town meeting...10 year service awards neil carey, instructional assistant ii jason craighead,...

Town Meeting May 6, 2020

President Dyrell Foster

Welcome / Announcements

President Dyrell Foster College Updates

VP William Garcia

Student Services Update

VP Kristina Whalen

Academic Services Update

VP Anette Raichbart

Administrative Services Update

President Dyrell Foster

What’s Right at LPC

President Dyrell FosterHot Topics

IPEC Director Rajinder Samra

Educational Master Plan

Awards and Recognitions

Dyrell Foster

President

5 Year Service Awards

Gabriela Discua, Counselor & Instructor

Andrew Lozano, Lab Tech Science

Julia McGurk, Instructor ESL

Kali Rippel, Librarian

J.David Rodriguez Molina, Research Analyst

Paul Sapsford, Instructor Kinesiology & Athletics

Michal Shuldman, Instructor, Science

Michael Sugi, Security Officer

Rafael Valle, Project Director HSI

Marsha Vernoga, Instructor Health & Nutrition

Michelle Zapata, Counselor & Instructor

10 Year Service Awards

Neil Carey, Instructional Assistant II

Jason Craighead, Instructor Kinesiology & Athletics

Deanna Horvath, Instructor Humanities

Martin Nash, Instructor English

Nadiyah Taylor, Instructor Early Childhood Education

Julie Thornburg, Executive Assistant to VP Student Services

Daysi Valle, Financial Aid Systems Coordinator

Gary Wilkes, Lab Coordinator Science

20 Year Service Awards

Cynthia Balero, Program Coordinator for International Students

Jennifer Farber, Instructional Assistant Technology

Terry Johnson, Instructor Career Education

Melissa Korber, Instructor Mass Communication

Retirements

Mary Hargiss, Sr. Administrative Assistant BHAWK

Terry Johnson, Instructor Automotive Technology

College Updates

What Have We Accomplished

Looking Forward

College Updates

Student Needs Assessment Survey

Results of theSpring 2020 Online StudentNeeds

Assessment Survey

PRESENTER: RAJINDER S. SAMRADIRECTOR OF RESEARCH, PLANNING, AND INSTITUTIONAL

EFFECTIVENESS

MAY 6, 2020

TO W N M E E TI N G

Methodology• Population: All Students Enrolled at LPC in Spring 2020• Survey Conducted Using SurveyMonkey• Survey Link Posted on Canvas• Survey Link Emailed to All Students Using Constant Contact• Survey Opened on Monday, 4/13, and closed on Saturday,

4/18.

Responses = 1,997

Representation of Survey Respondents

Race‐EthnicitySurvey vs. SpringEnrollment

3%

23%25%

38%

4%

20%

4%4%

29%

33%

5%7%

2%3%5%

10%

15%

20%

25%

30%

35%

40%

Survey Spring Enrollment

0%

African‐American Asian‐American Filipino Latino White Multi‐Ethnic Other/Unknown

NOTE: Spring 2020 are preliminary data. ‘Other/Unknown’ includes students who identify as ‘Native American’ and ‘Pacific Islander’

AgeSurvey vs. SpringEnrollment

34%

24%

12%11%

5%

31%

21%

15%12%

10%10%7%

5%5%5%

0%

10%

15%

20%

25%

30%

35%

40%

19 or younger

20‐21 22‐24 25‐29 30‐39 40‐49 50 or older

Survey Spring Enrollment

GenderSurvey vs. SpringEnrollment

63%

34%

52%46%

0%

10%

30%

20%

40%

50%

60%

70%

Female Male

2% 2%

Decline to state/Other

Survey Spring Enrollment

Unit LoadSurvey vs. SpringEnrollment

51%

27%

19%

37% 38%

24%

0%

10%

20%

30%

40%

50%

60%

12 or more units 6 to 11.5 units .5 to 5.5 units

Survey Spring Enrollment

Responses on Selected Survey Questions

9%

22% 24%

45%

None, all were already online

One (1) course Two (2) courses Three or more (3+) courses

5%

0%

10%

20%

15%

25%

45%

40%

35%

30%

50%

How many of your classes transitioned from face-to-face to online during this semester?

36%

Yes No

30%

20%

10%

0%

40%

60%

50%

70%

Have you taken online courses in the past?

64%

13%

77%

3% 6%1%

Desktop Laptop Tablet (e.g.,iPad, GalaxyTab, etc.)

Smartphone Other (please specify)

0%

10%

20%

70%

60%

50%

40%

30%

80%

90%

What device do you primarily use to access your online course content?

14%

23% 24% 24%

10%

5%

Very easy Easy Neither easy nor difficult

Difficult Very difficult Does not apply

0%

5%

10%

15%

20%

25%

30%

Overall, how has your transition been from face-to-face to remote online learning?

29%

24%

4%1%

Extremely confident

Very confident Somewhat confident

Not so confident Not at all confident

0%

5%

20%

15%

10%

25%

30%

40%

35%

45%

How confident are you with using Canvas for online classes?

42%

65%

38%

36%

38%

41%

32%

43%

44%

44%

45%

3%

19%

21%

18%

14%

0% 20% 40% 60% 80% 100%

How effective have the following college personnel communicated with you about the changes as a result of the Coronavirus (COVID‐19)?

Very effective Somewhat effective Not at all effective

Your professor(s)/ instructor(s)Responses = 1,987

Counseling Department staff

Responses = 1,296

Financial Aid staffResponses = 1,065

Admissions & Records staffResponses = 1,330

Other college personnelResponses = 1,155

59% 58%52%

12%

Loss of work/uncertainty of

work

Staying on track to complete my

educational goal (e.g., certificate, degree,

transfer, or other goal)

Anxiety, depression, or other mental health

need

Loss of financial aid

10%

0%

20%

50%

40%

30%

60%

70%

Are you experiencing or likely to experience in the near future any of the following issues?

(Check all that apply)

12% 11%8%

Food insecurity (lack of consistent access to enough food for an active, healthy life)

Lack of access to medical care

Lack of safe and stable housing

0%

10%

20%

70%

60%

50%

40%

30%

Are you experiencing or likely to experience in the near future any of the following issues?

(Check all that apply)

5% 5% 5%

Loss of childcare Insufficient accommodations for my

disability

Other (please specify)

0%

10%

70%

60%

50%

40%

30%

20%

Are you experiencing or likely to experience in the near future any of the following issues?

(Check all that apply)

66% 31%2

%

70% 27%2

%

0% 20% 40% 60% 80% 100%

...necessary software programs or applications?

...textbooks (hard copy or electronic)?

To complete your course work, do you have access to:

Yes, all of them Yes, some of them No, none of them

4%

10%

29%

18%

67%

71%

90%

0% 20% 40% 60% 80% 100%

...change course grading option to "Pass/No Pass"

...drop/dropped some of my course(s)

....drop/dropped all my courses (i.e., withdrew completely) 1%8%

As a result of the changes in response to the Coronavirus (COVID‐19) situation, have you or are you considering any of

the following:

I already have... I might... No, I do not plan to...

Thanks for Your Attention!

Student Services Update

William Garcia

Vice President, Student Services

Student Services Update

• LPC Class of 2020

Academic Services Update

Kristina Whalen

Vice President, Academic Services

Administrative Services Update

Anette Raichbart

Vice President, Administrative Services

Upcoming LPC Budget Development Items

• Managers submitted their discretionary budget to the AdminServices office on Monday 5/4. Thank you everyone! We had100% submittal rate.

• All allocations provided are tentative based on currentbudget information. As we have seen on the news, as well aslocally. There will be budget implications and impacts in the20-21 school year.

• Revenue projections: Normal year May revise. This year, weare hoping for July, but are prepared to have more realisticinformation in August.

Upcoming LPC Budget Development Items

General Fund revenues are heavily reliant on the “big three”taxes of personal income, sales and use, and corporation—generating over two-thirds of General Fund revenue.

At this time, FCMAT believes best case funded COLA could bein the -2% range, and worst case in the -10% range,depending on a multitude of considerations.

CARES Act Funding for Las Positas could result in approx. $2.8Million dollars ($1.4 Million going directly to students and $1.4Million to cover losses incurred due to Covid 19). The CARESact has many restrictions and limitations that are constantlychanging. We are prepared to pivot as needed.

What’s Right at LPC?Dyrell Foster

President

What’s Right at LPC?

Tamica Ward

Dean of Enrollment

Services

Hot Topics: Q&ADyrell Foster

President

Educational Master Plan

Rajinder Samra

Director of Research, Planning, and Institutional Effectiveness

What’s Happening: Reflecting on Data for the Educational Master Plan

PRESENTER: RAJINDER S. SAMRADi rector of Res earc h , P l ann i ng , and Inst i t u t i o nal Ef f ec t i v ene s s

MAY 6, 2020To w n M eet i n g

Agenda

• Purpose of the Educational Master Plan (EMP)

• LPC Mission Statement

• Four Educational Master Plan Goals

• External Environment (outside the college)• e.g., Alameda County population trends

• Internal Environment (inside the college)• e.g., Trends in student demographics

• Breakout Group Discussions – 30 minutes

• Pick a recorder and reporter (Google Doc – link will be given)

• Discuss what the data may mean in the context of the 4 EMP Goals

• Group Report Out (one minute per group)

Primary Purpose of LPC’s Educational Master Plan

Advance our College’s Mission

LPC Mission Statement

Las Positas College provides an inclusive, learning-centered, equity-focused environment that offers educational opportunities and support for completion of students’ transfer, degree, and career-technical goals

while promoting lifelong learning.

Four EMP Goals

• Educational Excellence – about quality academic programs and support services.

• Community Collaboration – about collaborating with community partners to

provide educational opportunities.

• Supportive Organizational Resources – about fiscal stability, appropriate staffing

levels, meeting technology needs, and addressing facilities.

• Organizational Effectiveness – about improving organizational processes, safety

and wellness, and professional development.

EMP Goal Questions During BreakoutSession (GoogleDoc)

Given the data:

• How do we ensure Educational Excellence?

• How can we strengthen Community Collaboration?

• What Supportive Organizational Resources should be developed?

• How can we improve Organizational Effectiveness?

• What questions do you still have?

External Environment

Impact of COVID‐19 on Students

65%

38%

36%

38%

41%

32%

43%

44%

44%

45%

3%

19%

21%

18%

14%

0% 20% 40% 60% 80% 100%

How effective have the following college personnel communicated with you about the changes as a result of the Coronavirus (COVID‐19)?

Very effective Somewhat effective Not at all effective

Your professor(s)/ instructor(s)Responses = 1,987

Counseling Department staff

Responses = 1,296

Financial Aid staffResponses = 1,065

Admissions & Records staffResponses = 1,330

Other college personnelResponses = 1,155

14%

23% 24% 24%

10%

5%

Very easy Easy Neither easy nor difficult

Difficult Very difficult Does not apply

0%

5%

10%

15%

20%

25%

30%

Overall, how has your transition been from face-to-face to remote online learning?

59% 58%52%

12%

Loss of work/uncertainty of

work

Staying on track to complete my

educational goal (e.g., certificate, degree,

transfer, or other goal)

Anxiety, depression, or other mental health

need

Loss of financial aid

10%

0%

20%

50%

40%

30%

60%

70%

Are you experiencing or likely to experience in the near future any of the following issues?

(Check all that apply)

Impact of COVID‐19 on Students

The most successful colleges will be the ones that best adapt to this new environment.

Alameda County Jobs Growth byIndustry

Industry GroupAlameda County Jobs

2019 2029 GrowthAll Industries 891,596 975,217 83,621

Government 121,091 124,449 3,358

Health Care and Social Assistance 115,997 141,091 25,094

Professional, Scientific, and Technical Services 90,183 99,713 9,529

Manufacturing 85,701 91,917 6,215

Leisure and Hospitality 83,838 97,626 13,788

Retail Trade 74,462 75,871 1,409

Construction 59,417 69,923 10,506

Administrative and Support and Waste Management and Remediation Services

48,739 51,324 2,585

Other Services, except Public Administration 40,506 42,565 2,059

Wholesale Trade 37,350 32,651 (4,699)

Transportation and Warehousing, and Utilities 36,713 41,304 4,591

Educational Services 24,294 27,433 3,138

Information 21,916 27,594 5,678

SOURCE: Economic Modeling Specialists, Intl. (EMSI 2020.2)

Student‐Centered Funding Formula (SCFF)

SCFF Components Percent

Full‐Time Equivalent Students (FTES) 70%

Supplemental Allocation

− Promise Grants (68% ‐CLPCCD)

− Pell Grants (28% ‐CLPCCD)

− AB 540 (3% ‐CLPCCD)

20%

Student Success Allocation(additional $ for Promise and Pell Grants)

10%

Total 100%

533,051

377,399

517,175

69,479

17,752

169,545 158,310

395,033

500,196

75,732

18,081

African‐American Asian Latino White Multi‐Ethnic Other

Alameda County Population by Race‐Ethnicity 2019 Versus 2029 Projections

2019 2029

609,287

24%

6%

19%

31%

CSU/UC CA Prviate Out‐of‐State CACommunity

College

College‐Going Rates of 2017‐18 High School Grads (N) From Livermore, Pleasanton, & Dublin (Combined)

20%

Combined ‐ Livermore,

Pleasanton, Dublin

N = 2,839

Did Not Attend ‐> College

Attended College orUniversity ‐> 80%

31%

21%

30%

Overall African American Asian Latino White Multi‐Ethnic

N = 2,839

Community College Going RatesOf 2017‐18 High School Grads (N) in

Livermore, Pleasanton, & Dublin (Combined) By Race‐Ethnicity

47%

41%

36%

N = 63 N = 784 N = 481 N = 1,341 N = 159

Co

mm

un

ity

Co

lle

ge G

oin

gR

ate

s

Of Those Who Applied to LPC, How Many Enrolled at LPC Versus a Different Community College in2017‐18?

45%39%

47% 48% 46%

17% 24%18% 18%

14%

0%

10%

20%

30%

40%

50%

60%

100%

90%

80%

70%

Enrolled at LPC Enrolled at Different Community College

Applicants:

Overall

(N = 20,970)

African American

(N = 1,350)

Asian

(N = 4,465)

Latino

(N = 5,434)

White

(N = 7,570)

Internal Environment

Trends in Student Characteristics

9,4408,839 8,825 8,940 9,009 9,208 9,326 9,372 9,314 9,065

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Student Headcount (unduplicated) Fall Semesters: 2010 to 2019

2,945

2,680

2,373

1,755

1,3011,046

1,417 Tracy : 1,449

884 749

Pleasanton : 1,446985

476 421

472500

1,000

1,500

2,000

2,500

3,000

0

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Top Five Cities of Residence of Students

Fall Semesters: 2010 to 2019

Livermore Pleasanton Tracy Dublin San Ramon

3,500

4% 4%

18%

12%

4% 5%

33%30%

24%

7%5% 4% 4%

African Am. Asian Filipino Latino White Multi‐Ethnic Unk./Other

Race‐Ethnicity Fall 2011 vs. Fall 2019

Fall 2011 Fall 2019

47%

Male, 47%

Female, 51%

Other/Unknown,

2%

Students by Gender Fall 2019

47% 46%

61%67%

48%50% 51% 53%50%49%

37%

25%30%

19 or Younger

22‐24 25‐29 30‐39 40‐49 50 or Older

Gender of Students by Age Fall 2019

Female Male

73%

N =3

,126 N =1,766

20‐21

N = 1,280 003N = 1, N =913

3N = 57 N = 400

Educational Goal of Students

Fall 2019

Transfer (with/with

Associate Degree) ,

64%

Associate Degree

Only, 6%

Cert./Job Training,

12%

Undecided, 10%

Other/ Unk., 1%

Improve Eng/Math

Skills, 3%

Personal Dev., 4%

79%

67%

52%

37%

23%17%

7%11% % 11%4%

11%

26% 29% 27%

3% 2%8% 10%10%

20%

1%3%1%

5%2% 7%10%

10% 20%

10% 10 11%151%2% 141%1%

21 or Younger 22‐24 25‐29 30‐39 40‐49 50 or Older

Educational Goals by Age Fall 2019

Transfer (with/without AA/AS)

Certificate/Job Training

Improve Eng/Math Basic Skills

AA/AS Degree Only

Personal Development

Undecided

Trends in Student Success

539 533 499 508 498 539 551 555 494 470

5 23

58146

246320 346

0

100

200

300

400

500

600

700

800

900

2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17 2017‐18 2018‐19

Associate Degrees Awarded by Type 2009‐10 ‐ 2018‐19

Associate Degrees (AA/AS)

Associate Degree for Transfer (AA‐T/AS‐T)

513 521

597

697

801 814 816

175167

151

195

135

180

162

145

171

193

0

50

100

150

200

250

2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17 2017‐18 2018‐19

Certificates Awarded 2009‐10 to 2018‐19

317

497

123

200

60

22

88

71

0

100

200

300

400

500

600

700

800

900

1000

2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17 2017‐18 2018‐19

LPC Transfers by Destination2009‐10 to 2018‐19

CSU UC In‐State‐Private (ISP) Out‐of‐State (OOS)

588

723 735

666721

788 779 788

886

790

66% 67%69%

73%

2016 2017 2018 2019

Increase in Students Finding Work Closely or Very Closely Related to Their Field of Study

Source: Career & Technical Education Employment Outcomes Survey, 2019

+$3.00

+$5.00

+$8.00

Not Close Close Very Close

Wages Increased the Most for Students Who Found a Job that Was Closely or Very Closely

Related to Their Field of Study

Hourly Wage Change (median)

Source: Career & Technical Education Employment Outcomes Survey, 2019

Breakout Group Discussion (30 minutes)

• Pick a recorder and reporter – you will receive a google doc

• Discuss what the data may mean in the context of the 4 EMP

Goals

Group Report Out

May 2020 Town Meeting

Thank you!