Paradise Valley Community College
2004-2007 Strategic Planning
Progress Measures
Prepared by PVCC Institutional Effectiveness
March 30, 2007
Revised April 10, 2007
Revised August 1, 2007
Overview
In Paradise Valley Community College’s 2004-2007 Strategic Plan, Progress Measures were identified for each of the Strategic Issues. This report collects the data for most of the progress measures to use as a basis to evaluate status and accomplishments.
First, enrollment history and trends are reported to give a context of Paradise Valley Community College’s growth. This information is followed with the data for the progress measures related to the eight strategic issues.
Progress Measures Trend Summary
The results of the data for the progress measures show that overall performance during 2004-2007 in many areas has been flat. Some of the areas did not have data available at the time this report was compiled, some of the progress measures need to be further defined so that data can be collected, and some of the progress measures are rather complex.
The College should define what performance levels it considers acceptable in all areas. The progress measures are not necessarily “pass/fail” indicators. In most areas, improvements are shown by increased counts or percentages.
PVCC’s operational planning needs to be directed by its strategic issues in a systematic manner. Attention to the focuses and priorities of the college should link and lead efforts towards intentional achievement of the strategic issues. This alignment should drive operational planning through an institutional emphasis.
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Enrollment History
TableO-1 gives Headcount and FTSE (full-time student equivalent) for the fall semesters from 1987-2006. The percent change compared to the previous year is also given. The counts are graphed in FigureO-1.
TableO-2 gives headcount and FTSE for the spring semesters from 1988-2007. The percent change compared to the previous year is also given. The counts are graphed in FigureO-2.
The amount of change has not been the same for both headcount and FTSE. Trends for both fall and spring semesters indicate that the change in enrollment has not been consistent. Enrollment was flat from 2005 to 2006.
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Table O-1. PVCC Enrollment History, Fall Semesters
Headcount / %change / FTSE / %change
1987 / 3,781 / 1,273.3
1988 / 4,937 / 30.6% / 1,756.0 / 37.9%
1989 / 5,308 / 7.5% / 1,957.1 / 11.5%
1990 / 5,558 / 4.7% / 2,082.7 / 6.4%
1991 / 5,862 / 5.5% / 2,186.7 / 5.0%
1992 / 5,313 / -9.4% / 2,086.4 / -4.6%
1993 / 5,179 / -2.5% / 2,032.8 / -2.6%
1994 / 5,235 / 1.1% / 2,033.5 / 0.0%
1995 / 5,574 / 6.5% / 2,171.2 / 6.8%
1996 / 5,786 / 3.8% / 2,235.5 / 3.0%
1997 / 6,007 / 3.8% / 2,320.0 / 3.8%
1998 / 6,300 / 4.9% / 2,464.1 / 6.2%
1999 / 6,632 / 5.3% / 2,721.8 / 10.5%
2000 / 7,000 / 5.5% / 2,873.0 / 5.6%
2001 / 7,349 / 5.0% / 2,947.4 / 2.6%
2002 / 7,709 / 4.9% / 3,263.6 / 10.7%
2003 / 7,879 / 2.2% / 3,463.9 / 6.1%
2004 / 8,516 / 8.1% / 3,768.2 / 8.8%
2005 / 8,717 / 2.4% / 3,885.6 / 3.1%
2006 / 8,757 / 0.5% / 3,873.9 / -0.3%
(Source: MCCCD Office of Institutional Effectiveness, March1, 2007)
Figure O-1. PVCC Enrollment History, Fall Semesters
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Table O-2. PVCC Enrollment History, Spring Semesters
SpringHeadcount / %change / FTSE / %change
1988 / 4,106 / 1,389.0
1989 / 4,904 / 19.4% / 1,687.0 / 21.5%
1990 / 5,384 / 9.8% / 1,946.0 / 15.4%
1991 / 5,710 / 6.1% / 2,085.3 / 7.2%
1992 / 5,618 / -1.6% / 2,086.8 / 0.1%
1993 / 5,241 / -6.7% / 2,005.5 / -3.9%
1994 / 5,254 / 0.2% / 2,012.5 / 0.3%
1995 / 5,298 / 0.8% / 1,941.9 / -3.5%
1996 / 5,397 / 1.9% / 2,038.8 / 5.0%
1997 / 5,730 / 6.2% / 2,146.1 / 5.3%
1998 / 5,531 / -3.5% / 2,007.0 / -6.5%
1999 / 5,997 / 8.4% / 2,340.5 / 16.6%
2000 / 6,412 / 6.9% / 2,531.4 / 8.2%
2001 / 6,705 / 4.6% / 2,690.3 / 6.3%
2002 / 6,977 / 4.1% / 2,857.5 / 6.2%
2003 / 7,279 / 4.3% / 3,066.6 / 7.3%
2004 / 7,782 / 6.9% / 3,316.1 / 8.1%
2005 / 8,178 / 5.1% / 3,570.4 / 7.7%
2006 / 8,219 / 0.5% / 3,584.4 / 0.4%
2007 / 8,566 / 4.2% / 3,788.4 / 5.7%
(Source: MCCCD Office of Institutional Effectiveness, March1, 2007)
Figure O-2. PVCC Enrollment History, Spring Semesters
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PVCC Trends, Annual Fiscal Year
TableO-3 gives Headcount and FTSE data for the annual fiscal year from 2001/02 – 2005/06. The annual headcounts are unduplicated, and the FTSE data is computed depending on the type of course (regular fall or spring semester 16-week course; or short or open entry/open exit course or summer course). The counts are graphed in FigureO-3.
The percent change in fiscal year Headcount from the previous year is as follows:
2001/02 to 2002/03 -1.6%
2002/03 to 2003/04 4.2%
2003/04 to 2004/05 4.9%
2004/05 to 2005/06 2.3%
2005/06 to 2006/07 0.0%
The percent change in fiscal year FTSE from the previous year is as follows:
2001/02 to 2002/03 8.0%
2002/03 to 2003/04 6.6%
2003/04 to 2004/05 8.0%
2004/05 to 2005/06 2.1%
2005/06 to 2006/07 1.7%
Table O-3. PVCC Trends, Annual
Headcount / 12,687 / 12,480 / 13,004 / 13,640 / 13,958 / 14,006
FTSE / 3,447.7 / 3,723.8 / 3,970.7 / 4,288.2 / 4,378.0 / 4,451.4 (unaudited)
(Source: MCCCD Office of Institutional Effectiveness,
Headcount data: July30, 2007; FTSE data: August1, 2007)
Figure O-3. PVCC Trends, Annual
PVCC Trends, Semester
TableO-4 gives Headcount data for the Summer II, Fall, Spring, and Summer I semesters represented in the annual fiscal years from 2001/02 to present. The counts are graphed in FigureO-4. The purpose of this data is to indicate trends in PVCC’s recent enrollment history by semester over the past 5-6 years.
The semester data shows that enrollment growth slowed from 2004/05 to 2005/06. Headcount was steady (no significant growth) from Spring2005 to Spring2006, and from Fall2005 to Fall2006.
Table O-4. PVCC Trends, by Semester
Summer II / 2001 / 2002 / 2003 / 2004 / 2005 / 2006Headcount / 650 / 645 / 694 / 818 / 807 / 824
Fall / 2001 / 2002 / 2003 / 2004 / 2005 / 2006
Headcount / 7,349 / 7,709 / 7,879 / 8,516 / 8,717 / 8,757
Spring / 2002 / 2003 / 2004 / 2005 / 2006 / 2007
Headcount / 6,977 / 7,279 / 7,782 / 8,178 / 8,219 / 8,566
Summer I / 2002 / 2003 / 2004 / 2005 / 2006 / 2007
Headcount / 2289 / 2,311 / 2,532 / 2,432 / 2,493
(Source: PVCC Institutional Effectiveness, March1, 2007)
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Figure O-4. PVCC Trends, by Semester
Strategic Issue #1
What should PVCC do to become a more Learning-Centered College?
As PVCC sustains its effort towards becoming a more learning-centered college, we will systematically measure our progress by concentrating on the accomplishment of the “Twelve Indicators of a Learning-Centered College.”
Progress Measures:
1A The development of general education learning outcomes
1B The number of learning support services and administrative services assessing learning outcomes
1C The number and percent of residential faculty using learning outcomes to improve student learning
1D The number and percent of residential faculty actually measuring learning outcomes
Progress Measures Trend Summary
Assessment efforts are occurring in all divisions at PVCC, guided by academic and out-of-class assessment committees. The status and data for the progress measures are detailed in the next section, using the same numbering scheme to reference the corresponding progress measures defined above. Activities are ongoing.
Progress Measures Status:
1A. Rubrics were developed in Fall 2005 to measure student learning in five general education areas: oral communication, written communication, problem solving, information literacy, and technology.
1B. In 2005/06, 13 areas in Learning Support Services and 8 areas in Administrative Services had defined learning outcomes to related activities.
In 2006/07, 18 areas in Learning Support Services submitted out-of-class assessment plans and 14 reports were completed.
1C. Faculty members were asked to identify the extent to which the MCCCD course competencies for courses correlate with the PVCC general education learning outcomes:
2005: 146 courses
2004: 105 courses
2003: 70 courses
Responses to selected survey questions are given on the following pages. This survey was not conducted after 2005.
1D. In Spring 2006, 89 general education rubrics were completed and 3 out of class.
In Spring 2007, 303 rubrics were completed and 5 out of class.
General Education Assessment / Spring 2006 / Spring 2007Oral Communication / 22 / 38
Written Communication / 39 / 82
Problem Solving / 9 / 57
Information Literacy / 14 / 89
Technology / 8 / 42
Number Faculty Participating / 57 / 119
Residential / 36 / 75
Adjunct / 21 / 44
1C Question:
Have you begun to identify course-specific learning outcomes that you plan to use to assess student learning?
Residential Faculty / Adjunct Faculty / Total
Division # / Division / Yes / Total / % Yes / Yes / Total / % Yes / Yes / Total / % Yes
106 / Comm/Hum / 6 / 6 / 100% / 9 / 29 / 31.0% / 15 / 35 / 42.9%
107 / Fine/Perf Arts / 5 / 5 / 100% / 8 / 33 / 24.2% / 13 / 38 / 34.2%
108 / English / 7 / 13 / 53.8% / 3 / 44 / 6.8% / 10 / 57 / 17.5%
110 / Social/Behav / 9 / 11 / 81.8% / 12 / 60 / 20.0% / 21 / 71 / 29.6%
111 / Health / 10 / 11 / 90.9% / 19 / 80 / 23.8% / 29 / 91 / 31.9%
115 / Math / 12 / 12 / 100% / 13 / 30 / 43.3% / 25 / 42 / 59.5%
116 / Science / 11 / 13 / 84.6% / 14 / 23 / 60.9% / 25 / 36 / 69.4%
120 / Business / 10 / 18 / 55.6% / 8 / 59 / 13.6% / 18 / 77 / 23.4%
125 / Counseling / 5 / 6 / 83.3% / 3 / 5 / 60.0% / 8 / 11 / 72.7%
130 / Library / 2 / 4 / 50.0% / 1 / 5 / 20.0% / 3 / 9 / 33.3%
2005 / Total - All Div. / 77 / 99 / 77.8% / 90 / 368 / 24.5% / 167 / 455 / 36.7%
2004 / Total / 64 / 100 / 64.0% / 54 / 355 / 15.2% / 118 / 455 / 25.9%
2003 / Total / 50 / 87 / 57.5% / 64 / 318 / 20.1% / 114 / 405 / 28.1%
2005: 169 courses
2004: 112 courses
2003: 102 courses
1C Question:Have you begun to develop rubrics (primary trait analyses) or other instruments to measure student learning of
PVCC general education learning outcomes for your courses?
Residential Faculty / Adjunct Faculty / Total
Division # / Division / Yes / Total / % Yes / Yes / Total / % Yes / Yes / Total / % Yes
106 / Comm/Hum / 5 / 6 / 83.3% / 2 / 29 / 6.9% / 7 / 35 / 20.0%
107 / Fine/Perf Arts / 5 / 5 / 100% / 1 / 33 / 3.0% / 6 / 38 / 15.8%
108 / English / 6 / 13 / 46.2% / 2 / 44 / 4.5% / 8 / 57 / 14.0%
110 / Social/Behav / 4 / 11 / 36.4% / 6 / 60 / 10.0% / 10 / 71 / 14.1%
111 / Health / 6 / 11 / 54.5% / 7 / 80 / 8.8% / 13 / 91 / 14.3%
115 / Math / 11 / 12 / 91.7% / 9 / 30 / 30.0% / 20 / 42 / 47.6%
116 / Science / 7 / 13 / 53.8% / 6 / 23 / 26.1% / 13 / 36 / 36.1%
120 / Business / 7 / 18 / 38.9% / 5 / 59 / 8.5% / 12 / 77 / 15.6%
125 / Counseling / 4 / 6 / 66.7% / 1 / 5 / 20.0% / 5 / 11 / 45.5%
130 / Library / 1 / 4 / 25.0% / 2 / 5 / 40.0% / 3 / 9 / 33.3%
2005 / Total - All Div. / 56 / 99 / 56.6% / 41 / 368 / 11.1% / 97 / 455 / 21.3%
2004 / Total / 43 / 100 / 43.0% / 28 / 355 / 7.9% / 71 / 455 / 15.6%
2003 / Total / 34 / 87 / 39.1% / 33 / 318 / 10.4% / 67 / 405 / 16.5%
2005: 117 courses
2004: 68 courses
2003: 52 courses
1C Question:Have you begun to develop rubrics (primary trait analyses) or other instruments to measure student learning of
course-specific learning outcomes for your courses?
Residential / Adjunct / Total
Division # / Division / Yes / Total / % Yes / Yes / Total / % Yes / Yes / Total / % Yes
106 / Comm/Hum / 4 / 6 / 66.7% / 5 / 29 / 17.2% / 9 / 35 / 25.7%
107 / Fine/Perf Arts / 5 / 5 / 100% / 4 / 33 / 12.1% / 9 / 38 / 23.7%
108 / English / 6 / 13 / 46.2% / 3 / 44 / 6.8% / 9 / 57 / 15.8%
110 / Social/Behav / 5 / 11 / 45.5% / 6 / 60 / 10.0% / 11 / 71 / 15.5%
111 / Health / 6 / 11 / 54.5% / 10 / 80 / 12.5% / 16 / 91 / 17.6%
115 / Math / 12 / 12 / 100% / 11 / 30 / 36.7% / 23 / 42 / 54.8%
116 / Science / 8 / 13 / 61.5% / 8 / 23 / 34.8% / 16 / 36 / 44.4%
120 / Business / 7 / 18 / 38.9% / 5 / 59 / 8.5% / 12 / 77 / 15.6%
125 / Counseling / 5 / 6 / 83.3% / 2 / 5 / 40.0% / 7 / 11 / 63.6%
130 / Library / 0 / 4 / 0.0% / 0 / 5 / 0.0% / 0 / 9 / 0.0%
2005 / Total - All Div. / 58 / 99 / 58.6% / 54 / 368 / 14.7% / 112 / 455 / 24.6%
2004 / Total / 47 / 100 / 47.0% / 43 / 355 / 12.1% / 90 / 455 / 19.8%
2003 / Total / 38 / 87 / 43.7% / 39 / 318 / 12.3% / 77 / 405 / 19.0%
2005: 118 courses