Lake Sumter State College

The Florida College System 2014-2015 Annual Equity Update Report Executive Summary Submitted by Lake Sumter State College Prepared by Christyne B. Hamilton, Equity Officer hamiltoc@lssc.edu 352-365-3592 Submitted to: The Division of Florida Colleges Florida Department of Education 1

EXECUTIVE SUMMARY THE FLORIDA COLLEGE SYSTEM ANNUAL EQUITY PLAN UPDATE 2014/2015 LAKE~SUMTER STATE COLLEGE APRIL 14, 2015 Background The purpose of the Annual College Equity Update report is to provide a current status report of the college s efforts to comply with Florida Statutes that relate to nondiscrimination and equal access to postsecondary education and employment and to meet federal laws related to civil rights and nondiscrimination in the treatment and admission of students and employees. (See Page 3 of full report for specific Florida Statutes and federal laws and regulations, Department of Justice, and EEOC.) Overview of Report The Florida College System Annual Equity Update Report for 2014-2015 require data to be analyzed over a three- year period using mostly percentages for comparative analysis, gap analysis, trend analysis within, and in some instances across, race, gender, ethnicity, disabilities, marital status, national origin, and individuals of limited English proficiency to determine disproportionalities which may warrant corrective actions. Disproportionalities as used in this report have evolved from the concept of parity or a situation of equality. Part I. Description of Equity Plan Development This part includes the timeline for development of the report including date of adoption (approval) by the District Board of Trustees, persons involved in the development of the plan, by title and organizational location or function; a description of the participation of any advisory groups or persons, if applicable. (See Part I of the Full Report.) Part II. Description of Policies and Procedures This part and other requirements are used to assure compliance with Florida Statutes and Rules and applicable federal statutes indicating revisions to Board policies and submission of same in Appendices of the report showing and date of approval by the District Board of Trustees. (See Appendices in Annual Equity Plan Update Report.) Part III. Strategies to Overcome Enrollment of Underrepresented Students. A. Summary of changes in Enrollment over the three year period reveal in the following: 7000 6000 5000 4000 3000 2000 1000 0 Overall Enrollment 4352 4114 3835 700 729 611 680 357 578 563 384 381 6138 5789 5357 Blacks Hispanics Other Whites All 2011-12 2012-13 2013-14 2

First Time in College (FTIC) students, consisting of Blacks, Whites, Hispanics and Others, showed a decline of 80 FTIC enrollees for an 8.21% decline during the three year period of 2011-12 to 2013-14. Review and analyses of the four major enrollment categories further revealed for the three year period: 1. Enrollment Summary by Race A. Overall Enrollment declined from 6178 to 5357 or 781 for 12.7% decline. a. Blacks enrollment declined from 700 to 578 or 122 enrollees over the three year period. b. Hispanics enrollment declined from 769 to 563 or 206 enrollees over the three year period. c. Others enrollment increased from 357 to 381 or 24 enrollees for the three year period. d. Whites enrollment declined from 4352 to 3835 or 517 enrollees for the three year period. Race 2011-12 OVERALL ENROLLMENT FULL TIME No. No. 2013- Chg. 2012-13 Chg. 2014 Total Total Total 3 Yr. Chg. % Chg. Blacks 700-89 611-33 578-122 -17.4% Hispanics 729-49 680-117 563-166 -22.8% Other 357 27 384-3 381 24 6.7% Whites 4352-238 4114-279 3835-517 -11.9% All 6138-349 5789-432 5357-781 -12.7% Methods and Strategies to enhance enrollment and retention: 1. Implement changes to the New Student Orientation and Academic Advising to support student awareness and understanding of the process. 2. Develop ongoing relationships with the schools of Lake and Sumter counties via special events hosted on both sites (e.g. Martin Luther King middle and high school literary contests, Kids College, LSSC Alumni Association special events. 3. Host ongoing events and activities inviting special committees, community groups, and organizations on campus to increase awareness of college and the variety of programs available to expand awareness of opportunities. 4. House on-campus the New Vision for Independence organization to collaborate with the Office for Disabilities to increase awareness of the opportunities, services and options available to students with disabilities. 5. Establish Program Advisory Committees with membership from diverse groups to service and/or assist the college in identifying options and opportunities to expand services to all prospective and current students. 6. Implement the new developmental education and general education changes. 7. Develop roadmaps/transfer plans for all degree programs for part-time and full-time. 3

Completions: Total Completions in Associate of Arts degrees decline (584 to 501) numerically by 83 for a decrease in completions of 14.2% for all populations. Further analyses comparing changes over the previous three year period (11-12 to 13-14 Equity) See chart below: 800 600 400 A.A. Completions Overall 424 426 380 584 570 501 200 0 51 32 31 83 76 61 26 36 29 Blacks Hispanics Other Whites All 2011-12 2012-13 2013-2014 ASSOCIATE IN ARTS` COMPLETIONS Race/ALL 2011- No. 2012- No. 2013-12 Chg. 13 Chg. 2014 3 Yr. Chg. Total Total Total % Chg. Blacks 51-17 32-1 31-18 -35.3% Hispanics 83-7 76-15 61-22 -26.5% Other 26 10 36-7 29 3 +11.5% Whites 424 2 426-46 380-44 -10.4% All 584-12 570-69 501-83 -14.2% Completions of the Associates in Arts degree overall declined by 83 or by 14.2% by races shown above reveal the following: 1. Completions by Blacks declined from 51 to 31 over the three year period for a 35% decline. 2. Completions by Hispanics declined from 83 to 61 over the three year period or 26.5% decline. 3. Completions by Other increased from 26 to 29 over the three year period or an 11.5% increase. 4. Completions by Whites declined from 424 to 380 or a 10.4% decline. Methods and strategies for completion AA degrees 1. Implement a new developmental education and general education changes. 2. Develop roadmaps/transfer plan for all degree programs for part the full time students. 3. Integrate Give a Wow into the culture of continuous improvement and innovation 4. Increase job placement and college transfer through linkage with industry and direct relationships with local institutions i.e. Nursing direct connect agreements with UCF 5. Implement the Health Science Collegiate Academy in the fall of 2015 6. Establish student mentoring/tracking system to increase CIT certificate and degree Completion rates. 4

200 150 100 A.S. Completions 96 110 117 143 134 122 50 0 12 13 9 9 6 13 5 5 4 Blacks Hispanics Other Whites All 2011-12 2012-13 2013-2014 ASSOCIATE IN SCIENCE` COMPLETIONS Race/ALL 2011- No. 2012- No. 2013-12 Chg. 13 Chg. 2014 3 Yr. Chg. Total Total Total % Chg. Blacks 12 1 13-4 9-3 -25% Hispanics 9-3 6 7 13 +4 +46.9% Other 5 0 5-1 4-1 -20% Whites 96 14 110 7 117 21 +21.9% All 122 12 134 9 143 21 +17.2% Completions of the Associates in Sciences by all races shown above reveals an increase of 21 or a +17.2% by races as follows: 1. Completions by Blacks declined from 12 to 9 over the three year period for a 25% decline. 2. Completions by Hispanics increased from 9 to 13 over the three year period or 46.9% increase. 3. Completions by Other declined from 5 to 4 over the three year period or a 20% decline. 4. Completions by Whites increased 96 to 117 or a 21.9% increase. Methods and strategies for completion AS degrees 1. Promote Degree works to engage students in a process and plan for achieving their goals. 2. Increase internships in workforce program areas. 3. Improve communications and awareness of the regional and local workforce markets 4. Develop Sumter Workforce Partnership. 5. Add a career assessment tool linked to the Meta Majors for pre-matriculation, 6. Establish a clear academic course management plan. 7. Support language specific tutors in the Center for Teaching and Learning 8. Streamline internship processes for Associate in Science degree students. 5

60 40 Certificate Completions 37 28 27 46 32 33 20 0 5 2 2 2 1 3 2 1 1 Blacks Hispanics Other Whites All 2011-12 2012-13 2013-2014 Race/ALL CERTIFICATES 2011- No. 2012- No. 2013-12 Chg. 13 Chg. 2014 3 Yr. Chg. Total Total Total % Chg. Blacks 2 0 2 0 2 0 0% Hispanics 5-4 1 2 3-2 -40% Other 2-1 1 0 1-1 -50% Whites 37-9 28-1 27-10 -27% All 46-14 32 1 33-13 28% Completions of Certificates by all races shown above reveals a decline of 13 for a 28% decline by all races as follows: 1. Completions by Blacks saw no change from 2 to 2 over the three year period for no decline. 2. Completions by Hispanics declined from 5 to 2 over the three year period or 40% increase. 3. Completions by Other declined from 2 to 1 over the three year period or a 50% decline. 4. Completions by Whites decreased from 37 to 27 or a 27% increase. Methods and strategies for Certificates 1. Develop and refine advising tools to increase student knowledge of embedding technical certificates into AS degree programs in order to increase the number of completes for both AS and Certificates programs 2. Develop and implement EDT Technical Certificate intrusive advising initiative at Sumter Center 3. Implement Degree Works (new student advising software). 4. Upgrade and implement a new on-line career management system, LakeHawk Career Connect with increased data reporting capabilities and student access to the employer database. 5. Develop and implement quarterly Student Appreciation Days/Nights at Sumter Center. 6. Implement the NSF Grant for increasing the number of Hispanic and African-American students. 7. Package certain degree programs, especially online (ex: articulating Fire Science) credits and completing general education classes online. 6

Student Retention by Race and Gender The Annual College Equity Update Report for 2014-2015 should include analysis of data and identification of methods and strategies used by the college to increase persistence and retention of FTIC students. Data is provided for full-time and part-time students by race and gender for two years' comparisons; Fall 2012-2013 FTIC students returning Fall 2013-2014 and Fall 2013-2014 FTIC students returning Fall 2014-2015. 1. Identify areas by race and gender where the retention rates have not improved from the previous year. Full-time Male students: FULL TIME FTIC Males/Race 2013-2014 2014-2015 Net Change Blacks 47% 50% +3% Hispanics 50% 59% +9% Whites 61% 69% +8% Asians 93% 56% -37% Alaskans 0% 100% +100% Non-Resident 0% 67% +67% Unknown 61% 81% +20% All Male students 62% 67% +5% a. Analyses of full time retention rates for Full Time Males First Time in college by race shown above reveal a total overall increase of 5% for all categories when comparing 2013-2014 to 2014-2015. Only Asian males show declines in the comparative analysis i.e. from 93% retention rate to 57% over the two year period of a -37% decline. FULL TIME FTIC Females/Race 2013-2014 2014-15 Net Change Blacks 35% 62% +27% Hispanics 44% 85% +41% Whites 68% 67% -1% Asians 55% 83% +28% Alaskans 50% 100% +50% Non-Resident 0% 0% 0 Unknown 76% 70% -6% All Female Students 64% 70% +6% b. Analyses of full time retention rates for Full Time First Time in College Females by race shown above reveal a total overall increase of 6% for all categories when comparing 2013-2014 to 2014-2015. Only White females and Unknown show declines in the comparative analysis i.e. White females retention declined by 1% and Unknown declined by 6%. Overall, the total increase in retention for Full Time First Time in College females increased by 6%. 7

PART TIME FTIC Males/Race 2013-2014 2014-2015 Net Change Blacks 47% 58% 11% Hispanics 36% 54% 18% Whites 47% 53% 6% Asians 40% 73% 33% Alaskans 0% 50% 50% Non-Resident 0% 100% 100% Unknown 54% 56% 2% All Male Students 45% 55% +10% c. Analyses of Males Retention rates for Part Time Males First Time in college by race shown above reveal a total overall increase of 10% for all categories when comparing 2013-2014 to 2014-2015. PART TIME FTIC Females/Race 2013-2014 2014-2015 Net Change Blacks 50% 36% -14% Hispanics 71% 71% 0% Whites 57% 57% 0% Asians 0% 43% +43% Alaskans 67% 40% -20% Non-Resident 0% 75% +75% Unknown 62% 44% -18% All Female students 58% 53% -5% d. Analyses of Retention rates for Part Time Females First Time in College by race shown above reveal a total overall decrease of -5% for all categories when comparing 2013-2014 to 2014-2015. Significant to the decrease are the decline in Blacks, Alaskans and Unknown. 8

Methods and strategies for completion AA degrees 1. Implement a new developmental education and general education changes. 2. Develop roadmaps/transfer plan for all degree programs for part the full time students. 3. Integrate Give a Wow into the culture of continuous improvement and innovation 4. Increase job placement and college transfer through linkage with industry and direct relationships with local institutions i.e. Nursing direct connect agreements with UCF 5. Implement the Health Science Collegiate Academy in the fall of 2015 6. Establish student mentoring/tracking system to increase CIT certificate and degree completion rates. Methods and strategies for completion AS degrees 1. Promote Degree works to engage students in a process and plan for achieving their goals. 2. Increase internships in workforce program areas. 3. Improve communications and awareness of the regional and local workforce markets 4. Develop Sumter Workforce Partnership. 5. Add a career assessment tool linked to the Meta Majors for pre-matriculation, 6. Establish a clear academic course management plan. 7. Support language specific tutors in the Center for Teaching and Learning 8. Streamline internship processes for Associate in Science degree students. Methods and strategies for Certificates 1. Develop and refine advising tools to increase student knowledge of embedding technical certificates into AS degree programs in order to increase the number of completes for both AS and Certificates programs 2. Develop and implement EDT Technical Certificate intrusive advising initiative at Sumter Center 3. Implement Degree Works (new student advising software). 4. Upgrade and implement a new on-line career management system, LakeHawk Career Connect with increased data reporting capabilities and student access to the employer database. 5. Develop and implement quarterly Student Appreciation Days/Nights at Sumter Center. 6. Implement the NSF Grant for increasing the number of Hispanic and African-American students. 7. Package certain degree programs, especially online (ex: articulating Fire Science credits and completing general education classes online. 9

Method and Strategies for Retention Identify methods and strategies the college will implement in efforts to increase the retention rates. If methods and strategies differ between full-time and part-time students, please provide information accordingly. Use space as needed. 1. Expand the AS in nursing program to the Sumter Center. Develop and implement CONNECTION WEEKS to provide rich opportunities for students and faculty to interact outside the classroom. 2. Offer weekly student activities to promote social integration and community building among students, faculty, and staff. 3. Enhance adjunct training in Blackboard to provide more tools for adjunct instructors in their classroom work. 4. Encourage out-of-class involvement to engage students in a broader range of student activities outside the classroom. 5. Promote new Relay Technology and Engineering Technology programs to provide new workforce opportunities to attract students. 6. Develop new strategies to improve textbook affordability to make continuing in school more achievable for students 7. 8. Investigate student services needs to improve retention and completion rates (daycare, transportation between campuses) 9. Implementation of the Meta Major Pathways 10. Increase and enhance the awareness of the value of the college throughout the district. 11. Ensure the college culture promotes a positive focused, student-centered atmosphere. 12. Implement Degree Works and develop a comprehensive high school Relation plan. 13. Increase job placement and college transfers through collaboration with the SUS system. 10

GATEKEEPER COMPLETIONS (Percentage of Completions) MAT 1033 Race 2011-2012 2012-2013 2013-2014 +Inc./- Dec Black 52 53.85 43.75-10.1 White 54.72 57.52 54.81 -.28 Hispanic 55 51.61 41.67-13,33 Comparing high and low percentages show for MAT 1033 completions over the three year period varied by 10% for Blacks, less than 1% for Whites and 13.33% for Hispanics. ENC 1101 Race 2011-2012 2012-2013 2013-2014 +Inc./- Dec Black 61.43 69.64 64.58-8.21 White 76.67 73.97 74.29-2.7 Hispanic 82.02 74.07 74.55 Comparing high and low percentages show for ENC 1101 completions over the three year period varied by 8.21% for Blacks, less than 2.7% for Whites and 7.95 for Hispanics. MAC 1105 Race 2011-2012 2012-2013 2013-2014 +Inc./- Dec Black 27.78 44.44 44.00 21.11% White 54.02 54.02 55.43 1.41% Hispanic 59.32 41.03 51.43 18.29% Comparing high and low percentages show for MAC 1105 completions varied over the three year period by 21.11% for Blacks, less than 1.41% for Whites and 18.29% for Hispanics. MGF 1106 Race 2011-2012 2012-2013 2013-2014 +Inc./- Dec Black 38.89 53.85 60.00 21.11% White 73.23 72.16 75.25 2.02% Hispanic 57.14 63.16 62.96 6.02% Comparing high and low percentages show for MGF 1106 completions varied over the three year period by 22.73% for Blacks, 3.19% for Whites and 6.02% for Hispanics. STA 2023 Race 2011-2012 2012-2013 2013-2014 +Inc./- Dec Black 50 72.73 56.25 22.73% White 73.39 75.26 75.52 3.19% Hispanic 69.57 72 66.67 4.92% Comparing high and low percentages show for STA 2023 completions varied over the three year period by 22.73% for Blacks, 3.19% for Whites and 6.02% for Hispanics. 11

Part IV. Substitution Waivers for Admissions and Course Substitutions for Students with Disabilities How many requests for course substitutions were requested and how many substitutions were granted during the preceding academic year? (Please list the number of requests per semester starting with the fall semester.) Semester Number of substitutions requested Number of substitutions granted Fall 1 2 Spring 0 0 Summer 2 2 Total 3 4 Part V. Gender Equity in Athletics Athletic Participation by Gender Compared to Student Enrollments by Gender for 2012/2013 and 2013/2014 Total Number of Athletes % of Athletes by Gender 2012/2013 2013/2014 Males Female Total Males Female Total s s Total Number of 22 31 53 24 36 60 Athletes 100 % of Athletes by 42% 58 40% 60% 100% % Gender Total Number Total Number 597 810 1407 Enrollments Enrollments 533 713 1246 % of Enrollments 100 % of Enrollments by 42.4% 57.6% by Gender % Gender 42.7% 57.3% 100% Record the difference between Record the difference between the percent of the percent of -.4% +.4% 0 athletes and the athletes and the -2.7% +2.7% 0 percent of students enrolled: percent of students enrolled: Proportionality of Participation: Is the percentage of female athletes greater than the percentage of female students enrolled or at least within 5 percentage points of the percent of female students enrolled? 2012-2013: Yes X (yes/no) 2013-2014: Yes X (yes/no) 12

PART VI - EMPLOYMENT EQUITY ACCOUNTABILITY PLAN A. Data, Analysis and Benchmarks 1. Executive/administrative/managerial Staff: a. Did the college achieve its goals as stated in the 2012/2013 Equity Update Report? The college achieved its goals as stated in the 2012/13 Equity Update report for Black females and when goals were measured based on Census goals Blacks females exceeded Census data. 2. Full-time Instructional Staff: a. Although all 2012-13 goals were not met for females and minorities, LSSC continued to surpass the US Census Data for Black Females, White Females, White Males, and overall females. 3. Full-time Continuing Contract Instructional Staff: a. The Census data for Graduate and Higher degrees was used in the analysis. Actual results for Black females and White females exceeded 2012/13 goals. Although the 2012-13 goals were not met for females and minorities, LSSC continued to surpass the US Census Data for Black Females, White Females and overall females. 4. President s Evaluation - Excerpts Overall, Dr. Mojock directs the College in a fiscally prudent method managing the budget and achieving results even when funds are not available. He is constantly striving for continuous improvement; sets concrete and achievable goals; inspires staff to perform; measures performance and assigns quantitative values to results. He is held in high regard throughout the College and is commended by the Board for the exceptional culture of the College. Dr. Mojock is a steady leader, manages the politics effectively and an outstanding communicator in all settings. His negotiating approach is more solution based with a focus on a win, win outcome. He is commended for taking the balanced approach to resolution of, quite often, tenuous issues. President Mojock thinks globally, dedicated to strategic planning and has broad knowledge and perspectives as demonstrated by his roles and responsibilities in the Council of Presidents, Southern Association of Colleges and Schools Council on Colleges and similar professional organizations. 13

Note: Salary information is requested only for new hires. New hire information can be found in your Fall Staff Survey IPEDS report. Race and gender information is not required; however, the college may choose to include additional information for purposes of diversity analysis. Job Classification (the IPEDS Fall Staff Survey job classifications may be used as appropriate) Number of New Hires* Salary Range Number of Existing Employee(s) with Comparable Experience Salary Range Instructional Staff 15 $37,000-49,100 26 $37,000-49,100 Management 4 $46,900-80,000 25 $46,900-80,000 Business & Fin $22,500-36,500 $22,500-36,500 7 10 Operations Computer 1 $28,500-44,230 5 $28,500-44,230 Design & Media 2 $28,500-54.200 3 $28,500-54,200 Office & Admin Support 10 $17,500-35.000 40 $17,500-35,000 The Employment Equity Accountability Plan requires that each college include in its annual equity update a plan for increasing representation of women and minorities in senior level and full time faculty positions. Results from the 2012-13 Employment Equity Accountability plan will be continued during 2013-2014 to further diversity senior level and faculty positions. Successes achieved resulting from efforts to comply with the 2011-2012 Employment Accountability Plan follow: Hired one (1) Black male full time instructor Hired one (1) Black male full time administrator Hired one (1) Black female full time administrator THE END 14