2016 - 2017 - arizona western college · 2017. 12. 11. · flagged esl student s fall 2010 –...

2016 - 2017

INSTITUTIONAL RESEARCH PLAN

Mary Schaal, Ed.D., Dean

Susan Dempsey-Spurgeon, Director for Grants

Betty Lopez, Database Manager & Research Specialist

Catherine Hernandez, Workforce Development & Vocational Research Analyst

Marisela Dickman, Administrative Analyst

INSTITUTIONAL RESEARCH PLAN OUR MISSION: Institutional Effectiveness, Research, and Grants serves the Arizona Western College community by providing the most accurate information possible for decision-making, overseeing research, and pursuing external funding in support of institution-wide initiatives. Annually our office publishes an Institutional Research Plan to define data needs across the college district. The annual process involves the following steps:

• Collecting district-wide requests for data or research for the upcoming academic year (August-July) from faculty and staff; • Identifying trends and areas of overlap where data requests can be consolidated; • Arranging out to our time and work to ensure that these requests can be met in a timely manner; and • Incorporating all requests into a printed schedule organized by due data

Please note that scheduled requests receive priority over ad hoc requests. Ad hoc requests will be worked into our schedule as time permits. To schedule an ad hoc request, please contact Marisela Dickman. Your Institutional Effectiveness, Research, and Grants Team: Mary J. Schaal, Ed.D Susan Dempsey-Spurgeon Betty Lopez Catherine Hernandez Marisela Dickman Dean Director for Grants Database Manager & Workforce Development & Administrative Analyst 928.344.7772 928.344.7726 Research Specialist Vocational Research Analyst 928.344.7620 [email protected] [email protected] 928.317.6015 928.317.6016 [email protected] [email protected] [email protected]

Arizona Western College - Main Campus | 2020 South Avenue 8E, Yuma, AZ 85365 | Phone: 928.344.7620 Fax: 928.317.6012 Visit us on the web at: www.azwestern.edu/Institutional_Research/

mailto:[email protected]?subject=Ad%20Hoc%20Request

2016-2017 INSTITUTIONAL RESEARCH PLAN

Institutional Effectiveness, Research, and Grants

as of July 25, 2016

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PROJECT # DATE

NEEDED REQUESTED BY RESEARCH QUESTION DATA/INFORMATION REQUESTED SPECIFIC

POPULATION SEMESTER/

YEAR PURPOSE 17AUG01 08/01/16 Cecilia Vigil – STEM

FUTURES Cooperative Grant

How effective was STEM FUTURES in increasing cohort student success and transfer?

• # students completing AS in Engineering • # students completing AAS in renewable

energy • # Hispanic students completing AS in

Engineering • # Hispanic students completing AAS in

renewable energy • # AWC students transferring into

engineering (Low-income, Hispanic) • # Cohort students transferring to 4-YR

institution • # Cohort students completing

baccalaureate program SPECIAL Analysis Measures: • # and % change of FT, Degree-seeking

undergrads enrolled at AWC between AYs 2010-11, 2011-12, 2012-13, 2013-14, and 2014-2015

• Retention comparison between Fall 2014 First-time, Full-time Degree-seeking cohort students and Futures Cohort (32 students) retained through Fall 2015

• # of Futures Cohort students transferring in 2014-2015 to a 4YR institution

• Comparison of the # and % of STEM degrees awarded between FY2010-11 and FY2014-15

• Comparison of the # and % of students who received a degree between FY2010-11 and FY2014-15 that were Hispanic vs. All Others, and # and % among these who received a STEM degree

All STEM FUTURES Cohort Students – National Student Clearinghouse

AY’s 2010-2016 STEM FUTURES annual grant reporting requirements and evaluation

17AUG02 08/01/16 Dawn Ponce – Director of Title V Cooperative Grant and STEM Individual Grant program

Did the % of total students completing an AAS in industrial technology fields increase by 25% of over 2011 baseline?

List of students by: • Student Enrollment • Industrial Technology fields • Ethnicity • Low-Income

All AWC students AY 2015-2016 Required to meet PIPELINE grant objective



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17AUG03 08/01/16 Dawn Ponce – Director

of Title V Cooperative Grant and STEM Individual Grant program

Did the % of Hispanic students completing an AAS in industrial technology fields increase by 25% of over 2011 baseline?


All AWC Hispanic students

AY 2015-2016 Required to meet PIPELINE grant objective


Did the number of low-income students transferring into Industrial Technology fields increase by 25% over the 2011 baseline?


All AWC low-income students



Did the number of Hispanic students transferring into Technology fields increase by 25% over the 2011 baseline?


All AWC Hispanic students


17AUG06 08/04/16 Jennie Buoy – Modern Languages

What is the success rate of students who have taken at least one ESL course? What English classes do they take after completing the program? How successful are they in those classes? Which programs do they enroll in? How successful are they in those programs? Also, how many students stop taking classes after completing at least 1 ESL course? Please note that ESL-94R and ESL-94S are the highest level of ESL, and after successful completion of them, ESL students can take English 80 and Reading 93.

List of unduplicated students enrolled in any ESL Courses by: • Student Enrollment trend • Campus: Yuma/Main Campus, San Luis,

and Somerton • Final Grade

Flagged ESL Students Fall 2010 – Spring 2016

In order to properly assess the ESL program, we need to know how well our students perform after successfully completing to implement a new course, SLT-099, that is designed to prepare ESL students for college-level composition courses such English 80. This data set will serve as the control to determine how successful ESL students are who take SLT-099 versus those who take English 80 or 90 after taking at least one ESL course.

17AUG07 08/04/16 Jennie Buoy – Modern Languages

What is the profile of our current ESL students? What are their races, ages, etc. (demographic data)? How many are full-time and how many are part-time? How many of them receive financial aid?

List of unduplicated students enrolled in any ESL Courses by:

• Student Enrollment • Student Demographics • Full-Time/Part-Time • Campus: Yuma/Main Campus, San Luis,

and Somerton • Financial Aid Information

Flagged ESL Students Fall 2010 – Spring 2016

In order to better serve our ESL students, we need a larger picture of who they are as students. This could initiate program restructuring or even just instructional changes.



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17AUG08 08/08/16 Mary Schaal –


AWC Performance Annual and ten-year institutional performance indicators trends including:

• AY2015-17 enrollment summary • FTSE and unduplicated headcount trend • trend of enrollment by ethnicity • trend of student age: average and

median • cost per FTSE trend • trend of academic success measures • trend of academic success and

withdrawals • trend of credentials awarded • full-time faculty equivalent (FTFE) to

FTSE trend

All students AYs 2006-07 thru 2015-16

Report to President’s Council and District Governing Board on Institutional Performance Indicators

17AUG09 08/15/16 Beatriz Lopez – Institutional Effectiveness, Research, and Grants

Annualized Census file AY2015-16 students and courses as of the official census day of each term

Students enrolled as of 45th day and June 30, 2016

Fall 2015, Spring 2016, Summer 2016, and AY2015-16 Open-Entry/ Open-Exit and Short Term Courses

Ensure Institutional Effectiveness, Research, and Grants database includes official census day students and courses for reporting

17AUG10S 08/25/16 Marisela Dickman – Institutional Effectiveness, Research, and Grants

IPEDS Fall Registration Fall IPEDS data collection including: • Registration • Report Mapping • Institution ID & IC Header

All students AY2015-16 Submit Fall IPEDS Registration Components in fulfillment of federal reporting requirements before August 31, 2016

17AUG11S 08/31/16 Marisela Dickman – Institutional Effectiveness, Research, and Grants

How do AWC tuition rates compare to other two-year post-secondary institution rates?

FY2016-17 full-time and part-time undergraduate expense rates including: • tuition • required fees • room and board

College-wide FY2016-17 Submit Peterson’s Interim Expenses Update for Undergraduate Institutions



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17SEP01 09/12/16 Angelica Gebhardt –

Student Support Services KEYS Program

What is academic enrollment history, graduation, and degree status of all institutions attended to include, enrollment status at current institution for 2012-2013 cohort that have been flagged SSS in Colleague? (Clearing House Report)

List of SSS program participants including: • Student name, student ID, and SSN • Fall 2016 enrollment status

Students that have been flagged SSS in colleague. (SSS/KEYS Program will provide 2012-2013 listing of students for Clearinghouse Report)

Fall 2016 Information will be used for Annual Performance Reporting to the Department of Education

17SEP02 09/12/16 Angelica Gebhardt – Student Support Services KEYS Program

What is cumulative GPA and Credits as of the end of summer 2015 for all students flagged SSS in Colleague?

List of SSS program participants including: • Student name, student ID, and SSN • Cumulative GPA (as of summer 2015) • Cumulative completed credits (as of

Summer 2015) • Fall 2016 enrollment status

All Students flagged SSS in Colleague

AY 2015-16 Collected data will be used for Annual Performance Report purpose.

17SEP03 09/12/16 Angelica Gebhardt – Student Support Services KEYS Program

What is first enrollment at AWC; degree/certificate completed, and date of undergraduate degree for students flagged SSS in Colleague?

List of SSS program participants including: • Student name, student ID,

degree/certificate completed, date of degree obtained, and SSN

• Fall 2016 enrollment status

Everyone flagged SSS in Colleague

AY 2015-16 Collected data will be used for Annual Performance Report purpose.

17SEP04 09/13/16 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

Employment comparison FEDES Upload: Returns and match files from OPM & DOD

All Data 2014:Q4 to 2016:Q3

FEDES State Results Comparison

17SEP05 09/15/16 Ana English – Director of Financial Aid

2015-2016 Title IV Student Enrollment in Gainful Employment (GE) Programs

2015-2016 Title IV student enrollment in Gainful Employment (GE) programs including:

• Award Year • Student SSN • Student First, Last, Middle Name • Student DOB • Institution Code and Name • GE Program Name, CIP Code, Credential

Level, Program Attendance Begin Date, Program Attendance Begin Date for Award Year, Program Attendance Status During Award Year, Program Attendance Status Date

• Private Loan Amount, Institutional Debt, Tuition and Fees Amount, Allowance for Books, Supplies, and Equipment

Title IV students enrolled in GE Programs

Award Year 2015-2016

U.S. Department of Ed regulatory requirements related to Gainful Employment programs



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17SEP06 09/19/16 Robyn Torres – Title V

PACTO Grant DID students participating in AVID support strategies persist in college and/or transfer from AWC to NAU at a rate of at least 10 percentage points higher than non-participants?

List of students who transferred to CC/University by:

• Student Enrollment • Student Transfer-out

All PACTO Cohort students

AY 2016-2017 As part of PACTO grant objective 7, results will be used for assessment of the effectiveness of AVID support strategies.

17SEP07 09/19/16 Robyn Torres – Title V PACTO Grant

Did the number of students successfully transferring from AWC to NAU-Y annually increase by at least 75 over 2011 baseline of 353?



All AWC active students

AY 2016-2017 As part of PACTO grant objective 14, results will be used for assessment of the effectiveness of AVID support strategies.

17SEP08 09/19/16 Robyn Torres – Title V PACTO Grant

Did the number of Hispanic and/or low-income AWC students transferring to NAU-Y annually increase by at least 60 over Fall 2011 baseline of 265?



Hispanic and/or low-income AWC students

AY 2016-2017 As part of PACTO grant objective 14a, results will be used for assessment of the effectiveness of AVID support strategies.

17SEP09 06/21/16 Julia Howe – Partners Advancing Completion through Transfer Opportunities (PACTO)

How many PACTO served students transferred to another institution after the 2015-2016 academic year?

List of students who transferred to CC/University by: • Student Enrollment • Student Transfer-out

All PACTO cohort students (Students Clearinghouse)

Spring 2015, Fall 2015, Spring 2016, Summer 2016

AVID collects this information as part of its certification process

17SEP10 09/22/16 Daniel Russow - Mathematics Department

Assessment Project for Embedded Questions in MAT-151 Final Exams

List of all students enrolled in MAT-151 Spring 2016 semester for all campuses sorted by instructor and section number

All students in MAT-151 All campuses

Spring 2016 Assessment Project for Embedded Questions in MAT-151

17SEP11R 09/29/16 Mary Schaal – Institutional Effectiveness, Research, and Grants

What was the academic performance of AZ high school students who graduated in AY 2014-15 and attended AWC in AY2015-16?

AWC academic performance data of recent AZ high school graduates including:

• student demographics • academic performance in their first

English and math courses taken at AWC

AY2014-15 high school graduates who attended AWC in AY2015-16

AY2015-16 Academic Performance of High School Graduates Report (2040 Report) due to ACCCC in fulfillment of State reporting requirements by Oct. 3, 2016



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17SEP12R 09/29/16 Mary Schaal –


How do AWC projected vocational student outcomes compare to other AZ community colleges?

AWC workforce and occupational program data including:

• actual and estimated direct expenditures, by type

• actual and projected enrollment and FTSE counts

• Carl Perkins III Performance Indicators • Carl Perkins IV Performance Indicators

Vocational students PYs 2013-14, 2014-15 and 2015-2016 and FYs 2013, 2014, 2015, & 2016

Council on Workforce Policy/Annual (WAC) Report due to ACCCC in fulfillment of State reporting requirements by OCT. 3, 2016

17SEP13 09/29/16 Mary Schaal – Institutional Effectiveness, Research, and Grants

What are the job placement rates of AWC students?

Income and employment data All students Jan. 1, 2016 – June 30, 2016

Fulfill Carl Perkins reporting needs and measures of institutional effectiveness.

17OCT01R 10/03/16 Mary Schaal – Institutional Effectiveness, Research, and Grants

How did AWC perform? AY2015-16 and FY2014-15 data (as of year- end), including:

• service area profile • student demographics • student enrollment • student performance • financial aid awarded • faculty demographics and headcount • financial information

All students AY2015-16 & FY2014-15

Distribute 2016 Fact Book (as of year-end) via Institutional Effectiveness, Research, and Grant website and to AWC’s District Governing Board in which AY2015-16 institutional performance is documented

17OCT02 10/03/16 James Nichols – Communications Department

What is the outcome of using course contracts to increase student productivity in ENG 101 during the Fall 2016 semester (as compared to my previous three years of data)?

List of students and enrollment by: • Mid-term and final grades • Separated by semester, section, and

mode of delivery • For the "F" grades, include the last date

of attendance • For the "W" grades, include the last date

of Withdrawal • Duplicated HC

All students who took or are in ENG-101 taught by Professor James Nichols

Fall 2013 – Spring 2016 – Fall 2016 (including Winter sessions)

Measure the effectiveness of this pedagogical initiative.

17OCT03 10/05/16 Martha Cordova – Transfer Services

What are the transfer headcount numbers for students going to the three in-state universities?

Number of 2015-16 AWC completers who transfer to Arizona State University/University of Arizona/Northern Arizona University and degree obtained if any.

All students that transfer with or without an associate’s degree

AY 2015-2016 Have an accurate rate of how many students we are successfully transferring to the in-state universities. It will be displayed in our website and marketing materials.



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17OCT04 10/05/16 Soledad Caro –

Upward Bound and Educational Talent Search

1. The list of graduate for TS and UB who enroll in a college/university and where they enrolled.

2. Among all the previous participants/graduates of the TS/UB program, how many of those have graduated from a college/university and what type of degree did they obtain?

List of 2015 UB and TS graduates who transferred-out and college/university to which they transferred and what type of degree

UB and TS graduates (list will be provided)

AY 2015-16 Annual UB and TS program review.

17OCT05 10/06/16 Michelle Thomas – KEYS Program

How do the KEYS Program "first-year cohort" classes compare to the overall campus "first-year cohort" in ENG 100/101 and MAT 121/151?

The comparison population should be identified as either Low-Income or First-Generation just as the KEYS cohort is identified; Unduplicated by: 1.) GPA (% of students who had an overall semester GPA or 2.0 or above) 2.) Persistence (% of students who completed their first-year and then enrolled for their 3rd semester [fall to fall persistence]) 3.) Average # of credits completed during first-year (received A, B, C, or CR) 4.) Median # of credits completed during first-year (received A, B, C, or CR) 5.) Average % of course completion during first-year (received A, B, C, or CR) 6.) Median % of course completion during first-year (received A, B, C, or CR)

KEYS Program Students (list provided) MAT 121, MAT 151, ENG 100, ENG 101 First-year, first-time students (full or part-time) Identify as Low-income and/or First-generation KEYS cohort vs. non-KEYS cohort

Fall 2011 through Spring 2016

The data will be used for future marketing for the program; in grant-related reporting; to determine effectiveness of strategies used based on the success factor outcomes. We want to compare our specific cohort students to other first-year students that did not receive services from the KEYS Program.

17OCT06R 10/10/16 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

How effective are Carl Perkins programs at AWC in achieving prescribed outcomes?

CAR Form III - Participant and Concentrator Enrollment Reports/Tech Prep

Career & Technical Ed Students

PY2015-16 (July 1, 2015 to June 30, 2016)

Fulfill Postsecondary Perkins Basic Grant reporting requirements by Oct. 15, 2016

17OCT07 10/15/16 Beatriz Lopez – Institutional Effectiveness, Research, and Grants

FTSE Database Students and courses as of the official Fall 2016 Census Day

Students enrolled as of 45th Day

Fall 2016 Ensure Institutional Effectiveness, Research, and Grants database includes official census day students and courses for reporting

17OCT08S 10/15/16 Marisela Dickman – Institutional Effectiveness, Research, and Grants

Did athletic participation, staffing, revenues and expenses, differ between men’s and women’s teams?

Athletically related data including: • participation, staffing, revenues and

expenses, by men’s and women’s teams

Athletic students, staff, and programs

AY2015-16 Submit the Equity in Athletics Survey in fulfillment of federal reporting requirements by Mid Oct. 2016



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17OCT09S 10/15/16 Marisela Dickman –


How did AWC perform compared to IPEDS peers and former years?

Fall IPEDS data collection including: • Institutional Characteristics (IC) • Completions (C) • 12-Month Enrollment (E12)

All students AY2015-16 Submit Fall IPEDS Survey Components in fulfillment of federal reporting requirements by Oct. 19, 2016

17OCT10S 10/15/16 Marisela Dickman – Institutional Effectiveness, Research, and Grants

How did campus safety and security compare in AY2015-16 by location?

Safety and security statistics (including local police) which occurred either on campus, in residence halls, on non-campus buildings/ properties, and/or on public property by location including: • criminal offenses; fire statistics • crimes of larceny-theft, simple assault,

intimidation, and destruction/damage/ vandalism of property that manifested evidence of prejudice based on race, gender, religion, sexual orientation, ethnicity/national origin or disability

• crimes resulting in arrests for illegal weapons possession, drug law violations, and liquor law violations

College-wide AY2015-16 Submit the Campus Safety and Security Survey in fulfillment of federal reporting requirements, due Mid Oct. 2016


What were the FY2016 workforce development expenditures and FY 2015 and 2016 participation rates?

Workforce and non-workforce FTSE (Done on even-numbered years and includes information for the previous two years (e.g. 2012, 2014)

Vocational students FY2016 Workforce Development Expenditures Report due to ACCCC in fulfillment of State reporting requirements by Nov.2, 2016


How did AWC compare to other AZ community colleges during AY2015-16?

Yuma and La-Paz Counties Facts-at-a-Glance data including: • annual FTSE count and unduplicated

headcount • overall Fall headcount and Fall

headcount by full-time/part-time, gender, residency, and ethnicity/race

• Fall instructional staff count by full-time/ part-time

• previous academic year major accomplishments, and upcoming academic year issues

All students and instructional staff

AY2015-16 Annual Report to the Governor due to ACCCC in fulfillment of State reporting requirements by Nov.2, 2016 (Includes some of the former Dual Enrollment Report in odd-numbered years)



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17OCT13 10/24/16 Rosalia Delgado –

College Assistance Migrant Program (CAMP)

Are CAMP students progressing toward success?

Fall 2016 CAMP student mid-term grade distribution summary and list of students including student ID, name, and mid-term grade

CAMP students Fall 2016 Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements

17OCT14 10/27/16 Marlena Navarro – San Luis Center Advising

What is the unduplicated headcount of first-time students enrolled in Somerton and San Luis?

First-time students enrolled in San Luis and Somerton • Unduplicated HC

San Luis and Somerton students

Fall 2016 For advising and student retention efforts

17OCT15 10/31/16 Susana Zambrano – South Yuma County Services

Students enrolled in San Luis and Somerton for Fall 2016

List of students by: • Enrollment status (full or part-time

students) • Institution of origin (i.e. high school) • Residence location • Gender • Age • New students • Continuing students • Enrolled in College level courses and/or

Developmental courses

Students enrolled in San Luis and Somerton campus

Fall 2016 This report will help us for administrative and management tools.

17NOV01 11/17/16 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

Upload ASSIST degree file Degree file All students AY2015-16 Upload the 2015-16 Degree File to ASSIST by Nov. 30, 2016 but no later than Dec. 15, 2016

17NOV02R 11/17/16 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

What is the effectiveness of Perkins programs at AWC?

CAR Form IV – Grant Accountability Report and CAR Tech Prep Indicators 1P1, 2P1, 3P1, 4P1, 5P1, 5P2, 1PTP1, 1PTP2, 1PTP3, 1PTP4, 1STP1, 1STP2, 1STP4, 1STP5

Career & Technical Ed Students

FY2015-16 (July 1, 2015 to June 30, 2016)

Fulfill Postsecondary Perkins Basic Grant reporting requirements by Nov. 20, 2016



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17NOV03R 11/28/16 Mary Schaal –


Prepare Lawful Presence Report Lawful Presence (formerly Proposition 300) semi-annual data including: • total number of students entitled to be

classified as an in-state student • total number of students not entitled to

classification as an in-state student because the student was not a citizen or legal resident of the United States or is without lawful immigration status

• total number of students who applied for tuition waivers, fee waivers, grants, scholarship assistance, financial aid, tuition assistance or any other type of financial assistance that is subsidized or paid in whole or in part with state monies

• of those who applied, the total number of students not entitled because they were not citizens or legal residents or not lawfully present in the United States

All students May 16, 2016- Nov. 15, 2016

Fall Lawful Presence (formerly Proposition 300) Semi-Annual Report due to ACCCC in fulfillment of State reporting requirements by Dec. 1, 2016

17NOV04R 11/29/16 Mary Schaal – Institutional Effectiveness, Research, and Grants

How many students were enrolled in the Yuma/La Paz Community College District on the Fall 2016 45th day?

Fall 2016 45th day unduplicated headcount and FTSE

Students reported in the official 45th day FTSE report

Fall 2016 Fall 45th day HC and FTSE Report due to ACCCC in fulfillment of State reporting requirements by Dec. 1, 2016

17NOV05R 11/30/16 Mary Schaal – Institutional Effectiveness, Research, and Grants

How does AWC Fall 2016 performance compare to prior years?

Fall 2016 data (as of census day), including: • Facts-at-a-Glance • Student Enrollment (overall, by course

location and delivery mode, and by division and department

• Student Performance (persistence and cohort comparison (first-time student cohorts), 3-year transfer-out rate comparison, retention and comparison


Fall 2016 Distribute Fall 2016 Standard Reports (as of census day) via Institutional Effectiveness, Research, and Grants website.

17DEC01 12/05/16 Mary Schaal – Institutional Effectiveness, Research, and Grants

Does AWC meet Title V eligibility requirements for FY 2017?

Title V Eligibility form

All students Fall 2014 and FY 2014-15

Title V eligibility

17DEC02 12/12/16 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

Employment comparison FEDES Upload: Submit merged state files to OPM & DOD

All Data Q1 (Jan. 16), Q2 (Apr 17), Q3 (Jul 13), Q4 (Oct 12)




as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17DEC03S 12/13/16 Marisela Dickman –


How does AWC compare to other two-year postsecondary institutions?

Institutional data including: • general information • enrollment and persistence • freshman admission • transfer admission • academic offerings and policies • student life • annual expenses • financial aid • instructional faculty and class size • degrees offered and awarded • administrative officers • list of majors

College-wide AY2015-16 Submit College Board Annual Survey of Colleges by mid-Dec., 2016

17JAN01 01/10/17 Steve Moore - Communications

Success rates of students passing English 90 and English 100 in Winter sessions when they enrolled in the next class sequence. (So for ENG 90 students that passed 90 in the Winter what was their success rate when they took 100 and for 100 students that passed 100 in the winter session what was their success rate in 101)

List of students who placed into ENG-90, ENG-100, and ENG-101 including:

• Student ID • Unduplicated HC • Student Name • Enrollment Term • Enrolled Course & Section Number • Enrolled Course Grade & Performance

All students no disaggregation

Winter 2013 Winter 2014 Winter 2015

Examine success rates in gateway classes that are compressed in delivery.

17JAN02 01/11/17 Steve Moore - Communications

What are the success rates in ENG 100, 101 and 102? What is the grade distribution rates for students receiving A, B C D and F for ENG 100, 101, and 102?

All English courses grade distribution and success, by term including:

• Student ID, Name, Unduplicated HC • Enrollment Term • Course, Section # & Delivery Mode • Enrolled Course Grade & Performance

All Students no disaggregation

Fall 2014, Spring 2015, Summer 2015, Fall 2015, Spring 2016 and Summer 2016

Track grade distribution trends.

17JAN03R 01/17/17 Catherine Hernandez –Institutional Effectiveness, Research, and Grants

How do Yuma and La Paz counties’ unemployment rates compare to the state and nation over the past ten years?

2006 to 2016 unemployment rate comparison between Yuma County, La Paz County, Arizona, and U.S. by region, year, and month

Yuma and La Paz Counties, Arizona, and U.S.

2006 to 2016 thru September

Post updated 2016 Annual Unemployment Report on Institutional Effectiveness, Research, and Grants



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17JAN04 01/19/17 Rosalia Delgado –

College Assistance Migrant Program (CAMP)

Do students that participate in the CAMP program succeed at higher rates than those who do not?

ENG and MAT course retention, persistence, and success comparison between CAMP students and all others

All students Fall 2016 Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements

17JAN05 01/19/17 Rosalia Delgado – College Assistance Migrant Program (CAMP)


Grade distribution comparison between CAMP students and all others, and between CAMP students and other residence hall students

All students Fall 2016 Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements

17JAN06 01/25/17 Gabriela Herwig – Veteran Services

1. Total Fall 2016 Veteran students by full-time/part-time enrollment status 2. Total Fall 2016 Veteran or family members (flagged) who are attending AWC but not using VA benefits 3. Total Fall 2016 Veteran students by Veteran eligibility description and full-time/part-time enrollment status 4. Total Fall 2016 Veteran students by Veteran benefit description 5. Student retention rate comparison between Veteran students vs. Non-Veteran students: Fall 2015 retained to Spring 2017 6. Student graduation rate comparison between Veteran students vs. Non-Veteran students: Fall 2016 7. Student transfer-out rate comparison between Veteran students vs. Non-Veteran students for 2016-2017

List of duplicated student veterans with a VET code or a VA educational code: • Graduation count & rate between veteran

and non-veteran students • Retention rate between veteran and non-

veteran students • Military/veteran spouses or children

(dependents) retention/persistence/graduation rate

• Transfer-Out rate

Student Veterans with a VET code or an VA educational code

Fall 2016 The results will be used for reporting fees to the VA, to remain compliant with their educational guidelines/ requirements.



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17JAN07R 01/25/17 Catherine Hernandez

– Institutional Effectiveness, Research, and Grants

Semi-Annual Workforce Development Report

Yuma and La-Paz Counties workforce and vocational data based on EMSI including: • Educational attainment and gender

demographics; current jobs by industry; unemployment by industry & summary by occupation; 5-year job growth projection by occupation; AWC program profile by CIP; comparison between AWC programs; annual job opportunities & education level

Yuma and La-Paz Counties workforce

AY2015-16 Distribute Semi-Annual 2015-16 Workforce and Economic Reports via Institutional Effectiveness, Research, and Grants website

17JAN08 01/30/17 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

Upload ASSIST annual file Annual file All courses AY2015-16 Upload the 2015-16 Annual File to ASSIST by Jan. 31, 2017 but no later than Feb. 28, 2017

17FEB01S 02/09/17 Marisela Dickman – Institutional Effectiveness, Research, and Grants

IPEDS Winter Survey Components Winter IPEDS data collection including: • Student Financial Aid (SFA) • Graduation Rates (GR) • 200% Graduation Rates (GR200) • Admissions(ADM) • Outcome Measures (OM)

College-wide AY2015-16 Submit Winter IPEDS Survey Component in fulfillment of federal reporting requirements, by Feb. 15, 2017

17FEB02S 02/21/17 Marisela Dickman – Institutional Effectiveness, Research, and Grants

How does AWC compare to other two-year post-secondary undergraduate institutions in the US?

Institutional data including: • institutional information • enrollment and persistence • admission • academics & major degree program

offered • expenses • computer technology • campus life, athletics, sustainability

College-wide AY2015-16 & Fall 2016

Submit Peterson’s Annual Survey of Undergraduate Institutions by Feb. 28, 2017

1FEB03R 02/23/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

What were the final student performance outcomes in Fall 2016?

Final Fall 2016 data (as of semester end), including: • Student Performance (grade distribution,

completion, success, withdrawal, graduates, degrees and certificates awarded, and credentials awarded by major)


Fall 2016 Distribute Final Fall 2016 Standard Repots (as of semester end) via Institutional Effectiveness, Research, and Grants website.



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17FEB04 02/28/17 Isabel Banuelos -

Finance Web Site-Update Net Price Calculator Cost of Attendance including:

• 20015-16 FTSE • Financial Aid • FAFSA SFA

Financial Aid AY 2016-17 Update Net Price Calculator on AWC Web

17FEB05 02/28/17 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

ASSIST course file upload Course file All courses AY2015-16 Upload the 2015-16 Course File to ASSIST by Feb. 28, 2016 but no later than March 29, 2017

17MAR01 03/23/17 Catherine Hernandez–Institutional Effectiveness, Research, and Grants

What are the job placement rates of AWC students?

Department of Economic Security (DES) quarterly income and employment data

All students Jul. 1, 2016 – Dec. 31, 2016

Fulfill Carl Perkins and other college reporting needs

17MAR02 03/23/17 Rosalia Delgado – College Assistance Migrant Program (CAMP)

Are CAMP students on a trajectory for success?

List of Spring 2017 CAMP student mid-term grade distribution summary and list of students including student ID, name, and mid-term grade

CAMP students Spring 2017 The data will help us improve the services and outcomes of the CAMP program.

17MAR03R 03/27/17 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

How do Yuma and La Paz counties unemployment rates compare to the state and nation over the past ten years?



2006 to 2016 thru December

Post Yuma County, La Paz County, Arizona, and national Unemployment Rate Comparison Reports to Institutional Effectiveness, Research, and Grants website

17MAR04 03/27/16 Marlena Navarro – San Luis Center Advising

What is the unduplicated headcount of first-time students enrolled in Somerton and San Luis?

First-time students enrolled in San Luis and Somerton • Unduplicated HC

San Luis and Somerton students

Spring 2017 For advising and student retention efforts

17MAR05 03/27/17 Susana Zambrano – South Yuma County Services

Students enrolled in San Luis and Somerton for Spring 2017.

List of students by: • Enrollment status (full or part-time

students) • Institution of origin • Residence location • Gender • Age • New students • Continuing students • Enrolled in College level courses and/or

Developmental courses

Students enrolled in San Luis and Somerton campus

Spring 2017 This report will help us for administrative and management tools.



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17MAR06 03/30/17 Mary Schaal –


FTSE Database Students and courses as of the official Spring 2017 census day

Students enrolled as of 45th day

Spring 2017 Ensure Institutional Effectiveness, Research, and Grants database includes official census day students and courses for reporting

17MAR07 03/30/17 Catherine Hernandez – Institutional Effectiveness, Research, and Grants

Employment comparison FEDES Upload: Returns and match files from OPM & DOD

All Data Q1 (Jan. 16), Q2 (Apr 17), Q3 (Jul 13), Q4 (Oct 12)


17APR01S 04/10/17 Marisela Dickman – Institutional Effectiveness, Research, and Grants


Institutional data including: • general & institutional information • enrollment • admissions • costs and financial aid • student affairs • academic programs

College-wide AY2015-16 Submit Wintergreen Orchard House Survey by April 24, 2017

17APR02 04/10/17 Robyn Torres – Title V PACT Grant

How many students participating in AVID support strategies transferred to a four-year institution in 2015-2016 school year?

List of students who transferred to CC/University by: • Student Enrollment • Student Transfer-out

All PACTO Cohort students

AY2015-16 Results will be used for 2016-2017 AHE Data Collection form

17APR03S 04/10/17 Marisela Dickman – Institutional Effectiveness, Research, and Grants

IPEDS Spring survey components

Spring IPEDS data collection including: • Fall Enrollment (EF) • Finance (F) • Human Resources (HR) • Academic Libraries (AL)


Submit Spring IPEDS Survey Components in fulfillment of federal reporting requirements by April 12, 2017

17APR04R 04/13/17 Maria Aguirre – Career and Technical Education

How many AWC students are eligible for federal vocational funding?

Community College District Federal Vocational Education Funding Report data including: • Number of Pell Grant recipients enrolled

in a vocational program as defined • Number of BIA assistance recipients

enrolled in a vocational program as defined

• Total unduplicated headcount (reported data is to be unduplicated, a student enrolled in both semesters would be counted as “one”; a student receiving both a Pell Grant and BIA financial aid would be counted only once)

Vocational students AY2016-17 (Fall & Spring)

Community College District Federal Vocational Education Funding Report due to Arizona Department of Education (ADE) by mid-April



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17APR05R 04/27/17 Mary Schaal –


How many students were enrolled in the Yuma/La Paz Community College District on the Spring 2017 45th day?

Spring 2017 45th day unduplicated headcount and FTSE


Spring 2017 Spring 45th day HC and FTSE Report due to ACCCC in fulfillment of state reporting requirements by May 25, 2017

17APR06R 04/27/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How does AWC Spring 2017 performance compare to prior years?

Spring 2017 data (as of census day), including: • Facts-at-a-Glance • Student Enrollment (overall, by course

location and delivery mode, and by division and department

• Student Performance (persistence and cohort comparison (first-time student cohorts), 3-YR transfer-out rate comparison, retention & by cohort


Spring 2017 Distribute Spring 2017 Standard Repots (as of census day) via Institutional Effectiveness, Research, and Grants website.

17APR07S 04/27/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How does AWC performance compare to Higher Learning Commission requirements?

Financial and non-financial institutional data including: • contact information • federal compliance • student headcount by level • student headcount by category • total entering undergraduate headcount • institutional headcount • educational programs • certificates & degrees awarded • off campus activities • dual enrollment • distance education programs • collaborative education • operating expenses & revenues


Submit Higher Learning Commission Annual Institutional Data Update by Mid May, 2017

17MAY01 05/15/16 Mary Schaal – Institutional Effectiveness, Research, and Grants


Retention/Attrition service data including: • Spring 2014 overall GPA • 2nd-year returnee indicator • Fall cohort year

First-time Freshmen Fall 2014 Submit 2014-2015 Freshman prediction, retention/attrition service files to ACT by May 25, 2016

17MAY02 05/22/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How did AWC perform compared to other two-year postsecondary institutions in AZ?

Community college long-term strategic vision data

All students AY2016-17 Submit Community College Long-term Strategic Vision by May 30, 2017



as of July 25, 2016

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PROJECT # DATE



YEAR PURPOSE 17MAY03R 05/25/17 Mary Schaal –


Prepare Lawful Presence Report Lawful Presence (formerly Proposition 300) semi-annual data including: • total number of students entitled to be

classified as an in-state student • total number of students not entitled to

classification as an in-state student because the student was not a citizen or legal resident of the US or is without lawful immigration status

• total number of students who applied for tuition waivers, fee waivers, grants, scholarship assistance, financial aid, tuition assistance or any other type of financial assistance that is subsidized or paid in whole or in part with state monies

• of those students who applied, the total number of students not entitled above because the student was not a citizen or legal resident of the US or not lawfully present in the US

All students Nov. 16, 2016-May 15, 2017

Spring Lawful Presence (formerly Proposition 300) Semi-Annual Report due to ACCCC in fulfillment of state reporting requirements by May 30, 2017

17MAY04S 05/25/17 Marisela Dickman – Institutional Effectiveness, Research, and Grants


Institutional data including: • general & institutional information • enrollment • admissions • costs and financial aid • student affairs • academic programs

College-wide AY2015-16 Submit ACT Institutional Data Questionnaire (IDQ) by May 30, 2017

17MAY05S 05/25/17 Marisela Dickman – Institutional Effectiveness, Research, and Grants

How does AWC compare to other two-year post-secondary institutions who offer distance learning?

Distance education data including: • general information and degree

programs

Distance Education courses & students

AY2015-16 & Fall 2016

Submit Peterson’s Distance Learning Program Online Survey by May 30, 2017



as of July 25, 2016

- 18 -

PROJECT # DATE



YEAR PURPOSE 17MAY06 05/31/17 Mary Schaal –


What are the district-wide data and/or research needs for AY2016-17? Are there any trends and/or areas of overlap where district-wide data requests could be consolidated?

District-wide data and/or research requests College-wide AY2016-17 Produce the 2016-2017 Institutional Research Plan and finalize for planning

17JUN01 06/12/17 Rosalia Delgado – College Assistance Migrant Program (CAMP)


Percentage of the number Fall 2016 ENG and MAT course retention and success Student retention/persistence in Spring 2017 comparison between CAMP students vs. All Others, by Subject and Course Number ENG and MAT course retention, persistence, and success comparison between CAMP students and all others

CAMP students vs. All Others vs. All Other Residence Hall Students.

Fall 2016 compared to Spring 2017

Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements



Grade distribution comparison between CAMP students and all others, and between CAMP students and other residence hall students

All students Spring 2017 Evaluate effectiveness of CAMP program and fulfill CAMP grant reporting requirements



List of CAMP students cohort, enrollment status as of Fall 2016, first generation, completed 24 credits or more (by spring 2017), were 17 or under as of Fall 2016, and/or were 21 and older as of Fall 2016

CAMP Students Fall 2016 & Spring 2017

To fulfill CAMP grant reporting requirements.



as of July 25, 2016

- 19 -

PROJECT # DATE



YEAR PURPOSE 17JUN04R 06/14/17 Mary Schaal –


How does AWC compare to other two-year postsecondary institutions and peers?

Institutional data including: • service area, enrollment, and fiscal

information • completion and transfer • transfer performance • persistence/student satisfaction • student goal attainment • college retention and success • developmental course retention and

success • first-time developmental student

retention and success • career preparation/academic success • high school student and minority

participation • workforce development • section size, student to faculty ratio,

course load • distance learning/credit grades • student services staff/HR statistics • Instruction & development/training costs

All students Fall 2015 & AY2016-17

Submit National Community College Benchmarking Project (NCCBP) workbook data by mid June, 2017

17JUN05 06/22/17 Gabriela Herwig – Veteran Services

1. Total Spring 2017 Veteran students by full-time/part-time enrollment status 2. Total Spring 2017 Veteran or family members (flagged) who are attending AWC but not using VA benefits 3. Total Spring 2017 Veteran students by Veteran eligibility description and full-time/part-time enrollment status 4. Total Spring 2017 Veteran students by Veteran benefit description 5. Student retention rate comparison between Veteran students vs. Non-Veteran students: Fall 2015 retained to Spring 2017 6. Student graduation rate comparison between Veteran students vs. Non-Veteran students: Spring 2017 7. Student transfer-out rate comparison between Veteran students vs. Non-Veteran students for 2016-2017

List of duplicated student veterans with a VET code or a VA educational code: • Graduation count & rate between veteran

and non-veteran students • Retention rate between veteran and non-

veteran students • Military/veteran spouses or children

(dependents) retention/persistence/graduation rate

• Transfer-Out rate

Student Veterans with a VET code or an VA educational code

Spring 2017 The results will be used for reporting fees to the VA, to remain compliant with their educational guidelines/ requirements.



as of July 25, 2016

- 20 -

PROJECT # DATE



YEAR PURPOSE 17JUN06R 06/26/17 Catherine Hernandez


Semi-Annual Workforce and Economic Report Upload

Yuma and La-Paz Counties workforce and vocational data based on EMSI including: • educational attainment and gender

demographics • educational attainment • unemployment summary by occupation • unemployment by industry • 5-year job growth projection by

occupation • AWC program profile by CIP • comparison between AWC programs &

annual job opportunities & education level • current jobs by industry

Yuma and La-Paz Counties workforce

AY2016-17 Distribute Semi-Annual 2016-17 Workforce and Economic Reports via Institutional Effectiveness, Research, and Grants website

17JUN07 06/26/16 Mary Schaal – Institutional Effectiveness, Research, and Grants

How many students graduated from Yuma County and La Paz County high-schools in AY 2016-17?

AY 2016-17 number of Yuma/La Paz counties’ high school graduates

Yuma/La Paz counties’ high school graduates

AY 2016-17 Academic Performance of High School Graduates and other college reporting needs

17JUN08R 06/27/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

What were the final student performance outcomes in Spring 2017?

Final Spring 2017 data (as of semester end), including: • Student Performance (grade distribution,

completion, success, withdrawal, graduates, degrees and certificates awarded, and credentials awarded by major)


Spring 2017 Distribute Final Spring 2017 Standard Repots (as of semester end) via Institutional Effectiveness, Research, and Grants website.

17JUN09R 06/28/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How does AWC compare to other community colleges?

Full-time, first-time, degree or certificate seeking undergraduate, and student athletes that received athletically-related financial aid data, including : • Single year cohort and subcohort

graduation/completion and transfer-out rates

• Four-year average cohort and subcohort graduation/completion and transfer-out rates

• Enrollment headcount

Full-time, first-time, degree or certificate seeking undergraduates and student athletes that received, or are receiving, athletically-related financial aid

AY2013-14 & AY2015-16 cohorts/ subcohorts

Disclose 2016-2017 Graduation/Completion and Transfer-out Rates in compliance with the Higher Education Act of 1965, as amended (Student Right-to-Know Act) and to update the Institutional Effectiveness, Research, and Grants website with public notice



as of July 25, 2016

- 21 -

PROJECT # DATE



YEAR PURPOSE 17JUN10 06/29/17 Catherine Hernandez


Employment comparison FEDES Upload All Data Q1 (Mar 2), Q2 (May 29), Q3 (Aug 24), Q4 (Dec 6)


17JUL01 07/17/17 Mary Schaal – Institutional Effectiveness, Research, and Grants

How do Yuma and La Paz counties unemployment rates compare to the state and nation over the past ten years?



2007 to 2017 thru June

Post Yuma County, La Paz County, Arizona, and national Unemployment Rate Comparison Reports

17JUL02 07/31/17 Elaine Groggett – Assessment and Program Review

How did programs and course clusters perform?

AYs 2012-13 thru 2016-17 program review data, by academic year, including: • retention rates (as percent) • number of declared majors • success rates (grades A, B, C, D, I or CR) • number of graduates/completers • number of graduates transferring to

baccalaureate programs • number of completers employed in the

field of preparation, enrollees, majors, and graduates/completers by gender and ethnicity/race

• total enrollment and number of sections by location

• number of classes under minimum enrollment by location

• number of Internet, ITN, and Telecourses (cable TV), enrollment and sections by location

• class size (smallest, largest, average) • faculty count (associate and full-time) • FTSE by faculty type

Certificates: CERT.COMHW CERT.ECE, CERT.FSS, AA: AA.EXW, AA.HLS, AA.HLSPR, AA.ENGLI, AA.THETR, AA.SPANI, AS: AS.ESBIO, AS.ESGEO AS. GLG AAS: AAS.COMHW AAS.ECE

AY 2012-2013 AY 2013-2014 AY 2014-2015 AY 2015-2016 AY 2016-2017

2016 Program Reviews



as of July 25, 2016

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APPENDIX IR Standard Definitions for Reporting:

Institutional Research standard definitions for reporting and interpretation purposes can be found on the AWC Institutional Effectiveness, Research, and Grants website at: http://www.azwestern.edu/Institutional_Research/ir_standard_definitions_for_reporting.html

Project Number(#): All projects are assigned a project number. Each project number begins with the academic year and month in which the project will be

completed and ends with a two digit number (i.e., 12AUG01). Furthermore, projects associated with reporting requirements will end with an R, and those associated with survey completion will end with an S. Please note that project number assignment does not reflect preference of any sort-project numbers are used for record keeping purposes only.

Standard Reports: Published standard reports can be found on the AWC Institutional Effectiveness, Research, and Grants website at:

http://www.azwestern.edu/Institutional_Research/standard_reports.html

http://www.azwestern.edu/Institutional_Research/ir_standard_definitions_for_reporting.html

http://www.azwestern.edu/Institutional_Research/standard_reports.html

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