Institutional Effectiveness


Institutional Effectiveness

The Office of Institutional Effectiveness is responsible for providing data, information and analysis for all areas of the college in support of planning, decision-making and reporting. We are the place for official data and information about Cochise College. Our duties include:

  • – Maintaining information on peer institutions and external data sources
  • – Conducting regional scans, economic trend and workforce development studies
  • – Providing institutional support for surveys; coordinate and analyze internal and national surveys
  • – Responding to federal, state, consortia, and college guidebook requests for surveys and data requests

Office of Institutional Effectiveness staff members conduct business in an ethical and confidential manner, and they adhere to the Code of Ethics established by the Association for Institutional Research.

Dean of Institutional Effectiveness
Sandy Bryan

Sierra Vista Campus | Adult Education/1400 Building
(520) 515-3652 | Fax: (520) 515-3620

Quick Facts About Cochise College

2014-15 Annual Full-Time Student Equivalent (FTSE): 6,338

2014-15 Annual Unduplicated Headcount: 11,997
Fall 2015 Headcount (for credit): 4,437

Full-Time Instructors: 88
Part-Time Instructors: 233
Full-Time Non-Instructional Staff: 263
Part-Time Non-Instructional Staff: 85

Certificates Awarded: 691
Associate Degrees Awarded: 1,444

Student demographics based on Fall 2015 headcount

Average age: 28

Full-Time: 40%
Part-Time: 60%

Female: 53%
Male: 47%

Non-Resident Alien: 1%

White: 40%
Hispanic/Latino: 46%
Black or African American: 5%
Asian/Native Hawaiian/Pacific Islander: 2%
Other (American Indian/Alaskan Native, multiracial and unreported): 5.9%

Cochise County Resident: 74%
Out-of-County Resident: 14%
Out-of-State Resident: 5%
Unknown: 8%

District general expenditures 2014-15

General Fund: $32,239,891
Restricted Fund: $13,801,403
Auxiliary Fund: $922,570
Unexpended Plant Fund: $2,796,034
Retirement of Indebtedness: $1,985,894

Total: $51,745,792

Consortium for Student Retention Data Exchange (CSRDE)

Six-year graduation rates for groups of degree-seeking students who began in fall 2005 compared to a peer group of students from 20 Hispanic-serving community colleges. Compared to our peers, Cochise College cohorts consistently graduate at slightly higher rates. These data are from the annual CSRDE report that compares our retention and graduation rates to more than 200 colleges in the consortium.

Graduation and Transfer-Out Rates

In accordance with the Higher Education Act of 1965, as amended, the college provides Graduation and Transfer-out reports (PDF) of our full-time, first-time, degree or certificate seeking students and student athletes that received athletic financial aid. Graduation and transfer-out rates are calculated each year based on first-time full-time, degree-seeking cohorts who begin in the fall. Since 75 percent of our students are part-time and others who may be full-time do not enter in the fall, these rates do not capture all of the successes of our student body.

  • Rates are based on the entering cohort and a sub-cohort of student athletes; these are disaggregated by race/ethnicity and by athletic team.
  • Rates are based upon 150% of the normal completion time. For example, the rate for a two-year program is based on those graduating within three years, whereas the rate for a one-year program would be based on one-and-a-half years.
  • These charts do not identify the reasons why our students withdrew, so students who withdrew for personal or medical reasons are included.
  • Rates do not include students who left school to serve in the armed forces, are on official church missions, are with a foreign aid service of the federal government, or students who died or were totally and permanently disabled.
  • A pound sign (#) denotes any cohort/subcohort with five or fewer students. The college is not required to disclose this information.

Student Enrollment

Student enrollment is a duplicated headcount. It may also be referred to as a seat count because it refers to the number of occupied seats. Student enrollment counts the number of students enrolled in the number of courses and not the actual number of individual students. Students are usually enrolled in more than one course in a term and would therefore be counted in each course (i.e., counted twice or more) for the term.

Student Headcount

Student headcount refers to the number of individual students enrolled or a count of individual heads. So, if a single student takes three classes, he or she is counted as one headcount. This is often referred to as an unduplicated headcount because each student is counted only once. Student headcount is often unduplicated by term or location. In these cases, the subcategories cannot be added together to obtain an overall unduplicated count since students may attend at multiple locations and over several terms.

Full-Time Student Equivalent (FTSE)

FTSE (which you may hear affectionately referred to as “footsie”) is a standardized measure of student enrollment used within a department or college-wide. FTSE is calculated by counting the total number of student credit hours in a semester and dividing by 15, which is considered to be a full-time load by state and federal agencies.

Keep in mind that FTSE represents neither student headcount nor student enrollment, but it is a conceptual measure of student enrollment. For example, a FTSE of 10 could equate to 10 full-time students, but it also could refer to 20 half-time students, or five full-time students plus 10 half-time students.

FTSE counts are reported to the state three times per year: Fall 45th day, Spring 45th day, and end of year. The end of year FTSE counts also include summer terms, 2nd 8-week Fall and Spring terms and other parts of term that do not cross the 45th day count dates. Also included is FTSE from Adult Basic Education calculated as number instructional clock hours divided by 640.

Data & Information

Federal Reports

Purpose

The Carl D. Perkins Career and Technical Education Improvement Act of 2006 supports career and technical programs by providing annual grant funds, which Cochise College is required to use for …

  • Strengthen the academic, occupational and technical skills of students
  • Provide students with strong experience in and understanding of all aspects of an industry, including partnerships and collaboration with local industry representatives
  • Develop, improve or expand the use of technology in career and technical education
  • Provide professional development programs to instructors, counselors and administrators
  • Develop and implement evaluations of career and technical education programs
  • Initiate, improve, expand and modernize quality career and technical education programs
  • Provide services and activities that are of sufficient size, scope and quality to be effective
  • Link secondary and postsecondary career and technical education including Tech Prep initiatives and articulation agreements to include credits

Reporting

To receive Perkins grant funding, the college submits a grant application, as well as regular fiscal and program reports to ensure compliance with federal and state law.

In addition, Cochise College must report if the program meets the annually adjusted Performance Measure Levels (CAR).

Measures

A consolidated annual report (CAR) is submitted annually, which reviews progress on a number of performance measures.

Definition of CAR IV Performance Measures (April 2011) PDF

When at least 90% of the annually adjusted performance measure levels are not met, an improvement plan must be submitted for the next grant year.

Additionally, we have performance reports for the Tech Prep program.

Cochise College submits data to IPEDS three times each year, in fall, winter, and spring. The data include enrollments, completions, graduation rates, finances, financial aid, and human resources.

These data and those of other higher education institutions are publicly available at the IPEDS Data Center website in a series of formats for researchers, educators, parents and students. The Data Center serves as an entry point to the Executive Peer Tool (ExPT) and the Data Analysis System (DAS). In addition, the College Navigator website may be used by families for college or university selection.

In addition, IPEDS provides a Data Feedback Report each year to member institutions based on data that we submit in comparison to a group of peer colleges. These reports are provided for the past five years.

Data Feedback Reports

State Reports

Each year on Nov. 1, community college districts submit a legislatively enacted annual report to the state giving details about their students, instructors, courses and finances.

The report is divided into two sections, first an overview with accomplishments, upcoming issues and Facts-at-a-Glance, and second more detailed about the curriculum process, credit and non-credit courses, enrollments, and both the credit and non-credit catalogs. Reports below contain section 1.

Statutory Requirement: Arizona Revised Statute 15-1427. Annual Report website

In compliance with ARS 15-1822, Cochise College submits a report each fall to state officials on the academic performance of first-year students who recently graduated from Arizona high schools. The report includes the number of graduates who subsequently enroll at the college with average GPA and success rate in their first English and math courses.

The summary reports give results based on students from all Arizona high schools who subsequently attended Cochise College. Breakout reports based on the source high schools are also available and will be furnished to those schools upon request.

Statutory Requirement: Arizona Revised Statute 15-1822. Report; academic performance of high school graduates (website)

Common Data Set

The Common Data Set (www.commondataset.org) is a questionnaire developed by the College Board in conjunction with colleges, universities, and publishers to provide key data and information about higher education institutions.  The data set is a useful resource for prospective  students and their parents, as well as a means for colleges to easily compare themselves with peer institutions.  This questionnaire is used by various publishers as a primary data source for training and comparing undergraduate institutions.

The Common Data Set provides information on the following topics:

A. General Information
B. Enrollment and Persistence
C. First-Time, First-Year (Freshman) Admission
D. Transfer Admission
E. Academic Offerings and Policies
F. Student Life
G. Annual Expenses – tuition, fees, room and board
H. Financial Aid
I. Instructional Faculty and Class Size, Student to Faculty ratio
J. Undergraduate Degrees Conferred – by area of study

Contact Institutional Effectiveness for Cochise College Common Data Set.

Environmental Scan

The environmental scan provides an in-depth analysis of economic and social conditions that directly impact the local community.

Population trends from Cochise County, Santa Cruz County, and Pima County are explored. National issues, laws, employment figures, and other economic statistics are also covered.

Surveys

The college participates in several national surveys to better understand first experiences of entering students (SENSE), engagement and learning by students at all levels (CCSSE), faculty perceptions of student engagement and learning (CCFSSE), and general education outcomes (ETS Proficiency Profile or PP).

We also conduct an internal survey of those who have completed an award through the Graduating Student Survey. Students may also complete course/instructor evaluations at the end of each semester.

SENSE, an initiative of the Center for Community College Student Engagement, helps colleges discover why some entering students persist and succeed and others do not. Administered during the fourth and fifth weeks of the fall academic term, the survey allows colleges to learn what is working and what needs improvement in their intake processes and students’ earliest classroom experiences with the goal of improving entering student retention and outcomes.

We participated twice in fall 2010 and 2013 and will continue on a triennial basis. Reports below highlight benchmarks of Effective Educational Practices.

SENSE 2013 Results

SENSE 2010 Results

 

Each spring since 2001, students from community colleges around the country participate in CCSSE, which asks questions about institutional practices and student behaviors that are highly correlated with student learning and retention. CCSSE results help colleges focus on good educational practice – defined as practice that promotes high levels of student learning and retention – and identify areas in which community colleges can improve their programs and services for students.

Cochise College has participated four times – 2007, 2008, 2011 and 2014. Since we are on a triennial administration cycle, our next survey date will be spring 2017. Survey results are released each summer and college comparisons can be made with subgroups as well as nationally. Results below include national and institutional benchmark scores for five key areas of engagement.

CCSSE 2014 Results

CCSSE 2011 Results

CCSSE 2008 Results

CCSSE 2007 Results

When students apply for graduation through the Student Development Center, they are encouraged to participate in a survey that asks about their satisfaction and experiences while a student at Cochise College.

Human Subjects Review

Cochise College is committed to ensuring the responsible and ethical treatment of human subjects involved in research, whether conducted by students or employees directly, or by researchers outside of the college. The policy applies to the college’s faculty, staff and students conducting research at the college and in the community, as well as non-affiliated researchers who conduct studies involving college employees and students.

To qualify under the umbrella of human subjects research, the project would involve a living individual about whom an investigator conducting research obtains 1) data through intervention or interaction with the individual or 2) identifiable private information.

In addition, research in the federal regulatory sense is “a systematic investigation that is designed to develop or contribute to generalizable knowledge.” If the outcome of the study will be published or presented at conferences, it would qualify as contributing to generalizable knowledge; however, projects done in fulfillment of course requirements or presented in a classroom environment are not considered to do so.

Projects must meet both the human subjects and the research criteria to require a human subjects review. Researchers who are unsure about whether or not a project qualifies as research or requires a review should contact the Office of Institutional Effectiveness.

Refer to the Manual for Human Subjects Review (Word) for more information on procedures and sample required forms.

Getting a “Please wait…” error? Save the file to your computer, use internet explorer or do this Adobe recommended trick for Mozilla and Firefox to view the PDF form.

In addition, the related administrative policy, Conducting Research and Surveys at Cochise College (PDF), provides an overview and rationale for human subjects research.

Job Trends

Discipline Occupational Report
Admin. of Justice Administration of Justice (PDF)
Agriculture Agriculture (PDF)
Equine Science and Management (PDF)
Art Fine Arts (PDF)
Automotive Tech. Automotive Technology (PDF)
Aviation Avionics Technology (PDF)
Professional Pilot Technology (PDF)
Remotely Piloted Vehicle Operations (PDF)
Biology Biology (PDF)
BCT Building Construction Technology (PDF)
HVAC (PDF)
Carpentry Technology (PDF)
Electrical Technology (PDF)
Utility Industry (PDF)
Business Business Administation, Business Management (PDF)
General Business (PDF)
Entrepreneurship, Small Business (PDF)
Chemistry Chemistry (PDF))
Communications Communications (PDF)
CIS, Computer Science Computer Information Systems (PDF)
Computer Programming (PDF)
Computer Science (PDF)
Cybersecurity (PDF)
Linux System Administrator (PDF)
Network Technology, Cisco Linux Networking (PDF)
Computer Maintenance and Repair (PDF)
Web Developer (PDF)
Culinary Arts Culinary Arts (PDF)
Chef Garde Manger, Sous Chef Apprentice (PDF)
Chef Patissier – Bakers Apprentice (PDF)
Drafting and Design Computer-Aided Drafting (PDF)
Economics Economics (PDF)
Education Early Childhood Care and Education (PDF)
Elementary Education (PDF)
Education (PDF)
Electronics Electronics Technology (PDF)
Engineering Engineering (PDF)
Engineering Technology (PDF)
English English (PDF)
Exercise Science,  HPE Exercise Science, HPE, Recreation and Wellness (PDF)
Fire Science Technology Fire Science Technology (PDF)
Hazardous Materials Technician (PDF)
Health Sciences Paramedicine (PDF)
Medical Assistant (PDF)
Respiratory Therapy (PDF)
Journalism & Media  Arts Journalism and Media Arts Occupation (PDF)
Media Production Arts (PDF)
Logistics Logistics Supply Chain Management (PDF)
Mathematics Mathematics (PDF)
Music Music (PDF)
Nursing Registered Nurse (PDF)
Certified Nursing Assistant (PDF)
Medication Assistant (PDF)
Philosophy Philosophy (PDF)
Physics Physics (PDF)
Prof. Admin. Assistant Professional Admin. Assistant (PDF)
Administrative Office Aide (PDF)
Receptionist (PDF)
Psychology Psychology (PDF)
Social Sciences Social Sciences (PDF)
Social Work Social Work (PDF)
Theatre Arts Theatre Arts (PDF)
Unmanned Aerial Vehicle Unmanned Aerial Vehicle Flight Operator (PDF)
  Unmanned Aircraft and Systems Operations (PDF)
  Unmanned Aircraft Systems Technician (PDF)
Welding Technology Welding Technology (PDF)
Discipline Educational Report
Admin. of Justice Administration of Justice (PDF)
Agriculture Agriculture (PDF)
Equine Science and Management (PDF)
Art Fine Arts (PDF)
Automotive Tech Automotive Technology (PDF)
Aviation Avionics Technology (PDF)
Professional Pilot Technology (PDF)
Remotely Piloted Vehicle Operations (PDF)
Biology Biology (PDF)
BCT Building Construction Technology
HVAC (PDF)
Carpentry Technology (PDF)
Electrical Technology (PDF)
Utility Industry (PDF)
Business Business Administation, Business Management (PDF)
General Business (PDF)
Entrepreneurship, Small Business (PDF)
Chemistry Chemistry (PDF)
Communications Communications (PDF)
CIS, Computer Science Computer Information Systems (PDF)
Computer Programming (PDF)
Computer Science (PDF)
Cybersecurity (PDF)
Linux System Administrator (PDF)
Network Technology, Cisco Linux Networking (PDF)
Computer Maintenance and Repair (PDF)
Web Developer (PDF)
Culinary Arts Culinary Arts (PDF)
Chef Garde Manger, Sous Chef Apprentice (PDF)
Chef Patissier, Bakers Apprentice (PDF)
Drafting and Design Computer-Aided Drafting (PDF)
Economics Economics (PDF)
Education Early Childhood Care and Education (PDF)
Elementary Education (PDF)
Education (PDF)
Electronics Electronics Technology (PDF)
Engineering Engineering (PDF)
Engineering Technology (PDF)
English English (PDF)
Exercise Science,  HPE Exercise Science, HPE, Recreation and Wellness (PDF)
Fire Science Tech. Fire Science Technology (PDF)
Hazardous Materials Technician (PDF)
Health Sciences Paramedicine (PDF)
Medical Assistant (PDF)
Respiratory Therapy (PDF)
Journalism & Media  Arts Journalism and Media Arts (PDF)
Media Production Arts (PDF)
Logistics Logistics Supply Chain Management (PDF)
Mathematics Mathematics (PDF)
Music Music (PDF)
Nursing Registered Nurse (PDF)
Certified Nursing Assistant (PDF)
Medication Assistant (PDF)
Philosophy Philosophy (PDF)
Physics Physics (PDF)
Prof. Admin. Assistant Professional Administrative Assistant (PDF)
Administrative Office Aide (PDF)
Receptionist (PDF)
Psychology Psychology (PDF)
Social Sciences Social Sciences (PDF)
Social Work Social Work (PDF)
Theatre Arts Theatre Arts (PDF)
Unmanned Aerial Veh. Unmanned Aerial Vehicle Flight Operator (PDF)
  Unmanned Aircraft and Systems Operations (PDF)
  Unmanned Aircraft Systems Technician (PDF)
Welding Technology Welding Technology (PDF)

Student Right to Know

Student Right to Know (SRTK) refers to a set of public disclosure documents that are designed to inform students and other stakeholders about aspects of the college including graduation and transfer rates, financial aid policies and information, costs of attendance, programs of study, policies, and contact information.

The Higher Education Opportunity Act requires colleges participating in federal student aid programs to make this information easily accessible for consumers at a single location. Please access the following links to read more about subjects that may be of interest.