EMP Draft 8-31-05

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The Educational Master is a living document marrying good practice with the realities of
instructional programs. It is a continuous work in progress always subject to the
changes that affect the institution both internally and externally. It is not a document
generated in isolation but rather the cumulative work of the faculty and their
departments with input from staff and management and reflects
educational/instructional needs as well as makes the link between those needs and
their effects on facilities.

Sierra College Educational Master Plan – 2005 - 2006                                Page 1
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The 2001Accreditation Site Visit resulted in recommendations concerning the use of
data for integrated planning and budgeting and made a strong recommendation for the
implementation of a program review process. The text of that team‘s recommendations

General Institutional Recommendations

    1. To ensure that the institution‘s commitment to use supporting evidence and good
       data in integrated planning, budgeting, and program review and operations is
       met, the team recommends that the College focus its efforts on defining,
       coordinating and consolidating its research processes, priorities, and existing

    2. The Team strongly recommends that a major deficiency be corrected by
       implementing program review immediately and integrating it with the current
       planning processes. The Team also recommends a sharper mission statement
       be implemented through the program review process which would increase
       confidence in all staff that the College is not just doing things right, but it is doing
       the right things.

         Accreditation Standard 1, B: Improving Institutional Effectiveness

The institution demonstrates a conscious effort to produce and support student learning,
measures that learning, assesses how well learning is occurring, and makes changes to
improve student learning. The institution also organizes its key processes and allocates
its resources to effectively support student learning. The institution demonstrates its
effectiveness by providing 1) evidence of achievement of student learning outcomes
and 2) evidence of institution and program performance. The institution uses ongoing
and systematic evaluation and planning to refine its key processes and improve student

As a result of these recommendations, a Sierra College Task Force was established to
review the planning and program review process. In that examination, the Task Force
recognized a need to replace the various planning processes with a more integrated,
cyclical, and streamlined approach illustrated in the following chart.

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                          STAGES IN DECISION MAKING

                                              Stage 1 –
                                   Departmental Planning

                                        Stage 2 –

                                Division/Operational Area
                                Synthesizing & Prioritizing

                                                                             d  ba
                                               Stage 3 –

                                        Executive Council

                                         Identifying Parameters

                                                 Stage 4 --
                                  Shared Governance Review

                                    BOARD OF TRUSTEES

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Sierra College provides a supportive learning environment to students with diverse
goals, abilities and needs. The College‘s programs and services promote personal and
professional success, leadership, critical thinking, civic responsibility, and innovation. Its
students will become contributing citizens of the complex and changing communities in
which they live and work.

To achieve this Mission, we adhere to the following Guiding Principles.

Sierra College will:

•        Recognize its role in the California Educational Master Plan
•        Model excellence in education
•        Provide the foundation for lifelong learning
•        Support diversity
•        Encourage the full development of human potential in a world of growth and
•        Enhance the cultural, intellectual and recreational needs of the college and
•        Foster environmental awareness and individual responsibility
•        Understand and contribute to the economic well-being of the community
•        Plan for and wisely allocate resources based on an annual, comprehensive, and
         District wide Program Planning and Assessment (PPA) process.

At Sierra College We Facilitate Learning, Inspire Change and Build Community

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Student Success

Sierra College takes a student centered approach that focuses on increasing access
and success through:

        Creating and fostering a supportive educational environment
        Creating flexible and innovative delivery systems
        Developing high quality technology systems/infrastructure
        Integrating basic skills systems that supports curricula
        Embracing diversity and student equity throughout the institution and community

Dynamic Educational Environment

Sierra College is a dynamic educational environment that:

        Follows the principles of smart growth
        Implements the district‘s strategic plan
        Practices sound fiscal principles and controls
        Creates and maintains adequate facilities
        Integrates appropriate technology
        Fosters a collegial team
        Provides opportunities and develops the potential of each staff member
        Maintains a collaborative culture

Partnering with our Communities

Sierra College is a significant, interactive community partner communicating with and
responsive to:

        The business community
        Governmental agencies
        Community Organizations
        Other educational institutions and organizations
        Student constituent groups
        Community interests and needs

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District Demographics
The Office of Research and Resource Development publishes a compendium of
demographic and statistical data about the District and its students. The Sierra College
Atlas 2004 is located on the Sierra College website at and printed copies are available in
District administrative offices.

Sierra College faces the challenge of serving rapidly growing communities, and a
geographic expanse unlike most community colleges. The Sierra Community College
District encompasses all of Placer and Nevada Counties as well as small portions of El
Dorado and Sacramento Counties. The total area of the District is 3,200 square miles
making it one of the largest geographical community college districts in California.

The District is a single college with satellite centers throughout the area, a structure
which was reaffirmed by the Board of Trustees at its July 8, 2003 meeting. In order to
serve communities throughout its extensive area, the District built a second permanent
campus in Grass Valley to serve Western Nevada County in 1996. In 1998, the District
began leasing a vacated hospital facility in Roseville and in 2003 the District began
leasing a facility at Pioneer Village in Truckee allowing the District to expand its offering
at this satellite into day courses which was not possible using only the high school

Population and Enrollment Forecasts
According to the July 1, 2003 Annual Estimates of the Population for Counties of
California, the total District population was xxx,xxx, distributed as follows:

Placer County: 292,235 (xx%)                  Sacramento County: 31,440 (x%) – Antelope
Nevada County: 96,099 (xx%)                   El Dorado County:  5,412 (x%) – Cool

Population growth is forecast on approved residential developmental projects and it is
most heavily concentrated in southern Placer County and Antelope.

Projected District population growth, by community, is as follows:

    Increase           2001-2005       2006-2010       2011-2015
 Roseville                 28,446          10,031           1,240
 Rocklin                    8,957           6,716           8,012
 Lincoln                   16,385          12,290          16,020
 Auburn                     1,600           1,090           1,090
 Loomis                       845           1,630             910
 Colfax                       320             245             305
 Subtotals                 56,553          32,002          27,557   Total 116,112   (81%)

 Antelope                    3,145           3,358         2,241
 Subtotals                  59,698          35,360        29,798    Total 124,856   (88%)

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 Grass Valley                3,415           2,732          2,732
 Nevada City                   185             185            185
 Subtotals                   3,600           2,917          2,917   Total   9,434      (6%)

 Truckee                     3,208           2,566          2,566   Total   8,340      (6%)
 District Totals            66,506          40,843         35,281   142,630          (100%)

 Placer Co.                 55,495          44,165         39,435   Total 139,095     (88%)
 Nevada Co.                  6,193           6,193          6,193   Total 18,579      (12%)

Student Demographics and Future Enrollment Estimates

Enrollment growth does not strictly follow population growth. The number of students
that can be expected from a given population will vary in different parts of the District.
This can be calculated as ―participation rate‖, which is the number of students per
10,000 population (headcount). In South Placer, the current participation rate is 96 per
thousand. In Western Nevada the participation rate is 45 per thousand, and in Tahoe-
Truckee it is 10 students per 1,000. This information can be used to forecast the
number of students expected to seek enrollment in any given fall or spring semester. If
current participation rates continue, projected enrollment growth is as follows:

                                   2001-2005           2006-2010     2011-2015      Cum Total
 Additional Students                 5,925               3,552         3,018         12,495

This analysis, based on local population growth forecasts and current participation
rates, projects a future potential enrollment larger than statewide statistical models.
Forecast enrollment growth is more concentrated in South Placer than is population
growth. The combined calculation of population growth with current participation rates
yields a projected 2000 to 2015 Sierra College enrollment growth distributed as follows:

 Projected Growth 2000 to 2015
 South Placer Residents                                 8,615                69%
 Out-of-District                                        3,372                27%
 Western Nevada Residents                                 424                 3%
 Tahoe-Truckee Residents                                   84                 1%
 Total                                                 12,495               100%

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                                        FTES Enrollment Projections








            1998      1999      2000      2001         2002   2003         2004   2005   2006   2007
                                                              Projected Growth

These data support the need for additional resources to meet the increased need.
Resources include additional facilities, personnel and equipment. Facility resources are
outlined in the District‘s Facilities Master Plan (FMP) adopted by the Board of Trustees
on October 14, 2003. Educational administrators and faculty were intimately involved in
the creation of the FMP in tandem with the Educational Master Plan (EMP).

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Age and Gender distribution

The following chart reflects the age and gender distribution of the students attending
Sierra College for the fall of 2003 and is from the District‘s Research database.

                               Sierra College Student Population - Fall 2004

                                             % Female            % Male              % Age Range
            Age Range            Female       of Total   Male    of Total   Total      of Total
             Not Supplied              0         0.0%        1     0.0%          1        0.0%
             Under 18                239         1.3%      178     0.9%        417        2.2%
             18 - 20               3,546        18.9%    3,328    17.7%      6,874       36.6%
             21 - 24               1,925        10.2%    1,875    10.0%      3,800       20.2%
             25 - 29                 981         5.2%      813     4.3%      1,794        9.5%
             30 - 40               1,442         7.7%      833     4.4%      2,275       12.1%
             41 - 50               1,360         7.2%      604     3.2%      1,964       10.4%
             51 - 60                 659         3.5%      360     1.9%      1,019        5.4%
             61 & Over               390         2.1%      269     1.4%        659        3.5%
           All Age Range          10,542        56.1%    8,261    43.9%     18,803      100.0%
            Total Male and Female Headcount for Fall 2004 is 18,803

The student body of the district represents a wide age range with the majority of the
students in the 18-20 age range. The table above shows that 59% of all students are
below age 25 reflecting a national trend that sees more traditional aged students
attending community colleges. This group‘s major educational goal is to transfer to a
four-year institution with an AA degree (36.6%) an increase in this category over 2003
of 2.3%. Concomitantly, 28.3% of students in the 2004 cohort have not declared an
educational goal which is a 2.5% increase since fall, 2003.

Sierra College data for transfer directed students (students who have successfully
completed a transfer level course in both English and math), show the traditional
student (18 – 21) takes an average of 4 courses per semester with a 89% retention rate,
an 82% success rate and an 89% persistence rate to spring semester which mirrors
national data (Adelman, 2003). Students, who are transfer directed are more likely to
succeed than those who are not transfer directed (Adelman, 2003). Sierra‘s non-
transfer directed, traditional student takes an average of 2 courses per semester with a
79% retention rate, 60% success rate, and 67% persistence rate, very different from
those students who have completed one English and math transfer level course.

For first time students (freshmen cohort, 2004), the data are even more positive with
97% retention for transfer directed students and a 921% success rate. Non- directed
students for the freshmen cohort, 2004 reflect 83% retention with a 61% success rate
which is significantly different from their peers who are transfer directed.

Data for a new category, transfer initiated, defined as a student who is successful in one
math or English course at the AA level or above, also demonstrate that first-time
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students who are defined as transfer initiated do better than their peers who are
undecided. Overall, students who are defined as transfer initiated have a 92% retention
rate and a 78% success rate compared to their peers who are not transfer initiated who
have a 73% retention rate and a 46% success rate.

The data support the need to get more traditional age students transfer directed or at
the least, transfer initiated as early as possible in their career at the college. This calls
for more counseling services for this population.

 An additional need is to foster student engagement in all areas of the college
experience as the research is clear that students who are engaged do better than their
cohorts who are not engaged (Astin, 1985).

Beyond the transfer function, the college offers programs leading to degrees and
certificates in both academic and vocational areas, and offers coursework appealing to
senior members of the community.

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Enrollments and Campus Capacity
The current campus facilities and satellites cannot accommodate the enrollment growth
projected through 2015. Facilities will have to be built in order to house 32,000 students.
An estimate of the maximum student enrollment was established for the campus in
Rocklin and for the Nevada County Campus. Under current scheduling practices and
class-size standards, the current facilities of the Rocklin campus have a capacity
estimated at 14,500 students (9,000 FTES) per year. Based on the Rocklin campus
land use plan adopted in 1995, the existing complex can be further developed to serve
a total of 18,000 to 20,000 students (12,000 FTES). Development of vacant lands
owned by the District adjacent to the existing campus can further increase this capacity.
The Roseville Gateway facility currently being leased provides additional capacity
through 2010 when the lease expires.
The existing Nevada County Campus has a capacity to serve an estimated 1,600
students (1,000 FTES) per year, under current practices. Construction of a planned
second phase of development on this campus has been funded by a bond and will
begin in Fall, 05.
Further development of these campuses and future outreach centers in Lincoln and in
the Tahoe-Truckee area will provide the District with an enrollment capacity meeting the
projected enrollment of 32,000 by 2015. The Tahoe-Truckee region passed a bond to
buy land for and build a Tahoe-Truckee center in June, 05 and that work is currently

The Board at its July 8, 2003 meeting established a policy goal that all students would
have, at minimum, access to an AA degree and transfer pattern meeting CSU and UC
lower division requirements. It was stated that access would be through a variety of
delivery systems: in person, on-line, or via T.V. In addition to the construction of new
facilities the district will need to expand its on-line and T.V. offerings.

Regional Income and Labor Market
Sierra College is situated in an area with a robust economy compared with the state in
general. Population growth rates in the Placer County rank among the highest in the
state. Economic viability and job opportunities within the District are related to this
expansion. The following charts show that the per capita income, the median income,
the unemployment rate, and the job opportunities are above state averages. These
facts have implications for program planning, transfer opportunities and career
preparation that reflects these unique community characteristics.

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       Per Capita Income of Counties in the District

 County                               1990 2000        Change
 Nevada                              18692 29042        55.4%
 Placer                              17311 27963        61.5%
 Greater Sacramento
 Area*                               14130 20930         48.1%
 Sacramento                          15265 21142         38.5%
 California                          16409 22711         38.4%

 *Includes El Dorado, Sacramento, Sutter, Yolo, and Yuba
Source: Sacramento Regional Research Institute and U. S. Department of Commerce.

    Median Household
  From 2000 Census Data

 County     Median
 Nevada     $ 45,864
 Placer     $ 57,535
 Sacramento $ 43,816
 California $ 47,493
Source: Employment Development Department.

It is important to note that the poverty rate in some areas of the District has risen in the
past ten year. Both Lincoln and Colfax (Placer County) saw a significant increase in the
numbers of people living at or below the Poverty level in the period 1989 – 1999 (2003
Placer County Profile, 42). The college has a responsibility to do outreach in these
areas to ensure that this population is served by the college‘s educational programs.


Placer and Nevada Counties have a lower unemployment rate than Sacramento County
and the State. The city of Grass Valley, however, has the highest pocket of
unemployment while Auburn and Rocklin are lower. This is consistent with the income
figures indicating that the southwest portion of the District has greater economic viability
than the rest of the district.

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                                 Unemployment Rate
                                As of September 2004
                        Source: Employment Development Department

                County                                            Rate
                Nevada                                            3.7%
                Placer                                            4.3%
                Sacramento                                        5.2%
                California                                        5.7%

Unemployment rates within Nevada County are the lowest in the Lake of the Pines area
(1.9%) and highest in Grass Valley (7%). For Placer County, the lowest rates are in
Meadow Vista (2.3%), Auburn (4.2%), and Tahoe Vista (4.4%) and the highest are in
Foresthill (14.4%), Dollar Point (8.1%), and Sunnyside-Tahoe City (7.9%). The
unemployment rates in the major cities in each county are:

                City                                                Rate
                Grass Valley                                        7.0%
                Lincoln                                             5.6%
                Roseville                                           5.0%
                Nevada City                                         4.9%
                Rocklin                                             4.5%
                Auburn                                              4.2%

Job Market

In comparison to the State of California, there is growth within the industry areas. The
following charts summarize the industry employment projections in the region as found
in the Employment Development Department Labor Market Information. The data
compares the average annual change from 1999 to projections through 2006.

                      Employment Projections 1999-2006
          Source: Employment Development Department Labor Market Information
                                                       Absolute     Percent
            County    1999   2006                      Change       Change
          Nevada      26520 31610                         5090       19.20%
          Placer     101300 149700                       48400       47.80%
          Sacramento 543400 669300                      125900       23.20%

In a review of the underlying data for specific industries, very few show declining
projections. Nevada County industries show a decline in printing and publishing while
mining, food and kindred products, and industrial machinery show the greatest
projected growth. It should be noted that even though there is projected growth in these
areas, the number of jobs is relatively few. The greatest job potential in the area is in the
service producing sector which includes transportation and public utilities, trade,

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finance, insurance, and real estate. Within this area, food stores show the most growth
potential. Employers in the service related businesses are in need of employees with
―soft skills‖, customer relations, communications, working in teams and problem solving

Placer County projections show no industry decline, however, the lumber and wood
products industry projects no growth. The local government sector is projected to
increase by 11.8%. The greatest areas of growth are in the service producing sector
with the retail trade-general merchandise sector increasing by 126.7%.

Both Placer and Nevada counties have an increase in health services related jobs.

The following chart compares the percent of change from 1999-2006 for the individual
counties. The California figures are projected through 2010*.

           % of Change for Industry Sectors 1999-2006
                          Nevada Placer Sacramento                  CA*
 Total nonfarm              19.2% 47.8%          23.2%             22.2%
 Goods Producing            22.4% 39.5%          24.9%              8.8%
 Service Producing          18.5% 37.3%          22.9%             25.3%

 Selected Occupations
 Construction                              35%         63%   28%    23%
 Manufacturing                             11%         46%   22%     4%
 Transportation                            14%         46%   30%    18%
 Food Stores                               21%         29%   33%    13%
 Automotive Dealers &
 Service                                               31%   20%    12%
 Hotels and other lodging
 places                                    24%         50%   27%    19%
 Engineering and
 Management                                            79%   32%    38%

Job Outlook

The Employment Development Department projects openings for a variety of
occupations, providing information about the occupations with the most openings as
well as the fastest growing occupations. The data for Placer and Nevada Counties are
combined within one region called the Golden Sierra Consortium.

          Occupational Outlooks: A Comparison of Regions 1999-2006

Occupations with the Most Openings
Golden Sierra Consortium           Sacramento County

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(Alpine, El Dorado, Nevada, Placer and
Sierra Counties
Salespersons, retail                                   Salesperson, retail
Cashiers                                               Cashiers
General office clerks                                  General office clerks
Waiters and waitresses                                 Waiters and waitresses
Carpenters                                             General managers, top executive
General managers, top executives                       Registered nurses
Teachers—elementary school                             Teachers—secondary schools
Combined food prep and service                         Food preparation workers
Teachers—secondary schools                             Teachers—elementary school
Food preparation workers                               Guards and watch guards

For future planning, it is important to note the fastest growing occupations as well. The
following chart gives the same comparison of the Golden Sierra Consortium and
Sacramento for those occupations with the fastest growth.

          Occupational Outlooks: A Comparison of Regions 1999-2006

Occupations with the Fastest Growth
Golden Sierra Consortium                               Sacramento County
(Alpine, El Dorado, Nevada, Placer and
Sierra Counties
Database administrators                                Database administrators
Computer support specialists                           Computer support specialists
Computer engineers                                     Computer engineers
Systems analysts, electronic data                      Respiratory care practitioners
Insurance claims clerks                                Customer ser. representatives—utilities
Sales engineers                                        Systems analysts, electronic data
Interview clerks—ex personnel, welfare                 Insurance adjusters, examiners,
Structural metal workers                               Data processing equipment repairers
Packaging, filling machine operations,                 Aircraft mechanics
Computer programmers                                   Hand packers and packagers

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Community and Regional Needs

The Board of Trustees periodically conducts study sessions with community members.
The study sessions reviewed took place between August 28, 2001, and March 11,

Each study session had a panel of community leaders who were invited to share their
perspectives about how Sierra College has performed in meeting the needs of the
community sectors they represent. They were also asked to comment on future trends
and implications for the district.

The panel from the Nevada County area has recommended that Sierra College focus
on ―seamless‖ K-14 experience working closely with the feeder high schools through
consistent outreach efforts and communication between faculties. The panel from the
Roseville area focused on partnerships—with the local high school district, the Chamber
of Commerce, and local businesses. The panel from the Tahoe-Truckee area focused
on increasing communication skills, both for immigrants and non-English speaking
residents and employers in the region. Each area‘s needs are taken into consideration
in scheduling courses and building linkages in that specific region.

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The Educational Programs and Services (EP & S) office provides overall leadership and
oversight for all instructional programs at the college. The Divisions are responsible for
the planning and implementation of the programs specific to their areas. A critical piece
in the planning process is the use of data to track student success for departments,
divisions and EP & S office. Data are supplied by the Office of Research and Resource
Development which falls under the aegis of the EP & S office.

The following graphics reflect persistence, success and retention of students from fall,
2000 to spring 2003 across all divisions. It is interesting to note that retention and
success are consistent over time and that both measures are higher in the spring
semester than in the fall. This may be due to a smaller number of first time students in
the spring resulting in slightly higher retention and success levels.

It is interesting to note that in the graphic entitled Retention and Success by
Enrollment Status, first time students and first time returning students are the
individuals with the lowest success rates suggesting the need for additional services to
work with these students to ensure success.

 For planning purposes, there are a number of strategies woven into this document
which may enhance first time student performance. One such strategy documented on
page 10 is to plan for more counseling as both national and college data support the
notion that students who identify as ―transfer directed‖ early seem to do better than their
cohorts who do not identify themselves as such.

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Retention and Success of Students

                                                            District Retention and Success










                   Fall            Spring           Fall             Spring          Fall            Spring             Fall             Spring
                   2001             2002            2002              2003           2003             2004              2004              2005

                                                                                                                     Retention            Success

The chart below documents the retention and success by division and follows a similar
pattern to the overall pattern for the college. Retention and success are much higher for
the Nursing program than the overall college but enrollment in the program is limited by
a rigorous set of prerequisites and number of seats available.

                                    Sierra College Retention and Success by Division
                                                 Fall 2001 - Spring 2005

                                           Fall      Spring             Fall         Spring          Fall              Spring           Fall             Spring
Division         Measures                  2001       2002              2002          2003           2003               2004            2004              2005
             Retention                     79.9%      81.8%           81.5%          82.9%           81.5%             82.1%            82.3%             81.6%
             Success                       67.7%      69.9%           68.9%          70.6%           68.6%             69.1%            69.4%             68.1%
             Retention                     65.0%      63.2%           64.7%          53.6%           71.7%             60.4%            78.3%             72.7%
             Success                       65.0%      52.6%           64.7%          50.0%           58.5%             58.5%            76.7%             72.7%
             Retention                     82.3%      80.7%           81.8%          81.1%           82.2%             80.4%            83.2%             80.6%
             Success                       67.6%      68.4%           67.5%          67.0%           67.5%             66.6%            68.5%             66.9%
             Retention                     86.9%      94.2%           93.5%          96.3%           94.1%             89.9%            90.1%             88.3%
             Success                       83.7%      89.5%           90.0%          93.1%           92.4%             85.8%            87.5%             86.8%
             Retention                     81.6%      84.8%           82.7%          81.4%           83.3%             82.4%            82.9%             80.8%
             Success                       75.1%      78.4%           75.8%          72.9%           74.5%             74.6%            75.1%             74.3%
             Retention                     83.6%      92.5%           86.4%          92.6%           85.5%             93.1%            88.2%             91.4%
             Success                       78.7%      90.4%           82.0%          89.2%           80.7%             90.5%            82.4%             87.3%
             Retention                     77.2%      78.6%           78.3%          79.0%           77.1%             77.7%            77.5%             77.8%
             Success                       62.2%      64.5%           62.3%          63.4%           60.5%             62.3%            61.4%             62.4%
             Retention                     84.9%      84.7%           83.8%          85.8%           88.1%             84.4%            87.4%             83.4%
             Success                       74.0%      72.9%           72.2%          73.4%           74.3%             68.3%            72.8%             68.6%
                 Retention                 80.9%      81.5%           81.3%          81.6%           81.2%             80.9%            82.0%             80.7%
All Divisions
                 Success                   67.7%      70.0%           68.0%          68.5%           67.2%             67.9%            68.1%             67.6%

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                                     Retention and Success by Enrollment Status
                                   End of Course Enrollment, Fall 2001 - Spring 2005

                                       Fall     Spring      Fall     Spring   Fall     Spring   Fall       Spring
  Enrollment Status     Measures       2001      2002       2002      2003    2003      2004    2004        2005
                       Enrollment      28,005   38,309      31,236   38,942   31,211   41,664   32,769     43,334
 Continuing            Retention       80.7%     81.6%      80.9%    81.8%    80.7%    80.8%    81.6%       80.6%
                       Success         69.4%     70.3%      69.3%    69.3%    68.9%    68.2%    69.6%       68.0%
                       Enrollment      11,431    4,247      11,757    3,538   11,253    3,178   11,343      2,835
 First Time Student    Retention       82.9%     82.6%      82.6%    79.5%    83.3%    79.7%    84.2%       80.3%
                       Success         65.1%     68.4%      64.5%    59.9%    63.0%    60.4%    64.4%       60.5%
                       Enrollment       4,338    3,703       4,345    3,272    3,984    3,012    3,598      2,657
 First Time TRANSFER Retention         80.4%     81.2%      82.3%    83.2%    81.9%    83.4%    81.7%       83.1%
                       Success         67.7%     70.1%      69.6%    69.6%    66.8%    68.7%    68.3%       69.3%
                       Enrollment         78           14      63        3       64        4      123              1
 Not Supplied          Retention       79.5%     35.7%      73.0%    66.7%    79.7%    50.0%    70.7%      100.0%
                       Success         69.2%     21.4%      47.6%    66.7%    67.2%     0.0%    56.9%      100.0%
                       Enrollment       4,539    4,443       4,261    3,169    3,717    3,225    3,590      3,312
 Returning             Retention       77.9%     79.7%      80.3%    79.2%    79.3%    82.1%    79.4%       80.4%
                       Success         64.1%     68.4%      67.8%    65.7%    65.9%    70.2%    66.8%       67.4%
                       Enrollment        442       482        397      429      357      396      396         329
 Returning TRANSFER Retention          79.6%     82.0%      78.6%    87.6%    79.6%    80.8%    81.3%       76.6%
                       Success         68.3%     74.5%      65.2%    75.3%    67.5%    71.5%    70.5%       66.3%
                       Enrollment      48,833   51,198      52,059   49,353   50,586   51,479   51,819     52,468
Total Enrollment       Retention       80.9%     81.5%      81.3%    81.6%    81.2%    80.9%    82.0%       80.7%
                       Success         67.7%     70.0%      68.0%    68.5%    67.2%    67.9%    68.1%       67.6%

Retention and success are fairly consistent across all subgroups of students with the
lowest performing group consisting of first time students. Planning efforts need to be
focused on specialized services for this group that will enhance their performance. (See

Sierra College Educational Master Plan – 2005 – 2006                                                     Page 19
Draft, 6/14/2011(1)
                                      Retention and Success by Educational Goal
                                                Fall 2001 - Spring 2005

                                       Fall      Spring       Fall    Spring     Fall     Spring    Fall      Spring
   Educational Goal      Measures      2001       2002        2002     2003      2003      2004     2004       2005
                         Enrollment   12,463     12,139      13,050   11,848    12,134    12,015    12,185    11,868
      UNKNOWN            Retention     79.8%      80.2%      80.8%     81.5%     80.7%     80.1%    81.4%     79.9%
                         Success       64.3%      66.8%      65.5%     66.5%     64.7%     65.5%    65.5%     65.1%
                         Enrollment    4,307       4,244      4,329    4,193     4,444     4,490     4,315        4,217
    AA/AS DEGREE  Retention            82.1%      81.1%      82.1%     81.9%     82.0%     82.5%    82.2%     78.9%
                  Success             69.8%      70.1%       69.7%    68.6%     69.2%     71.0%     69.8%     68.3%
                  Enrollment          14,268     14,322      15,364   14,367    16,200    15,698    17,597    17,424
    AA/AS DEGREE  Retention            81.6%      80.6%      81.1%     81.2%     81.5%     80.8%    82.5%     81.3%
                  Success              68.0%      68.8%      67.0%     67.9%     67.0%     67.3%    68.9%     67.8%
                         Enrollment        4            5         8        2         4         3        1            1
      DEGREE             Retention    100.0%      40.0%      100.0%   100.0%    100.0%    100.0%     0.0%    100.0%
                         Success      100.0%      40.0%      87.5%    100.0%    100.0%    100.0%     0.0%    100.0%
                         Enrollment     4,081      4,451      4,383     4,024     4,196     4,619    4,606     4,757
 EDUCATION DEGREE Retention            79.6%      81.9%      79.9%     81.7%     81.1%     79.5%    80.1%     80.3%
                  Success              66.7%      69.2%      67.6%     69.1%     67.1%     67.0%    65.8%     67.1%
                         Enrollment      961       1,077      1,026      997       831       937      874          894
  EARN CERTIFICATE       Retention     76.4%      78.6%      81.5%     79.9%     81.1%     78.3%    79.1%     83.1%
                         Success       65.8%      68.9%      69.2%     69.2%     70.6%     66.5%    68.8%     70.7%
                         Enrollment     7,510      7,786      7,174     7,198     6,901     7,227    6,906     7,261
    JOB SKILLS           Retention     81.3%      83.3%      82.1%     81.8%     80.3%     81.0%    82.9%     81.6%
                         Success       69.5%      72.9%      69.4%     69.9%     67.3%     68.5%    69.4%     69.8%
   RECREATIONAL/         Enrollment    3,817       5,315      5,070    4,914     4,174     4,389     3,623        4,013
     PERSONAL            Retention     82.5%      84.1%      83.3%     83.3%     81.7%     83.7%    82.6%     81.5%
    ENRICHMENT           Success       73.2%      76.0%      75.0%     72.5%     71.2%     72.8%    71.8%     71.2%
                         Enrollment      786        913        894       914       899       997      834       998
IMPROVE BASIC SKILLS Retention         81.7%      82.1%      80.9%     79.3%     82.9%     79.0%    79.6%     74.1%
                         Success       68.6%      68.9%      66.3%     64.9%     69.0%     62.2%    61.9%     60.4%
                         Enrollment      636           946      761      896       803     1,104      878         1,035
    OR LICENSE           Retention     81.6%      84.7%      77.9%     80.9%     83.3%     84.0%    84.5%     80.6%
                         Success       71.5%      77.1%      67.1%     71.2%     70.9%     75.5%    74.1%     69.5%
                         Enrollment   48,833     51,198      52,059   49,353    50,586    51,479    51,819    52,468
  ll Educational Goals   Retention     80.9%      81.5%      81.3%     81.6%     81.2%     80.9%    82.0%     80.7%
                         Success       67.7%      70.0%      68.0%     68.5%     67.2%     67.9%    68.1%     67.6%

The chart above demonstrates a growing number of students across all programs
resulting in more demands being made on the educational programs and services the
college has to offer. Interesting to note here is that there is a significant increase in the
numbers of students who are seeking transfer status at a four year institution with an
AA/AS degree. There are increases in the number of students to improve basic skills,
maintain certificate or license and experience personal enrichment or recreational skills.
All have planning implications for the divisions and EP & S.

Sierra College Educational Master Plan – 2005 – 2006                                                    Page 20
Draft, 6/14/2011(1)
                                                Persistence to Spring by Division

                     Fall 2001                      Fall 2002                    Fall 2003                      Fall 2004

    BUS & TECH         L/LRC            LIB. ARTS     NURSING          PE       PUB SAFETY          SCI & MATH         STU. DEV.

                              Division          % Persisted     Fall 2001   Fall 2002   Fall 2003   Fall 2004
                            BUS & TECH              % Persist    67.1%       65.9%       70.0%       69.7%
                            L/LRC                   % Persist    70.6%       48.4%       45.2%       83.3%
                            LIB. ARTS               % Persist    71.4%       71.4%       73.6%       74.4%
                            NURSING                 % Persist    82.4%       82.3%       88.7%       86.8%
                            PE                      % Persist    71.2%       65.7%       72.0%       77.0%
                            PUB SAFETY              % Persist    50.5%       51.1%       54.6%       53.7%
                            SCI & MATH              % Persist    76.1%       76.7%       78.4%       78.0%
                            STU. DEV.               % Persist    80.7%       73.8%       79.0%       79.3%
                        All Divisions               % Persist    65.4%       64.1%       67.8%       69.0%

Planning Lenses:

Several lenses were used in identifying planning implications for this document. One
was the notion of identifying and assessing student outcomes which ties to the Western
Association of Schools and Colleges (WASC) mandate to verify that what we say we do
is, indeed, being done. The second lens brought to bear is the theory of engagement
(Astin, 1985) which suggests that students who are engaged in the life of the college do
better than their cohorts who are not engaged.

Engaged students exhibit the following behaviors:

        Devote considerable energy to studying
        Spend more time on campus than just attending classes
        Participate actively in student organizations
        Interact frequently with faculty and other students
Sierra College Educational Master Plan – 2005 – 2006                                                                   Page 21
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Planning Implications for EP & S and Divisions

        Identify first time and first time returning students for counseling and placement
        Identify programs and strategies that work well for first time and first time
         returning students to engage students in the academic life
        Do follow-up on the effects of identified strategies to assess outcomes and use
         data for further decision making

Sierra College Educational Master Plan – 2005 – 2006                                   Page 22
Draft, 6/14/2011(1)
Business and Technology Division


The Business and Technology Division consists of transfer, career and technical
preparation programs designed to educate students in current and future needs of
business and industry. These instructional programs group together in terms of
business, computer and information technology, social services and trades subject
areas. In all the division is made up of ten departments, 32 programs, and 45 degrees
and certificates. The common denominator in this diverse array of programs is the
importance of preparing students for the workforce. Faculty and management focus
much time and effort on staying current with social, economic and technological
advancements which influence our business and industry partners, and, therefore, the
employability of our graduates.


The Business and Technology Division provides students with quality education in
business, social, computer and trades disciplines to meet their needs and interests
through faculty who possess cutting-edge knowledge and who are student-focused, as
well as through a service-oriented, professional classified staff. Students receive
education that prepares them for future employment in technologically complex
occupations for transfer to colleges and universities, to complete AA/AS degrees and
certificates, to upgrade their knowledge and skills for employment advancement, and to
provide for personal enrichment.


Business and Technology Fall Full-Time Equivalent Students

Discipline         2000           2001           2002      2003      2004
A.T.               47.99          55.26          59.57     59.4      62.9
ADM.JUS.           64.41*         69.54*         83.51*    71.2      78.6
BUS.              217.66         224.76         240.80    246.7     243.9
C.I.E.             61.57          56.27          56.47     47.7      43.3
C.I.S.            183.70         188.37         189.42    207.7     136.6
C.S.              264.18         283.43         254.50    167.5     113.6
C.S.T.                                                     34.0      24.9
C.T.C.             38.20          34.73          39.90     49.5      41.1
C.T.R.             16.17          14.27          26.40     23.2      31.9
D.D.               56.00          61.47          58.11     48.0      42.5
HUM.DEV.          141.19*        141.06*        152.97*   145.7*    156.5
M.T.               32.60          29.27          26.03    To LA     To LA
R.E.               13.30          17.19          21.40     28.3      71.5
TECH.ED.           22.36          22.58           8.62        0         0
Totals            953.73         987.55         981.22    983.2    1047.4

Sierra College Educational Master Plan – 2005 – 2006                             Page 23
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* These figures are not included in the total as they were not structured within the division in those years.

Sierra College Educational Master Plan – 2005 – 2006                                                   Page 24
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Business and Technology is the third largest division generating an average of 990.63
FTES over the past five fall semesters. Enrollment trend analysis above shows the
greatest demands for business and human development courses. Of special note is the
marked increase in student demand for real estate courses. This increase is in part a
reflection of the regional and statewide boom in real estate activity, but also because
these courses are offered both in the classroom and online. In terms of the computer-
related disciplines, the data echo the continued downturn in student demand for
instruction which reflects the continued readjustments taking place in the global

Workload or productivity measures are presented in the table below and are calculated
by dividing Weekly Student Contact Hours (WSCH) by Full-time Equivalent Faculty
(FTEF). While 525 is considered the standard, some disciplines cannot achieve it
because of class size limitations related to equipment and safety concerns. Given
enrollment declines resulting from regional economic changes, the Tech. Ed. and
Metals Technology programs were discontinued in recent years. The Economic
Development Division offers customized training in areas related to both programs to
meet industry need. The Welding Technology curriculum, formerly part of the Metals
program, continues to be taught and enjoys growing student demand.

Discipline           2000             2001              2002     2003        2004
A.T.                293.50           285.18            362.92    413.3       418.7
ADM.JUS.            373.77*          422.29*           553.74*   487.1       475.6
BUS.                405.83           404.97            430.48    479.62      427.4
C.I.E.              348.94           310.72            323.03    327.7       296.2
C.I.S.              333.81           408.26            483.48    628.1       414.6
C.S.                578.70           583.54            474.89    530.9       483.9
C.S.T.                                                           318.5       330.0
C.T.C.              421.32           397.11            403.86    423.1       373.7
C.T.R.              240.28           383.74            457.37    366.8       430.0
D.D.                585.09           533.40            536.04    588.9       515.0
HUM.DEV.            438.94*          507.42*           460.99*   490.3*      481.9
M.T.                373.23           323.33            404.82        0           0
R.E.                498.75           508.23            642.00    707.5       564.5
TECH.ED.            275.04           321.72            311.43        0           0
Totals              408.94           427.28            442.37    486.1       438.2

* These figures are not included in the total as they were not structured within the division in those years.

Transfer Programs

While several other programs in the Business and Technology Division have
transferable courses, the major transfer programs within the Business and Technology
Division are Business Administration, Computer Science and Human Development and
Family. Faculty maintain close ties to their university colleagues for articulating new
courses, updating existing agreements and facilitating student matriculation. A

Sierra College Educational Master Plan – 2005 – 2006                                                   Page 25
Draft, 6/14/2011(1)
centerpiece of the collegial relationship between California State University,
Sacramento and Sierra College was the Memorandum of Understanding signed on
July 14, 2005, to formalize the strong commitment both institutions have to their shared


The Business Administration transfer program continues to be in high demand by
students explained in large part by the enduring popularity of this university major and
the diverse career opportunities afforded its graduates. This program provides
seamless course-to-course transfer by following the California State University lower-
division requirements. A gold standard of this College‘s program is the educational
value of the accounting courses since Financial Accounting is taught as a two course
series rather than as a typical single semester course. Consequently, Sierra College
graduates transfer with a more solid grounding in these important curricula. Anecdotal
comments from faculty and administrators from California State University, Sacramento;
California State University, Chico; and University of California, Davis, indicate that these
graduates come well prepared. The recent innovation of a fast-track, one-course-per-
month scheduling package1 of these lower-division and general education requirements
gives students improved opportunity to transfer to upper-division coursework. Business
majors are expected to continue to be in high demand in this regional economy given
the growth in business, retail, financial and real estate sectors.

Computer Science

While college and university programs nationwide in Computer Science have
experienced a sharp decline in student demand,2 regional economic projections are
favorable for positions such as Computer Software Engineers, Computer Support
Specialists, and Computer Systems Analysts.3 This department offers transfer degrees
which prepare students for university majors in Computer Science and Management
Information Systems. Faculty are formulating plans to motivate more students to take
computer programming courses. Many core courses already have students writing
program applications for robots, which are then tested in labs. This applied learning
environment provides students with evidence of their programming work. A new course
in Computer Games will be offered in fall 2005. The department also is completing its
curriculum/program review which has provided impetus for rejuvenation of several

  AA One Business Administration Program began January 2005.
  Foster, Andrea. ―Student In Computer Science Plummets,‖ The Chronicle of Higher Education, May 27,
  Occupations with the Greatest Job Growth 2001- 2008, Economic Development Dept., Labor Market

Sierra College Educational Master Plan – 2005 – 2006                                          Page 26
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Human Development and Family

The Human Development & Family Department currently offers over 30 different
courses with many in Early Childhood Education (ECE). Recently, national and
statewide attention toward the field of Early Care & Education has prompted policy-
makers to promote the increased training and preparation for teachers of young
children. In California, Preschool for All is on the June 2006 ballot and outlines new
educational requirements for teachers in these programs. Public colleges and
universities will be expected to develop and augment coursework and degrees in ECE.
In addition, discussions of an Early Learning Credential are currently taking place and
will greatly increase the number of transfers of ECE students from Sierra College to
four-year institutions. The department is planning specific coursework and future
articulation with regional universities to make changes in transfer preparation.

Career and Technical Programs

A wide variety of career and technical programs are available to Sierra College
students, and the majority of them are offered by the Business and Technology Division.
These career and technical programs are clustered in the general areas of business,
computer and information technology, social services and trades disciplines. Several
common themes have emerged from work with industry partners and students that the
faculty and staff are addressing through curriculum and program development. The
three most important ways that staff use to maintain currency is meeting with advisory
committees, conducting focus groups, and engaging in staff development. The advisory
committee meetings held by all programs have generated specific curriculum changes
in Automotive Technology, Business, Computer Information Systems, Computer
Integrated Electronics and Design Drafting.4 Another important approach to
understanding industry needs is the numerous focus groups which have been
conducted with employers.5 In these meetings business and industry representatives
called for education that improves students‘ soft skills, stressed the economic growth
and urbanization of Placer County, and highlighted their critical needs for highly trained
future employees given the pending retirements of the large numbers of the so-called
baby-boomers. Division staff members attended numerous professional conferences,
teaching effectiveness workshops and technical training to update their knowledge,
skills and abilities.

Given industry needs indicated above, the Business and Technology Division‘s career
and technical programs are responding with the plans or continuing successful
programs as described below.

4 Advisory Committee minutes for meetings conducted in the 2004-2005 year on file in the Business and Technology Division Office
 Focus Group meetings held in Automotive Technology, Computer Information Systems and
                                                          in the Business and Technology Division Office
Construction Technology during 2004-2005. Minutes on file                                                .

Sierra College Educational Master Plan – 2005 – 2006                                                                               Page 27
Draft, 6/14/2011(1)

The career and technical programs in Business include Administrative Professional,
General Business, Management and Marketing, Real Estate and Small Business.
Student demand for the courses in these patterns remains high, and faculty respond not
only by adding more course sections to the semester schedule, but also by adding
students into those sections. Faculty in the Real Estate program have significantly
increased capacity by offering all courses online. Additionally, new courses in
Foreclosures, Escrow Principles and Common Interest Developments are being offered.
Since these new courses are offered online and are not part of usual community college
real estate curriculum, they are attracting a statewide student audience. Plans are
underway to market the relatively new Administrative Professional program, especially
to students at the NCC campus given that community‘s small office environment.
Another new program, Small Business, is meeting student demand for providing
education in entrepreneurship as well as ―nuts and bolts‖ small business management
issues. Faculty leading this program have started a Small Business Club and are
working with accounting faculty members to write a Small Business Accounting course.

Computer and Information Technology

Programs in this area include Computer Information Systems (CIS), Computer
Integrated Electronics (CIE), Computer Service Technology (CST) and Design Drafting
(DD). Each department is engaged in program development.

The most significant initiative in this regard is the new Mechatronics program within the
Computer Integrated Electronics department. Mechatronics is an interdisciplinary field
that incorporates electronics, mechanics, pneumatics, hydraulics and programming.
Extensive research about this discipline was funded by an Industry Driven Regional
Collaborative grant through the Community College Chancellor‘s Office. This research
shows that Asian and Western European industries have been using Mechatronics
principles for over 20 years and thorough education is provided in these countries.6 By
contrast, very few community colleges in the U.S. educate their students to these world
standards.7 Grant funds are being used to develop and modify curriculum, create a
degree and certificate pattern, create an applied learning lab, provide for student
internships, conduct marketing research and deliver short-term customized training.
Students graduating from this program will be employable in a wide range of businesses
and industries that need to maintain and repair manufacturing and consumer electro-
mechanical equipment.

The CIS faculty and staff are upgrading two computer lab classrooms with better
equipment, incorporating software and curriculum updates recommended by their
advisory committee, and investigating the computer literacy movement sweeping higher
education. The CST faculty offers courses at night and online to meet the needs of their
working student population in addition to rewriting much of their curricula well in

    What Is Mechatronics,
    Alexandria Technical College in Alexandria, Minnesota.

Sierra College Educational Master Plan – 2005 – 2006                               Page 28
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advance of their scheduled curriculum review date. This program is experiencing
renewed interest by students wanting further education in computer support, networking
or Microsoft systems. The faculty in Design Drafting views their program as pre-
engineering coursework and drafting methods and techniques as document support.
This perspective comes as a result of recent advisory committee meetings. They also
have infused aspects of civil engineering into certain drafting courses to meet industry

Social Services

While most programs of this type are housed in other divisions, Administration of Justice
and Human Development & Family are positioned within the Business and Technology
Division. The Administration of Justice program provides students education in law
enforcement, courts and corrections concentrations in the traditional three-unit course
for credit mode, and also includes a modular Police Academy of non-degree credit
courses. The Human Development and Family program is proactively responding to
demands from the existing workforce for more specialized classes. The department‘s
plan is to add three to five new courses between fall 2005 and spring 2006. Courses
under consideration are Math & Science for Preschoolers, Language & Literacy
Development of Preschoolers, Working with Bilingual Children, Brain Development and
Assessments of Children‘s Learning Environments.


Both the Automotive Technology and Construction Technology programs are impacted
by technological advancements as well as shortages of available trained and skilled
workers. Automotive Technology is responding to both issues. The department keeps
its NATEF educational certification up-to-date, a requirement for ASE status, and
maintains its partnership with Nissan North America, Inc. This manufacturer partnership
brings state-of-the-art vehicles, other equipment and staff training into the program.
Given the increasing demand for hybrid vehicles, the advent of a hydrogen economy,
satellite communications, and even paperless repair processes, program changes are
anticipated. The construction industry in the region is experiencing a boom cycle with
increasing demand for workers at all skill levels. The Construction Technology program
currently provides education for students wanting to become general contractors and
field supervisors through programs in cabinetry and residential building. Employers
representing the commercial side of the industry are interested in the program to
provide for further educational opportunities in their industry segment.

Forces that influence the program or obstacles for achieving stated goals

The major force that influences instructional programs in the Business and Technology
Division is the effect of the regional economy; however, other forces and obstacles have
significance. The regional economy drives the creation of new programs and
modifications of existing ones. The economy has shifted from emphasizing
manufacturing and other services to construction, financial activities/business services

Sierra College Educational Master Plan – 2005 – 2006                               Page 29
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and educational and health services.8 Other important factors are the urbanization of
the region and higher socioeconomic status of its residents.9 Many residents are
college educated and encourage their children to transfer to universities for improved
career opportunities. Consequently, career and technical education programs must
engage students in challenging curricula that point them to high wage jobs with career
advancement potential as well as connection to university degrees. Rapid changes in
technology also impact programs that rely on computers to deliver instruction. These
programs have difficulty staying current with changes in software and equipment. Many
programs must track and incorporate frequent regulatory changes into the curricula
such as programs in early childhood education and related human development areas
as well as in administration of justice, automotive technology, business and accounting,
and construction technology. A final significant issue facing this division is the lack of
full-time faculty in most departments. If programs are to make curriculum and degree
pattern changes in keeping with the economic and technological shifts, full-time faculty
must spend significant time and effort outside of the classroom to research, plan and
execute the changes.

Implications for Planning for Business and Technology Division:

Several new programs or initiatives are being actively planned or researched to align
curriculum with regional economic need. This planning process is augmented by
closely partnering with the Economic Development Division to conduct labor market
research, network with industry leaders, write program proposals and compete for grant
funds. The Industry Driven Regional Collaborative grant for Mechatronics referenced in
an earlier section is the most notable recent result from the collaboration between these
two divisions. Future plans include several possible programs as described below.

Given the boom in the financial activities and business services sectors in Placer
County, the Business department has joined an effort among Northern California
community colleges to develop an insurance program.10 Another program area that
could offer employment potential for graduates is in information assurance. California
State University, Sacramento, is now recognized as an Information Assurance Center
and is establishing a partnership with this division for curriculum development efforts
and related activities. Another important economic development in recent years is the
construction boom in Placer County. Many meetings have been held with industry
professional who decry the significant shortage of journey-level employees.

Human Development & Family faculty and management are investigating the growing
area of gerontology. With a rapidly increasing population of individuals over 60, the
need for training a workforce employable by nursing homes, skilled nursing facilities and

  Sacramento Regional Research Institute, Placer County Economic and Demographic Profile 2005,
December 2004, page 34.
  Sacramento Regional Research Institute, Placer County Economic and Demographic Profile 2005,
December 2004, pages 14-15.
   Sacramento Regional Research Institute, Placer County Economic and Demographic Profile 2005,
December 2004, pages 41-42.

Sierra College Educational Master Plan – 2005 – 2006                                         Page 30
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Alzheimer‘s centers can be met at the community college. Currently a certificate
program in Gerontology is being developed with the assistance of the California
Ombudsman on Aging. Another program expansion is to develop a Family Child Care
Home certificate. Many of California‘s young children (0 – 5 yrs) are cared for at in-
home programs. In Placer County, 33% of licensed child care slots are in family child
care homes; for the state, the average is 36%.11 As part of Preschool for All legislation,
Family Child Care Home providers will also be required to obtain additional units in
Early Care & Education to receive state funding. Many providers seek continued
education and wish to achieve certificates and degrees as part of their professional
career development.

The Computer Information Systems faculty is beginning work on how best to provide the
general student population with a better foundation in information and communication
technology. The literature indicates there is great need for higher education to address
the gap between student confidence and competence through assessment of
computing knowledge.12 One assessment instrument to determine student information
and communication technology competence is now being used at all 23 California State
University campuses. Another one, the International Computer Driver‘s License, is
being promoted by an Information Technology consortium of industry and educational
partners in the Bay Area. Beyond investigating the value of assessment instruments,
the faculty is conferring with their colleagues in the Library and Student Services
Divisions to determine the best approaches to motivate students to improve their
information and communication technology proficiencies.

In order to facilitate the plans referenced above, the Business and Technology Division
foresees the following staffing, facility, and technological needs:

            Replace the position of Associate Dean for the division.
            Hire full-time faculty in for growth in Business and Human Development and
            Replace faculty and classified staff retiring in computer-related, Business,
             Construction Technology disciplines.
            Provide funding for faculty release time for program development.
            Assign additional classroom space to Business and Human Development and
             Family programs and provide computerized instructor stations in them.
            Assign additional classroom space to Automotive Technology and
             Construction Technology, primarily for lecture.
            Remodel outdoor area in Automotive Technology to create additional
             automotive bays for laboratory use.
            Continue to partner with Economic Development and the business community
             for program development purposes.

     Statistics provided by the California Child Care Resource & Referral Network,
     Testing Service to Unveil an Assessment of Computer and Information Literacy,

Sierra College Educational Master Plan – 2005 – 2006                                                  Page 31
Draft, 6/14/2011(1)
Economic Development Division

Economic Development Division Mission Statement:

The Sierra College Economic Development Division works in partnership to advance
the region‘s economic and cultural quality of life by providing opportunities for workforce
training, business development, and life-long learning.


Economic Development Division is in the business of adult education. The delivery
mechanism is primarily through fee-based, not-for credit, and non credit instruction.
The Division‘s goal is to develop the region‘s workforce, strengthen its businesses, and
support lifelong learning, thus enriching the communities Sierra College serves.

The Sierra College Economic Development Division consists of five departments and
short-term grant-funded projects. The departments are:

Contract Education (Sierra College Training & Development)
Center for Applied Competitive Technologies (CACT)
Small Business Development Center (SBDC)
Community Education
Sierra College Osher Lifelong Learning Institute

Forces that influence the program or obstacles for achieving stated goals

The Economic Development programs have a long history of success on which to build.
The Division operates in the regional workforce and organizational development and
continuing education market. To be competitive in this arena, the Division‘s curricula
and consulting services must be aligned with current trends in business, industry, and
the community

Implications for Planning for Economic Development:
  Develop and maintain partnerships with business, economic development, and
   workforce development agencies
  Research and develop new opportunities for grant funding
  Research and monitor economic and demographic trends
  Assess outcomes of instructional methodologies

Sierra College Educational Master Plan – 2005 – 2006                                 Page 32
Draft, 6/14/2011(1)
Library/Learning Resource Center


Offering print and electronic instructional resources in formats accessible to all students,
trained tutors, developmental education program coordination, professional reference
assistance, and television and internet class training and support, the mission of
Learning Resources is to enhance learning and ensure the highest possible level of
student persistence, retention, and success.


Tutor Center
The demand for tutor services is indicated with a sharp increase over the past two
years, as noted in the graphs below. Comparing spring 2003 to spring 2005, we note
that the number of students using the Tutor Center increased by 51%, and the number
of hours students used the Tutor Center increased by 184%. As demand continues to
increase, additional facilities and personnel will be required in order to continue
providing quality support service to Sierra College students.

                         Number of Students Using Tutor Center                   Number of Hours of Student Use

                         600                    30%
    Number of Students




                                   51%                                                     184%
                                                                    Hours Used

                                                                                                                Sp '03

                         500                             Sp '03


                                                                                                                Sp '04
                                                         Sp '04
                         400                                                                                    Sp '05
                                                         Sp '05                  3000
                                                                                                                Fall '04
                                                         Fall '03                2000                           Fall '05
                         200                             Fall '04
                                         Fall                                    1000
                                                                                          Spring   Fall

Student Success Program
As indicated by the chart (below right,) the three-year average of students assessing
into the Student Success Program is 80%. This number indicates that 80% of Sierra‘s
incoming freshmen are underprepared for transfer level classes. Unfortunately, only
65% of those assessing actually enroll in the needed Student Success courses. With
such a huge population of students affected, it is imperative that Sierra College work to
build a cohesive highly coordinated developmental education program, linking curricula
from the lowest to the highest levels in order to ensure student success. An important
benefit of a coordinated student success program will be increased cooperation among
all developmental faculty to achieve common goals that support student achievement.

Sierra College Educational Master Plan – 2005 – 2006                                                                       Page 33
Draft, 6/14/2011(1)
Specific Actions Undertaken (2004-2005)
       Increased drop-in tutoring hours
       Implementation of Student-Athlete
          Study Time
       Tracking of students through
          automated log-in and log-out
       Implementation of Skill Development
       Implementation of Developmental
          Faculty Workshops
       Started working on prerequisites
       Examination of assessment tests
       Study of effects of late registration

Forces that Influence the Program or Obstacles for Achieving Stated Goals
At the Rocklin campus, the lack of adequate facilities and personnel in the Tutor Center
as demand increases will likely result in problems in the near future. For the Student
Success Program, the absence of a line-item budget, the lack of a full-time program
coordinator, the failure of faculty at large to comprehend the huge scope of the
developmental program, and the negative connotations among both students and
faculty of the terms ―remedial‖ and ―basic skills‖ present the greatest challenges to the

Distance Learning
Comprised of live television classes, online courses delivered over the internet, and
student and faculty instructional support, the District‘s Distance Learning (DL) program
continues to grow at a rapid rate. As evidenced by the chart below showing online and
TV enrollments during the previous two academic years, all of the growth has come
from increased demand by students for online classes. As this demand continues to
accelerate, in order to improve student retention and success, there will be a critical
need to enhance text-based internet classes with multimedia audio and video segments
and additional opportunities for student-student and student-teacher interaction.

Training new faculty to develop and teach online classes will remain a critical function of
the department as well as preparing students new to the online environment to become
successful online students. The two full-time classified positions in the DL Department
are becoming more complex as technology develops and improves. The functions and
salary classifications for these two positions should be examined and revised.

Sierra College Educational Master Plan – 2005 – 2006                                 Page 34
Draft, 6/14/2011(1)
                  Sierra College Distance Learning Growth: 2003 to 2005
                                                                 Average    #FTEs       Gross FTE
                          Class             # of         # of     class
      Semester             type           students     classes     size    generated     revenue
      Fall 2003             TV               911         30        30        94.57     $321,526.67
                          Online             1313        45        29       128.40     $436,560.00
            Totals:                          2224        75        30       222.97     $758,086.67

        Spring            Cable
         2004              TV                1002        32        31       102.70      $349,180.00
                          Online             1866        58        32       213.20      $724,880.00
            Totals:                          2868        90        32       315.90     $1,074,060.00

       Summer             Cable
        2004               TV                 143         3        48       15.30       $52,020.00
                          Online              521        18        29       56.27      $191,306.67
            Totals:                           664        21        32       71.57      $243,326.67

      Fall 2004            TV                864         34        25        85.00      $289,000.00
                          Online             2458        75        33       274.25      $932,438.67
            Totals:                          3322       109        30       359.25     $1,221,438.67

        Spring            Cable
         2005              TV                628         33        19        63.07      $214,453.77
                          Online             3469       105        33       391.70     $1,331,776.56
            Totals:                          4097       138        30       454.77     $1,546,230.33

Forces that Influence the Program or Obstacles for Achieving Stated Goals:
Distance Learning is greatly impacted by the rapid growth in the numbers of students
taking online classes and the need to keep up with technology improvements. The live
TV class program is very valuable for students who need the discipline and motivation
of a live instructor to succeed with their studies but are unable to come to campus. As
the entire television medium will soon become entirely digital, the College must retire all
of its analog equipment (e.g. cameras, storage and playback devices, and editing
equipment) and replace it with digital models. Future purchase of the enterprise version
of the College‘s Blackboard online course management system will be essential to
provide students and faculty the enhanced learning and teaching capabilities of this

Sierra College Educational Master Plan – 2005 – 2006                                   Page 35
Draft, 6/14/2011(1)
Library services at Sierra College extend over a wide geographic area including the
Rocklin LRC, the Nevada County Campus (NCC) LRC, the Roseville Gateway LRC,
and two new library facilities planned to open in the next two years at the Truckee
Campus and Twelve Bridges in Lincoln. A large and heavily used collection of electronic
resources allows students and faculty to access periodical, newspaper, and reference
articles from their home computers or campus offices. Full-text electronic books are also
available via the internet. A daily shuttle delivery between the Rocklin and NCC libraries
provides easy sharing of the libraries‘ print collections. The latest student and faculty
library use surveys reveal a high degree of satisfaction with the services and collections
of both libraries.

78% of students surveyed (264 out of 339) either ―agreed‖ or ―strongly agreed‖ with the
statement that ―library orientations provide useful information on how to use library
resources.‖ For the faculty, 80% (54 out of 67) ―agreed‖ or ―strongly agreed‖ that library
orientations ―provide useful information on how to use library resources.‖ Faculty
satisfaction with reference and circulation services was also high: 83% (63 out of 76)
―agreed‖ or ―strongly agreed‖ that they received ―knowledgeable assistance from the
reference staff,‖ while 80% (53 out of 66) ―agreed‖ or ―strongly agreed‖ that they
received ―prompt, efficient service at the circulation desk.‖

Forces that Influence the Program or Obstacles for Achieving Stated Goals:
The primary challenge for the Library over the next several years will be to coordinate
and integrate several new library facilities without adding a large number of additional
staff. All of the library‘s circulation and cataloging functions are automated using the
Endeavor Library System. The greatly increased acquisition and cataloging functions
required for the new facilities (especially for the large library at Lincoln) will require the
hiring of one additional full-time Library Cataloging Technician. Also, to coordinate and
supervise the circulation staff and functions effectively among the various libraries, a
classified supervisory position will need to be hired (this is a replacement for a position
that has gone unfilled for several years.)

Implications for Planning for the Library/LRC Division: Required

             Increase Tutor Center use by developmental students in order to improve
              student retention and success in pre-transfer level classes
             Develop an annual budget for the Student Success Program
             Hire a full-time Tutor Center Coordinator
             Hire a full-time classified or faculty instructional assistant for the Tutor Center
              to help with increased use of the Tutor and Testing Centers
             Create a full-time administrative position for the director of the developmental
             Institute a campus-wide Student Success Initiative, beginning with a nationally
              known developmental education speaker at convocation

Sierra College Educational Master Plan – 2005 – 2006                                       Page 36
Draft, 6/14/2011(1)
             Eliminate all language across campus that refers to the Student Success
              Program as “remedial” or “basic skills”; replace these terms with either
              “student success” or “developmental education”

             Increase the number of online classes offered.
             Continue to work on improving quality and student retention in internet
              classes by increasing opportunities for online interaction among students and
              between students and instructor.
             Add multimedia audio and video segments to text-only online classes.
             Improve student support services for the online student.
             Revamp the Sierra College web site and the Distance Learning site; increase
              and enhance web-based support for traditional, on ground classes.
             Formulate specific, concrete long-range goals and strategies for reaching
              these goals for both the Distance Learning and Student Success Programs

             Improve the staffing, equipment, and location of the new LRC at Roseville
             Strengthen the management of Library Services at the Rocklin LRC and ensure
              effective program integration with the new libraries in Lincoln and Truckee by
              filling the classified supervisory position, Library Services Supervisor, a
              position that has been vacant for several years.
             Prepare for the opening of the Lincoln Library by planning for one new full-
              time classified position at the Rocklin LRC to handle the greatly increased
              ordering and cataloging activity associated with the new library.

Sierra College Educational Master Plan – 2005 – 2006                                     Page 37
Draft, 6/14/2011(1)
Liberal Arts


The mission of the Liberal Arts Division is to support the educational goals of Sierra
College by assisting faculty and staff in their efforts to help students realize their
potential through innovative interdisciplinary educational programs in the arts,
humanities, and social and behavioral sciences. In addition, the Division assesses,
interprets, adapts, communicates and upholds institutional policies reflecting changes in
the district and broader society while maintaining a climate that fosters respect for all
members of the community. To that end, the Division seeks to promote the highest
standards of good citizenship and personal behavior among Sierra College students
and staff, encouraging integrity, respect and concern for others.


The Liberal Arts Division is the largest instructional division on-campus evidenced by
the FTES chart below: (see Appendix A)

The division produces approximately 46% of the district‘s FTES every semester with an
instructional staff consisting of 64 full-time faculty and 310 part-time faculty(Fall‘05) in
twenty-seven academic departments. In addition, 1,100 course sections are scheduled
each semester on four campuses: Rocklin, NCC, Roseville Gateway, and Tahoe-
Truckee. In recent semesters, the division‘s production of total FTES has grown
although the productivity has declined in line with the District trend. (see Appendix B.)

The division has made important contributions to district growth targets and is a key
player in achieving current district goals related to improving basic skills, and student
success and retention. The Fall‘04/Spring‘05 enrollment reports show a total FTES of
2893 for Fall (461 productivity) and 2865 for Spring (453 productivity), and a total
census fill rate of 90% for Fall and 89% for Spring. The division is a major participant in
academic enrichment, distance learning, on-line, study abroad and fast-track programs
and offers courses at all district locations and campuses including NCC, Gateway,
Tahoe-Truckee, and some local schools.

Several new departments/programs have been added to the Liberal Arts division in
recent years: Fashion Merchandising, Welding Technology, and Women‘s Studies.
Certain departments have expanded their offerings such as Humanities, Foreign
Languages (Italian), and Social Science. Other departments are developing new
programs internally to better serve students including English (Reading), Deaf Studies,
and Foreign Languages (considering Arabic and Chinese). It should be kept in mind
that the division continues to expand its programs in ESL, Study Abroad, AAOne,
Liberal Studies/Teacher Education, and Learning Communities.

Recently, the Ridley Gallery has moved under the auspices of the LA Division. With this
new responsibility, the division is serving various departments in the division (e.g., Art,

Sierra College Educational Master Plan – 2005 – 2006                                   Page 38
Draft, 6/14/2011(1)
AAD, Photography, LRC) as well as the Placer County & Northern California Arts

Forces that influence the program

Positive factors which have influenced the program include a highly competent division
office staff, an abundance of extremely capable full-time/part-time faculty, and the
department chair structure.

The division office staff is highly trained and competent. The staff works exceptionally
well together exhibiting strong people skills, teamwork, technical competency, flexibility,
adaptability, and dedication to the mission of the district and the division. The office
staff maintains an open door policy that fosters a sense of community and demonstrates
a willingness to serve faculty, other staff, and students in a timely and efficient manner.
Because of the size of the division, the office should have another permanent
classified administrative secretary/assistant.

It is fortunate that the LA division has hired so many excellent faculty, particularly in the
full-time ranks. Part-time faculty, because of their work schedules (e.g., ―freeway
flyers‖), cannot participate to any great extent in campus activities, and the
responsibilities fall on the shoulders of the full-time faculty. The full-time faculty in the
division have ―stepped up‖ significantly and provided direction for the college to better
serve its students.

An important innovation in the last few years, especially for the LA division, has been
the creation of department chairs. The chairs play a significant role in all activities
related to the instructional components of the college including evaluations (part-time
and full-time), scheduling, curriculum development, program assessment (PAR),
student relations, and program leadership. The department chairs are outstanding and
have worked closely with the deans to provide a truly first-class education for Sierra
College students.

Obstacles for achieving stated goals

There are two significant ―forces‖ that influence programs within the Liberal Arts
Division. First, there is the continuing and growing number of part-time faculty in the
division. As noted above, there are approximately 300 part-time faculty in various
departments most of whom teach two, and sometimes three, classes per semester.
The workload created for the division office and, for any district office that interacts with
Liberal Arts increases exponentially with the growing number of part-time faculty. In
addition, part-time faculty are, for the most part, ―freeway flyers‖ and cannot spend the
time on campus to participate in various governance activities the most important of
these being department and committee meetings.

Second, and of critical importance, is the lack of classroom space for Liberal Arts
classes, particularly lecture spaces. The growth of Liberal Arts classes, especially the

Sierra College Educational Master Plan – 2005 – 2006                                    Page 39
Draft, 6/14/2011(1)
general education transfer sections, cannot continue without adequate classroom
space. The Division utilizes its classrooms fully from 7 or 8 AM to 10 PM, Monday
through Thursday. Attempts are being made to provide additional sections at Roseville
Gateway but the students have been a bit slow in responding to this new site. The
construction of the new Math/Technology Building should reduce some of the problems;
however, the LA division, except for Anthropology, will not have classes in the new
building. The LA Division is clearly looking at the secondary effects of classes moving
into the Math/Technology Building to utilize needed space for its many general
education/transfer classes.

Implications for Planning/Program Development

The division supports hiring as many full-time faculty as possible. As a rule, full-
time faculty are more productive and make better, more consistent contributions to the
success of students and the quality of instructional programs. Each semester the
productivity for full-time faculty is higher than for part-time faculty (see latest in Ninette‘s
productivity report for Spring‘05). In addition, the large number of part-time faculty in
the division and the current lack of clarity regarding the 60% law and what constitutes
load, increases the probability that part-time faculty will enter full-time positions ―through
the back door‖. Hiring full-time faculty and reducing the number of part-timers hired
reduces the potential for these unwanted hires.

Lack of resources and a clear plan for replacement of classroom equipment and
furniture is a continual frustration for faculty and staff. Outdated or poorly
functioning equipment and dilapidated classroom furniture has a strongly negative effect
on instruction, campus morale, and student perceptions of Sierra College. Additionally,
LA departments have more than 180 computers in various labs including Foreign
Languages, the writing center, Applied Art Design, Photography, Psychology, ESL,
Reading, and Music, and the success of these labs is contingent on having up-to-date
equipment and adequate technical support.

New classroom space for general lecture classes of moderate size (25-30 or 30-40
seats) and office space for faculty are in short supply as previously noted. New general
purpose rooms and classrooms with computer work stations will be necessary to
support anticipated growth (English, Reading/other basic skills) in new programs
currently under development.

Liberal Arts departments have, for many years, worked to make clear their desire to
create SMART classrooms especially in the areas of English, Political Science, History,
and Anthropology. SMART classrooms are extremely important for Liberal Arts
because they allow the faculty to teach using the methods that they have been trained
to use in the classroom. Additionally, many of Sierra‘s Liberal Arts students expect their
instructors to use modern teaching methods and equipment. Future instructional capital
outlay funding must include SMART classrooms for Liberal Arts.

Sierra College Educational Master Plan – 2005 – 2006                                      Page 40
Draft, 6/14/2011(1)
Specific goals for Liberal Arts include the following:

        Maintain the current level of excellent service to faculty, staff and students;
        Increase division‘s productivity
        Maintain level of interaction with department chairs
        Continue to develop and support new programs initiated by departments
        Increase efforts in basic skills (e.g., developmental English, Reading, ESL)
        Create, locate additional classroom space for LA programs especially on the
         Rocklin campus
        Increase efforts to hire full-time faculty for LA
        Create and implement a plan for replacing/upgrading classroom equipment and
         furniture which includes computer equipment.

Sierra College Educational Master Plan – 2005 – 2006                                Page 41
Draft, 6/14/2011(1)
Appendix A:

Liberal Arts Fall Full-Time Equivalent Students

 Discipline     1999     2000     2001     2002          2003      2004
 ANTHRO.       93.20    98.00   108.10   107.67           109     107.9
 ART          209.87   229.83   224.74   232.86         230.5     250.4
 ART/DES.      74.45    84.90    88.27    92.13          78.8      80.3
 COMM.ST.      83.87    84.43    95.97   103.00         120.4       126
 DFST                                                    50.5      63.9
 DRAMA         51.09    43.78    47.46    53.83             51     50.6
 E.S.L.        71.40    86.20   137.33   195.58         205.2     212.2
 ECON.         64.43    61.83    75.13    81.10          85.5      72.4
 ED.            0.50     0.50     0.70     0.60            2.8       4.4
 ENGLISH      558.21   555.69   607.49   665.44         676.7     698.8
 FASH.MR.                                                    -     19.1
 FRENCH        19.50    26.33    22.17    22.00          22.8      25.8
 GERMAN        10.50    11.87    14.00    15.17              -       8.7
 HISTORY      248.80   265.10   268.10   268.40         274.5     281.7
 HUM.          26.40    20.80    24.00    19.43          32.9      41.6
 ITALIAN                                                     -       9.2
 JAPANESE       9.37    12.80    13.17    10.33          11.2      11.6
 JOURN.         1.40                       4.07            4.1       5.1
 M.T.                                                    14.7         15
 MUSIC        101.10   105.20   121.29   135.39         135.9     128.7
 PHIL.         51.00    63.20    86.30    81.00          88.3      81.8
 PHOTO.        46.79    54.27    57.44    62.28          54.5      59.6
 POL.SCI.      74.90    74.10    82.40    85.90          92.6      85.7
 PSYCH.       211.20   225.13   234.76   246.23         236.4     243.9
 SKL.DEV.     146.06   164.92   175.32   211.68              -         -
 SOC.          52.90    48.10    43.30    44.90          55.4      54.6
 SOC.SCI.      18.90    10.77     9.14     7.90          17.4      19.3
 SPANISH      114.87   115.90   127.27   132.07         128.2     135.1
 SPEECH        54.10    48.50    51.20    54.00              -         -
 Total:     2,394.81 2,492.16 2,715.05 2,932.95        2779.4    2893.2

Sierra College Educational Master Plan – 2005 – 2006                       Page 42
Draft, 6/14/2011(1)
Appendix B:

Liberal Arts Fall Productivity
Discipline      1999    2000                  2001       2002     2003    2004
ANTHRO.       561.90 548.51                 611.32     601.27    641.2   541.3
ART           474.21 444.07                 462.10     439.79    428.7   416.5
ART/DES.      430.80 411.95                 381.55     381.02    369.4   360.1
COMM.ST. 470.38 475.54                      510.82     562.41    446.5   415.2
DFST                                                             710.1   535.5
DRAMA         472.00 398.41                 402.00     447.94    474.9   469.1
E.S.L.        370.59 398.45                 362.69     344.31      409   417.6
ECON.         506.05 511.86                 562.04     639.74    671.1   569.2
ED.           240.00 225.00                 210.00     179.96    227.7   260.8
ENGLISH       415.62 421.85                 442.43     458.63    472.1   443.4
FASH. MR.                                                            -   352.9
FRENCH        311.17 430.91                 355.13     434.20    437.2   445.4
GERMAN        335.11 372.56                 379.92     397.56        -   448.3
HISTORY       565.00 576.20                 589.84     660.74    663.9   586.9
HUM.          789.00 772.49                 900.00     621.42    673.6   505.1
ITALIAN                                                              -   474.1
JAPANESE 501.79 469.35                      689.92     541.73    577.6     592
JOURN.        210.00                                   469.88    482.4   665.1
M.T.                                                             455.7   468.8
MUSIC         444.53 462.70                 462.31   508.43      490.3   406.3
PHIL.         478.13 528.92                 560.87   578.57      630.7   557.7
PHOTO.        328.95 351.36                 330.52   342.81      333.6   323.1
POL.SCI.      535.00 463.13                 513.54   537.50      603.8   514.2
PSYCH.        582.16 532.46                 615.54   635.22      650.3   579.8
SKL.DEV.      376.72 837.86                 957.76 1,139.86          -       -
SOC.          528.00 517.50                 462.86   559.44      593.6   481.8
SOC.SCI.      204.45 543.33                 402.36   355.49        522   482.5
SPANISH       398.84 420.68                 407.83   435.29      428.7   412.7
SPEECH        405.00 382.89                 384.00   405.00          -       -
Total:        452.73 474.82                 487.41   504.17     501.50   461.4

Sierra College Educational Master Plan – 2005 – 2006                             Page 43
Draft, 6/14/2011(1)
Physical Education and Athletics Division


The division mission consists of providing intercollegiate athletics, undergraduate
preparation for majors in physical education, and a venue to promote the benefits of
physical activity for life-long fitness.


Physical Education and Athletics is the smallest of the four major divisions of the
District. .

Physical Education, Health, Recreation Management and Athletics Division


The Physical Education, Health, Recreation Management and Athletics Division is
committed to:

     Providing constituents with instructors and facilities that develop a diverse and complete
     Providing accurate and timely assistance to faculty, staff and students to assist them in
      recognizing and achieving individual and institutional goals.
     Understanding diversity in all its dimensions and to learn from it.
     Fostering a sense of ―community‖ through the commitment to both campus and local
      community needs.
     Maintain personal integrity and adherence to the highest ethical standards.
     Encouraging and rewarding creative and innovative actions to enhance the educational
     Supporting the pursuit of excellence in both academic and athletic environments.


The Physical Education, Health, Recreation Management and Athletics Division at Sierra
College is becoming one of the largest of the major Divisions of the district. The greatest growth
in the Division has occurred within the last two years under the leadership of a new
Dean/Athletics Director. The establishment of a Department Chair, Aquatics Director and
Assistant Athletic Directors for the Division has also significantly contributed to the tremendous
growth experienced. In addition, a Physical Education A.S. degree and Recreation Management
A.S. degree programs have been implemented. Several Health Education lecture courses were
increased in unit value to match the California State University requirement. New curricula has
been developed and incorporated into the Division‘s course offerings. These courses include:
Adaptive Fitness, Adaptive Walk/Jog, Adaptive Aerobics, Tai Chi, Meditation, Yoga II, and
various sport theory courses. A yoga certificate program is being developed along with a
recreation management certificate.

This experienced growth should continue in the years to come as several new wellness courses
will be added to the curriculum. New programs envisioned for the Division include drug and

Sierra College Educational Master Plan – 2005 – 2006                                       Page 44
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alcohol courses, senior and women‘s health, and wellness. When facilities expand, a wellness
center will allow the Division to add numerous additional fitness and wellness courses as well as
certificate programs and will support the Osher Lifelong Learning Institute at Sierra College
(formerly Sierra Emeritus College).

The Physical Education, Health, Recreation Management and Athletics Division is very complex
in nature. The Division is responsible for maintaining a highly visible and competitive athletic
program currently consisting of 17 teams. The department also supports the club sports of
men‘s and women‘s skiing and cheerleading.

Overall, the scope and focus of the Division offers a comprehensive academic program for our
Physical Education and Recreation Management majors. Physical Education and Recreation
Management programs train students for vocational careers. Successful Physical Education
and Recreation Management programs promote life-long fitness and wellness. All our academic
and athletic programs assist our students in transferring to a four year university.
The athletics program functions under the control of the California State Commission on
Athletics (COA). As such, the Division differs from other college Divisions in the following areas:

        Rules interpretation and required documentation related to the Commission on
         Athletics (COA) rules
        Eligibility requirements
        NCAA guidelines
        Community communication
        Event scheduling and management
        News media relations

Forces that influence the program

The Division is undergoing tremendous growth in both student population and course offerings.
At present the Division consists of only ten full time instructors. Nine full time instructors are
head coaches for ten athletic teams. The other seven teams are coached by part-time
instructors/head coaches. Over 75 part-time instructors/coaches fill this teaching and coaching
void. As more new academic programs and sports are developed and added to the curriculum,
additional full-time faculty will be required.

As is common on our campus, the Physical Education & Athletic facilities are aging and in need
of major renovation. The addition of a football stadium and recent renovations to the swimming
pool, cross country course and gymnasium will help in the short term. Additional fields (baseball,
softball, soccer), track facility, tennis courts and a new gym will be needed in the near future.
With the addition of the new football stadium the following new courses have been developed
and will be offered beginning Fall, 2005: Flag Football, Co-Ed Flag Football, Soccer, and
Adaptive Walking. Lacrosse, Field Hockey, Speed Ball, Frisbee Golf, Adaptive Field Hockey and
Marching Band are in the development stages and will be offered beginning August, 2006.

Enrollment within the Division has increased due to the completion of the fields‘ project. It is
estimated that the Division can expect a significant increase in enrollment with the completion of
the new synthetic field turf stadium. With the addition of new facilities, including track, fields,
gym and wellness center, even more enrollment can be expected.

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Leasing these new facilities to community groups would generate additional revenue for the

Funding for the program continues to be a challenge. The addition of three new intercollegiate
sports will necessitate even more resources. The Athletic Department does successfully raise
close to $100,000 per year to help offset budget deficits.

Implications for Planning for Physical Education & Athletics Division:

        Continue to develop enrollment by creating appropriate courses/activities that meet the
         needs of the college community.
        Use creative partnerships to build new facilities and share existing ones within the
         community. (i.e., Placer County/Sierra College tennis courts located on the Sierra
         College Rocklin campus)
        Continue to develop links with other disciplines on campus to foster student engagement
         across the breath of program and course offerings. (i.e., Student athletes and coaches
         serve on Campus Life committees)
        Continue to develop the Recreation Management Certificate Program.
        Continue to Develop the Yoga Instructor Certificate Program.
        Continue to develop new programs and course offerings. (i.e., Wellness Programs)

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Public Safety

Sciences and Mathematics Division


The Sciences and Mathematics Division provides students undergraduate preparation
for majors requiring a scientific or mathematical background and provides the science
and mathematics component of the associate degree pattern. Emphasis is placed on
utilizing the laboratory or field environments for students to focus on the scientific
method. In addition to the undergraduate work, the division provides workforce
preparation in a variety of areas, including Agriculture, Natural Resources,
Environmental Horticulture, and Nursing.

Sciences and Mathematics Fall Full-Time Equivalent Students
(gray entries are no longer in the Sciences and Mathematics Division)

 Discipline                2000           2001           2002       2003     2004
 AG.                      35.91          32.87          23.73        27.2     36.6
 APP.DES.                  8.83          15.07          11.70   Fash Des        ---
 ASTRON.                  60.60          72.00          85.80        89.3     73.4
 BIO.SCI.                194.67         198.11         213.39      234.5     267.0
 CHEF APP                  0.70           1.79           1.94          ---      ---
 CHEM.                   126.59         134.84         153.52      157.1     174.4
 E.SCI.                   46.59          40.50          49.90        55.2     49.6
 ENGIN.                    7.80           3.77           9.27        13.4     13.8
 ENV.HORT                 25.90          30.11          30.97        37.5     30.0
 FACS                                     0.52           0.29          .2      0.1
 FASH.DES.                                                           19.2       ---
 FASH.MR.                  4.00           3.70           4.43   Fash Des        ---
 FORESTRY                 22.29          16.57          20.01        11.8      9.0
 GEOG.                    40.46          43.46          41.87        50.4     43.1

 GEOLOGY                  20.53          25.63          17.65        20.4     21.8
 H.TECH                                                                        0.8
 HUM.DEV.                141.73         141.16         152.97       145.7       ---
 INT.                     20.80          23.60          21.00        21.7     21.2
 MATH.                   473.19         487.96         563.50       578.3    585.2

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 MINING                     0.03             ---            ---            ---           ---
 NATURAL                                                                         Forestry in
 RESOURCES                                                                            2005
 N.A.                      7.35           7.12            8.22          5.4             4.8
 N.R.                     49.80          54.96           60.51         59.4            58.9
 N.V.                     27.70          26.93           27.73           23            15.2
 NUT./FD.                 70.02          74.60           77.23         82.9            85.4
 PHYSICS                  45.73          56.30           64.11         67.0            70.5
 SKL.DEV.                                                             102.1          124.3
 Total:                1,431.23       1,491.58         1,639.74      1801.8         1685.0

Sciences and Mathematics Fall Productivity
(gray entries are no longer in the Sciences and Mathematics Division)

 Discipline             2000         2001            2002         2003            2004
 AG.                  283.59       306.35          249.78        318.9           267.7
 APP.DES.             325.82       402.37          369.47     Fash Des              ---
 ASTRON.              656.82       526.13          485.74        496.7           435.7
 BIO.SCI.             464.40       474.22          499.74        558.0           562.0
 CHEF APP              86.96       196.62          281.75           ---             ---
 CHEM.                408.04       437.75          468.77        490.0           473.1
 E.SCI.               523.85       467.31          490.55        517.9           453.8
 ENGIN.               285.37       223.03          382.56        490.2           504.9
 ENV.HORT             324.98       293.99          310.75        382.3           307.9
 FACS                              355.84          578.76        339.5           175.2
 FASH.DES                                                        394.9              ---
 FORESTRY             316.83       252.63          266.27        322.5           233.7
 GEOG.                399.07       378.02          436.37        466.1           389.9
 GEOLOGY              325.43       355.65          315.11        300.7           333.4
 H.TECH                                                                          120.0
 INT.                 776.25       885.00       2,024.94          770.9          795.0
 MATH.                471.64       493.63         492.68          519.4          461.3
 MINING               385.71           ---            ---            ---            ---
 NATURAL                                                                      Forestry
 RESOURCES                                                                     in 2005
 N.A.                 240.02       227.14          271.33         280.4          247.0
 N.R.                 235.96       252.92          295.19         242.9          247.8
 N.V.                 234.60       237.44          253.09         206.0          192.1
 NUT./FD.             532.09       516.36          573.51         601.0          518.8
 PHYSICS              400.78       448.90          528.52         525.3          506.5
 SKL.DEV.                                                         814.9          659.0
 Total:               422.95       437.34          451.96         486.3          452.0

The Sciences and Mathematics Division is the second largest division with an average
of 1609.87 FTES over the past five fall semesters. The division consists of 18

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departments, the Interdisciplinary Program and a Natural History Program. Sciences
and Mathematics offers 22 degrees and 8 certificates. The division provides curricula
that satisfy science and mathematics general education requirements at Sierra College.
In addition to the college‘s general education requirements, the division provides
transferable prerequisites for a variety of majors. All departments work closely with the
local transfer institutions to maintain transferability in their majors exemplified by the
Memorandum of Understanding between Sierra College and California State University,
Sacramento signed on July 14, 2005 affirming the commitment both institutions have in
creating a seamless academic transition for students.

The Sciences and Mathematics Division strives to provide a quality education and
learning experience for our students. Many departments within the division offer some
type of supportive learning experience such as group tutoring, learning communities,
organized study groups and Peer Led Team Learning (PLTL). Faculty within the
division use a variety of instructional methodologies including websites, groups, multi-
media, individualized learning, computer assisted, on-line (including combinations of on-
line and on-site), television, and laboratory. There is also a commitment within the
division to provide field experiences, club activities, or other outside learning
experiences that enhance in class instruction. All departments have developed student
surveys to assess the needs of students as well as determine satisfaction with
instruction received. There has also been a reevaluation and enforcement of
prerequisites to assure that students are placed into appropriate level courses.

The Sciences and Mathematics Division logically groups into 5 areas: Natural
Sciences, Physical Sciences, Applied Sciences, Interdisciplinary, Mathematics, and
Health Sciences. Highlights and analysis of performance for these 5 discipline areas
are summarized below.

Natural Sciences

The Biology department‘s continued growth and demand for impacted classes provide
unique challenges. A current shortage in nurses, and increased job availability in the
allied health field has caused high demand for allied health affiliated classes (Bio. Sci. 4,
5, 6, and 55). PUT data in here about # of sections added, Fill dates, # of tries to enroll.
This increased enrollment trend in the above mentioned courses is likely to continue.

The need for employees trained in environmental monitoring and assessment has
encouraged the Biology department to develop a Watershed Ecology Technician
program (offering an A.S. and certificate) which could be augmented by field courses.
Field courses (Bio. Sci. 16 series) have been very popular, are not restricted by lack of
laboratory facilities, and would undoubtedly attract more students if faculty were
available to teach them. Unfortunately only a few of these courses can be offered each
semester. Given the fact that there is no room to grow, the Biology department has
successfully implemented a ―full-service‖ type of biology program. They have a set of
diversified course offerings, have a web site dedicated to the Biology program, have
written a vocational program that was submitted and approved by the Chancellor‘s

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Office in Fall 2002, and have a robust field program unparalleled by any regional
community colleges.

The Earth Science/Geology department provides courses for their major students as
well as to the entire campus. One example of the service their department provides to
the student body as a whole is the development of a lab component for E.Sci. 010
(E.Sci. 010L), required by Liberal Studies majors transferring to CSUS. The coordinator
of the Liberal Arts program at Sierra College requested the lab, and the department
reacted rapidly to provide sections of this new course, starting in fall, 2003. Due to
student demand, the number of sections offered has been increased every semester
since, including an offering at NCC. The enrollment drives continued addition of
sections, which in turn helps increase the department‘s FTES and efficiency. The Fall
2004 efficiency of this lab was 528.57, the highest of all Earth Science/Geology core
courses. Their fill rate was over 100% which accounted for 11% of the FTES.

The Earth Science/Geology department expects efficiency numbers (as well as FTES)
to increase as they expand distance learning offerings. As an example, their first TV
section (offered Fall 2002), had an efficiency of 855 (enrollment of 57 at first census, 0.2
FTEF). This section has continued to be offered every semester. They have also
developed a new course suitable for distance learning (Natural Disasters), which has
shown to contribute high FTES and efficiency numbers at the colleges where it is
offered. The department also plans to develop an online format for their successful
E.Sci.10 course.

The Sierra College Natural History Museum has been an integral part of instruction and
a service to the community since 1967. Over the past twenty years the museum has
undergone significant changes with many new exhibits and a tremendous growth in its
collections. The mammal and bird collection has grown immensely. The botanical
collection is much better and the fossil collection has grown to over 5000 specimens.
The Museum collection is world class. No other Community College can match the
Sierra College Natural History Museum collection. The Sierra College Natural History
Museum has (at present) a set of dedicated volunteers. All of the museum activities,
from building/preparing the displays to raising money, are done by volunteers. We need
to hire museum staff as some of these activities are a shadow of what they used to be
and are a shadow of what the museum could be.

Physical Sciences

The Astronomy department has seen significant increases in enrollment (up 46%),
FTES (up 46%), and sections offered per semester (up 55%) in the 6 years between
Fall 1998 and Spring 2004. The District realized a 20% growth over this same time
period. In order to accommodate these increases with severe space limitations, the
Astronomy department is increasing their distance learning offerings on-line and via TV.
The Sewell Hall robotic observatory was completed and beta tested. In Spring 2004, it

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was dismantled with the dome and transported to the new NCC robotic observatory.
This NCC robotic observatory should be operational in the near future for student use.

The Chemistry department enrollments averaged 605 students for the Fall semesters
(1998-2003). In order to enhance student learning, retention, and success, the
Chemistry department has developed a strong Peer Led Tutoring Program (PLTL). This
academic year student success continues to increase as more students enroll in the
problem solving Chemistry X/Y classes that partner with the standard chemistry lecture
sections to give students additional problem solving experience in conjunction with
lecture. This same problem solving adjunct X/Y classes model has also proven very
successful for the Physics department and will be utilized by the Math department in the
near future.

The Engineering department has been experiencing growth over the past couple of
years as it strengthens its engineering transfer offerings. This growth can be
exemplified by the increase in enrollments (up 25%), FTES (up 37%), and declared
majors (up 28%) since Fall 2002. Their commitment to the engineering transfer
programs with our local universities can be seen in the recently signed MOU with
California State University, Sacramento.

The Physics department has been able to accommodate the increased enrollment they
have been experiencing in the last few years by increasing the number of lab sections.
Their innovative open lab structure permitted them to fully utilize lab space. All of the
labs are conducted in one room. In the Spring ‘04 semester, 20 lab sections including
engineering sections (over 300 students) used this space weekly. That reflects 66
hours of lab time per week in one room (S-107). In addition to this inventive use of lab
space, the Physics department efficiency values show a marked increase in the last
academic year reflecting the effectiveness of the Physics Tutor Center and the growth in
enrollment. The efficiency of the department has consistently exceeded that of the
district over the last four years. The success of the Tutor Center, since its opening in
Fall 2001, has been spectacular. Its effectiveness can clearly be seen statistically.
Students using the Physics Tutor Center show approximately one-half a grade point
higher in Physics and have success and retention rates approximately 30% higher than
those who do not use the facility.

Applied Sciences

The Agriculture department emphasizes student success in all of its programs. A PLTL
was implemented this year in the Animal Sciences area and a student computer,
meeting & study room shared with Environmental Horticulture was acquired. Course
retention for the department averages 81% and course success averages 85%.
Curriculum from the Forestry department was modified and new curriculum was written
to form a much needed Natural Resources department. A Natural Science A.A. or A.S.
degree pattern was also established based on existing courses. The Agriculture
department is in the planning stages of developing an accredited Veterinary Technology

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The Environmental Horticulture department has seen constant increases in enrollment
(up 89%) and headcount (up 22%) over the past 6 years. Their course retention rate of
84.58% and student success rate of 78.33% both exceed district totals. The
department maintains outreach to the community and industry through faculty
involvement on its Advisory Committee. The department Advisory Committee provides
a necessary link to industry for student internship and employment opportunities. To
exemplify this linkage, 4 successful student internships were completed with industry
partners this past academic year. The department maintains an informal listing of
students hired out of the program into the workforce within the horticulture and service
industry. Department tracking over the past five years has listed over 60+ students now
employed in the horticultural occupational sector within the college‘s service area.

The Nutrition/ Food Science department is greatly affected by the needs of the local
community. Employment in the area of Nutrition and Dietetics is expected to grow
19.1% between 1998 and 2008, and is considered a high growth area by the US
Department of Labor. In addition, the food production and preparation industry is also
growing rapidly with 12.5% growth in employment expected between 1998 and 2008.
These industries provide entry level jobs and career paths into higher paying positions.
To keep up with this demand, the Nutrition/Food Science department at Sierra College
would like to increase their course offerings to better accommodate the various career
opportunities in the Nutrition and Food Science fields. These courses include Food
Sanitation and Safety culminating in ServSafe certification, a Cultural Foods class and
Nutrition through the Lifespan, both of which would satisfy the requirements for
certification as a Nutrition Assistant.


The Interdisciplinary program is met with the challenges of maintaining the academic
and intellectual integrity, streamlining the delivery, and updating the content of
Interdisciplinary 1, the flagship course for the Interdisciplinary program. These goals
are accomplished through continuous evaluation of student input, periodic assessment
of live and distance presentation techniques, and incorporation of new information,
perspectives and viewpoints as they emerge in science and society. Outside the
classroom, the Interdisciplinary program integrates human problems and solutions by
providing well-attended educational and cultural opportunities like Earth Day (Spring
Semester) and People and Culture Days (Fall Semester).


Enrollment in mathematics classes continues to increase. The strongest demand for
mathematics is in the algebra series and statistics series, which would easily support 4
more dedicated mathematics classrooms on the Rocklin campus with the
implementation of the compressed calendar. Elementary and Intermediate Algebra are
gateway courses for community college students. Studies have shown that success in
these courses is a strong indicator of continuing enrollment at the college, while those

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who fail these courses are most likely not to continue. The retention rate for Elementary
Algebra is approximately 67% with a success rate of 42%. For Intermediate Algebra the
retention rate is approximately 72% with a 47% success rate. These poor success
rates imply low enrollment in subsequent courses. While these figures are slightly
better than statewide success rates, they are not acceptable. Beginning in fall 2004 the
math department took a major step in improving success rates in Elementary Algebra.
For the first time ever, they enforced the prerequisite (SD 582). With the cooperation of
the counseling department and A&R, students who did not meet the prerequisite were
administratively dropped from the course. Improvement in success rates for first-time &
first-time transfer students into Math A was seen with this enforcement of prerequisites.
(Notice, these entering students were also most likely to undergo matriculation.) Their
success rates increased from 36% Fall 2002 to 42% in Fall 2004.

The Mathematics department established an AA/AS degree program in Mathematics
and awarded the first degree at the 2005 graduation. They are also leaders in teaching
using multiple modes (ALEKS, on-line, hybrid, Academic Learning Systems, and
Individualized Learning Programs ILP) to meet the needs our variant student population.
The success rate in ILP algebra (approximately 67%) has been substantially higher than
the success rate of students exposed to traditional and other alternative forms of
instruction (approximately 52%). This success rate is in spite of the fact that the ILP
serves at-risk students, who have often failed in their attempts with other pedagogical
models. It is believed that much of this success derives from the establishment of a
supportive educational community in the ILP lab.

Student success in the Mathematics department can also be attributed to an active
Math Center. During the 2003/2004 academic year, approximately 1310 students were
recorded as visiting either the Math Center or J-7 for a total of about 12,450 contact
hours. The Math Center is of great benefit to the students who use it. A comparison in
Spring 2003 showed that students who used the Math Center achieved a significantly
higher average GPA, retention, and success rate versus those who did not. (GPA: 2.31
vs 2.20, retention: 88% vs 72%, and success: 63% vs 50%).

Skill Development Mathematics department joined the Mathematics department in
2004. This union is advantageous to both departments and provides a smoother
mathematics pathway for our students. A majority of Sierra College students
assess into the developmental math courses and then continue their education in
other math courses. We find that their participation in the program increases
their chances of overall mathematic success. A three year average of first-time
and first-time transfer students shows that 61% of these new students assess
into basic skills math courses (excluding Math D) and achieve an overall success
rate of 58% in all courses. Of the 61% who assess into basic skills math courses,
only 34% actually enroll in basic skills math courses. The enforcement of the
prerequisites should help in improving this statistic and in improving the
student’s performance in the subsequent math classes. The enforcement of the

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Elementary Algebra prerequisite had a large impact on the Skill Development
enrollments for Fall 2004. Two more day sections of Pre Algebra were added to
the schedule. All Pre Algebra classes filled immediately. Many students were not
able to enroll.

Health Sciences

A new Health Technology department was formed in 2004. The courses offered in this
program will provide students with the practical knowledge and skills to process,
analyze and maintain health care information.

The Nursing program at Sierra College continues to be strong. Students in the
Extended Online Nursing Program successfully completed the program in December
2005 check date. The Online Nursing Program was expanded in January 2005 to
include the upward mobility students in the Greater Sacramento Area (LVNs). Plans
are to continue the Online Nursing Program and admit 20 students in January 2006.

Forces that influence the program or obstacles for achieving stated goals

Challenges during these economic times for the Sciences and Mathematics Division
involve having adequate facilities, hiring qualified full-time faculty, providing up-to-date
equipment, and surviving on limited budgets.

Modern and expanded instructional facilities are critical. The groundbreaking for a new
Math and Technology Center will take place August 9, 2005 with building occupancy
expected during Spring 2007. This new building will reduce some instructional and
office space concerns for the division. The entire Mathematics department, including
Skill Development Math, will be housed in the same facility with their accompanying
labs and office spaces. In addition, Anthropology, CIE, and CIS will be sharing space in
the new building. Secondary effects of the additional square footage will allow
expansion of other areas within the division.

The recent acquisition and installation of three new temporary classrooms, which
include a chemistry wet lab, chemical storage room, faculty offices, and two classrooms,
one ―smart‖ and one with computers for use with astronomy, has somewhat alleviated
the shortage of classroom and laboratory space. Some science lectures have been
moved to specially equipped rooms at RG while maintaining the laboratory components
at Rocklin. Because of these changes, the division has been able to add sections of
math and other classes although still not enough to accommodate demand.

Even with the construction of the Math and Technology Center, the Sciences and
Mathematics Division still faces grave problems with the already existing building space
available for the other departments. The classrooms, laboratories, and offices in Sewell
Hall are over forty years old and inadequate to support contemporary science;
classroom space and lab stations are limited thereby restricting growth. Maintenance

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of Sewell Hall and other division locations (i.e. I Building) is greatly needed just to
alleviate any health and safety concerns.

The second most pressing need within the division is for more full-time faculty.
Qualified part-time faculty is difficult to attract particularly in areas such as organic
chemistry, anatomy/physiology and physics. Lack of adequate instructional and lab
space makes it difficult to hire new faculty and to serve the needs of students.

Supply budgets have remained the same or have been cut while FTES has increased.
As shown in the analysis, the departments within the Sciences and Mathematics
Division are seeing continued enrollment growth. Departments are struggling to provide
appropriate instructional experiences in a laboratory based environment under tight
budgetary constraints. Aging equipment also is becoming a health and safety issue.

Finally, the technology support for computer related instruction is limited. Capital outlay
funding is not enough to keep the labs current with technology trends. The Math Center
is using technology that was eliminated from most academic areas in the year 2000.
Students expect a quality education. Out-dated computer equipment that can‘t handle
the software students need to be successful does not fulfill their expectations.

Implications for Planning for Sciences and Mathematics:

        Expand and renovate existing facilities to meet current and future student needs
        Address the health and safety concerns with facilities and equipment
        Create enough appropriate and up-to-date spaces to meet the growing
         population demands for coursework and the new instructional methodologies
         used to facilitate learning in the area
        Provide technology that is representative of current industry standards
        Develop partnerships with industry and health care facilities to facilitate student
        Assess outcomes of new teaching and learning methodologies
        Continue developing programs that foster student engagement
        Hire faculty and staff in areas of need

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Student Services Division


To facilitate students‘ attainment of their educational objectives through the delivery of
integrated, quality, comprehensive, and accessible programs and services.


The specific programs and departments in the Student Services Division include
Admissions/Records, Assessment, Campus Life/Student Government, Career
Connections, Counseling, Disabled Student Services (DSS), EOPS/CARE/CalWORKs,
Financial Aid, Health Services, International Students, Outreach/Recruitment, Police
Services, Residence Life, Transfer, and Veteran‘s Affairs. The instructional arm of the
division also provides several instructional programs such as Personal Development
classes, Learning Disabilities classes, and Supportive Education classes.

Based on current and projected adult population and graduating high school student
increases, district enrollment is projected to climb an average of 5% per year to reach a
total enrollment of 30,000 by 2015. Most of the growth will be experienced in southern
Placer County. Beyond the build-out of the Nevada County Campus and the creation of
a campus in Truckee, the additional growth is to be accommodated by expanding the
Rocklin Campus from its current enrollment of 15,000 to a maximum capacity of 20,000
credit students, as well as building one - two additional new campuses in south Placer

The demand for student services typically increases proportionately with growth in
student enrollments. However, as long as the Board of Trustees maintains its current
direction of being a single college, multi-campus district, not all programs and services
will be provided at each site. Ongoing analysis is conducted to identify site-specific
services as they become warranted in order to provide them in a timely, cost-effective,
and efficient manner.

Each program is designed to best meet the specific needs of the service population so
as to support the ultimate success of the students – one of the three primary institutional
goals. For example, some programs look to on-line, automated self-service delivery
such as admissions, registration, records access; while others look to individualized and
customized services such as learning assistance through the Learning Disabilities
program, one-on-one appointments to help students navigate the complex financial aid
application process, case management counseling and high counselor contact in the
EOPS/CARE/CalWORKS program and individualized academic accommodations
identified by DSPS counselors, selected for each student based on his/her unique
disability and need.

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In addition to growth in headcount, the demand for services changes based on
changing student demographics. As sited in the EMP earlier, Sierra College is
experiencing a nationwide trend: the institution is serving increasingly more traditional
students. The Sierra College Atlas produced by the Research Office indicates the
student population is getting younger. In Fall 1995 54% of enrolled students were 24
years old or younger as compared to Fall 2004 where 60% were 24 years old or
younger. Students are also more ethnically diverse. In fall 1992, 84% of the student
population was White, Non-Hispanic as compared to Fall 2004 where 75% of the
population was White, Non-Hispanic. Students are also more socio-economically
diverse. The number of students in low-income status and eligible for financial aid
assistance has risen dramatically over the past decade. The number of Pell grants
awarded has risen 281%, from 874 awards in 1994-05 to 3,330 awards in 2004-05.
Similarly, the number of students receiving Board of Governor‘s fee Waivers (BOGWs)
has risen 429% over the same period. In 1994-05 the district awarded 1,563 BOGW‘s
as compared to 8,282 in 2004-05! Additionally, greater numbers of students are
entering the college with a goal of transferring to a 4-year institution with or without an
Associate‘s degree. More students are enrolling full-time and fewer are enrolling part-
time. Finally, the growth in on-line course enrollments has skyrocketed as referenced
earlier in the EMP. This growth has resulted in expanded students‘ expectations for
services to be delivered in that same modality.

Research strongly supports the influence of activities outside the classroom on student
retention. Regina Deil-Amen, an assistant professor of education at Pennsylvania State
University at University Park, conducted a recent study looking specifically at
community colleges by following 3,300 students who entered four-year institutions and
3,600 students who entered community colleges. Ms. Deil-Amen's analysis found that,
among community-college students, "participation in clubs or arts activities, study
groups, and frequent interaction with faculty and advisers outside of class were all
significantly negatively associated with dropout." This appeared to be true even for
students who attended part time, who had low grades, who had children, and who
worked many hours outside of college. (Chronicle of Higher Education, August 17,

These changes in our student population are placing higher demands for services, e.g.:
greater demand for counseling and transfer assistance, greater numbers of students
applying for degrees, more demand for campus life activities and shared governance
involvement, more student clubs, and a demand for more automated, expedited 24/7
on-line services. The increased ethnic diversity of the campuses has created the need
for the development of a program to teach all students to value differences rather than
distrust and fear. The socio-economic changes in student population has placed
demands for more support programs to enhance the academic success of this high-risk
student population; as well as the need for a psychological services program to assist
students experiencing emotional and psychological difficulties and to provide referral
resources for faculty and staff. There is continued need to develop more web-based
applications that are streamlined, user-friendly and efficient.

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Using the Program Assessment and Review (PAR) process, managers review both
quantitative and qualitative data from which to base decisions. Each department writes
Student Learning Outcomes and identifies appropriate assessment measurements to
monitor program effectiveness, accountability, and need for adjustment. Most have
conducted student satisfaction surveys and are making changes in services based on
the results. Each department is working to increase the level of services or to create
new services without compromising quality and with limited or no staffing or budgetary

The physical proximity of student services programs to each other has proven to be
essential to provide easy access for students, to maximize the coordination between
and among staff, to facilitate the sharing of information, to avoid duplication of effort,
and to build and maintain excellent working relationships. This was evidenced in recent
meetings to discuss ―who could move out‖ so as to allow the remaining programs to
grow. No program wanted to leave! Many examples were provided as to the
relationships each program had with one another, the students that the programs have
in common, and the extent to which the current co-location has had positive influence
on more effective and efficient program development.

The instructional arm of the division is often overlooked and yet is a critical element to
the overall educational program offerings of the institution. Given that the courses focus
on career planning, goal setting, college success, and study skills as well as special
assessment and instruction for the learning disabled, it is no wonder that students
taking courses in the Personal Development division carried the highest persistence
rates from fall to spring in 2000, 2001 and 2003. Additionally, students enrolled in
Personal Development courses have very high retention rates - second only to Nursing
which has the highest. Moreover, enrollment in Personal Development courses has
doubled since 2001.

Some specific results recently achieved in the student services division include:

             Continued increases in the numbers of students served by all programs –
              many in double digits - admissions, registration, counseling appointments,
              students assessed and oriented, international students admitted, financial aid
              students awarded aid, students seen by Health Services, and the number of
              students receiving EOPS, DSS and Veterans services.
             Continued augmentations to on-line services such as: ordering of transcripts,
              on-line orientation, on-line counseling, on-line grade posting for faculty, and
              the launching of the statewide CCCapply program and an on-line Job Search
              program that matches employers with student applicants.
             The creation of a student mentor program for high-risk students
             Tripling the number of active campus clubs (now 70+)
             Full student senate participation for first time
             3rd year in a row #1 in state and #13 (down from #19) in nation for number of
              degrees awarded

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             Continued increases in transfers to UC and CSU and the leader in transfer in
              northern California when adjusted for size
             Full implementation of LiveScan criminal history checks on all prospective
              employees and issuance of employee ID cards to improve safety and security
              for the campus community.
             Construction of 730 additional student parking spaces on the Rocklin campus
              to alleviate overcrowded parking
             Evaluated and awarded 2,428 degrees in 2004-05, 12% increase over the
              2,163 degrees awarded in the prior year

Forces that influence the program or obstacles for achieving stated goals

1.       Technology

The need for a new administrative system is probably the greatest challenge facing
student services and the college as a whole. The district is still running on ―home-
grown‖ technology that was designed in the ‗70‘s and that has been operational since
1981. Since that time, while the hardware and operating systems have been upgraded,
the ―legacy‖ system has been patched and patched to meet the ever-demanding
technology needs of the college. Although the web has been used to create attractive
and user-friendly interfaces for applications, the backend system is still the same old
technology. The limits of the legacy system require highly manual processes. Degree
evaluations, prerequisite checking, course repeatability, and billing, are just a few of
many processes that must be completed by hand and during timeframes that put
students at a disadvantage.

Additionally, there is no integration between the student system, the financial system,
payroll or human resources. This has led to the creation of many ―shadow‖ systems
throughout the district that not only compromise the integrity and security of the data,
but also generate many instances where the same data are entered two, three and four
times by different staff members, causing conflicting data and unnecessary errors.

For student services to continue to operate in the 21st century, it is essential that an
integrated administrative software system be purchased and installed.

2.       Facilities – ROCKLIN CAMPUS

Winstead Center
At the Rocklin Campus, despite the recent renovation of the Winstead Center, lack of
facilities still presents one of the greatest challenges to the division. After only three
years in Winstead, all of the departments in the Center are functioning at maximum
capacity with no more office space for counselors nor open space for classified support
staff. Additionally, due to state funding restrictions, the original scope of the Winstead

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Center renovation project was severely curtailed, thereby preventing several programs
from being able to relocate in the Center (DSPS, LD, and Supportive Education –
currently occupying approximately 3,500 square feet). Co-location of all programs and
additional room for growth is essential to prevent the need for some programs to move
out of the building in order to make space for others to grow. Already two administrative
positions are relocating to another site to provide more room for programmatic needs.
Given the projected enrollment cap for the Rocklin Campus, minimally the Winstead
Center needs to expand 25% beyond its current capacity, with an additional 3,500
square feet added to relocate Disabled Student Services in the same facility.

Campus Center
The food and dining facility at the Rocklin Campus was built in the 1960‘s and was
designed to serve 3,000 students. Not only has the facility not been updated since that
time, but precious dining space has been taken away and used for unrelated activities.
Currently the Math Center, Mail Room, and part-time faculty work room are located in
the building. The kitchen equipment is in disrepair; upgrades are limited due to the
physical limitations of the electrical and HVAC systems. Student leaders have become
increasingly vocal as to their desire for drastic improvements in this critical facility. In
Fall 2002 students voted to approve a self-tax in order to effect changes in the Campus
Center; however these funds are limited and woefully insufficient for the types of
improvements that are required for the facility.

Police Services
Police Services has long outgrown its current antiquated, undersized location in an old
modular building at the west entrance to the Rocklin campus. As the headquarters for
the entire District, the Rocklin campus police facility operates 24 hours a day, 7 days a
week to support 20 personnel District-wide. The existing portable building is sorely
lacking in basic facility needs which hinders performance, limits services and restricts
functional capabilities. The Nevada County Campus Police Services office is 1400
square feet serving a campus population of about 3,000 while the main Police Services
headquarters at Rocklin operates in 960 square feet serving 18,000 students along with
a larger campus community. There is critical need to build a 4,800 square foot Police
Services facility to enable police officers and support personnel to meet the interests of
public safety.

Instructional Space
The Personal Development instructional program lacks dedicated instructional space.
The growth potential is currently limited by classroom size and lack of access to
additional space. While enrollment in Personal Development has doubled since 2001
from 16 to 33 sections, the department has only one classroom. Without dedicated
classrooms, the instructional programs must take the ―leftovers‖ once other divisions
have finished scheduling their rooms. This severely compromises the ability of the
department a) to offer classes during days and times most desirable to students and b)
to grow the instructional program. Two classrooms are needed along with an adjacent
Career Lab to support the educational offerings.

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Residence Halls
In 1999 the main hall housing 121 residents was renovated; however the 12 rooms in U-
Hall for 23 residents remain in severe disrepair. Students pay the same room and
board for substantially inequitable accommodations. Renovation of U-Hall is essential
along with the resources needed for on-going maintenance and repairs for both halls.

Additionally, many students have requested alternative housing options such as
condominiums with shared kitchens and 1- and 2-bedroom apartments. Given the
skyrocketing costs of property in the service area and the availability of land adjacent to
the Rocklin Campus, there is opportunity to develop partnerships with other public
agencies as well as with developers to create additional living space for future students
as well as faculty and staff.

Roseville-Gateway, Nevada, and Truckee Campuses
While currently the Nevada County and Truckee Campuses have a similar space
dilemma, the recent passage of 2 bond measures for those sites will soon address the
space needs of student services. New renovation of the administrative space at the
Roseville-Gateway Campus will also centralize student services at that location.

As new campuses are planned, it is essential that the same mistakes are not made
again. Student services programs must be co-located, and sufficient room for future
growth must be anticipated and provided for.

3.       Staffing

The forces that influence staffing issues are internal. Many programs are uniquely
positioned to receive sources of funding outside the general fund. Some programs -
DSS, EOPS/CARE/Calworks, Financial Aid, and Matriculation – receive categorical
funding from state and federal governments. Other programs are ―self-funded‖ – Health
Services through student health fees, Police Services through parking fees, Residence
Halls through room and board charges, and Student Activities/ASSC through Campus
Center Fees and other revenue sources. It has been difficult, however, to secure
permission to hire staff using these funds due to limitations that currently exist with the
FUSE contract. Although this problem is internal, it has existed for decades and needs
resolution if these programs are to provide the staffing levels required to meet the
growing demand.

Implications for Student Services Planning:

        Continued implementation of Student Learning Outcomes to assess program
        Coordination with IIT to develop a plan to purchase and implement new
         administrative software
        Participation in ―secondary effects‖ space allocations resulting from the new Math
         and Technology building

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        Continued efforts to support a bond measure to secure future funding for facilities
         and technology
        Continued development of programs that increase student engagement with the
        Continued analysis of the changing student population and new programs that
         will be required to meet new needs (e.g.: student equity, psychological services)
        Expanded coordination, planning and cooperation between and among site
         Deans and Student Services program managers
        Negotiation of language that would allow self-funded programs the ability to hire
         staff for the duration of the funding source.
        Development of cooperative agreements to increase staffing levels where
        Continuous assessment of new methodologies to improve services (e.g.: new
         placement testing instruments)
        Development of partnerships between other public and private entities to create
         alternative residential options for students, faculty and staff

Roseville Gateway Center

         The Gateway Center mission statement is ―to deliver flexible, career focused
         programs and services using an entrepreneurial approach in a professional
         setting.‖ To that end current and future planning agendas will be centered on
         career and technical education curricula as well as general education courses to
         support them. The Gateway Center is also a good location for small programs
         that have a definite focus and the potential for a learning community format (e.g.
         Women‘s Studies).


         Educational Programs and Services

         The center has solid enrollments in programs such as Nursing, Fire Technology,
         ESL and P.E. These programs are ―self-contained‖ in the sense that they do not
         rely heavily upon offerings outside of the department for students to complete a
         degree or certificate.

         The center has also seen good enrollments in evening offerings regardless of the
         discipline. Students taking evening courses are often working adults seeking
         certificates, job skills enhancement, or a single course to complete specific
         personal objectives. These students are usually focused on educational goals
         and are less likely to be concerned with the more social aspects of attending

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         A significant area of weakness in productivity for the Center is in daytime
         offerings. Day scheduling is light and the sections offered typically have low

         Admission and records assistance is available Monday-Thursday from 8:00 a.m.
         to 6:30 p.m. and Friday from 8:00 a.m. to 5:00 p.m. An academic advisor
         (counselor) is on site one day per week. Gateway staff members are well
         informed about services available to students, admissions and records policies
         and procedures, and academic policies and procedures. Gateway staff members
         assist students with referrals to the Rocklin campus as appropriate and


         The current facility lease for the Gateway Center runs through 2015. The lease
         currently includes XXXXX square feet at a rate of XXXX per square foot per
         month. Though Sierra College is a major tenant, the building is shared with two
         other large, private schools and a host of other private enterprise tenants. In the
         leased space on the main level and upper level there are 27 classrooms, four lab
         classrooms, three computer lab classrooms, faculty offices, three administrative
         office areas, and several storage areas assigned to educational programs and
         services. Administrative offices for the Sierra College Economic Development
         Division are on the lower level. The division regularly utilizes classroom facilities
         on the main and upper levels for short-term classes and workshops.

         Many of the items mentioned in the last planning report have been addressed
         including: support for instructional computer labs, expanded hours in the LRC, a
         defined counseling area, a faculty workroom, office space to house both full and
         part-time faculty, expanded student support services and a defined student
         lounge/study area. Additional improvements scheduled for completion during the
         fall of 2005 include an LRC and open computer lab, student meeting and
         gathering spaces, and a bookstore.

         Functionality and Logistics

         With regard to scheduling, the tendency is for divisions to place day classes at
         Gateway as an afterthought rather than as part of a cohesive, comprehensive,
         schedule that works for students. Recently the daytime schedule was analyzed
         and recommendations for a first round of improvements to the Spring ‘06
         schedule were forwarded to the divisions. The recommendations were primarily
         for sections of nursing pre-requisite courses in a pattern that would fit the typical
         nursing student schedule.

         Students have some trouble finding the admissions records area and navigating
         around the building to find classrooms. The maze configuration of the building

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         makes ―way finding‖ difficult. New signage was added during the spring
         semester and a new campus map will be available this fall.

         Parking is particularly difficult for evening students, especially at the beginning of
         the term. It has been reported that the lack of parking has led some students to
         drop classes at Gateway.

         Because the programs and courses offered at the center are not supervised by
         the site administrator, close coordination and communication with administrative
         offices throughout the district is required.

Forces that Influence

         Educational Programs and Services

         As with any educational center a huge influence is the distance, both physical
         and mental, from the Rocklin campus. In an environment where resources are
         scarce, and demand great, centers often are at a disadvantage in competition
         with main campus entities.

         The mix of courses offered, instructors, classrooms, days, and times influences
         the number of students attending the Gateway Center. Finding the right
         combination is essential to student success and the success of the Center.


         The building was not originally designed as an educational facility and many of
         the remodeled classrooms are small or have pillars and irregular footprints which
         is a limiting factor in scheduling.

         The landlord/tenant relationship can have a significant influence on how well the
         center functions. Currently the relationship is cordial and mutually supportive;
         however the needs of a public educational institution and those of private
         enterprise are very different and sometimes at odds with one another.

         Parking is a significant limiting factor with no long-term solution in sight.

         Functionality and Logistics

         Communication and close coordination with administrative entities throughout the
         District is essential in order to develop a coordinated schedule, improve service
         to students, reduce conflicts, and promote efficient use of the facility.

Implications for Planning

         Educational Programs and Services

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         Housing full and complete degree and certificate programs at the Center
         whenever possible would improve service to students and lead to more efficient
         use of the facility. In cases where it is not practical or feasible for courses to be
         offered at Gateway, closed circuit broadcast of distance education offerings
         might be considered (Rocklin to Roseville and Roseville to Rocklin).

         A coordinated schedule of complete general education offerings will be
         necessary to support degree and certificate programs. Ideally at least 50% of the
         sections would be taught by full time faculty who teach 50% or more of their load
         at the Gateway Center on a regular basis. For all programs and services at the
         center it will continue to be essential to work closely with faculty, staff, and
         managers at Rocklin. Intentionally creating and maintaining physical and
         emotional connections between the campuses will be vital as will coordination
         and articulation with CSU Sacramento. Students and the community would be
         well served if an office for Career Connections Job Placement activities and an
         EDD One Stop were housed at the Center.


         The decision to purchase the facility or continue with a long term lease will have
         significant impact on the educational programs at the center. In order to support
         complete programs it will be necessary to develop additional large classroom
         space, art and fine arts classrooms/ labs, and wet labs for science classes. As
         programs grow additional parking will be essential and it is likely
         HVAC upgrades/improvements will be necessary.

         Functionality and Logistics

         The planned remodeling of the 300 A area will provide a more functionally
         arranged and better oriented admissions/records, counseling, and administrative
         area. Functionality and program development would be improved if the
         instructional programs housed entirely at the center reported directly to the dean
         of the center who is also the site administrator. Clearly visible exterior and
         interior signage would help students find their way to the site and through the
         building. Hallways painted with graphics or other unique physical identifiers
         would also assist with way finding for students.


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The Educational Plan

Educational services offered at the Truckee Center should reflect the unique attributes
and needs of the Truckee and north Lake Tahoe region. As such, the programs should
not necessarily be built on a template imported from other centers of operation within
the district. In recognition of the unique needs of the Truckee region, consensus has
been reached on the following concepts that should guide educational programming at
the center:

    o Transfer Curriculum: One of the primary objectives in our educational plan is to
      offer a palate of transferable core academic courses that is sufficiently broad and
      patterned as to allow the completion of an A.A./A.S. in a two-year, 4-semester
      period. While most of the specialized majors offered by Sierra College are not
      currently feasible at the Truckee Center, an attainable goal is to offer two
      generalized A.A./A.S. degrees: Liberal Arts and Natural Sciences. Both of these
      credentials, the most generalized of the degree programs offered by Sierra
      College, could be completed with only modest additions to the existing curriculum
      at the Truckee Center.

    o Environmental and Outdoor Educational: With respect to other Sierra College
      facilities and sites, one of the most unique attributes of the Truckee Center is its
      location in a region of world-renowned natural beauty. The relatively unspoiled
      mountain environment constitutes the basis for the dominant recreational and
      retirement economy of the community and of the northern Sierra region as a
      whole. In addition, the majority of local residents and visitors to the area are
      extraordinarily sensitive to environmental issues and concerns. A concentration
      on environmental themes in programming at the Truckee Center would therefore
      be an appropriate response to community values and interests. Though still
      active, the extractive natural resources industries such as logging, mining, and
      ranching have been in decline in the region for several decades, and are not
      likely to dominate local economic activity as they have historically. Because
      environmental issues are likely to become more compelling in the future, and in
      consideration of the great local interest in such matters, the emphasis on the
      natural environment, resource conservation, and outdoor education is expected
      to remain popular with students of all ages and backgrounds in the Tahoe-
      Truckee region.

    o Targeted Vocational/Job Skills Programs: Vocational programs, a traditional
      element in community college curricula, present a unique challenge in the
      Truckee Region. In the current era of limited resources, facilities, and faculty it
      will be difficult to establish and sustain quality programs in the traditional
      vocational areas such as automotive technology, construction trades, applied art
      and design, electronics, animal husbandry, computer service technology, and
      others. This is because quality instruction in most vocational fields requires a
      great investment in equipment, facilities, and highly specialized faculty. The

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         current leased commercial space is not an appropriate venue for most vocational
         programs, and budget limitations currently preclude establishing a broad array of
         such courses.

         However, two vocational programs, Human Development and Emergency
         Medical Technician programs have been historically successful in the Truckee
         region, indicating a genuine need in the community. Both of these programs
         require relatively modest investments in equipment, personnel, and facilities. In
         addition, there are possibilities of expansion in both of these vocational fields
         through college-community partnerships. Preliminary discussions with Nevada
         County Child Services and the Tahoe-Truckee Unified School District have
         already laid the ground work for expanded Human Development and Child Care
         programs in the future.

         Another area of vocational education that has potential for future development at
         Truckee is Applied Art and Design. The expanding utility of digital art in
         marketing, real estate, and web-based business applications is creating a
         growing demand for technical skills in this field. In addition, vocational training in
         the Allied Health Sciences is expected to present additional growth opportunities
         in the future. The Tahoe Forest Hospital is already collaborating with the
         Truckee Center to support our existing EMT program. Preliminary discussions
         with the hospital staff have indicated strong possibility for future health sciences
         programs in both the Certified Nurse Assistant and Phlebotomy Technician

         Finally, several different community stakeholders have suggested a need for a
         vocational training in the general field of customer services. A certificate
         curriculum could be developed stressing such fields as business
         communications, psychology, computer skills, and basic accounting. Once
         developed, this program would provide valuable training for the service-oriented
         economy of the Tahoe-Truckee region.

         Other partnerships in vocational education may also materialize in construction
         technology, computer information systems, watershed technology, or GIS
         applications in the near future. The demand for such programs, and the
         longevity of it, must be carefully assessed in each case before significant
         investments are made in the rapidly changing arena of vocational education. In
         the meantime, many of our responsibilities to provide specific job skills training to
         the business sector are more effectively addressed through contract education or
         community education programs (see below).

    o Blended Delivery Modes: With no full-time faculty (see below) and severely
      limited instructional space, the key to expanding services in the Truckee region to
      meet community needs is to blend all the delivery modes that are currently
      available. To meet the primary goal of offering a complete A.A./A.S. curriculum,
      students in the Truckee Center should have access to internet courses and

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         televised courses, as well as to live courses held on-site. To facilitate a blend of
         delivery modes, one of the computer labs in the Truckee Center will be
         designated as an ―open lab‖ for those without internet access to complete on-line
         courses. A distance education resource center should be maintained to offer
         support to students utilizing the various distance delivery modes in completing
         degree and certificate programs.
         Scheduling of ―live‖ courses must complement and enhance those offerings
         available in the distance mode to avoid duplication of effort and fiscal inefficiency.

    o Community Education/Osher Lifelong Learning Institute (Osher LLI): With
      significant growth in the adult leisure learner population projected for the
      Truckee region for the next two decades, a rich assortment of learning
      opportunities for the mature adult community will be important. Such courses
      may include traditional semester-length credit courses, but should also include
      short-term courses offered in a workshop or seminar mode. As a first step
      toward responding to the life-long learners in the Truckee region, a needs
      assessment should be conducted in the community to identify the specific fields
      of instruction and course formats that are most in demand.

         Driven by the current demographic trends in Placer and Nevada Counties, the
         Osher LLI programs at Sierra College have exhibited dramatic growth in recent
         years. Though the current Osher LLI courses are geared primarily to the planned
         retirement communities in western Placer County, the Tahoe-Truckee region has
         a large population of retired and semi-retired individuals that might participate in
         these courses. After the demand for Osher LLI in the Truckee region is
         assessed, a limited program of courses should be developed. The Osher LLI
         program developed for the Truckee Center should target the unique
         demographics and lifestyles of the local senior population.

    o Small Business Development Programs and Courses: Sierra College has
      offered counseling services and contract education to small business in the
      Truckee region. These outreach efforts are coordinated by the Sierra College
      Training and Development area in conjunction with the Small Business
      Development Center. As such, many of these programs are offered on a non-
      credit basis and are fee-based. As the sole public provider of such educational
      assistance to small business sector, Sierra College should enhance and expand
      this program as the needs of the business community dictate.

         Contract education programs, administered through the Sierra College Economic
         Development department, represent an additional means of providing specialized
         training that promotes the development of a skilled local work force. Many of the
         specific needs of local businesses are more effectively addressed through
         contract education agreements than through the relatively costly implementation
         of formal certificate programs. This especially true in the construction technology
         and business computing fields, two areas for which there is already a
         demonstrated demand in the Truckee region.

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    o Core Tenure-Track Faculty: In order to fulfill the goals articulated above, it is
      essential that a small core group of tenure-track faculty be developed for the
      Truckee Center. Given the staffing priorities of the district and projected budget
      limitations, this core faculty will probably be developed incrementally over a
      period of several years as enrollment growth at the Truckee Center supports
      faculty hires. Because of the relatively small enrollment at Truckee, it is
      anticipated that full-time faculty hired for the center may have to provide
      instruction and service in more than a single discipline or academic department.
      Thus, the recruitment of prospective core faculty should stress versatility, broad
      training, and willingness to participate in cross-disciplinary teaching and service.

         The following is a summary of the fields of expertise and proposed subject area
         assignments for the initial tenure-track core faculty. These proposed faculty
         positions would provide most of the basic instruction and counseling services for
         500 FTES. It is assumed that the positions would be phased in by 2015, in a
         manner consistent with the growth in the Truckee Center enrollment and budget.
         Note that each of these 10 positions involves an uncommonly broad array of
         expertise and teaching service.

                             Professor in Students Services/Counseling generalist
                             Professor of Art
                             Professor of Physical Science/Math
                             Professor of Life Science/Geography
                             Professor of Language Arts/Basic Skills
                             Professor of Language Arts
                             Professor of Humanities
                             Professor of Humanities/Social Science
                             Professor of Human Development
                             Professor of Business/Technology

Auburn – Colfax Area:

The Business and Technology Division currently has the courses demanded in the
Auburn-Colfax given area employers‘ needs. Specifically, both Placer County as an
entity and PCOE, two of the largest employers in the area, as well as other employers
have need for these types of courses as well as other disciplines.

Currently, the Division is providing the following types of courses and training to Placer

                       1. Full complement of management courses - day sections through
                          Customized Workforce Training for employees and night sections
                          attracting both county employees and the community.

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                       2. The three unit courses are Management Concepts and
                          Applications, Small Business Management, Management
                          Communications, and Legal Aspects of Management. The one-
                          unit, short courses offered are Interviewing, Coaching and
                          Motivating Employees, Managing Workplace Conflict, Disciplining
                          Employees and Evaluating Employee Performance.
                       3. These courses give students the opportunity to either earn an
                          AA/AS degree or certificate in Management
                       4. The Sierra College Small Business Development Center (SBDC) is
                          based in Auburn and delivers workshops and one-on-one
                          counseling to entrepreneurs and small business owners throughout
                          the District.

Future Needs:
                       1. Communication courses - oral and written
                       2. Basic mathematics
                       3. Accounting
                       4. Collaborate with Liberal Arts and CSUS to offer courses toward a
                          bachelors degree
                       5. Continue the management courses

Operational Units/Division:

No specific information was included from this area of the college as the operational
units/division support instruction but is not directly responsible for instruction.
Information on any of these sites may be found in their respective PARs on Public

Sierra College Educational Master Plan – 2005 – 2006                                   Page 70
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Updated Tahoe Truckee Center EMP
Updated NCC EMP
Updated Public Safety EMP

Sierra College Educational Master Plan – 2005 – 2006   Page 71
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                                                   Works Cited

Adelman, C. (Apr/May 2003). A Growing Pluurality: The ―Traditional Age Community
College Dominant‖ Student. Community College Journal.

Astin, A. (1985). Involvement: The Cornerstone of Excellence.

Sierra College Educational Master Plan – 2005 – 2006                        Page 72
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