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V. Fullerton College
A. Conditions External to the Colleges
1. Fullerton College Effective Service Area
Based upon an analysis of residential zip codes reported by enrolled students over the last five fall terms, the effective service area for Fullerton College encompasses 39 zip codes. Individuals from these zip codes account for 81% of all the students participating at the College in the fall terms from 2010 to 2014. These zip codes represent 22 cities as shown on the following table.
Table 14: Fullerton College, Key Cities for Student Origination
Source: California Community College Chancellor’s Office, MIS Referential Files; analysis by Cambridge West Partnership, LLC
Over the period from fall 2010 to 2014 and of the 91,281 students noted above, 77% of the enrolled students originated from inside the official District service area, 23% lived in communities outside of that official area.
2010-14City # Zips In Dist 2010 2011 2012 2013 2014 Total Average % Change
Anaheim 7 Y 4,628 3,909 4,127 5,093 5,407 23,164 4,632.8 16.8%Fullerton 4 Y 3,675 3,182 3,273 3,754 3,889 17,773 3,554.6 5.8%La Habra 1 Y 1,633 1,383 1,447 1,656 1,667 7,786 1,557.2 2.1%Whittier 4 1,198 1,019 994 1,276 1,336 5,823 1,164.6 11.5%Placentia 1 Y 1,199 1,016 928 1,106 1,105 5,354 1,070.8 -7.8%Yorba Linda 2 Y 1,196 954 883 930 870 4,833 966.6 -27.3%Buena Park 2 Y 880 772 802 1,046 1,090 4,590 918.0 23.9%Brea 1 Y 993 765 743 833 869 4,203 840.6 -12.5%La Mirada 1 737 600 562 708 754 3,361 672.2 2.3%Chino 1 487 405 435 500 547 2,374 474.8 12.3%Orange 3 410 297 370 433 416 1,926 385.2 1.5%Garden Grove 2 Y 300 240 264 369 354 1,527 305.4 18.0%Rowland Heights 1 295 252 270 344 353 1,514 302.8 19.7%Diamond Bar 1 275 222 240 273 274 1,284 256.8 -0.4%Norwalk 1 158 155 162 268 282 1,025 205.0 78.5%Hacienda Heights 1 207 187 167 217 241 1,019 203.8 16.4%Corona 1 131 126 134 182 167 740 148.0 27.5%Walnut 1 139 124 139 152 151 705 141.0 8.6%Cypress 1 Y 133 98 118 162 152 663 132.6 14.3%Cerritos 1 129 76 89 145 142 581 116.2 10.1%Stanton 1 Y 88 66 92 140 166 552 110.4 88.6%La Puente 1 80 70 82 118 134 484 96.8 67.5%
Subtotal from above 18,971 15,918 16,321 19,705 20,366 91,281 18,256.2 7.4%
Fall Terms Unduplicated Count of Students
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Table 15: Inside vs. Outside of the District Fullerton College Student Origins
Source: California Community College Chancellor’s Office, MIS Referential Files; analysis by Cambridge West Partnership, LLC
The Fullerton College effective service area is illustrated in the following chart of zip code areas.
Chart 10: Effective Service Area for Fullerton College
Source: California Community College Chancellor’s Office, MIS Referential Files; analysis by Cambridge West Partnership, LLC
Category 2010 2011 2012 2013 2014 Total AverageIn District 77.6% 77.8% 77.7% 76.6% 76.4% 77.2% 77.2%
Out of District 22.4% 22.2% 22.3% 23.4% 23.6% 22.8% 22.8%
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2. Current and Projected Demographic, Social, and Economic Characteristics
Demographic attributes for the effective service area associated with Fullerton College are provided in the following table. Overall population growth between the year 2010 and 2020 for the Fullerton College effective service area, is estimated to be 6.2%. The projected annual rate of population change in the next several years (2015 to 2020) is 0.64%. The median age, in the low-30s, will be relatively young.
Table 16: Fullerton College Effective Service Area Demographics
Source: Environmental Systems Research Institute, Demographic and Income Profile and Market Profile; analysis by Cambridge West Partnership, LLC
By way of contrast, similar data for the entire Orange County is shown on the following table.
Table 17: Orange County Demographics
Source: Environmental Systems Research Institute, Demographic and Income Profile and Market Profile; analysis by Cambridge West Partnership, LLC
An extended population projection for the Fullerton College effective service area is illustrated on the following table.
2015 to 2020Annual Rate 2000 to 2015 2010 to 2020
Element 2000 2010 2015 2020 of Change % Change % ChangePopulation 1,429,382 1,489,785 1,532,834 1,582,673 0.64% 7.2% 6.2%Households 429,941 446,936 457,994 472,930 0.64% 6.5% 5.8%Average Household Size 3.27 3.28 3.29 3.29 0.6% 0.3%Median Age 32.0 31.9 32.5Median Household Income $37,939 $42,483Per Capita Income $17,615 $19,765
2015 to 2020Annual Rate 2000 to 2015 2010 to 2020
Element 2000 2010 2015 2020 of Change % Change % ChangePopulation 2,846,283 3,010,232 3,124,130 3,253,590 0.82% 9.8% 8.1%Households 935,270 992,781 1,026,508 1,070,885 0.85% 9.8% 7.9%Average Household Size 3.00 2.99 3.00 3.00 0.0% 0.3%Median Age 36.2 36.9 37.8Median Household Income $77,676 $87,267Per Capita Income $35,179 $40,002
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Table 18: Fullerton College Effective Service Area, Extended Population Projections
Source: Environmental Systems Research Institute, Market Profiles; analysis by Cambridge West Partnership, LLC
Within the Fullerton College effective service area, 40% of the residents have either less than a high school diploma or only a high school diploma. Throughout Orange County, this level of educational achievement among adults represents 34% of the population. Within the Fullerton College effective service area, 22% of the adults have completed some college, but not an Associate Degree. Throughout Orange County, 21% of the adults completed some college, but not an Associate Degree. These residents are prime candidates for the instruction offered by the College.
Chart 11: Fullerton College Effective Service Area, Educational Attainment in 2015 for Adults Age 25 or Older
Source: Environmental Systems Research Institute, Market Profile; analysis by Cambridge West Partnership, LLC
Annual RateArea 2021 2022 2023 2024 2025 of Change
Fullerton 1,592,802 1,602,996 1,613,255 1,623,580 1,633,971 0.64%
Extended Population Projection
18%
22% 22%
8%
21%
10%
0%
5%
10%
15%
20%
25%
30%
Less Than High School
High School Graduate
Some College, No Degree
Associate Degree Bachelor's Degree Graduate Degree
Orange Co. Fullerton
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From the 2010 census to 2020 the age group in Fullerton College effective service area that will increase the most in proportion to the overall population is the 65+ seniors. Out to 2020, the groups of recent high school graduates, late teenagers, and traditional college-agers or early-20s (career choice) is projected to decrease by 1.6%, but will continue to represent a substantial proportion of the overall population.
Table19: Fullerton College Effective Service Area Age Range Projections
Source: Environmental Systems Research Institute, Market Profile; analysis by Cambridge West Partnership, LLC
Across the State, participation rates in the community college system are traditionally the highest among the younger adults, ages 18 to 24. In recent years 55% of the enrolled students at the College fall into the traditional college-age range of 18 to 24 years of age. The size of that group within the effective service area is critical to future enrollments.4
Over a long period of time, 1996 to 2010, Fullerton College annually enrolled 50 or more students per school from sixteen public high schools located within fourteen miles of the College. These sixteen high schools are the primary source of students to the College. Another eight public high schools and one continuation school have averaged 20 to 49 students each as strong secondary source of enrollments in the College. Fullerton College had enrolled between 10 and 19 students annually from additional nine public high schools, one continuation school, and four private high schools over this same period of time (1996-2010).5
The largest racial group in the Fullerton College effective service areas has been White. However, the portion of the self-reported White group is expected to shrink 3.2% by 2020 while the portion of the self-reported Asian group is anticipated to increase 1.8% by 2020.
4 California Community College Chancellor’s Office. Data Mart 5 California Postsecondary Education Commission. Freshman Pathways. Retrieved from http://www.cpec.ca.gov/OnLineData/FreshmenPathway.asp on March 7, 2016.
Fullerton 2010 to 2020Age Category 2010 2015 2020 Average Absolute Chanage
under 15 20.5% 19.4% 18.6% 19.5% -0.6%Career Choice (15-24) 16.0% 15.0% 13.0% 14.7% -1.6%
Career Start (25-34) 13.6% 15.0% 15.7% 14.8% 0.4%Career Middle (35-44) 14.2% 13.0% 13.7% 13.6% 0.5%Career Finish (45-64) 25.2% 25.5% 25.1% 25.3% -3.0%
Retirement (65+) 10.5% 12.1% 12.1% 11.6% 4.3%
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Table 20: Fullerton College Effective Service Area, Racial Composition
Source Environmental Systems Research Institute, Market Profile; analysis by Cambridge West Partnership, LLC
Hispanic ethnic residents currently constitute 46% of the population in the Fullerton College effective service area. The Hispanic ethnic group is estimated to continue increasing by 3.1% to become 48.9% by 2020. Across the State, participation in the community college system varies among ethnic and racial groups. However, young people of Hispanic heritage have been historically underrepresented in higher education.
B. Scan of Conditions Internal to Fullerton College
The Institution from Within From fall 2004 to fall 2015, the unduplicated student headcount at Fullerton College saw an average increase of 1.9% annually, peaking in fall 2010 with a total increase of 23% over fall 2004. The details of seat count trends at Fullerton College, by discipline and summarized for each division, are located at Appendix F.
2010 to 2020Race 2010 2015 2020 Absolute Change
White 53.9% 52.2% 50.6% -3.2%Black 2.5% 2.6% 2.6% 0.1%American Indian 0.7% 0.7% 0.7% 0.0%Asian 19.4% 20.2% 21.2% 1.8%Pacific Islander 0.3% 0.3% 0.3% 0.0%Some Other 19.0% 19.7% 20.1% 1.1%Two or More 4.2% 4.3% 4.5% 0.3%
Total 100.0% 100.0% 100.0%
Fullerton College Effective Service Area
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Chart 12: Fullerton College Fall Term Unduplicated Student Headcount
Source: Chancellor’s Office Data Mart; analysis by Cambridge West Partnership, LLC
The College averaged 8,353 units of FTES during the fall terms from 2004 to 2015. The high point was reached in 2010 with 9,357 FTES. The average annual change has been 0.78%. The institutional FTES trends from 2004 to 2014, in two-year increments, are documented in the following table. The details regarding the FTES trends at Fullerton College, by discipline and summarized by division, are located in Appendix G.
Table 21: Fullerton College Fall Term FTES Trends
Source: North Orange County Community College District, Enrollment Management System files; analysis by Cambridge West Partnership, LLC
0
5,000
10,000
15,000
20,000
25,000
30,000
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
2004 2006 2008 2010 2012 2014Total 7,906.75 7,930.84 8,549.42 9,356.57 7,484.53 9,098.24
Year to Year % Change 0.3% 7.8% 9.4% -20.0% 21.6%
2004-2010 Average Annual % Change 2.6%
2010-2014 Average Annual % Change -0.6%
Fall Term Full-time Equivalent Students
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The gender ratio of males to females at the college has followed the national trends for many years. The ratio is almost even, although women comprise a slight majority of enrolled students. Unreported gender cases constitute a small portion of the data.
Chart 13: Fullerton College Fall Term Student Gender Distribution
Source: Chancellor’s Office Data Mart; analysis by Cambridge West Partnership, LLC
Fullerton College Students
50% 50% 50% 50% 50%
0%
10%
20%
30%
40%
50%
60%
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Female Male
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The proportion of Hispanic students has been increasing at Fullerton College. The group has averaged 48% of the student population in recent years and grew by 11% from 2010 to 2015.
Chart 14: Fullerton College Student Race/Ethnicity Distribution
Source: Chancellor’s Office Data Mart; analysis by Cambridge West Partnership, LLC
0%
10%
20%
30%
40%
50%
60%
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015
African‐American Asian/Pacific Islander Filipino
Hispanic All Other White
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The student population has been more than 76% traditional college age (18-24) for several years. From 2010 to 2015 the 20 to 24 year old group increased its proportion of the study body by 2%.
Chart 15: Fullerton College Student Age Range Distribution
Source: Chancellor’s Office Data Mart; analysis by Cambridge West Partnership, LLC
As is the case at most public California community colleges, the majority of students at Fullerton College typically enroll for a part-time unit load of less than 12 credit hours per term. Since fall 2010 the portion of students taking a unit load of 12 credits or more has decreased by 5.7%.
Table 22: Fullerton College Unit Load Distribution
Source: Chancellor’s Office Data Mart; analysis by Cambridge West Partnership, LLC
C. Visions of the Future at Fullerton College
A listing of future curriculum visions articulated by faculty members in each division was developed through a questionnaire and follow up interviews with the deans and directors. The ideas were divided into two groups: (1) those for which some curriculum work had
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015
19 or Less 20 to 24 25 to 29 30 to 34 35 to 39 40 to 49 50 +
AbsoluteUnit Load Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Average ChangePart-time 60.29% 76.94% 78.36% 64.21% 63.66% 66.02% 68.25% 5.73%Full-time 39.71% 23.06% 21.62% 35.80% 36.34% 33.98% 31.75% -5.73%
Unit Load Distributions
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been started, or was recently approved or modified and (2) those for which ideas were still percolating with an undetermined action/implementation date. Some potential additional facilities and technology needs were identified from these curricular visions. In some cases the divisions identified growth implications as part of their future scenarios. By division, faculty members and deans were also asked to identify aspects of the current facilities that were not working well for their programs. The lists and discussions below summarize those visions of the actual present and a potential future.
Business and Computer Information Systems Division Curriculum or Services Started, Recently Approved or Modified
o The CIS program is currently engaged in major course, certificate, anddegree requirements changes to meet current and future technologychanges.
o The CIS faculty members are developing a cyber security curriculum.o More effective class scheduling has been applied to accommodate current
enrollment growth.
Ideas Percolating, Undetermined Implementation Dateo The CIS faculty members are exploring a slight increase in the use of
hybrid instructional strategies as pure online instruction experiments in thepast were not successful.
Facilities Implications Buildings 300 and 500 are scheduled for major remodels/updates in the next several years. Most of the division’s classes, except for CIS, are offered in building 300. Even with the completion of the remodel of building 500 it is anticipated that CIS will still need additional space.
Technology Implications The CIS curriculum relies upon the Academic Computing Technologies (ACT) unit for support to establish and maintain network systems and computer images appropriate for the curriculum. The CIS faculty members expect that dependence will continue into the future.
Fine Arts Division Curriculum or Services Started, Recently Approved or Modified
o The faculty members in the division have offered a number of generaleducation courses online, but the core of the curriculum requires a handson experience with timely feedback from faculty members.
Ideas Percolating, Undetermined Implementation Dateo The faculty members in the division are attempting to stay current with
fast-changing technological advancements in the arts. The greatestchanges are in music technology, technical theater (audio, lighting, video,
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projections, automation, costuming, and set design/building), and digital art/computer graphics.
Facilities Implications There is a critical need for facilities to be upgraded, replaced, and additional instructional spaces to be created, as they have not kept pace with the changes in the curriculum and instruction. A new Fine Arts Complex for Music, Theater, and Art has been addressed and planning is in progress.
Humanities Division Curriculum or Services Started, Recently Approved or Modified
o The College received a $1.5 million Basic Skills Transformation Grantthat has sparked a range of experimentation. ESL faculty members have just adopted an accelerated curriculum
that reduces the number of levels that need to be taken beforestudents are ready for transfer composition.
Reading faculty members are in the process of creating anaccelerated developmental course.
English faculty members are interested in moving toward aninformed self-placement in the short run with a longer-term goal ofplacing most or all native speaker composition students intotransfer level freshman courses with enhanced support, as needed.This strategy might replace the series of basic skills coursesleading to freshman composition.
o The division has created a nicely compact document that summarizes theeducational trend for the next 10 years.
Ideas Percolating, Undetermined Implementation Dateo Foreign Language faculty members are exploring the possibilities of a
Korean language program.o Speech Communications faculty members are discussing the possibility of
expanding the forensics (competitive speech and debate) program.o There is some interest in gradually adding online sections of some courses
in the division.o The division would like to see more professional development
opportunities provided to adjunct faculty members.
Facilities Implications The lack of additional tutoring space before or after classes is a barrier to the intent to provide embedded support for students who are underserved or underprepared. The large number of adjunct faculty in the division has no office spaces, which limits their ability to support students. Currently, the division offers classes that are placed throughout the campus. The division has expressed a desire to consolidate operations into one facility or several that are adjacent.
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Library, Learning Resources, Instructional Support Services Division
Curriculum or Services Started, Recently Approved or Modifiedo The Library faculty members have updated the chat services and several
online materials.o The unit sponsors a wide variety of activities and learning support
programs.o All of the Academic Support Centers (ASC) have been able to expand
their services due to increased categorical funding.o In spring 2016 a pilot online tutoring service was launched using
Smarthinking software.o All staff in the ASCs will receive professional development in the topic of
culturally responsive teaching and learning.o Tutoring and Writing Center coordinators will attend conferences that
support the tutoring philosophy so that they may improve the skills oftutors.
o Embedded tutoring is available in foreign language classes and has beenextended to Puente English classes in fall 2016.
o University student-athlete mentors have been recruited to share theirexperiences with Fullerton College student athletes.
o Student Diversity Success Initiative (SDSI) program has been working tostrengthen its service to the target student subgroup, African-Americanand Hispanic male students.
o After the pilot and the first official year the Supplemental Instructionprogram staff are focusing on high enrollment courses that have lowsuccess and retention rates as well as gateway courses.
o The Entering Scholars Program (ESP), supported by the Basic SkillsTransformation Grant, has created partnerships between the basic skillsfaculty members and faculty members in the Counseling, Humanities,Social Science, and Technology/Engineering divisions to promote studentsuccess.
Ideas Percolating, Undetermined Implementation Dateo The Library faculty members are exploring the opportunity to create more
robust online resources for students and perhaps to offer LIB 100 as anonline course.
o The Library staff is evaluating ways of reimagining the library content andspace to reach more students. That may include more databases andelectronic resources as well as innovative spaces in the library such as themaker spaces. Some of the reference area may be a local place torepurpose.
o Streamline the experience for test make-ups with a new check-in and datastorage system.
o The Skills Center would like to offer ongoing instructional workshops onhow to use academic support software programs.
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o The Incite program leadership intends to conduct inquiries at localcommunity colleges to identify best practices with respect to the studentathlete population.
o A life skills coaching model, like that used in the SDSI program, would bea helpful addition to the Incite program for student athletes.The SDSI staff intends to expand the ambassador position to include amentorship dimension.
o SDSI staff will work to develop refined “in house” methods of acquiringquantitative and qualitative data on the various ways the programcomponents contribute to different variables used to capture studentsuccess.
Facilities Implications The Library, Learning Resources, and Instructional Support faculty members would like to repurpose library space to facilitate the following kinds of learning opportunities and environments.
Maker spaces. Repurposed library space where students and faculty from alldisciplines are invited to create things using cutting-edge tools and materials andtheir own unique expertise that they bring to the community. A physical space forresearch project-based learning. In practice: Creative Media Studio at CSUN’sOviatt Library
Information Visualization, or Infographics. Illustrating complex data throughgraphic design. Visual representations are intended to make dense and technicalinformation easier to understand. In practice: Visualization Studio at University ofCalgary
Semantic Web and Linked Data. The semantic web uses linked data to makediscoverable the 90% of what’s currently hidden from search engines on theInternet (e.g., content from library catalogs and databases), which will change theway we find and connect with information. It’s Web 3.0. In practice: Linked Datafor Libraries (LD4L)
Machine Learning. Using data systems that can intake, retrieve, and interpretdata, and then learn from it. For libraries, machine learning can change the waywe catalog data and metadata to make research easier to organize and discover.Machine learning can also be used to project future events based on past data. Inpractice: InFoLIS II & StudentLife
Additional faculty office spaces are needed for the division, but consideration should be given to the potential for two occupants per office.
Additional student participation in the ASC will require additional space and funding. The Tutoring and Writing Centers need appointment tutoring rooms conducive to the needs of DSS students and for students with varied learning styles.
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With the scaling up of multiple BSI programs supported by the Transformation Grant and categorical funds, more space is needed for tutors to work with students outside of the classroom.
A dedicated space for student-athletes to study throughout the day, instead of restricted periods of time, would be optimal. Currently, if students are in class or at practice during the fixed study hall periods, it is difficult for them to obtain the recommended study hours that will count toward their team requirement.
To grow the Supplemental Instruction program any further, more dedicated space to hold SI sessions will be needed.
Technology Implications Rooms 808A and 801C are the most popular spaces requested by faculty, programs, and constituent groups. Both of these rooms have a student capacity of 30-35, offer computers with skills development software, and have been upgraded with smart room technology. During summer 2016, the Skills Center North and South labs were upgraded with smart room technology. Students expect to have access to reliable and up-to-date technology (computers, printers, software, and Wi-Fi). The ASC staff believes that continuing to upgrade computers, software, and network connections on a regular basis will be crucial to student success.
Math and Computer Science Division Curriculum or Services Started, Recently Approved or Modified
o Increasingly faculty members are devoting time to student group work andproblem solving through think aloud strategies. The flipped classroom is acommon element in many instructors’ course.
o The division addresses the achievement gap issue and seeks ways toaccommodate the large number of students who arrive with deficiencies intheir math skills. The division and the college will need to continue toinvest in programs that show results in closing this gap, such asSupplemental Instruction, just-in-time remediation, and “boot camps”,prior to and during the semester.
o The College is an early adopter of the Common Assessment usingmultiple measures for placement.
Ideas Percolating, Undetermined Implementation Dateo Math faculty members are contemplating more streamlined courses, more
accelerated pathways to move basic skill students into transfer-levelcourses sooner. These strategies involve more technology and providingadditional support mechanisms to assist students to refresh their skillsprior to enrolling.
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o Faculty members will need additional professional development ineffective distance education pedagogies. Past experiments with hybridclasses did not go well.
o The Computer Science curriculum has remained the same for the last tenyears. Courses that teach newer programming languages may need to becreated.
Facilities Implications The quality of instructional space is the most pressing issue for growth. A major remodel of the 600 building (in which the division utilizes 7 of the 13 classrooms) is planned. However, the majority of the division’s classes are held in 8 large “temporary” trailers. There is collaboration with other divisions (English and Humanities plus a Geology laboratory) to utilize rooms outside of the division’s control, but the division never can access enough rooms to meet demand. A concern with the remodel of 600 is the potential to lose instructional space. Growth is constrained in terms of classroom space that is at a premium during primetime. The lack of sufficient Math Lab space limits the number of students that can be assisted. An expanded computer lab, to be controlled by the Math Division, would permit growth in both computer science classes and offerings such as boot camps and study sessions. The ideal facility envisioned is a central, open Math lab in the middle with classrooms as off shoots to that space, facilitating student movement from support space to the classroom and vice versa.
Technology Implications Existing approaches, such as the flipped-classroom and online resources providing tutorial and homework support, will be augmented by homework apps, online real-time tutoring and other technologies. The college’s infrastructure will need to be able to support this increase in technology needs. The classrooms are now wireless and equipped with the necessary technology.
Natural Sciences Division Curriculum or Services Started, Recently Approved or Modified
o There is an increasing emphasis on active learning, which requires spacesthat accommodate more interactive (i.e. lecture/lab) classroom settings.
o The division and faculty members from Technology and Engineeringdivision held a very successful joint open house as an outreach effort tomiddle and high school students. The event may become annualized.
o There is an initiative to fuse biotechnology, horticulture, and nutritiontogether before a new building is constructed as a means to ensure thatclassroom and laboratory spaces are appropriately utilized.
o The College is currently pursing a STEM grant that would allow for thepurchase of portable laboratory spaces.
Ideas Percolating, Undetermined Implementation Dateo The division faculty members are planning to emphasize the grouping of
related (i.e. certificate-granting) programs within the division. There are
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active plans for a new STEM facility to be located at the current Horticulture space that will house the Horticulture, Biotechnology, and Nutrition/Foods programs.
o The division faculty members have spoken of innovative ways toincorporate new curriculum into recent areas of importance such as sustainability and undergraduate research.
o A division counselor would help ensure that students enroll in the correctscience class.
o The division leadership is interested in fostering undergraduate research.
Facilities Implications All of the Natural Sciences’ programs require lab support and it is essential that the support staff and support areas be located in close proximity (i.e. same building/same floor) to the classroom. While the 400 building is relatively new, it was unfortunately too small when it was opened.
A rebuilding effort for Horticulture is scheduled by 2020. Division representatives have met with the master planning committee to develop ideas for a STEM facility plan.
More lab spaces for chemistry and biology are needed as additional offerings would be well enrolled if space were available. These courses are very impacted across the state and the sections the division offers fill up almost immediately.
Physical Education Division Curriculum or Services Started, Recently Approved or Modified
o With the Kinesiology AD-T established, the division faculty membershave refocused attention on the Physical Education and PhysicalEducation Fitness Associate of Arts degrees, to insure that both continueto be viable programs.
o Division faculty members are continuing to review and revise thecertificate programs to insure that they meet student and industry needs.
o The division has increased the number of online course offerings over thepast year.
Ideas Percolating, Undetermined Implementation Dateo Align the Fullerton College curriculum with the courses offered at Cypress
College.o Hire faculty who specialize in kinesiology, wellness, and/or technology.o Hire non-tenure track full-time coaches that have as their primary focus the
development of young men and womeno Faculty members have expressed an interest in developing a Yoga
Teaching certificate program.o Faculty members have expressed an interest in developing an AA degree
in Massage Therapy.
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o Review and match credentials of faculty members with classes taught soas to ensure the highest quality teaching for each subject.
o Craft a physical education program in which students can design their owncertificate. The faculty members would set guidelines for appropriateclasses, but let students create the certificate.
o Integrate activity classes with lecture materials and topics, i.e., goal-setting, motivation, exercise adherence are lecture topics that arenecessary in the fulfillment of the activity classes. Also integrate sectionsspecific to sport psychology with the intercollegiate sports curriculum.
o Dance faculty members have expressed concerns with the Title 5 changein repeatability and the negative impact the change has had on enrollment.More importantly, dance students need the opportunity to develop skills inorder to gain admission to a four-year institution. Therefore, the facultymembers are discussing ways to create a justification for repeatabilitybased on the lower division requirements of CSU campus Bachelor of Artsprograms in the Dance discipline.
Facilities Implications The north/south gyms, the strength/circuit labs, and the north/south balcony classrooms do not have instructional workstations to deliver instruction using current technology.
Under Measure J the Wellness Center is scheduled for renovation. There have been discussions regarding completing the aquatic center, Sherbeck Field and adding a third sand volleyball court.
The current room for the Pilates program lacks the appropriate space to grow, the appropriate flooring, and storage space for equipment. It is appropriate that the current rooms for the Pilates and the Spin classes will be demolished under the Measure J plans; however there has been no discussion or plans for relocation or a new facility. There is a need for a new dedicated instructional space for the Pilates program and the spin activity classes.
There is not adequate electrical service in the instructional spaces currently used for the Massage program.
A dedicated instructional space is needed for the intercollegiate track and field throwing events (discus, hammer, and javelin).
Technology Implications The online offerings will be monitored to determine if additional offerings in that modality are warranted. There are a small number of faculty members interested in using the online modality.
Social Sciences Division Curriculum or Services Started, Recently Approved or Modified
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o Regular review, update, refinement, and minor additions or deletion ofcourses can naturally be expected as the disciplines evolve over time.
o A GIS course is under development in Geography and the degree is beingrevised to reflect it.
Ideas Percolating, Undetermined Implementation Dateo A program in Community Anthropology is being considered. Also a
course focusing on social activism and advocacy is being considered.o The faculty members in sociology, the largest discipline in the division,
discussed expanding their online offerings. So did the History Department.All eight hiring committees added to their criteria and interview questionsitems that focus on the candidates’ skills in using educational technology.
o There is greater need for refinement to existing programs than for newprograms.
o The division leadership has been encouraged to explore Proctorium, a freeservice offered by the Online Education Initiative, to have proctoredexams available to students taking online courses.
o The division leadership has been encouraged to explore a research projectto compare student retention and success in large lecture vs. regular sizedclasses and to search out studies or documentation on best practicesregarding effective instruction to larger size classes.
Facilities Implications New faculty members use technology more frequently. The use of technology is sometimes limited by the existing space and its design. Examples are: it is hard to hold interactive learning sessions in large rooms that hold 90-140 students (multiple sections). On the second floor of the 1400 building the rooms are rectangular and are designed to hold 60 students. Several faculty members tried to experiment with changing the setup of the rooms but were limited by other elements such as the overhead projector, the display screen, and the stationary computer station. Such large rooms and poorly designed rooms limit the ability to use collaborative, interactive techniques.
Students are increasingly adept at using technology and expect to be able to use computers with reliable Internet access in all their activities. Facilities can be designed to adapt to the addition of computers and thus have multi use. Some courses require a computer-equipped classroom (lab). Examples are: Psychology 161, 202 and Sociology 120 and 125. They require the use of SPSS, a statistical software. Currently the computer lab space is also used for the anthropology lab and geography lab, which are physical science labs. The multiple use of lab space limits the offering of sections. It is helpful to have an instructional room adjacent to lab rooms.
Currently, the limited capacity of the Skills Center impacts the faculty member’s ability to conduct exams for the online classes and make up exams, especially for adjuncts.
The division needs greater availability of more specialized teaching spaces such as: computer equipped classrooms to allow for the students to use technology in the process
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of instruction, a room for the honors program, and rooms with furniture that support interactive learning methods.
Currently, the division has reached its capacity in using the classroom space assigned to it. In order to grow, it will need additional classroom space. The new space should not be set up stadium style. The tendency for those spaces is to hold large sections and to use lecture style presentations as opposed to interactive learning.
The division needs meeting spaces.
Technology Implications Given the state of the online learning at the College, additional online offerings have not been authorized in the division. Too often the retention and success rates in online classes are considerably lower than on-campus classes. There is insufficient technological support and training and the small assessment center limits the capacity to bring students on campus for their exams to avoid cheating. In addition to technology, professional development and space issues, the College standards needed to assure compliance with state and federal requirements are not clear or sufficiently shared among all involved on campus. Fortunately, the Distance Education Advisory Committee (DEAC) has been reconvened and those issues will hopefully start to be tackled soon.
Currently technology in the classrooms is not reliable.
The newly revised District group, the Educational Technology Steering Team, may be a venue in which to achieve better coordination regarding educational technology, promote best practices, consistency and standards for optimal online classrooms.
Technology and Engineering Division Curriculum or Services Started, Recently Approved or Modified
o The Fullerton College Police Academy is under suspension. The PoliceAcademy situation is being evaluated to determine if it should berestructured or discontinued.
o Cosmetology certificate students have earned a 100% pass rate onlicensing exams.
Ideas Percolating, Undetermined Implementation Dateo The area of Advance Manufacturing should be studied and expanded using
existing programs combined with some new course development. Thiswill allow additional focus for drafting, construction technology, and themachine programs. It is expected that one existing classroom will beconverted to a lab space.
o Advanced Manufacturing will be in more demand as buildings andindustries become more automated. A facilities management degree,metrology certificate, and automation certificate are desired.
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o The TV/Radio area needs modern equipment that can be portable and ofmore practical use if it is to be sustained or to grow.
o Automotive Technology will increasingly become electric and electronic.Hybrid and electric vehicles will continue to be developed causing a needfor new curriculum, new equipment, facility upgrades, and facultytraining.
o The College may want to revise the intake form to the division to ask ifstudents are currently employed when they start a program at the college.
o The division may wish to explore combining printing and graphicsprograms so that 3D printing could be offered.
o The division may want to explore the possibility of an embeddedcounselor to help guide students in their career path preparations.
o The division is interested in active learning strategies and telepresencetechnology. It may want to consider volunteering as a pilot telepresenceproject site for the District.
Facilities Implications The Technology and Engineering Division could use more space, specifically three additional computer labs, two additional large classrooms, two general manufacturing classrooms and a construction technology facility off site. Other colleges are more advanced than Fullerton with telepresence and Active Learning Classrooms. These are areas that should be considered for future implementation. Ultimately, a technical center or STEM center should be investigated.
The college should look nationally at the development of new teaching strategies and how facilities are designed to match the strategies. The district could expand active learning classrooms and telepresence. Telepresence would be a great way to bridge a portion of the district facilities so that students could attend the same class (live!) at any campus.
The Construction Technology Program needs a new space that would include an outdoor lab space as well as a computer lab/lecture room and an electrical/plumbing lab.
The Advanced Manufacturing program needs new spaces. Computer labs need to be constructed to avoid taking away existing spaces.
The Machine Technology program needs additional space to add fluid power (pneumatics and hydraulics) as well as more automation. There needs to be a large automation classroom/lab and a metrology classroom/lab with sufficient storage to enable the classroom to be used by other disciplines.
Fashion and Interior Design need computer labs and highly organized storage spaces.
The division needs two more large active learning classrooms.
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Technology Implications All of the CTE disciplines have laboratory spaces. Every laboratory today can be expected to have computers along with the equipment for that discipline. Digital processes are the norm of today and there are software and equipment support needs as wells as supplies, routine and non-routine maintenance, organization and storage, environmental and safety issues that need attention. Every lab should have some degree of classified support to ensure everything is safe, organized and prepared for instruction to take place. The support staff members need to be trained and to have an ongoing training budget to support their learning/professional development.
Student Services Division- Counseling, EOPS/CARE/CalWORKS/Foster Youth, Disability Support Services, Veterans’ Resource Center, Health Services, Transfer Center, Assessment Center
Curriculum or Services Started, Recently Approved or Modifiedo Units in the division have provided more information “on-demand”
through video libraries and real-time conferencing.o To meet State guidelines/mandates, more proactive counseling efforts,
with instruction partnerships, have been initiated.o The College plans to hire a CTE and a STEM counselor who will be
located with general counselors but will work closely with the disciplinespecific faculty members and departments.
Ideas Percolating, Undetermined Implementation Dateo Units in the division are exploring ways to provide services from a
distance.o There is an interest in exploring online counseling such as ZOOM
counseling.
Facilities Implications Currently, units in the division are scattered all over the campus. It would be very helpful to centralize most of the units, if not all of them, into a new student services building. Specific planning for the performance of the units’ operational flow and functions has not yet been addressed in the discussions about a new student services facility.
Student Services Division- Enrollment Services, Financial Aid, International Student Center, and Student Activities
Curriculum or Services Started, Recently Approved or Modifiedo Enrollment Services is involved in implementing the software product
called “Pilot” which will provide automated alerts and communications tostudents and staff.
o Enrollment Services is currently implementing a new online degree auditand electronic educational plan software (DegreeWorks).
o The area is implementing OnBase software for online record retention.
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Ideas Percolating, Undetermined Implementation Dateo There is an interest in exploring online counseling such as ZOOM
counseling.o Consideration is being given to reorganizing the units into an Enrollment
Services division with more staff and more space.
Facilities Implications A new Student Services building is being contemplated as a new college Welcome Center.
The current spaces for Admissions and Records and Financial Aid are not welcoming to students and are not conducive to privacy and FERPA compliance. It would be helpful to have a larger waiting area for students, a large meeting room for the division and larger offices spaces available in any new building. Both Admissions and Records and Financial Aid employees need offices configured to afford some privacy for confidential discussions with students. Presently the units in the division (Enrollment Services, International Students, Financial Aid) are scattered in three different buildings. Ideally these units would be all located in the same building.
D. Projections for Future Growth at Fullerton College
1. Future Capacity for Growth
The future capacities for Fullerton College have been largely determined by estimating growth in its programs and disciplines over a 16-year period of time. The calculated growth in weekly student contact hours (WSCH) and full-time equivalent students (FTES) will be largely dependent on the College’s ability to generate enrollments and the degree of success the College has in meeting the growth targets for WSCH.
The process for generating this proposal was based on the analysis of the fall 2014 curriculum and enrollment patterns and therefore represents a snapshot in time. However, some caution must be observed based on the State’s current fiscal impact on the College’s budget and course offerings.
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Chart 16: Fullerton College WSCH Projections
Source: Cambridge West Partnership, LLC
298,486
336,127 357,634
384,453
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
450,000
2014 2020 2025 2030
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Chart 17: Fullerton College Student Unduplicated Headcount Projections
Source: Cambridge West Partnership, LLC
Fullerton College at Night
24,829
26,356
27,701
29,114
22,000
23,000
24,000
25,000
26,000
27,000
28,000
29,000
30,000
2014 2020 2025 2030
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2. WSCH Growth As Applied to the Future Program of Instruction
The division/discipline/section data was obtained through the College’s research office. The instructional program detailed in the data was for all disciplines currently offered by the College. It represents each course within the discipline, the FTES generated and lecture/lab ratios by course.
Fullerton College reported its fall 2014 program of instruction as having 2,060 sections and 298,486 WSCH. When analysis for space needs was assumed, the “online sections” were included in the baseline, WSCH, and ASF projection calculations.
The following assumptions were used to establish the needed facilities: 1) A planning model was used to assess growth potential based on a review of theChancellor’s Office Growth projections in the historic enrollment counts reflected in the data mart for the North Orange Community College District. 2) In addition, these numbers were calculated based on District formulations forsections and WSCH/FTES. 3) An average annual growth rate of 1.8% was used to calculate the future WSCHgeneration for Fullerton College.
a) For Fullerton College this annual 1.8% resulted in the values for growthin WSCH from 298,486 (9,097 FTES, Fall 2014) to 384,453 WSCH (11,717 FTES, Fall 2030).
4) Estimates for space needs were based in the current distribution of courseswithin each discipline and the total number of hours each course occupied the current labs. 5) The space needs incorporated into this proposal assume the College willmaintain productive and efficient uses of space. 6) Programs were anticipated to meet their maximum growth potential and toqualify for the maximum authorized square feet (ASF) as set forth by Title 5 standards.
Projections were completed in 5-year intervals beginning with the fall 2014 and converting to fall estimates from that point forward. It must be noted that the attainment of WSCH respective to each five-year period may occur sooner or later than the projections. However, when these projected levels are attained, the College must have in place sufficient space to meet its needs.
The WSCH projection summary data, by division, for Fullerton College is found in the following table. The discipline-specific WSCH projections are located in Appendix H.
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Tab
le 2
3: F
ulle
rton
Col
lege
WS
CH
Pro
ject
ions
, Sum
mar
y by
Div
isio
n
Sou
rce:
Cam
brid
ge W
est P
artn
ersh
ip, L
LC
Actu
alPr
ojec
ted
Prof
ile -
Fall S
emes
ter 2
014
2020
2025
2030
# of
WSC
HLe
cLa
b# o
fLe
cLa
b To
tal
# of
Lec
Lab
Tota
l# o
fLe
cLa
b To
tal
Divis
ions
Se
cW
SCH
Sec
FTES
Hrs
Hrs
Sec
WSC
HW
SCH
WSC
HFT
ESSe
cW
SCH
WSC
HW
SCH
FTES
Sec
WSC
HW
SCH
WSC
HFT
ESBu
sines
s16
720
,757.2
012
4.363
2.655
534
154
22,22
0.093
3.123
,153.1
705.6
167
23,85
8.91,0
07.9
24,86
6.875
7.818
025
,650.7
1,083
.326
,734.0
814.8
Coun
selin
g52
3603
.1069
.310
9.890
1351
3,513
.447
9.03,9
92.4
121.7
553,7
98.7
517.9
4,316
.613
1.659
4,084
.155
6.94,6
41.0
141.4
Fine
Arts
243
31,70
0.10
130.5
966.1
531
618
246
17,66
4.017
,525.5
35,18
9.51,0
72.4
266
19,07
5.018
,901.9
37,97
6.91,1
57.4
287
20,50
8.620
,322.0
40,83
0.61,2
44.4
Libra
ry2
36.10
18.1
1.12
01
40.0
0.040
.01.2
143
.20.0
43.2
1.31
46.5
0.046
.51.4
Phys
ical E
duca
tion
184
20,83
9.20
113.3
635.1
183
581
197
5,486
.717
,603.1
23,08
9.870
3.721
25,9
32.3
19,03
2.424
,964.7
760.8
229
6,378
.020
,462.8
26,84
0.881
8.0Hu
man
ities
524
64,63
7.40
123.4
1,969
.92,0
5412
554
771
,832.8
91.6
71,92
4.42,1
92.0
588
77,34
1.296
.177
,437.3
2,360
.063
283
,149.6
103.3
83,25
2.92,5
37.2
Mat
h &
Com
p Sc
ience
s20
841
,222.3
019
8.21,2
56.3
756
619
845
,230.0
444.6
45,67
4.61,3
92.0
215
48,90
4.048
0.749
,384.7
1,505
.123
252
,578.7
516.8
53,09
5.51,6
18.1
Natu
ral S
cienc
e18
831
,263.7
016
6.395
2.853
741
620
721
,321.7
13,80
5.635
,127.3
1,070
.522
122
,630.9
14,82
3.437
,454.3
1,141
.523
824
,330.7
15,93
6.640
,267.3
1,227
.2So
cial S
cienc
e28
455
,430.2
019
5.21,6
89.3
843
5631
960
,735.0
3,563
.864
,298.8
1,959
.633
562
,761.7
3,687
.566
,449.2
2,025
.135
867
,437.3
3,957
.071
,394.3
2,175
.8Te
chno
logy &
Eng
ineer
ing20
828
,996.4
013
9.488
3.775
789
123
017
,040.8
16,59
6.733
,637.5
1,025
.123
817
,600.1
17,14
0.334
,740.4
1,058
.825
518
,922.5
18,42
7.837
,350.3
1,138
.3
Colle
ge G
rand
Tota
l2,0
6029
8,486
144.9
9,096
.76,3
082,7
402,1
5026
5,084
71,04
333
6,127
10,24
42,2
9828
1,946
75,68
835
7,634
10,89
92,4
7130
3,087
81,36
738
4,453
11,71
7
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3.Space Considerations from Growth
The
sco
pe o
f th
is p
roje
ct in
clud
ed th
e ex
isti
ng s
pace
occ
upie
d by
lect
ure
and
labo
rato
ry f
acil
itie
s. T
he p
roje
ctio
ns f
or n
eede
d ad
diti
onal
cla
ssro
oms
and
labo
rato
ry f
acil
itie
s m
ust b
e in
tegr
ated
and
bec
ome
supp
lem
enta
l to
the
exis
ting
cla
ssro
oms
faci
liti
es. T
he
room
and
spa
ce p
roje
ctio
n su
mm
ary
data
, by
divi
sion
, for
Ful
lert
on C
olle
ge is
fou
nd in
the
foll
owin
g ta
ble.
The
dis
cipl
ine-
spec
ific
ro
om a
nd s
pace
pro
ject
ions
are
loca
ted
in A
ppen
dix
I.
Tab
le 2
4: F
ulle
rton
Col
lege
Roo
m a
nd S
pace
All
ocat
ions
Sum
mar
y by
Div
isio
ns
Sou
rce:
Cam
brid
ge W
est P
artn
ersh
ip, L
LC
2014
Sch
edul
e20
2020
2520
30Le
cLa
bOt
her
Tota
l # o
fLe
cLa
bTo
tal
# of
Lec
Lab
Tota
l # o
fLe
cLa
bTo
tal
# of
Lec
Lab
Tota
l DI
VISI
ONAS
FAS
FAS
FAS
FSE
CAS
FAS
FAS
FSE
CAS
FAS
FAS
FSE
CAS
FAS
FAS
FSE
CAS
FAS
FAS
FBu
sines
s5,2
1210
,407
15,61
916
78,5
401,4
199,9
5915
49,5
321,5
4011
,073
167
10,23
61,6
6511
,900
180
11,00
51,7
9012
,795
Coun
selin
g1,9
9984
80
2,847
521,3
531,1
472,5
0051
1,507
1,231
2,738
551,6
301,3
312,9
6159
1,752
1,431
3,183
Fine
Arts
7,137
30,92
33,2
3541
,295
250
6,850
40,43
147
,281
246
7,578
45,04
052
,618
266
8,183
48,57
756
,760
287
8,799
52,22
761
,026
Libra
ry Te
chno
logy
00
1,325
1,325
216
016
118
018
119
019
120
020
Phys
ical E
duca
tion
3,955
6,983
2,060
12,99
818
42,1
0351
,155
53,25
919
72,3
5456
,506
58,86
021
22,5
4561
,093
63,63
822
92,7
3665
,686
68,42
2Hu
man
ities
30,05
14,2
510
34,30
252
426
,352
7,829
34,18
154
730
,816
230
31,04
658
933
,181
239
33,42
063
235
,672
258
35,93
0M
ath
& Co
mpu
ter S
cienc
e17
,925
00
17,92
520
817
,554
457
18,01
119
819
,404
667
20,07
121
520
,980
721
21,70
123
222
,552
775
23,32
7Na
tura
l Scie
nce
7,596
37,15
00
44,74
618
88,0
8131
,798
39,87
920
79,1
4735
,341
44,48
822
19,7
1037
,946
47,65
623
810
,438
40,79
651
,234
Socia
l Scie
nce
18,43
41,3
120
1974
328
422
,457
4,801
27,25
731
926
,055
5,644
31,70
033
526
,926
5,840
32,76
635
828
,930
6,268
35,19
8Te
chnic
al &
Engin
eerin
g7,5
5556
,272
1,314
65,14
120
86,2
9944
,815
51,11
423
07,3
1151
,908
59,21
923
87,5
5253
,607
61,15
925
58,1
1857
,635
65,75
3Ot
her, M
ixed
Use
4,937
4,937
Gran
d To
tal
99,86
415
3,083
7,934
260,8
782,0
6799
,604
183,8
5328
3,457
2,150
113,7
2319
8,106
311,8
292,2
9912
0,962
211,0
1933
1,980
2,471
130,0
2222
6,866
356,8
88
2014
Spa
ce In
vent
ory
CURR
ENT
PROJ
ECTE
D
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E. Future Program of Instruction Space Considerations
WSCH was used as the basis for projecting the existing program of instruction into the future. WSCH is also linked to the method of delivering this program of instruction – i.e. the number of lecture and laboratory hours that would be required to generate this WSCH. WSCH also provides the basis for the amount of space necessary to serve this WSCH as well as the types of spaces that would be needed to accommodate projected WSCH.
A profile of the current program of instruction was created (hereafter referred to as the “baseline”) using the existing fall 2014 schedule of classes. It shows a close-up assessment of the existing uses and provides a perspective basis for growth in the District’s future. From this document, future capabilities were estimated.
In 2009-2010 the District underwent a loss of income and support from the state. The result was a decline in student enrollments and participation at each college. Five years later the District continues to recover from this economic crisis.
Projected Impact on Divisions at Fullerton College: 1.1 Business Division The Business Division currently has an estimated total of 15,619 ASF and 16 classrooms. By 2030 it is estimated the division will have a need for 12,975 ASF indicating its current ASF meets the growth demands. However, many of the programs identified as lecture are currently taught in laboratory facilities. The relationship of lecture versus lab facilities in this division should be evaluated for sufficient classroom space needs.
1.2 Fine Arts Division The Fine Arts Division currently has an estimated total of 41,295 ASF and 31 classrooms. By 2030 it is estimated that this division will have a need for additional labs in the Art and Music disciplines. While the Theatre Arts spaces appear adequate to meet the needs of this program, the project proposed (Fusion database document) for the replacement of buildings 1100 and 1300 might need to address these calculations in the project modifications. By 2030 Music will need an additional lab and Arts, an additional two labs. In addition, the Applied Music program does not have identified space in the college’s space inventory report. This needs to be evaluated.
1.3 Physical Education Division While Physical Education, Dance and Wellness do not utilize spaces identified as lab, the Dance program needs to be further evaluated for space needs.
1.4 Humanities Division The Humanities Division currently occupies 34,302 ASF and 36 classrooms (a number of these spaces in temporary facilities). By 2030 it is estimated that this Division would need 35,930 ASF and 48 classrooms, a shortage of 12 lecture facilities by 2030. This shortage reflects a need for an additional seven lecture rooms for English, three lecture rooms for the Foreign Languages and two for Speech Communications. To be noted is
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that the English discipline currently has 22 lecture classroom in seven buildings on campus.
1.5 Mathematics & Computer Sciences The Math/Computer Science Division currently occupies 17,925 ASF and 16 classrooms with at least six of these in temporary structures. It is anticipated that the mathematics discipline will need 23,327 ASF and 8-11 additional classrooms by 2030 depending on the size of each facility and including the temporary structures.
1.6 Natural Sciences Division The Natural Science Division currently occupies 44,746 ASF and 27 classrooms. By 2030 it is anticipated that they will need 51,234 ASF and 34 classrooms. This estimate includes one lecture classroom to the division for use by all disciplines, three Biology labs, one Anatomy lab and two Physical Sciences labs.
1.7 Social Sciences Division The Social Sciences Division currently has 19,743 ASF and 21 classrooms. By 2030 it is estimated that this division will need 35,198 ASF and 27-30 classrooms. While the difference between the current ASF and the growth ASF is significant, many of these social science lecture classes occupy space in open classrooms in other divisions. Almost each discipline in the Division will need an additional lecture classrooms.
1.8 Technology & Engineering Division The Technology and Engineering Division currently has 65,141 ASF and is projected to need 65,753 ASF by 2030. Most programs and disciplines in this division currently have adequate space to provide the curriculum to the students. However, the Cinema, Radio and Television curriculum and the Administration of Justice disciplines each need one additional teaching space.
Fullerton College Library
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Table 25: By 2030 Additional Room Needs, Fullerton College
Source: Cambridge West Partnership, LLC
F. Efficiency/Productivity Standards for Fullerton College: Average Section Size: Greatest Section Sizes Per Division
1. Social Sciences Division – 57.672. Mathematics/Computer Science Division– 44.85
Total WSCH: Three Divisions represent 54% of total WSCH, Fall 2014 1. Humanities 21.6%2. Social Sciences 18.6%3. Mathematics 13.8%
Individual Discipline Productivity – Eight disciplines represent 48.5 % of Total WSCH Generated:
1. Mathematics2. English3. Physical Education4. Art5. Music
Rooms NeededProgram/Discipline Current By 2030 Lecture Lab
Business 16 16 - -Fine Arts 31 34
Art - 2Music - 1
Humanities 36 48English 7 -
Foreign Lang 3 -Communication 2 -
Mathematics/Comp Sci 16 27 8-11 -Natural Science 27 34
Anatomy 1Biology 1 3
Physical Sciences - 2Social Sciences 21 30 9 -
Admin Justice - 1Technology
Cinema, TV - 1Total 30-33 11
*CWP will continuously review the possibility for available rooms as the program
needs change overtime.
Difference*
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6. Foreign Languages7. Speech Communications8. Reading
Fullerton College Library and LRC
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