2017 - 2018 - arizona western college · 2017-12-11 · 2017-2018 institutional research plan...

2017 - 2018

INSTITUTIONAL RESEARCH PLAN

Mary Schaal, Ed.D., Dean

Susan Dempsey-Spurgeon, Director for Grants

Betty Lopez, Database Manager & Research Specialist

Catherine Hernandez, Workforce Development & Vocational Research Analyst

Marisela Dickman, Office Manager/Analytic Specialist

INSTITUTIONAL RESEARCH PLAN OUR MISSION: Institutional Effectiveness, Research, and Grants serves the Arizona Western College community by providing the most accurate information possible for decision-making, overseeing research, and pursuing external funding in support of institution-wide initiatives. Annually our office publishes an Institutional Research Plan to define data needs across the college district. The annual process involves the following steps:

• Collecting district-wide requests for data or research for the upcoming academic year (August-July) from faculty and staff; • Identifying trends and areas of overlap where data requests can be consolidated; • Arranging out to our time and work to ensure that these requests can be met in a timely manner; and • Incorporating all requests into a printed schedule organized by due data

Please note that scheduled requests receive priority over ad hoc requests. Ad hoc requests will be worked into our schedule as time permits. To schedule an ad hoc request, please contact Marisela Dickman. Your Institutional Effectiveness, Research, and Grants Team: Mary J. Schaal, Ed.D Susan Dempsey-Spurgeon Betty Lopez Catherine Hernandez Marisela Dickman Dean Director for Grants Database Manager & Workforce Development & Office Manager / 928.344.7772 928.344.7726 Research Specialist Vocational Research Analyst Analytic Specialist [email protected] [email protected] 928.317.6015 928.317.6016 928.344.7620 [email protected] [email protected] [email protected]

Arizona Western College - Main Campus | 2020 South Avenue 8E, Yuma, AZ 85365 | Phone: 928.344.7620 Fax: 928.317.6012 Visit us on the web at: https://www.azwestern.edu/institutional-research

mailto:[email protected]?subject=Ad%20Hoc%20Request

2017-2018 INSTITUTIONAL RESEARCH PLAN

Institutional Effectiveness, Research, and Grants

as of August 7, 2017

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PROJECT # DATE

NEEDED REQUESTED BY RESEARCH QUESTION DATA/INFORMATION REQUESTED SPECIFIC

POPULATION SEMESTER/

YEAR PURPOSE 18AUG01 08/01/17 Robyn Torres – Title V

PACTO Grant How many PACTO cohort students, compared to all others, transferred to a 4-year institution between AY 2009-2010 and AY 2016-2017?

List of students enrolled in ORI-101 including: • Student name and Student ID • PACTO cohort flag • Subsequent transfer college name • Subsequent transfer enrollment dates

List of students enrolled in EDU-110 including:

• Student name and Student ID • PACTO cohort flag • Subsequent transfer college name • Subsequent transfer enrollment dates

ORI-101 and EDU-110 enrolled students (PACTO cohort student list to be provided)

AY 2009-10 thru AY 2016-17

AVID for Higher Education conference presentation analyzing transfer rates of students in specific classes prior to and after AVID implementation.

18AUG02 08/15/17 Jana Moore – Distance Education

What was AWC’s final grade distribution and overall course performance outcomes in AY 2016-2017?

Final grade distribution and course performance outcomes (completion, success, and withdrawal) by: • Race/Ethnicity

All students AY 2015-16 & AY 2016-17

Distance Education project.

18AUG03

08/23/17 Brett Peterson/Ila Peterson – Mathematics Department

For students with math placement scores in the “new zone”, how does their course completion and success compare to students that directly placed into MAT-142/151 with a score above the “new zone” and students that progressed to MAT-142/151 by passing MAT-121? What is the strength of relationship between placement score and success in MAT-142/151?

How does success in MAT-142/151 differ amongst quadrants if breaking “new zone” into quadrants?

Using a distributional approach, is there an apparent cut score predictive of success?

List of students attempting MAT-142/151 for the first time including: • Student ID • Course • Final Grade • Completion and success flag • Most recent math placement score and

test date

First-time MAT-142/151 students

Summer 2017

Study of new AWC Math placement scores among students attempting MAT-142/151 for the first time in Summer 2017.




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PROJECT # DATE



YEAR PURPOSE 18AUG04 08/24/17 Mary Schaal –


Which students and course sections were reported for AY 2016-2017, as of official census day, to State of Arizona Auditor?

Institutional Effectiveness, Research, and Grants internal database tables: • Students • Students and Declared Majors • Enrollments • Course sections

Students and course sections as of official census day (June 30, 2017)

FY 2016-17 (Summer 2016, Fall 2016, Spring 2017, Summer 2017)

Ensure Institutional Effectiveness, Research, and Grants database includes official census day students and course sections for reporting.

18AUG05 08/28/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

What are AWC’s annual and ten-year institutional performance trends?

Annual and 10-year institutional performance indicator trends including:

• AY 2016-17 enrollment summary • Trend of Enrollment by Attendance • Trend of Full-Time Student Equivalent

(FTSE) and Student Headcount • Trend of Enrollment by Race/Ethnicity • Trend of Average and Median Student

Age • Trend of Cost per FTSE • Trend of Academic Success • Trend of Academic Success and

Withdrawals • Trend of Credentials Awarded • Trend of Full-Time Faculty Equivalent

(FTFE) to FTSE

All students AYs 2007-08 thru 2016-17

Report to President’s Council and District Governing Board on Institutional Performance Indicators.

18AUG06S 08/28/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

What were AWC’s institutional characteristics in AY 2016-17, as required for the 2017-18 IPEDS data collection cycle?

IPEDS Registration and Institutional Characteristics Header (ICH) survey component, including: • Educational Offerings • Institutional Control and Affiliation • Award Levels • Calendar System • Enrollment Levels Offered (excluding

Estimated Fall Enrollment) • Graduation Rate Cohort

College-wide AY 2016-17 Submit Fall IPEDS Registration and IC-Header Survey Components in fulfillment of federal reporting requirements by August 31, 2017.




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PROJECT # DATE



YEAR PURPOSE 18AUG07S 08/31/17 Marisela Dickman –


How do AWC tuition rates compare to other two-year post-secondary institutions?

AY 2017-18 full-time and part-time undergraduate expenses including: • Tuition rates • Required fees • Room and board

College-wide FY 2017-18 Submit Peterson’s Interim Expenses Update for Undergraduate Institutions.

18SEP01 09/05/17 Vanessa Natseway - Student Success Center

What were the English and Math grade distributions in Fall 2015, Spring 2016, Fall 2016, and Spring 2017 amongst students that received tutoring (in given subject) from the Student Success Center vs. those who did not?

English and Math grade distribution comparison between students that received tutoring (in given subject) from the Student Success Center vs. all others by Campus (Yuma and San Luis only). List of tutored students will be provided by Student Success Center)

ENG or MAT students

Fall 2015 Spring 2016 Fall 2016 Spring 2017

Measure effectiveness of the Student Success Center for assessment.

18SEP02 09/07/17 Mandy Heil – Admissions and Registration

How many students graduated from Yuma County & La Paz County high schools in AY2016-2017?

Update high school capture rate report including: • Trend of number of annual Yuma

County & La Paz County high school graduates

• # & % graduates enrolled in subsequent Fall term at AWC

• # & % of graduates enrolled in subsequent year at AWC

• # & % of graduates enrolled anytime at AWC

Yuma County & La Paz County high school graduates

AY 2010-11 to AY 2016-17

Assess Yuma County and La Paz County high school graduates subsequently enrolling at AWC.

18SEP03 09/11/17 Angelica Gebhardt – Student Support Services KEYS Program

What post-secondary institutions (other than AWC) have Student Support Services (SSS) KEYS cohort students attended thru Fall 2017 (based on National Student Clearinghouse records)? What degrees, if any, did they earn? Have they persisted at AWC to Fall 2017?

List of SSS KEYS cohort students including: • Student name, Student ID, and SSN • Post-secondary institutions attended • Post-secondary credentials awarded • AWC Fall 2017 enrollment status

SSS KEYS cohort students (student cohort list to be provided)

AY 2007-08 to Fall 2017

Annual performance reporting requirements to the Department of Education.




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PROJECT # DATE



YEAR PURPOSE 18SEP04 09/11/17 Angelica Gebhardt –

Student Support Services KEYS Program

What are the cumulative GPA and completed credits (as of Summer 2017) of SSS KEYS program participants? Which SSS KEYS program participants have graduated from AWC and what credentials did they receive?

List of SSS KEYS program participants including: • Student name, Student ID, and SSN • Cumulative GPA • Cumulative completed credits • AWC Fall 2017 enrollment status • AWC graduation status • AWC credentials awarded (separate list)

SSS flagged students Start term thru Summer 2017 and Fall 2017

Collected data will be used for Annual Performance Report purpose.

18SEP05 09/13/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

Employment comparison FEDES Upload: Returns and match files from OPM & DOD with ID’s (File from July Submission)

All Data 2015:Q4 to 2017:Q3

FEDES State Results Comparison

18SEP06 09/14/17 Vanessa Natseway - Student Success Center

What effect on final grades did Supplemental Instruction (SI) have in courses in which it was utilized compared to before the intervention occurred? Did this intervention achieve the goal of reducing the number of D, F, and W grades in targeted courses? Were the results of statistical significance?

Final grade distribution comparison between courses with SI vs. same courses w/out SI by term and professor

Select courses (list will be provided)

Fall 2009 to Spring 2015

Assess effectiveness of Supplemental Instruction program in targeted courses.

18SEP07 09/18/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How did AWC perform in AY 2016-2017? What are AWC’s 5-year performance trends?

AY2016-17 and FY2015-16 data (as of year- end), including:

• service area profile • student demographics • student enrollment • student performance • financial aid awarded • faculty demographics and headcount • financial information

All students AY2016-17 & FY2015-16

Distribute 2017 Fact Book (as of year-end) via Institutional Effectiveness, Research, and Grant website and to AWC’s District Governing Board in which AY2016-17 institutional performance is documented




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PROJECT # DATE



YEAR PURPOSE 18SEP08 09/25/17 Ana English –

Financial Aid Which students were enrolled in a Gainful Employment (GE) program in award year 2016-2017?

GE report data for award year 2016-2017 including:

• Award Year • Student SSN • Student first name, middle name, and

last name • Student DOB • Institution Code and name • GE program name, CIP code, credential

level, program attendance begin date, program attendance begin date for award year, program attendance status during award year, program attendance status date

• Private loans amount; institutional debt; tuition and fees amount; allowance for books, supplies, and equipment

• Length of GE program and GE program measurement

• Student’s enrollment status as of the 1st day of enrollment in program

Title IV recipient students enrolled in GE programs

Award Year 2016-2017

U.S. Department of Education Gainful Employment reporting requirements by Oct. 1, 2017.

18SEP09R 09/27/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

What was the academic performance of Arizona’s 2015 high school graduates who attended AWC in AY 2016-2017?

Academic performance of AZ high school graduates including:

• Number of graduates enrolled at AWC, first term average GPA, race/ethnicity, gender, and percent of Fall enrollments continuing in Spring

• Academic performance of graduates in first AWC English and Math courses

AZ high school graduates who subsequently attended AWC

AY 2015-16 (high school grads) AY 2016-17 (AWC enrollment)

Academic Performance of High School Graduates Report (2040 Report) due to ACCCC in fulfillment of State reporting requirements by Oct. 2, 2017.

18SEP10R 09/27/17 Mary Schaal – Institutional Effectiveness, Research, and 10RGrants

How do AWC projected vocational student outcomes compare to other AZ community colleges?

AWC workforce and occupational program data including:

• actual and estimated direct expenditures, by type

• actual and projected enrollment and FTSE counts

• Carl Perkins III Performance Indicators • Carl Perkins IV Performance Indicators

Vocational students PYs 2014-15, 2015-16 and 2016-2017 and FYs 2014, 2015, 2016, & 2017

Council on Workforce Policy/Annual (WAC) Report due to ACCCC in fulfillment of State reporting requirements by OCT. 2, 2017.




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PROJECT # DATE



YEAR PURPOSE 18SEP11 09/28/17 Mary Schaal –


What are the job placement rates of AWC students?

Income and employment data from Department of Economic Security (DES)

All students Jan. 1, 2017 – June 30, 2017

Fulfill Carl Perkins reporting needs and measures of institutional effectiveness.

18OCT01 10/09/17 Michelle Thomas – KEYS Program, Talent Search, Upward Bound

How many Talent Search (TS) and Upward Bound (UB) graduates enrolled in college/university in Fall 2017 and what college/university did they enroll at? How many Talent Search and Upward Bound graduates have graduated from college/university and what degree(s) have they obtained?

List of UB and TS graduates including: • Student ID, Name, SSN, DOB • Cohort • Fall 2017 enrollment status • Fall 2017 enrolled college/university

name • College/university graduate status &

count of awards

UB and TS graduates (list will be provided)

Fall 2002 through Fall 2017

Upward Bound and Talent Search annual program review.

18OCT02 10/09/17 Michelle Thomas – KEYS Program, Talent Search, Upward Bound

How do KEYS program "first-year” cohort students compare to all other "first-year” students in ENG-100, ENG-101, MAT-121, and MAT-151?

Comparison between KEYS “first-year” cohort vs. all other “first-year” students including: • ENG-100, ENG-101, MAT-121, and MAT-

151 course performance (grade distribution, retention, success, failure, withdrawal/no show)

• Overall term GPA 2.0 or above • 2nd year retention/persistence

(completed 1st year and enrolled in 2nd year)

• Average and median number of completed credits (A, B, C, or CR) in 1st year

First-year ENG-100, ENG-101, MAT-121, MAT-151 students (KEYS student list will be provided, comparison population should be identified as low-income and/or first generation)

Fall 2012 through Spring 2017

For future program marketing, grant-related reporting, and determine effectiveness of strategies used based on success factor outcomes.

18OCT03R 10/10/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How effective are AWC Carl Perkins programs in achieving prescribed outcomes?

Carl Perkins (CAR) Form III - Participant and Concentrator Enrollment Reports/Tech Prep

Career & Technical Ed Students

PY 2016-17 (July 1, 2016 to June 30, 2017)

Fulfill Postsecondary Perkins Basic Grant reporting requirements by Oct. 15, 2017.

18OCT04S 10/16/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

Did athletic participation, staffing, revenues and expenses, differ between men’s and women’s teams?

Athletically related data including: • Participation, staffing, revenues and

expenses, by men’s and women’s teams

Athletic students, staff, and programs

AY 2016-17 Submit the Equity in Athletics Survey in fulfillment of federal reporting requirements by Mid Oct. 2017.




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PROJECT # DATE



YEAR PURPOSE 18OCT05S 10/16/17 Mary Schaal –


How did AWC campus safety and security compare in AY2016-17 by location?

Safety and security statistics (including local police) which occurred either on campus, in residence halls, on non-campus buildings/ properties, and/or on public property by location including: • Criminal offenses; fire statistics • Crimes of larceny-theft, simple assault,

intimidation, and destruction/damage/ vandalism of property that manifested evidence of prejudice based on race, gender, religion, sexual orientation, ethnicity/national origin or disability

• Crimes resulting in arrests for illegal weapons possession, drug law violations, and liquor law violations

All students AY 2016-17 Submit the Campus Safety and Security Survey in fulfillment of federal reporting requirements, due Mid Oct. 2017.

18OCT06S

10/19/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How did AWC perform compared to IPEDS peers and former years?

Fall IPEDS data collection including: • Institutional Characteristics (IC) • Completions (C) • 12-Month Enrollment (E12)

All students AY 2016-17 Submit Fall IPEDS Survey Components in fulfillment of federal reporting requirements by Oct. 19, 2017.

18OCT07 10/23/17 Marlena Navarro – San Luis Center Advising

Who were the first-time students that enrolled at Somerton in Fall 2017? Who were the ones that enrolled at San Luis?

List of first-time students enrolled at San Luis and/or Somerton, separately, including: • Student ID and name

San Luis and Somerton first-time students

Fall 2017 Advising and student retention efforts.




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PROJECT # DATE



YEAR PURPOSE 18OCT08

10/23/17 Susana Zambrano – South Yuma County Services

Who were the students that enrolled at San Luis in Fall 2017? Who were the ones that enrolled at Somerton?

List of students enrolled at San Luis and Somerton, separately, including: • Student ID and name • Enrolled classes, course credits, mid-term

grades, and course-level Comparison between first-time and continuing students enrolled at San Luis and Somerton, separetely including: • Attendance status (full-time/part-time) • Gender • Age-group • Residency • Course-level • Institution of origin for first-time students

San Luis and Somerton students

Fall 2017 Administrative and management tools.

18OCT09 10/26/17 Rosalia Delgado – College Assistance Migrant Program (CAMP)

Are CAMP students progressing toward success in Fall 2017?

List of CAMP cohort students including: • Student ID and name • Enrolled classes and mid-term grades

CAMP cohort students

Fall 2017 Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements.

18OCT10 10/30/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

What students and course sections were reported for Fall 2017, as of official census day, to State of Arizona Auditor?

Fall 2017 Institutional Effectiveness, Research, and Grants internal FTSE database tables: • Students • Students and Declared Majors • Enrollments • Course sections

Students and course sections as of official census day (45th day)

Fall 2017 Ensure Institutional Effectiveness, Research, and Grants database includes official census day students and course sections for reporting.




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PROJECT # DATE



YEAR PURPOSE 18NOV01R 11/02/17 Mary Schaal –


How did AWC compare to other AZ community colleges in AY 2016-17?

College-wide and dual enrollment data including: • Annual FTSE and unduplicated student

headcount • Overall Fall student headcount and

headcount by demographics • Fall instructional staff count by full-

time/ part-time • Previous academic year major

accomplishments and upcoming academic year issues

• Dual enrollment courses and student headcount (required in odd-numbered years)

All students and College-wide

AY 2016-17 Annual Report to the Governor due to ACCCC in fulfillment of State reporting requirements by Nov. 2, 2017.

18NOV02 11/13/17 Jennifer Hewerdine - Communications

Are students meeting the course outcomes for ENG-101?

10% random sample of all active students enrolled in ENG-101 including: • Student ID and name (last, first, middle) • Enrollment term • Course section ID, section synonym,

course, and section number • Instructor

ENG-101 students (exclude drop, withdraw, administrative withdraw, and no shows)

Fall 2017 Course assessment.

18NOV03 11/13/17 Jennifer Hewerdine - Communications

Are students meeting the Writing Intensive (WI) outcomes within WI courses?

10% random sample of all active students enrolled in any WI course including: • Student ID and name (last, first, middle) • Enrollment term • Course section ID, section synonym,

course, and section number • Instructor

WI students (exclude drop, withdraw, administrative withdraw, and no shows)

Fall 2017 Course assessment.




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PROJECT # DATE





What is the effectiveness of Perkins programs at AWC?

CAR Form IV – Grant Accountability Report and CAR Tech Prep Indicators 1P1, 2P1, 3P1, 4P1, 5P1, 5P2, 1PTP1, 1PTP2, 1PTP3, 1PTP4, 1STP1, 1STP2, 1STP4, 1STP5

Career & Technical Ed Students

FY2016-17 (July 1, 2016 to June 30, 2017)

Fulfill Postsecondary Perkins Basic Grant reporting requirements by Nov. 15, 2017

18NOV05 11/16/17 Angela Creel – Library Services

Does library instruction have an impact on student retention?

Fall to Spring, Spring to Fall, and Fall to Fall retention rate comparison between students who received library instruction vs. those who did not

All students Fall 2014 through Fall 2017

Assess impact of library instruction on student retention.

18NOV06 11/22/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

What credentials were awarded at AWC in AY 2016-2017?

Upload ASSIST degree file Graduates AY 2016-17 Upload the 2016-17 Degree File to ASSIST by Nov. 24, 2017 but no later than Dec. 07, 2017

18NOV07R 11/28/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How does AWC Fall 2017 enrollment and performance compare to prior fall terms?

Fall 2017 data including: • Facts-at-a-Glance • Students • Declared majors • Course enrollments & FTSE • Mid-term academic performance • Retention & persistence • Faculty


Fall 2017 Distribute Fall 2017 Standard Reports (as of census day) via Institutional Effectiveness, Research, and Grants website.




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PROJECT # DATE





How many students applied for tuition waivers, fee waivers, grants, scholarship assistance, financial aid, tuition assistance or any other type of state financial assistance? How many students were not entitled to such state financial aid because the student was not a citizen or resident of the U.S. or not a lawful permanent resident?

Semi-annual report on lawful presence (formerly Proposition 300) including: • Number of students entitled to be

classified as an in-state student • Number of students not entitled to

classification as an in-state student because the student was not a citizen or legal resident of the United States or is without lawful immigration status

• Number of students who applied for tuition waivers, fee waivers, grants, scholarship assistance, financial aid, tuition assistance or any other type of financial assistance that is subsidized or paid in whole or in part with state monies

• Of those who applied, the number of students not entitled because they were not citizens or legal residents or not lawfully present in the United States

All students May 16, 2017- Nov. 15, 2017

Fall Lawful Presence (formerly Proposition 300) Semi-Annual Report due to ACCCC in fulfillment of State reporting requirements by Dec. 1, 2017

18NOV09R 11/30/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How many students were enrolled at AWC on the Fall 2017 45th day?

Yuma/La Paz Counties community college district Fall 2017 45th day unduplicated headcount and FTSE

Students as of the official census day (45th day)

Fall 2017 Fall 45th day HC and FTSE Report due to ACCCC in fulfillment of State reporting requirements by Dec. 1, 2017

18DEC01 12/05/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

Does AWC meet Title V eligibility requirements for FY 2018?

Title V eligibility form

All students Fall 2015 and FY 2015-16

Submit Title V Eligibility Designation form to Department of Education for future grant funding needs.

18DEC02 12/14/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

Employment comparison FEDES Upload: Submit merged state files to OPM & DOD

All Data Q1 (Jan. 16), Q2 (Apr 17), Q3 (Jul 13), Q4 (Oct 12)

FEDES State Results Comparison Due January 2, 2018




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PROJECT # DATE



YEAR PURPOSE 18DEC03S 12/14/17 Marisela Dickman –


How does AWC compare to other two-year postsecondary institutions?

Institutional data including: • general information • enrollment and persistence • freshman admission • transfer admission • academic offerings and policies • student life • annual expenses • financial aid • instructional faculty and class size • degrees offered and awarded • administrative officers • list of majors

College-wide AY 2016-17 Submit College Board Annual Survey of Colleges by mid-Dec., 2017

18JAN01 01/09/18 Rosalia Delgado – College Assistance Migrant Program (CAMP)

Do students that participate in the CAMP program succeed at higher rates in English and Math than those who do not? Do they succeed at higher rates in English and Math than those other students in residence halls?

ENG and MAT course grade distribution and course performance (retention, success, fail, withdraw & no show) comparison between:

• CAMP students vs. all other students • CAMP students vs. all other residence

hall students

CAMP vs. all other students & CAMP vs. all other residence hall students

Fall 2017 Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements

18JAN02 01/17/18 Brett Peterson/Ila Peterson – Mathematics Department

For students with math placement scores in the “new zone”, how does their course completion and success compare to students that directly placed into MAT-142/151 with a score above the “new zone” and students that progressed to MAT-142/151 by passing MAT-121?

What is the strength of relationship between placement score and success in MAT-142/151?

How does success in MAT-142/151 differ amongst quadrants if breaking “new zone” into quadrants?

Using a distributional approach, is there an apparent cut score predictive of success?

List of students attempting MAT-142/151 for the first time including: • Student ID • Course • Final Grade • Completion and success flag • Most recent math placement score and

test date

First-time MAT-142/151 students

Fall 2017

Study of new AWC Math placement scores among students attempting MAT-142/151 for the first time in Fall 2017.




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PROJECT # DATE



YEAR PURPOSE 18JAN03 01/18/18 Jenifer Hewerdine –

Communications Department

What are the retention and success rates of students in the ENG-100/101 co-requisite pilot course relative to peers in the linked ENG-101 courses?

Retention and success rate comparison between students who took the co-requisite pilot courses vs. those who took linked ENG-101 courses

ENG-101-008, ENG-101-013, ENG-101-016, ENG-101-033, ENG-101-034, ENG-101-206, ENG-101-017, ENG-101-030, ENG-101-031, ENG-101-032, ENG-101-035, and ENG-101-205 students

Fall 2017 Determine efficacy of the ENG-100/101 co-requisite pilot course.

18JAN04 01/22/18 Jennie Buoy – Modern Languages

How well are students who have taken SLT-099 persisting? How successful are they in English 100 and English 101 in comparison to students who have taken English 80 or 90? Do they continue to take classes and be successful in those classes (apart from English 100 and 101)?

ENG-100, ENG-101, and other subsequent course success rate comparisons between students who took SLT-099 prior vs. students who took ENG-80/90 prior, by campus (Yuma and San Luis):

• Number & percentage of those who attempted SLT-099, passed with a “C” or higher; of those, who took ENG-100, passed with a “C” or higher; of those who took ENG-101 and passed with a “C” or higher

• Time it takes to complete ENG-100 & ENG-101

SLT-099 and ENG-80/90 students

Spring 2016 Fall 2016 Spring 2017 Fall 2017

Measure student success after taking SLT-099 or ENG-80/90.

18JAN05 01/25/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

Upload ASSIST annual file Upload ASSIST annual file All courses AY2016-17 Upload the 2016-17 Annual File to ASSIST by Jan. 26, 2018 but no later than Feb. 22, 2018

18JAN06 01/29/18 Jennifer Hewerdine - Communications

What are the retention and success rates of students in the ENG-100/101 co-requisite pilot course relative to peers in the linked ENG-101 courses?

Retention and success rate comparison between students who took the co-requisite pilot courses vs. those who took any other ENG-101 course

ENG-101 students Spring 2017 Determine efficacy of the ENG-100/101 co-requisite pilot course.




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YEAR PURPOSE 18JAN07 01/29/18 Gabriela Herwig –

Veteran Services How many Veterans or Veteran dependents were enrolled at AWC in Fall 2017? Were they retained in Spring 2018 at higher rates than non-Veteran students? Did they graduate and/or transfer-out at higher rates than non-Veteran students?

List of Veteran students including: • Student ID and full name • Veteran eligibility code description • Veteran benefit code, description, start &

end date, and branch • Enrollment term, total registered credits,

and attendance classification (full-time/part-time)

• AWC employee status • Awarded other than veteran-related

financial aid status • Fall 2017 AWC graduate status • AWC graduate status • Spring 2018 retention status • Subsequent transfer-out status

List of Veteran students who were awarded other than veteran-related financial aid including: • Student ID and full name • Financial aid award period, award ID &

description, start & end date, amount awarded, and amount transmitted)

Retention, graduation, and transfer-out rate comparison between Veteran vs. non-Veteran students

Veteran (VET code/VA educational code) vs. all other students

Fall 2017 and Spring 2018

Fee reporting requirements to the Department of Veteran Affairs in compliance with education guidelines and requirements.

18FEB01R 02/05/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

What were the final student performance outcomes in Fall 2017?

Fall 2017 data including: • Academic performance • Graduates • Credentials awarded

Students and course sections as of official census day (45th day) with term outcomes as of term end

Fall 2017 Distribute Final Fall 2017 Standard Repots (as of semester end) via Institutional Effectiveness, Research, and Grants website.

18FEB02 02/09/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

What courses did AWC offer in AY 2016-2017?

Upload ASSIST course file All courses AY 2016-17 Upload the 2016-17 Course File to ASSIST by Feb. 9, 2018 but no later than March 22, 2018




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YEAR PURPOSE 18FEB03S 02/15/18 Marisela Dickman –


How much financial aid did AWC award in FY 2016-2017? With respect to graduation rates and outcome measures, how did AWC perform compared to IPEDS peers and former years?

Winter IPEDS data collection including: • Student Financial Aid (SFA) • Graduation Rates (GR) • 200% Graduation Rates (GR200) • Admissions(ADM) • Outcome Measures (OM)

College-wide AY 2016-17 Submit Winter IPEDS Survey Component in fulfillment of federal reporting requirements, by Feb. 15, 2018

18FEB04S 02/28/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

How does AWC compare to other two-year post-secondary undergraduate institutions in the US?

Institutional data including: • institutional information • enrollment and persistence • admission • academics & major degree program

offered • expenses • computer technology • campus life, athletics, sustainability

College-wide AY 2016-17 & Fall 2017

Submit Peterson’s Annual Survey of Undergraduate Institutions by Feb. 28, 2018

18FEB05 02/28/18 Isabel Banuelos – Finance and Administrative Services

What is the estimated net price for full-time, first-time degree/certificate seeking students to attend AWC?

Net Price Calculator update All students AY 2017-18 Post Net Price Calculator on AWC website as required in the Higher Education Opportunity Act of 2008.

18MAR01 03/21/18 Mary Schaal –Institutional Effectiveness, Research, and Grants

What are the job placement rates of AWC students?

Department of Economic Security (DES) quarterly income and employment data

All students Jul. 1, 2017 – Dec. 31, 2017

Fulfill Carl Perkins and other college reporting needs

18MAR02 03/22/18 Rosalia Delgado – College Assistance Migrant Program (CAMP)

Are CAMP students progressing toward success in Spring 2018?

List of CAMP cohort students including: • Student ID and name • Enrolled classes and mid-term grades


Spring 2018 Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements.




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PROJECT # DATE



YEAR PURPOSE 18MAR03 03/27/18 Marlena Navarro –

San Luis Center Advising

Who were the first-time students that enrolled at Somerton in Spring 2018? Who were the ones that enrolled at San Luis?

List of first-time students enrolled at San Luis and/or Somerton, separately, including: • Student ID and name

San Luis and Somerton first-time students

Spring 2018 Advising and student retention efforts.

18MAR04 03/27/18 Susana Zambrano – South Yuma County Services

Who were the students that enrolled at San Luis in Spring 2018? Who were the ones that enrolled at Somerton?

List of students enrolled at San Luis and Somerton, separately, including: • Student ID and name • Enrolled classes, course credits, mid-term

grades, and course-level Comparison between first-time and continuing students enrolled at San Luis and Somerton, separetely including: • Attendance status (full-time/part-time) • Gender • Age-group • Residency • Course-level • Institution of origin for first-time students

San Luis and Somerton students

Spring 2018 Administrative and management tools.

18MAR05 03/28/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

What students and course sections were reported for Spring 2018, as of official census day, to State of Arizona Auditor?

Institutional Effectiveness, Research, and Grants internal database tables: • Students • Students and Declared Majors • Enrollments • Course sections


Spring 2018 Ensure Institutional Effectiveness, Research, and Grants database includes official census day students and course sections for reporting.

18MAR06 03/30/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

Employment comparison FEDES Upload: Returns and match files from OPM & DOD from December Submission

All Data Q1 (Jan. 16), Q2 (Apr 17), Q3 (Jul 13), Q4 (Oct 12)

FEDES State Results Comparison




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PROJECT # DATE



YEAR PURPOSE 18MAR07R 03/31/18 Reetika Dhawan –

Career and Technical Education

How many AWC students are eligible for federal vocational funding?

Community College District Federal Vocational Education Funding Report data including: • Number of Pell Grant recipients enrolled

in a vocational program as defined • Number of BIA assistance recipients

enrolled in a vocational program as defined

• Total unduplicated headcount

Vocational students AY 2017-18 (Fall & Spring)

Community College District Federal Vocational Education Funding Report due to Arizona Department of Education (ADE) by mid-April

18APR01S 04/16/18 Marisela Dickman – Institutional Effectiveness, Research, and Grants

How many students were enrolled at AWC in Fall 2017? With respect to finances, human resources, and academic libraries, how did AWC perform compared to IPEDS peers and former years?

Spring IPEDS data collection including: • Fall Enrollment (EF) • Finance (F) • Human Resources (HR) • Academic Libraries (AL)

All students & College-wide

FY 2016-17 & Fall 2017

Submit Spring IPEDS Survey Components in fulfillment of federal reporting requirements by April 16, 2018

18APR02S 04/24/18 Marisela Dickman – Institutional Effectiveness, Research, and Grants


Institutional data including: • general & institutional information • enrollment • admissions • costs and financial aid • student affairs • academic programs

College-wide AY 2016-17 Submit Wintergreen Orchard House Survey by April 24, 2018

18APR03R 04/30/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

How does AWC Spring 2018 enrollment and performance compare to prior fall terms?

Spring 2018 data including: • Facts-at-a-Glance • Students • Declared majors • Course enrollments & FTSE • Mid-term academic performance • Retention & persistence

Faculty


Spring 2018 Distribute Spring 2018 Standard Repots (as of census day) via Institutional Effectiveness, Research, and Grants website.




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PROJECT # DATE



YEAR PURPOSE 18MAY01S 05/08/18 Mary Schaal –


How does AWC performance compare to Higher Learning Commission requirements?

Financial and non-financial institutional data including: • contact information • federal compliance • student headcount by level • student headcount by category • total entering undergraduate headcount • institutional headcount • educational programs • certificates & degrees awarded • off campus activities • dual enrollment • distance education programs • collaborative education • operating expenses & revenues

College-wide AY 2016-17 & Fall 2017

Submit Higher Learning Commission Annual Institutional Data Update by Mid May, 2018

18MAY02R 05/30/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

How many students were enrolled at AWC on the Spring 2018 45th day?

Yuma/La Paz Counties community college district Spring 2018 45th day unduplicated headcount and FTSE

Students as of the official census day (45th day)

Spring 2018 Spring 45th day HC and FTSE Report due to ACCCC in fulfillment of state reporting requirements by May 30, 2018

18MAY03R 05/30/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

How many students applied for tuition waivers, fee waivers, grants, scholarship assistance, financial aid, tuition assistance or any other type of state financial assistance? How many students were not entitled to such state financial aid because the student was not a citizen or resident of the U.S. or not a lawful permanent resident?

Semi-annual report on lawful presence (formerly Proposition 300) including: • Number of students entitled to be

classified as an in-state student • Number of students not entitled to

classification as an in-state student because the student was not a citizen or legal resident of the United States or is without lawful immigration status

• Number of students who applied for tuition waivers, fee waivers, grants, scholarship assistance, financial aid, tuition assistance or any other type of financial assistance that is subsidized or paid in whole or in part with state monies

• Of those who applied, the number of students not entitled because they were not citizens or legal residents or not lawfully present in the United States

All students Nov. 16, 2017-May 15, 2018

Spring Lawful Presence (formerly Proposition 300) Semi-Annual Report due to ACCCC in fulfillment of state reporting requirements by May 30, 2018




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PROJECT # DATE



YEAR PURPOSE 18MAY04 05/30/18 Mary Schaal –


How did AWC perform compared to other two-year postsecondary institutions in AZ?

Community College Long-Term Strategic Vision data including: • Short-term metrics • Mid-range metrics • Long-range metrics • Follow-up metrics

College-wide, all students, Fall 2011 6-year cohorts*, and Fall 2015 2-year cohorts* (*cohorts defined in Strategic Vision Technical Guide)

AY 2016-17 Submit Community College Long-term Strategic Vision by May 30, 2018

18MAY05S 05/30/18 Marisela Dickman – Institutional Effectiveness, Research, and Grants


Institutional data including: • general & institutional information • enrollment • admissions • costs and financial aid • student affairs • academic programs

College-wide AY2016-17 Submit ACT Institutional Data Questionnaire (IDQ) by May 30, 2018

18MAY06S 05/31/18 Marisela Dickman – Institutional Effectiveness, Research, and Grants

How does AWC compare to other two-year post-secondary institutions who offer distance learning?

Distance education data including: • general information and degree

programs

Distance Education courses & students

AY2016-17 & Fall 2017

Submit Peterson’s Distance Learning Program Online Survey by May 31, 2018




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PROJECT # DATE



YEAR PURPOSE 18JUN01 06/12/18 Rosalia Delgado –

College Assistance Migrant Program (CAMP)

Do students that participate in the CAMP program succeed at higher rates in English and Math than those who do not? Do they succeed at higher rates in English and Math than those other students in residence halls?

ENG and MAT course grade distribution and course performance (retention, success, fail, withdraw & no show) comparison between: • CAMP students vs. all other students • CAMP students vs. all other residence

hall students

CAMP vs. all other students & CAMP vs. all other residence hall students

Spring 2018 Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements

18JUN02 06/14/18 Rosalia Delgado – College Assistance Migrant Program (CAMP)

Do students that participate in the CAMP program succeed at higher rates than those who do not?

List of CAMP cohort students including: • Student ID and name (last, first, middle) • Fall 2017 enrollment status • Placed into Developmental status • First-Generation status • Total completed credits • Completed 24+ credits status • Age as of Fall 2017 • 17 & under as of Fall 2017 status • 21+ as of Fall 2017 status


Fall 2017 & Spring 2018

In fulfillment of annual CAMP grant reporting requirements.

18JUN03R 06/14/18 Mary Schaal – Institutional Effectiveness, Research, and Grants

How does AWC compare to other two-year postsecondary institutions and peers?

Institutional data including: • service area, enrollment, and fiscal

information • completion and transfer • transfer performance • persistence/student satisfaction • student goal attainment • college retention and success • developmental course retention and

success • first-time developmental student

retention and success • career preparation/academic success • high school student and minority

participation • workforce development • section size, student to faculty ratio,

course load • distance learning/credit grades • student services staff/HR statistics • Instruction & development/training

costs

All students Fall 2016 & AY 2017-18

Submit National Community College Benchmarking Project (NCCBP) workbook data by mid June, 2018




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PROJECT # DATE



YEAR PURPOSE 18JUN04 06/21/18 Gabriela Herwig –

Veteran Services How many Veterans or Veteran dependents were enrolled at AWC in Spring 2018? Were they retained in Fall 2018 at higher rates than non-Veteran students? Did they graduate and/or transfer-out at higher rates than non-Veteran students?

List of Veteran students including: • Student ID and full name • Veteran eligibility code description • Veteran benefit code, description, start &

end date, and branch • Enrollment term, total registered credits,

and attendance classification (full-time/part-time)

• AWC employee status • Awarded other than veteran-related

financial aid status • Spring 2018 AWC graduate status • AWC graduate status • Fall 2018 retention status • Subsequent transfer-out status

List of Veteran students who were awarded other than veteran-related financial aid including: • Student ID and full name • Financial aid award period, award ID &

description, start & end date, amount awarded, and amount transmitted)

Retention, graduation, and transfer-out rate comparison between Veteran vs. non-Veteran students

Veteran (VET code/VA educational code) vs. all other students

Spring 2018 and Fall 2018

Fee reporting requirements to the Department of Veteran Affairs in compliance with education guidelines and requirements.


What were the final student performance outcomes in Spring 2018?

Spring 2018 data including: • Academic performance • Graduates • Credentials awarded

Students and course sections as of official census day (45th day) with term outcomes as of term end

Spring 2018 Distribute Final Spring 2018 Standa06rd Repots (as of semester end) via Institutional Effectiveness, Research, and Grants website.




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PROJECT # DATE



YEAR PURPOSE 18JUN06R 06/28/18 Mary Schaal –


How does AWC compare to other community colleges?

Student-Right-to-know disclosure data including: • Overall and athletically-related financial

aid recipient graduation/completion and transfer-out rates by sport, gender, and race/ethnicity

• Overall and athletically-related financial aid recipient 4-year average graduation/completion and transfer-out rates by sport and gender

• Overall and athletically-related financial aid recipient enrollment headcount by sport, gender, and race/ethnicity

Fall 2014 full-time, first-time, degree/ certificate-seeking students & Fall 2014 full-time, first-time, degree/certificate-seeking students that received athletic-related financial aid

AY 2014-15 through AY 2016-17

Disclose 2017-2018 Graduation/Completion and Transfer-out Rates in compliance with the Higher Education Act of 1965, as amended (Student Right-to-Know Act) and to update the Institutional Effectiveness, Research, and Grants website with public notice


What are the district-wide data and/or research needs for AY 2018-19? Are there any trends and/or areas of overlap where district-wide data requests could be consolidated?

District-wide data and/or research requests College-wide AY 2018-19 Produce the 2018-2019 Institutional Research Plan and finalize for planning




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PROJECT # DATE



YEAR PURPOSE 18JUL01 07/31/18 Elaine Groggett –

Assessment, Program Review, Curriculum & Articulation

How did programs and course clusters perform over the last 5-years?

Annual program review data, including: • Declared major headcount by gender,

race/ethnicity, age-group, and student characteristics

• Graduates by gender, race/ethnicity, age-group, and student characteristics

• Graduate transfers by transfer college/university group

• Enrollment headcount in major courses by gender, campus, and delivery mode

• Number of sections, minimum, maximum, and average section size

• Overall course grade distribution and performance

• Course grade distribution and performance by gender and race/ethnicity

• Faculty headcount and list of faculty

Degrees: AA.MATHE AS.CSCIE AS.ENGIN AAS.AACT AAS.AIRCR, AAS.ACRSE AAS.BUS AAS.CARP AAS.CRPSE AAS.CTM AAS.CTMSE AAS.ELECT AAS.ECTSE AAS.INDST AAS.INTSE AAS.PLMB AAS.PLMSE AAS.WELDT AAS.WLDSE Certificates: CERT.ACCT CERT.AIRCR CERT.CARPT CERT.COMSE CERT.ECT CERT.FNDC CERT.GMAW CERT.MAS CERT.OFFAD CERT.PLMB CERT.RETMG CERT.SMAW CERT.WELDG CERT.WLDEL

AY 2013-2014 AY 2014-2015 AY 2015-2016 AY 2016-2017 AY 2017-2018

2017 Program Reviews




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APPENDIX IR Standard Definitions for Reporting:

Institutional Research standard definitions for reporting and interpretation purposes can be found on the AWC Institutional Effectiveness, Research, and Grants website at: http://www.azwestern.edu/Institutional_Research/ir_standard_definitions_for_reporting.html

Project Number(#): All projects are assigned a project number. Each project number begins with the academic year and month in which the project will

be completed and ends with a two digit number (i.e., 12AUG01). Furthermore, projects associated with reporting requirements will end with an R, and those associated with survey completion will end with an S. Please note that project number assignment does not reflect preference of any sort-project numbers are used for record keeping purposes only.

Standard Reports: Published standard reports can be found on the AWC Institutional Effectiveness, Research, and Grants website at:

http://www.azwestern.edu/Institutional_Research/standard_reports.html

http://www.azwestern.edu/Institutional_Research/ir_standard_definitions_for_reporting.html

http://www.azwestern.edu/Institutional_Research/standard_reports.html

2017 - 2018 - arizona western college · 2017-12-11 · 2017-2018 institutional research plan...

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