2.1% 2.8% Student Transfer University of California -historical data- 2007-08 2008-09 2009-10 2010-11 2011-12 # % of Total # % of Total # % of Total # % of Total # % of Berkeley 11 16.7% 5 9.1% 5 10.4% 8 12.3% 7 14.6% Davis 12 18.2% 7 12.7% 14 29.2% 14 21.5% 9 18.8% Irvine 8 12.1% 3 5.5% 1 2.1% 1 1.5% 4 8.3% Los Angeles 13 19.7% 7 12.7% 11 22.9% 9 13.8% 8 16.7% Merced 0 0.0% 2 3.6% 2 4.2% 2 3.1% 1 2.1% Riverside 2 3.0% 7 12.7% 3 6.3% 9 13.8% 5 10.4% San 9 13.6% 7 12.7% 1 2.1% 9 13.8% 4 8.3% Santa Barbara 6 9.1% 13 23.6% 9 18.8% 5 7.7% 5 10.4% Santa Cruz 5 7.6% 4 7.3% 2 4.2% 8 12.3% 5 10.4% Total BC Students Transferring to a UC 66 55 48 65 48 35% AA-T Approved Degrees Bakersfield College has implemented the following degrees: Communication AA-T Psychology AA-T Sociology AA-T Anthropology AS-T Geology AS-T Mathematics AS-T Physics AS-T Studio Arts AA-T Bakersfield College Academic Senate Approved Transfer Plan February 2012 Goal 1: Identify and increase the number of students who choose to transfer and are prepared to transfer, particularly those who are underrepresented in the transfer process. Goal 2: Increase the number of students, in cooperation with the four-year college and university systems, who actually transfer, particularly from among those groups underrepresented in the transfer process.
Engineering program and pathway to CSUB, offering a seamless pathway to produce degree-holding engineers locally. A BC V team began working in February 2014 to address ways to infuse a new College culture of evidence and data to drive change that will bring about success. Data show that the success rates of Hispanic students at BC are lower than those of other students. Closing this “equity gap” requires data-informed decision-making. The following five-year, big-picture goals inform this work: 1) develop a “holistic” pre-collegiate pathway for underprepared students; 2) significantly increase underprepared student learning and success rates while closing the equity gap; 3) significantly increase BC’s overall six-year completion rate by addressing the needs of underprepared students. Summary of Hispanic Success Data Five Similarly-sized Community Colleges within the Valley AVC BC COS Merced MJC Comment Percent of Hispanic Students 36.6% 53.9% 55.3% 48.2% 37.2% This largely Hispanic Serving Region, more Hispanic students come to BC and COS than comparable colleges. Successful Completion SPAR of College Prepared Hispanic Students 63.1% 69.1% 69.3% 63.3% 57.1% More prepared Hispanic students are successful at BC than other nearby college of same size. Successful Completion by Hispanic Students 35.5% 33.0% 28.7% 34.5% More under-prepared Hispanic students are successful - AVC beats us by 0.4% Percent of Successful Transfer that were Hispanic Students 30.0% 37.0% 33.0% 31.0% 28.0% BC transferred a higher percent of Hispanic students to four-year colleges. Number of Transfer Students all ethnicities 551 759 567 381 623 The actual number of transferred Hispanic students the percentage represents is significant. AVC – Valley College BC- Bakersfield College COS- College of the Sequoias Merced - Community College MJC – Modesto Junior College Achieving the Dream
to Get Leg Up on Way to Top Lay Schools First of its Kind Pathway Program.” 1 May 2014. Web 15 May 2014. The Campaign for College Opportunity. “The State of Latinos In Higher Education in California.” Nov. 2013. Web. 20 May 2014. “Census Central Valley Areas among Poorest in Nation.” San Jose Mercury News. San Jose Mercury News. 21 Sept. 2012. Web. 15 May 2014. Get Focused . . . Stay Focused! Web. 15 May 2014. Kern Community College District. “General Obligation Bonds, Election of 2002, Series 2013 C, and Series 2013 Refunding Bonds Rating Presentation.” Caldwell Flores Winters, Inc. 5 June 2013. Web. 20 May 2014. “Occidental Petroleum Announces Significant California Oil and Gas Discovery.” Oxy Newsroom. Occidental Petroleum Corporation. 22 July 2009. Web. 20 May 2014. PPIC: Public Policy Institute of California. “California Stats—Educational Attainment.” PPIC. n.d. Web. 20 May 2014. Simas, Dana. “CDCR to Hire Approximately 7,000 Correctional Officers.” Insider CDCR News. CDCR. 3 Dec. 2013. Web. 20 May 2014. State of California Employment Development Department. “LMI for Kern County California.” Web. 15 May 2014. United States Census Bureau. “State & County Quick Facts.” Web. 15 May 2014. Successful Collaborations Partnerships with local K-12 school districts are critical to the success of unprepared students. Bakersfield College reference librarians have reached out to teacher librarians at the Kern High School District (KHSD) since 2002 to provide students with relevant training in researching and
4 80% of course offerings are transferable to CSU/UC & 6 course meet gen ed requirements. 5 All BC Ag programs lead to 4 year degree (except Registered Vet Tech). 6 BC is only Ag program in county; nearest sister program is 70 miles away. 7 BC offers 6 Ag-related AA, AS, or certificates Program Strengths 1 Industry advice is being followed 2 New hires in Ag business 3 Enrollment in Ag classes has increased by 7% (1,915 unduplicated students). 4 Ag degrees/certificates grew from 31-48 during academic year 5 Began teaching Ag courses at Paramount Academy, a charter K-12 school in Delano 6 28 participating members on the Ag Advisory Board 7 Success & retention rates for F2F and Distance education exceed campus. 8 23 degrees awarded in 2008-09; 47 degrees awarded in 2012-13 9 Self declared majors in Ag have grown by 38% since 2008 from 414 to 570. Program Challenges 1 Lack of appropriate physical space for the program limits program growth. 2 Science and Ornamental Horticulture show lower enrollments 3 Hiring new instructor, although great for program, negatively impacted budget. 4 Unforeseen resignation of adjunct instructors 5 Building facilities do not accommodate computer lab or research equipment areas. 6 26 students per section in 2008-09; 41 students per section in 2012-13 Opportunities 1 Streamline the program to fall in line with proposed AS-T's (Associated Degree for Transfers). 2 Increasing outreach 3 Increase articulation of to increase high school transfer students 4 Hiring new instructor 5 Combine Plant Science & ornamental horticulture into one C-ID degree. Program Goals 1 Increase instructional resources including classroom, lab and storage space, improved Technology and funding for animal feed. 2 Increase student success/completion rate by increasing section offerings and expanding articulation agreements (i.e.: Paramount Academy). 3 Increase student numbers & awards given in Plant Science and Ornamental Horticulture through Increased internships, jobs, and industry professional mentors. on Advisory board for support with this goal. Allied Health Program Abstract 1 Provide academic and vocational education to prepare men and for careers in allied health fields. 2 The Health Services Career Pathway must be expanded to include fields other than nursing. This will give students an opportunity to earn certificate of achievements or
2 Complete new Program approval application for EMT-Paramedic program. 3 Provide career opportunities for students interested in health careers, other than nursing or radiologic technology. Existing programs are impacted with long wait lists. By providing additional career choices, students interested health careers will be able to get jobs sooner. 4 Develop: medical assisting, central service technician, medical coding, health information technology - online program. Architecture Program Abstract 1 The architecture program consists of two full time faculty members and two adjunct faculty members providing education and training for immediate transition to the workforce and skill building with the latest software and 3D printing technology. 2 Emphasizes educational path to certificates nod associate degrees and a transfer degree for students desiring a baccalaureate in architecture. 3 Instruction includes BIM modeling as well as 3D printing of architectural models for sophisticated design. 4 The program offers Job Skills Certificate in Architectural Drafting, and an AA and AS in architecture. Program Strengths 1 Our students are given an orientation, counseling advice, and an educational plan is assembled in our Introduction to Architecture B1 course. 2 We continue to enhance our relationship with New School of Architecture and Design in San Diego through communications, multiple meetings at both campuses each year. 3 Each of our faculty members is awards a 1,000 dollar scholarship to our top students who are accepted at New School. 4 An Advisory Committee meets regularly with area architects, engineers and contractors to discuss program strengths and 5 We will be complementing our day instruction with an additional evening course to accommodate the needs of our community. 6 Through the addition of 3D printing we are able to further study students’ design concepts. 7 Through the use of the laser cutter, CAD and BIM, students are developing and troubleshooting their design concepts at a much earlier stage. 8 A sink was relocated and a power strip was run along two walls in the Creative Design Center, creating better use of the space. 9 No traditional student participation among female students and African American students have significantly in the past few years. 10 Our student retention rate is at 74.1% and our student success rate is at 88.1% both of these numbers being above the college success and retention rates. Program Challenges 1 We need to be more visible to the local high school students who are considering Bakersfield College
Program Strengths 1 Training was administered to faculty promptly following program review of data in response to Open Entry Lab. (Results were favorable) 2 Updated projectors and sound systems in some classes as a result of building upgrades. 3 Upgrades in the Business Education building have created a cleaner, brighter environment that improved the atmosphere of the program. Program Challenges 1 Office technology outcomes weren't as strong as hoped due to inconsistency among faculty in teaching open-entry lab. 2 Coordinating scheduling with departments outside of business in which Business students must fulfill requirements. 3 Class size has increase significantly 4 Late open entry class offerings to accommodate Financial Aid needs create issues with students that frequently are no-shows in course. 5 Institutional Research confirms that program data for BMIT is inaccurate and misrepresents the department's success and course offerings. 6 Students continue to experience difficulty in completing the coursework necessary for a transfer degree due, largely, to the limited number of business math sections offered by the math department. 7 The failure rate for students who have already completed two math courses is 70% in Finance 300 Opportunities 1 Offer an AS-T in Business. Program Goals 1 The data for the Business side of BMIT remains inaccurate and misrepresents the department's success. The situation has been acknowledged but has not yet been resolved. 2 Improve student success in online courses. The department will focus on student engagement and interaction. Requests Additional full-time faculty member to facilitate new AS-T degree. Equipment upgrades and enhancements would also improve student outcomes. Requesting two new faculty positions in order to bring the instruction of the business math courses in-house (to BMIT) Business Management & Information Technology (COMS) Program Abstract 1 The BMIT department offers degrees and/or certificates in Computer Information Systems, Computer Science, Web Development, CompTIA, and Software Development.