Disabilities Act,
Graduation petitions and eligibility reviews are conducted as per deadlines
Section 504 of the Rehabilitation Act, and other statues. The specialized services
outlined in the academic calendar. A&R is also a point of contact to answer
and instruction offered by DSPS gives students the tools and encouragement
questions or provide information for faculty, counselors, staff, and administrators.
needed to become productive self-advocates in their own educational experience
(pursuit of transfer, career preparation, personal fulfillment, job placement and retraining goals). DSPS also serves as a consultant to the college on issues related
to Section 508 of the Rehabilitation Act (web accessibility and procurement),
safety, accessible design and other issues as needed to assist the college in its
goals of legal compliance and accessibility.
// 54
Cabrillo College Educational Master Plan
// Student Services
Cooperative Agencies Resources for Education
A major component of the EOPS program is the Cooperative Agencies Resources
for Education (CARE). This component was established in 1982 by the California
State Legislature as a supplemental component to EOPS to provide educational
support services for academically underprepared, welfare-dependent, single
head-of-household students. CARE specifically serves EOPS students who, at
the time of acceptance into the program are 18 years old, have been identified
by the county as being single head-of-household, are current recipients from
California Work Opportunity and Responsibility to Kids/Temporary Assistance
for Needy Families (Cal Works/TANF/Tribal TANF) for themselves or their
dependents, have at least one child under the age of 14 and are enrolled as fulltime community college students.
Fast Track to Work
Fast Track to Work (FTTW) provides support services to students receiving
benefits from specific grant programs, such as CalWorks cash aid, the Workforce
Fast Track to Work (FTTW) helps students to
identify and start on a career track that will
lead to a family-supporting income.
Investment Act, or the Food Stamps program. FTTW helps students to identify
and start on a career track that will lead to a family-supporting income. The office
provides academic counseling, peer advising, job retention and financial literacy
classes, resource and referral information, acts as a liaison with the granting
agency, and for CalWorks students only, childcare funds and work-study jobs.
Extended Opportunity Programs and Services /
Cooperative Agencies Resources for Education
Extended Opportunity Programs and Services
Learning Skills
The core purposes of the Learning Skills Program (LSP) are to identify students
with learning disabilities (LD) through college-provided assessment or review of
existing records, identify students with Attention Deficit Disorder/Attention Deficit
The Extended Opportunity Program and Services (EOPS) was established in
Hyperactivity Disorder (ADD/ADHD) through review of existing records, then to
1969 by the California State Legislature. EOPS was designed to provide low-
provide those students with support services, academic recommendations, and
income and educationally disadvantaged students with support services to
specialized classes to help them succeed in mainstream classes. Learning Skills
assist them in enrolling and succeeding at the community college. EOPS offers
classes include study skills, compensatory techniques and strategies, and math
educational counseling and financial assistance through formally structured
study skills.
program components. Cabrillo College was one of the first campuses to
implement this program in 1969.
// 55
Cabrillo College Educational Master Plan
// Student Services
Matriculation and Assessment
Student Affairs Office
Matriculation is an umbrella of services that assist students in attaining their
The Student Affairs Office is the operational hub of extracurricular activities
college goals in a reasonable amount of time. The Matriculation Office works with
on campus and serves as the student-related campus information center. The
other services and programs on campus to coordinate services that support
office assists students, staff, and faculty with a wide range of activities, events,
students’ progress. Matriculation provides the following services:
services, and programs which include but are not limited to the following: student
§§ A clear and accessible Admissions process
club information, ASCC Student Senate, social and educational programming,
§§ Assessment of academic skills through placement testing in math,
leadership development opportunities, flyer and poster approval, housing board,
English, reading and English as a Second Language (ESL)
§§ An Orientation to college services provided and the
policies that support student success
§§ Counseling, Advising and Educational Planning to ensure correct
enrollment in courses to complete an academic program
§§ Follow-up Services to address academic difficulties
and provide additional support
student activity card, bus pass and parking permit information.
Student Employment Center
The Student Employment Center (SEC) serves Cabrillo College students and
graduates seeking employment in full-time or part-time positions off-campus.
The SEC is also the central resource for all on-campus student jobs, including
Work Study and Fast Track positions. All on and off-campus student jobs are
As the college implements the regulations of the Student Success Act of 2012,
listed on-line on the Job Placement/Student Employment Center website.
the college has determined that the following three core services will be required:
Workshops on job seeking skills are offered each semester, and individualized
§§ Orientation
assistance with resumes is available by appointment.
§§ Administration of Assessment
§§ Counseling and Education Planning
Outreach Services
Student Health Services
Student Health Services (SHS) provides direct medical and mental health care
services, individual and population-based health education and outreach for
The purpose and work of Outreach Services is integral to the mission, purpose
students of Cabrillo College. SHS also provides supportive services for the
and core values of Cabrillo College. Components of Outreach Services include:
campus at large.
§§
§§
§§
§§
§§
§§
§§
§§
§§
§§
High School Outreach
High School Articulation Council (HSAC)
Running Start
Concurrent Enrollment
Workshops and Campus Tours
§§ Direct medical services provided by SHS include the care of acute illnesses/
injuries and wellness care including physical exams, health screenings,
routine vaccinations and lifestyle counseling.
§§ Through the FamPact award students are provided access to expanded
reproductive health services.
College Fairs
Counselors’ Breakfast
Principals/ Superintendents’ Breakfast
Cabrillo Connection for Student Success
Community Outreach
// 56
Cabrillo College Educational Master Plan
// Student Services
Student Health Services (continued)
Library
§§ Direct mental health services offered to students include crisis intervention
The Robert E. Swenson Library plays a central role in the use of information
and short-term psychotherapy with personal counselors. Issues frequently
resources at Cabrillo. With rapid technological change and an expanding array
addressed include stress management, substance abuse, eating disorders,
of information resources, information literacy has become an important skill in
relationship problems, domestic violence, sexual assault, anxiety, depression,
both higher education and the workplace. Students are aided by librarians to
and suicide prevention.
become effective researchers in the complex and changing world of information
§§ Health education and outreach includes teaching self-care, healthy behaviors
and coping skills.
literacy. Librarians help students, faculty, and staff recognize when information
is needed and then locate, evaluate, and use the needed information effectively.
§§ Services to the campus at large include infection control measures, such as
Approximately 96,000 items (print books, electronic books and DVDs/videos)
TB surveillance, and hepatitis B and influenza vaccinations, and courtesy
are listed in the online catalog in the library. The library provides a wide selection
emergency visits for staff.
of full text database subscriptions to support instruction, including EBSCOhost
Academic Search Premier, Health Source Nursing/Academic, Literature
Resource Center, ProQuest Newspapers, Historical New York Times, ArtStor,
Rand California, CountryWatch, CQ Researcher, and others. The library also
provides access to over 24,000 electronic books, as well as over 4,100 DVD/
video titles. Access to electronic resources is available from any one of the more
than 60 workstations in the library, and from off-campus to all current Cabrillo
library card holders.
The Cabrillo College Writing Center serves all students enrolled at the school
and currently taking courses in which written work is required. The Center
tutoring staff strives to provide students with composition and critical thinking
skills to enable them to compose successful essays and assignments on their
own. The staff works closely with learning communities across campus, ACES
and STARS, to provide pre-transfer level students with support in development
of writing and critical thinking skills that will ensure their academic progress over
the long term. Students also have access to Online Writing Lab, or OWL, and
may submit papers online to an experienced tutor who will read papers and
respond with substantive feedback within two days. Also offered are English
Students are aided by librarians to become
effective researchers in the complex and
changing world of information literacy.
100 grammar labs to those students, including STARS students, enrolled in an
English 100 composition course.
// 57
Cabrillo College Educational Master Plan
// Student Services
Honors Transfer Program
their own. By logging into the MLC database students request and receive help
The Cabrillo Honors Transfer Program provides an enriched educational
difficulties they encounter while doing homework.
within minutes. Typically, students use the MLC’s services to get a jump-start on
experience through stimulating seminars, sophisticated literature and outside
research. The goal is to encourage Cabrillo students to seek challenges and
pursue excellence. The program offers an honors learning community that
Reading Center
serves the high potential, high achieving students of Santa Cruz County.
The Reading Center at Cabrillo provides reading instruction for students of
Universities are looking for outstanding students who have completed more than
nearly all reading abilities. Courses range from basic reading to transfer level
the minimum transfer requirements. As a result, competitive universities actively
speed reading and critical reading. In addition, the Reading Center offers open-
pursue honors students.
entry/open-exit individualized reading and vocabulary labs for those who prefer
self-paced work. Reading Center services are provided at both the Aptos and
Tutorial Center
Watsonville campuses.
The Tutorial Program offers free group assistance to all Cabrillo College students,
with special services available to students enrolled in Disabled Students Program
MESA
and Services (DSPS) and certain career majors. All tutorial staff and many tutors
The Mathematics, Engineering, Science, Achievement (MESA) Program is a
are bilingual in Spanish and English. The Tutorial Center offers CG 205L, a
nationally recognized program that assists students in preparing for careers in math-
corequisite of CG 205 (Academic Survival Skills), where students practice study
based fields. Established in 1970, MESA programs exist at secondary, university,
skills learned in their class.
and community college levels in California. Cabrillo’s MESA Program sponsors the
MESA Study Center and provides the following services to all Cabrillo students:
Math Learning Center
The Math Learning Center (MLC) is a free drop-in math tutoring service for Cabrillo
§§ Academic Excellence Workshops
§§ Study center equipped with computers
College math students and students taking courses having math prerequisites.
§§ Science-related software
The MLC was created not only to help students develop problem-solving skills but
§§ A small reference library of science and math books
also to help them obtain the confidence and ability to tackle math problems on
§§ Drop-in and group tutoring in math and sciences provided by math and
science professionals
§§ Academic counseling by a designated MESA counselor to establish education
plans and ensure successful transfer in science, engineering and math majors
The Mathematics, Engineering, Science,
Achievement (MESA) Program is a nationally
recognized program that assists students in
preparing for careers in math-based fields.
§§ Scholarships, internships, leadership retreats, summer research programs, and
field trips to industry sites, science museums, and prospective transfer universities
// 58
Cabrillo College Educational Master Plan
// Baseline Program of Instruction
Baseline Program of Instruction
Overview
Before forecasting the future program of instruction, it is necessary to establish a baseline. For the purposes of this plan, the fall 2010 semester shall serve as the baseline. It
was determined that fall 2010, although not the most recent fall semester on record, was the most accurate representation of the program of instruction. Due to the severe
cuts made during fall 2011 and 2012, it was concluded that the data of those semesters were not an optimal representation of the long-term program of instruction for
Cabrillo College. The fall 2010 semester’s program of instruction was analyzed using several metrics and is discussed in the following section.
The fall 2010 semester has been summarized by location. For the purposes of this plan, the off-site locations of Scotts Valley and other off-site courses have been
combined with the main campus in Aptos. Both the Watsonville Center and the Distance Education program have been analyzed as stand-alone entities. The data has
been summarized by each of the five divisions at Cabrillo College, as well as library and counseling/educational support services. For a summary by discipline, within each
division, please see Appendix C: Program of Instruction Additional Data.
CABRILLO COLLEGE
CABRILLO Including Aptos, Scotts Valley CaOLLEGE
nd Other Off-­‐Site Locations
Including Aptos, SBaseline cotts Valley and D
Other WSCH ata Off-­‐Site Courses
Baseline Fall W2SCH 010 Data
Fall 2010
Baseline
Fall Semester 2010
# of
Sec
WSCH
WSCH
Sec
FTES
Lec
Hrs
Lab
Hrs
261
276
236
285
276
40
20
22,578.3
22,061.4
25,254.9
34,376.8
39,463.2
770.9
1,181.4
86.5
79.9
107.0
120.6
143.0
19.3
59.1
688.10
672.35
769.67
1,047.67
1,202.69
23.50
36.01
10,786.3
3,345.6
7,579.2
10,072.0
12,631.6
17.6
297.6
2,811.1
11,113.6
7,324.7
3,165.0
7,350.4
1,056.0
393.6
TOTAL 1,394
145,687.0
104.5
4,439.98
44,729.9
33,214.4
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
// 59
Cabrillo College Educational Master Plan
// Baseline Program of Instruction
The data illustrates that the main campus, including Scotts Valley and other off-site courses, reported a total of 1,394 sections during the fall 2010
semester. During this time period, a total of 145,687 WSCH (Weekly Student Contact Hours) were generated with a WSCH per section average of 104.5.
Additionally 4,439.98 FTES (Full-Time Equivalent Students) were reported.
WATSONVILLE CENTER
Baseline WSCH Data
Fall 2010
# of
Sec
Baseline
Fall Semester 2010
WSCH
WSCH
Sec
FTES
Lec
Hrs
Lab
Hrs
103
5
8
35
18
4
8
7,414.8
556.8
827.3
3,474.0
3,326.5
151.9
499.4
72.0
111.4
103.4
99.3
184.8
38.0
62.4
225.97
16.97
25.21
105.87
101.38
4.63
15.22
3,495.3
137.6
158.4
1,883.2
1,346.7
-­‐
155.2
2,151.9
70.4
208.0
173.8
418.1
140.8
307.2
TOTAL 181
16,250.6
89.8
495.26
7,176.4
3,470.2
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
The data illustrates that the Watsonville Center reported a total of 181 sections during the fall 2010 semester. During this time period, a total of 16,250.6
WSCH (Weekly Student Contact Hours) were generated with a WSCH per section average of 89.8. Additionally 495.26 FTES (Full-Time Equivalent
Students) were reported.
// 60
Cabrillo College Educational Master Plan
// Baseline Program of Instruction
CABRILLO COLLEGE
DISTANCE EDUCATION
Baseline WSCH Data
Fall 2010
# of
Sec
Baseline
Fall Semester 2010
WSCH
WSCH
Sec
FTES
Lec
Hrs
Lab
Hrs
83
5
10
24
16
4
1
9,675.4
543.0
1,753.4
3,087.2
2,741.1
222.2
90.0
116.6
108.6
175.3
128.6
171.3
55.6
90.0
294.87
16.55
53.44
94.09
83.54
6.77
2.74
278.4
-­‐
-­‐
-­‐
799.7
-­‐
-­‐
35.2
-­‐
-­‐
-­‐
358.4
-­‐
-­‐
TOTAL 143
18,112.3
126.7
551.99
1,078.1
393.6
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
The data illustrates that the Distance Education program, reported a total of 143 sections during the fall 2010 semester. During this time period, a total
of 18,112.3 WSCH (Weekly Student Contact Hours) were generated with a WSCH per section average of 126.7. Additionally 551.99 FTES (Full-Time
Equivalent Students) were reported.
Conclusions
The baseline data reflects that the distance education program at the college is generating the greatest number of WSCH per section of all three entities.
This data supports the opportunity to capitalize on the efficiency of this program when considering the future program of instruction and delivery systems at
Cabrillo College.
// 61
Cabrillo College Educational Master Plan
// Baseline Program of Instruction
Factors to Consider
While the data reflects an opportunity to grow the offerings delivered through the distance
education program, it is essential that the college evaluate the course offerings that indicate the
greatest potential for student success when offered via this delivery method. There are many
factors to consider including, but not limited to, ensuring the necessary infrastructure is in place,
quality instruction can be delivered provided the course curriculum is appropriate for delivery
in an online format and the students enrolling in the courses are strong candidates for success
in a non-traditional learning environment. Additionally, it is critical to ensure that systems are
established to provide on-going support for students and faculty who are taking and instructing
courses through this alternative delivery method.
The California Virtual Campus (CVC) is a project funded by the California Community Colleges
Chancellor’s Office. It provides complete information about online courses and programs in
California higher education and provides links to resources that support students in the area of
distance education in California. Cabrillo College currently has 109 of its online course offerings
available through the CVC. This may serve as a viable avenue to continue to reach and support
students residing outside the Cabrillo College service area who are seeking to enroll in distance
education courses.
It is also notable that for both the Watsonville Center and Distance Education Program,
a majority of the section offerings, 56.9% and 58.0% respectively, were in the division of
Business, English and Language Arts (BELA) while on-campus this division represents
18.7% of the section offerings.
The baseline data reflects that the distance education
program is generating the greatest number of WSCH
per section of all three entities. This data supports
the opportunity to capitalize on the efficiency of this
program when considering the future program of
instruction and delivery systems at Cabrillo College.
// 62
Cabrillo College Educational Master Plan
// Future Program of Instruction
Future Program of Instruction
Overview / Rationale
There are age segments of the population that provide growth opportunities
Several key elements were referenced in the process of determining the future
are a notable number of adults in the age category of 25-34 year-olds who
program of instruction of Cabrillo College. Those that received the closest
are potential candidates for enrollment based on their current educational
attention included the following areas.
attainment level.
Capacity for Future Growth
The annual rate of population growth for the state overall is reported at 0.66%.
The following criteria were analyzed in determining the future rate of growth for
College and Watsonville Center service area, the college may greatly benefit
Cabrillo College.
within the existing population. Within the Watsonville Center service area, there
Because the state is growing at a notably higher rate than both the Cabrillo
from capturing the state growth through distance education offerings.
§§ A zip code analysis of student origins
§§ Population rate of growth for the effective service
area (See the External Environmental Scan)
§§ Demographic and Income Characteristics (See
the External Environmental Scan)
§§ High School Graduation Rates
Internal and External Elements of the College
The knowledge gained and input assimilated via the assessments of the internal
and external environments of the college, the current and projected demographic
information, input from the faculty, staff, administrators and students and the
projected methods for instructional delivery are invaluable in the process of
§§ Historical trends for enrollment and WSCH
determining future capacities for the college. These elements form the basis
§§ Conditions within the external environment
for developing a growth model to forecast the future program of instruction and
The data reflects an overall annual rate of population growth for the service area of
0.02% for Cabrillo College and 0.18% for the Watsonville Center. This nearly flat rate
of growth was essential to consider when determining the college’s capacity to grow.
The data was also evaluated for the Scotts Valley area specifically since courses
are offered in the area. The rate of growth within the Scotts Valley service area
(5 mile radius) is projected to be 0.41%. This percentage increase equates to a
growth of 1,335 people living in Scotts Valley and the immediate surrounding
areas by the year 2017. Of this growth in population, 50% will be seen in the
age category of 55-85+ years of age and the largest growth is projected in the
support services and, ultimately, for determining future space needs.
Weekly Student Contact Hours (WSCH)
The gauge for measuring the need for space centers around the number of hours
that a student spends on campus pursuing his/her education. This measurement
is referred to as contact hours - the number of hours a student is engaged in the
program of instruction at the institution. This is the only measurement that accurately
determines the total student demand on facilities. It is the key to determining the
future program of instruction and the future capacities of the college.
65-74 year old category. The age segments of 15-19 and 20-24 years of age are
projected to decrease by a total of 99 people during the same time period. When
determining the future growth for this site, it is important to consider the courses
being offered in relationship to the population residing in the surrounding area.
// 63
Cabrillo College Educational Master Plan
// Future Program of Instruction
Growth Rate Targets For WSCH And Enrollment
To address the capacities for future WSCH and enrollment growth, a planning
Given the indicators that were used to form the baseline curriculum, the annual rate
model was created. The model relied on WSCH as the primary measure for
of growth of WSCH and student enrollments are illustrated in the charts below for
determining growth. Projections were made consistent with the scope of the plan,
each of the three entities; Cabrillo College (including Scotts Valley and other off-site
projecting growth out to the year 2025, with benchmarks at 2015 and 2020. Given
courses), the Watsonville Center and the Distance Education Program. Because
the current financial state of the California community college system, a slower rate
the data was broken out by entity, the enrollment numbers as represented below
of enrollment and WSCH growth was projected through the year 2015 to allow for
are duplicated, as students may be attending classes in more than one location.
consideration of the implications this may continue to have on the college.
CABRILLO COLLEGE
Including Aptos, Scotts Valley and Other Off-­‐Site Courses
ENROLLMENT / WSCH SUMMARY
Fall
Semester
Duplicated
Enrollment
Rate of Growth %
WSCH
Rate of Growth %
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
14,257
14,357
14,457
14,558
14,660
14,763
14,889
15,015
15,143
15,271
15,401
15,532
15,664
15,797
15,932
16,067
100.70%
100.70%
100.70%
100.70%
100.70%
100.70%
100.85%
100.85%
100.85%
100.85%
100.85%
100.85%
100.85%
100.85%
100.85%
100.85%
148,584
150,218
151,871
153,541
155,230
156,938
158,664
160,410
162,174
163,958
165,761
167,585
169,428
171,292
173,176
175,081
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
101.10%
WATSONVILLE CENTER
ENROLLMENT / WSCH SUMMARY
Fall
Semester
Duplicated
Enrollment
Rate of Growth %
WSCH
Rate of Growth %
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
2,514
2,534
2,554
2,575
2,595
2,616
2,669
2,722
2,776
2,832
2,888
2,946
3,005
3,065
3,127
3,189
100.80%
100.80%
100.80%
100.80%
100.80%
100.80%
102.00%
102.00%
102.00%
102.00%
102.00%
102.00%
102.00%
102.00%
102.00%
102.00%
17,379
17,614
17,851
18,092
18,337
18,584
19,129
19,689
20,266
20,860
21,471
22,100
22,748
23,414
24,100
24,806
101.35%
101.35%
101.35%
101.35%
101.35%
101.35%
102.93%
102.93%
102.93%
102.93%
102.93%
102.93%
102.93%
102.93%
102.93%
102.93%
// 64
Cabrillo College Educational Master Plan
// Future Program of Instruction
The most important outcome of the forecasting process was to assure
that when a certain level of WSCH was achieved, the college had
designated (or will have constructed) new or remodeled facilities in order
to meet the space demands for academic and support services. The
CABRILLO COLLEGE
DISTANCE EDUCATION PROGRAM
ENROLLMENT / WSCH SUMMARY
projections for the future program of instruction were not intended
to dictate curricular content but rather to provide a perspective of
what the current curriculum would look like if extended forward. It
was assumed that the curriculum would change relative to its content
through the year 2025.
The more important consideration and assumption, however, was
that there will be a curriculum of some sort and that it will have a
certain number of class sections, enrolled students, WSCH, lecture
hours and laboratory hours. While the program of instruction could
be forecast forward using a generic curriculum and similar results
obtained, the existing program of instruction at the college offered
the most current and accurate data for the forecasting process.
The forecast of its future program of instruction also relied heavily
on several references and planning documents. Some of the more
critical documents reviewed include:
§§ The 2012-2013 Cabrillo College Report 17 Space Inventory (A
facilities inventory recorded annually with state Chancellor’s Office)
§§ The 2010 Fall Semester data reports provided by the Cabrillo
College Planning and Research Office.
§§ The MAAS Companies Database, containing data and
Fall
Semester
Duplicated
Enrollment
Rate of Growth %
WSCH
Rate of Growth %
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
3,476
3,554
3,634
3,716
3,800
3,885
4,025
4,170
4,320
4,475
4,637
4,850
5,073
5,306
5,550
5,806
102.25%
102.25%
102.25%
102.25%
102.25%
102.25%
103.60%
103.60%
103.60%
103.60%
103.60%
104.60%
104.60%
104.60%
104.60%
104.60%
17,943
18,499
19,073
19,664
20,274
20,902
21,937
23,023
24,162
25,358
26,613
28,077
29,621
31,251
32,969
34,783
103.10%
103.10%
103.10%
103.10%
103.10%
103.10%
104.95%
104.95%
104.95%
104.95%
104.95%
105.50%
105.50%
105.50%
105.50%
105.50%
information from 80 community colleges from throughout the
state of California.
// 65
Cabrillo College Educational Master Plan
// Future Program of Instruction
CABRILLO CABRILLO CCOLLEGE
OLLEGE
Including Valley alley aand nd OOther ther OO
ff-­‐Site Courses
Including AAptos, ptos, Scotts V
ff-­‐Site Locations
WSCH FForecast
orecast
WSCH 2015 -­‐-­‐ 22025
2015 # of
Sec
Lec
WSCH
259
256
246
287
295
42
21
TOTAL 1,406
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
Year 2015
Lab WSCH
Total
WSCH
18,904.2
5,748.6
14,784.3
31,500.1
28,717.7
11.4
621.3
3,823.8
18,496.9
12,490.2
5,891.4
14,138.3
698.6
820.7
100,287.7
56,359.8
Projected WSCH for Fall Semester Only
Year 2020
FTES
# of
Sec
Lec
WSCH
Lab WSCH
Total
WSCH
FTES
# of
Sec
Lec
WSCH
22,728.0
24,245.5
27,274.5
37,391.5
42,856.0
908.0
1,442.0
692.70
738.91
831.22
1,139.55
1,306.09
27.67
43.95
271
259
247
296
308
45
21
19,923.0
6,292.7
15,439.0
33,489.8
30,314.9
12.7
648.4
4,232.5
19,616.3
13,161.5
5,958.7
14,813.1
776.8
853.6
24,155.5
25,909.0
28,600.5
39,448.5
45,128.0
922.5
1,502.0
736.17
789.61
871.63
1,202.24
1,375.33
28.11
45.78
280
264
253
308
332
49
23
156,845.5
4,780.09
1,447
106,120.5
59,412.5
165,666.0
5,048.87
1,509
Year 2025
Lab WSCH
Total
WSCH
FTES
21,526.7
6,527.2
15,751.2
35,270.1
33,296.3
13.8
689.0
4,594.4
19,971.8
13,265.8
6,129.9
16,075.7
848.2
890.0
26,121.0
26,499.0
29,017.0
41,400.0
49,372.0
995.0
1,579.0
796.07
807.59
884.33
1,261.71
1,504.67
30.32
48.12
113,074.2
61,775.8
174,983.0
5,332.82
WATSONVILLE CENTER
WSCH FORECAST
2015 -­‐ 2025
# of
Sec
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
Lec
WSCH
Year 2015
Projected WSCH for Fall Semester Only
Year 2020
Lab WSCH
Total
WSCH
FTES
# of
Sec
Lec
WSCH
Lab WSCH
Total
WSCH
FTES
# of
Sec
Lec
WSCH
Year 2025
Lab WSCH
Total
WSCH
FTES
102
7
6
35
26
4
8
5,626.7
633.9
431.4
3,641.3
3,476.6
-­‐
197.4
3,173.3
255.6
342.6
164.2
786.4
238.0
390.6
8,800.0
889.5
774.0
3,805.5
4,263.0
238.0
588.0
268.19
27.11
23.59
115.98
129.92
7.25
17.92
107
10
8
44
32
5
8
6,033.2
934.0
665.6
4,736.6
3,986.4
-­‐
183.9
3,201.3
336.0
418.4
238.9
1,161.6
295.0
364.1
9,234.5
1,270.0
1,084.0
4,975.5
5,148.0
295.0
616.5
281.43
38.70
33.04
151.63
156.89
8.99
18.79
113
12
11
49
40
5
8
6,604.8
1,141.0
971.5
5,417.7
5,246.1
-­‐
200.0
3,339.2
420.0
605.5
279.3
1,595.9
342.5
396.0
9,944.0
1,561.0
1,577.0
5,697.0
6,842.0
342.5
670.5
303.06
47.57
48.06
173.62
208.52
10.44
20.43
TOTAL 188
14,007.2
5,350.8
19,358.0
589.96
214
16,539.8
6,015.2
22,623.5
689.48
238
19,581.2
6,978.3
26,634.0
811.70
// 66
Cabrillo College Educational Master Plan
// Future Program of Instruction
CABRILLO COLLEGE
DISTANCE EDUCATION PROGRAM
WSCH FORECAST
2015 -­‐ 2025
# of
Sec
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
Lec
WSCH
Year 2015
Lab WSCH
Projected WSCH for Fall Semester Only
Year 2020
Total
WSCH
FTES
# of
Sec
Lec
WSCH
Lab WSCH
Total
WSCH
FTES
# of
Sec
Lec
WSCH
Year 2025
Lab WSCH
Total
WSCH
FTES
87
6
13
34
19
4
1
5,042.3
-­‐
-­‐
-­‐
1,019.0
-­‐
-­‐
351.7
-­‐
-­‐
-­‐
1,141.0
-­‐
-­‐
10,566.5
582.5
2,188.5
4,184.0
3,222.0
236.0
92.0
322.03
17.75
66.70
127.51
98.19
7.19
2.80
99
7
16
43
23
5
3
5,783.8
-­‐
-­‐
-­‐
1,027.5
-­‐
-­‐
376.7
-­‐
-­‐
-­‐
1,575.5
-­‐
-­‐
12,629.0
802.0
2,831.0
5,865.5
4,101.0
310.0
249.0
384.88
24.44
86.28
178.76
124.98
9.45
7.59
116
9
20
54
30
6
4
6,955.2
-­‐
-­‐
-­‐
1,038.0
-­‐
-­‐
429.8
-­‐
-­‐
-­‐
2,651.0
-­‐
-­‐
15,869.0
1,107.0
3,699.0
7,913.5
5,592.5
438.0
344.0
483.63
33.74
112.73
241.17
170.44
13.35
10.48
TOTAL 164
6,061.3
1,492.7
21,071.5
642.18
196
6,811.3
1,952.2
26,787.5
816.38
239
7,993.2
3,080.8
34,963.0
1,065.54
// 67
Cabrillo College Educational Master Plan
// Determination of Future Space Needs
Determination of Future Space Needs
Space Requirements: Academic Program Of Instruction
All space planning data are determined by the program of instruction, and its growth or decline for the future. This is what drives
the institution, including the need for all space required for support services. The tables that follow show the baseline (fall 2010) and
projected (2015, 2020 and 2025) space qualifications for the academic program of instruction at Cabrillo College (including Scotts
Valley and Other Off-Site Courses), the Watsonville Center and the Distance Education Program. The tables identify by division the
assignable (usable) square feet (ASF) that will be required to meet the academic space demands per Title 5 Guidelines provided by
the State Chancellor’s Office.
It is important to note, this plan breaks out the qualifications for academic space based on the amount of WSCH generated by the
college. It is immaterial what year the college actually reaches the designated amount of WSCH. Rather, what is important is that when
the college reaches the indicated level of WSCH, the correlated amount of academic space indicated in the chart will be required.
CABRILLO COLLEGE
CABRILLO Including Aptos, Scotts Valley CaOLLEGE
nd Other Off-­‐Site Locations
Including A
ptos, S
cotts V
alley a
nd O
ther Off-­‐Site CSourses
Baseline Title 5 Qualifications for Academic pace
Baseline Title 5 Qualifications for Academic Space
Fall 2010
Fall 2010
Baseline
Fall Semester 2010
Lecture
ASF
Lab ASF
7,984
2,191
5,824
12,448
11,401
4
217
7,125
17,875
30,017
11,515
30,897
896
1,012
15,110
20,065
35,841
23,963
42,298
900
1,230
TOTAL 40,069
99,338
139,407
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
TOTAL Academic Space // 68
Cabrillo College Educational Master Plan
// Determination of Future Space Needs
WATSONVILLE CENTER
Baseline Title 5 Qualifications for Academic Space
Fall 2010
Baseline
Fall Semester 2010
Lecture
ASF
Lab ASF
2,020
170
192
1,427
1,178
-­‐
72
4,919
205
974
346
1,222
228
498
TOTAL 5,059
8,392
13,450
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
TOTAL Academic Space 6,939
375
1,167
1,772
2,400
228
570
CABRILLO COLLEGE
DISTANCE EDUCATION
Baseline Title 5 Qualifications for Academic Space
Fall 2010
Baseline
Fall Semester 2010
Lecture
ASF
Lab ASF
2,094
-­‐
-­‐
-­‐
419
-­‐
-­‐
437
-­‐
-­‐
-­‐
1,318
-­‐
-­‐
2,531
-­‐
-­‐
-­‐
1,737
-­‐
-­‐
TOTAL 2,513
1,755
DIVISION
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
TOTAL Academic Space 4,268
// 69
Cabrillo College Educational Master Plan
// Determination of Future Space Needs
CABRILLO COLLEGE
Including Aptos, Scotts Valley aCnd Other Off-­‐Site Locations
CABRILLO OLLEGE
Title 5 Qualifications for Academic SpaceCourses
Including Aptos, Scotts Valley and Other Off-­‐Site 2015 -­‐ 2for 025Academic Space
Title 5 Qualifications 2015 -­‐ 2025
Year 2015
Lab ASF
Projected Qualifications for Academic Space
Year 2020
TOTAL
Academic Space
Lecture
ASF
Lab ASF
TOTAL
Academic Space
Lecture
ASF
Year 2025
DIVISION
Lecture
ASF
Lab ASF
TOTAL
Academic Space
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
8,110
2,506
6,342
13,514
12,320
5
267
6,876
19,517
32,100
12,433
34,434
1,048
1,231
14,986
22,023
38,442
25,947
46,754
1,053
1,498
8,547
2,740
6,623
14,367
13,005
5
278
7,617
21,173
33,825
12,697
36,293
1,165
1,280
16,164
23,914
40,448
27,064
49,299
1,171
1,559
9,235
2,842
6,757
15,131
14,284
6
296
8,263
21,542
33,972
13,064
39,362
1,272
1,335
17,498
24,384
40,729
28,195
53,647
1,278
1,631
TOTAL 43,063
107,639
150,702
45,566
114,051
159,618
48,551
118,810
167,361
WATSONVILLE CENTER
Title 5 Qualifications for Academic Space
2015 -­‐ 2025
Year 2015
DIVISION
Lecture
ASF
Lab ASF
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
2,414
272
185
1,562
1,491
-­‐
85
5,628
327
880
387
1,824
357
586
TOTAL 6,009
9,990
Projected Qualifications for Academic Space
Year 2020
TOTAL
Academic Space
Lecture
ASF
Lab ASF
TOTAL
Academic Space
Lecture
ASF
Year 2025
Lab ASF
TOTAL
Academic Space
8,042
599
1,066
1,949
3,316
357
671
2,588
401
286
2,032
1,710
-­‐
79
5,696
430
1,075
574
2,418
443
546
8,284
831
1,361
2,606
4,128
443
625
2,833
489
417
2,324
2,251
-­‐
86
5,974
538
1,556
675
3,336
514
594
8,807
1,027
1,973
2,999
5,587
514
680
15,999
7,096
11,182
18,278
8,400
13,186
21,586
// 70
Cabrillo College Educational Master Plan
// Determination of Future Space Needs
CABRILLO COLLEGE
DISTANCE EDUCATION
Title 5 Qualifications for Academic Space
2015 -­‐ 2025
Year 2015
Lab ASF
Projected Qualifications for Academic Space
Year 2020
TOTAL
Academic Space
Lecture
ASF
Lab ASF
TOTAL
Academic Space
Lecture
ASF
Year 2025
DIVISION
Lecture
ASF
Lab ASF
TOTAL
Academic Space
Business, English & Language Arts
Health, Athletics, Wellness & Kinesiology
Visual and Performing Arts Human Arts & Social Sciences
Natural & Applied Sciences
Library
Counseling & Educational Support Svs.
2,163
-­‐
-­‐
-­‐
401
-­‐
-­‐
450
-­‐
-­‐
-­‐
1,584
-­‐
-­‐
2,613
-­‐
-­‐
-­‐
1,985
-­‐
-­‐
2,481
-­‐
-­‐
-­‐
403
-­‐
-­‐
482
-­‐
-­‐
-­‐
2,232
-­‐
-­‐
2,963
-­‐ -­‐ -­‐ 2,635
-­‐ -­‐ 2,984
-­‐
-­‐
-­‐
407
-­‐
-­‐
550
-­‐
-­‐
-­‐
3,842
-­‐
-­‐
3,534
-­‐ -­‐ -­‐ 4,248
-­‐ -­‐ TOTAL 2,564
2,034
4,598
2,885
2,714
5,599
3,390
4,392
7,782
// 71
Cabrillo College Educational Master Plan
// Determination of Future Space Needs
Space Requirements:
All Programs And Services Of The College
The college is currently reporting 55,537 ASF of inactive space on campus. The
Based on the growth projections for WSCH and student enrollment, the future
would still have an excess of 25,201 ASF.
space needs to accommodate the program of instruction can be determined.
While the Watsonville Center shows no need for Classroom or Laboratory space,
The projections include all facility needs of the college – academic space as
it does show a need for space in other room use categories. Currently the Space
well as space for support services. Using the allowable standards referenced
Inventory reports no space in the Instructional Media category for the Watsonville
in the California Code of Regulations Title 5 (Appendix D: Space Determination
Center. It is essential that the college confirms that the current space is coded
Methodology) and the college’s current space inventory, the college will not
properly in order to validate future space needs.
show an overall significant need for space through the year 2025. There are
however, specific space categories that will show a need for space.
total space needs for the college in 2025 is projected to be 30,336 ASF. If the
college were to remodel or repurpose the existing, inactive space on campus it
Although the college may qualify for space in a particular category based on
the California Code of Regulations, Title 5, it is up the college to determine if
The following tables present the space needs for the year 2025. The table
there is in fact a need for space in that particular category. The same space
reflects the current space on campus, as cited in the Space Inventory Report 17,
allocation formulas are utilized across the California Community College system
as well as the space the college will qualify for in 2025. The final column reflects
and because each campus is unique, it is essential that each college evaluate
any space needs that the college will have in 2025.
the actual need for space by taking into consideration both the quantitative
The State Chancellor’s Office monitors five space categories for funding
and qualitative information available. There may be space categories where the
consideration/support. These categories are:
college shows a qualification for space but there may not be a need to build
§§ Classroom
space in that specific category.
§§ Laboratory
§§ Office/Conference
§§ Library/LRC
§§ Instructional Media (AV/TV)
An analysis of the total space needs shows that by the year 2025 the college
will require space in three of the above listed categories – classroom (4,371
ASF), laboratory (7,434 ASF) and Instructional Media (AV/TV). (13,348 ASF). It is
important to note that the current Space Inventory is reporting 115 ASF in the
category of Instructional Media (AV/TV). It is essential that the college confirm the
space in this category to validate the need for space in this category. The college
will also qualify for additional space in the support service area of merchandising
(1,194 ASF).
// 72
Cabrillo College Educational Master Plan
// Determination of Future Space Needs
CABRILLO COLLEGE
Space Needs Forecast
Room Use
Category
0
100
210-­‐230
235-­‐255
300
400
510-­‐515
520-­‐525
530-­‐535
540-­‐555
580
590
610-­‐625
630-­‐635
650-­‐655
660-­‐665
670-­‐690
710-­‐715
720-­‐770
800
2012 -­‐ 2013
Space Inventory
Description
Inactive
Classroom
Laboratory
Non Class Laboratory
Office/Conference
Library
Armory/Armory Service
Phys Ed (Indoor)
(AV/TV)
Clinic/Demonstration
Greenhouse
Other
Assembly/Exhibition
Food Service
Lounge/Lounge Service
Merchandizing
Meeting /Recreation
Data Processing/Comp
Physical Plant
Health Services
Totals
55,537
44,180
111,891
1,011
65,940
47,636
0
41,221
115
2,720
16,439
0
39,731
13,318
4,714
11,071
21,151
6,290
29,912
918
513,795
2025 Title 5
Space Allowances
0
48,551
118,810
1,526
51,603
46,955
0
35,000
13,463
6,427
0
0
16,067
9,640
3,575
12,265
5,350
5,000
18,715
1,200
394,147 2025 Space
Needs
0
4,371
6,919
515
0
0
0
0
13,348
3,707
0
0
0
0
0
1,194
0
0
0
282
30,336 For a detailed explanation of each room use category, see Appendix F
// 73
Cabrillo College Educational Master Plan
// Determination of Future Space Needs
WATSONVILLE CENTER
Space Needs Forecast
Room Use
Category
0
100
210-­‐230
235-­‐255
300
400
510-­‐515
520-­‐525
530-­‐535
540-­‐555
580
590
610-­‐625
630-­‐635
650-­‐655
660-­‐665
670-­‐690
710-­‐715
720-­‐770
800
2012 -­‐ 2013
Space Inventory
Description
Inactive
Classroom
Laboratory
Non Class Laboratory
Office/Conference
Library
Armory/Armory Service
Phys Ed (Indoor)
(AV/TV)
Clinic/Demonstration
Greenhouse
Other
Assembly/Exhibition
Food Service
Lounge/Lounge Service
Merchandizing
Meeting /Recreation
Data Processing/Comp
Physical Plant
Health Services
Totals
0
9,846
17,390
1,188
4,948
3,711
0
1,396
0
0
0
0
3,731
0
0
490
271
0
0
207
43,178
2025 Title 5
Space Allowances
0
8,400
13,186
303
7,311
8,750
0
4,400
1,500
1,276
0
0
3,189
850
516
800
1,062
375
2,200
400
54,518 2025 Space
Needs
0
0
0
0
2,363
5,039
0
3,004
1,500
1,276
0
0
0
850
516
310
791
375
2,200
193
18,417 For a detailed explanation of each room use category, see Appendix F
// 74
Cabrillo College Educational Master Plan
// Recommendations
Recommendations
Sustaining Projections for Growth
§§ Reconfigure the current layout for Student Services to provide an environment
§§ The college will need to develop a strategy that will reflect the projections noted
§§ The college continue its efforts to strengthen the integration and coordination
in the Educational Master Plan relative to future growth.
§§ Given the current trends in education, grow the Distance Education program
at the college according to the growth model presented as part of the EMP.
Use this educational delivery system as a way to increase the overall WSCH,
capture the rate of population growth across the state and provide access for all
residents in the state to the dynamic program at Cabrillo College.
§§ Evaluate the long-term plan for the Scotts Valley Center.
that creates ease for both current and prospective students.
of Instructional Services and Student Services in meeting the obligations of
SB1456 - Student Success Act of 2012.
§§ The college continue to proactively address the requirements of SB1456 Student Success Act of 2012 by assuring alignment of its ability to provide
timely services to students that include but not limited to:
»» 1. Orientation services
»» 2. Administration of assessment that determine student competency
in computational and language skills and readiness for college
Student Services
§§ Consider utilizing “E-Services” for student services related functions that can
»» 3. Counseling and educational planning services
be automated thus reducing the resources needed both on campus and by
Commitment to the Core Academic Programs
college personnel.
§§ Annually review and reprioritize the Program Reduction and Discontinuance
Matrix as appropriate ensuring that the established process is maintained and
collaboration by all shareholders of the college remains a priority.
§§ The college should set, as its highest priority, accommodating the long-term
needs of its core programs, particularly those of Science, Mathematics,
Humanities, and Language Arts. The college will also need to ensure that it is
adequately preparing students for postsecondary level work via its program of
instruction as well as providing opportunities for learning in the career technical
education areas that lead to employment.
§§ Evaluate and institutionalize relevant activities and curriculum developed through
the Title V Hispanic-Serving Institution Grant as part of the ongoing commitment
to institutionalize quality and improvement and student success outcomes.
// 75
Cabrillo College Educational Master Plan
// Recommendations
Watsonville Center
§§ Consider the feasibility and community interest for offering intensive/shorter
term course offerings to meet the needs of the population in the Watsonville
service area. The offerings would likely be in CTE or certificate programs.
Integrated Planning
§§ Continue to strengthen integrated planning processes by assuring all plans
are in alignment with the college’s mission and priorities.
Facility Considerations
§§ Update the room use category coding on the college’s Report 17 Space
Inventory (an annual record submitted to the State Chancellor’s Office of
the gross square footage and the assignable square footage at a college) to
ensure an accurate representation of the college’s space utilization.
§§ Based on the data generated, needed space for instruction and instructional
support purposes can be accommodated via the repurposing of space
within the existing buildings of the college.
Operational Efficiency
§§ The college will need to devise a plan that will sustain its operational
efficiency, ensuring that instructional programs are operating at the state
standards for the generation of weekly student contact hours as related to
class sections and enrolled seats.
§§ Determine appropriate resources to provide ongoing maintenance to support
college facilities.
// 76
Cabrillo College Educational Master Plan
// Total Cost of Ownership
Total Cost of Ownership
As part of its comprehensive master planning process, Cabrillo Community College
facilities as well as for the remodeling and/or construction of new facilities at the
District has developed a systematic, college-wide approach for all planning and
college. The District may wish to review satellite facilities as part of this process.
budgeting activities. In addition to the assessment of all current functions and
The basis for the procedure shall be the concept of Total Cost of Ownership (TCO)
activities, the college has engaged in on-going assessment of future programs,
as it is typically used in areas such as information technology, governmental cost
services, and facilities. To strengthen the comprehensiveness of the integrated
assessments and corporate budget analysis.
planning process and the allocation of resources, the college may also incorporate
The purpose of TCO is to provide an institutionally agreed upon, systematic
the concept of “Total Cost of Ownership” (TCO) as a viable element to include in
this on-going assessment. TCO has the potential to add a critical dimension to the
proactive planning and budget allocation process of the college.
Definition of Total Cost of Ownership (TCO)
procedure by which each existing facility in the District is evaluated and, at the
same time, to establish a quantitative, data base that will assist the District and
the college in determining the viability of existing facilities as well as the feasibility
of remodeling and/or constructing new facilities.
Total Cost of Ownership (TCO), as used for college facilities, shall be defined
Objectives to be Achieved
as the systematic quantification of all costs generated over the useful lifespan
The objectives to be achieved by the development of this procedure are as follows:
of the facility (30-50 years). The goal of TCO is to determine a value that
will reflect the true, effective cost of the facility including planning, design,
constructing and equipping of the facility and also the recurring costs to operate
the facility over the useful lifespan of the facility (30-50 years). The one-time
costs or capital construction and related costs shall be as listed on the JCAF32 Report developed by the California Community College Chancellor’s Office
as part of its capital construction program. The recurring or operating costs shall
include staffing, institutional support services, replaceable equipment, supplies,
maintenance, custodial services, technological services, utilities and related dayto-day operating expenses for the facility.
Purpose of the Process
§§ Establish an agreed upon systematic procedure for the evaluation of existing
and proposed college facilities.
§§ Utilize the concept of, “Total Cost of Ownership” (TCO), to develop a process
for the evaluation of facilities that can be integrated into the overall TCO
program of the District.
§§ Develop a procedure for the assessment of existing and proposed facilities
that utilizes existing data from college files as well as information from the
statewide files of the California Community College Chancellor’s Office.
§§ Ensure that the database developed for the procedure is compatible with
current state reporting systems such as FUSION (Facilities Utilization Space
Inventory Option Net).
§§ Design the prototype system in a manner that allows the college to annually
To implement the TCO process, the District needs to establish a standardized
update the information in the system and add additional data elements as
procedure for determining the “Total Cost of Ownership” (TCO) for existing
may be needed as part of the institutional planning and budgeting process.
// 77
Cabrillo College Educational Master Plan
// Total Cost of Ownership
Approval Process
TOTAL COST OF OWNERSHIP MODEL
The facilities planning module
College:
Dept/Division:
is but one portion of the overall
Date:
Planning Year:
Total Cost of Ownership
Requestor:
planning model that must be
Project Title:
developed by the District. As
A. Name of Facility: such, it must be integrated into
B. State Inventory Building Number (If existing facility): the overall planning system and
C. Project Description: ultimately approved through
D. Project Justification: the College/District shared
E. History of Building: governance process.
F. Assignable Square Footage: G. Gross Square Footage: Assessment
Format
H. Initial Date of Occupancy: I. Programs/Services Housed in the Facility: _________ (Instructional Program/Support Svc.)
J. Total Project Cost:
Outlined in the table is a draft
1. Construction Cost of the format that has been
2. Architecture/Engineering Other “soft” costs developed for the assessment of
3. State Contribution a proposed facility project. It can
4. Local Contribution be used for either a new project
5. TOTAL Project Cost or a remodeled project. The
K. Analysis of Interior Space:
costs listed in the analysis must
1. Classroom (100 space) be obtained from the general
2. Laboratory (200 space) operating fund of the District
3. Office (300 space) from the previous fiscal year.
4. Library (400 space) 5. AV/TV (500 space) 6. All Other Space L. Weekly Student Contact Hour Capacity (WSCH): M. Capacity Load Ratio/Utilization of Facility
1. Classroom Load (State Std.) 32-­‐35 Hours/week
2. Classroom Use (F-­‐06) _______Hours/week
3. Laboratory Load (State Std.) 28 -­‐32 Hours/week
4. Laboratory Use (F-­‐06) _______Hours/week // 78
Cabrillo College Educational Master Plan
// Total Cost of Ownership
Infrastructure / Utility Systems
TABLE A -­‐ CAMPUS-­‐WIDE INFRASTRUCTURE CAPITAL IMPROVEMENT COST
In addition to the capital construction cost for facilities, the District
must also construct major infrastructure improvements throughout
*** SAMPLE DATA ***
the project site/college campus. As part of TCO, each building must
assume a proportionate share of the infrastructure capital improvement
costs. The proportionate share or ratio for a particular facility is based
on the Gross Square Footage (OGSF) of that facility divided by the
total Gross Square Footage (OGSF) for the campus. In turn, this ratio
is applied to the estimated total cost of the campus-wide infrastructure
system. A typical present-value cost of a campus-wide system has been
estimated at $29,800,000. The breakdown of costs by major category
Electricity
$3,900,000
Water
$2,700,000
Gas
$1,300,000
Data/Communications
$5,500,000
Sewer/Storm Drains
$4,400,000
Roads, Parking, Landscaping
$7,100,000
Grading, Misc. Improvements
$4,900,000
is shown in the table.
TOTAL
$29,800,000
// 79
Cabrillo College Educational Master Plan
// Total Cost of Ownership
Implementation Process
TOTAL COST OF OWNERSHIP PROCEDURE – FISCAL ANALYSIS
FACILITY: _______________________
TCO FACTOR
2010
2011
2012
2013
2014
2015
2016
Assignable Square Feet
Gross Square Feet
Initial Date of Occupancy
Total Cost for Facility
Space Allocation
Classroom
Laboratory
Office Library
AV/TV
All Other
WSCH Capacity
Capacity Load Ratios
Classroom
Laboratory
Office Library
AV/TV
Faculty Costs (2 FTEF)
Support Staff Costs (__FTE)
Instructional Aide (___FTE)
Facilities Mgt. (___FTE)
Infrastructure Operating Costs (Prorated share of Total)
Infrastructure Operating Costs (Prorated share of Total)
Electrical
Water/Sewer/Waste Mgt.
Gas
Maintenance/Operation Costs
Custodial
Service Contracts
Supplies
Maintenance/Operation Costs
Landscaping/Grounds/Parking
Equipment and Supplies
Insurance Costs
District-­‐wide Indirect Cost Factor (0..668 of all other costs)
// 80
Cabrillo College Educational Master Plan
// Appendix
Appendix A: Cabrillo Planning Cycle
IMPLEMENTATION -­‐ Instruc@onal and non-­‐ Instruc@onal Program Plans -­‐ Improvement cycle; re-­‐evalua@on RESOURCE DISTRIBUTION -­‐ Funding priori@es -­‐ College Planning Council -­‐ President's Cabinet -­‐ Component, Division & Department Integrated Planning EVALUATION -­‐ Program Reviews; Student Achievement Data -­‐ SLO/AUO assessment -­‐ ARCC Scorecard -­‐ Effec@veness of Processes, Policies, Organiza@on
GOAL SETTING -­‐ College Strategic Plan -­‐ Educa@onal Master Plan -­‐ Facili@es Master Plan -­‐ Technology Plan // 81
Cabrillo College Educational Master Plan
// Appendix
Appendix B: AACJC Planning Processes
ACCJC Evaluation, Planning & Improvement
Cycles – Synthesized from Guide
MISSION Student success Core 4 IMPLEMENTATION • College Strategic Plan • Educational Master Plan • Facilities Master Plan • Technology Plan • Departmental Plans • Instructional Program Plans RESOURCE DISTRIBUTION Funding priorities PLANNING CYCLE • Evaluation • Goal setting • Resource Distribution • Implementation • Re-­‐evaluation EVALUATION • Program Reviews • Assessment o f Programs and SLOs • Effectiveness o f Processes, Policies, Organization GOAL SETTING Written, current institutional plans that describe ways in which the institution will achieve its goals IMPROVEMENT Ongoing systematic cycle of evaluation: • Integrated Planning • Implementation • Re-­‐evaluation EVALUATION ELEMENTS Student Achievement: • No. of graduates • Retention rates • Course completion rates • Job placement rates SLOs: • Development & dissemination o f SLOs • Samples of student work/performance • Summary data on measured SLOs • Measurement and analysis of student attainment of SLOs used as part of evaluation and planning improvement of teaching/learning process as result o f analysis Institutional performance: Presence and effective use of institutional resources, structures, and policies, to achieve educational mission // 82
Cabrillo College Educational Master Plan
// Appendix
Appendix C: Program of Instruction Additional Data
APTOS: BELA
BELA
Accounting
Business
Finance
Computer Apps/Bus Tech.
Digital Mgmt.&Career Prep.
English
English as a Second Lang.
French
German
Italian
Japanese
Journalism
Reading
Real Estate
Sign Language
Spanish
Sub total
Sec
8
9
1
21
14
116
16
5
2
4
2
9
14
2
4
29
256
Total WSCH
1,553
1,165
194
2,145
1,198
8,513
407
598
219
439
237
476
943
218
568
3,148
22,020
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
194.1
129.4
194.1
102.1
85.6
73.4
25.5
119.5
109.7
109.7
118.3
52.9
67.3
108.8
141.9
108.6
86.0
47.33
35.50
5.92
65.37
36.52
259.44
12.42
18.22
6.68
13.37
7.21
14.52
28.73
6.63
17.30
95.94
671.07
446.4
358.4
51.2
443.9
569.6
4,478.4
521.6
344.0
137.6
275.2
137.6
241.6
307.2
102.4
275.2
1,787.2
10,477.5
2015
Lab Hrs
0.0
0.0
0.0
899.1
91.2
971.2
332.8
0.0
0.0
0.0
0.0
120.0
396.8
0.0
0.0
0.0
2,811.1
Sec
9
10
1
22
15
121
9
5
2
4
2
4
14
0
5
30
253
2020
Lec WSCH Lab WSCH Total WSCH 1,647.0
1,150.0
214.0
658.1
1,150.8
6,960.5
269.2
625.0
224.0
448.0
240.0
147.0
427.6
678.0
3,420.0
18,259.2
1,332.9
184.2
1,509.5
171.8
73.0
552.4
3,823.8
1,647.0
1,150.0
214.0
1,991.0
1,335.0
8,470.0
441.0
625.0
224.0
448.0
240.0
220.0
980.0
678.0
3,420.0
22,083.0
FTES
Sec
50.19
35.05
6.52
60.68
40.69
258.13
13.44
19.05
6.83
13.65
7.31
6.70
29.87
0.00
20.66
104.23
673.01
10
11
2
22
15
126
11
5
2
4
2
4
15
0
5
31
265
2025
Lec WSCH Lab WSCH Total WSCH 1,800.0
1,243.0
402.0
825.3
1,215.4
6,989.3
329.1
630.0
236.0
472.0
244.0
157.7
435.3
690.0
3,565.0
19,234.0
1,671.7
194.6
1,515.7
209.9
78.3
562.2
4,232.5
1,800.0
1,243.0
402.0
2,497.0
1,410.0
8,505.0
539.0
630.0
236.0
472.0
244.0
236.0
997.5
690.0
3,565.0
23,466.5
FTES
Sec
54.86
37.88
12.25
76.10
42.97
259.20
16.43
19.20
7.19
14.38
7.44
7.19
30.40
0.00
21.03
108.65
715.17
11
12
2
22
15
130
12
5
2
4
2
4
16
0
5
32
274
Lec WSCH Lab WSCH Total WSCH 1,969.0
1,320.0
404.0
865.3
1,305.9
7,852.2
388.3
655.0
250.0
492.0
252.0
165.7
464.3
710.0
3,712.0
20,805.6
1,752.7
209.1
1,702.8
247.7
82.3
599.7
4,594.4
1,969.0
1,320.0
404.0
2,618.0
1,515.0
9,555.0
636.0
655.0
250.0
492.0
252.0
248.0
1,064.0
710.0
3,712.0
25,400.0
FTES 60.01
40.23
12.31
79.79
46.17
291.20
19.38
19.96
7.62
14.99
7.68
7.56
32.43
0.00
21.64
113.13
774.10
APTOS SECTION & WSCH/SECTION PROJECTIONS: BELA APTOS WSCH PROJECTIONS: BELA 300 25,400 26,000 25,000 22,020 22,083 WSCH 274 87 89 93 2015 2020 2025 253 86 2010 150 100 22,000 SECTIONS WSCH/SEC 50 21,000 20,000 265 256 200 23,467 24,000 23,000 250 2010 2015 2020 2025 0 // 83
Cabrillo College Educational Master Plan
// Appendix
APTOS: HAWK
HAWK
Adaptive Physical Ed.
Athletics
Dental Hygiene
Health Science
Human Services
Kinesiology
Medical Asst.
Nursing
Radiologic Tech.
Stroke Center
Sub total
Sec
19
32
10
10
12
82
32
30
22
26
275
Total WSCH
1,180
5,411
1,017
1,251
531
5,818
2,108
3,012
1,192
407
21,927
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
62.1
169.1
101.7
125.1
44.3
71.0
65.9
100.4
54.2
15.6
79.7
35.96
164.89
31.00
38.13
16.20
177.32
64.23
91.81
36.34
12.39
668.25
0.0
70.4
331.2
460.8
188.8
240.0
648.0
347.2
238.4
820.8
3,345.6
2015
Lab Hrs
Sec
809.6
1,857.6
616.0
0.0
0.0
3,000.0
374.4
3,398.4
1,006.4
0.0
11,062.4
2020
Lec WSCH Lab WSCH Total WSCH 20
33
10
12
10
75
31
30
22
12
255
218.1
374.1
1,500.0
783.0
462.8
1,611.1
300.3
259.1
240.0
5,748.6
1,160.0
5,754.9
695.9
5,784.7
930.9
2,939.7
1,093.9
18,359.9
1,160.0
5,973.0
1,070.0
1,500.0
783.0
6,247.5
2,542.0
3,240.0
1,353.0
240.0
24,108.5
FTES
Sec
35.35
182.03
32.61
45.71
23.86
190.40
77.47
98.74
41.23
7.31
734.74
20
33
10
13
11
76
31
30
22
12
258
2025
Lec WSCH Lab WSCH Total WSCH APTOS WSCH PROJECTIONS: HAWK 212.1
398.6
1,690.0
1,001.0
529.2
1,611.1
303.1
307.6
240.0
6,292.7
1,330.0
5,595.9
741.4
6,614.8
930.9
2,966.9
1,298.4
19,478.3
1,330.0
5,808.0
1,140.0
1,690.0
1,001.0
7,144.0
2,542.0
3,270.0
1,606.0
240.0
25,771.0
FTES
Sec
40.53
177.01
34.74
51.50
30.51
217.72
77.47
99.66
48.94
7.31
785.40
20
34
10
14
11
77
32
31
22
12
263
Lec WSCH Lab WSCH Total WSCH 214.8
412.6
1,855.0
1,001.0
553.3
1,642.8
296.0
311.8
240.0
6,527.2
1,320.0
5,667.2
767.4
6,915.7
949.2
2,897.0
1,316.2
19,832.8
1,320.0
5,882.0
1,180.0
1,855.0
1,001.0
7,469.0
2,592.0
3,193.0
1,628.0
240.0
26,360.0
FTES 40.23
179.26
35.96
56.53
30.51
227.63
78.99
97.31
49.62
7.31
803.35
APTOS SECTION & WSCH/SECTION PROJECTIONS: HAWK 300 30,000 25,000 21,927 24,109 25,771 26,360 250 255 258 263 95 100 100 2015 2020 2025 200 20,000 WSCH 15,000 150 100 10,000 80 SECTIONS WSCH/SEC 50 5,000 0 275 2010 2015 2020 2025 0 2010 // 84
Cabrillo College Educational Master Plan
// Appendix
APTOS: VAPA
VAPA
Art History
Art Photography
Art Studio
Dance
Digital Media
Music
Theatre Arts
Sub total
Sec
WSCH
8
14
76
27
16
68
26
235
1,562
1,703
7,174
2,203
2,828
7,407
2,202
25,079
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
195.2
121.6
94.4
81.6
176.8
108.9
84.7
106.7
47.59
51.89
218.64
67.14
86.19
225.73
67.12
764.30
409.6
556.8
1,443.2
512.0
771.2
2,856.0
979.2
7,528.0
2015
Lab Hrs
0.0
616.0
2,820.8
806.3
603.2
1,171.2
1,289.6
7,307.1
Sec
9
14
76
27
18
78
23
245
2020
Lec WSCH Lab WSCH Total WSCH 1,764.0
870.7
2,572.3
938.5
1,747.3
5,835.8
923.2
14,651.9
-­‐
963.3
5,027.7
1,478.0
1,366.7
2,393.2
1,215.8
12,444.6
1,764.0
1,834.0
7,600.0
2,416.5
3,114.0
8,229.0
2,139.0
27,096.5
FTES 53.76
55.89
231.62
73.65
94.90
250.79
65.19
825.80
Sec
9
14
76
27
18
78
24
246
Lec WSCH Lab WSCH Total WSCH 1,935.0
884.0
2,765.2
1,043.4
1,717.0
5,974.1
984.0
15,302.8
-­‐
978.0
5,404.8
1,643.1
1,343.0
2,449.9
1,296.0
13,114.7
APTOS WSCH PROJECTIONS: VAPA 28,418 29,000 28,832 10
15
77
28
19
79
24
252
Lec WSCH Lab WSCH Total WSCH 2,060.0
922.2
2,710.4
1,054.8
1,823.1
6,022.7
1,020.3
15,613.5
-­‐
1,020.3
5,297.6
1,661.2
1,425.9
2,469.8
1,343.7
13,218.5
2,060.0
1,942.5
8,008.0
2,716.0
3,249.0
8,492.5
2,364.0
28,832.0
FTES 62.78
59.20
244.05
82.77
99.02
258.82
72.05
878.69
250 200 25,079 WSCH 150 245 246 252 107 111 116 114 2010 2015 235 SECTIONS WSCH/SEC 100 25,000 50 24,000 23,000 58.97
56.75
248.99
81.87
93.26
256.73
69.49
866.06
Sec
APTOS SECTION & WSCH/SECTION PROJECTIONS: VAPA 27,000 26,000 1,935.0
1,862.0
8,170.0
2,686.5
3,060.0
8,424.0
2,280.0
28,417.5
FTES 300 27,097 28,000 2025
2010 2015 2020 2025 0 2020 2025 // 85
Cabrillo College Educational Master Plan
// Appendix
APTOS: HASS
HASS
Anthropology
Communication Studies
Criminal Justice
Culinary Arts&Hosp.Mgmt.
Early Childhood Edu.
Economics
Education
Fire Technology
Geography
History
Meteorology
Philosophy
Political Science
Psychology
Sociology
Women's Studies
Sub total
Sec
33
34
16
25
45
7
1
28
6
26
2
15
10
22
12
1
283
BASELINE FALL 2010
WSCH per Sec FTES Total WSCH
3,095
2,965
2,278
2,231
1,907
1,242
156
5,758
1,090
3,504
336
2,624
1,466
3,539
1,805
163
34,159
93.8
87.2
142.4
89.2
42.4
177.4
156.0
205.6
181.7
134.8
168.0
174.9
146.6
160.9
150.4
163.2
120.7
94.32
90.37
69.42
67.99
58.13
37.84
4.75
175.49
33.23
106.78
10.24
79.97
44.67
107.86
55.00
4.97
1,041.04
2015
Lec Hrs
870.4
1,438.4
496.0
640.0
1,008.0
358.4
35.2
531.2
240.0
1,228.8
51.2
768.0
512.0
1,126.4
614.4
51.2
9,969.6
Lab Hrs
Sec
460.8
0.0
18.2
1,689.6
652.8
0.0
0.0
138.8
102.4
0.0
51.2
0.0
0.0
51.2
0.0
0.0
3,165.0
2020
Lec WSCH Lab WSCH Total WSCH 28
36
16
25
43
8
1
26
7
27
2
16
12
24
13
1
285
1,968.1
3,168.0
2,268.8
673.1
1,696.4
1,416.0
160.5
4,432.0
897.9
3,726.0
180.5
2,752.0
1,776.0
3,719.0
2,275.0
167.0
31,276.1
1,041.9
83.2
1,776.9
1,098.6
1,158.0
383.1
180.5
169.0
5,891.4
3,010.0
3,168.0
2,352.0
2,450.0
2,795.0
1,416.0
160.5
5,590.0
1,281.0
3,726.0
361.0
2,752.0
1,776.0
3,888.0
2,275.0
167.0
37,167.5
FTES
Sec
91.73
96.55
71.68
74.67
85.18
43.15
4.89
170.36
39.04
113.55
11.00
83.87
54.13
118.49
69.33
5.09
1132.72
28
36
17
25
44
8
1
27
7
28
3
17
13
25
13
2
294
2025
Lec WSCH Lab WSCH Total WSCH APTOS WSCH PROJECTIONS: HASS 2,096.2
3,456.0
2,328.6
673.1
1,548.9
1,472.0
162.0
4,356.2
937.1
4,256.0
259.5
3,026.0
1,963.0
4,089.1
2,314.0
310.0
33,247.8
1,109.8
85.4
1,776.9
1,003.1
1,138.3
399.9
259.5
185.9
5,958.7
3,206.0
3,456.0
2,414.0
2,450.0
2,552.0
1,472.0
162.0
5,494.5
1,337.0
4,256.0
519.0
3,026.0
1,963.0
4,275.0
2,314.0
310.0
39,206.5
FTES
Sec
97.71
105.33
73.57
74.67
77.78
44.86
4.94
167.45
40.75
129.71
15.82
92.22
59.82
130.29
70.52
9.45
1194.86
29
37
17
25
45
9
1
28
8
29
3
18
14
26
14
3
306
Lec WSCH Lab WSCH Total WSCH 2,114.2
3,533.5
2,418.7
673.1
1,611.4
1,633.5
162.0
4,539.8
1,062.6
4,364.5
270.8
3,285.0
2,198.0
4,203.0
2,443.0
495.0
35,008.1
1,119.3
88.8
1,776.9
1,043.6
1,186.2
453.4
270.8
191.0
6,129.9
3,233.5
3,533.5
2,507.5
2,450.0
2,655.0
1,633.5
162.0
5,726.0
1,516.0
4,364.5
541.5
3,285.0
2,198.0
4,394.0
2,443.0
495.0
41,138.0
FTES 98.54
107.69
76.42
74.67
80.91
49.78
4.94
174.51
46.20
133.01
16.50
100.11
66.99
133.91
74.45
15.09
1253.73
APTOS SECTION & WSCH/SECTION PROJECTIONS: HASS 350 45,000 40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 0 34,159 37,168 39,207 41,138 300 250 283 285 294 121 130 133 2010 2015 306 200 WSCH 150 134 SECTIONS WSCH/SEC 100 50 2010 2015 2020 2025 0 2020 2025 // 86
Cabrillo College Educational Master Plan
// Appendix
APTOS: NAS
NAS
Astronomy
Biology
Chemistry
Computer Info. Sys.
Computer Science
Const.&Energy Mgmt.
Engineering
Engineering Tech.
Environmental Sci.
Geology
Horticulture
Mathematics
Oceanography
Physics
Welding
Sub total
Sec
8
64
23
12
8
14
5
6
1
3
14
90
4
12
10
274
Total WSCH
728
5,481
4,256
1,885
1,556
1,500
823
975
208
308
1,397
16,547
678
2,158
559
39,058
BASELINE FALL 2010
WSCH per Sec FTES 91.0
85.6
185.0
157.1
194.4
107.1
164.5
162.5
208.0
102.8
99.8
183.9
169.6
179.8
55.9
142.5
22.18
167.05
129.71
57.44
47.41
45.71
25.07
29.71
6.34
9.40
42.57
504.29
20.68
65.77
17.03
1,190.34
2015
Lec Hrs
Lab Hrs
204.8
1,337.2
1,075.2
654.4
361.6
531.2
224.0
211.2
51.2
120.0
344.0
6,382.4
204.8
633.6
123.2
12,458.8
160.0
1,433.6
1,638.4
657.6
73.6
163.2
190.4
379.2
0.0
112.0
427.2
795.2
204.8
603.2
512.0
7,350.4
Sec
Lec WSCH 8
66
26
10
8
14
6
6
1
3
15
100
5
13
12
293
494.0
2,866.7
1,833.7
852.9
1,296.2
1,231.6
518.9
360.6
210.0
178.4
695.9
16,005.8
405.0
1,178.8
179.2
28,307.7
2020
Lab WSCH Total WSCH 386.0
3,073.3
2,794.3
857.1
263.8
378.4
441.1
647.4
166.6
864.1
1,994.2
405.0
1,122.2
744.8
14,138.3
880.0
5,940.0
4,628.0
1,710.0
1,560.0
1,610.0
960.0
1,008.0
210.0
345.0
1,560.0
18,000.0
810.0
2,301.0
924.0
42,446.0
FTES
Sec
Lec WSCH 26.82
181.03
141.04
52.11
47.54
49.07
29.26
30.72
6.40
10.51
47.54
548.57
24.69
70.13
28.16
1293.59
9
67
27
11
9
14
6
6
2
3
15
105
5
14
13
306
490.1
2,813.1
1,866.8
905.3
1,488.1
1,413.7
572.4
388.5
392.0
190.1
769.5
16,666.0
452.5
1,262.3
210.5
29,880.9
APTOS WSCH PROJECTIONS: NAS 39,058 42,446 382.9
3,015.9
2,844.7
909.7
302.9
434.3
486.6
697.5
177.4
955.5
2,076.5
452.5
1,201.7
875.0
14,813.1
873.0
5,829.0
4,711.5
1,815.0
1,791.0
1,848.0
1,059.0
1,086.0
392.0
367.5
1,725.0
18,742.5
905.0
2,464.0
1,085.5
44,694.0
FTES
Sec
Lec WSCH 26.61
177.65
143.59
55.31
54.58
56.32
32.27
33.10
11.95
11.20
52.57
571.20
27.58
75.09
33.08
1362.10
10
69
29
12
10
15
7
7
2
4
15
113
6
16
14
329
538.9
2,913.7
1,976.4
966.6
1,632.7
1,422.9
656.5
438.2
422.0
244.1
796.2
18,388.0
531.0
1,508.2
230.8
32,666.3
Lab WSCH Total WSCH 421.1
3,123.8
3,011.6
971.4
332.3
437.1
558.0
786.8
227.9
988.8
2,291.0
531.0
1,435.8
959.2
16,075.7
960.0
6,037.5
4,988.0
1,938.0
1,965.0
1,860.0
1,214.5
1,225.0
422.0
472.0
1,785.0
20,679.0
1,062.0
2,944.0
1,190.0
48,742.0
FTES 29.26
184.00
152.02
59.06
59.89
56.69
37.01
37.33
12.86
14.38
54.40
630.22
32.37
89.72
36.27
1485.47
APTOS SECTION & WSCH/SECTION PROJECTIONS: NAS 44,694 329 300 250 40,000 200 30,000 WSCH 20,000 274 293 143 145 306 146 148 150 SECTIONS WSCH/SEC 100 10,000 0 Lab WSCH Total WSCH 350 48,742 50,000 2025
50 2010 2015 2020 2025 0 2010 2015 2020 2025 // 87
Cabrillo College Educational Master Plan
// Appendix
APTOS: LIBRARY
LIBRARY
Coop.Wk Exp Ed.
Library
Sub total
Sec
9
30
39
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
Total WSCH
164
569
733
18.2
19.0
18.8
5.00
17.34
22.34
0.0
17.6
17.6
2015
Lab Hrs
Sec
0.0
1,020.8
1,020.8
9
32
41
Lec WSCH Lab WSCH 11.4
11.4
Total WSCH 660.6
660.6
2020
FTES
198.0
672.0
870.0
6.03
20.48
26.51
Sec
10
34
44
1,000 881 40 600 WSCH 30 400 20 200 10 2015 2020 133.0
748.0
881.0
4.05
22.80
26.85
Sec
11
37
48
Lec WSCH Lab WSCH 13.8
13.8
Total WSCH 800.2
800.2
FTES 133.0
814.0
947.0
4.05
24.81
28.86
50 733 2010 735.3
735.3
FTES
60 947 800 0 12.7
12.7
2025
APTOS SECTION & WSCH/SECTION PROJECTIONS: LIBRARY APTOS WSCH PROJECTIONS: LIBRARY 870 Lec WSCH Lab WSCH Total WSCH 2025 0 39 41 44 48 SECTIONS WSCH/SEC 19 2010 21 20 20 2015 2020 2025 // 88
Cabrillo College Educational Master Plan
// Appendix
APTOS: COUNSELING & EDUCATIONAL SUPPORT SERVICES
Sec
COUNSELING & ESS
Counseling & Guidance
Learning Skills
Sub total
15
5
20
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
Total WSCH
959
222
1,181
63.9
44.5
59.1
29.23
6.78
36.01
220.8
76.8
297.6
2015
Lab Hrs
Sec
332.8
60.8
393.6
16
5
21
Lec WSCH Lab WSCH 459.5
161.9
621.3
692.5
128.1
820.7
2020
Total WSCH FTES
1,152.0
290.0
1,442.0
35.11
8.84
43.95
1,400 1,442 1,502 475.4
173.0
648.4
716.6
137.0
853.6
1,579 70 69 60 1,181 50 1,000 WSCH 800 600 1,192.0
310.0
1,502.0
FTES
36.33
9.45
45.78
72 2010 2015 2020 2025 481.4
207.6
689.0
725.6
164.4
890.0
Total WSCH FTES 1,207.0
372.0
1,579.0
69 40 SECTIONS 30 WSCH/SEC 10 200 17
6
23
Lec WSCH Lab WSCH 59 20 400 Sec
80 1,200 0 16
5
21
Lec WSCH Lab WSCH 2025
APTOS SECTION & WSCH/SECTION PROJECTIONS: COUNSELING & ESS APTOS WSCH PROJECTIONS: COUNSELING & ESS 1,600 Sec
Total WSCH 0 20 21 21 23 2010 2015 2020 2025 // 89
36.78
11.34
48.12
Cabrillo College Educational Master Plan
// Appendix
WATSONVILLE CENTER: BELA
BELA
Accounting
Business
Comp Apps/Bus Tech.
Digital Mgmt & Career Prep.
English
English as a Second Lang.
Reading
Spanish
Sub total
BASELINE 2010
WSCH per Sec FTES Sec
Total WSCH
1
1
11
14
49
14
10
3
103
200
118
1,253
1,263
2,599
1,045
545
391
7,415
199.8
118.4
113.9
90.2
53.0
74.7
54.5
130.4
72.0
6.09
3.61
38.19
38.50
79.21
31.85
16.60
11.93
225.97
2015
Lec Hrs
Lab Hrs
51.2
51.2
243.9
547.4
1,422.4
768.0
204.8
206.4
3,495.3
0.0
0.0
630.3
156.8
822.4
230.4
312.0
0.0
2,151.9
Sec
1
2
11
14
50
11
10
3
102
Lec WSCH Lab WSCH 214.0
268.0
369.8
1,153.6
2,297.0
626.2
243.7
454.5
5,626.7
955.7
330.4
1,328.0
187.8
371.3
3,173.3
2020
Total WSCH FTES
Sec
214.0
268.0
1,325.5
1,484.0
3,625.0
814.0
615.0
454.5
8,800.0
6.52
8.17
40.40
45.23
110.48
24.81
18.74
13.85
268.19
2
3
12
14
51
11
10
4
107
WATSONVILLE CENTER WSCH PROJECTIONS: BELA 10,000 8,800 9,235 100 6,000 WSCH 60 4,000 40 2,000 20 2020 402.0
372.0
1,344.0
1,610.0
3,544.5
792.0
650.0
520.0
9,234.5
12.25
11.34
40.96
49.07
108.02
24.14
19.81
15.85
281.43
3
4
12
14
52
12
11
5
113
Lec WSCH Lab WSCH 597.0
484.0
395.1
1,229.7
2,306.5
669.2
283.3
640.0
6,604.8
1,020.9
352.3
1,333.5
200.8
431.7
3,339.2
Total WSCH FTES 597.0
484.0
1,416.0
1,582.0
3,640.0
870.0
715.0
640.0
9,944.0
18.19
14.75
43.15
48.21
110.93
26.51
21.79
19.50
303.06
120 9,944 103 80 2015 969.0
358.5
1,298.6
182.8
392.4
3,201.3
Sec
WATSONVILLE CENTER 7,415 2010 402.0
372.0
375.0
1,251.5
2,245.9
609.2
257.6
520.0
6,033.2
FTES
SECTION & WSCH/SECTION PROJECTIONS: BELA 8,000 0 Lec WSCH Lab WSCH 2025
Total WSCH 2025 0 102 86 107 86 113 88 72 2010 SECTIONS WSCH/SEC 2015 2020 2025 // 90
Cabrillo College Educational Master Plan
// Appendix
WATSONVILLE CENTER: HAWK
HAWK
Health Science
Human Services
Kinesiology
Medical Assistant
Sub total
Sec
1
1
2
1
5
Total WSCH
150
11
200
195
557
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
150.4
11.0
100.1
195.2
111.4
4.58
0.34
6.10
5.95
16.97
51.2
17.6
17.6
51.2
137.6
2015
Lab Hrs
Sec
0.0
0.0
70.4
0.0
70.4
Total Lec WSCH Lab WSCH WSCH 1
1
3
2
7
153.0
21.0
63.9
396.0
633.9
255.6
255.6
153.0
21.0
319.5
396.0
889.5
2020
FTES
4.66
0.64
9.74
12.07
27.11
Sec
Lec WSCH Lab WSCH 2
1
4
3
10
280.0
30.0
84.0
540.0
934.0
280.0
30.0
420.0
540.0
1,270.0
2025
FTES
Sec
8.53
0.91
12.80
16.46
38.70
2
1
5
4
12
120 1,270 100 890 WSCH 557 276.0
40.0
525.0
720.0
1,561.0
8.41
1.22
16.00
21.94
47.57
127 127 2025 130 80 SECTIONS 60 WSCH/SEC 20 2020 420.0
420.0
FTES 111 40 2015 276.0
40.0
105.0
720.0
1,141.0
Total WSCH 140 1,561 2010 Lec WSCH Lab WSCH WATSONVILLE CENTER SECTION & WSCH/SECTION PROJECTIONS: HAWK WATSONVILLE CENTER WSCH PROJECTIONS: HAWK 1,600 1,400 1,200 1,000 800 600 400 200 0 336.0
336.0
Total WSCH 0 5 7 10 12 2010 2015 2020 2025 // 91
Cabrillo College Educational Master Plan
// Appendix
WATSONVILLE CENTER: VAPA
VAPA
Art History
Art Studio
Dance
Sub total
Total WSCH
Sec
1
1
6
8
253
215
360
827
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
252.8
214.5
60.0
103.4
7.70
6.54
10.97
25.21
2015
Lab Hrs
51.2
35.2
72.0
158.4
0.0
68.8
139.2
208.0
Sec
Total Lec WSCH Lab WSCH WSCH 1
1
4
6
255.0
74.1
102.3
431.4
144.9
197.7
342.6
255.0
219.0
300.0
774.0
2020
FTES
7.77
6.67
9.14
23.59
Sec
Lec WSCH Lab WSCH 2
1
5
8
450.0
77.5
138.1
665.6
WATSONVILLE CENTER WSCH PROJECTIONS: VAPA 450.0
229.0
405.0
1,084.0
2025
FTES
Sec
13.71
6.98
12.34
33.04
660.0
148.9
162.6
971.5
291.1
314.4
605.5
140 120 100 774 WSCH 80 129 136 40 20 2015 2020 FTES 660.0
440.0
477.0
1,577.0
143 SECTIONS 103 WSCH/SEC 60 2010 Total WSCH 160 1,084 827 3
2
6
11
Lec WSCH Lab WSCH WATSONVILLE CENTER SECTION & WSCH/SECTION PROJECTIONS: VAPA 1,577 1,600 1,400 1,200 1,000 800 600 400 200 0 151.5
266.9
418.4
Total WSCH 2025 0 8 6 8 11 2010 2015 2020 2025 // 92
20.11
13.41
14.54
48.06
Cabrillo College Educational Master Plan
// Appendix
WATSONVILLE CENTER: HASS
HASS
Anthropology
Communication Studies
Criminal Justice
Culinary Arts&Hosp Mgmt.
Early Childhood Education
Fire Technology
Geography
History
Meteorology
Political Science
Psychology
Sociology
Women's Studies
Sub total
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
Sec
Total WSCH
3
4
3
1
14
1
0
3
0
2
1
1
2
35
346
286
267
115
1,062
112
419
250
211
189
218
3,474
115.2
71.6
88.9
115.2
75.8
112.0
139.7
124.8
211.2
188.8
108.8
99.3
10.53
8.73
8.13
3.51
32.36
3.41
12.78
7.61
6.44
5.75
6.63
105.87
102.4
137.6
102.4
51.2
686.4
51.2
240.0
153.6
51.2
102.4
51.2
51.2
102.4
1,883.2
2015
Lab Hrs
Sec
51.2
0.0
2.6
0.0
17.6
0.0
102.4
0.0
0.0
0.0
0.0
0.0
0.0
173.8
3
5
3
1
12
1
0
3
1
2
1
1
2
35
Lec WSCH Lab WSCH 263.0
415.0
342.3
121.5
936.0
110.0
421.5
110.0
282.0
213.0
191.0
236.0
3,641.3
131.5
8.7
24.0
164.2
2020
Total WSCH FTES
Sec
394.5
415.0
351.0
121.5
960.0
110.0
421.5
110.0
282.0
213.0
191.0
236.0
3,805.5
12.02
12.65
10.70
3.70
29.26
3.35
0.00
12.85
3.35
8.59
6.49
5.82
7.19
115.98
4
5
4
1
12
2
1
4
1
3
2
2
3
44
Lec WSCH Lab WSCH 4,976 5,000 4,000 3,474 100 3,806 80 3,000 2,000 40 1,000 20 2015 2020 460.0
390.0
492.0
125.0
996.0
236.0
162.0
484.0
120.0
397.5
418.0
374.0
321.0
4,975.5
14.02
11.89
14.99
3.81
30.35
7.19
4.94
14.75
3.66
12.11
12.74
11.40
9.78
151.63
5
6
4
2
13
2
1
4
1
3
2
3
3
49
Lec WSCH Lab WSCH 373.3
516.0
460.3
239.0
1,115.4
230.0
122.7
552.0
130.0
381.0
410.0
543.0
345.0
5,417.7
186.7
11.7
28.6
52.3
279.3
Total WSCH 560.0
516.0
472.0
239.0
1,144.0
230.0
175.0
552.0
130.0
381.0
410.0
543.0
345.0
5,697.0
FTES 17.07
15.73
14.38
7.28
34.86
7.01
5.33
16.82
3.96
11.61
12.50
16.55
10.51
173.62
120 WSCH 2010 Sec
140 5,697 60 0 153.3
12.2
24.9
48.4
238.9
FTES
WATSONVILLE CENTER SECTION & WSCH/SECTION PROJECTIONS: HASS WATSONVILLE CENTER WSCH PROJECTIONS: HASS 6,000 306.7
390.0
479.8
125.0
971.1
236.0
113.6
484.0
120.0
397.5
418.0
374.0
321.0
4,736.6
2025
Total WSCH 2025 0 99 109 113 116 44 49 2020 2025 SECTIONS 35 35 2010 2015 WSCH/SEC // 93
Cabrillo College Educational Master Plan
// Appendix
WATSONVILLE CENTER: NAS
NAS
Biology
Chemistry
Computer Science
Const./Energy Mgmt.
Geology
Mathematics
Physics
Sub total
Sec
Total WSCH
2
1
1
0
0
12
2
18
403
192
137
2,463
131
3,327
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
201.6
192.0
137.2
205.2
65.6
184.8
12.29
5.85
4.18
75.06
4.00
101.38
102.4
51.2
35.2
37.9
120.0
948.8
51.2
1,346.7
2015
Lab Hrs
102.4
51.2
20.8
11.7
112.0
68.8
51.2
418.1
Sec
Lec WSCH Lab WSCH 2
1
1
6
0
14
2
26
205.0
97.5
88.6
467.6
2,512.8
105.0
3,476.6
205.0
97.5
52.4
144.4
182.2
105.0
786.4
2020
Total WSCH FTES
Sec
410.0
195.0
141.0
612.0
2,695.0
210.0
4,263.0
12.50
5.94
4.30
18.65
0.00
82.13
6.40
129.92
3
2
1
7
0
16
3
32
Lec WSCH Lab WSCH 300.8
190.5
97.7
448.8
2,804.6
144.0
3,986.4
6,842 5,148 6,000 5,000 4,263 3,327 WSCH 4,000 3,000 2,000 1,000 0 2010 2015 2020 FTES
Sec
601.5
381.0
155.5
714.0
3,008.0
288.0
5,148.0
18.33
11.61
4.74
21.76
0.00
91.67
8.78
156.89
4
3
2
9
1
18
3
40
Lec WSCH Lab WSCH 396.0
280.5
182.3
588.3
55.9
3,591.6
151.5
5,246.1
396.0
280.5
107.7
347.7
52.1
260.4
151.5
1,595.9
Total WSCH 792.0
561.0
290.0
936.0
108.0
3,852.0
303.0
6,842.0
FTES 24.14
17.10
8.84
28.53
3.29
117.39
9.23
208.52
WATSONVILLE CENTER SECTION & WSCH/SECTION PROJECTIONS: NAS WATSONVILLE CENTER WSCH PROJECTIONS: NAS 7,000 300.8
190.5
57.8
265.2
203.4
144.0
1,161.6
2025
Total WSCH 2025 200 180 160 140 120 100 80 60 40 20 0 185 164 161 171 SECTIONS WSCH/SEC 18 2010 26 32 2015 2020 40 2025 // 94
Cabrillo College Educational Master Plan
// Appendix
WATSONVILLE CENTER: LIBRARY
LIBRARY
Library
Sub total
Sec
Total WSCH
4
4
152
152
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
38.0
38.0
4.63
4.63
0.0
0.0
2015
Lab Hrs
Total Lec WSCH Lab WSCH WSCH Sec
140.8
140.8
4
4
-
238.0
238.0
238.0
238.0
2020
FTES
7.25
7.25
Sec
Total Lec WSCH Lab WSCH WSCH 5
5
-
8.99
8.99
5
5
Lec WSCH Lab WSCH -
Total WSCH 342.5
342.5
342.5
342.5
FTES 10.44
10.44
70 295 60 238 250 Sec
80 343 300 295.0
295.0
FTES
WATSONVILLE CENTER SECTION & WSCH/SECTION PROJECTIONS: LIBRARY WATSONVILLE CENTER WSCH PROJECTIONS: LIBRARY 350 295.0
295.0
2025
50 152 69 38 60 59 40 SECTIONS 150 30 WSCH/SEC 100 20 50 10 200 0 2010 WSCH 2015 2020 2025 0 4 4 5 5 2010 2015 2020 2025 // 95
Cabrillo College Educational Master Plan
// Appendix
WATSONVILLE CENTER: COUNSELING & EDUCATIONAL SUPPORT SERVICES
Sec
COUNSELING
Counseling & Guidance
Sub total
8
8
Total WSCH
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
499
499
62.4
62.4
15.22
15.22
155.2
155.2
2015
Lab Hrs
307.2
307.2
Sec
8
8
Total Lec WSCH Lab WSCH WSCH 197.4
197.4
390.6
390.6
588.0
588.0
2020
FTES
Sec
17.92
17.92
8
8
WATSONVILLE CENTER WSCH PROJECTIONS: COUNSELING & ESS 700 600 617 588 616.5
616.5
18.79
18.79
Sec
8
8
Lec WSCH Lab WSCH 200.0
200.0
396.0
396.0
Total WSCH 670.5
670.5
90 80 70 60 500 WSCH 50 74 77 84 62 SECTIONS 40 WSCH/SEC 30 200 20 100 0 364.1
364.1
FTES
WATSONVILLE CENTER 499 300 183.9
183.9
2025
SECTION & WSCH/SECTION PROJECTIONS: COUNSELING & ESS 671 400 Total Lec WSCH Lab WSCH WSCH 8 8 8 8 2010 2015 2020 2025 10 2010 2015 2020 2025 0 // 96
FTES 20.43
20.43
Cabrillo College Educational Master Plan
// Appendix
DISTANCE EDUCATION: BELA
Sec
BELA
Accounting
Business
Computer Apps/Bus Tech.
Chinese
English
Finance
French
German
Italian
Japanese
Reading
Sign Language
Spanish
Sub total
7
12
6
0
13
1
5
2
4
2
1
6
24
83
Total WSCH
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs Lab Hrs
1,771
2,079
510
-­‐
1,373
173
445
163
304
176
74
425
2,182
9,675
253.0
173.3
85.1
-­‐
105.6
172.8
89.0
81.6
76.0
88.0
74.0
70.8
90.9
116.6
53.98
63.36
15.56
-­‐
41.84
5.27
13.56
4.97
9.26
5.36
2.26
12.94
66.51
294.87
86.4
179.2
0.0
0.0
12.8
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
278.4
Sec
0.0
35.2
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
35.2
7
12
6
1
15
1
5
2
4
2
2
6
24
87
Lec WSCH 1,827.0
1,790.3
-­‐
-­‐
1,425.0
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
5,042.3
2015
Lab WSCH -­‐
351.7
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
351.7
Total WSCH FTES 1,827.0
2,142.0
558.0
75.0
1,425.0
178.0
462.5
188.0
348.0
208.0
137.0
498.0
2,520.0
10,566.5
55.68
65.28
17.01
2.29
43.43
5.42
14.10
5.73
10.61
6.34
4.18
15.18
76.80
322.03
DISTANCE EDUCATION WSCH PROJECTIONS: BELA 12,000 9,675 140 10,567 -­‐
376.7
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
376.7
FTES 2,064.0
2,294.5
777.0
174.0
1,802.0
368.0
609.0
307.5
502.5
337.5
163.0
630.0
2,600.0
12,629.0
62.90
69.93
23.68
5.30
54.92
11.22
18.56
9.37
15.31
10.29
4.97
19.20
79.24
384.88
117 121 128 100 WSCH 8,000 80 6,000 60 4,000 40 2,000 20 2010 2015 Sec
9
14
8
3
21
3
7
4
6
4
3
7
27
116
Lec WSCH 2025
Lab WSCH 2,394.0
2,188.2
-­‐
-­‐
2,373.0
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
6,955.2
-­‐
429.8
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
429.8
Total WSCH FTES 2,394.0
2,618.0
976.0
324.0
2,373.0
573.0
812.0
454.0
684.0
482.0
276.0
798.0
3,105.0
15,869.0
72.96
79.79
29.74
9.87
72.32
17.46
24.75
13.84
20.85
14.69
8.41
24.32
94.63
483.63
137 120 10,000 0 2,064.0
1,917.8
-­‐
-­‐
1,802.0
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
5,783.8
Total WSCH 160 12,629 14,000 8
13
7
2
17
2
6
3
5
3
2
6
25
99
2020
Lab WSCH DISTANCE EDUCATION SECTION & WSCH/SECTION PROJECTIONS: BELA 15,869 16,000 Sec
Lec WSCH 2020 2025 0 116 83 87 2010 2015 99 SECTIONS WSCH/SEC 2020 2025 // 97
Cabrillo College Educational Master Plan
// Appendix
DISTANCE EDUCATION: HAWK
HAWK
Health Science
Kinesiology
Sub total
BASELINE FALL 2010
Total WSCH per WSCH
Sec FTES Lec Hrs Lab Hrs
Sec
4 465
1 78
5 543
116.3
78.0
108.6
14.17
2.38
16.55
0.0
0.0
0.0
Sec
0.0
0.0
0.0
2015
Lec Lab Total WSCH WSCH WSCH 5 -­‐
1 -­‐
6 -­‐
-­‐
-­‐
-­‐
495.0
87.5
582.5
FTES 15.09
2.67
17.75
DISTANCE EDUCATION WSCH PROJECTIONS: HAWK 1,107 800 120 -­‐
-­‐
-­‐
605.0
197.0
802.0
FTES 18.44
6.00
24.44
Sec
6 -­‐
3 -­‐
9 -­‐
-­‐
-­‐
-­‐
762.0
345.0
1,107.0
FTES 23.22
10.51
33.74
115 109 123 97 100 583 WSCH 600 400 80 SECTIONS 60 WSCH/SEC 40 200 0 5 -­‐
2 -­‐
7 -­‐
140 802 543 Sec
2025
Lec Lab Total WSCH WSCH WSCH DISTANCE EDUCATION SECTION & WSCH/SECTION PROJECTIONS: HAWK 1,200 1,000 2020
Lec Lab Total WSCH WSCH WSCH 20 2010 2015 2020 2025 0 5 6 7 9 2010 2015 2020 2025 // 98
Cabrillo College Educational Master Plan
// Appendix
DISTANCE EDUCATION: VAPA
VAPA
Art History
Digital Media
Music
Theatre Arts
Sub total
Total WSCH
Sec
1
5
3
1
10
195
888
542
129
1,753
BASELINE FALL 2010
WSCH per Sec FTES 195.0
177.5
180.6
129.0
175.3
Lec Hrs
5.94
27.05
16.51
3.93
53.44
0.0
0.0
0.0
0.0
0.0
Lab Hrs
Sec
0.0
0.0
0.0
0.0
0.0
3
6
3
1
13
2015
Lec Lab Total WSCH WSCH WSCH FTES -­‐
-­‐
-­‐
-­‐
-­‐
15.86
32.00
14.72
4.11
66.70
-­‐
-­‐
-­‐
-­‐
-­‐
520.5
1,050.0
483.0
135.0
2,188.5
DISTANCE EDUCATION WSCH PROJECTIONS: VAPA 3,699 2,831 3,000 2,500 2,189 1,753 WSCH 2,000 1,500 1,000 500 0 2010 2015 2020 2025 4
7
4
1
16
FTES -­‐
-­‐
-­‐
-­‐
-­‐
22.55
37.97
21.39
4.36
86.28
-­‐
-­‐
-­‐
-­‐
-­‐
740.0
1,246.0
702.0
143.0
2,831.0
Sec
5
8
5
2
20
2025
Lec Lab Total WSCH WSCH WSCH -­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
FTES 1,005.0
1,536.0
855.0
303.0
3,699.0
30.63
46.81
26.06
9.23
112.73
DISTANCE EDUCATION SECTION & WSCH/SECTION PROJECTIONS: VAPA 4,000 3,500 Sec
2020
Lec Lab Total WSCH WSCH WSCH 200 180 160 140 120 100 80 60 40 20 0 175 168 177 185 SECTIONS WSCH/SEC 10 13 16 20 2010 2015 2020 2025 // 99
Cabrillo College Educational Master Plan
// Appendix
DISTANCE EDUCATION: HASS
Sec
HASS
Anthropology
Communication Studies
Criminal Justice
Culinary Arts&Hosp Mgmt.
Fire Technology
Geography
History
Meteorology
Political Science
Psychology
Sociology
Sub total
3
6
3
1
4
1
1
1
2
1
1
24
Total WSCH
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs Lab Hrs
321
591
366
105
480
267
132
264
270
147
144
3,087
107.1
98.5
122.0
105.0
120.0
267.0
132.0
264.0
135.0
147.0
144.0
128.6
9.79
18.01
11.15
3.20
14.63
8.14
4.02
8.05
8.23
4.48
4.39
94.09
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
Sec
WSCH per Sec 2015
Lec Lab WSCH WSCH 4
7
4
1
4
2
3
2
3
2
2
34
101.0
98.0
121.5
105.0
132.0
168.5
112.0
182.0
130.0
145.0
129.0
123.1
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
Total WSCH FTES 404.0
686.0
486.0
105.0
528.0
337.0
336.0
364.0
390.0
290.0
258.0
4,184.0
12.31
20.91
14.81
3.20
16.09
10.27
10.24
11.09
11.89
8.84
7.86
127.51
140 5,866 6,000 5,000 4,000 4
8
5
2
5
2
4
3
4
3
3
43
151.0
97.5
125.5
110.5
125.0
210.0
137.5
210.0
136.0
144.5
143.5
136.4
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
160 7,914 7,000 2020
Lec Lab WSCH WSCH 604.0
780.0
627.5
221.0
625.0
420.0
550.0
630.0
544.0
433.5
430.5
5,865.5
18.41
23.77
19.12
6.74
19.05
12.80
16.76
19.20
16.58
13.21
13.12
178.76
Sec
2025
Lec Lab WSCH WSCH 5
9
6
3
6
3
5
4
5
4
4
54
152.0
115.5
132.0
123.0
140.5
205.0
136.0
226.5
145.0
148.0
148.0
146.5
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
-­‐
Total WSCH FTES 760.0
1,039.5
792.0
369.0
843.0
615.0
680.0
906.0
725.0
592.0
592.0
7,913.5
23.16
31.68
24.14
11.25
25.69
18.74
20.72
27.61
22.10
18.04
18.04
241.17
129 136 147 123 100 4,184 WSCH 3,000 80 SECTIONS 60 WSCH/SEC 40 2,000 1,000 20 0 0 2015 FTES WSCH per Sec 120 3,087 2010 Total WSCH DISTANCE EDUCATION SECTION & WSCH/SECTION PROJECTIONS: HASS DISTANCE EDUCATION WSCH PROJECTIONS: HASS 8,000 Sec
WSCH per Sec 2020 2025 54 24 2010 34 2015 43 2020 2025 // 100
Cabrillo College Educational Master Plan
// Appendix
DISTANCE EDUCATION: NAS
Sec
NAS
Computer Info Sys.
Computer Science
Geology
Mathematics
Oceanography
Sub total
6
4
1
4
1
16
BASELINE FALL 2010
Total WSCH WSCH per Sec FTES Lec Hrs Lab Hrs
855
892
78
747
170
2741
142.5
222.9
78.0
186.8
169.6
171.3
26.05
27.17
2.38
22.77
5.17
83.54
142.5
222.9
78.0
186.8
169.6
799.7
Sec
0.0
153.6
0.0
0.0
204.8
358.4
7
4
1
6
1
19
Lec WSCH 2015
Lab WSCH Total WSCH FTES -­‐
934.0
-­‐
-­‐
85.0
1019.0
-­‐
-­‐
-­‐
1,056.0
85.0
1141.0
966.0
934.0
96.0
1,056.0
170.0
3,222.0
29.44
28.46
2.93
32.18
5.18
98.19
Sec
8
4
2
8
1
23
Lec WSCH 2020
Lab WSCH Total WSCH FTES -­‐
940.0
-­‐
-­‐
87.5
1027.5
-­‐
-­‐
-­‐
1,488.0
87.5
1575.5
1,276.0
940.0
222.0
1,488.0
175.0
4,101.0
38.89
28.65
6.77
45.35
5.33
124.98
5,593 200 6,000 4,000 180 4,101 Total WSCH FTES -­‐
948.0
-­‐
-­‐
90.0
1038.0
-­‐
-­‐
-­‐
2,561.0
90.0
2651.0
1,534.5
948.0
369.0
2,561.0
180.0
5,592.5
46.77
28.89
11.25
78.05
5.49
170.44
171 170 178 186 160 140 3,222 120 2,741 3,000 WSCH SECTIONS 100 WSCH/SEC 80 2,000 60 40 1,000 0 9
4
3
13
1
30
2025
Lab WSCH DISTANCE EDUCATION SECTION & WSCH/SECTION PROJECTIONS: NAS DISTANCE EDUCATION WSCH PROJECTIONS: NAS 5,000 Sec
Lec WSCH 16 19 2010 2015 23 30 20 2010 2015 2020 2025 0 2020 2025 // 101
Cabrillo College Educational Master Plan
// Appendix
DISTANCE EDUCATION: LIBRARY
LIBRARY
Library
Sub total
Sec
4
4
BASELINE FALL 2010
Total WSCH WSCH per Sec FTES Lec Hrs Lab Hrs
222
222
55.6
55.6
6.77
6.77
0.0
0.0
Sec
0.0
0.0
4
4
2015
Lec Lab Total WSCH WSCH WSCH FTES -­‐
-­‐
-­‐
-­‐
236.0
236.0
7.19
7.19
438 -­‐
-­‐
310 60 350 222 310.0
310.0
9.45
9.45
6
6
-­‐
-­‐
13.35
13.35
-­‐
-­‐
236 56 59 62 50 250 WSCH 200 SECTIONS 40 WSCH/SEC 30 150 100 20 50 10 2010 2015 438.0
438.0
73 70 400 -­‐
-­‐
FTES 80 450 0 5
5
Sec
2025
Lec Lab Total WSCH WSCH WSCH DISTANCE EDUCATION SECTION & WSCH/SECTION PROJECTIONS: LIBRARY DISTANCE EDUCATION WSCH PROJECTIONS: LIBRARY 300 Sec
2020
Lec Lab Total WSCH WSCH WSCH FTES 2020 2025 0 4 4 5 6 2010 2015 2020 2025 // 102
Cabrillo College Educational Master Plan
// Appendix
DISTANCE EDUCATION: COUNSELING & EDUCATIONAL SUPPORT SERVICES
Sec
COUNSELING & ESS
Counseling & Guidance
Sub total
1
1
BASELINE FALL 2010
Total WSCH WSCH per Sec FTES Lec Hrs Lab Hrs
90
90
90.0
90.0
2.74
2.74
0.0
0.0
0.0
0.0
Sec
1
1
2015
Lec Lab Total WSCH WSCH WSCH FTES -­‐
-­‐
-­‐
-­‐
92.0
92.0
2.80
2.80
90 350 80 249 WSCH 200 90 92 83 4
4
-­‐
-­‐
10.48
10.48
-­‐
-­‐
344.0
344.0
86 60 SECTIONS 50 WSCH/SEC 20 10 2015 7.59
7.59
30 50 2010 249.0
249.0
40 92 100 0 -­‐
-­‐
70 250 90 -­‐
-­‐
FTES 100 344 150 3
3
Sec
2025
Lec Lab Total WSCH WSCH WSCH DISTANCE EDUCATION SECTION & WSCH/SECTION PROJECTIONS: COUNSELING & ESS DISTANCE EDUCATION WSCH PROJECTIONS: COUNSELING & ESS 300 Sec
2020
Lec Lab Total WSCH WSCH WSCH FTES 2020 2025 0 1 1 3 4 2010 2015 2020 2025 // 103
Cabrillo College Educational Master Plan
// Appendix
SCOTTS VALLEY: BELA
BASELINE FALL 2010
Total WSCH WSCH per Sec FTES Lec Hrs Lab Hrs
Sec
BELA
English
Sign Language
Spanish
Sub total
2
1
1
4
176
138
120
434
88.0
137.6
120.4
108.5
5.36
4.19
3.67
13.23
102.4
68.8
68.8
240.0
Sec
0.0
0.0
0.0
0.0
3
1
2
6
2015
Lec Lab Total WSCH WSCH WSCH FTES 270.0
137.0
238.0
645.0
8.23
4.18
7.25
19.66
-­‐ -­‐ -­‐ -­‐
270.0
137.0
238.0
645.0
SCOTTS VALLEY WSCH PROJECTIONS: BELA 800 700 600 500 400 300 200 100 0 645 689 Sec
3
1
2
6
2020
Lec Lab Total WSCH WSCH WSCH FTES 294.0
143.0
252.0
689.0
8.96
4.36
7.68
21.00
-­‐ -­‐ -­‐ -­‐
294.0
143.0
252.0
689.0
Sec
3
1
2
6
2025
Lec Lab Total WSCH WSCH WSCH FTES 306.0
145.0
270.0
721.0
9.33
4.42
8.23
21.97
-­‐ -­‐ -­‐ -­‐
306.0
145.0
270.0
721.0
SCOTTS VALLEY SECTION & WSCH/SECTION PROJECTIONS: BELA 140 721 120 100 434 WSCH 109 80 108 115 120 SECTIONS 60 WSCH/SEC 40 20 2010 2015 2020 2025 0 4 6 6 6 2010 2015 2020 2025 // 104
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// Appendix
SCOTTS VALLEY: HASS
Sec
HASS
Criminal Justice
History
Sub total
1
1
2
BASELINE FALL 2010
Total WSCH per WSCH
Sec FTES Lec Hrs Lab Hrs
115
102
218
115.2
102.4
108.8
3.51
3.12
6.63
51.2
51.2
102.4
Sec
0.0
0.0
0.0
1
1
2
Lec WSCH 119.0
105.0
224.0
2015
Lab WSCH -
Total WSCH FTES 119.0
105.0
224.0
3.63
3.20
6.83
Sec
1
1
2
SCOTTS VALLEY WSCH PROJECTIONS: HASS Lec WSCH 127.0
115.0
242.0
2020
Lab WSCH -
Total WSCH FTES 127.0
115.0
242.0
3.87
3.50
7.38
Sec
1
1
2
Lec WSCH 138.0
124.0
262.0
2025
Lab WSCH -
Total WSCH FTES 138.0
124.0
262.0
4.21
3.78
7.98
SCOTTS VALLEY SECTION & WSCH/SECTION PROJECTIONS: HASS 140 300 250 218 224 242 262 100 200 WSCH 150 SECTIONS WSCH/SEC 50 20 0 0 2020 2025 112 60 40 2015 109 121 80 100 2010 131 120 2 2 2 2 2010 2015 2020 2025 // 105
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// Appendix
SCOTTS VALLEY: NAS
NAS
Mathematics
Sub total
Sec
BASELINE FALL 2010
Total WSCH per WSCH
Sec FTES Lec Hrs Lab Hrs
2
2
405
405
202.5
202.5
12.34
12.34
172.8
172.8
0.0
0.0
Sec
Lec WSCH 2
2
410.0
410.0
2015
Lab WSCH -
Total WSCH 410.0
410.0
SCOTTS VALLEY WSCH PROJECTIONS: NAS 500 410 2
2
434.0
434.0
Total WSCH -
434.0
434.0
FTES Sec
13.23
13.23
3
3
Lec WSCH 630.0
630.0
205 217 300 200 -
Total WSCH 630.0
630.0
FTES 19.20
19.20
210 150 WSCH 2025
Lab WSCH SCOTTS VALLEY SECTION & WSCH/SECTION PROJECTIONS: NAS 203 434 400 SECTIONS WSCH/SEC 100 50 100 0 12.50
12.50
Lec WSCH 200 700 405 Sec
250 630 600 FTES 2020
Lab WSCH 2010 2015 2020 2025 0 2 2 2 3 2010 2015 2020 2025 // 106
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// Appendix
SCOTTS VALLEY: LIBRARY
LIBRARY
Library
Sub total
Sec
1
1
Total WSCH
38
38
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs Lab Hrs
37.9
37.9
1.15
1.15
0.0
0.0
35.2
35.2
Sec
Lec WSCH 1
1
-
2015
Lab WSCH Total WSCH FTES Sec
Lec WSCH 38.0
38.0
38.0
38.0
1.16
1.16
1
1
-
SCOTTS VALLEY WSCH PROJECTIONS: LIBRARY 50 38 38 42 2020
Lab WSCH Total WSCH FTES Sec
Lec WSCH 41.5
41.5
41.5
41.5
1.26
1.26
1
1
-
48.0
48.0
48.0
48.0
1.46
1.46
50 30 WSCH 30 20 20 10 10 0 0 2020 FTES 60 48 48 40 2015 Total WSCH SCOTTS VALLEY SECTION & WSCH/SECTION PROJECTIONS: LIBRARY 40 2010 2025
Lab WSCH 2025 38 38 42 SECTIONS WSCH/SEC 1 1 1 1 2010 2015 2020 2025 // 107
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// Appendix
Other Off-­‐Site Courses: BELA
BELA
Sign Language
Sub total
Total WSCH
Sec
1
1
125
125
BASELINE FALL 2010
WSCH per Sec FTES Lec Hrs
124.7
124.7
3.80
3.80
68.8
68.8
2015
Lab Hrs
0.0
0.0
Sec
Lec WSCH Lab WSCH 0
0
-
Total WSCH -
-
2020
FTES -
140 140 120 120 100 100 80 WSCH 60 40 0 20 0 2010 2015 0 0 2020 2025 Lec WSCH Lab WSCH 0
0
Other Off-­‐Site Courses WSCH PROJECTIONS: BELA 125 Sec
-
Total WSCH -
-
2025
FTES Sec
-
0
0
Lec WSCH Lab WSCH -
-
Total WSCH FTES -
-
Other Off-­‐Site Courses SECTION & WSCH/SECTION PROJECTIONS: BELA 125 80 SECTIONS 60 WSCH/SEC 40 20 0 1 0 0 0 2010 2015 -­‐ 2020 -­‐ 2025 -­‐ // 108
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// Appendix
Other Off-­‐Site Courses: HAWK
BASELINE FALL 2010
Total WSCH per WSCH
Sec FTES Lec Hrs Lab Hrs
Sec
HAWK
Adaptive Physical Ed.
Sub total
1
1
134
134
134.4
134.4
4.10
4.10
0.0
0.0
Sec
51.2
51.2
1
1
2015
Lec WSCH Lab WSCH -
Total WSCH FTES 137.0
137.0
4.18
4.18
137.0
137.0
2020
Lec Total WSCH Lab WSCH WSCH Sec
-
1
1
137 138 139 1
1
-
139.0
139.0
139.0
139.0
4.24
4.24
140 120 134 137 138 139 100 134 WSCH 134 SECTIONS 80 WSCH/SEC 60 40 132 130 4.21
4.21
FTES 160 138 136 138.0
138.0
Sec
Other Off-­‐Site Courses SECTION & WSCH/SECTION PROJECTIONS: HAWK Other Off-­‐Site Courses WSCH PROJECTIONS: HAWK 140 138.0
138.0
FTES 2025
Lec Total WSCH Lab WSCH WSCH 20 2010 2015 2020 2025 0 1 1 1 1 2010 2015 2020 2025 // 109
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// Appendix
Other Off-­‐Site Courses: VAPA
VAPA
Music
Sub total
BASELINE FALL 2010
Total WSCH per WSCH
Sec FTES Lec Hrs Lab Hrs
Sec
1
1
176
176
176.3
176.3
5.37
5.37
51.2
51.2
17.6
17.6
Sec
Lec WSCH 1
1
132.5
132.5
2015
Lab WSCH Total WSCH FTES 45.5
45.5
178.0
178.0
5.42
5.42
Sec
Lec WSCH 1
1
136.2
136.2
185 183 184 182 180 178 178 176 WSCH 176 174 172 170 2010 2015 2020 2025 Total WSCH FTES 46.8
46.8
183.0
183.0
5.58
5.58
Sec
1
1
Lec WSCH 2025
Lab WSCH Total WSCH FTES 47.3
47.3
185.0
185.0
5.64
5.64
137.7
137.7
Other Off-­‐Site Courses SECTION & WSCH/SECTION PROJECTIONS: VAPA Other Off-­‐Site Courses WSCH PROJECTIONS: VAPA 186 2020
Lab WSCH 200 180 160 140 120 100 80 60 40 20 0 176 178 183 185 SECTIONS WSCH/SEC 1 1 1 1 2010 2015 2020 2025 // 110
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// Appendix
Appendix D: Space Determination Methodology
Overview
A combination of factors was used to arrive at future
capacity requirements. These included identifying
a future program of instruction, determining the
amount of credit-WSCH generated, ascertaining the
PRESCRIBED SPACE STANDARDS
current space holdings of the District, and applying
quantification standards outlined in Title 5 of the
California Administrative Code. Title 5 standards
define the tolerance thresholds for space.
Prescribed State
Space Standards
CATEGORY
FORMULA
CLASSROOMS
ASF/Student Station
Station utilization rate Avg hrs room/week
RATES/ ALLOWANCES
15
66%
34.98
TEACHING LABS
ASF/student station *
Station utilization rate
Avg hrs room/week
*
85%
23.37
OFFICES/CONFERENCE ROOMS
ASF per FTEF
140
LIBRARY/LRC
Base ASF Allowance
ASF 1st 3,000 DGE
ASF/3001-­‐9,000 DGE
ASF>9,000
3795
3.83
3.39
2.94
INSTRUCTIONAL MEDIA AV/TV
Base ASF Allowance
ASF 1st 3,000 DGE
ASF/3001-­‐9,000 DGE
ASF>9,000
3,500
1.5
0.75
0.25
The California Code of Regulations, Title 5 (Sections
57000-57140) establishes standards for the
utilization and planning of most educational facilities
in public community colleges. These standards,
when applied to the total number of students served
(or some variant thereof, e.g., weekly student
contact hours), produce total capacity requirements
that are expressed in assignable square feet (space
available for assignment to occupants). The Title
5 space planning standards used to determine
both existing and future capacity requirements are
maintained in the following table.
Each component of the standards identified is
mathematically combined with a commensurate
* See ASF for Laboratory Space Chart for further information.
Source: California Code of Regulations Title 5, Chapter 8
factor (see table) to produce a total assignable
square foot (ASF) capacity requirement for each
category of space.
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// Appendix
Standards for
Lecture Space
The determination of lecture assignable
square feet (ASF) is based on the size of
the college. Colleges generating 140,000
WSCH or more are allowed a factor of
42.9 ASF/100 WSCH.
Standards for
Laboratory Space
Listed in the following table are the Title
5 state standards used to determine
assignable square footage (ASF) for
laboratory space. The standards offer
measures in both ASF per student station
and in ASF per 100 WSCH generated.
ASSIGNABLE SQUARE FEET FOR LABORATORY SPACE
TOP CODE DIVISION
CODE
ASF/STATION
ASF/100 WSCH
Agriculture
Architecture
Environmental Science & Technology
Biological Science
Business / Mgt.
Communication
Computer Info. Systems
Education/PE
Engineering Tech/Industrial Tech
Fine/Applied Arts
Foreign Language
Health Science
Consumer Ed/Child Development
Law
Humanities
Library
Mathematics
Physical Science
Psychology
Public Affairs/Services
Social Science
Commercial
Interdisciplinary
100
200
300
400
500
600
700
800
900
1000
1100
1200
1300
1400
1500
1600
1700
1900
2000
2100
2200
3000
4900
115
60
60
55
30
50
40
75
200
60
35
50
60
35
50
35
35
60
35
50
35
50
60
492
257
257
233
128
214
171
321
321 to 856
257
150
214
257
150
214
150
150
257
150
214
150
214
257
Source: Maas Companies - Calculations based on California Code of Regulations Title 5, Chapter 8 Section 57028
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// Appendix
Non-State Space Standards
The State provides standards for utilization and planning for more than 60% of all types of spaces on campus. Capacity estimates
for those remaining spaces – representing approximately 40% – are based on a combination of factors including the size and/or
nature of the institution. Standards for the remaining types of spaces are presented in the following table. These standards were
determined based on a national study of space and on approval of the State Chancellor’s Office.
SPACE DETERMINATION FOR NON-­‐STATE STANDARD FACLITIES
CATEGORY OF SPACE
BASIS
ASF/ FACTOR
Non-­‐class Laboratory
Teaching Gym
Assembly/Exhibition
Food Service
Lounge
Bookstore
Health Service
Meeting Room
0.095ASF per headcount student
Greater of 2.5 ASF per FTES or 35,000 ASF
ASF Equal to Student Headcount
0.60 ASF per Student Headcount
0.67 ASF per FTES
1,500 ASF plus 0.67 ASF per Student Headcount
ASF Allowance
0.333 ASF per Student Headcount
0.095
2.5-­‐35,000
1
0.6
0.67
0.75
1200
0.333
Childcare
Greater of 0.4 ASF per Headcount or 6,000 ASF (Also, See State Child Care Standards)
0.40 – 6,000
Data Processing
Physical Plant
All Other Space
ASF Allowance
ASF Allowance
ASF Allowance
5000
5% of Total
2.5% of Total
Source: Maas Companies & State Chancellor’s Office
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// Appendix
Appendix E: Santa Cruz County Public
High School Graduates at Cabrillo
* SLV USD Charter includes Ocean Grove, White Oak Charter & Coast Redwoods Charter
Source for enrolled at Cabrillo: Student-reported high school of graduation retrieved from the Research Data Warehouse
Only Santa Cruz County secondary schools named by one or more Cabrillo students as high-school of origin were included in the report.
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// Appendix
Appendix F: Room Use Category Definitions
110 Classroom
230 Individual Study Laboratory
A room used for classes that do not require special purpose equipment for student use.
A room used primarily as an individual study station such as a music practice room.
115 Classroom Service
A room that directly serves one or more classrooms as an extension of the activities in
such a room.
235 Individual Study Laboratory Service
Rooms that serve directly the individual study rooms of category 230.
210 Class Laboratory
250 Non-Class Laboratory
A room used primarily by regularly scheduled classes that require special-purpose equipment
for student participation, experimentation, observation or practice in a field of study.
A room used for laboratory applications, research, and/or training in research
methodologies that require special-purpose equipment for staff and/or student
experimentation or observation.
215 Class Laboratory Service
A room that directly serves one or more class laboratories as an extension of the
activities in those rooms.
255 Non-Class Laboratory Service
A room that directly serves one or more non-class laboratories as an extension of the
activities in those rooms.
220 Special Class Laboratory
A room used primarily by informally or irregularly scheduled classes or activities
that require special-purpose equipment for student participation, experimentation,
observation or practice in a field of study.
225 Special Class Laboratory Service
A room that directly serves one or more special class laboratories as an extension of the
activities in those rooms.
310 Office
A room used by faculty, staff or student officers working at a desk (or table).
315 Office Service
A room that directly serves an office or group of offices as an extension of the activities
in those rooms.
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// Appendix
350 Conference Room (Office Related)
510 Armory
A room serving offices and used primarily for staff meetings and departmental activities other
than instructional.
A room or area used by Reserve Officer Training Corps (ROTC) units.
515 Armory Service
355 Conference Room Service (Office Related)
A room that directly serves one or more conference rooms as an extension of the activities in
those rooms.
A room that directly serves an armory facility as an extension of the activities of that facility.
Gun storage rooms for campus security personnel are to be included in this category.
520 Athletic/Physical Education
410 Reading/Study Room
A room (or area) used by students, staff or the public for athletic/physical education activities.
A room used by individuals to study books or audio/visual materials.
523 Athletic Facilities Spectator Seating
420 Stack
The seating area used by students, staff or the public to watch athletic events.
A room (or portion of a room) used to provide shelving for library or audio/visual materials.
525 Athletic/Physical Education Service
430 Open Stack Reading Room
A room that is a combination of a reading room and stack, generally without physical
boundaries between the stack and reading room areas.
A room that directly serves an athletic/physical education facility as an extension of the
activities in that facility.
530 Audio/Visual, Radio, TV
440 Processing Room
A room which serves a reading/study room, stack or open stack reading room as a
supporting service to such rooms.
A room or group of rooms used for the production and distribution of audio/visual, radio and
TV materials, and for the operation of equipment for the transmission of these materials. This
category includes rooms generally referred to as TV studios, radio studios, sound studios,
graphics studios and similar rooms.
455 Study Service
A room which directly serves reading/study rooms, stacks, open stack reading rooms or
processing rooms as a direct extension of the activities in those rooms.
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// Appendix
535 Audio/Visual, Radio, TV Service
560 Field Service Facility
A room that directly services an audio/visual, radio or TV facility as an extension of the
activities in that facility. Included in this category are rooms generally referred to as film
libraries, tape libraries, control rooms, videotape recorder rooms, property storage, recording
rooms, engineering maintenance rooms, darkrooms, preparation rooms, and equipment
servicing and storage rooms.
A barn or similar structure for animal shelter or the handling, storage and/or protection of farm
products, supplies, and tools, and for field experiments.
540 Clinic Student Care (Nonhealth Professions)
A room used only for the diagnosis of clients (students) in a program other than medicine
(human or veterinary), dentistry and student health care. Included in this category are closed
rooms generally referred to as client examining rooms. Clinics for nonhealth purposes are
typically associated with such educational disciplines as psychology, speech, hearing,
reading (remedial) and writing (remedial).
570 Animal Quarters
A room that houses laboratory animals maintained for the institution for research and/or
instruction purposes.
575 Animal Quarters Service
A room that directly serves an animal care facility as an extension of the activities in that facility.
580 Greenhouse
545 Clinic Service (Nonhealth Professions)
A room that directly services the clinic room(s). Included in this category are waiting room(s),
control rooms, records room(s).
A building or room, usually composed of glass or other light transmitting materials, for the
cultivation and/or protection of plants.
585 Greenhouse Service
550 Demonstration
A room (or group of rooms) used to practice the principles of certain disciplines such as
teaching, home economics and child development. This category includes demonstration
schools, laboratory schools, preschool nurseries, child development facilities, etc., if the
facilities support the training of college-level students as teachers. This category includes
home management houses that serve to train college-level students in home economics and
preschool education.
555 Demonstration Service
A room that directly serves a demonstration facility as an extension of the activities in that
facility. Included in this category are facilities generally referred to as storerooms, laundry, etc.,
in a home demonstration facility, and as kitchen, lockers, toilet rooms, shower rooms, etc., in
a laboratory school.
A room that directly serves a greenhouse facility as an extension of the activities of that facility.
590 Other
A category of last resort. Description: This category is included only to account for and classify those
support facilities that cannot be described, even approximately, with available codes and definitions.
610 Assembly
A room designated and equipped for the assembly of large numbers of persons for such
events as dramatic, musical, devotional, livestock judging or commencement activities.
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// Appendix
615 Assembly Service
665 Merchandising Facility Service
A room that directly serves an assembly facility as an extension of the activities of that facility.
A room that directly serves a merchandising facility as an extension of the activities in that facility.
620 Exhibition
670 Recreation
A room used for exhibition of materials, works of art, artifacts, etc., and intended for general
use by students and the public.
A room used by students, staff and/or the public for recreational purposes.
675 Recreation Service
625 Exhibition Service
A room that directly serves a recreation facility as an extension of the activities in that facility.
A room that directly serves an exhibition facility as an extension of the activities in that facility.
680 Meeting Room
630 Food Facilities
A room primarily used for a variety of non-class meetings.
A room used for eating food.
685 Meeting Room Service
635 Food Facilities Service
A room that serves a meeting room as an extension of the activities of that room.
A room that directly serves a food facility as an extension of the activities in that facility.
690 Locker Room
650 Lounge
A room available on general assignment used for storing personal materials.
A room used for rest and relaxation.
710 Data Processing/Computer
655 Lounge Service
A room that directly serves a lounge facility, such as kitchenette.
A room or groups of rooms used for processing of data by computers. This category includes
keypunch rooms, electronic data processing rooms, electronic computer rooms and similar
data processing areas.
660 Merchandising Facility
A room (or group of rooms) used to sell products or services.
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// Appendix
715 Data Processing/Computer Service
760 Central Laundry
A room that directly serves a data processing computer facility as an extension of the
activities in that facility. This category includes such rooms as card storage, paper form
storage, tape storage, control rooms, plugboard storage, wiring rooms, equipment repair
rooms, observation rooms and similar service areas.
A central facility used for cleaning, washing, drying and ironing linens, uniforms, etc.
720 Shop
770 Central Utility Plant
A facility that provides heating, cooling, centralized security systems equipment and controls
space in a centralized location.
A room used for the manufacture, repair or maintenance of products or equipment.
810 Patient Bedroom
725 Shop Service
A room equipped with a bed and used for patient care.
A room that directly serves a shop facility as an extension of the activities in that facility.
820 Patient Bath
730 Storage
A room containing patient bath and toilet facilities.
A room used to store materials.
830 Nurse Station
735 Storage Service
A room or area used by nurses who are supervising and/or administering health care facilities.
A room that directly serves a storage facility.
840 Surgery
740 Vehicle Storage Facility
A room used for surgery.
A room or structure that is used to house and/or store vehicles.
850 Treatment
745 Vehicle Storage Facility Service
A room used for diagnostic and therapeutic treatment.
A room or structure used to service vehicle storage areas.
860 Service Laboratory
750 Central Food Storage
A room used to provide diagnostic support services to health care facilities.
A central facility for the processing and storage of foods used in food facilities.
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// Appendix
870 Supplies
950 Apartment
A room used to store supplies for health care facilities.
A complete living unit that is not a separate structure.
880 Public Waiting
955 Apartment Service
A room used by the public to await admission, treatment or information.
A room or area that directly serves an apartment or group of apartments as an extension of
the activities in that facility.
895 Health Care Service
Rooms used for housekeeping, linen storage and handling. Includes rooms used by housekeeping
staff for storerooms, closets, locker rooms, etc., for building maintenance and operation.
970 House
A complete living unit that is a separate structure.
910 Sleep/Study without Toilet/Bath
050 Inactive Area
One or more residential rooms for one or more individual(s) typically furnished with bed(s),
wardrobe(s), desk(s) and chair(s) without an internally connected bath.
Rooms that are available for assignment to an organizational unit or activity but are
unassigned at the time of the inventory.
919 Toilet/Bath
060 Alteration or Conversion Area
A toilet and/or bathroom intended to be used only by the occupants of the residential facilities
rather than by the general public.
Rooms that are temporarily out of use because they are being altered, remodeled or
rehabilitated at the time of the inventory.
920 Sleep/Study with Toilet/Bath
070 Unfinished Area
This category includes single or multiple sleep/study rooms with bath facilities internal to the suite
and not separately coded 919. A sleep/study facility may be a room for combined sleep/study, a
room exclusively for sleeping or a room for living/study. Connected closets are included.
All potentially assignable areas that are not completely finished at the time of the inventory.
935 Sleep/Study Service
A room (or group of rooms) which directly serve the occupants of an individual sleep/study
room with or without toilet/bath (see 910 and 920).
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// Appendix
Appendix G: Glossary of Terms
A
B
Academic Calendar Year:
BELA:
Begins on July 1 of each calendar year and ends on June 30 of the following calendar
year. There are two primary terms requiring instruction for 175 days. A day is measured
by being at least 3 hours between 7:00 AM to 11:00 PM.
Acronym for Business, English and Language Arts Division at Cabrillo College.
175 days X 3 hours = 525 hours, which equals one (1) full-time equivalent student.
Notes: Community colleges in California are required by code to provide instruction 175
days in an academic calendar year (excluding summer sessions).
ADA:
Americans with Disabilities Act: Public Law 336 of the 101st Congress, enacted
July 26, 1990. The ADA prohibits discrimination and ensures equal opportunity for
persons with disabilities in employment, State and local government services, public
accommodations, commercial facilities, and transportation.
Annual Five-Year Construction Plan:
That part of the Facility Master Plan that defines the current and proposed capital
improvements the College will need to undertake over the next five years if it is to
achieve the learning outcomes specified in its Master Plan.
Annual Space Inventory:
C
California Community College System Office:
The administrative branch of the California Community College system. It is a State
agency which provides leadership and technical assistance to the 110 community
colleges and 72 community college districts in California. It is located in Sacramento and
allocates State funding to the colleges and districts.
Capacity:
The amount of enrollment that can be accommodated by an amount of space given
normal use levels. In terms of facility space standards, it is defined as the number of ASF
per 100 WSCH.
Capacity/Load Threshold Ratios (AKA “Cap Load(s)”):
The relationship between the space available for utilization (square footage that is
assignable) and the efficiency level at which the space is currently being utilized. The
State measures five areas for Capacity Load: Lecture, Laboratory, Office, Library and
AV/TV. The Space Inventory (Report 17) provides the basis for this calculation.
See ‘Space Inventory’
ASF:
Assignable Square Feet: The sum of the floor area assigned to or available to an
occupant or student station (excludes circulation, custodial, mechanical and structural
areas, and restrooms).
CCFS:
320 (“The 320 Report”): One of the primary apportionment (funding) documents
required by the State. It collects data for both credit and noncredit attendance. Three
reports are made annually: the First Period Report (P-1), the Second Period Report (P-2)
and the Annual Report. The importance of this report is whether the college or district is
meeting its goals for the generation of full-time equivalent students.
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// Appendix
Census:
ESRI Business Analyst
An attendance accounting procedure that determines the number of actively enrolled
students at a particular point in the term. Census is taken on that day nearest to one-fifth
of the number of weeks a course is scheduled.
An online database that uses Census data to report on demographics, income, housing
and market trends by geographic location. Specifically, Census 2010 provides complete
population counts. The American Community Survey (ACS) provides other U.S. population
and housing characteristics. Census 2000—Provides detailed information about the counts,
distribution, and characteristics of the 2000 U.S. population.
D
DSA:
The Division of the State Architect (DSA) determines California’s policies for building
design and construction. It oversees the design and construction for K-12 public schools
and community colleges. Its responsibilities include assuring that all drawings and
specifications meet with codes and regulations.
E
Educational Centers:
A postsecondary institution operating at a location remote from the campus of the
parent institution which administers it, and recognized by the Chancellor’s Office as a
Center.
F
Facilities:
All of the capital assets of the College including the land upon which it is located, the
buildings, systems and equipment.
Faculty Loads:
The amount of “teaching time” assigned/appropriated to a given instructional class, i.e.
lecture or laboratory, for a given semester or for an academic year (two semesters). It is
typically defined in terms of 15 “teaching hours” per week as being equal to one (1) fulltime equivalent faculty; a “full faculty load.” Actual faculty loads are generally governed
by negotiated agreements and collective bargaining.
Educational Master Plan:
A part of the College’s Master Plan that defines the education goals of the College as
well as the current and future curriculum to achieve those goals. The educational master
plan precedes and guides the Facilities Master Plan.
Enrollments (Unduplicated):
A student enrollment count (also referred to as “Headcount”) based on an Individual Student
Number or Social Security Number that identifies a student only once in the system.
Facilities Master Plan:
The Facilities Master Plan is an inventory and evaluation (condition/life span) of all
owned facilities (the site, buildings, equipment, systems, etc.). It identifies regulations
impacting those facilities and any deficiencies, and defines a plan to correct those
deficiencies. It also identifies the adequacy, capacity and use of those facilities; identifies
the deficiencies relative to those criteria; and defines a plan of correction. It draws on
information contained in the Educational Master Plan.
Five-Year Capital Construction Plan (5-YCP):
See Annual Five-Year Construction Plan
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FTEF:
An acronym for “full-time equivalent faculty.” Used as a measure by the State to calculate
the sum total of faculty resources (full-time and part-time combined) that equate to
measurable units of 15 hours per week of “teaching time,” i.e. as being equal to one (1)
full-time equivalent faculty. All academic employees are considered to be faculty for this
purpose including instructors, librarians and counselors.
FTES:
An acronym for a “full-time equivalent student.” Used by the State as the measure for
attendance accounting verification. Also used as a student workload measure that
represents 525 class (contact) hours in a full academic year.
FUSION:
California Community Colleges, State-wide Facilities Information System, used for
calculating the 5 year capital construction plan and related facility and funding reports.
G
GSF:
An acronym for “gross square feet.” The sum of the floor areas of the building within
the outside faces of the exterior walls; the “total space” assignable and non-assignable
square feet combined.
H
HASS:
Acronym for Human Arts and Social Sciences Division at Cabrillo College.
HAWK:
Acronym for Health, Athletics, Wellness and Kinesiology Division at Cabrillo College
which also includes Nursing, Dental Hygiene and the Stroke Center.
// Appendix
L
Lecture:
A method of instruction based primarily on recitation with little or no hands-on
application or laboratory experiences. It is based on what is called the “Carnegie unit”;
a student’s time of three hours per week is equivalent to one unit of credit. For lecture
courses, each hour of instruction is viewed as one unit of credit (with the expectation of
two hours outside of classroom time for reading and or writing assignments).
Laboratory:
A method of instruction involving hands-on or skill development. The application of the
Carnegie unit to this mode of instruction is the expectation that the student will complete
all assignments within the classroom hours. Therefore, three hours of in-class time are
usually assumed to represent one unit of credit.
M
Master Plan:
An extensive planning document which covers all functions of the college or district.
Master Plans typically contain a statement of purpose, an analysis of the community and
its needs, enrollment and economic projections for the community, current educational
program information and other services in relation to their future requirements,
educational targets and the strategies and current resources to reach those targets, and
a comprehensive plan of action and funding.
N
NAS:
Acronym for Natural and Applied Sciences Division at Cabrillo College.
R
Report 17:
See Space Inventory Report.
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// Appendix
S
T
Scheduled Maintenance Plan:
TOP/CSS Code:
See Annual Five-Year Scheduled Maintenance Plan.
Rooms or space are assigned for a particular use and function or a specific discipline or
service. The State has a numeric code, a four-digit number that identifies the “type” of use
that is supported by a particular room/space. (see TOP Code) Space Utilization: assumed
by most faculty and staff on campus to mean the level or degree to which a room is utilized.
It is the room’s capacity expressed as the percentage that the room is actually used.
Service Area:
Any community college’s service area is usually defined by geography, political
boundaries, commuting distances and the historical agreements developed with
adjacent community colleges. In most situations the district boundary is not the best
measure of potential student participation at a given college, since students tend to look
for options, including distance education.
Space Inventory Report (“Report 17”):
A record of the gross square footage and the assignable (i.e. useable) square footage at
a college. Provides information necessary for Capital Outlay Projects (IPP’s, FPP’s), FiveYear Construction Plan, space utilization of the college or district and projecting future
facility needs.
Key Components of Space Inventory:
»» Room Type (room use category): Identifies room by use or function.
»» ASF (assignable square feet)
»» GSF (gross square feet)
»» Stations
Example: If the lecture weekly student contact hours were 27,500 and the classroom
capacity for weekly student contact hours were 35,000, the utilization would be
identified as 78.6%.
Stations: The total space to accommodate a person at a given task (classroom- laboratoryoffice, etc.). The number of appropriate student work spaces within a defined area. It
generally represents the best space apportionment for a given educational program.
TOP Code:
The “Taxonomy of Programs” (TOP) is a common numeric coding system by which the
College categorizes degree and certificate programs. Each course or program has a
TOP code. Accountability to the State is reported through the use of TOP codes. The
taxonomy is most technical in the vocational programs (0900’s).
Example: The taxonomy uses a standard format to codify the offerings. The first twodigits are used for a number of State purposes including educational master planning
purposes. A four-digit code is necessary for reports in the Five-Year Capital Outlay Plan.
»» 1500 – Humanities (Letters)
Strategic Plan:
Strategic planning is an organization’s process of defining its strategy, or direction, and
making decisions on allocating its resources to pursue this strategy, including its capital
and people. Various business analysis techniques can be used in strategic planning,
including SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) and
PEST analysis (Political, Economic, Social, and Technological analysis). The outcome is
normally a strategic plan which is used as guidance to define functional and divisional
plans, including Technology, Marketing, etc.
»» 1501 – English
»» 1509 – Philosophy
»» 2200 – Social Sciences
»» 2202 – Anthropology
»» 2205 – History
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// Appendix
Total Cost of Ownership (TCO):
Total Cost of Ownership (TCO), as used for college facilities, is defined for these
purposes as the systematic quantification of all costs generated over the useful lifespan
of the facility (30-50 years). The goal of TCO is to determine a value that will reflect the
true, effective cost of the facility including planning, design, constructing and equipping
of the facility and also the recurring costs to operate the facility over the useful lifespan of
the facility (30-50 years).
V
VAPA:
Acronym for Visual and Performing Arts Division at Cabrillo College.
W
WSCH:
An acronym for “Weekly Student Contact Hours.” WSCH represents the total hours per
week a student attends a particular class. WSCH are used to report apportionment
attendance and FTES. One (1) FTES represents 525 WSCH.
WSCH/FTEF:
Represents the ratio between the faculty’s hours of instruction per week (“faculty
load”) and the weekly hours of enrolled students in his/her sections. It is the total
weekly student contact hours (WSCH) divided by the faculty member’s load. The State
productivity/efficiency measure for which funding is based is 525 WSCH/FTEF.
Examples: A faculty member teaching five sections of Sociology, each section meeting
for three hours per week with an average per section enrollment of 30 students, equals
450 WSCH/FTEF. (5 class sections X 3 hours/week X 30 students = 450 WSCH/FTEF).
A faculty member teaching three sections of Biology, each section meeting for six hours
per week with an average section enrollment of 25 students, would be teaching 450
WSCH/FTEF. (3 class sections X 6 hours/week X 25 students = 450 WSCH/FTEF).
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// Appendix
ACKNOWLEDGEMENTS
The following individuals have contributed to the educational master planning process for Cabrillo College through personal interviews
or have attended a meeting with a specific group regarding the College’s Educational Master Plan with the MAAS consulting team.
Charlotte Achen, President ASCC Student Senate
Carol Hoffman, Biology Instructor
Bill Tysseling, Santa Cruz Chamber Commerce Mikki Adams, IT Network
Lyn Hood, Student Employment Coordinator
Tootie Tzimbal, Assistant Director Financial Aid & Scholarships
Marcy Alancraig, English Instructor & SLO Coordinator
Masinafanaae Hunnicutt, Assistant Director Admissions & Records
Dale Attias, Instructional Procedures Analyst
Renee Kilmer, Vice President of Instruction (Retired)
Francine Van Meter, Director Teaching & Learning Center/
Distant Education
Dennis Bailey-Fougnier, Vice President Student Services
Brian King, Superintendent/President
Victoria Banales, English Instructor/ACE Faculty &
Basic Skills Coordinator
Catherine Lachance, Project Manager, Fast Track to Work Program
Joseph Watkins, Governing Board Student Trustee/
ASCC Student Senate
Veronica Leon, EOPS/CARE Counselor Coordinator
James Weckler, Dean Business, English & Language Arts (BELA)
Tatiana Bachuretz, Exec Assistant to the Vice President
of Administrative Services
Victoria Lewis, Vice President Administrative Services
John Welch, Physics Laboratory Technician
Denise Lin, Biology Instructor
Tama Bolton, Director of Enrollment Services
Michael Mangin, History Instructor/President Academic Senate
Kathleen Welch, Dean Health & Wellness (HAWK)/
Vice President Instruction
Dan Borges, Director IT, Planning & Research
Lena Mason, Financial Aid Specialist
Jennifer Cass, Mathematics Instructor (Chair)
Tera Martin, English Instructor/Learning Assistance Coordinator
Lois Christos, Exec Assistant to the Vice President of Instruction
Rachel Mayo, Dean Educational Centers/Title V Project Director
Bridgete Clark, Program Chair Dental Hygiene
Loree McCawley, Director Personnel & Human Resources
Louis Compoginis, Spanish Instructor
Lisa Meyers, Mathematics Instructor
Katie Dowling, Faculty Director/Nurse Practitioner
Joe Napolitano, Director Disabled Student Programs & Services
Sesario Escoto, Dean Student Services
Alta Northcutt, Program Specialist DSPS/President Classified Union
Matt Escover, Political Science Instructor
Joanne Noto, Dental Hygiene Instructor
Kristin Fabos, Director Marketing & Communication
Joe Nugent, Director Facilities Planning & Plant Operations Betty Fairhurst, Admin Assistant Student Health Services
Sharon O’Connor, Senator-At-Large ASCC Student Senate
Carlos Figueroa, Physics Instructor
Isabel O’Connor, Dean Human Arts & Social Sciences (HASS)
Rick Fillman, Institutional Research Analyst
Barbara Schultz-Perez, Director of Counseling
Anya Finke, Student Assessment Coordinator
Rock Pfotenhauer, Dean Career Education & Economic Development
Jill Gallo, Program Coordinator Nursing & Allied Health
Rudy Puente, Counselor, Puente Co-Coordinator
Rebecca Garcia, Community Member
Wanda Garner, Dean Natural & Applied Sciences (NAS)
Margery Regalado-Rodriguez, Dean Counseling &
Educational Support Services
Skye Gentile, Comm. Studies Instructor
Dave Reynolds, Mathematic Instructor
Joseph Gomez, Treasurer ASCC Student Senate
Barbara Rigg, Admin Assistant
John Graulty, Dean Visual, Applied & Performing Arts (VAPA)
Georg Romero, Library Director
Dominique Hanson, Exec Assistant to the President
Aloha Sargent, Librarian, LIBR 10 & LIBR 18 Instructor
Jeff Kellogg
Paul Harvell, Economics Instructor/President Faculty Union
Barbara Schultz, Director of Counselor
Lindsay King
Craig Hayward, Director Planning & Research
Melinda Silverstein, Exec Director Cabrillo College Foundation
Vangie Meneses
Laurie Hedin, Instructional Procedure Analyst
David Schwartz, Program Chair Earth & Space Sciences
Lori O’Keefe
John Hendrickson, Interim Superintendent/President
Margaret Tam, Outreach & Recruitment Coordinator
Steve Hodges, Computer Science Instructor/VP Faculty Senate
David Trevino, Director EOPS/CARE
Kathie Williams, Exec Assistant to Dan Borgus
MAAS Companies, Inc.
www.maasco.com
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