Fact Book and Outcomes Fall 2016
Office of Institutional Planning & Assessment
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Fall 2016 FACT BOOK and OUTCOMES Observations and Highlights
The Fall 2016 Fact Book & Outcomes presents important statistics related to enrollment, retention, and graduation among other data frequently used by the College community. All tables, which are on the www.essex.edu website, are available electronically for use in preparing grant applications, program evaluations, internal reports, etc. Please note that the data in this report reflect only the credit granting programs. More specific and customized data can also be provided when a separate request is made through the Office of Institutional Research data request website, which is https://essexcountycollege.wufoo.com/forms/data-request/.
Institutional Background
Essex County College continues to serve the approximately 797,000 residents of Essex County. Basic data pertaining to the county from the U.S. Census Bureau can be found on pages 8 and 9. In Fall 2015, to help meet the residents’ educational needs, the College employed 527 full-time employees and an additional 550 adjunct faculty (p. 10).
Enrollment and Demographic Information
In Fall 2016, the total enrollment at Essex County College was 9,596 unduplicated students, which amounted to a 12.4% decrease from the 10,954 Fall 2015 students. This decrease was consistent with the statewide enrollment trend noticed in Fall 2016. That is, 15 of the 19 N.J. community colleges experienced decreases in the total number of students served, and the sector’s overall decrease was 3.4% (pp. 11 – 12). Total credit hours at ECC decreased 13.0% from 117,978.5 in Fall 2015 to 102,675 in Fall 2016. During the Fall semester of 2016, 2,265 students were first-time in college, down 26.3% from 3,072 first-timers in Fall 2015. In addition, the number of continuing students decreased 4.9% from 7,322 to 6,961. While Fall 2016 enrollment also decreased 13.9% at the West Essex Campus (from 1,416 in Fall 2015 to 1,219) and 8.8% at the Ironbound extension center (from 137 in Fall 2015 to 125), enrollment at the FOCUS extension center increased 6.6% (from 123 in Fall 2015 to 131). With regard to enrollment status, 50.7% of ECC students were enrolled full-time (p. 13). Furthermore, the percentage of students attending in the daytime or evening varied according to campus; specifically, while 78% and 69% were daytime students at the main and West Essex campuses, respectively, all attending FOCUS and Ironbound were evening students (p. 20).
Race/ethnicity and age data by campus can be found on pages 21 and 22 of this report. In Fall 2016, the race/ethnicity composition of ECC students was as follows: 48.4% Black/African American, 30.4% Hispanic/Latino, 9.4% White, and 3.7% Asian. It is notable from this data that the Hispanic/Latino population increased from 28.7% in Fall 2015 to 30.4% in Fall 2016, while the Black/African American population decreased from 51.6% to 48.8% in the same time period (p. 21). The majority of Essex students come from Newark (41.1%), East Orange (9.5%), Irvington (8.9%), Bloomfield (5.8%), and Orange (5.4%). While in-county enrollment has consistently been above 90% (p. 23), the College also served 192 F-1 visa students who came from 59 countries. The countries with the highest number of student at Essex were Jamaica (20), Nigeria (14), Vietnam (13), Ivory Coast (11), Brazil (10), Burkina Faso (9), India (8), Ecuador (7), Haiti (7), and Columbia (6) (p. 27). Furthermore, students aged 18 to 22 years old comprised 45.4% of the student body (p. 22). Of the entering freshman, 58.3% were in the 18 – 22 age category (p. 26). i
The degree programs with the highest enrollment in Fall 2016 continue to be as follows: A.S. in General Science (1,983), A.A. in Liberal Arts (1,144), A.S. in Business Administration (772), A.S. in Social Sciences (587), A.S. in Criminal Justice (582), A.S. in Biology/Pre-Medicine (453), A.A. in Education (429), and A.S. in Engineering (362). In Fall 2016, there were 732 students classified as non-matriculated students (p. 15). Five-year enrollment trends by program and by attendance status (full-time = FT, part-time = PT) can be found on pages 17 to 20 of this report.
Spring 2016 enrollment decreased 6.5% from 10,571 in 2015 to 9,885 in 2016. Full-time students were down 7.3% (from 5,254 to 4,871), while part-timers were down 5.7% (from 5,317 to 5,014). The number of total credit hours also decreased 6.7% (from 113,539 to 105,920) (p. 28). Five-year enrollment trends by program and by attendance status (FT, PT) for Spring 2016 can be found on pages 32 to 34 of this report. The majors with the highest enrollment in Spring 2016 were as follows: A.S. in General Science (2,103), A.A. in Liberal Arts (1,189), A.S. in Business Administration (709), A.S. in Social Sciences (578), A.S. in Criminal Justice (569), A.S. in Biology/Pre-Medicine (451), A.A. in Education (435), and A.S. in Engineering (346) (p. 30).
While overall Essex Summer I 2016 enrollment decreased modestly (10.0% from 3,343 in 2015 to 3,009), Summer II 2016 enrollment decreased significantly (20.1% from 1,880 in 2015 to 1,502). At the West Essex campus (WEC), Summer I 2016 enrollment increased significantly (52.2% from 90 in 2015 to 137) (p. 35). This growth may be explained by the fact that renovation of the West Essex facility was scheduled to occur during Summer 2015, which may have interfered with students’ enrollment in summer classes at WEC.
Outcomes: Graduation Statistics
The primary outcomes information presented in this Fact Book are graduation, transfer, and retention statistics. With regard to graduation, although the number of degrees/certificates conferred decreased in fiscal year 2015 (FY 15), it bounced back in FY 16. In fact, there were 1,410 degrees conferred in FY 16, which represented a 4.0% increase from 1,356 in FY 15 (p. 36). The number of graduates by program and by gender for the past five years can be found on pages 37 to 39. The programs with the largest number of FY 16 graduates are as follows: A.S. in General Science (239), A.S. in Business Administration (169), A.S. in Social Sciences (151), A.A. in Liberal Arts (114), A.A. in Education (96), A.S. in Criminal Justice (94), A.S. in Accounting (84), and A.A.S. in Nursing (73).
In addition to the graduate surveys conducted by the Student Development Center (SDC) in April & May of 2016, the Office of Institutional Research collected feedback from recent Essex graduates by administering an online graduate survey in November 2016. Among the 1,404 FY 16 graduates, 799 (57%) responded to the SDC survey. The SDC graduate survey revealed that 285 (36%) and 322 (40%) were employed full-time and part-time, respectively, while 169 (21%) reported not being employed at all. 33% indicated that their present job was related to their program of study at ECC (p.45). A sample of employers and organizations where Essex graduates are employed is listed on page 47.
About two-thirds (67%) of graduates responding to the survey ranked the overall quality of their ECC experience as “excellent” or “good.” This percentage is lower than the 70.2% of current ii
students who ranked their ECC experience as “excellent” or “good,” as measured by a CCSSE survey administered in Spring 2014.
Outcomes: Cohort Tracking
The Office of Institutional Research continues to track student retention and graduation rates using the IPEDS surveys and SURE files. IPEDS surveys include Fall-to-Fall retention rates for both First-Time, Full-Time, Degree-Seeking (FTFTDS) and First-Time, Part-Time, Degree- Seeking (FTPTDS) student cohorts, as well as graduation rates within 2, 3, and 4 years for FTFTDS cohorts. Although the IPEDS survey does not include the Fall-to-Spring retention rate for any cohort, the graduation rate for any part-time cohort, or the 6-year graduation rate of any cohort, these data are reported in the SURE files and are included in this Fact Book (pp. 50 – 53).
The Fall-to-Fall retention rate has been relatively stable for the last four years, as can be seen in the following annual retention rate data: 58.0% for the Fall 2012 FTFTDS cohort, 58.4% for the Fall 2013 FTFTDS cohort, 57.8% for the Fall 2014 FTFTDS cohort, and 58.6% for the Fall 2015 FTFTDS cohort. The Fall-to-Spring retention rate experienced a slight (2.2%) decrease over the last few years, in that it was 82.2% for the Fall2014-Spring 2015 FTFTDS cohort and 80.0% for the Fall 2015-Spring 2016 FTFTDS cohort (pp. 48 – 49).
The 3-year graduation rates for FTFTDS cohorts continued to exhibit growth in recent years. In fact, among the 2,109 FTFTDS students who began at ECC in Fall 2013, 270 (12.8%) completed their degree/certificate requirements within three years (i.e., by Fall 2016) (p. 51).
The transfer-out rate without earning a degree from Essex decreased from 14.0% (Fall 2012 cohort) to 10.7% (Fall 2013 cohort) (p. 54). The transfer-with-award rate, which measures the transfer-out rate of Essex graduates to four-year colleges within one year after graduation from Essex, has been consistently above 50% (p. 55). The top transfer-out institutions of Essex graduates are Rutgers University-Newark (148), NJIT (108), Montclair State University (98), Kean University (80), and New Jersey City University (38).
Information about student financial aid awards are reported by the College as part of the federal IPEDS survey and state NJIPEDS reports. This year, data was excerpted from the state NJIPEDS reports instead of the federal IPEDS survey because the state reports contain more detailed information. It is notable that the total dollar amount of Federal Pell grants awarded to ECC students is 80% of the total dollar amount of all student financial aid awarded at the College.
The licensure pass rates of the College’s Nursing and Allied Health degree program graduates can be found on page 59 of this report. The latest pass rates are 100% for Licensed Practical Nurses (LPN), Radiological Technologists (RT), and Physical Therapy Assistants (PTA) program graduates; 96% for Registered Nurse (RN) program graduates; 77% for Vision Care Technology program graduates.
Strategic Plan Outcomes
Essex County College created a 5-year Strategic Plan in 2013. This Fact Book allocates one entire chapter to the 2013 – 2018 Strategic Plan Outcomes in order to share the updated status of achievement made toward various Strategic Initiative Goals, which are grouped under seven iii broad Strategic Directions in the Plan. In particular, all outcomes of 27 Strategic Initiative Goals, except C3, E3, and E5, are updated in this Fact Book on pages 59 – 90.
Although much data and statistics can be found in this Fact Book, other information is not included but can be obtained by contacting the appropriate ECC Departments or Areas.
Please direct any questions regarding contents of the Fact Book & Outcomes to:
Dr. Jinsoo Park Director of Institutional Research Essex County College 303 University Avenue, Newark, N.J. 07102 Telephone: 973-877-3588 E-mail: [email protected]
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TABLE OF CONTENTS
CHAPTER 1 INSTITUTIONAL BACKGROUND
History of the College – Chronology of Events 1 – 4 Board of Trustees, Board of School Estimate, County Executive, and Freeholders 5 Essex County College Administrative Officers 6 Finance: Sources of Revenue and Application of Funds 7 Quick Facts about Essex County and New Jersey 8 – 9 Full-Time Employees by Gender/Race-Ethnicity/Unit 10
CHAPTER 2 ENROLLMENT INFORMATION and DEMOGRAPHIC PROFILES
Fall 2016 Data (NOTE: Fall data collection occurs on or around October 15th) N.J. Community College Fall Semester Enrollment, All Colleges, Fall 2007 – 2016 11 – 12 Fall Enrollment by Gender, Registration, Attendance, Matriculation, and 13 Race/Ethnicity, Fall 2012 – Fall 2016 Fall Enrollment, Trends of Matriculation, Attendance, and Registration, 2012 – 14 2016 Fall Enrollment by Curriculum, All Students in Descending Order, Fall 2016 15 – 16 Fall Enrollment by Program – All Students 2012 – 2016 Full-time and Part-time 17 – 19
Fall 2016 Demographic Profiles Essex County College Campus/Extension Center Profiles, Fall 2016 20 Race/Ethnicity Profile, All Students, Fall 2012 – Fall 2016 21 Age Profile, All Students, Fall 2012 – Fall 2016 22 Fall Enrollment by Town within Essex County Fall 2012 – Fall 2016 23 Freshman Profile, All First-Time Students, Fall 2012 – Fall 2016 24 Freshman Profile, Trends of Matriculation, Attendance, and Registration, Fall 2012 25 – Fall 2016 Freshman Profile, Age Distribution, Fall 2012 – Fall 2016 26 International Students With F-1 Visas by Country and Major, Fall 2016 27
Spring 2016 Data (NOTE: All Spring data collection occurs on or around February 15th) Spring Enrollment by Gender, Registration, Attendance, Matriculation, and 28 Race/Ethnicity, Spring 2012 – Spring 2016 Spring Enrollment, Trends of Matriculated, Full-Time and First-Time Students, 29 2012 – 2016 Spring Enrollment by Curriculum – All Students in Descending Order, Spring 2016 30 – 31 Spring Enrollment by Program – All Students, Spring 2012 – 2016 32 – 34
Summer I & II for 2012 – 2016, New and Returning Cohorts by Campus 35
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CHAPTER 3 OUTCOMES – GRADUATION STATISTICS
Degrees and Certificates Conferred (Total), FYs 12 – 16 36 Degrees and Certificates Conferred by Program FYs 12 – 16 37 – 39 Graduate Survey for FY 16 Graduates: Satisfaction 40 – 44 Graduate Survey for FY 16 Graduates: Employment 45 – 47
CHAPTER 4 OUTCOMES – COHORT TRACKING
Cohort Tracking for Retention Rates Fall-to-Fall Retention Rates: Fall 2011 – Fall 2015 Cohorts 48 Fall-to-Spring Retention Rates: Fall 2011 – Fall 2015 Cohorts 49
Cohort Tracking for Graduation Rates 2-year Graduation Rate: Fall 2010 – Fall 2014 Cohorts 50 3-year Graduation Rate: Fall 2009 – Fall 2013 Cohorts 51 4-year Graduation Rate: Fall 2008 – Fall 2012 Cohorts 52 6-year Graduation Rate: Fall 2006 – Fall 2010 Cohorts 53
Cohort Tracking for Transfer-Out Rates Transfer -Out Rates of FTFTDS Students, Fall 2009 – Fall 2013 54 Transfer-Out Rates of Graduates, FY 11 – FY 15 55
Other Outcomes First Generation Students, 2006, 2011 & 2014 CCSSE Cohorts 56 Student Financial Aid Information, FY 12 – FY 16 57 Licensure Pass Rates for RN, PTA, VCT, RT, and LPN Program Graduates, 58 Calendar Years (CYs) 2012 – 2015
CHAPTER 5 STRATEGIC PLAN OUTCOMES
Strategic Direction A: Student Success and Completion – Job #1 59 – 69 Strategic Direction B: Supporting High Quality Faculty 70 – 72 Strategic Direction C: State of the Art Technology and Support Services 73 – 75 Strategic Direction D: Modernized Facilities 76 – 78 Strategic Direction E: Collaborative Partnerships with the Community 79 – 82 Strategic Direction F: Organizational Culture 83 – 88 Strategic Direction G: Resource Development 89 – 90
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CHAPTER 1
INSTITUTIONAL BACKGROUND
1 KEY DATES
August 1964 The Essex County Board of Freeholders appoints a committee to study the feasibility of establishing a county college.
August 1966 The Board of Freeholders formally approves the creation of Essex County College.
November 1966 The first Board of Trustees is appointed by Board of Freeholders.
January 1967 The Board of Trustees approves the first college budget and forms a site committee to begin the search for a permanent campus.
May 1967 Dr. Robert McCabe is appointed President.
September 1967 Trustees authorize the purchase of a 22-acre site from the Newark Housing Authority for the College’s permanent campus.
November 1967 The College acquires the former Newark campus of Seton Hall University to serve as its temporary campus. The Board of Trustees hires 90 faculty and 100 staff.
September 1968 3,400 students begin classes at a temporary campus located at 31 Clinton Street in downtown Newark.
January 1969 Dr. Ellis White becomes the College’s second President.
May 1970 214 graduates receive degrees and certificates at the College’s first commencement.
November 1970 The College formally purchases the 22-acre site from the City of Newark.
May 1971 Dr. J. Harry Smith becomes the College’s third President.
June 1972 Groundbreaking for the permanent mega-structure campus in Newark takes place. (The mega-structure was renamed the A. Zachary Yamba Building in 2013.)
April 1973 The Physical Therapist Assistant degree program is accredited by the Commission on Accreditation in Physical Therapy Education (C.A.P.T.E.) of the American Physical Therapy Association (A.P.T.A.).
March 1974 The College is accredited by the Middle States Association’s Commission on Higher Education.
April 1976 The campus mega-structure opens.
September 1976 The campus mega-structure dedication is held.
2 July 1978 Dr. George Harris becomes the College’s fourth President.
January 1979 The West Essex Extension Center opens in rented facilities in a former elementary school in West Caldwell.
May 1980 Dr. A Zachary Yamba becomes the College’s fifth President.
February 1981 Accreditation is reaffirmed by the Middle States Association.
April 1982 The 8-acre West Caldwell site is purchased.
February 1983 The Board of Freeholders approves a bond issue for the College’s Phase II expansion, which includes the construction of a Gymnasium/Day Care Center, the renovation of the Burch Theater at the Newark campus, and the expansion of the West Essex Extension Center.
May 1984 Groundbreaking for the Gymnasium/Day Care Center at the Newark campus takes place.
October 1985 The Gymnasium/Day Care Center complex and expanded West Essex Extension Center dedications are held.
September 1986 Training, Inc. opens.
August 1988 The Radiography degree program is accredited by the Joint Review Committee on Education in Radiologic Technology (J.R.C.E.R.T.).
March 1989 The gala opening of the Mary B. Burch Theater for the Performing Arts at the Newark campus occurs.
May 1989 The West Essex Center is granted branch campus status by the State Department of Higher Education.
November 1990 The Nursing degree program is accredited by the Accreditation Commission for Education in Nursing (A.C.E.N.).
March 1992 Accreditation is reaffirmed by the Middle States Association.
October 1992 The College begins its year-long 25th Anniversary celebration.
June 1994 The groundbreaking for the Center for Technology at the Newark campus takes place.
August 1994 The Board of Freeholders approves a bond issue for the construction of a Student Center at the Newark campus.
October 1994 The newly-expanded Child Development Center opens.
October 1996 The Engineering Technology degree programs are accredited by the Accreditation Board for Engineering and Technology, Inc. (A.B.E.T.).
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October 1996 The new 30,000 square foot Center for Technology dedication is held.
November 1996 Construction begins on the Clara E. Dasher Student Center.
June 1997 The first annual Golf & Tennis Scholarship Tournament kicks off a year-long 30th Anniversary celebration.
September 1998 Major expansion at the West Essex campus, which features the construction of a new Library and Student Forum, begins.
December 1998 The College purchases and begins operation of the former Essex County Police Academy in Cedar Grove.
September 1999 The new Clara E. Dasher Student Center takes dedication takes place.
September 2000 Major renovation and modernization of the Martin Luther King Jr. Library at the Newark campus begins.
June 2001 Accreditation is reaffirmed by the Middle States Association.
March 2002 The Board of Trustees approves a newly crafted Mission Statement and Statement of Values, which reaffirm the College’s core mission and values.
February & 2003 The J. Harry Smith Lecture Hall and the Morton A. Siegler Lecture Hall June dedications take place.
January 2005 The Board of Trustees reaffirms the College’s Mission Statement.
September 2005 The College’s Learning Center opens.
November 2006 The Middle States Association accepts the Periodic Review Report and reaffirms accreditation.
September 2008 The Health Sciences Building and a new 800-space parking garage open.
December 2009 Dr. A Zachary Yamba retires after 29 years of service to the College.
December 2009 The Board of Trustees approves the expansion of the Mission Statement to include a dedication to academic excellence.
April 2010 Dr. Edythe M. Abdullah becomes the College’s sixth President.
April 2010 Major renovations to Media Production Center are completed.
March 2013 The Middle States Commission on Higher Education reaffirms accreditation.
4 April 2013 The state of New Jersey funds more than $19 million worth of capital construction projects at Essex County College.
September 2013 The College begins to offer 100% online courses.
October 2013 Dr. Gale E. Gibson becomes the College’s seventh President.
October 2013 The College adopts a 5-year Strategic Plan, which includes a slightly revised Mission Statement and a new Vision Statement.
April 2014 The bond-funded Nursing Simulation Laboratory is completed.
June 2015 The Accounting and Business Administration degree programs are accredited by the Accreditation Council for Business Schools and Programs (A.C.B.S.P.).
August 2015 The Middle States Commission on Higher Education approves the substantive change request to include the College’s first online programs.
April 2016 Dr. A. Zachary Yamba is appointed Acting President.
August 2016 The Paralegal Studies degree program is accredited by the American Bar Association (A.B.A.).
5 ESSEX COUNTY COLLEGE BOARD OF TRUSTEES Bibi Taylor, Chair Calvin W. Souder, Esq., Vice Chair Jeweline Grimes, Secretary Joseph Zarra, Treasurer
Elvin Esteves, Esq. Bishop Reginald T. Jackson Wesley N. Jenkins Thomas C. McDermott, Jr. Leila Sadeghi, Ph.D. Safanya N. Searcy
Monica Lewis, Alumni Representative
ESSEX COUNTY COLLEGE BOARD OF SCHOOL ESTIMATE Joseph N. DiVincenzo Jr., County Executive Carol Y. Clark, Freeholder Leonard Luciano, Freeholder Bibi Taylor, Trustee Chairperson Michellene Davis, Esq., Trustee
ESSEX COUNTY EXECUTIVE Joseph N. DiVincenzo, Jr.
ESSEX COUNTY BOARD OF CHOSEN FREEHOLDERS Britnee N. Timberlake, President Brendan W. Gill, Vice President Rolando Bobadilla Rufus I. Johnson Lebby C. Jones Leonard M. Luciano Wayne L. Richardson Patricia Sebold Cynthia D. Toro
Source: Office of Marketing and Communications (December 2016) 6 ESSEX COUNTY COLLEGE ADMINISTRATIVE OFFICERS
Acting President……………………………………………….. A. Zachary Yamba VP of Academic Affairs/CAO…………….…………………... Jeffrey Lee VP of Administration & Finance……………………………… Joyce W. Harley Comptroller/Chief Finance Officer……………………………. Frank Nocella Executive Dean of Admin. & Learning Technologies/CIO…… Mohamed Seddiki Dean of Liberal Arts…………………………………………… Stephanie A. Steplight Johnson Dean of Business, Industry & Government…………………… Carlos Rivera Dean of STEM & Health Sciences…………………………….. Jill Stein Dean of Community & Continuing Ed. & Workforce Develop. Elvira Vieira Dean of Student Affairs………………………………………... Keith Kirkland Associate Dean of Program Develop. & Learning Resources… June Persaud Executive Director of Institutional Planning & Assessment…... Susan Gaulden Director of College Advancement & Foundation……………... Yvette Jefferies
Source: Office of Marketing and Communications (December 2016) 7 ESSEX COUNTY COLLEGE Fiscal Year 2015 (FY 15) Audited
Sources of Revenue
State of NJ County of Essex 17% Other 16% 8%
Tuition and Fees 59%
Application of Funds
Operation of Plant 20% Instruction 33%
Institutional Support 31% Student Academic Public Services Support Service 8% 3% 5%
Source: ECC Comptroller 8
Quick Facts about Essex County and New Jersey Essex New Demographic Data County Jersey Population Numbers Population estimate, July 1, 2015 797,434 8,958,013 Population estimate base, April 1, 2010 783,987 8,791,936 Population, percent change – April 1, 2010 to July 1, 2015 1.7% 1.9% Population, census, April 1, 2010 783,969 8,791,894 Age and Sex Persons under 5 years, percent, July 1, 2015 6.7% 5.9% Persons under 18 years, percent, July 1, 2015 24.0% 22.3% Persons 65 years and over, percent, July 1, 2015 12.6% 15.0% Female persons, percent, July 1, 2015 51.9% 51.2% Race and Hispanic Origin White alone, percent, July 1, 2015 (a) 49.6% 72.6% Black or African American alone, percent, July 1, 2015 (a) 41.8% 14.8% American Indian and Alaska Native alone, percent, July 1, 2015 (a) 0.7% 0.6% Asian alone, percent, July 1, 2015 (a) 5.5% 9.7% Native Hawaiian and Other Pacific Islander alone, percent, July 1, 0.1% 0.1% 2015 (a) Two or More Races, percent, July 1, 2015 2.3% 2.1% Hispanic or Latino, percent, July 1, 2015 (b) 22.4% 19.7% White alone, not Hispanic or Latino, percent, July 1, 2015 31.9% 56.2% Population Characteristics Veterans, 2010 – 2014 24,391 416,037 Foreign-born persons, percent, 2010 – 2014 25.2% 21.5% Housing Housing units, July 1, 2015 314,763 3,593,604 Owner-occupied housing unit rate, 2010 – 2014 45.2% 65.0% Median value of owner-occupied housing units, 2010 – 2014 $358,100 $319,900 Median selected monthly owner mortgage cost, 2010 – 2014 $2,808 $2,428 Building permits, 2015 3,214 30,560 Families and Living Arrangements Households, 2010 – 2014 277,745 3,188,498 Persons per household, 2010 – 2014 2.77 2.72 Income and Poverty Median household income, 2010 – 2014 $54,499 $72,062 Per capita money income in past 12 months (2014 dollars), 2010 – $32,327 $36,359 2014 Persons in poverty, percent, 2010 – 2014 16.7% 10.8%
Sources: http://quickfacts.census.gov/qfd/states/34/34013.html 9 Essex Business Data New Jersey County Private employer establishments, 2014 18,751 230,6001 Total employment, 2014 289,817 3,526,7161 Total employment, percent change, 2013 – 2014 0.6% 1.0%1 Total non-employer establishments, 2014 63,431 653,271 All firms, 2012 75,564 792,088 Men-owned firms, 2012 39,994 464,592 Women-owned firms, 2012 29,092 252,944 Minority-owned firms, 2012 35,331 237,242 Veteran-owned firms, 2012 4,543 57,996 Economy Total manufacturer shipments, 2012 (in $1000s) 5,942,038 108,854,971 Total merchant wholesaler sales, 2012 (in $1000s) 13,657,695 288,467,844 Total retail sales, 2012 (in $1000s) 9,204,586 133,665,728 Total retail sales per capita, 2012 $11,685 $15,079 Total accommodation and food services sales, 2012 (in $1000s) 1,378,698 19,673,558
Essex Geographic Data New Jersey County Land area in square miles, 2010 126.21 7,354.22 Population per square mile, 2010 6,211.5 1,195.5 FIPS Code 34013 34
1: Includes data not distributed by county (a) Includes persons reporting only one race (b) Since Hispanics may be of any race, they are also included in applicable race categories.
Sources: Population Estimates, American Community Survey, Census of Population and Housing, Current Population Survey, Small Area Health Insurance Estimates, Small Area Income and Poverty Estimates, State and County Housing Unit Estimates, County Business Patterns, Non-Employer Statistics, Economic Census, Survey of Business Owners, Building Permits
Sources: http://quickfacts.census.gov/qfd/states/34/34013.html 10
FALL 2015 FULL-TIME EMPLOYEES BY GENDER
Male Female Total Full-time Non-instructional Staff Management 28 60 88 Professional* 33 92 125 Office and Administrative Support** 8 95 103 Other Support Services*** 57 27 84 Total Full-time Non-instructional Staff 126 274 400
Full-time Instructional Staff Professors 22 11 33 Associate Professors 12 16 28 Assistant Professors 18 14 32 Instructors 14 12 26 Lecturers 5 3 8 Total Full-time Instructional Staff 71 56 127
Total Full-time Employees 197 330 527
FULL-TIME FACULTY BY GENDER/RACE
Black/ Asian/ African Pacific Hispanic White Unknown Total American Islander Full-time Male 23 3 8 35 2 71 Full-time Female 19 7 9 20 1 56 Total Faculty 42 10 17 55 3 127
Adjunct Faculty = 550
Source: IPEDS Human Resources survey * ECC employees in the category “Professional” as defined by NJCCC include Directors, Coordinators, Librarians, Counselors, Resource Specialists, Purchasing Buyers, Financial Aid Officers, Payroll Officers, Accountants, Technical Support Engineers/Specialists, Network Managers/Engineers, Programmers, Student Support Representatives, Job Developers, Teacher Advisors, Graphic Designers/Artists, etc. ** ECC employees in the category “Office and Administrative Support” as defined by NJCCC include Administrative Assistants, Office/Technical Assistants, Clerks, Secretaries, Cashiers, Information Specialists, Food Service Workers, etc. *** ECC employees in the category “Other Support Services” as defined by NJCCC include Police Officers, Security Officers/Guards, Custodians, Maintenance Technicians/Service Workers, etc.
CHAPTER 2
ENROLLMENT INFORMATION
&
DEMOGRAPHIC PROFILES
11 TABLE A-1 N.J. Community College Fall Semester Enrollment (Credit), Past Ten Years
Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Percent Change College Status 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 5 Year 1 Year
Full 3,403 3,651 4,003 4,065 3,827 3,663 3,675 3,211 2,915 2,538 -33.7% -12.9% Atlantic Cape Part 3,519 3,356 3,585 3,590 3,765 3,860 3,579 3,634 3,446 3,351 -11.0% -2.8%
Total 6,922 7,007 7,588 7,655 7,592 7,523 7,254 6,845 6,361 5,889 -22.4% -7.4%
Full 7,990 8,455 9,303 9,982 9,974 9,696 8,885 8,976 8,347 8,028 -19.5% -3.8% Bergen Part 7,067 6,828 7,166 7,215 7,297 7,319 6,997 6,675 6,238 6,491 -11.0% 4.1%
Total 15,057 15,283 16,469 17,197 17,271 17,015 15,882 15,651 14,585 14,519 -15.9% -0.5%
Full 7,893 8,386 9,201 9,193 8,278 7,753 7,421 6,899 6,554 6,091 -26.4% -7.1% Brookdale Part 6,132 6,256 6,438 6,590 6,674 6,884 6,939 7,245 7,281 7,074 6.0% -2.8%
Total 14,025 14,642 15,639 15,783 14,952 14,637 14,360 14,144 13,835 13,165 -12.0% -4.8%
Full 4,441 4,594 5,445 5,575 5,483 5,129 4,910 4,827 4,289 4,178 -23.8% -2.6% Burlington Part 3,991 4,094 4,248 4,516 4,795 4,942 4,660 4,611 4,473 4,408 -8.1% -1.5%
Total 8,432 8,688 9,693 10,091 10,278 10,071 9,570 9,438 8,762 8,586 -16.5% -2.0%
Full 7,292 7,799 8,529 8,023 7,498 7,211 7,092 6,173 5,646 5,184 -30.9% -8.2% Camden Part 7,449 7,399 7,141 7,470 7,115 6,596 6,209 5,878 5,617 5,752 -19.2% 2.4%
Total 14,741 15,198 15,670 15,493 14,613 13,807 13,301 12,051 11,263 10,936 -25.2% -2.9%
Full 1,937 2,151 2,365 2,570 2,394 2,238 2,335 2,298 1,983 1,730 -27.7% -12.8% Cumberland Part 1,590 1,671 1,649 1,721 1,794 1,706 1,584 1,546 1,470 1,418 -21.0% -3.5%
Total 3,527 3,822 4,014 4,291 4,188 3,944 3,919 3,844 3,453 3,148 -24.8% -8.8%
Full 6,133 6,962 7,915 8,186 7,791 6,569 6,391 5,799 5,628 4,864 -37.6% -13.6% Essex Part 4,862 5,356 5,399 5,238 4,741 5,410 5,784 5,669 5,326 4,732 -0.2% -11.2%
Total 10,995 12,318 13,314 13,424 12,532 11,979 12,175 11,468 10,954 9,596 -23.4% -12.4%
Full 3,423 3,435 3,805 3,990 3,995 3,943 4,030 4,009 3,807 3,995 0.0% 4.9% Gloucester Part 2,746 2,700 2,685 2,619 2,834 2,819 2,690 3,121 3,029 3,123 10.2% 3.1%
Total 6,169 6,135 6,490 6,609 6,829 6,762 6,720 7,130 6,836 7,118 4.2% 4.1%
Full 4,209 4,476 5,527 5,980 6,103 5,901 6,066 5,983 5,876 5,146 -15.7% -12.4% Hudson Part 2,810 3,049 3,155 3,351 3,311 3,496 2,970 3,220 3,175 3,303 -0.2% 4.0%
Total 7,019 7,525 8,682 9,331 9,414 9,397 9,036 9,203 9,051 8,449 -10.3% -6.7%
Full 3,607 3,805 4,372 4,091 3,839 3,506 3,093 2,951 3,187 2,909 -24.2% -8.7% Mercer Part 5,487 5,377 5,249 5,606 5,542 5,367 5,408 4,888 4,675 4,642 -16.2% -0.7%
Total 9,094 9,182 9,621 9,697 9,381 8,873 8,501 7,839 7,862 7,551 -19.5% -4.0%
Full 6,568 6,894 7,648 7,191 6,887 6,837 6,660 6,162 5,753 5,379 -21.9% -6.5% Middlesex Part 5,529 5,487 5,672 5,696 5,845 6,061 5,942 5,902 5,920 6,001 2.7% 1.4%
Total 12,097 12,381 13,320 12,887 12,732 12,898 12,602 12,064 11,673 11,380 -10.6% -2.5%
Full 4,629 4,760 5,136 5,033 4,686 4,633 4,549 4,129 3,946 3,821 -18.5% -3.2% Morris Part 3,701 3,681 3,662 3,672 3,868 4,046 3,898 3,967 4,080 4,246 9.8% 4.1%
Total 8,330 8,441 8,798 8,705 8,554 8,679 8,447 8,096 8,026 8,067 -5.7% 0.5%
Sources: Commission on Higher Education, Enrollment in N.J. Colleges & Universities, By Level & Attendance Status, Fall 2007 –2016. 12 TABLE A-1 N.J. Community College Fall Semester Enrollment (Credit), Past Ten Years
Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Percent Change College Status 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 5 Year 1 Year
Full 5,124 5,593 5,907 5,776 5,460 5,232 5,138 4,927 4,611 4,653 -14.8% 0.9% Ocean Part 4,227 4,218 4,508 4,591 4,677 4,816 4,339 4,369 4,052 3,999 -14.5% -1.3%
Total 9,351 9,811 10,415 10,367 10,137 10,048 9,477 9,296 8,663 8,652 -14.6% -0.1%
Full 2,296 2,327 2,885 3,217 3,172 3,539 3,369 3,412 3,481 3,164 -0.3% -9.1% Passaic Part 5,197 5,575 5,998 6,331 6,840 6,243 5,760 5,556 4,908 4,984 -27.1% 1.5%
Total 7,493 7,902 8,883 9,548 10,012 9,782 9,129 8,968 8,389 8,148 -18.6% -2.9%
Full 3,071 3,399 4,086 4,325 3,893 3,712 3,600 3,440 3,361 3,363 -13.6% 0.1% Raritan Valley Part 3,558 3,711 3,802 4,159 4,477 4,686 4,805 4,774 4,738 4,863 8.6% 2.6%
Total 6,629 7,110 7,888 8,484 8,370 8,398 8,405 8,214 8,099 8,226 -1.7% 1.6%
Full 722 776 898 893 802 702 726 601 627 551 -31.3% -12.1% Salem Part 581 530 616 613 519 581 514 499 475 378 -27.2% -20.4%
Total 1,303 1,306 1,514 1,506 1,321 1,283 1,240 1,100 1,102 929 -29.7% -15.7%
Full 2,059 2,223 2,461 2,550 2,202 1,906 1,746 1,627 1,505 1,438 -34.7% -4.5% Sussex Part 1,673 1,536 1,747 1,572 1,592 1,496 1,489 1,395 1,227 1,157 -27.3% -5.7%
Total 3,732 3,759 4,208 4,122 3,794 3,402 3,235 3,022 2,732 2,595 -31.6% -5.0%
Full 5,397 5,690 6,338 6,482 5,881 5,886 5,713 5,259 4,876 4,449 -24.3% -8.8% Union Part 6,275 6,176 6,413 6,396 6,535 6,260 6,256 6,522 6,353 5,736 -12.2% -9.7%
Total 11,672 11,866 12,751 12,878 12,416 12,146 11,969 11,781 11,229 10,185 -18.0% -9.3%
Full 761 810 1,000 1,060 990 982 922 784 713 640 -35.4% -10.2% Warren Part 981 1,050 1,180 1,278 1,196 1,162 1,436 1,771 2,138 2,622 119.2% 22.6%
Total 1,742 1,860 2,180 2,338 2,186 2,144 2,358 2,555 2,851 3,262 49.2% 14.4%
Full 80,955 86,186 96,824 98,182 93,155 89,038 86,321 81,467 77,105 72,121 -22.6% -6.5% TOTAL All Colleges Part 77,375 78,050 80,313 82,224 83,417 83,750 81,259 81,242 78,621 78,280 -6.2% -0.4%
Total 158,330 164,236 177,137 180,406 176,572 172,788 167,580 162,709 155,726 150,401 -14.8% -3.4%
Sources: Commission on Higher Education, Enrollment in N.J. Colleges & Universities, By Level & Attendance Status, Fall 2007 –2016. 13 Fall Enrollment 2012 – 2016 All Students
Fall Enrollment Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Census Date 10/15/12 10/15/13 10/15/14 10/16/15 10/17/16 Total Unduplicated 11,979 12,175 11,468 10,954 9,596 Headcount Total Credit Hours 132,776.5 132,890.0 123,746.0 117,978.5 102,675.0 Male 5,003 5,017 4,699 4,447 3,917 Gender Female 6,940 7,121 6,712 6,420 5,626 No Data 36 37 57 87 53 First-Time 3,087 3,365 3,192 3,072 2,265 Transfer 271 216 278 262 148 Registration Readmit 287 349 349 298 222 Continuing 8,334 8,245 7,649 7,322 6,961 Full-Time 6,569 6,391 5,799 5,628 4,864 Attendance Part-Time 5,410 5,784 5,669 5,326 4,732 Matriculated 11,086 11,150 10,251 9,828 8,864 Matriculation Non-Matriculated 893 1,025 1,217 1,126 732
Fall Enrollment Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Male 41.8% 41.2% 41.0% 40.6% 40.8% Gender Female 57.9% 58.5% 58.5% 58.6% 58.6% No Data 0.3% 0.3% 0.5% 0.8% 0.6% First-Time 25.8% 27.6% 27.8% 28.0% 23.6% Transfer 2.3% 1.8% 2.4% 2.4% 1.5% Registration Readmit 2.4% 2.9% 3.0% 2.7% 2.3% Continuing 69.6% 67.7% 66.7% 66.8% 72.5% Full-Time 54.8% 52.5% 50.6% 51.4% 50.7% Attendance Part-Time 45.2% 47.5% 49.4% 48.6% 49.3% Matriculated 92.5% 91.6% 89.4% 89.7% 92.4% Matriculation Non-Matriculated 7.5% 8.4% 10.6% 10.3% 7.6%
Source: SURE Fall Enrollment files 14 Fall Enrollment 2012 – 2016 All Students Trends of Matriculation, Attendance, and Registration
Matriculated Full-Time First-Time
100.0% 92.5% 91.6% 92.4% 89.4% 89.7% 90.0%
80.0%
70.0%
60.0% 54.8% 52.5% 50.6% 51.4% 50.7% 50.0%
40.0% 28.0% 25.8% 27.6% 27.8% 30.0% 23.6%
20.0%
10.0%
0.0% FALL 2012 FALL 2013 FALL 2014 FALL 2015 FALL 2016
Source: SURE Fall Enrollment files 15 ENROLLMENT BY CURRICULUM ALL STUDENTS – DESCENDING ORDER FALL 2016 Curr. Code Program Full-Time Part-Time Total 0603 General Science A.S. 829 1,154 1,983 0199 Liberal Arts A.A. 678 466 1,144 2005 Business Administration A.S. 433 339 772 8000 Non-Matriculated 116 616 732 0710 Social Sciences A.S. 344 243 587 0898 Criminal Justice A.S. 379 203 582 0601 Biology/Pre-Medicine A.S. 284 169 453 0206 Education A.A. 229 200 429 0399 Engineering A.S. 216 146 362 2001 Accounting A.S. 174 125 299 2302 Computer Science A.S. 182 99 281 2202 Human & Social Services A.A.S. 114 74 188 2104 Nursing A.A.S. 5 150 155 2002 Computer Information Systems A.S. 71 64 135 019C Liberal Arts: Communications Option A.A. 77 37 114 0401 Art A.A. 68 36 104 2307 Electronic Engineering Technology A.A.S. 51 46 97 0899 Physical Education A.S. 56 30 86 2006 Business Administration A.A.S. 49 34 83 2301 Architectural Technology A.A.S. 44 28 72 2015 Paralegal Studies A.S. 35 31 66 5308 Mechanical Engineering Technology A.A.S. 36 26 62 0409 Music A.S. 39 21 60 2071 New Media Technology A.A.S. 38 20 58 5309 Civil Construction Engineering Technology A.A.S. 35 22 57 2122 Vision Care Technology A.A.S. 21 36 57 2106 Physical Therapist Assistant A.A.S. 28 22 50 019J Liberal Arts: Journalism Option A.A. 24 21 45 0602 Chemistry A.S. 18 27 45 2000 Accounting A.A.S. 26 16 42 3312 Licensed Practical Nurse C 8 33 41 0604 Mathematics A.S. 21 19 40 20FN Bus. Admin.: Financial Services Option A.A.S. 20 13 33 2105 Radiography A.A.S. 6 25 31 2107 Environmental Science A.A.S. 12 13 25 6013 Massage Therapy C 6 16 22 2114 Health Science A.S. 9 12 21 200H Bus. Admin.: Hospitality Management Option A.A.S. 13 7 20 2303 Applied Computer Science A.A.S. 11 7 18 019A Liberal Arts: Africana Studies Option A.A. 9 6 15 019L Liberal Arts: Spanish Language Option A.A. 5 8 13 0204 Childhood Development Associate C 5 8 13 3310 Vision Care Technology C 3 9 12
Source: ECC 15th day Enrollment Report 16 ENROLLMENT BY CURRICULUM ALL STUDENTS – DESCENDING ORDER FALL 2016 Curr. Code Program Full-Time Part-Time Total 3205 Computer Aided Design Technology C 2 9 11 2014 Office Administration & Computer Technology A.A.S. 6 4 10 3208 Paralegal C 1 9 10 3001 Business Career Development C 5 3 8 Technical Studies: Uniform Construction Code 5305 1 5 6 (U.C.C.) Technology Option A.A.S. 3057 Human & Social Services C 4 1 5 3210 Nurse Paralegal C 3 0 3 3052 Building Code Technology C 2 1 3 3304 Internet-Web Page Design Specialist C 2 1 3 5304 Technical Studies A.A.S. 2 1 3 3071 Digital Media & Electronic Publishing C 1 2 3 3051 Electrical Code Technology C 1 1 2 2007 Microcomputer Systems Applications A.A.S. 1 0 1 3050 Fire Code Technology C 0 1 1 3053 Plumbing Code Technology C 0 1 1
Source: ECC 15th day Enrollment Report
FALL ENROLLMENT BY PROGRAM – ALL STUDENTS 2012 – 2016 Curr. Program 2012 2012 2013 2013 2014 2014 2015 2015 2016 2016 Code FT PT FT PT FT PT FT PT FT PT 0199 Liberal Arts A.A. 1,202 684 990 682 830 566 921 587 678 466 019A Liberal Arts: Africana Studies A.A. 7 5 10 7 9 1 5 4 9 6 019C Liberal Arts: Communications Option A.A. 100 42 83 48 69 48 76 43 77 37 019J Liberal Arts: Journalism A.A. 38 19 42 19 41 23 33 25 24 21 019L Liberal Arts: Spanish Language A.A. 8 9 5 7 4 4 7 7 5 8 0204 Childhood Development Associate C 9 8 16 7 9 9 8 5 5 8 0206 Education A.A. 384 240 338 241 195 206 199 173 229 200 0399 Engineering A.S. 244 113 232 146 235 138 210 150 216 146 0401 Art A.A. 73 50 77 48 49 60 61 35 68 36 0409 Music A.S. 61 23 52 39 38 31 35 28 39 21 0601 Biology/Pre-Medicine A.S. 342 173 307 210 331 171 312 182 284 169 0602 Chemistry A.S. 36 26 26 20 30 19 25 23 18 27 0603 General Science A.S. 1,113 1,082 1,260 1,260 1151 1330 1098 1254 829 1154 0604 Mathematics A.S. 38 23 45 28 28 34 36 28 21 19 0710 Social Sciences A.S. 368 261 436 283 338 271 343 253 344 243 0898 Criminal Justice A.S. 486 273 488 269 413 250 417 226 379 203 0899 Physical Education A.S. 62 41 52 44 48 36 55 42 56 30 2000 Accounting A.A.S. 63 33 43 36 67 26 57 30 26 16 2001 Accounting A.S. 189 139 190 159 175 146 153 141 174 125 2002 Computer Information Systems A.S. 67 63 81 53 66 78 67 61 71 64 2005 Business Administration A.S. 410 334 450 318 390 327 408 299 433 339 2006 Business Administration A.A.S. 115 60 81 60 97 53 85 46 49 34 2007 Microcomputer Systems Applications A.A.S. 2 1 4 2 0 2 0 2 1 0 200H Bus. Admin.: Hospitality Management A.A.S. 31 16 25 19 14 12 17 13 13 7 200M Bus. Admin.: Microcomputer Applications A.A.S. 2 5 7 6 3 4 3 2 1 0 20FN Bus. Admin.: Financial Services Option A.A.S. 18 10 18 6 17 18 18 23 20 13 2015 Paralegal Studies Program A.S. 40 36 44 40 29 39 26 27 35 31 2071 New Media Technology A.A.S. 37 23 49 27 32 35 31 25 38 20
Source: ECC Fall Enrollment 15th day Report 17
FALL ENROLLMENT BY PROGRAM – ALL STUDENTS 2012-2016 Curr. Program 2012 2012 2013 2013 2014 2014 2015 2015 2016 2016 Code FT PT FT PT FT PT FT PT FT PT 2104 Nursing A.A.S. 34 128 33 144 22 189 16 80 5 150 2105 Radiography A.A.S. 12 37 14 30 12 22 10 20 6 25 2106 Physical Therapist Assistant A.A.S. 33 42 35 34 35 35 26 27 28 22 2108 Dental Hygiene A.A.S. 2 4 6 1 0 3 0 1 0 0 2112 Respiratory Therapy A.S. 2 1 0 3 0 3 0 1 0 0 2114 Health Science A.S. 16 22 12 26 12 21 8 19 9 12 2122 Vision Care Technology A.A.S. 7 8 9 6 16 20 23 21 21 36 2202 Human & Social Services A.A.S. 212 117 169 100 173 79 150 91 114 74 2301 Architectural Technology A.A.S. 67 42 50 38 44 29 52 26 44 28 2302 Computer Science A.S. 143 89 130 107 147 113 161 117 182 99 2303 Applied Computer Science A.A.S. 7 5 13 5 6 6 12 5 11 7 2307 Electronic Engineering Technology A.A.S. 60 42 73 48 49 50 54 35 51 46 3001 Business Career Development C 4 4 6 3 3 2 7 3 5 3 3009 Office Assistant C 5 2 4 5 2 2 1 3 0 0 3050 Fire Code Technology C 0 0 0 0 0 0 0 0 0 1 3051 Electrical Code Technology C 4 2 6 0 2 3 2 1 1 1 3052 Building Code Technology C 1 2 0 1 0 2 0 3 2 1 3053 Plumbing Code Technology C 0 1 3 0 0 4 0 0 0 1 3057 Human & Social Services C 10 16 19 13 10 6 5 9 4 1 3071 Digital Media & Electronic Publishing C 9 7 2 4 1 5 1 2 1 2 3072 Art Certificate Program C 3 1 0 1 1 0 1 0 0 0 3205 Computer Aided Design Technology C 6 9 7 7 5 6 6 4 2 9 3208 Paralegal Certificate Program C 6 7 4 4 3 3 2 7 1 9 3209 Legal Secretary C 4 1 0 1 1 0 0 0 0 0 3210 Nurse Paralegal C 19 9 4 7 6 2 7 1 3 0 3301 Information Systems Technology C 4 1 4 3 1 2 1 0 0 0 3304 Internet-Web Page Design Specialist C 4 5 6 2 4 0 2 0 2 1 3310 Vision Care Technology C 3 10 10 11 2 8 3 16 3 9
Source: ECC Fall Enrollment 15th day Report 18
FALL ENROLLMENT BY PROGRAM – ALL STUDENTS 2012 – 2016 Curr. Program 2012 2012 2013 2013 2014 2014 2015 2015 2016 2016 Code FT PT FT PT FT PT FT PT FT PT 3312 Licensed Practical Nurse C 19 18 6 24 16 19 6 19 8 33 5304 Technical Studies A.A.S. 1 7 2 9 1 3 0 1 2 1 Technical Studies: U.C.C. Technology Option 5305 4 4 9 8 3 7 2 3 1 5 A.A.S. 5308 Mechanical Engineering Technology A.A.S. 28 13 38 21 35 20 33 26 36 26 5309 Civil Construction Engineering Technology A.A.S. 33 39 44 28 40 27 34 26 35 22 5420 Manufacturing Engineering Technology A.A.S. ------3 2 0 1 6005 Dental Assisting C 10 4 4 0 3 1 1 2 0 0 6013 Massage Therapy C 8 15 12 11 10 12 8 9 6 16 6015 Dietary Management C - - - - 2 0 0 1 0 1 8000 Non-Matriculated 114 779 117 908 288 929 186 940 116 616
NOTE: The total number of students enrolled in the above active programs is smaller than the total number of students in the given term because some students are still working their way through the pipeline of programs that have been inactivated or deactivated.
Source: ECC Fall Enrollment 15th day Report 19 20 ESSEX COUNTY COLLEGE CAMPUS/EXTENSION CENTER PROFILES FALL 2016 (as of October 17, 2016)
MAIN WEC FOCUS IRONBOUND ALL CAMPUSES STATUS N % N % N % N % N % Part-Time 4122 48% 673 55% 37 28% 44 35% 4732 49% Full-Time 4387 52% 546 45% 94 72% 81 65% 4864 51% Total 8509 100% 1219 100% 131 100% 125 100% 9596 100% New 2015 24% 356 29% 30 23% 28 22% 2411 25% Returning 6494 76% 863 71% 101 77% 97 78% 7185 75%
Day 6626 78% 839 69% 0 0% 0 0% 7472 78% Evening 1883 22% 380 31% 131 100% 125 100% 2124 22%
GENDER Male 3437 40% 519 43% 39 30% 34 27% 3917 41% Female 5021 59% 697 57% 92 70% 90 72% 5626 59% No Data 51 1% 3 0% 0 0% 1 1% 53 1%
AGE Less than 18 Years 304 4% 42 3% 1 1% 1 1% 352 4% 18 – 22 Years Old 3894 46% 696 57% 35 27% 37 30% 4499 47% 23 – 29 Years Old 2125 25% 240 20% 36 27% 30 24% 2321 24% 30 – 39 Years Old 1211 14% 108 9% 32 24% 31 25% 1315 14% 40 – 49 Years Old 611 7% 68 6% 20 15% 11 9% 678 7% 50 Years or Older 364 4% 65 5% 7 5% 15 12% 431 4%
RACE Black/African American 4346 51% 385 32% 16 12% 5 4% 4683 49% Hispanic/Latino 2599 31% 344 28% 106 81% 111 89% 2916 30% White 583 7% 355 29% 5 4% 4 3% 901 9% Asian 321 4% 43 4% 1 1% 1 1% 355 4% Others* 92 1% 21 2% 0 0% 0 0% 110 1% No Data 568 7% 71 6% 3 2% 4 3% 631 7%
*Others include American Indian/Alaskan Native, Native Hawaiian/Pacific Islander, and two or more races.
Please note that the numbers given in the All Campus column are unduplicated headcounts and can be smaller than the sum of the campuses; i.e., if a student takes courses in multiple campuses, the student is counted in all campuses where the student takes course(s).
Fall 2015 Fall 2016 Change % Change Main Campus 9905 8509 -1396 -14.1% West Essex Campus 1416 1219 -197 -13.9% FOCUS 123 131 8 6.5% Ironbound 137 125 -12 -8.8%
Source: ECC Fall Enrollment 15th day report 21 RACE/ETHNICITY PROFILE All Students Fall 2012 – Fall 2016
Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Black/African American 6,075 6,163 5,844 5,652 4,683 Hispanic/Latino 3,269 3,393 3,218 3,141 2,916 White 1,238 1,177 1,095 970 901 Asian 495 488 405 402 355 Others* 101 114 124 123 110 No Data 801 840 782 666 631
Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Black/African American 50.7% 50.6% 51.0% 51.6% 48.8% Hispanic/Latino 27.3% 27.9% 28.7% 28.7% 30.4% White 10.3% 9.7% 9.5% 8.9% 9.4% Asian 4.1% 4.0% 3.5% 3.7% 3.7% Others* 0.8% 0.9% 1.1% 1.1% 1.1%
*Others include American Indian/Alaskan Native, Native Hawaiian/Pacific Islander, and two or more races.
Black/African American Hispanic/Latino White Asian
60.0%
50.7% 50.6% 51.0% 51.6% 48.8% 50.0%
40.0%
30.4% 27.9% 28.1% 28.7% 30.0% 27.3%
20.0%
10.3% 9.7% 9.5% 8.9% 9.4% 10.0%
4.1% 4.0% 3.5% 3.7% 3.7%
0.0% FALL 2012 FALL 2013 FALL 2014 FALL 2015 FALL 2016
NOTE: Non-resident aliens are included. Others are not shown.
Source: ECC Fall Enrollment 15th day report 22 AGE PROFILE All Students Fall 2012 – Fall 2016
Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Total Headcount 11979 12175 11468 10954 9596 Less than 18 Years 511 593 659 688 352 18 – 22 Years Old 5673 5656 5151 4973 4499 23 – 29 Years Old 2712 2819 2785 2609 2321 30 – 39 Years Old 1698 1741 1620 1498 1315 40 – 49 Years Old 909 873 804 758 678 50 Years and Older 476 493 449 428 431 25 Years and Older 4716 4667 4525 4244 3821 Median 22 22 22 22 22 Mean 26.22 26.17 26.13 25.99 26.37
Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Less than 18 Years 4.3% 4.9% 5.7% 6.3% 6.3% 18 – 22 Years Old 47.4% 46.5% 44.9% 45.4% 45.4% 23 – 29 Years Old 22.6% 23.2% 24.3% 23.8% 23.8% 30 – 39 Years Old 14.2% 14.3% 14.1% 13.7% 13.7% 40 – 49 Years Old 7.6% 7.2% 7.0% 6.9% 6.9% 50 Years and Older 4.0% 4.0% 3.9% 3.9% 3.9% 25 Years and Older 39.4% 38.3% 39.5% 38.7% 38.7%
18-22 Yrs Old 25+ Yrs Old
49.0% 47.4% 46.9% 46.5% 47.0% 45.4% 44.9% 45.0%
43.0%
41.0% 39.8% 39.4% 39.5% 38.7% 38.3% 39.0%
37.0%
35.0% FALL 2012 FALL 2013 FALL 2014 FALL 2015 FALL 2016
Source: ECC Fall Enrollment 15th day report 23 ENROLLMENT BY TOWN OF RESIDENCE FALL 2012 – FALL 2016
MUNICIPALITY Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Belleville 660 612 533 587 512 Bloomfield 703 673 633 609 554 Cedar Grove 58 60 46 53 32 East Orange 1,165 1,189 1,263 1,185 914 Essex Fells 6 6 5 7 6 Fairfield 52 42 43 46 38 Glen Ridge 22 27 27 20 22 Irvington 1,083 1,124 1,021 1,010 854 Livingston 96 90 82 59 59 Maplewood 213 211 236 225 184 Millburn 12 12 18 15 8 Montclair 277 250 253 245 199 Newark 4,768 4,982 4,685 4,466 3941 Nutley 157 158 150 141 148 Orange 590 603 565 579 518 Roseland 23 20 21 18 20 South Orange 107 107 96 88 90 Verona 61 65 61 64 58 West Caldwell 181 176 150 136 135 West Orange 614 686 583 553 508 Out-of-County 1,131 1,082 997 848 796 County Enrollment 10,848 11,093 10,471 10,106 8,800 Total Enrollment 11,979 12,175 11,468 10,954 9,596 County % 90.6% 91.1% 91.3% 92.3% 91.7%
Bloomfield, Orange, Belleville, Irvington, 554, 5.8% 518 , 5.4% 512, 5.3% West Orange, 854, 8.9% 508, 5.3%
East Orange, Other In-County, 914, 9.5% 999, 10.4%
Out-of-County, 796, 8.3%
Newark, 3941, 41.1%
Source: ECC Fall Enrollment 15th day report 24 FRESHMAN PROFILE All First-Time Students Fall 2012 – Fall 2016
Fall Enrollment Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Total First-Time Students 3,087 3,365 3,192 3,072 2,265 Male 1,418 1,489 1,410 1,353 972 Gender Female 1,662 1,862 1,758 1,665 1,274 No Data 7 14 24 54 19 Full-Time 2209 2193 2073 1889 1517 Attendance Part-Time 878 1172 1119 1183 748 Matriculated 2568 2632 2287 2276 1830 Matriculation Non-Matriculated 519 733 905 796 435 Black/African American 1488 1639 1588 1526 1023 Hispanic/Latino 885 1013 926 938 721 White 363 346 340 280 254 Race/Ethnicity Asian 118 144 84 101 65 Others* 45 40 37 43 22 No Data 188 183 217 184 180
Fall Enrollment Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Male 45.9% 44.2% 44.2% 44.0% 42.9% Gender Female 53.8% 55.3% 55.1% 54.2% 56.2% No Data 0.2% 0.4% 0.8% 1.8% 0.8% Full-Time 71.6% 65.2% 64.9% 61.5% 67.0% Attendance Part-Time 28.4% 34.8% 35.1% 38.5% 33.0% Matriculated 83.2% 78.2% 71.6% 74.1% 80.8% Matriculation Non-Matriculated 16.8% 21.8% 28.4% 25.9% 19.2% Black/African American 51.3% 51.5% 53.4% 52.8% 49.1% Hispanic/Latino 30.5% 31.8% 31.1% 32.5% 34.6% Race/Ethnicity White 12.5% 10.9% 11.4% 9.7% 12.2% Asian 4.1% 4.5% 2.8% 3.5% 3.1% Others* 1.6% 1.3% 1.2% 1.5% 1.1%
*Others include American Indian/Alaskan Native, Native Hawaiian/Pacific Islander, and two or more races.
Source: SURE Fall Enrollment files 25 FRESHMAN PROFILE All First-Time Students Trends of Matriculation, Attendance, Gender Fall 2012 – Fall 2016
Matriculated Full-Time Female
90.0%
85.0% 83.2% 80.8% 80.0% 78.2%
74.1% 75.0% 71.6% 71.6% 70.0% 67.0% 65.2% 63.8% 65.0% 61.5% 60.0% 55.3% 55.1% 56.2% 53.8% 54.2% 55.0%
50.0% FALL 2012 FALL 2013 FALL 2014 FALL 2015 FALL 2016
Source: SURE Fall Enrollment files 26 FRESHMAN PROFILE Age Distribution All First-Time Students Fall 2012 – Fall 2016
Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Total Headcount 3,087 3,365 3,192 3,072 2,265 Less than 18 Years 425 559 600 611 279 18 – 22 Years Old 1,747 1,850 1,673 1644 1321 23 – 29 Years Old 441 462 474 403 310 30 – 39 Years Old 267 288 279 244 214 40 – 49 Years Old 140 139 98 118 87 50 Years and Older 67 67 68 52 54 25 Years and Older 740 770 740 651 535 Median 19 19 19 19 19 Mean 22.8 22.5 22.3 22.1 22.9
Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Less than 18 Years 13.8% 16.6% 18.8% 19.9% 12.3% 18 – 22 Years Old 56.6% 55.0% 52.4% 53.5% 58.3% 23 – 29 Years Old 14.3% 13.7% 14.8% 13.1% 13.7% 30 – 39 Years Old 8.6% 8.6% 8.7% 7.9% 9.4% 40 – 49 Years Old 4.5% 4.1% 3.1% 3.8% 3.8% 50 Years and Older 2.2% 2.0% 2.1% 1.7% 2.4% 25 Years and Older 24.0% 22.9% 23.2% 21.2% 23.6%
18-22 Yrs Old 25+ Yrs Old
70.0%
56.6% 58.3% 60.0% 55.0% 52.4% 53.5% 50.0%
40.0%
30.0% 24.0% 22.9% 23.6% 23.2% 21.2% 20.0%
10.0% FALL 2012 FALL 2013 FALL 2014 FALL 2015 FALL 2016
Source: ECC Fall Enrollment 15th day report 27 International Students by Country and Major F-1 Visa 192 Students 59 Countries Fall 2016
Country N Country N Major N Albania 2 Jamaica 20 Accounting 6 Algeria 1 Japan 2 Architectural 5 Bahamas 4 Jordan 1 Art 1 Barbados 2 Kenya 1 Biology 10 Benin 2 Liberia 2 Business Administration 31 Bermuda 1 Malaysia 1 Chemistry 2 Bolivia 2 Mauritius 1 Civil Engineering Technology 5 Bosnia 1 Mexico 3 Computer Information Systems 1
Brazil 10 Morroco 3 Computer Science 19
Burkina Faso 9 Nigeria 14 Criminal Justice 4 Cameroon 4 Peru 1 Education 7 Canada 1 Philippines 1 Electrical Engineering Technology 5 Chad 1 Poland 1 Engineering 13 China 5 Portugal 1 Environmental Science 1
Columbia 6 Romania 1 General Science 28
Congo 2 Russia 1 Human & Social Services 1 Dominican Republic 4 Saudi Arabia 1 Liberal Arts 18 Ecuador 7 Senegal 2 Manufacturing Engineering 5 Egypt 1 Sierra Leone 3 Mathematics 1 France 1 Slovenia 1 Mechanical Engineering Tech. 1 Gambia 1 South Korea 2 Music 2
Germany 2 Spain 1 Nursing 1
Guyana 5 St. Lucia 1 Ophthalmic Dispensing 1 Haiti 7 Sudan 1 Physical Education 2 Hungary 1 Tanzania 1 Social Science 8 India 8 Trinidad & Tobago 3 Iran 1 Venezuela 2
Italy 2 Vietnam 13
Ivory Coast 11 Zimbabwe 1
Unknown Country 2
Source: Banner table GORVISA 28 Spring Enrollment 2012 – 2016 All Students
Spring Enrollment Spring 2012 Spring 2013 Spring 2014 Spring 2015 Spring 2016 Census Date 2/15/2012 2/15/2013 2/18/2014 2/17/2015 2/16/2016 Total headcount 11,461 11,263 11,302 10,571 9,885 Total Credit Hours 123,235.0 121,173.5 121,682.5 113,539.0 105,920.0 Male 4,648 4,631 4,676 4,288 4,025 Gender Female 6,782 6,597 6,582 6,228 5,782 No Data 31 35 44 55 78 First-Time 1,397 1,381 1,203 1,172 1,021 Transfer 123 86 105 124 152 Registration Readmit 203 201 216 232 165 Continuing 9,738 9,595 9,778 9,043 8,547 Full-Time 6,029 5,724 5,609 5,254 4,871 Attendance Part-Time 5,432 5,539 5,693 5,317 5,014 Matriculated 10,500 10,305 10,455 9,779 8,913 Matriculation Non-Matriculated 961 958 847 792 972 Black/African 6,036 5,790 5,875 5,478 5,042 American Hispanic/Latino 2,935 3,055 3,004 2,897 2,809 Race/Ethnicity White 1,163 1,137 1,073 964 909 Asian 436 411 434 378 380 Others* 66 97 119 119 122 No Data 825 773 797 735 626
Spring Enrollment Spring 2012 Spring 2013 Spring 2014 Spring 2015 Spring 2016 Male 40.6% 41.1% 41.4% 40.6% 40.7% Gender Female 59.2% 58.6% 58.2% 58.9% 58.5% No Data 0.3% 0.3% 0.4% 0.5% 0.8% First-Time 12.2% 12.3% 10.6% 11.1% 10.3% Transfer 1.1% 0.8% 0.9% 1.2% 1.5% Registration Readmit 1.8% 1.8% 1.9% 2.2% 1.7% Continuing 85.0% 85.2% 86.5% 85.5% 86.5% Full-Time 52.6% 50.8% 49.6% 49.7% 49.3% Attendance Part-Time 47.4% 49.2% 50.4% 50.3% 50.7% Matriculated 91.6% 91.5% 92.5% 92.5% 90.2% Matriculation Non-Matriculated 8.4% 8.5% 7.5% 7.5% 9.8% Black/African 52.7% 51.4% 52.0% 51.8% 51.0% American Hispanic/Latino 25.6% 27.1% 26.6% 27.4% 28.4% Race/Ethnicity White 10.1% 10.1% 9.5% 9.1% 9.2% Asian 3.8% 3.6% 3.8% 3.6% 3.8% Others* 0.6% 0.9% 1.1% 1.1% 1.2% No Data 7.2% 6.9% 7.1% 7.0% 6.3%
*Others include American Indian/Alaskan Native, Native Hawaiian/Pacific Islander, and two or more races.
Source: SURE Spring Enrollment files 29
Spring Enrollment 2012 – 2016 All Students Trends of Matriculated, Full-Time, and First-Time Students
Matriculated Full-Time First-Time
100.0% 91.6% 91.5% 92.5% 92.5% 90.2% 90.0%
80.0%
70.0%
60.0% 52.6% 50.8% 49.6% 49.7% 49.3% 50.0%
40.0%
30.0%
20.0% 12.3% 12.2% 10.6% 11.1% 10.3% 10.0%
0.0% SPRING 2012 SPRING 2013 SPRING 2014 SPRING 2015 SPRING 2016
*Others include American Indian/Alaskan Native, Native Hawaiian/Pacific Islander, and two or more races.
Source: SURE Spring Enrollment files 30 ENROLLMENT BY CURRICULUM ALL STUDENTS – DECENDING ORDER Spring 2016 Curr. Program Full-Time Part-Time Total Code 0603 General Science A.S. 942 1161 2103 0199 Liberal Arts A.A. 683 506 1189 8000 Non-Matriculated 210 762 972 2005 Business Administration A.S. 378 331 709 0710 Social Sciences A.S. 318 260 578 0898 Criminal Justice A.S. 351 218 569 0601 Biology/Pre-Medicine A.S. 270 181 451 0206 Education A.A. 241 194 435 0399 Engineering A.S. 194 152 346 2001 Accounting A.S. 159 148 307 2302 Computer Science A.S. 146 101 247 2202 Human & Social Services A.A.S. 144 85 229 2006 Business Administration A.A.S. 64 48 112 0401 Art A.A. 57 51 108 2002 Computer Information Systems A.S. 52 54 106 019C Liberal Arts: Communications Option A.A. 59 43 102 2104 Nursing A.A.S. 23 76 99 2307 Electronic Engineering Technology A.A.S. 57 41 98 0899 Physical Education A.S. 48 46 94 2000 Accounting A.A.S. 42 24 66 2301 Architectural Technology A.A.S. 34 31 65 5308 Mechanical Engineering Technology A.A.S. 34 30 64 0604 Mathematics A.S. 30 30 60 2071 New Media Technology A.A.S. 32 24 56 2015 Paralegal Studies A.S. 29 26 55 2122 Vision Care Technology A.A.S. 21 34 55 0409 Music A.S. 28 26 54 5309 Civil Construction Engineering Technology A.A.S. 32 19 51 2106 Physical Therapist Assistant A.A.S. 3 48 51 019J Liberal Arts: Journalism Option A.A. 25 19 44 0602 Chemistry A.S. 15 28 43 20FN Bus. Admin.: Financial Services Option A.A.S. 22 10 32 2114 Health Science A.S. 9 23 32 2105 Radiography A.A.S. 9 18 27 3312 Licensed Practical Nurse C 5 20 25 3310 Vision Care Technology C 2 19 21 200H Bus. Admin.: Hospitality Management Option A.A.S. 10 8 18 0204 Childhood Development Associates C 6 12 18 2303 Applied Computer Science A.A.S. 8 7 15 6013 Massage Therapy C 6 9 15 2014 Office Administration & Computer Technology A.A.S. 7 7 14 019L Liberal Arts: Spanish Language Option A.A. 9 4 13 3001 Business Career Development C 8 2 10 Source: ECC Spring Enrollment 15th day Report 31 ENROLLMENT BY CURRICULUM ALL STUDENTS – DECENDING ORDER Spring 2016 Curr. Program Full-Time Part-Time Total Code 3208 Paralegal Certificate C 2 8 10 3205 Computer-Aided Design Technology C 2 6 8 019A Liberal Arts: Africana Studies Option A.A. 3 4 7 3210 Nurse Paralegal C 4 2 6 3057 Human and Social Services C 3 3 6 Technical Studies: Uniform Construction Code (U.C.C.) 5305 2 4 6 Technology Option A.A.S. 200M Bus Admin.: Microcomputer Applications A.A.S. 3 2 5 5420 Manufacturing Engineering Technology A.A.S. 2 2 4 3053 Plumbing Code Technology C 2 2 3054 Legal Assistant C 2 2 3304 Internet-Web Page Design Specialist C 2 2 2007 Microcomputer System Applications A.A.S. 1 1 2 3011 Computer Support Specialist C 1 1 2 3052 Building Code Technology C 1 1 2 6005 Dental Assisting C 1 1 2 6015 Dietary Manager C 1 1 2 2108 Dental Hygiene A.A.S. 2 2 2112 Respiratory Care A.S. 2 2 3009 Office Assistant C 2 2 3071 Digital Media & Electronic Publishing C 2 2 3010 Business Paraprofessional C 1 1 3301 Information Systems Office Operations C 1 1 5304 Technical Studies A.A.S. 1 1 3051 Electrical Code Technology C 1 1 3072 Art C 1 1
Source: ECC Spring Enrollment 15th day Report
SPRING ENROLLMENT BY PROGRAM – ALL STUDENTS 2012 – 2016 Curr. 2012 2012 2013 2013 2014 2014 2015 2015 2016 2016 Program Code FT PT FT PT FT PT FT PT FT PT 0199 Liberal Arts A.A. 949 646 930 706 842 629 738 575 683 506 019A Liberal Arts: Africana Studies A.A. 7 4 3 7 10 4 10 2 3 4 019C Liberal Arts: Communications Option A.A. 87 49 95 45 75 52 59 54 59 43 019J Liberal Arts: Journalism A.A. 45 20 31 28 28 32 36 21 25 19 019L Liberal Arts: Spanish Language Option A.A. 9 10 5 7 4 6 1 5 9 4 0204 Child Development C 16 2 30 22 9 11 5 9 6 12 0206 Education A.A. 398 266 349 238 264 252 192 202 241 194 0399 Engineering A.S. 168 100 208 142 224 137 198 164 194 152 0401 Art A.A. 69 44 53 43 60 51 47 36 57 51 0409 Music A.S. 41 37 39 39 43 26 29 32 28 26 0601 Biology/Pre-Medicine A.S. 289 172 283 173 296 161 295 169 270 181 0602 Chemistry A.S. 29 20 28 18 24 25 26 20 15 28 0603 General Science A.S. 1066 1026 1047 1110 1138 1303 1098 1280 942 1161 0604 Mathematics A.S. 37 26 40 19 42 32 26 37 30 30 0710 Social Sciences A.S. 353 263 374 258 366 304 328 274 318 260 0898 Criminal Justice A.S. 446 240 409 277 408 295 375 239 351 218 0899 Physical Education A.S. 70 38 48 51 52 40 52 38 48 46 2000 Accounting A.A.S. 61 50 55 33 40 31 51 34 42 24 2001 Accounting A.S. 187 125 175 130 163 140 174 138 159 148 2002 Computer Information Systems A.S. 66 68 67 58 66 57 69 67 52 54 2005 Business Administration A.S. 404 359 404 348 388 355 411 298 378 331 2006 Business Administration A.A.S. 102 54 74 53 70 58 88 51 64 48 2007 Microcomputer Systems Applications A.A.S. 3 3 3 2 0 4 1 0 1 1 200H Bus. Admin.: Hospitality Management A.A.S. 24 11 21 17 17 20 12 14 10 8 200M Bus. Admin.: Microcomputer Appl. A.A.S. 4 3 4 3 5 6 4 2 3 2 20FN Bus. Admin.: Financial Services Option A.A.S. 24 8 17 7 11 18 26 13 22 10 2015 Paralegal Studies A.S. 34 30 47 31 38 41 36 33 29 26 2071 New Media Technology A.A.S. 46 18 43 29 40 29 31 37 32 24 32 Source: ECC Spring Enrollment 15th day Report
SPRING ENROLLMENT BY PROGRAM – ALL STUDENTS 2012 – 2016 Curr. 2012 2012 2013 2013 2014 2014 2015 2015 2016 2016 Program Code FT PT FT PT FT PT FT PT FT PT 2104 Nursing A.A.S. 37 119 36 130 22 183 23 140 23 76 2105 Radiography A.A.S. 10 45 10 36 6 30 6 27 9 18 2106 Physical Therapist Assistant A.A.S. 16 49 27 45 10 63 10 55 3 48 2108 Dental Hygiene A.A.S. 3 7 0 3 3 6 1 2 0 2 2112 Respiratory Therapy A.S. 1 5 1 0 0 5 1 1 0 2 2114 Health Science A.S. 24 28 11 21 11 29 14 23 9 23 2122 Vision Care Technology A.A.S. 12 1 13 6 18 21 21 22 21 34 2202 Human & Social Services A.A.S. 202 146 182 111 158 96 155 99 144 85 2301 Architectural Technology A.A.S. 55 47 50 40 52 24 45 24 34 31 2302 Computer Science A.S. 105 92 117 100 134 106 140 115 146 101 2303 Applied Computer Science A.A.S. 8 3 3 8 13 8 9 6 8 7 2307 Electronic Engineering Technology A.A.S. 58 48 47 39 60 57 45 45 57 41 3001 Business Career Development C 4 3 3 1 4 6 3 2 8 2 3009 Office Assistant Programs C 2 2 3 2 3 2 3 2 0 2 3050 Fire Code Technology C 1 0 0 0 0 0 0 0 0 0 3051 Electrical Code Technology C - - 4 1 2 2 2 5 0 1 3052 Building Code Technology C 1 1 1 3 0 0 0 2 1 1 3053 Plumbing Code Technology C 0 1 1 0 3 0 0 4 2 0 3057 Human & Social Services C 11 19 10 15 9 14 8 4 3 3 3071 Digital Media & Electronic Publishing C 3 12 4 6 4 6 0 5 0 2 3072 Art C 0 1 2 1 0 0 0 0 0 1 3205 Computer Aided Design Technology C 3 6 1 7 3 4 3 5 2 6 3208 Paralegal C 4 9 4 8 6 2 4 2 2 8 3209 Legal Secretary C 2 1 2 1 0 0 0 0 0 0 3210 Nurse Paralegal C 14 5 11 4 3 6 3 4 4 2 3301 Information Systems Technology C 0 4 3 3 2 1 1 0 1 0 3304 Internet-Web Page Design Specialist C 5 4 4 4 5 1 2 1 2 0 3310 Vision Care Technology C 7 9 4 10 4 7 0 10 2 19 33 Source: ECC Spring Enrollment 15th day Report
SPRING ENROLLMENT BY PROGRAM – ALL STUDENTS 2012 – 2016 Curr. 2012 2012 2013 2013 2014 2014 2015 2015 2016 2016 Program Code FT PT FT PT FT PT FT PT FT PT 3312 Licensed Practical Nurse C 20 28 12 25 17 30 7 45 5 20 5304 Technical Studies A.A.S. 1 6 0 10 1 3 0 1 1 0 Technical Studies: U.C.C. Technology Option 5305 3 6 6 7 4 8 2 8 2 4 A.A.S. 5308 Mechanical Engineering Technology A.A.S. 11 9 26 21 28 30 26 31 34 30 5309 Civil Construction Eng. Technology A.A.S. 40 36 31 35 37 28 35 35 32 19 5420 Manufacturing Engineering Technology A.A.S. - - - - 2 1 5 2 2 2 6005 Dental Assisting C 9 3 6 3 3 2 2 2 1 1 6013 Massage Therapy C 12 12 10 17 12 11 10 12 6 9 6015 Dietary Management C - - 0 1 1 1 1 1 1 1 8000 Non-Matriculated 134 827 137 821 157 690 146 646 210 762
NOTE: The total number of students enrolled in the above active programs is smaller than the total number of students in the given term because some students are still working their way through the pipeline of programs that have been inactivated or deactivated.
34 Source: ECC Spring Enrollment 15th day Report 35
SUMMER I ENROLLMENT by All Campuses and WEC and by New and Returning Students Summer I 2012 through Summer I 2016 (5th Day)
All Campuses WEC New Return Total New Return Total Summer I 2012 371 3,251 3,622 24 315 339 Summer I 2013 271 3,378 3,649 21 292 313 Summer I 2014 286 3,281 3,567 16 188 204 Summer I 2015 225 3,118 3,343 5 85 90 Summer I 2016 302 2,707 3,009 16 121 137
SUMMER II ENROLLMENT by All Campuses and WEC and by New and Returning Students Summer II 2012 through Summer II 2016 (5th Day)
ALL WEC New Return Total New Return Total Summer II 2012 654 1,803 2,457 60 200 260 Summer II 2013 914 1,856 2,770 84 141 225 Summer II 2014 456 1,606 2,062 28 96 124 Summer II 2015 414 1,466 1,880 36 76 112 Summer II 2016 267 1,235 1,502 18 54 72
Source: ECC Summer Enrollment 5th day Report
CHAPTER 3
OUTCOMES: GRADUATION STATISTICS
36 DEGREES AND CERTIFICATES CONFERRED FY 12 – FY 16
1,460
1,440 1,433
1,420 1,410
1,400
1,380 1,356 1,360 1,354
1,340
1,320 1,311
1,300
1,280
1,260
1,240 FY 2012 FY 2013 FY 2014 FY 2015 FY 2016
Completions Total # of Associates # of Completers # of Associates # of Fiscal Year Degrees & (Unduplicated Degrees Certificates Certificates Headcount) FY 12 1,270 41 1,311 1,298 FY 13 1,307 47 1,354 1,340 FY 14 1,376 57 1,433 1,421 FY 15 1,316 40 1,356 1,346 FY 16 1,362 48 1,410 1,404
Source: IPEDS Completions Survey
DEGREES AND CERTIFICATES CONFERRED BY GENDER FY 12 – FY 16 Curr. Program 12M 12F 13M 13F 14M 14F 15M 15F 16M 16F Code 0199 Liberal Arts A.A. 46 82 44 59 51 65 40 58 52 62 019A Liberal Arts: Africana Studies Option A.A. - - 0 3 1 1 0 0 1 0 019C Liberal Arts: Communications Option A.A. 10 12 7 18 10 14 2 19 9 8 019J Liberal Arts: Journalism Option A.A. 0 2 0 4 2 3 0 0 1 3 019L Liberal Arts: Spanish Language Option A.A. 4 8 0 3 0 4 2 1 0 2 0204 Child Development Associate C - - 0 2 0 0 0 0 0 0 0206 Education A.A. 15 100 10 0 10 127 9 105 10 86 0399 Engineering A.S. 20 2 29 5 36 4 31 8 30 8 0401 Art A.A. 3 6 4 5 5 6 4 9 6 7 0409 Music A.S. 4 6 2 3 2 0 3 1 6 5 0601 Biology/Pre-Medicine A.S. 21 33 29 33 17 38 28 37 22 32 0602 Chemistry A.S. 5 2 3 3 2 2 3 0 2 1 0603 General Science A.S. 25 108 24 104 37 97 45 156 44 195 0604 Mathematics A.S. 4 5 6 5 7 2 1 1 5 0 0710 Social Sciences A.S. 27 114 22 110 29 134 25 105 32 119 0898 Criminal Justice A.S. 31 37 62 47 57 54 49 35 42 52 0899 Physical Education A.S. 4 3 11 3 11 4 5 3 8 1 2000 Accounting A.A.S. 1 4 0 2 0 1 0 4 0 3 2001 Accounting A.S. 29 59 31 42 32 51 28 50 38 46 2002 Computer Information Systems A.S. 7 2 4 1 6 0 20 5 8 2 2005 Business Administration A.S. 58 91 67 94 79 87 57 66 74 95 2006 Business Administration A.A.S. 1 3 3 2 3 6 2 0 2 3 2007 Microcomputer Systems Applications A.A.S. 2 0 0 0 0 0 0 1 0 0 200H Bus. Admin.: Hospitality Management A.A.S. 0 2 1 3 5 2 1 0 1 2 200M Bus. Admin.: Microcomp. App. Option A.A.S. - - - - 0 1 0 0 0 0 2015 Paralegal Studies A.S. 3 12 0 17 3 10 3 16 2 8 2071 New Media Technology A.A.S. 5 1 1 2 11 2 6 2 9 2 2104 Nursing A.A.S. 20 51 13 53 11 43 17 63 10 63
37
DEGREES AND CERTIFICATES CONFERRED BY GENDER FY 2012 – 2016 Curr. FY 12 FY 12 FY 13 FY 13 FY 14 FY 14 FY 15 FY 15 FY 16 FY 16 Program Code M F M F M F M F M F 2105 Radiography A.A.S. 10 7 13 10 7 14 10 21 3 6 2106 Physical Therapist Assistant A.A.S. 14 9 11 10 11 13 15 13 12 12 2108 Dental Hygiene A.A.S. 0 6 0 13 0 6 0 10 0 0 2112 Respiratory Therapy A.S. 0 1 1 0 1 2 0 1 1 0 2114 Health Science A.S. 4 5 1 10 0 12 4 14 1 12 2122 Vision Care Technology A.A.S. 6 2 6 8 5 8 8 4 5 9 2202 Human & Social Services A.A.S. 7 42 14 35 11 38 7 23 12 29 2301 Architectural Technology A.A.S. 3 3 3 4 6 3 5 2 3 4 2302 Computer Science A.S. 10 1 10 0 16 2 10 6 9 1 2303 Applied Computer Science A.A.S. 1 0 1 0 3 0 1 0 0 0 2307 Electronic Engineering Technology A.A.S. 16 1 18 0 8 0 14 2 7 1 3001 Business Career Development C - - - - 1 0 0 0 1 0 3009 Office Assistant Program C - - 1 0 0 2 0 0 0 0 3052 Building Code Technology C 1 0 0 0 0 0 0 0 0 0 3057 Human and Social Services C - - 0 1 0 0 0 1 0 0 3071 Digital Media & Electronic Publishing C 1 1 2 1 1 0 2 0 0 0 3072 Art C - - - - 1 0 0 0 0 0 3205 Computer Aided Design C 7 1 5 3 4 2 7 1 6 1 3208 Paralegal Certificate 2 4 0 5 4 2 0 3 0 3 3304 Internet-Web Page Designer Specialist C 2 0 0 0 0 0 0 0 0 0 3310 Vision Care Technology C 3 0 0 1 2 0 0 0 1 0 3312 Licensed Practical Nurse C 2 10 2 17 5 19 1 14 6 27 5304 Technical Studies A.A.S. 1 3 3 1 3 0 0 0 0 0 5305 Technical Studies: U.C.C. Tech. Option A.A.S. 1 0 1 0 1 1 3 0 0 0 5308 Mechanical Engineering Technology A.A.S. 3 1 6 1 4 0 3 1 2 0 Civil Construction Engineering Technology 5309 4 1 12 0 7 1 6 1 10 1 A.A.S. 38
DEGREES AND CERTIFICATES CONFERRED BY GENDER FY 12 – FY 16 Curr. FY 12 FY 12 FY 13 FY 13 FY 14 FY 14 FY 15 FY 15 FY 16 FY 16 Program Code M F M F M F M F M F 6005 Dental Assisting C 0 0 0 2 0 5 0 3 0 1 6013 Massage Therapy C 0 3 3 0 0 7 2 6 1 1
NOTE: The total number of students who completed the above active programs is smaller than the total number of graduates in the given fiscal year because some students completed programs that had been inactivated or deactivated prior to the given fiscal year.
39
40
GRADUATES SURVEY Students Who Graduated in FY 16 Reported Satisfaction Levels
Valid Average Poor Fair Average Good Excellent Responses Score Overall Essex 50 54 137 330 171 742 3.70 Experience (7%) (7%) (18%) (44%) (23%)
Internship/Co-op 50 38 80 147 103 418 3.51 Experience (12%) (9%) (19%) (35%) (25%)
61 43 113 198 113 Transfer Services 528 3.49 (12%) (8%) (21%) (38%) (21%)
69 63 89 158 109 Advisement 488 3.36 (14%) (13%) (18%) (32%) (22%)
100%
23% 25% 21% 22% 80%
60% 35% 38% 32% 44%
40% 18% 19% 21% 20% 18% 13% 9% 8% 7% 7% 12% 12% 14% 0% Overall Essex experience Internship/Co-op Transfer services Advisement experience
Poor Fair Average Good Excellent
Source: Graduate Surveys in April & May, 2016 41
GRADUATES SURVEY Students Who Graduated in FY 16 Reported Satisfaction Levels
Below Almost Met Met Exceeded Valid Average Expectations Expectations Expectations Expectations Responses Score 15 45 367 110 Class Size 537 3.07 (3%) (8%) (68%) (20%)
Overall Educational 28 57 315 133 533 3.04 Cost (5%) (11%) (59%) (25%)
Quality of Major 32 76 294 136 538 2.99 Course Instruction (6%) (14%) (55%) (25%)
97 114 230 87 Student Services 528 2.58 (18%) (22%) (44%) (16%)
100%
20% 25% 25% 16% 80%
60% 44%
68% 59% 55% 40% 22% 20% 11% 14% 8% 18% 6% 0% 3% 5% Class size Overall educational cost Quality of major course Student Services instruction
Below Expectations Almost Met Expectations Met Expectations Exceeded Expectations
Source: Graduate Surveys in April & May, 2016 42
GRADUATES SURVEY Students Who Graduated in FY 16 Reported Satisfaction Levels
Below Almost Met Met Exceeded Valid Average Expectations Expectations Expectations Expectations Responses Score 53 80 266 121 Campus Security 520 2.88 (10%) (15%) (51%) (23%)
Facility 63 100 258 95 516 2.75 Maintenance (12%) (19%) (50%) (18%)
45 77 194 58 Clubs 374 2.71 (12%) (21%) (52%) (15%)
70 116 250 74 Cafeteria 510 2.64 (14%) (23%) (49%) (15%)
Access to the 119 82 214 112 527 2.61 Internet (23%) (16%) (41%) (21%)
100% 16% 15% 21% 23% 18% 80%
60% 52% 49% 41% 51% 50% 40% 16% 21% 23% 20% 15% 19% 23% 10% 12% 12% 14% 0% Campus Security Facility Clubs Cafeteria Access to the Maintenance Internet
Below Expectations Almost Met Expectations Met Expectations Exceeded Expectations
Source: Graduate Surveys in April & May, 2016 43
GRADUATES SURVEY Students Who Graduated in FY 16 Reported Satisfaction Levels
Strongly Valid Average Strongly Disagree Agree Disagree Agree Responses Score Essex helped me meet the goals I 20 27 333 161 541 3.17 sought to achieve. (4%) (5%) (62%) (30%)
If I were choosing a college again, I 55 76 415 244 790 3.07 would choose Essex. (7%) (10%) (53%) (31%) If I were choosing a major again, I 25 82 325 356 would choose the program from which 788 3.28 (3%) (10%) (41%) (45%) I graduated.
100%
30% 31% 80% 45%
60%
40% 53% 62% 41%
20% 10% 5% 10% 7% 0% 4% 3% Essex helped me meet the goals If I were choosing a college If I were choosing a major again, I sought to achieve again, I would choose Essex I would choose the program from which I graduated
Strongly Disagree Disagree Agree Strongly Agree
Source: Graduate Surveys in April & May, 2016 44
GRADUATES SURVEY Students Who Graduated in FY 16 Reported Satisfaction Levels
Strongly Strongly Valid Average Disagree Agree Disagree Agree Responses Score Essex helped me develop analytical 21 57 442 266 and problem-solving skills/the ability to 786 3.21 (3%) (7%) (56%) (34%) think critically. Essex helped me develop knowledge 16 36 453 278 783 3.27 of a particular field/discipline. (2%) (5%) (58%) (36%)
Essex helped me develop effective 21 71 423 270 785 3.20 oral communication skills. (3%) (9%) (54%) (34%)
Essex helped me develop the ability to 16 55 295 172 538 3.16 write clearly and effectively. (3%) (10%) (55%) (32%)
100%
34% 36% 34% 32% 80%
60%
40% 54% 55% 56% 58%
20%
9% 10% 7% 5% 0% 3% 2% 3% 3% Essex helped me develop Essex helped me develop Essex helped me develop Essex helped me develop the analytical and problem- knowledge of a particular effective oral communication ability to write clearly and solving skills/the ability to field/discipline skills effectively think critically
Strongly Disagree Disagree Agree Strongly Agree
Source: Graduate Surveys in April & May, 2016 45
GRADUATES SURVEY Students Who Graduated in FY 16 Reported Employment Information
Employment Status
No Data , Not Employed, 169 , 23 , 3% Full-Time, 21% 285 , 36%
Part-Time, 322 , 40% N = 799
Relationship of Present Job to the Program of Study at ECC
No data, 7, Not Applicable, 192, 1% 24%
Yes, Related, 262, No, not related, 338, 33% 42% N = 799
Source: Graduate Surveys in April & May, 2016 46
GRADUATES SURVEY Students Who Graduated in FY 16 Reported Employment Information
Hourly Pay Rate
$20 or higher, 51, 12% Less than $10, $15 - $19.99, 79, 19% 76, 19%
N = 410 $10 - $14.99, 204, 50%
Time of Employment
While attending ECC, After graduating ECC, 289, 49% 42, 7%
Before entering ECC, N = 594 263, 44%
Source: Graduate Surveys in April & May, 2016 47
GRADUATES SURVEY Students Who Graduated in FY 16 Reported Employment Information
A sample of organizations where Essex County College graduates reported being employed is given in the table below.
Alaris Health Marriott Amazon New York City Health and Hospitals Corporation AT&T New York Presbyterian Hospital Aurolife Pharma Newark Beth Israel Medical Center Bareweb Newark Public Schools Bergen Regional Medical Center Preferred Home Healthcare Betty Victoria Merns PROBUS Brightstar Home Care PSE&G British Airways RR Donnelley Capital One Bank Serenity Hospice Care Care One South Mountain Healthcare & Rehabilitation Clara Maass Medical Center Sunham Home Fashions Cornell Hospital Superior Abatement COSTCO Wholesale TD Bank D'Artagnan Inc Transportation Security Administration (TSA) Daughters of Israel UMDNJ East Rrange General Hospital United Airlines Epic Health Services United Parcel Service Five Stans United States Postal Service Genesis health Universal Rehabilitation Genesis Healthcare University Hospital Hudson County Superior Court Walgreens JFK Hartwyck Walmart Johns Hopkins Hospital Wells Fargo Bank Majestic Rehab & Nursing Center YMCA
Source: Graduate Surveys in April & May, 2016
CHAPTER 4
OUTCOMES: COHORT TRACKING
48 ESSEX COUNTY COLLEGE Cohort Tracking for Retention Rate Fall-to-Fall Retention Rates
First-Time, Full-Time, Degree-Seeking (FTFTDS) Cohort # Who % Who # Who Cohort Returned Returned Started Next Fall Next Fall Fall 2011 2,276 1,141 50.1% Fall 2012 2,143 1,243 58.0% Fall 2013 2,109 1,232 58.4% Fall 2014 1,838 1,063 57.8% Fall 2015 1,771 1,037 58.6%
First-Time, Part-Time, Degree-Seeking (FTPTDS) Cohort # Who % Who # Who Cohort Returned Returned Started Next Fall Next Fall Fall 2011 275 107 38.9% Fall 2012 425 159 37.4% Fall 2013 523 210 40.2% Fall 2014 449 183 40.8% Fall 2015 505 203 40.2%
First-Time, Degree-Seeking (FTDS) Cohort # Who % Who # Who Cohort Returned Returned Started Next Fall Next Fall Fall 2011 2,551 1,248 48.9% Fall 2012 2,568 1,402 54.6% Fall 2013 2,632 1,442 54.8% Fall 2014 2,287 1,246 54.5% Fall 2015 2,276 1,240 54.5%
Source: SURE Fall Enrollment files 49 ESSEX COUNTY COLLEGE Cohort Tracking for Retention Rate Fall-to-Spring Retention Rates
First-Time, Full-Time, Degree-Seeking (FTFTDS) Cohort # Who % Who # Who Cohort Returned Returned Started Next Spring Next Spring Fall 2011 2,276 1,650 72.5% Fall 2012 2,143 1,662 77.6% Fall 2013 2,109 1,717 81.4% Fall 2014 1,838 1,511 82.2% Fall 2015 1,771 1,416 80.0%
First-Time, Part-Time, Degree-Seeking (FTPTDS) Cohort # Who % Who # Who Cohort Returned Returned Started Next Spring Next Spring Fall 2011 275 163 59.3% Fall 2012 425 228 53.6% Fall 2013 523 314 60.0% Fall 2014 449 277 61.7% Fall 2015 505 286 56.6%
First-Time, Degree-Seeking (FTDS) Cohort # Who % Who # Who Cohort Returned Returned Started Next Spring Next Spring Fall 2011 2,551 1,813 71.1% Fall 2012 2,568 1,890 73.6% Fall 2013 2,632 2,031 77.2% Fall 2014 2,287 1,788 78.2% Fall 2015 2,276 1,702 74.8%
Source: SURE Fall & Spring Enrollment files 50
ESSEX COUNTY COLLEGE Cohort Tracking for Graduation Rate Two-Year Graduation Rates
First-Time, Full-Time, Degree-Seeking (FTFTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2010 2,646 30 1.1% Fall 2011 2,276 28 1.2% Fall 2012 2,143 48 2.2% Fall 2013 2,109 78 3.7% Fall 2014 1,838 58 3.2%
First-Time, Part-Time, Degree-Seeking (FTPTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2010 363 2 0.6% Fall 2011 275 3 1.1% Fall 2012 425 3 0.7% Fall 2013 523 8 1.5% Fall 2014 449 4 0.9%
First-Time, Degree-Seeking (FTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2010 3,009 32 1.1% Fall 2011 2,551 31 1.2% Fall 2012 2,568 51 2.0% Fall 2013 2,632 86 3.3% Fall 2014 2,287 62 2.7%
Source: IPEDS Graduation Rate Survey 51 ESSEX COUNTY COLLEGE Cohort Tracking for Graduation Rate Three-Year Graduation Rates
First-Time, Full-Time, Degree-Seeking (FTFTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2009 2,671 198 7.4% Fall 2010 2,646 207 7.8% Fall 2011 2,276 179 7.9% Fall 2012 2,143 222 10.4% Fall 2013 2,109 270 12.8%
First-Time, Part-Time, Degree-Seeking (FTPTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2009 451 26 5.8% Fall 2010 363 16 4.4% Fall 2011 275 11 4.0% Fall 2012 425 17 4.0% Fall 2013 523 38 7.3%
First-Time, Degree-Seeking (FTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2009 3,122 224 7.2% Fall 2010 3,009 223 7.4% Fall 2011 2,551 190 7.3% Fall 2012 2,568 239 9.3% Fall 2013 2,632 308 11.7%
Source: IPEDS Graduation Rate Survey 52 ESSEX COUNTY COLLEGE Cohort Tracking for Graduation Rate Four-Year Graduation Rates
First-Time, Full-Time, Degree-Seeking (FTFTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2008 2,596 258 9.9% Fall 2009 2,671 353 13.2% Fall 2010 2,646 353 13.3% Fall 2011 2,276 300 13.2% Fall 2012 2,143 341 15.9%
First-Time, Part-Time, Degree-Seeking (FTPTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2008 522 30 5.7% Fall 2009 451 39 8.6% Fall 2010 363 29 8.0% Fall 2011 275 18 6.5% Fall 2012 425 30 7.1%
First-Time, Degree-Seeking (FTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2008 3,118 288 9.2% Fall 2009 3,122 392 12.6% Fall 2010 3,009 382 12.7% Fall 2011 2,551 318 12.5% Fall 2012 2,568 371 14.4%
Source: IPEDS Graduation Rate Survey 53 ESSEX COUNTY COLLEGE Cohort Tracking for Graduation Rate Six-Year Graduation Rates
First-Time, Full-Time, Degree-Seeking (FTFTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2006 2,466 359 14.6% Fall 2007 2,239 334 14.9% Fall 2008 2,596 381 14.7% Fall 2009 2,671 482 18.0% Fall 2010 2,646 484 18.3%
First-Time, Part-Time Degree-Seeking (FTPTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2006 372 47 12.6% Fall 2007 409 42 10.3% Fall 2008 522 54 10.3% Fall 2009 451 61 13.5% Fall 2010 363 43 11.8%
First-Time, Degree-Seeking (FTDS) Cohort # Who # Who % Who Cohort Started Graduated Graduated Fall 2006 2,838 406 14.3% Fall 2007 2,648 376 14.2% Fall 2008 3,118 435 14.0% Fall 2009 3,122 543 17.4% Fall 2010 3,009 527 17.5%
Source: SURE Fall Enrollment file and SHRDGMR file 54 ESSEX COUNTY COLLEGE Cohort Tracking for Transfer-Out Rate of FTFTDS Students Fall 2009 to Fall 2013 Cohorts
Completed Transferred Still Enrolled FTFTDS No Longer within out before at ECC Cohort Enrolled 3 Years Completion in 3 Years Fall 2009 2,671 198 343 469 1,661 Fall 2010 2,646 207 311 499 1,629 Fall 2011 2,276 179 290 436 1,371 Fall 2012 2,143 222 301 412 1,208 Fall 2013 2,109 270 225 376 1,238
Source: IPEDS Fall Enrollment Survey
Top 23 Colleges to which Fall 2013 FTFTDS Students Transferred to before Completion
2-year / 4-year College Name N College 1 Union County College 26 2 2 New Jersey Institute of Technology 25 4 3 Montclair State University 23 4 4 Rutgers University – Newark 21 4 5 Hudson County Community College 20 2 6 Berkeley College 15 4 7 William Paterson University of New Jersey 13 4 8 Felician College 12 4 9 Rutgers University – New Brunswick 12 4 10 Kean University 9 4 11 University of Phoenix 7 4 12 Bloomfield College 7 4 13 Seton Hall University 6 4 14 New Jersey City University 5 4 15 Passaic County Community College 5 2 16 CUNY Borough of Manhattan Community College 4 2 17 Rutgers University – Biomedical 4 4 18 Mercer County Community College 4 2 19 Everest Institute-South Plainfield 4 2 20 Caldwell University 4 4 21 Valencia College 4 4 22 County College of Morris 3 2 23 Brookdale Community College 3 2
Note: There were 73 more colleges to which one or two ECC students transferred.
Source: National Student Clearinghouse (NSC) Student Tracker 55 ESSEX COUNTY COLLEGE Cohort Tracking for Graduates FY 11 to FY 15
Transferred to a Unduplicated % Who Cohort 4-College within Headcount Transferred One Year FY2011 Graduates 1,218 627 51.5% FY2012 Graduates 1,298 697 53.7% FY2013 Graduates 1,340 687 51.3% FY2014 Graduates 1,421 749 52.7% FY2015 Graduates 1,346 706 52.5%
Top 22 Colleges to which FY 15 ECC Graduates Transferred
College Name N
1 Rutgers University – Newark 148 2 New Jersey Institute of Technology 108 3 Montclair State University 98 4 Kean University 80 5 New Jersey City University 38 6 William Paterson University of New Jersey 33 7 Rutgers University – New Brunswick 28 8 Berkeley College 20 9 Felician College 18 10 Bloomfield College 17 11 Seton Hall University 17 12 Caldwell University 15 13 Rutgers University – Biomedical 14 14 Drexel University 5 15 CUNY John Jay College of Criminal Justice 4 16 Rutgers University – Camden 4 17 Chamberlain College of Nursing 3 18 Thomas Edison State University 3
Note: There were 44 more colleges to which one or two ECC graduates transferred.
Source: National Student Clearinghouse (NSC) Student Tracker 56 ESSEX COUNTY COLLEGE First Generation Students FY 06, FY 11, and FY 14
Total # of Either Either Parent Both Students Parent Has was Enrolled in Parents % of First- Who a Bachelor's College but Has Cohort Never Generation Responded or an Less than a Enrolled Students to this Advanced Bachelor’s in College Question Degree Degree CCSSE 2006 552 172 132 248 44.9% CCSSE 2011 613 210 153 250 40.8% CCSSE 2014 675 183 161 331 49.0%
Source: Community College Survey of Student Engagement (CCSSE) Survey
ESSEX COUNTY COLLEGE Student Financial Aid Information All Undergraduate Students FY 12 – FY 16
FY 12 FY 13 FY 14 FY 15 FY 16 Recip. Dollars ($) Recip. Dollars ($) Recip. Dollars ($) Recip. Dollars ($) Recip. Dollars ($) FEDERAL PROGRAMS Pell Grants 8,791 $32,393,000 8,646 $31,440,000 9,021 $32,641,000 8,332 $30,183,000 7,334 $27,342,000 College Work Study 238 $529,000 207 $718,000 227 $598,000 186 $501,000 189 $558,000 Perkins Loans SEOG 322 $237,000 293 $250,000 323 $249,000 1,345 $238,000 1,273 $243,000 PLUS Loans Stafford Loans (Subsidized) Stafford Loans (Unsubsidized) SMART & ACG or Other
STATE PROGRAMS Tuition Aid Grants (TAG) 4,205 $6,563,000 3,674 $6,099,000 3,904 $6,224,000 3,575 $5,828,000 2,907 $4,936,000 Educational Opportunity Fund 1,195 $975,000 1,152 $961,000 1,204 $967,000 1,303 $1,051,000 1,261 $1,050,000 (EOF) Outstanding Scholars (OSRP) Distinguished Scholars 2 $1,000 Urban Scholars 16 $9,000 NJ STARS 43 $102,000 39 $93,000 40 $72,000 35 $79,000 32 $77,000 NJCLASS Loans 73 $394,000 21 $125,000 39 $180,000 27 $157,000 23 $117,000
INSTITUTIONAL
PROGRAMS Grants/Scholarships 396 $739,000 254 $434,000 251 $540,000 315 $710,000 312 $613,000 Loans
TOTAL $41,203,000 $39,686,000 $40,931,000 $38,037,000 $34,360,000
57 58
ESSEX COUNTY COLLEGE Nursing & Allied Health Programs Licensure Pass Rates (Calendar Years 2012 – 2015)
Calendar Year 2015 2014 2013 2012 # Took Exam 71 53 66 123 Registered Nurse # Passed Exam 68 44 61 83 (RN) % Passed Exam 96% 83% 92% 67% # Took Exam 27 24 21 24 Physical Therapy Asst. # Passed Exam 27 22 21 24 (PTA) % Passed Exam 100% 92% 100% 100% # Took Exam 13 2 13 5 Vision Care Technology # Passed Exam 10 2 10 5 (VCT) % Passed Exam 77% 100% 77% 100% #Took exam 9 15 21 23 Radiography (RT) #Passed Exam 9 15 19 21 %Passed Exam 100% 100% 90% 91% # Took Exam 5 8 5 28 Licensed Practical Nurse (LPN) # Passed Exam 5 8 5 11 % Passed Exam 100% 100% 100% 39%
Licensure Pass Rate 120% 100% 100% 100% 100% 100% 100% 100% 100% 100% 96% 92% 100% 100% 91% 91% 83% 86% 88% 79% 77% 77% 80%
60%
40%
20%
0% RN PTA VCT RT LPN
CY 2012 CY 2013 CY 2014 CY 2015
Source: Vocational Education Data System (VEDS) files
CHAPTER 5
STRATEGIC PLAN OUTCOMES:
59 Strategic Direction A: Student Success and Completion – Job #1
Strategic Initiative Goal A1: Increase the student completion rate by revamping developmental education in math and English.
A1.1 Success rates in ENG 101 for new students beginning at the AFE 083 or ENG 085 level within 2 years of entering Essex
Cohort # Who Started # Who Passed Success Rate Fall 2010 1114 378 33.9% Fall 2011 1154 376 32.6% Fall 2012 851 289 34.0% Fall 2013 1025 343 33.5% Fall 2014 1061 354 33.4%
A1.2 Success rates in ENG 101 for new students beginning at the ENG 096 level within 2 years of entering Essex
Cohort # Who Started # Who Passed Success Rate Fall 2010 842 467 55.5% Fall 2011 641 335 52.3% Fall 2012 797 458 57.5% Fall 2013 850 503 59.2% Fall 2014 747 410 54.9%
A1.3 Success rates in MTH 100 or MTH 101 or MTH 103 for new students beginning at the AFM 083 or MTH 086 level within 2 years of entering Essex
Cohort # Who Started # Who Passed Success Rate Fall 2010 1938 243 12.5% Fall 2011 1717 254 14.8% Fall 2012 1559 228 14.6% Fall 2013 1676 272 16.2% Fall 2014 1454 234 16.1%
A1.4 Success rates in MTH 100 or MTH 101 or MTH 103 for new students beginning at the MTH 092 level within 2 years of entering Essex
Cohort # Who Started # Who Passed Success Rate Fall 2010 164 57 34.8% Fall 2011 115 43 37.4% Fall 2012 214 76 35.5% Fall 2013 224 105 46.9% Fall 2014 166 81 48.8%
60
A1.5 Math avoider rate; i.e., FTFTDS students who placed into developmental mathematics who did not take a math course in their first semester at Essex
# Who Placed into # Who Did not Take Cohort Developmental any Math Course in Math Avoider Rate Math their First Semester Fall 2012 1638 124 7.6% Fall 2013 1661 121 7.3% Fall 2014 1406 223 15.9% Fall 2015 1263 355 28.1% Fall 2016 1183 531 44.9%
A1.6 Fall-to-fall retention rate of first-time, full-time degree-seeking (FTFTDS) students
# of FTFTDS # of Students who Fall-to-Fall Cohort Students Who Returned Next Fall Retention Rate Started in Fall Fall 2011 2276 1141 50.1% Fall 2012 2143 1243 58.0% Fall 2013 2109 1232 58.4% Fall 2014 1838 1063 57.8% Fall 2015 1771 1037 58.6%
A1.7 Three-year graduation rate of first-time, full-time degree-seeking (FTFTDS) students
# of FTFTDS # of Students who 3-Year Cohort Students who Graduated Within Graduation Rate Started in Fall 3 Years Fall 2009 2671 198 7.4% Fall 2010 2646 207 7.8% Fall 2011 2276 179 7.9% Fall 2012 2143 222 10.4% Fall 2013 2109 270 12.8%
61 Strategic Direction A: Student Success and Completion – Job #1
Strategic Initiative Goal A2: Increase the success rate of students taking their first college-level mathematics and English courses.
A2.1 Success rates in ENG 101
Cohort # Enrolled # Who Passed Success Rate Fall 2011 1698 1179 69.4% Fall 2012 1801 1304 72.4% Fall 2013 1682 1208 71.8% Fall 2014 1341 1026 76.5% Fall 2015 1445 1045 72.3%
A2.2 Success rates in MTH 100 or MTH 101 or MTH 103
Cohort # Enrolled # Who Passed Success Rate Fall 2011 1642 789 48.1% Fall 2012 1656 893 53.9% Fall 2013 1656 870 52.5% Fall 2014 1567 824 52.6% Fall 2015 1641 889 54.2%
62 Strategic Direction A: Student Success and Completion – Job #1
Strategic Initiative Goal A3: Create a Student Academic Advisement Center for supporting all students and develop a mandatory student orientation and advising program for every student.
A3.1 The Student Academic Advisement Center Opening
Opened in Fall 2014, the Academic Advisement Center’s main purpose was to improve the retention and completion rates of first-time, full-time, degree-seeking student cohorts. Although plans for a newly- remodeled space in the mega-structure were not realized, the Center was allocated a suitable large area in the Red Area on the first floor and included a welcome area, a seminar room, a 20-person computer lab, and a separate, centralized, open academic advisement area. It is notable that the Center reported processing over 15,500 unduplicated three-semester advisement forms since it opened in November 2014 (i.e., approximately 620 forms per month). However, according to assessment conducted by Center staff, only approximately 68% of these forms contained complete student information.
A recent change made at the College under the new administration is the reassignment of academic advisement for all returning students to faculty in the Academic Divisions (i.e., returning students are advised by faculty teaching in their major program). Consequently, the Academic Advisement Center was moved to a smaller space in the Green Area of the mega-structure. In addition, Advisement Center personnel were downsized, as the scope of advisees assigned to Center employees was significantly narrowed to only new, incoming students.
A3.2 Percent of new students were advised through the Center
It is mandatory in practice for all new, incoming students – approximately 6,000 students per year – to be advised through the Center. Specifically, all incoming students are required to make an appointment for advisement/registration with the Academic Advisement Center. During this required session, an advisor discusses with the advisee his/her placement test scores and financial aid status and develops a three- semester academic plan for the new-to-ECC student. In addition, student mentors provide a technology- intensive orientation that includes instructions on logging on to the MyECC portal in order to register for classes according to the already developed academic plan. Soon after these portal instructions are given, advisees are expected to register for classes.
Center advisors also assist numerous CSS 101 students who participate in Advisement Week every semester.
63 A3.3 Percent of students responding very or somewhat satisfied to the SENSE question How satisfied were you with academic advising/planning?
The Advisement Center was charged with improving student satisfaction with their academic advisement experience, a category that often scores low relative to other student support services on various surveys administered to current students as well as ECC graduates. Specific survey results are given in the tables below.
# Who Were Very or # Who Responded Somewhat Satisfied SENSE Cohort Satisfaction Rate to the Survey with Academic Advisement/Planning Fall 2009 202 165 81.7% Fall 2011 261 227 87.0% Fall 2014 446 389 87.2%
# Who Were Very or # Who Responded Somewhat Satisfied CCSSE Cohort Satisfaction Rate to the Survey with Academic Advisement/Planning Spring 2006 163 133 81.6% Spring 2011 665 562 84.5% Spring 2014 685 552 80.6%
In addition, 93% of new-to-ECC students who were advised by the Center in Fall 2015 responded that they were “very satisfied” or “somewhat satisfied” with their academic advisement experience on a survey administered at the conclusion of each academic advisement appointment; and 92% indicated on the same survey that they would meet with their academic advisor again if given the chance.
Despite the relatively positive survey responses of advisees, continuous improvement is desired. In order to further improve student satisfaction with academic advisement offered by the Center, several changes were made to the ways in which students were advised. These changes were developed as a result of analysis performed to identify key factors of retention and success, conclusions drawn from success levels of several small-scale advisement pilot studies, and ongoing perusal of student survey data. The changes include the following:
1) providing three semester rather than just one semester academic advisement at each appointment; 2) incorporating winter and summer courses in the academic plans to accelerate progress made toward completion; and 3) including at least one college-level course each semester beginning with their first semester at ECC.
Furthermore, advisors were also given extensive internal and external training each semester. This training covered advisement standards and academic expectations from Department Chairpersons and senior faculty. Advisors were also assigned specific cohorts and were encouraged to advocate on their students’ behalf.
64 A3.4 Implement a system created to require returning students to confer with an advisor prior to registering.
Prior to the narrowing of advisees assigned to the Advisement Center, Center staff provided assistance to returning students who were arranged in first-time, full-time, degree-seeking cohorts. Each cohort was assigned to a lead advisor who was responsible for the ongoing advisement of all students in their cohort, with particular emphasis on students expected to graduate in a given year. Although ongoing advisement sessions were not mandatory, each advisor manually evaluated over 1,000 degree evaluations to determine whether students in their cohort were on track to graduate within three years. Advisors contacted those who were not on track to attempt to resolve any existing issues. In addition, graduation holds were placed on students, who were on track to graduate within three years, at the end of their second years to insure they consulted with an academic advisor to select appropriate courses so that they could, in fact, graduate within three years. Academic Affairs supported these “graduation and retention efforts” by accommodating students’ schedules and offering independent studies, allowing low-enrollment classes to run, and adding additional classes that were needed. Graduation sections of general education math courses and graduation scholarships were also made available to students in their final semesters. It is commendable that these combined efforts led to the improvement of graduation rates from 7.9% (Fall 2011 cohort) to 12.8% (Fall 2013 cohort).
65 Strategic Direction A: Student Success and Completion – Job #1
Strategic Initiative Goal A4: Implement an Early Warning System to provide developmental education and gateway course students with support intervention.
A4.1 Installation of an Early Alert System
An Early Alert System, which automates the sharing of faculty feedback with students, was developed to provide faculty and advisors with real-time information on at-risk students and was first implemented in Spring 2016 in CSS 101 classes. Furthermore, it is used to help faculty identify and monitor students in their classes who may be in danger of not passing or making satisfactory academic progress. Faculty can use the Early Alert System to perform the following tasks:
1. define academic performance/class-related issues and recommendations; 2. select specific issues and make recommendations to address the issues; 3. enter free-form comments related to the issues; and 4. enter estimated grades/averages students are maintaining at specific points in the semester
Information is collected during a specific time period or session. Feedback can then be used to help solve problems students face and initiate proactive actions to move toward “academic recovery.” Students are able to view the issues/recommendations identified/made by the faculty via Web Services for each of their classes and are directed to appropriate interventions and/or student support services on campus. Students receive notification of the Early Alert System messages sent to them via their College emails.
A4.2a Course withdrawals in developmental math courses (AFM 083, MTH 086, and MTH 092)
Cohort # Enrolled # of Withdrawals Withdrawal Rate Fall 2012 4018 624 15.5% Fall 2013 3898 322 8.3% Fall 2014 3355 213 6.3% Fall 2015 2920 228 7.8% Fall 2016 2188 135 6.2%
Cohort # Enrolled # of Withdrawals Withdrawal Rate Spring 2012 3450 602 17.4% Spring 2013 3509 374 10.7% Spring 2014 3384 301 8.9% Spring 2015 2911 250 8.6% Spring 2016 2271 212 9.3%
66 A4.2b Course withdrawals in developmental English courses (AFE 083, ENG 085, and ENG 096)
Cohort # Enrolled # of Withdrawals Withdrawal Rate Fall 2012 2604 298 11.4% Fall 2013 2651 185 7.0% Fall 2014 2541 132 5.2% Fall 2015 2330 113 4.8% Fall 2016 1970 105 5.3%
Cohort # Enrolled # of Withdrawals Withdrawal Rate Spring 2012 2168 232 10.7% Spring 2013 1999 180 9.0% Spring 2014 2024 149 7.4% Spring 2015 1964 145 7.4% Spring 2016 1446 84 5.8%
67 Strategic Direction A: Student Success and Completion – Job #1
Strategic Initiative Goal A5: Provide services and support to improve retention, completion and student success.
The Data Summit facilitated by the Office of Institutional Research provided information on retention rates, completion rates, and more that was specific to each academic program. SLOAT members will have access to this data (anticipated date: February 2017) as well as course-specific MPO student learning outcomes data, which will collectively provide a bigger picture of how well students are doing in each academic program offered by the College.
68 Strategic Direction A: Student Success and Completion – Job #1
Strategic Initiative Goal A6: Identify, attract, recruit and enroll students consistent with the enrollment management plan focusing on defined markets and emerging populations.
A6.1 Number of Applications
Cohort # of Applications Change from Previous Year Fall 2012 7,757 6.0% Fall 2013 7,472 -3.7% Fall 2014 7,851 5.1% Fall 2015 7,410 -5.6% Fall 2016 5,961 -19.6%
A6.2 Application Yield: Accepted-to-Enrolled Number
# Who Applied Cohort # Who Enrolled Yield Rate (Accepted) Fall 2012 7757 3924 50.6% Fall 2013 7472 3822 51.2% Fall 2014 7851 4073 51.9% Fall 2015 7410 3250 43.9% Fall 2016 5961 2635 44.2%
A6.3 First-Time Students
# Who Applied Cohort # Who Enrolled Yield Rate (Accepted) Fall 2012 6415 3174 49.5% Fall 2013 5978 2922 48.9% Fall 2014 6329 3216 50.8% Fall 2015 6017 2509 41.7% Fall 2016 4910 2265 46.1%
A6.4 Transfer-In Students
# Who Applied Cohort # Who Enrolled Yield Rate (Accepted) Fall 2012 711 411 57.8% Fall 2013 801 457 57.1% Fall 2014 764 417 54.6% Fall 2015 647 344 53.2% Fall 2016 594 148 24.9%
69
A6.5 Readmitted Students
# Who Applied Cohort # Who Enrolled Yield Rate (Accepted) Fall 2012 631 339 53.7% Fall 2013 693 443 63.9% Fall 2014 758 440 58.0% Fall 2015 746 397 53.2% Fall 2016 457 222 48.6%
A6.6 Annual Billable Credit Hours
Fiscal Year # of Billable Credit Hours Change from Previous Year FY 12 281,506 -1.4% FY 13 279,271 -0.8% FY 14 286,763 2.7% FY 15 264,864 -7.6% FY 16 246,700 -6.9%
A6.7 Annual Audited Credit Hours
Fiscal Year # of Audited Credit Hours Change from Previous Year FY 11 328,893 3.5% FY 12 312,055 -5.1% FY 13 312,685 0.2% FY 14 312,674 0.0% FY 15 288,637 -7.7%
70 Strategic Direction B: Supporting High Quality Faculty
Strategic Initiative Goal B1: Create a Teaching and Learning Center for faculty professional development.
B1.1 Teaching and Learning Center is launched
Launched in Fall 2014, the Center for Excellence in Teaching and Learning provided services in three areas: Academic Assessment, the Faculty Technology Resource Center (FTRC), and Institutional Research. Under the current administration, Academic Assessment and Institutional Research were reorganized under the Office of Institutional Planning & Assessment (IPA) while FTRC now is a part of the Department of Information Technology.
The Assessment Assistant, who works for IPA, still scans on a daily basis various completed assessment instruments (e.g., tests, exams, rubrics, evaluations, surveys, etc.) and provides data-rich, detailed outcomes reports of the results. Specifically, the following services are offered by the Assessment Assistant and other IPA employees:
1. Scanning service for scoring multiple-choice exams.
2. Remark software-based analysis of exam questions for faculty who use the scanning service. A summary report is provided to the faculty showing which exam questions were the easiest and the most difficult along with a measure of validity for each question. These reports can be used to improve the quality of exam questions.
3. Assistance with exam blueprinting for faculty who use the scanning service. A summary report is provided to faculty who blueprint their exams showing how students performed relative to course- specific Measurable Performance Objectives (MPOs). These reports can be used to improve the delivery of course material and, ideally, the overall effectiveness of the course.
4. Scanning service for Student Evaluation of Faculty forms. Faculty and Division Chairs receive summary reports of the results of student evaluations of faculty each semester. These reports can be used to identify faculty-specific issues and, ideally, improve teaching effectiveness.
5. Assistance with rubric development for faculty (and ECC staff) who wish to develop rubric assessment instruments for evaluating student performance on specific assignments.
6. Assistance with survey development for faculty – especially program coordinators – (& ECC staff) who wish to develop surveys designed to investigate student learning outcomes or other aspects of instruction or student satisfaction.
7. Assistance with survey administration for faculty who launch online surveymonkey surveys as well as paper (hardcopy) surveys. (For example, IPA staff regularly administers survey to students and graduates of Nursing and Allied Health programs to assist with continuous program improvement and meeting accreditation requirements. They also administer and process the annual survey of recent ECC graduates.)
8. Data extraction and analysis for faculty and Division Chairs. The Office of Institutional Research hosted a "Data Summit" in Spring 2015 and routinely encourage faculty and Division Chairs to submit data requests through an online wufoo form to help improve academic programs and courses at the College. The Office of Institutional Research has responded to many requests in the past year to compare grades, passing rates, enrollment trends, etc. to inform faculty and administrators about student performance and effectiveness of instruction.
71 FTRC, which is now under the auspices of the Department of Information Technology, still supports all faculty and adjunct professors with technology-related issues. Specifically, FTRC staff provide the following services:
1. End-user software support for faculty using Microsoft Suite, Adobe, Publisher, etc.
2. End-user technical support for faculty who need assistance navigating the learning management system (i.e., Moodle) or other academic-related ECC portals
3. End-user support with various web-based applications useful in the classroom.
4. Training and workshops, as well as one-on-one consultation, on topics of interest to faculty such as the TurnItIn plagiarism program and content creation.
B1.2 Participation in professional development is explicitly counted in the faculty review process
Non-tenured faculty created and submit annual self-evaluations and tenured faculty who are seeking promotions create and submit promotion binders as per the Faculty Association contract. Professional development that was undertaken by the faculty member should be included in both the annual self- evaluations and the promotion binders. The rubric used to score candidates for promotion includes criteria related to professional development.
72 Strategic Direction B: Supporting High Quality Faculty
Strategic Initiative Goal B2: Increase the ratio of courses taught by full-time instructors.
B2.1 Percentage of course sections taught by adjunct faculty
# of Sections % of Sections Term # of Total Sections Taught by Adjuncts Taught by Adjuncts Fall 2012 1,561 1,109 71.0% Fall 2013 1,608 1,134 70.5% Fall 2014 1,530 1,062 69.4% Fall 2015 1,410 938 66.5% Fall 2016 1,356 913 67.3%
73 Strategic Direction C: State of the Art Technology and Support Services
Strategic Initiative Goal C1: Expand the Use of Technology at ECC for Academic and Non-Academic Functions.
C1.1 Implement new IT Master Plan
IT Master Plan 2009– 2012 was published in 2009. A new Administrative & Learning Technologies Master Plan 2015 – 2018 was published in 2015.
IT responded to student perception that there were not enough open computer labs available on campus by expanding the number of available open labs/computers. Specifically, the 90-plus computer stations lab located in the lower-level of the Clara E. Dasher Student Center was converted to an open access lab in late Fall 2016. An assessment study was conducted soon thereafter to determine the adequacy of open computer labs on campus and determined that the largest open labs on campus (i.e., Room 3404 and G09 were rarely and never used to full capacity, respectively). The study also noted that Essex ranks third among all N.J. community college in their total number of computers available in open labs by making 198 computers openly accessible to students.
74 Strategic Direction C: State of the Art Technology and Support Services
Strategic Initiative Goal C2: Expand Wi-Fi capability.
C2.1 Wi-Fi/Internet access
The bond-funded Foundation for Instructional Technologies (F.I.T.) project is well underway. One of the main purposes of this large-scale project is to provide full Wi-Fi coverage on the entire main campus. By the end of 2016, phase one of the project was complete and all necessary cable had been installed throughout the main campus buildings. It is anticipated that phase two of the project, which includes the deployment and activation of all mechanisms (i.e., wireless access points) necessary for users to be able to access Wi-Fi, will be completed in early Spring 2017.
75 Strategic Direction C: State of the Art Technology and Support Services
Strategic Initiative Goal C4: Develop online courses and degree programs.
C4.1 Number of online and hybrid courses
# of Hybrid Course # of Online Course Total # of Hybrid & Semester Sections Sections Online Course Sections Fall 2012 78 0 78 Fall 2013 80 13 93 Fall 2014 20 24 44 Fall 2015 15 49 64 Fall 2016 6 48 54
C4.2 Number of faculty offering online or hybrid courses
Total Unduplicated # of # of Faculty Teaching # of Faculty Teaching Faculty Teaching Semester Hybrid Courses Online Courses Hybrid &/or Online Courses Fall 2012 37 0 37 Fall 2013 43 11 51 Fall 2014 12 19 28 Fall 2015 10 37 42 Fall 2016 5 36 39
C4.3 Online degree programs
# of Fully Online # of Fully Online Total # of Fully Online Semester Associate Programs Certificate Programs Programs Fall 2012 0 0 0 Fall 2013 0 0 0 Fall 2014 0 0 0 Fall 2015 2 0 2 Fall 2016 2 0 2
NOTE: Two fully online programs (A.A. in Liberal Arts and A.S. in Business Administration) were approved by the Middle States Commission of Higher Education (MSCHE) in August 2015.
76 Strategic Direction D: Modernized Facilities
Strategic Initiative Goal D1: Improve Campus Facilities to Accommodate People who are Differently- Abled.
D1.1 Accessible bathrooms
The following proposed initiatives include plans for accessible bathrooms that have yet to be undertaken:
1. The creation of a building, which is to contain specialized classrooms for first-year success initiatives in STEM & Humanities at the Newark Campus, was planned as part of the bond funding received by ECC. A new elevator and four new bathrooms, which were designed to be “hands free” and include larger stalls for easier access to larger wheelchairs, were included in the architectural plans for this building, for which has not yet been broken.
2. Bathroom renovations at the West Essex Campus (WEC) are also included in the bond-funded overall renovation of WEC, which will begin imminently. Specifically, all WEC bathrooms are to be “hands free” with larger stalls for easier access to larger wheelchairs.
D1.2 Accessibility Improvement Plan
1. As part of the planned renovation of the Cafeteria at ECC, a new ramp will be installed in the “pit area” to allow for easier access by anyone in a wheelchair.
2. The Elevator Modernization Project, which is currently in progress, includes adding sound features that will assist the visually impaired to all main campus elevators.
77 Strategic Direction D: Modernized Facilities
Strategic Initiative Goal D2: Improve the campus to enhance its warmth and college-welcoming environment.
D2.1 Campus Improvement Plan
1. Previously prominently displayed photos of the ECC President were replaced with those of ECC students on every floor on every campus.
2. An initiative was undertaken to insure all new graphics displayed throughout the campuses emphasize student and college awards and achievements.
3. The parking lots on the Newark and West Caldwell campuses were refurbished.
78 Strategic Direction D: Modernized Facilities
Strategic Initiative Goal D3: Improve ECC’s classrooms to enhance the learning environment.
D2.1 Classroom Improvement Plan
Bond-funded projects that are currently underway will allow ECC to accomplish the following in the near future:
1. Traditional classrooms are being transformed to Smart classrooms throughout the Newark and West Caldwell campuses.
2. New ergonomically sound furniture is to be installed in all classrooms.
3. The College’s entire academic computing infrastructure is being updated/upgraded.
4. A new state-of-the-art Information Commons within the existing library is, at present, nearing completion.
79 Strategic Direction E: Collaborative Partnerships with the Community
Strategic Initiative Goal E1: Develop K – 12 partnerships and programs to improve the college-readiness of incoming students.
E1.1 Number of students coming to ECC directly from our county high schools
# of HS Graduates # of New Students High School
from Essex county Enrolled at ECC Penetration Rate Fall 2011 8000 902 11.3% Fall 2012 7396 929 12.6% Fall 2013 7573 957 12.6% Fall 2014 7471 865 11.6% Fall 2015 7573 865 11.4%
E1.2a Percent of students from county high schools testing directly into college-level English courses
# of Students Placed % of New # of New Students in College-Level Students Who Are Enrolled at ECC English College-Ready Fall 2012 929 123 13.2% Fall 2013 957 85 8.9% Fall 2014 865 86 9.9% Fall 2015 865 159 18.4% Fall 2016 624 46 7.4%
E1.2b Percent of students from county high schools testing directly into college-level Math courses
# of Students Placed % of New # of New Students in College-Level Students Who Are Enrolled at ECC Math College-Ready Fall 2012 929 142 15.3% Fall 2013 957 156 16.3% Fall 2014 865 144 16.6% Fall 2015 865 157 18.2% Fall 2016 624 130 20.8%
80 Strategic Direction E: Collaborative Partnerships with the Community
Strategic Initiative Goal E2: Create a Scholarship Office to increase the number of student internships within the community and abroad.
E2.1 Establishment of Scholarship Office
Located in the Office of Student Development, the Office of Alumni Affairs, Scholarships, and Internships was created and led by a Resource Specialist. The College recognized the ever-increasing competitive job market and knew that through centralization and streamlining of these efforts, the potential of increasing internship, study abroad and scholarship opportunities for ECC students was not only critical but necessary.
E2.5 Scholarships awarded
77 current and returning students, as well as 30 graduating students, received scholarships in Academic Year 2015 – 2016.
81 Strategic Direction E: Collaborative Partnerships with the Community
Strategic Initiative Goal E4: Improve ECC’s institutes to meet the needs of the community.
E4.1 Development of Strategic Plan for the Africana Institute
The Africana Institute established a set of institutional objectives that were the basis of its strategic planning for 2016. Some examples of its community engagements based on these objectives include the following:
1. The Institute convened the following monthly programs, which were attended by individuals from both the College and wider community: the annual Dr. Martin Luther King, Jr. Memorial Service, the Marcus Garvey/Nkrumah Lecture Series, the African Spirituality Conference, Hip Hop Education Week, a Pan-African DrumFest, the New Ark Fellowship Program, a Bridging the Gap Symposium, a State of Black Writers Forum, a Panel Discussion on Afrobeat and Politics, and the annual Pre- Kwanzaa Celebration.
2. The Institute held monthly vending opportunities in which local entrepreneurs participated. It is notable that these small business entrepreneur participants now include Essex students and alumni.
3. The Africana Institute established or further developed several external and internal partnerships over the previous year including the following:
a. External partnerships were developed and/or nurtured with African Commission, City of Newark, Association for the Study of Classical African Civilizations (ASCAC), Wisdom Shapes Minds, Inc. Kikrox, Egun Omode, Frances E.W. Harper Literary Society with the Newark Public Library, National Organization of Black Chemists and Chemical Engineers, Newark Arts Council, Newark Public Schools, New Jersey Performing Arts Center, People’s Organization for Progress, Shep’s Hetep Ancestral Music Group, University of Medicine and Dentistry of New Jersey – (Currently Rutgers), and Zawadi School of African Dance.
b. Internal partnerships with were developed and/or nurtured with the Humanities Division, Student Life and Activities Office, Business Division, Communications Program, Division of Allied Health and Nursing, Music Department, Social Sciences Division, and Urban Issues Institute.
c. Student organization partnerships were developed and/or nurtured with African Student Association, Dominican Student Association, Essex Cheerleaders, Fashion Entertainment Board, Haitian Student Association, International Student Association, Phi Theta Kappa, Student Entertainment Club, and Student Government Association.
E4.2 Development of Strategic Plan for the Urban Issues Institute
The Urban Issues Institute (UII) continues to be committed to promoting “intelligent, compassionate and sustainable civic engagement and youth leadership. In AY 2015 – 2016, the UII demonstrated this commitment by strengthening community and College relationships through various efforts undertaken, which include a combination of events, internships and leadership development programs. Chief among the AY 16 UII accomplishments are the following:
1. The UII webpage on the ECC website was updated and improved to include comprehensive list of events and attendant photos with community activists, ECC students, and local elected officials and information/advertisement about student internships in the City of Newark and UII’s flagship Leadership Boot Camp. Specific valuable UII webpage updates include the following:
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a. the UII Mission and Vision statement that was approved by Dean Rivera, who oversees the Urban Issues Institute
b. 42 photos in the gallery
c. 18 events listed in the Past Events section
2. A civics-based summer jobs program for Newark-area high school and college students that promotes enrollment into Essex County College as well as community service for local youth was created and offered. The specifics of this successful initiative are as follows:
a. $6,700 was raised in AY 2015 – 2016 for the Leadership Boot camp. Funds were donated by Pinkerton Foundation, Edison Foundation, Susana Martinez, AFL Local Bloomfield, NJ, and Gerald Owens.
b. Over $45,000 was earned collectively by the students who received summer work stipends from the City of Newark through their Summer Youth Program.
c. 42 Newark-area youth aged from 16 to 21 participated in the Leadership Boot Camp in Summer 2016.
83 Strategic Direction F: Organizational Culture
Strategic Initiative Goal F1: Foster and sustain a culture of evidence-based decision making at ECC.
F1.1 College-wide Data Summit to engage college constituencies in evidence-based decision making
The second Data Summit, facilitated by the Office of Institutional Research, was held in March 2016. 58 faculty and administrators attended. Data packages needed to conduct thorough program assessments, including curriculum maps, course-level MPO assessment outcomes, labor market and enrollment trends, data on over-credited and over-time graduates, and program-specific “killer” and gateway courses were shared with Summit attendees.
F1.2 Publicize the use of data
Among the 27 Strategic Initiative Goals, the updated outcomes of 19 Strategic Initiative Goals are included in this Fact Book. In addition, the Executive Director of IPA is routinely sharing data-rich reports that may be used in decision making with the President, Cabinet, and Deans Council. A few examples of where data was used in Fall 2016 to guide decisions at the College include the following:
• A review of the frequency of student engagement survey administration at other N.J. community colleges led the College to its decision to adopt a 3-year CCSSE survey administration cycle.
• A detailed comparison on the requirements of the proposed A.S. in General Studies program with those of existing degree programs offered by the College led to the decision to cease efforts in seeking state approval of a new program (i.e., General Studies A.S. degree).
• After reviewing various published “cost of attendance” trends at ECC, the method of calculation was made uniform and aligned with the state (not federal) guidelines.
• Interest revealed by a survey of current STEM students who were asked whether they were interested in participating in a mentoring program inspired the College to initiate such a program and to pursue grant funding in order to maintain such activities in the future.
• Community and Continuing Education used an IPA-supplied High School Initiative program outcomes report to “lobby” for and secure additional external funding for Spring 2017 and Summer I 2017.
• The Resource Allocation Rubric (still being pilot tested in draft form) was used by the Space Allocation Committee to determine location fulfillment priorities at ECC. The rubric was applied for requests for space and quantified how aligned each request was with predominant, current College priorities.
84 Strategic Direction F: Organizational Culture
Strategic Initiative Goal F2: Continue to maintain the WEAVE system for establishing and tracking progress of operational goals.
F2.1 WEAVE Implementation and Training calendar
The WEAVE Implementation and Training calendar was developed. The group training session took place as scheduled. Only a few one-on-one training sessions were held, as per the request of individuals, since the majority of those who needed training on WEAVE had already received training in the previous year.
F2.2 Unit participation in WEAVE
In FY 16, only 26 out of the 52 entities (i.e., Areas, Departments, Academic Divisions) built into WEAVE entered their final departmental objectives into WEAVE. To address this partial participation, the Assessment Liaison Team (ALT) and the Student Learning Outcomes Assessment Team (SLOAT) were formed in Fall 2016. ALT and SLOAT collectively consist of approximately 160 members who are charged with the task of assessing FY objectives for particular Areas, Departments, Academic Divisions, Advisory Committees, and all Academic Programs including the Developmental Education math and English programs, the General Education program, and the ESL program. Entering objectives aligned with Middle States Standards and Strategic Plan Directions, appropriate assessment measures and targets, and data-rich assessment findings and necessary action plans into WEAVE is expected of all ALT and SLOAT members. The second training sessions of ALT and SLOAT were devoted to inputting information into and navigating WEAVE. In addition, several ALT and SLOAT members have been given one-on-one or small group WEAVE assistance by IPA staff during Fall 2016.
F2.3 WEAVE reports
In FY 17 there are 6 areas and nearly 80 entities related to the assessment of administrative units at ECC that will be performed (as assigned) by ALT members, as well as 3 categories and approximately 80 entities for academic assessment that will be performed (as assigned) by SLOAT members built into the WEAVE online assessment software program. The Data Entry Status (DES) report and Full Assessment reports will be generated periodically for compliance monitoring purposes and will be reported to various levels of stakeholders for follow-up purposes. In addition, the structure of WEAVE is deliberately transparent so that Area Heads, Department Heads, Division Chairs, and other appropriate administrators can review on an ongoing basis what those they supervise have input into WEAVE.
85 Strategic Direction F: Organizational Culture
Strategic Initiative Goal F3: Continue to maintain the SLOAT system for measuring student learning.
F3.1 Number of courses using the Faculty Assessment Center
The Faculty Assessment Center (FAC), which was created in Fall 2011, no longer operates under that name. However, services previously provided by FAC are now available through the Assessment Department in the Office of Institutional Planning & Assessment. Employees whose main job functions focus on assessment include the Assessment Assistant – who primarily scans tests, exams, rubrics, surveys, etc. and provides detailed outcomes reports on all scanned items – and the Assistant Director of Assessment – who assists the Executive Director of IPA in creating and firmly establishing a culture of assessment and data- driven decision making college-wide. The number of courses that utilized scanning services in academic year 2015 – 2016 were 30 in Fall 2015 and 39 in Spring 2016. Furthermore, the number of course sections utilizing scanning services in AY 2015 – 2016 were 170 and 195 in Fall 2015 and Spring 2016, respectively.
F3.2 Number of courses using blueprinted exams
Semester # of All Lecture # of Course Sections Course Sections Using Scanning Services Spring 2013 1,546 135 Fall 2013 1,589 124 Spring 2014 1,549 187 Fall 2014 1,494 178 Spring 2015 1,447 192 Fall 2015 1,442 170 Spring 2016 1,392 195
# of Course Sections For Which # of All Lecture Semester Scanned Items Were Blueprinted to Course Sections Course MPOs Spring 2013 1,546 63 Fall 2013 1,589 70 Spring 2014 1,549 83 Fall 2014 1,494 111 Spring 2015 1,447 135 Fall 2015 1,442 93 Spring 2016 1,392 120
Further details of Scanned Items in Academic Year 2015 – 2016 are included in the table below.
MPO-Blueprinted Scanned Tests/Exams/Surveys/etc. Report for AY 2015 – 2016
# of course Total # of # of MPOs for which less # of courses for # of sections (classes) Semester sections for batches of than 60% of students could which for which scanned (AY Academic which tests/exams/ correctly answer at least tests/exams/surve tests/exams/surveys/et 2015 – Division tests/exams/ surveys/etc. 60% of the MPO- ys/ etc. were c. were blueprinted to 2016) surveys/etc. were scanned by blueprinted questions on the scanned by IPA course MPOs scanned by IPA IPA scanned test/exam/ etc.
Bilingual 0 n/a n/a n/a n/a Biology & 9 54 250 32 41 of 135 (30.4%) Chemistry Business 12 71 215 47 47 of 140 (33.6%) ETCS 0 n/a n/a n/a n/a Humanities 2 16 33 5 0 of 8 (0.0%) Fall 2015 Math & 0 n/a n/a n/a n/a Physics Nursing & 6 19 91 8 19 of 111 (17.1%) Allied Health Social 1 10 23 1 1 of 4 (25.0%) Sciences Total 30 170 612 93 of 170 (54.7%) 108 of 398 (27.1%)
Bilingual 0 n/a n/a n/a n/a Biology & 10 54 256 39 119 of 285 (68.9%) Chemistry Business 13 70 192 54 100 of 263 (38.0%) ETCS 0 n/a n/a n/a n/a Humanities 4 15 30 9 13 of 53 (24.5%) Spring Math & 2016 0 n/a n/a n/a n/a Physics Nursing & 8 18 100 10 38 of 153 (24.8%) Allied Health Social 4 38 61 8 27 of 60 (45.0%) Sciences Total 39 195 639 120 of 195 (62.0%) 297 of 814 (36.5%)
86 87 Strategic Direction F: Organizational Culture
Strategic Initiative Goal F4: Continue to advance and monitor progress in implementing the goals of the institution’s ancillary master plans, including enrollment management, facilities, institutional assessment and the information technology plans.
F4.1 Enrollment Management Plan
The Enrollment Management Plan 2013 – 2015 was published in 2013. A new Enrollment Management Plan is being worked on at present, and is anticipated to be published in Spring 2017.
F4.2 Information Technology Plan
The IT Master Plan 2009 – 2012 was published in 2009. A new Administrative & Learning Technologies Master Plan 2015 – 2018 was published in 2015.
F4.3 Facilities Master Plan
The Facilities Master Plan was first published in January 2010 and was updated in March 2013 by Feitlowitz & Kosten Architects.
F4.4 Institutional Assessment Plan
Previous Institutional Assessment Plans were published twice; i.e., in 2005 and 2009. A new Institutional Assessment Plan, which will help inform creation of the College’s next Strategic Plan, is being written and will be published in Spring 2017.
88 Strategic Direction F: Organizational Culture
Strategic Initiative Goal F5: Incorporate the college brand and key marketing messages into all college communications and activities.
F5.1 New logo and key marketing messages launch as part of branding initiative
A new logo and the launch of key marketing messages occurred simultaneously in May 2014.
F5.2 Departments integrate brand promise into every interaction and transaction
As a branding mechanism for the institution, the College logo and tag line Exceed Expectations was included in all internal and external communication such as: 1) Commencement materials including the ceremony; 2) Convocation; 3) letterhead; 4) newsletters; 5) fundraising materials – Golf & Tennis scholarship program and brochure; and 6) College-wide flyers.
89 Strategic Direction G: Resource Development
Strategic Initiative Goal G1: Raise the profile of ECC within the community to increase the college’s external funding support from foundations and other philanthropic organizations.
G1.1 Dollar Raised, Number of Donors, Attendees at fundraising events
To raise the College’s profile in the community as well as to build community partnerships, the College hosted several outside conferences recently including the North East Regional National Council on Black American Affairs (Fall 2016) and the Historically Black Colleges & Universities College Fair. The college also worked diligently to increase external funding support for the College at such fundraising efforts as the October 2016 17th Annual Golf & Tennis Scholarship Tournament, at which over 150 donors and 200 attendees contributed approximately $100,000 total.
G1.2 Number of Scholarships
77 current and returning students, as well as 30 graduating students, received scholarships in Academic Year 2015 – 2016.
90 Strategic Direction G: Resource Development
Strategic Initiative Goal G2: Increasingly share the college’s “good news” stories with the greater community through various marketing and communications channels.
G2.1 Create new website and integrate new college logo
A new College website was launched in December 2013, and the new logo was incorporated into all College publications including the website in May 2014.
G2.2 Highlight students’ academic, athletic, and other achievements in PR/Communication outreach; Highlight alumni achievements in marketing materials (advertising/OPTIONS)
The College shares “good news” stories through various avenues including the following: 1) press releases; 2) local media; and 3) newsletters provided to internal and external constituents. All printed materials produced at the College including press releases, newsletters, OPTIONS magazine, etc. were student- focused.