The document discusses strategies for increasing graduation rates at community colleges. It provides details on Jim Simpson's automated processes at Florida State College at Jacksonville to improve graduation outcomes, including Auto-GRAD, Auto-POP, Auto-POS, and Auto-ART. These automated systems help populate student records with accurate program of study codes, audit degrees, and award articulated credit. The document also discusses progression tracking tools and maximizing program design to expand the number of graduates.

1. Jim Simpson
Florida State College at Jacksonville

2. Goal: 8,000,000 Additional Graduates
Source: The College Board Advocacy & Policy Center., College Completion Graph, State-by-State
College Completion

3. Ohio Share
 290,111 additional degrees
needed by 2020.
 4,396 additional degrees
needed each year to reach
the goal
 4.1% average annual
percentage increase in
degree production needed.
Source: Kelly, Patrick; (April, 2010), “Closing the College Attainment Gap between the U.S. and Most Educated
Countries, and the Contribution to be made by the States”, National Center for Higher Education Management
Systems

4. 10 Year Growth in Graduates
Source: Community College Week; June 16, 2012; Volume 24, No 22

5. LCCC Graduation History
1,500
1,250 1,263
1,174
1,086 1,091
1,074
1,000
941
750
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
Graduates
Source: Ohio Board of Regents

6. Community College Graduation Rates
(150%) for Full Time Students
24.0
23.6%
22.9% 22.9%
23.0
22.0
21.9%
21.5%
21.0
20.6%
20.3%
20.0
19.0
18.0
1999 starting 2000 starting 2001 starting 2002 starting 2003 starting 2004 starting 2005 starting
cohort cohort cohort cohort cohort cohort cohort
Source: US Department of Education, National Center for Education Statistics, Derived from: Graduation rates of first-time
postsecondary students who started as full-time students. Table 341

7. LCCC Graduates Needed
2,500
2,000
2,038
1,945
1,856
1,771
1,690
1,500 1,612
1,538
1,468
1,401
1,174 1,263
1,000 1,086 1,074
5,664
3,298
500
0
Graduates Needed Graduates

8. What Does this Mean to You?
0.185
0.180
You must improve your 0.179
0.175
efficiency by increasing the 0.176
0.170 number of graduates per FTE 0.170
0.173
0.165 0.167
0.166
0.164
0.160
0.161
0.158 0.158
0.155
0.156 0.156
0.154
0.150
0.145 0.147
0.144
0.140
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
Efficiency Needed Current Efficiency

9. Why Are We Falling Short?
 Inadequate Academic Preparation
 Poorly Designed and Delivered remediation
 Broken Credit Transfer Policies
 Confusing Financial Aid Programs
 A Culture that Rewards Enrollment Instead of
Completion
 A System Too Often Out of Touch with the Needs
of Today’s College Students.
Source: Complete College America, (2010) The Completion
Shortfall: Access without Success is an Empty Promise

10. Stopping Short
Source: Theuen, B. (2010), Most Community College Students
Never Graduate, The Texas Tribune

11. Need to Rethink College Practices
Connection Entry Progress Completion
From interest to From enrollment to From program entry to From program
enrollment entry into a program of 75% of program completion to
study requirements credential of value for
completed further education and
labor market
advancement
Design (at scale) and align with every stage
Source: Jenkins, D., January 2011, Redesigning Community Colleges for Completion: Lessons from Research on
High –Performance Organizations, CCRC Working Paper No. 24; Columbia University Teacher
College, Community College Research Center

12. Potential Graduates in a Year
Students Who Have
Completed Their
Course Requirements
for a Degree or
Certificate

13. Typical College Profile
Did Not Graduate
POS POS Does
Reflects Not Reflect
Intent Intent
Graduated

14. Goal 1: Capture Your Graduates
Graduated
POS Reflects
Intent

15. Goal 2: Expand The Box
Graduated
POS Reflects
Intent

16. 6 Key Strategies to Exponentially
Increase Graduation Rates
 Automate Processes
 Implement Progression Tracking Tools
 For Managers
 For Students
 Maximize Program Design
 Advise for Impact
 Schedule for Success
 Promote Active Learning Strategies

18. System Design
Does your college use automated systems in your
graduation process?
(Example: Automated Degree Audit Processes)
 Advantages of automated processes:
 Sustain graduation rates without relying on manual
processes which may have a single point of failure.
 Translate gains a college may have in retention into
graduates automatically.
 Implementation of automated processes may allow a
college to have substantial gains in graduation rates in a
short period of time.

19. FSCJ’s Automated Processes
Auto – Graduation
Auto – Populate
Auto – Program of Study
Auto - Articulation

20. Automated-Graduation
(Auto-GRAD)
What is Auto-GRAD?
Auto-GRAD is an
automated degree
audit that is run
periodically on
every degree
seeking student at
the college.

21. Typical College Profile
Did Not Graduate
POS POS Does
Reflects Not Reflect
Intent Intent
Graduated

22. Auto-Grad Profile
Graduated
Did Not Graduate
POS POS Does
Reflects Not Reflect
Intent Intent
Graduated

23. Automated-Graduation
(Auto-GRAD)
Impact of Auto-GRAD at FSCJ
 Students no longer are required to apply for
graduation
 Number of total Workforce graduates
increased by 42% in one year
 Graduate yield per Workforce FTE increased by
31% in one year.

24. Automated-Graduation
(Auto-GRAD)
As a Result of Auto-GRAD
 Led to creation of student Progression
Matrix in the program managers’
dashboard and in the student portal.
 Led to the creation of the Auto –
Population process
 Led to the creation of the Auto-Program
of Study Process

25. Automatic-Graduation
(Auto-GRAD)
Limitation
For Auto-GRAD to have a major impact
on enhancing graduation rates the
Program of Study codes in your student
records must be reasonably accurate.

26. Automated-Population
(Auto-POP)
What is Auto-POP?
Auto-POP is an
automated process for
populating program of
study codes for college
credit certificate
programs that are
embedded into existing
Associate degrees.

27. Automated-Population
(Auto-POP)
Why Auto-POP is Needed
 For Auto-GRAD to work for college credit certificate programs
a program’s program of study code must be in the student’s
record.
 College credit certificate program of study codes are seldom
added to a student’s record
 Advisors very seldom added college credit certificate program of study
codes to a students record when initially advising students.
 Program Managers frequently forgot to add college credit certificate
program of study codes to a student’s record when advising students.
 Students seldom added college credit certificate program of study codes
to their own record when changing their program of study.

28. Auto- Pop Profile
Graduated
Did Not Graduate
POS POS Does
Reflects Not Reflect
Intent Intent
Graduated

29. Automated-Population
(Auto-POP)
Impact of Auto-POP at FSCJ
 Provided a technology solution to the issue of
students not having the relevant program of study
codes for embedded certificate programs in a
student record
 Certificate graduates increased by 61% in one year
 Graduates per FTE for certificate programs increased
by 48% in one year

30. Automated-Population
(Auto-POP)
Limitation
For Auto-POP to have a major impact on
enhancing graduating rates in certificate
programs the Program of Study codes in
your student records must be reasonably
accurate.

31. Automated-Program of Study
(Auto-POS)
What is Auto-POS?
Auto-POS is an automated process for
populating program of study codes, in
a students record, based on the
student course taking behavior. The
Auto-POS process is combined with
Auto-POP to automatically populate
certificate program of study codes.

32. Automated-Program of Study
(Auto-POS)
Why Auto – POS is Needed
Tracking should be based on
“students actual course-taking
behaviors rather than declared
major or intent, which can change
and are unreliable indicators of
student behavior.”
Source: Jenkins, Davis, April 2011, Get with the Program: Accelerating Community College Students’ Entry
into Completion of Programs of Study. CCRC Working Paper No. 32. Columbia College Teachers
College, Community College Research Center.

33. Automated-Program of Study
(Auto-POS)
Why Auto-POS is Needed
 For Auto-Grad to work well program of study codes
that reflect the students course taking activity must
be reasonably accurate.
 Program of study codes in student records are not as
accurate as we would desire.
 During advising rush, Advisors rely on program codes they have
memorized
 AA Intended Transfer is a “safe” program of study code.
 Students don’t notify anyone when they change their program of
study

34. Automated-Program of Study
(Auto-POS)
How is Auto-POS Performed?
 Most programs have unique courses found only in
that program.
 FSCJ has 173 total programs of which 122 are stand-alone programs
(college has 51 embedded certificate programs)
 119 stand-alone programs (97%) have unique courses that are taken
either in the first semester or second semester of the program.
 Those unique courses serve as the “trigger” course
for automatically adding program of study codes to
a student record.

35. Automated-Program of Study
(Auto-POS)
How is Auto-POS Performed (continued)?
 When the student takes a “trigger” course the
program of study for that program is automatically
added to the student’s record.
 If a degree program of study code is added that has embedded
certificate programs, the certificate program of study codes are
automatically added via the Auto-POP process.
 The students “original” intent is highlighted.
 No program of study codes are deleted from a students record.
 Student can view the program of study codes (and the
percentage of degree completion) in their student portal.

36. Auto – POS Profile
Graduated
POS Reflects
Intent

37. Automated-Program of Study
(Auto-POS)
Impact of Auto-POS at FSCJ
 Number of total Workforce graduates
increased by 14% in one year
 Total graduate yield per Workforce FTE
increased by 3% in one years.

38. Automated-Program of Study
(Auto-POS)
Limitations of Auto-POS
 Auto-POP can not be used with VA students.
 100% of programs will not have unique “trigger” courses
occurring within the first year of program of study.
 Students will be duplicated in multiply programs of study
for any reports you may generate.
 Students may be confused by seeing multiply program of
study codes on their student portal

39. Automated-Articulation
(Auto-ART)
What is Auto-ART?
Auto-ART is an automated
process for awarding college
credit based on existing
institutions internal and
external articulation agreements.

40. Automatic-Articulate
(Auto-ART)
Why Auto-ART is Needed
 Colleges have a large number of articulation
agreements.
FSCJ has 85 state mandated articulation
agreements.
 Most college’s processes for awarding
articulated credit require individualized
action and a student with a lot of patience.

41. Automatic-Articulate
(Auto-ART)
Why Auto-ART is Needed?
 Nationally, high school students with accelerated college
credit are 18.1% more likely to enroll in college
 In Florida, high school students with accelerated college credit are 19.8%
more likely to enroll in college and 28% more likely to persist to the 2nd year.
 Nationally, each course of accelerated college credit
results in a 5.9% increased likelihood of a student
graduating.
 In Florida, students with accelerated college credit are 2.4x’s more likely
to graduate as compared to a student with no accelerated college credit
Sources:
1. Adelman, C.; (2006), The Toolbox Revisited: Paths to Degree Completion from High School Through College; US
Department of Education.
2. Copa, N., & Alexander, J.; (2008), High School Students Who Take Acceleration Mechanisms Perform Better in SUS
Than Those Who Take None: Zoom Edition 2008-1, Florida Department of Education

42. Automatic-Articulation
(Auto-ART)
Limitation of Auto-ART
Auto-ART will work best on articulated
agreements with where the articulated
course has been transcripted on an
electronic transcript (high school or
college).

44. Goal is to Expand the “Box”
Graduated
POS Reflects
Intent

45. Progression Tracking Tools
FSCJ’s Progression Tracking Tools
 75% Completion Report
 Used by Program Managers to schedule courses for students
nearing completion of their program.
 Progression Matrix
 Used by Program Managers and District Administrators
 Student Portal
 Used by Students

46. 75% Completion Report
 75% Completion Report was run 3 times per
year.
 Listed those students who had completed
75% of their program course requirements.
 Provide a listing of courses that the students
needed to complete in order to graduate
 Managers used the report for scheduling.

47. Progression Matrix - Example

48. Progression Mapping
Currenty 25% 33% 50% 66% 75% 100% Graduated
Active Completed Completed Completed Completed Completed Completed
Current Status 3 Year Graduation Pace

49. Student Portal – Progression Tool

51. Goal is to Expand the “Box”
Graduated
POS Reflects
Intent

52. Maximize Program Design
Guiding Principles
 Relevant Programs. Programs leading to high-
wage, high-skill jobs.
 Program Length & Design. Ideally, Associate
degrees should be designed to be no longer than
60 credit hours in length.
 Certificates. Wherever possible, “building block”
certificate programs should be embedded into
Associate degrees.

53. Relevant Programs
Questions to Ask
 Do you have a targeted program listed
based on local labor market data?
 Do you do periodic labor market
reviews of existing programs?
 Do you have an active Advisory
Committee Structure?
 Do you measure that activity?

54. Program Length
Core questions to ask in designing
program length:
 Are you required by statute, licensure, or
accreditation to offer a program over 60
credit hours?
If the answer is no, ask yourself do the
additional hours result in significant
value added for the graduate?

55. Texas Example
In Texas, associate degrees are given an
allowable range of credit hours (60 to 72).
 10 largest community college in Texas were
examined for length of identical programs.
 Business
 2 of 10 required 60 hours. Range from 60 to 69 hours.
Average = 63.7; Median = 64
 Office Systems
 1 of 10 required 60 hours. Range from 60 to 72 hours.
Average = 65.5; Median = 66

56. Texas Example
 Impact of Additional Hours
 Assumptions: College A has a 66 credit hour
program. 35% of the students are full time, these
students have a F2F retention rate of 60%. Part
time students have a 40% retention rate.
 Theoretical graduation rate in three years for a 66
credit hour program is:
 Full Time = 32.5%
 Part Time = 4.9%
 Weighted = 13.3%

57. Texas Example
 Impact of Additional Hours (continued)
 Theoretical graduation rate in three years for a 60
credit hour program is:
 Full Time = 36% (9.7% higher than 66 hour program)
 Part Time = 6.4% (24% higher than 66 hour program)
 Weighted = 16.8% (13.3% higher than 66 hour program)
The college with the shorter program will need
21% fewer students to produce he same number
of graduates as the longer program

58. Associate Median Length = 66 hours
15%
13%
72%
Program Length
60 to 64 65 to 69 70 or Longer

59. Impact of Additional Hours at LCCC
For every credit hour over 60, a LCCC program
reduces the number of graduates it can
produce by 2.6%.

60. Impact of Certificate
Programs on
Graduation Rates
A student is 33% more
likely to graduate with
an associate degree if
they graduate from an
embedded certificate
program.
Source: Simpson, Jim (2007); Impact of Certificate Graduates on AS/AAS Graduate Rates at FCCJ;
Florida Community College at Jacksonville Internal Study

61. Certificate Programs
Added Benefit
 In Florida, the median earnings is 27% greater
($8,000 more per year) for certificate holders than
those who leave without any credential.
 In Florida, the overall median earnings are higher
than those who complete an AA degree and went
immediately into the workforce.
 In Florida, certificate graduates did not attend high
schools with either above average performance or
graduation rates. These graduates were more
likely to be in a disadvantaged groups
Source: Jacobsen, L. & Mokher, C., (2008) Pathways to Boosting the Earnings of Low-
Income Students by Increasing Their Educational Attainment, The Hudson Institute and
CAN,

62. Certificate Median Length = 30 hours
45%
26% 5%
24%
Credit Hour Length
12 to 19 20 to 28 29 to 38 39 or higher

63. Good Program Design
 Limit Program Options
 FSCJ Practice 1:2 Ratio on
Electives
 Limit “Or” Statements
 Remove Hidden and Non-
Enforceable Prerequisites
 Remove Structural Barriers
 Capitalize on Program Cluster
Synergy
Adapted From: D. Jenkis, S. Cho, 2012, Get with the Program: Accelerating Community
College Students’ Entry into and Completion of Programs of Study, CCRC Working Paper
No. 32. Columbia College Teachers College, Community College Research Center

64. Good Example – Removing
Structural Barrier
CAS 101 Documents Processing (3)
This course is an intermediate keyboarding class
emphasizing further development of typing speed
and accuracy, as well as the proper formatting and
editing of business documents. Prerequisite: CAS 100
Keyboarding or successful completion of the Special Exam
for Course Credit.

65. Bad Examples of Program Design
42 Credit Hour Digital Media Certificate
 22 hours of hidden perquisites in the Certificate program made the
certificate a 64 credit hour program. The AAS degree in Digital Media
was 60 credit hours long.
`
64 Credit Hour AAS Accounting Program with 3
credit hours of electives
 Allowed for 69 hours of elective of which 33 credit hours were
accounting courses not found in the AAS degree.
62 Credit Hour AAS Marketing Program
 No course prerequisites in the entire program.

66. The Ugly
 Death By Sequence Program
 21 Credit Hour Networking Certificate
 Every course in the certificate program
(7 total) was a prerequisite for the
previous course.
 3.5 Years to complete for either full
time or part time students

67. Impact of Program Design at FSCJ
Total Programs
250
240 236
230
220
218
210
200
190
180
173
170
160
150
2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2009-2010 2010-2011

68. Impact of Program Design at FSCJ
Percent of Programs - High Wage/High Skill
(Regional = mean $19.67 per hour)
100.0%
92.5%
88.4% 87.8%
90.0%
80.0%
70.0%
60.0% 57.5%
50.0%
40.9%
40.0% 36.3% 37.7%
35.5%
29.4%
30.0% 26.6% 26.9%
20.0%
10.0%
0.0%
2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

69. Impact of Program Design at FSCJ
Impact on FSCJ Associate Degrees
 3% reduction in the median length of an
Associate degree since 2000-2001
 From 66.5 to 64.5 credit hours in length in 2010-2011
 17% gain in projected (Theoretical)
graduation rate
 11.4% gain for full time students
 30% gain for part time students

70. Impact of Program Design at FSCJ
Impact on Certificate Programs
 63% increase in the number of certificate programs
since 2000-2001.
 From 60 to 98 certificate programs in 2010-2011
 76% increase in the number of certificate programs
that are 20 credit hours or less in length since
2000-2001
 From 29 to 51 certificate programs that are 20 credit
hours or less in length.

72. Advising Questions
What intrusive strategies can you
launch targeted at students who
earn W’s?
 Nationally, a student who receives a “W” on 20% or
more of the credits they attempted decreases the
probability of graduation within 3 years by 51%.
 In Florida community colleges, a student who
receives a “W” on 20% or more of the credits they
attempted decreases the probability of graduation
within 3 years by 83%.

73. Advising Questions
What student intrusive strategies
will you implement for Spring
semester for those students who
receive a letter grade of F in the
Fall?
 In Florida community colleges, a student who
earns a “F” in 20% of their credit hours
decreases the probability of a college ready
student graduating within 3 years by 91+%.

74. Advising Questions
57.90% How are you going
60% to maximize the per
50% student course
40% yield?
19.40%
30%  A FTIC who earns 20
20% credit hours is 2.98 x’s
more likely to graduate
10% than a student who
0% doesn’t earn 20 credit
Earned 20+ Credits in First year in First Year
Did Not Earn 20 Credits hours.
Source: Colleen, Moore, Nancy Shulock, Jermey Ofenstein, October 2009, Steps to
Success: Analyzing Milestone Achievement to Improve Community College Student
Outcomes, Institute for Higher Education Leadership & Policy.

75. Advising Questions
How are you going
60%
45%
to build a buzz for
50%
Summer?
40%
 A FTIC student who is
30% continuously enrolled in
20%
14.5% their first year has a 3.1
x’s higher graduation rate
10% than a student who did
0%
not earn credits in the
Earned Summer Did Not Earn summer.
Credits Summer Credits
Source: Colleen, Moore, Nancy Shulock, Jermey Ofenstein, October 2009, Steps to Success: Analyzing
Milestone Achievement to Improve Community College Student Outcomes, Institute for Higher Education
Leadership & Policy.

76. Advising Questions
Completed Course Did Not Complete Course
What strategies will you
70%
61.10% use to encourage FTIC
60%
51.20%
college-ready students
50% to take a college level
40%
Math & English in the
30%
first two years?
22% 21.20%  Students taking CL Math in first
20% two years have a graduation rate
that is 2.78 x’s greater.
10%
 Students taking CL English in first
0% two years have a graduation rate
that is 2.4x greater.
Complete CL Math Completed CL
in 2 Years English in 2 Years
Source: Colleen, Moore, Nancy Shulock, Jermey Ofenstein, October 2009, Steps to Success: Analyzing
Milestone Achievement to Improve Community College Student Outcomes, Institute for Higher Education
Leadership & Policy.

77. Impact on FSCJ
 “W” Holds Process Implemented Fall 2010
 College does not process student drops for one week in
order to notify faculty member so that the faculty member
can make contact with the student.
 Early Alert System Implemented Fall 2010
 Allows students to identify students for follow-up
services
 Programs increasingly require College English as a
prerequisite for a Technical Course in the first 20
hours of a program.

78. Impact on FSCJ
 Implemented “Achievement” Coach’s in Workforce
Programs.
 5 full time Achievement Coach’s were hired utilizing Perkins
funds.
 Coach’s are assigned to specific programs that are having
issues with student progression.
 Overall goal of the Achievement Coach’s is to increase
retention and graduation rates in targeted programs.

80. Scheduling Questions
Are your students taking advantaged of
“compressed” terms (Terms less than 16 weeks in length)
 Study examined the impact of course length on student
learning. n = 45,000+ students,
 “After controlling for student demographics and other
characteristics, intensive courses, do result in higher
grades than traditional 16 week semester length courses
and that this benefit peaks at about 4 weeks.
 “Grades reflect a real increase in knowledge and are not
the result of lowering the bar.”
Source: Austin, A., Gustafson, L., (2006), Impact of Course Length on Student Learning.
Journal of Economics and Finance Education., Volume 5, Number 1

81. The Advantage of Compressed Terms
4 Week Term 16 Week Term
95%
89%
Richland College experienced an 8% increase
90%
in student success (C or higher) and 29%
85% reduction in W’s as compared to students
enrolled in same courses over 16 weeks.
79%
80%
77%
75%
70% 72%
65%
60%
Session 1 Session 2 Session 3 Session 4
Source: de los Santos, G; Cruise, D, (1999), Get on the Fast Track to Learning; Learning
Abstract, Volume 2, Number 1; League for Innovation in Community Colleges

82. Scheduling Questions
Are your students taking advantaged of hybrid
courses?
 Study examined the impact of hybrid courses on
completion (n = 50,102 students in 323,528 courses)
 After controlling for student characteristics. students
were equally likely to complete a hybrid course as to
complete a face-to-face course and lower withdrawal
rates than do fully online courses.
Source: Xu, D., Jaggars, S. March 2011, Online and Hybrid Course Enrollment and
Performance in Washington State Community and Technical Colleges. CCRC Working
Paper No. 31. Columbia College Teachers College, Community College Research Center.

83. Impact on FSCJ
 More use of Online and Hybrid Modalities to
Increase Scheduling Choices
 27.1% of total FTE is online
 Workforce = 30.3% of FTE
 AA = 25.9% of FTE
 5.3% of total FTE is hybrid
 Workforce = 9.6% of FTE
 AA = 3.6%
 More use of Compressed Terms
 Workforce = 42% of FTE

85. Active Learning Strategies
 Cooperative Learning
 Project Based Learning
 Internships/Coops
 Simulation
 Learning Communities
 Supplemental Instruction
 Technology Enhanced Classes
 “Right Start” Orientation
 On-going Active Teaching
Strategy Training for Faculty

86. Strengthen On-Line Courses
What are you doing to bolster and strengthen your
online courses?
 Student are more likely to fail or withdrawal from a fully
online course as compared to a face-to-face course.
 Students who took online coursework in early terms were
significantly less likely to return to college in subsequent
terms.
 Students who took a high proportion of credits online were
significantly less likely to attain an educational award or
transfer to a four-year institution.
Source: Xu, D., Jaggars, S.; March 2011, Online and Hybrid Course Enrollment and Performance in
Washington State Community and Technical Colleges. CCRC Working Paper No. 31. Columbia College
Teachers College, Community College Research Center.

87. Sirius Course Elements
 Infusion of Mastery Learning
 Research based
 Constructivist Approach
 Activities grounded in everyday
content
 Topics with multiple perspectives
 Collaboration
 Cooperative Learning
 Social engagement
 Group Projects

88. Impact Sirius on FSCJ Online
 Impact on Online
 2008-2009 27.0% of total online FTE used
Sirius materials
 2009-2010 38.8% of total online FTE used
Sirius materials
 2010-2011 45.6% of total online FTE used
Sirius materials
 2010-2011 Sirius Registrations
 18% higher student success rate (A,B, or C)
 4.8% lower withdraw rate

89. Impact on FSCJ
Source: SENSE: Survey of Entering Student Engagement: Florida State College at Jacksonville: 2011 Key Findings: A
CCSSEE Initiative , University of Texas at Austin, College of Education, Community College Leadership Program, Center
for Community College Student Engagement

90. Impact on FSCJ

92. Impact on Workforce Programs
 150% Increase in total workforce
graduates over 10 years.
 Growth in graduates is 4.7x’s growth in FTE in
workforce programs
 Growth in graduates is 2.5x’s growth in unduplicated
headcount served by workforce programs
 83% increase in workforce graduates per
FTE in 10 years
 From 0.42 to 0.77

93. Impact on STEM Programs
 249% Increase in STEM Graduates
 From 143 to 534 total graduates
 Growth in STEM graduates is 19.2x’s the national growth
rate of 13% for STEM graduates over same 10 year period.
 Greater percentage of College graduates are
from STEM programs
 From 5.6% to 7.1% of total graduates produced by the
College
 From 0.3% to 1.08% of total STEM graduates in the nation.
 More graduates per program.
 From 3.1 to 14.8 graduates per STEM program
Source: Community College Week; June 13, 2011, Volume 23, No. 22

94. Contact Information
Jim Simpson
Associate Vice President of Degree and Career Programs
Florida State College at Jacksonville
501 West State Street
Jacksonville, FL 32202
E-mail: simpsonjamesd@gmail.com