v. fullerton college - nocccd · v. fullerton college ... inside vs. outside of the district...

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

Cambridge West Partnership, LLC 45

Table 15: Inside vs. Outside of the District Fullerton College Student Origins


The Fullerton College effective service area is illustrated in the following chart of zip code areas.

Chart 10: Effective Service Area for Fullerton College


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%


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


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


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%


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


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


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


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


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


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


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


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


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


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,


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.


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.


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.


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.


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


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.


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


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


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.


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.


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.


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.


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


Chart 17: Fullerton College Student Unduplicated Headcount Projections


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


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.


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


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


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


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


Table 25: By 2030 Additional Room Needs, Fullerton College


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*


6. Foreign Languages7. Speech Communications8. Reading

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