Addendum with evidence (8.2 MB) - Accreditation - Bakersfield ...

October 2, 2012 

To: Dr. Steve Kinsella, Chair 

Ms. Angie Oropeza, Team Assistant 

Accreditation Visiting Team Members 

Cc: Dr. Barbara Beno, Executive Director, ACCJC 

From: Nan Gomez-Heitzeberg, Interim President 

Dr. Bonnie Suderman, Dean of Instruction and ALO 

Re: Developments since the completion of the Self Evaluation Report 

The purpose of this memo is to provide updates on major components of the college’s work since 

the completion of the Self Evaluation Report in April 2012 and to provide some additional 

relevant information and evidence. 

Standard I.A. Mission 

The College reviewed and revised its mission statement in spring 2012. The Strategic 

Plan identifies the new mission and outlines the process. (Addendum I.A.1) 

Standard I.B. Improving Institutional Effectiveness 

The College compiled the Educational Master Plan for 2012-15. (Addendum 1.B.1) 

The College completed a full improvement and evaluation cycle with the new Annual 

Program Review from 2011-12 to 2012-13; improved processes and forms are on the 

APR web page. (Addendum 1.B.1a) 

I.B.2. The Bakersfield College Strategic Plan Work Group (SPWG) formed in spring 

2012 and used the Bakersfield College Goals Work Group information in developing the 

2012-15 Bakersfield College Strategic Plan. (Addendum I.B.2) 

I.B.3. The improved 2012-13 trend data provided for Annual Program Reviews includes 

bar charts and graphs for demographic, productivity, and outcomes data, including graphs 

showing 5-year trends of retention and success for traditional versus distance education 

courses. (Addendum I.B.3) 

I.B.5. The College is conducting a Consequential Validity Study for the same areas that 

were covered previously (academic development, English, English as a Second 

Language, and mathematics) during fall 2012. (Addendum I.B.5) 

1

Standard II.A. Instructional Programs 

Actionable Improvement Plan 2 

Online Tutoring 

In summer 2012, Bakersfield College piloted a tutoring program for online students. The 

program was conceptualized to give online students the same access to the Writing 

Center services as all other students. This pilot utilized the Writing Center and provided 

online writing support for a small number of students taking a summer online course. 

This program continued into the fall semester, expanding support to remote access 

students who need help with the writing process. To access online tutoring, students 

register for a tutoring appointment as they would for a face to face tutoring session in the 

Writing Center. Registration for a session may be done online or in person. The Writing 

Center provides training for online access and sessions are run through CCC Confer 

using a webcam. Students are able to work directly with a trained writing consultant, with 

visual access to both the consultant and the paper. 

(Addendum AIP2) 

Two governance committees have developed annual goals to impact student success in 

distance education. ISIT (Information Systems and Instructional Technology) included 

an annual goal to develop best practices in online instruction, and SDCC (Staff 

Development Coordinating Council) has a goal to increase staff development 

opportunites for online instructors. (Addendum II.A; Addendum II.A.1) 

II.A.2.c. In spring 2012 a process to ensure that all courses are updated was established. 

Approximately four hundred courses were identified and over the past two years the 

Curriculum Committee undertook an intensive effort to review dated courses and also 

input all courses into a new software system, CurricUNET. The Curriculum Committee 

instituted steps to speed up the review and approval process, including training at the 

department level and the creation of a home-grown curriculum tracking software system. 

This system has facilitated the review of curriculum and served to address problems that 

arose during the implementation process. The Curriculum Committee is making steady 

progress in addressing the backlog of courses. 

In fall 2012 the curriculum clerical support position was filled. Training for the new 

position began in the second week of October. A new technical position for curricUNET 

has been added at the district. The position will provide district-wide support, including a 

help desk function. With the addition of these positions, the college is expected to better 

utilize the software in tracking and updating curriculum. 

Standard II.B. 

Actionable Improvement Plan #3 

In an effort to assess the student services needs of the student population and the 

matriculation process in particular, the college will be working with a group of 

consultants in fall 2012. In summer 2012, the Associate Vice President of Student 

Services, working with the President, student services staff and facilities personnel, 

completed a review of the latest plans to remodel the Student Services building into a 

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II.B.1. 

one-stop center. The remodel plan is now part of the prioritized facilities list that has 

been reviewed by the Facilities Committee and College Council. (Addendum AIP 3) 

Registration Planning and Degree Audits 

Although Bakersfield College has utilized the CAPP What-If Degree Audit program for a 

number of years, it did not include all of the features that would help students to plan 

their registrations and reach their educational goals in the most effective manner. It also 

lacked the reporting functions that would enable faculty chairs and deans to see how 

many students were likely to need specific courses each semester. 

To address these deficiencies, the Kern Community College District purchased the 

DegreeWorks program in spring 2012. The degree audit and what-if portions of the 

program have been developed, the scripts have been written, and intensive testing for 

accuracy and completeness are underway. Demonstrations have been offered to 

academic and student services administrators, counselors, and educational advisors. 

These functions are scheduled to be available to students later this fall. By fall 2013, 

templates for educational planning purposes are scheduled to be completed for student 

use and reports are scheduled to be available for planning and scheduling purposes. 

(Addendum II.B.1; Addendum II.B.2; Addendum II.B.3) 

Standard III.B. Physical Resources 


The college purchased and is implementing Maintenance Direct (School Dude) to assign 

and track work. Trainings are being provided to those using the software most directly. 

In summer, 2012 the college assigned a new Executive Director for Adminstrative 

Services and a new Maintainance and Operations Manager. In depth work such as room 

repairs, cleaning restrooms, painting, and roof repair was completed. In addition, the 

Facilities Committee has prioritized improvement projects and new construction. 

(Addendum AIP 5; Addendum AIP 5a) 

Standard IV.A.5 Decision Making Roles 

College Council Evaluation 

College Council completed an evaluation in spring 2012. The results are now posted on 

the College Council website. (Addendum IV.A) 

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Bakersfield College 

STRATEGIC 

PLAN 

2012-13 through 2014-15 

Approved by the College Council 

June 25, 2012

Table of Contents 

Message from the President Spring 2012 .................................................... 1 

Strategic Planning Process and Implementation Spring 2012 .......................... 2 

Strategic Planning Work Group Membership Spring 2012 ............................. 4 

Bakersfield College Values, Vision, and Mission ......................................... 5 

College Strategic Goals, Objectives, Indicators, and Alignment with 

Actionable Improvement Plans and KCCD Strategic Goals ........................... 6 

Appendix A Bakersfield College Strategic Goals, Objectives, Indicators 

Alignment with Actionable Improvement Plans and KCCD Strategic Goals 

Implementation Responsibility .............................................................. 12 

Appendix B District and College Planning and Accreditation Cycles Fall 2011 

through Spring 2018 ........................................................................... 16 

Appendix C Bakersfield College Educational Master Plan Process Diagram ... 17 

Appendix D Bakersfield College Strategic Planning Cycle Process Diagram .... 18 

Appendix E Bakersfield College Accreditation Process Diagram .................. 19 

Appendix F Process Plan and Information Sources for Strategic Plan ............. 20 

Appendix G Actionable Improvement Plans for the 2012 Accreditation Self 

Evaluation ....................................................................................... 21 

Appendix H KCCD Strategic Planning Glossary ....................................... 23 

i

Dear Bakersfield College Colleagues- 

Message from the President 

Facilitating the success and achievement of every student at Bakersfield College is 

the ultimate mission of Bakersfield College. As we continue to support student 

success at all levels within Bakersfield College, it has become necessary to focus our 

efforts and develop a strategic plan to take us forward over the next three years of 

providing quality, affordable higher education to the greater Bakersfield area. 

The 2012 Bakersfield College Strategic Plan is the culmination of research, hard 

work, and evaluation of the current and future instructional and educational goals 

which this college seeks to undertake over the next three years. A team of your 

colleagues, representing all areas of Bakersfield College operations at all employee 

levels, worked diligently to present this plan which you are now reviewing. Through 

review of various surveys, reports, and data, the 2012 Bakersfield College Strategic 

Plan now becomes a roadmap, with measurable objectives and key performance 

indicators, for us to follow as we collectively work to improve and enhance the 

success of Bakersfield College students. 

I thank the team who led the development process for the 2012 Bakersfield College 

Strategic Plan, and look to all of you, our Bakersfield College colleagues, to help 

guide the implementation of the objectives within these pages. It is only with our 

collective teamwork that we will successfully bring quality higher education to the 

area for years to come. 

Sincerely, 

Dr. Robert D. Jensen 

1

Strategic Planning Process and Implementation 

Districtwide Plan Development In the spring of 2011, Kern Community College 

District (KCCD) began strategic planning efforts with a group of representatives 

from each of the colleges and district office to review and critique the existing 

strategic plan. The group proposed a three-year planning cycle aligned with the 

accreditation self-evaluation and mid-term cycle that focuses on student success and 

outlines specific goals and objectives over a six-year period. As the districtwide 

review of the proposed strategic plan began in the summer of 2011, the Chancellor 

called for a Student Success Outcomes Workshop, again with representatives from 

each of the colleges and district office, with the goal of defining student success. This 

resulted in a list of agreed upon student success criteria along with institutional, 

program and course level indicators. Based on this information, the KCCD Strategic 

Planning Working Group, along with other key constituency leaders, reviewed and 

refined each of the objectives to include specific and measurable outcomes. The 

Board of Trustees adopted the plan in November 2011. 

Bakersfield College Goals The College Council College Goals Work Group 

developed 2011-2012 Bakersfield College Goals in spring 2011. The process 

included consideration of the Renegade 2012 strategic initiatives; Student 

Excellence, Communication, Oversight and Accountability, Fiscal Responsibility, 

Facilities, Image, and Linkages. The goal development included review and analysis 

of the Kern Community College District Strategic Plan, focus group of all campus 

constituents (students, classified, faculty, and administration, as well as various 

departments), a college goals campus wide survey, review of comparable college 

goals, and feedback from College Council and Academic Senate. The college goals 

planning process has been an annual planning cycle with new college goals 

established every year. 

Development of the 2012-2013 Bakersfield College Goals used the same process, 

with additional considerations; Actionable Improvement Plans, Annual Program 

Reviews, Budget Committee criteria discussions, Committee on Committees Reports 

review of data from a college goals survey. Based upon the previous goal 

development in spring 2011 and the goals development spring 2012 the work group 

moved forward with recommendations to College Council: 

• Recommendation 1: The goals should be established every three-year as 

part of the Bakersfield Strategic Planning process. 

• Recommendation 2: The goals should be accompanied by measurable 

objectives. 

• Recommendation 3: Progress on the objectives should be monitored by the 

Accreditation Steering Committee which should provide an annual report to 

College Council 

• Recommendation 4: The objectives should be reviewed annually by College 

Council in order to identify progress, and if needed, set new objectives. 

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College Council approved these recommendations spring 2012. 

Overall, the college goals were developed with a collaborative process involving all 

constituents the opportunity for feedback and input. The College goals becoming a 

three-year plan enables consistent and constant goal measurement with objectives, 

thus establishing benchmarks. Additionally, the goal development process folded 

into the strategic planning process. 

Bakersfield College Plan Development The Bakersfield College Strategic Plan 

Work Group (SPWG) formed in spring 2012 and drew from various college 

activities to develop the strategic plan. The values, vision, and mission section uses 

the work of the subcommittee on Standard I.A. of the ACCJC standards. In 

addition, the College Goals subgroup of College Council had been working to 

develop goals for 2012-13; they recommended a three-year cycle based on their 

research and the College Goals survey. Finally, SPWG developed a survey on 

college values, vision, and mission. SPWG used the survey results to craft 

recommended value, vision, and mission statements for College Council and 

Academic Senate review. 

The strengths, weaknesses, opportunities, threats (SWOT) analysis drew from several 

sources, including the Self Evaluation Actionable Improvement Plans (AIPs) 

developed in the accreditation process, the Annual Program Review trends, 

Committee Co-Chairs reports, district and college climate survey questions, and 

CCSSE/CCFSSE results. The internal and external scans included information 

compiled for state reporting purposes, the accreditation process, and the district 

strategic planning process. Finally, as part of the strategic planning and college goals 

development process, SPWG developed measurable objectives and key performance 

indicators for each strategic goal. 

BC Strategic Plan Implementation To assure effective and efficient 

implementation of the plan, the College president identified the administrator(s) and 

faculty champion(s) responsible for each strategic objective. The Director of 

Institutional Research and Planning is responsible for providing leadership to: assure 

implementation of the plan, provide data resources and metrics, and report the results. 

There will be a Strategic Plan SharePoint site to facilitate teamwork on the objectives 

and provide ongoing documentation of progress. There will be a professional 

development component for overarching functions to assure successful 

implementation of the plan, e.g., training for objectives 1.3, 1.6, and 1.7, and use of 

SharePoint. The Director of Institutional Research and Planning will summarize 

implementation activities and report these to the Accreditation Steering Committee, 

which will monitor overall progress on the objectives. This will provide the basis for 

the annual report recommendation developed as Recommendation 3 during College 

Goal development described above (page 2). 

3

Strategic Planning Work Group Membership 

Spring 2012 

Ann Morgan, Ed. D., Director of Institutional Research and Planning 

Cornelio Rodriguez, President of the Academic Senate 

Jennifer Marden, Classified Representative 

Kate Pluta, Professor of English 

Primavera Arvizu, Director of EOP&S, CARE, and CalWORKS 

Stephen Eaton, Dean of Instruction 

4

Values 

Bakersfield College Strategic Plan 

2012-13 through 2014-15 

Bakersfield College Values, Vision, and Mission 

• Assisting students to achieve informed educational goals 

• Meeting the highest standards of performance in everything we do 

• Recruiting and retaining the best and brightest employees 

• Promoting a climate of trust by sharing ideas and information 

• Fostering a learning environment that respects and supports the diversity of 

people, ideas, learning styles and instructional methodologies 

• Honoring the traditions and community involvement of Bakersfield College 

• Relying on data-informed decision-making. 

Vision 

The diverse community we serve trusts Bakersfield College with its most precious 

resource—people. Our high standards of education and service earn that trust. Our 

values are evident in all that we do. 

Mission 

Bakersfield College is committed to providing excellent learning opportunities in 

basic skills, career and technical education, and transfer courses for our community 

so that our students can thrive in a rapidly changing world. 

5

College Strategic Goals, Objectives, Indicators, and Alignment with 

Actionable Improvement Plans and KCCD Strategic Goals 

Goal One: Student Success 

Become an exemplary model of student success by developing and implementing 

best practices. 

Objectives and Indicators for Goal One: 

1.1 Evaluate and improve matriculation process. 

Use number and percent completions for fall term, first time students 

(baseline year 2011-12): 

1.1.1 Orientation. 

1.1.2 Assessment for Placement. 

1.1.3 Counseling. 

1.1.4 Student Ed Plan. 

This objective aligns with Actionable Improvement Plan 3 related to 

Student Support Services (Standard II.B) from the Accreditation Self- 

Evaluation. 

This objective supports with KCCD Strategic Goal One: Become an 

exemplary model of student success. 

1.2 Develop and implement prerequisites across departments for courses 

meeting same transfer requirement. 

1.2.1 Evaluate feasibility of instituting prerequisites in transfer 

subgroups A-E for IGETC and CSU transfer patterns. 


Institutional Effectiveness (Standard I.B) from the Accreditation Self- 

Evaluation. 



1.3 Improve student success in distance education courses to correspond 

with student success in traditional courses. 

Use department and collegewide: 

1.3.1 Success rates. 

1.3.2 Retention rates. 

1.3.3 Equivalent services. 

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1.3.4 Student satisfaction 


Instructional Programs (Standard II.A) from the Accreditation Self- 

Evaluation. 



1.4 Follow-up nonreturning students through exit interviews. 

1.4.1 Research feasibility of implementing exit interviews. 



1.5 (KCCD 1.1) Increase the percentage of students who successfully 

complete 12 units within one year. 

1.5.1 Use for baseline: total students successfully completing 12+ 

units summer 2011 through spring 2012; % change summer 

2012 through spring 2013. 



1.6 (KCCD 1.2) Increase the percentage of students who, within a oneyear 

period, successfully complete English or Math courses both one 

level below transfer and at the transfer level. 

Develop collaborative efforts with the support of district office 

resources to increase the percentage of successful completions for 

transfer level and pre-collegiate English, English as a Second 

Language, Math, and Reading courses using a baseline established in 

2011-12. 

Use for baseline: total successful completions summer 2011 through 

spring 2012 in: 

1.6.1 English 1 level below transfer (ENGL B50, ENSL B50) 

1.6.2 English transfer level (ENGL B1a) 

1.6.3 Math 1 level below transfer (MATH BD) 

1.6.4 Math transfer level (B2, B4a, B16, B22, B23, PSYC B5, B1a, 

B1b, B6a) 

1.6.5 Reading 1 level below transfer (ACDV B50, ENSL B31) 

7

This objective aligns with KCCD Strategic Goal One: Become an 


1.7 (KCCD 3.1) Increase scores on all Community College Survey of 

Student Engagement (CCSSE) (Spring 2011 baseline; Spring 2014 

follow-up). 

Use for baseline CCSSE Benchmark Scores spring 2011: 

1.7.1 Active and Collaborative Learning (53.4). 

1.7.2 Student Effort (47.3). 

1.7.3 Academic Challenge (54.3). 

1.7.4 Student-Faculty Interaction (48.6). 

1.7.5 Support for Learners (50.7). 

This objective aligns KCCD Strategic Goal 3: Foster a comprehensive 

and rich learning environment. 

Goal Two: Communication 

Enhance collaboration, consultation, and communication within the college and 

with external constituents. 

Objectives and Indicators for Goal One: 

2.1 Improve morale and perception of communication. 

2.1.1 Use Climate Survey fall 2011 as baseline. 

This objective supports with KCCD Strategic Goal Two: Create a 

collaborative culture and a positive climate. 

2.2 Evaluate effectiveness of Human Resources services provided at the 

College. 

2.2.1 Develop, implement, and evaluate an annual review of its 

services, including EthicsPoint, to the college. 

2.2.2 Clarify the role of KCCD Human Resources at Bakersfield 

College. 

2.2.3 Develop, implement, and evaluate an annual survey to all 

employees regarding the college’s and district’s adherence to 

written policies ensuring fairness in all employment procedures. 

8

2.2.4 Develop, implement, and evaluate an annual survey to all 

employees who serve on screening committees to evaluate the 

effectiveness of the process. 


Human Resources (Standard III.A). 

This objective supports with KCCD Strategic Goal Two: Create a 

collaborative culture and a positive climate. 

2.3 (KCCD 6.2-6.3) Develop and sustain partnerships with area 

educational institutions, businesses, and industry to enhance and 

respond to community need; after baseline increase 5-10%. 

Use APR 2011-12 data as baseline: 

2.3.1 Number of partnerships with education institutions. 

2.3.2 Number of advisory boards. 

2.3.3 Number of community partners and collaborations. 

This objective supports with KCCD Strategic Goal Six: Respond to 

community needs. 

Goal Three: Facilities/ Infrastructure 

Improve maintenance of college facilities and infrastructure. 

3.1 Implement and evaluate the new maintenance and operations software 

system. 

Document: 

3.1.1 Number of service requests received. 

3.1.2 Number of services orders completed. 


Physical Resources (Standard III.B). 

This objective supports with KCCD Strategic Goal Three: Foster a 

comprehensive and rich learning environment. 

3.2 (KCCD 3.2) Prioritize maintenance and repairs. 

3.2.1 Criteria to prioritize maintenance. 

3.2.2 Scheduled maintenance activities. 

3.2.3 Number of maintenance requests completed on schedule. 

3.3.1 Identify cleanliness standard. 

9


Physical Resources (Standard III.B). 

This objective supports with KCCD Strategic Goal Three: Foster a 

comprehensive and rich learning environment. 

Goal Four: Oversight & Accountability 

Improve oversight, accountability, sustainability, and transparency in all college 

processes. 

4.1 Review college processes with collegewide committees, departments, 

programs, and staff/student organizations, and provide training where 

needed. 

Document: 

4.1.1 Number of trainings provided and number attending. 

4.1.2 Number of programs receiving training. 


Institutional Effectiveness (Standard I.B). 

This objective supports with KCCD Strategic Goal Four: Strengthen 

personnel and institutional effectiveness. 

4.2 Implement budget development timeline revision. 

4.2.1 Evaluate effectiveness of budget development timeline. 

4.2.2 Determine budget efficiency: Ratio of actual expenditures to 

total budget. 

This objective supports with KCCD Strategic Goal Five: Manage 

financial stability. 

Goal Five: Integration 

Implement and evaluate existing major planning processes. 

5.1 Evaluate major planning processes, instructional programs, student 

services, and administrative services. 

5.1.1 Develop instrument fall 2012. 

5.1.2 Pilot and refine instrument February 2013. 

5.1.3 Administer and analyze March 2013. 

5.1.4 Communicate findings April 2014. 

10


Institutional Effectiveness (Standard I.B). 

This objective supports with KCCD Strategic Goal Four: Strengthen 

personnel and institutional effectiveness. 

11

Appendix A 

Bakersfield College Strategic Goals, Objectives, Indicators 

Alignment with Actionable Improvement Plans and KCCD Strategic Goals 

Implementation Responsibility 

The Director of Institutional Research and Planning is responsible for providing leadership to assure implementation of the plan, providing data 

resources and metrics, and reporting the results. 

Bakersfield 

College 

Strategic Goals 

2012-2015 

Goal 1: 

Student 

Success 

Become an 

exemplary 

model of 

student success 

by developing 

and 

implementing 

best practices 

Objectives Outcome 

Measures 

1.1 Evaluate and improve matriculation 

process 

1.2 Develop and implement 

prerequisites across departments 

for courses meeting same transfer 

requirement 

1.3 Improve student success in distance 

education courses to correspond 

with student success in traditional 

courses 

1.4 Follow-up nonreturning students 

through exit interviews 

Use # and % completions for fall term, first time 

students (baseline year 2011-12): 

1.1.1 Orientation 

1.1.2 Assessment for Placement 

1.1.3 Counseling 

1.1.4 Student Ed Plan 

1.2.1 Evaluate feasibility of instituting 

prerequisites in transfer subgroups A-E for 

IGETC and CSU transfer patterns 


1.3.1 Success rates 

1.3.2 Retention rates 

1.3.3 Equivalent services 


1.4.1 Research feasibility of implementing exit 

interviews 

12 

Actionable 

Improvement 

Plans 1 

AIP 3 

Student 

Support 

Services 

(Standard 

II.B) 

AIP 1 

Institutional 

Effectiveness 

(Standard I.B) 

AIP 2 

Instructional 

Programs 

(Standard 

II.A) 

KCCD 

Strategic 

Goals 

Goal 1 

Become an 

exemplary 

model of 

student 

success 

Responsible 

Administrator/ 

Champion 

1.1 

VP Student Services/ 

Faculty tbd 

1.2 

Exec. Vice President 

& Academic Senate 

President 

& other AIP 1 leaders 

1.3 

Dean of Learning 

Resources/ 

ISIT Co-chair 

1.4 

VP Student Services


College 


2012-2015 


Measures 

1.5 (KCCD 1.1) Increase the percentage 

of students who successfully 

complete 12 units within one year 


of students who, within a one-year 

period, successfully complete 

English or Math courses both one 

level below transfer and at the 

transfer level 

1.7 (KCCD 3.1) Increase scores on all 

Community College Survey of 

Student Engagement (CCSSE) 

benchmarks by 2-3% as measured 

by the CCSSE 2011 baseline; followup 

will be spring 2014 

1.5.1 Use for baseline: total students successfully 

completing 12+ units summer 2011 through 

spring 2012; % change summer 2012 

through spring 2013 

1.6.1 Develop collaborative efforts with the 

support of district office resources to 

increase the percentage of successful 

completions for transfer level and precollegiate 

English, English as a Second 

Language, Math, and Reading courses using 

a baseline established in 2011-12. 

Use for baseline: total successful completions 

summer 2011 through spring 2012 in: 

1.6.1 English 1 level below transfer (ENGL B50, 

ENSL B50) 



1.6.4 Math transfer level (B2, B4a, B16, B22, B23, 

PSYC B5, B1a, B1b, B6a) 

1.6.5 Reading 1 level below transfer (ACDV B50, 

ENSL B31) 

Use for baseline CCSSE Benchmark Scores spring 

2011: 

1.7.1 Active and Collaborative Learning (53.4) 

1.7.2 Student Effort (47.3) 

1.7.3 Academic Challenge (54.3) 

1.7.4 Student-Faculty Interaction (48.6) 

1.7.5 Support for Learners (50.7) 

13 

Actionable 

Improvement 

Plans 1 

KCCD 

Strategic 

Goals 

Goal 1 

Become an 

exemplary 

model of 

student 

success 

Goal 3 

Foster a 

comprehensive 

and rich 

learning 

environment 

Responsible 


Champion 

1.5 


& VP Student Services 

1.6 


& Deans/ 

Faculty from Academic 

Development, 

Counseling, English, 

English as a Second 

Language, 

Mathematics 

1.7 


& Deans


College 


2012-2015 

Goal 2: 

Communication 

Enhance 

collaboration, 

consultation, 

and 

communication 

within the 

college and 

with external 

constituents. 

Goal 3: 

Facilities/ 

Infrastructure 

Improve 

maintenance of 


Measures 

2.1 Improve morale and perception of 

communication 

2.2 Evaluate effectiveness of Human 

Resources services provided at the 

College 

2.3 (KCCD 6.2-6.3) Develop and sustain 

partnerships with area educational 

institutions, businesses, and 

industry to enhance and respond to 

community need; After baseline 

increase 5-10% 

3.1 Implement and evaluate the new 

maintenance and operations 

software system 

2.1.1 Use Climate Survey fall 2011 as baseline 

2.2.1 Develop, implement, and evaluate an 

annual review of its services, including 

EthicsPoint, to the college 

2.2.2 Clarify the role of KCCD Human Resources at 



annual survey to all employees regarding 

the college’s and district’s adherence to 

written policies ensuring fairness in all 

employment procedures 


annual survey to all employees who serve 

on screening committees to evaluate the 

effectiveness of the process 


2.3.1 Number of partnerships with education 

institutions 

2.3.2 Number of advisory boards 

2.3.3 Number of community partners and 

collaborations 

Document: 

3.1.1 Number of service requests received 

3.1.2 Number of services orders completed 

14 

Actionable 

Improvement 

Plans 1 

AIP 4 

Human 

Resources 

(Stnd III.A) 

No related 

AIP 

AIP 5 

Physical 

Resources 

(Stnd. III.B) 

KCCD 

Strategic 

Goals 

Goal 2 

Create a 

collaborative 

culture and a 

positive 

climate 

Goal 6 

Respond to 

community 

needs 

Goal 3 

Foster a 

comprehensive 

and rich 

learning 

Responsible 


Champion 

2.1 

President, Academic 

Senate Pres., CSEA 

2.2 

President 

2.3 

Dean, Career & 

Technical Education 

3.1 

Exec. Director, 

Admin. Services


College 


2012-2015 

college facilities 

and 

infrastructure. 

Goal 4: 

Oversight & 

Accountability 

Improve 

oversight, 

accountability, 

sustainability 

and 

transparency in 

all college 

processes. 

Goal 5: 

Integration 

Implement and 

evaluate 

existing major 

planning 

processes. 


Measures 

3.2 (KCCD 3.2) Prioritize maintenance 

and repairs 

3.3 Improve collegewide cleanliness 

efforts 

4.1 Review college processes with 

collegewide committees, 

departments, programs, and 

staff/student organizations, and 

provide training where needed 

4.2 Implement budget development 

timeline revision 

5.1 Evaluate major planning processes, 

instructional programs, student 

services, and administrative services 

3.2.1 Criteria to prioritize maintenance 

3.2.2 Scheduled maintenance activities 

3.2.3 Number of maintenance requests 

completed on schedule 

3.3.1 Identify cleanliness standard 

Document: 

4.1.1 Number of trainings provided and number 

attending 

4.1.2 Number of programs receiving training 

4.2.1 Evaluate effectiveness of budget 

development timeline 

4.2.2 Determine budget efficiency: Ratio of actual 

expenditures to total budget 

5.1.1 Develop instrument fall 2012 

5.1.2 Pilot and refine instrument February 2013 

5.1.3 Administer and analyze March 2013 

5.1.4 Communicate findings April 2014 

1 From Spring 2012 Self Evaluation Report for Educational Quality and Institutional Effectiveness 

15 

Actionable 

Improvement 

Plans 1 

AIP 1 

Institutional 

Effectiveness 


AIP 1 

Institutional 

Effectiveness 


KCCD 

Strategic 

Goals 

environment 

Goal 4 

Strengthen 

personnel and 

institutional 

effectiveness 

Goal 5 

Manage 

financial 

stability 

Goal 4 

Strengthen 

personnel and 

institutional 

effectiveness 

Responsible 


Champion 

3.2 


Admin. Services 

3.3 



4.1 

President or designee 

& AIP 1 leaders 

4.2 



5.1 

Exec. Vice President & 

Director, Institutional 

Research & Planning 

& other AIP 1 leaders

KCCD 

Strategic Plan 

K 

Summer-Fall 2011 

District 


Approved and 

Implemented 


District 


Approved and 

Implemented 


District 


Approved and 

Implemented 

Appendix B 

District and College Planning and Accreditation Cycles Fall 2011 – Spring 2018 


Educational Master Plan 

Fall 2011 

College 

Educational Master 

Plan Approved and 

Implemented 

Fall 2014 

College 



Implemented 

Fall 2017 

College 



Implemented 



Spring 2012 

College 

Strategic Plans 

Approved and 

Implemented 

Spring 2015 

College 


Approved and 

Implemented 

Spring 2018 

College 


Approved and 

Implemented 

16 


Accreditation Process 

Self-Evaluation Site Visit 

1 2 3 

Spring 2012 

College 

Accreditation 

Self-Evaluation 

Reports Completed 

Spring 2015 

College 


Mid-Term 


Spring 2018 

College 


Self-Evaluation 


Fall 2012 

College 


Site Visit 

Completed 

Fall 2018 

College 


Site Visit 

Completed

5 

Identify Required 

Resources 

Spring 

4 

Define the Scope of the 

Master Plan 

Spring 

Appendix C 


Educational Master Plan 

Every Three Years 

1 

Identify the Specific 

Planning Needs 

Fall 

17 

2 

Research and Prepare 

Information and Data 

Needed for Education 

Component 

Fall - Winter 

3 

Evaluate and Prepare 

Information and Data 

Needed for Facilities 

Component 

Fall - Winter

5 

Evaluation 

Spring 

Appendix D 


Strategic Planning Cycle 

4 

Implementation 

Fall 

Every Three Years 

1 

Vision 

Mission 

Values 

Spring 

18 

2 

SWOT 

Environmental Scan 

(Internal, External) 

Spring 

3 

College Strategic Goals 

Objectives 

Measurable Indicators 

Spring

5 

Site Team Visit 

Fall 

4 

Complete Self- 

Evaluation Publication 

Summer 

Appendix E 


Accreditation Process 

Every Six Years 

1 

Form Self-Evaluation 

Teams 

Spring 

19 

2 

Begin Self-Evaluation 

Draft 

Fall 

3 

Complete Self- 

Evaluation Draft 

Spring

Strategic Plan Elements 

Appendix F 

Process Plan and Information Sources for Strategic Plan 

Values, Vision, Mission 

• College Goals Subcommittee of College Council recommends three-year cycle for review in response 

to College Goals Survey 

• Three-year cycle will align with KCCD strategic planning cycle on staggered schedule: KCCD – fall 

(2011, 2014, 2017), BC – spring (2012, 2015, 2018) 

• SPWG will work with Institutional Research and Planning to conduct online survey of college 

constituents 

Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis will use* 

• College Goal Survey items about college focus and college strengths 

• Self-Evaluation Actionable Improvement Plans 

• Annual Program Review Trends 

• Collegewide Committee Reports 

• KCCD Climate Survey results 

• Accreditation Survey Climate questions 

• CCSSE/CCFSSE results 

Environmental Scan will include information listed below* 

• Internal Scan will examine 

− five-year trends of student achievement and educational need data from Self-Evaluation 

− ARCC Indicators in February 2012 report 

− internal scan elements from KCCD spring 2011 scan 

− internal scan from Cambridge West Partnership, LLC, December 2011 

• External Scan will examine service area characteristics in: 

− external scan elements from KCCD spring 2011 scan 

− external scan elements from Cambridge West Partnership, LLC, December 2011 

Strategic Goals will 

• Incorporate synthesis of SWOT analysis and Environmental Scan results 

• Incorporate College Goals Subcommittee recommendations 

• Align with KCCD Strategic Goals 

Strategic Objectives 

• Develop measurable objectives for each strategic goal 

• Include key performance indicators or measurable components 

Strategic Plan Timeline 

• College Council strategic planning session March 23 

• Will adhere to BC Budget recommendations due April 15 to district 

• Will complete Strategic Plan spring 2012 

20

Appendix G 

Actionable Improvement Plans for the 2012 Accreditation Self Study 


Standard I.B. Institutional Effectiveness 

In order to embed multilevel evaluation into the College culture, College Council and the Academic 

Senate, working with the Executive Vice President, Academic Affairs & Student Services, and the 

Director, Institutional Research and Planning, will develop a systematic and comprehensive 

evaluation of the College planning processes as well as of the effectiveness in the improvement of 

instructional programs and support services by May, 2013. 


Standard II.A. Instructional Programs 

• To enhance the quality of online distance education courses, the College, under the 

leadership of the Executive Vice President, Academic Affairs & Student Services, and the 

Dean of Learning Resources will develop and implement by spring 2013 a detailed plan to 

improve the services to distance education students to increase their ability to succeed in 

their courses. The plan will include the appropriate support to implement the following: 

Development of an online student orientation system to better prepare students for online 

courses with the overall goal of increasing their success in those courses 

• Development of a student signal alert system that would inform students of their current 

course progress and refer them to appropriate helpful resources 

• Development of an online tutoring program to increase students’ ability to succeed in an 

online course 

• Development of additional pedagogical training and support for online faculty 

The Executive Vice President, Academic Affairs & Student Services and the Dean of Learning 

Resources will present an annual status report to the Information Systems and Instructional 

Technology Committee (ISIT) for input and evaluation. 


Standard II.B. Student Support Services 

To enhance the efficacy and efficiency of students maneuvering through college processes, 

Bakersfield College, under the direction of the Associate Vice President of Student Services, will: 

• Review the latest plans to remodel the Current Student Services Building into a one-stop 

center 

• Assess the student services needs of the student population 

• Create a reasonable timeline for the re-model 

• In the case that funding opportunities arrive, the College would be ready to submit its 

proposal. 


Standard III.A. Human Resources and IV.B. Board and Administrative Organization (specifically 

IV. B.3.b. The district/system provides effective services that support the colleges in their missions 

and functions.) To improve District support to the College, by spring 2013, KCCD Human 

Resources, working with the College, will: 

21

• Develop, implement, and evaluate an annual review of its services, including EthicsPoint, 

to the college 

• Clarify the role of KCCD Human Resources at Bakersfield College 

• Develop, implement, and evaluate an annual survey to all employees regarding the 

college’s and district’s adherence to written policies ensuring fairness in all employment 

procedures 

• Develop, implement, and evaluate an annual survey to all employees who serve on 

screening committees to evaluate the effectiveness of the process 


Standard III.B. Physical Resources 

To maintain a more healthful learning and working environment on the main campus, the 

Maintenance & Operations Department (M & O), working with the Facilities Subcommittee, will 

implement and evaluate the work order software system designed to assign and track work; provide 

support to work with custodial staff to define expectations and improve cleanliness levels across the 

campus; adjust start times and cleaning areas of responsibility to be more centralized and balanced; 

evaluate the effectiveness of increased temporary custodial staff by spring 2012; and prioritize 

maintenance and repairs to existing buildings and building infrastructure. 

22

Appendix H 

KCCD Strategic Planning Glossary 

What is strategic planning? A proactive attempt to create the kind of 

future we want for the district. 

What is strategic thinking? An attempt to create the kind of future we 

want instead of accepting someone else’s 

thinking about the future. Visionary and 

proactive, not reactive. Willing to stretch for 

the ideal and not settle for the attainable. 

What is a strategic plan? A document used to organize the present on 

the basis of projections of the desired future. 

A practical action-oriented guide based on 

an examination of internal and external 

factors that directs goal-setting and resource 

allocation to achieve meaningful results over 

time (usually 3-5 years). 

The following are the elements of this strategic plan (in order of appearance): 

Values Enduring, core beliefs or principles that 

KCCD’s employees hold in common and that 

guide them in performing their work and in 

interacting with students. 

Vision Description of the accomplishments for 

which the district will become known. 

Mission A broad statement of the unique purpose for 

which the district exists and the specific 

function it performs. 

Environmental Scan A snapshot of internal and external factors 

that influence the direction of the plan. 

Usually includes an internal analysis, 

external analysis, and a SWOT analysis. 

May also include community engagement to 

involve members of the community in the 

planning process. 

External Scan A look at the changing conditions and needs 

in the district’s service area, county, and 

region, especially in the areas of 

demographics, labor market information, 

competition and community perceptions; and 

trends in the economy, education, 

technology, politics and social issues. 

23

Internal Scan A look at the district’s and/or colleges’ 

internal data, particularly as the information 

relates to student success, completion, 

culture and climate in order to identify 

issues, concerns that need to be addressed 

or programs that should be enhanced. 

SWOT Analysis An examination of the internal and external 

environment that helps to identify areas to 

address in the plan. The acronym stands for 

Strengths, Weaknesses, Opportunities and 

Threats. Strengths and Weaknesses are 

internal to the district. Opportunities and 

Threats are from the external environment. 

Strategic Goals Fundamental issues the district must 

address and that give direction for 

accomplishing the mission. Broad, general 

statements of what the district wants to 

accomplish. Desired ends which are not 

measurable or specific. 

Strategic Initiatives or 

Strategic Directions 

Statements that provide future direction. 

Similar to goals, but longer and more 

specific. 

Objectives with Progress Measures Specific, measurable outcomes. They tell 

what it will look like if the goal is 

accomplished, but not how to accomplish it. 

They focus efforts on demonstrable results 

and broad categories for planning resource 

allocation. Must have two forms of 

measurement, one of which is always time. 

The other choices are quality, quantity, or 

money (cost). 

Key Performance Indicators Measures used to determine if the goal or 

initiative has been accomplished. Examples: 

student retention rates, dollars raised, 

employee satisfaction. 

While not specifically a part of the strategic plan document, these elements are 

required in order to implement, manage, and evaluate the plan: 

Action Plans Action plans spell out the specific steps to 

be taken to accomplish the strategy that was 

decided upon to reach the goal. They are 

the “who, what, when, how, and how much” 

of the operational plan. They are detailed 

with no “plans to plan.” They make the 

strategic plan operational. 

24

Accountability The demonstration to the public that the 

programs, services and management of the 

district are responsible and effective. Often 

provided in an annual report or institutional 

effectiveness report. 

Assessment The collection, review and use of data and 

information about progress of the action 

plans in order to determine if the goals and 

objectives are being accomplished, and the 

impact of that accomplishment. Assessment 

goes hand in hand with evaluation. 

Baseline A level of previous or current performance 

that can be used to set improvement goals 

and targets. 

Benchmarking The process of regularly comparing and 

measuring the district against its peers 

(similar in size, demographics, etc.) to gain 

information that will help it to take action to 

improve performance. 

Collaboration To work together, sharing ideas and 

resources, especially in a joint intellectual 

effort. 

Collaboratives Groups that come together to solve 

problems, share best practices, implement a 

project, or address issues or ideas of value 

to the district. 

Constituency A specific group within an organization or 

served by an organization. 

Demographics The characteristics of human populations 

and population segments, e.g. race, gender, 

age. 

Evaluation A study to determine the extent to which the 

district reached its goals. Put simply, going 

back to determine: Did we do what we said 

we were going to do? What evidence do we 

have that we were successful? Does the 

data collected in the study show that we 

accomplished our goals and objectives? Did 

they have the intended effect? 

Implementation Making the steps in an action plan happen. 

Outcomes The actual results achieved, as well as the 

impact or benefit of the action. 

Proactive Acting in advance to do deal with an 

expected difficulty. 

25

Resource Allocation The determination and allotment of 

resources – financial, human, physical and 

time – necessary to carry out the strategies 

and achieve the objectives within a priority 

framework. 

Stakeholder Any person or group with a vested interest in 

the outcome of the plan. 

Strategic Management Assuring that the right people and positions 

are in place to implement the plan. 

Assignments are made and performance 

monitored. 

Strategy Broadly stated means of deploying 

resources to achieve the strategic goals and 

objectives. In general, what the district 

and/or its colleges must do to accomplish an 

objective attached to a goal. Each objective 

has an action plan, and each action plan 

starts with a strategy, followed by the action 

steps (tasks) that must be implemented to 

accomplish the strategy, and therefore 

accomplish the goal and objective. 

26

Table of Contents 

A Message from Bakersfield College President Dr. Robert Jensen .................................................. 3 

The Context for the 2011-2014 Educational Master Plan ................................................................ 4 

Overview of the College ............................................................................................................... 5 

History and Background ................................................................................................... 5 

College Philosophy ........................................................................................................... 6 

Values, Vision, Mission, and Goals ............................................................................................... 8 

Environmental Scans/Considerations ........................................................................................... 9 

External Scan ................................................................................................................... 9 

College in Context to Its Environment ................................................................... 9 

Conditions for Higher Education ......................................................................... 21 

Key Demographic Considerations ....................................................................... 24 

Effective Service Area ......................................................................................... 28 

Delano Community ............................................................................................ 40 

Internal Scan: Profile of Students, Employees, and Service Area ....................................... 45 

Incoming Students: Placement Levels of Entering High School Graduates ...................... 45 

Enrolled Students: Student Enrollment Demographics ............................................... 47 

Student Completion: Awards and Transfers ......................................................... 50 

Employees .......................................................................................................... 52 

Curriculum Distribution ...................................................................................... 53 

Modalities of Instruction ..................................................................................... 53 

Non-Instructional Resources Supporting the College ............................................ 53 

Institutional Effectiveness ........................................................................................................... 56 

Assessment of Institutional Performance.......................................................................... 56 

Student Learning Outcomes: Course and Program Assessment Summary ......................... 65 

Bakersfield College Assessment Process ............................................................... 65 

Program Reviews: Instructional Programs, Student Services, and Administrative 

Services .............................................................................................................. 66 

Key Planning Assumptions and Strategic Priorities for the Future ................................................ 67 

Key Planning Assumptions ............................................................................................. 67 

Strategic Priorities .......................................................................................................... 72 

i

Opportunities for the Future ....................................................................................................... 76 

Future Labor Markets ..................................................................................................... 76 

Planning Considerations for Potential New Programs ...................................................... 85 

Curricular Opportunities for Improvement and Expansion ............................................... 90 

Programs that Need Strengthening .................................................................................. 91 

Programs that Might be Reconsidered ............................................................................. 94 

Program Changes and Adjustments ................................................................................. 94 

Projections for Future Growth .................................................................................................... 97 

Determination of the Future Capacity for Growth ............................................................ 97 

Growth as Applied to the Future Program of Instruction .................................................. 98 

Determination of Future Space Needs ....................................................................................... 108 

Space Requirements for the Academic Program ............................................................. 108 

Space Requirements for the Support Services of the College ........................................... 113 

Appendices .............................................................................................................................. 115 

Appendix A - Program Reviews: Instructional Programs, Student Services, and 

Administrative Services................................................................................................. 115 

Appendix B: State of California Economic Indicators .................................................... 116 

Appendix C: Inter City Bakersfield College Competitors ................................................ 118 

Appendix D: Instructional Program Alignment Analysis, Bakersfield College, Transfer 

Model Curriculums and CSU LDTP Patterns ................................................................ 120 

Appendix D: Instructional Program Alignment Analysis, Bakersfield College, Transfer 

Model Curriculums and CSU LDTP Patterns (continued) .............................................. 121 

Appendix E: San Joaquin Valley College Programs and Locations.................................. 122 

Appendix F. California Virtual Campus Associate Degree Programs .............................. 123 

Appendix G: Bakersfield College, Inventory of Instructional Programs, 9/14/11 ............. 125 

Appendix H: Bakersfield College Programs That Might Be Reconsidered ........................ 129 

Appendix I: Bakersfield College Recently Launched Programs ....................................... 133 

Appendix J: Bakersfield College- Main Campus WSCH/FTES Forecast by Discipline 2010- 

2025 134 

Appendix K: Bakersfield College – Delano Center WSCH/FTES Forecast by Discipline 

2010-2025 .................................................................................................................... 139 

ii

A Message from Bakersfield College President Dr. Robert Jensen 

The community college, such as Bakersfield College, is a direct reflection of the community 

it serves. Designed to serve residents of the local community who are seeking an education in fields 

that lead directly to employment or transfer to a four-year college or university, Bakersfield College’s 

main goal is to provide higher education that directly addresses the needs of the community. This 

relationship extends to the local employers and businesses, of which representatives provide 

guidance and information to advisory groups guiding the current and future educational offerings 

provided by the college. 

The document you are reading coordinates all the processes by which Bakersfield College 

plans for and evaluates educational offerings provided to students. The Bakersfield College 2011- 

2014 Educational Master Plan guides the academic process of Bakersfield College as the college 

moves forward into the next 100 years of providing quality higher education to the students of the 

greater Bakersfield area. The 2011-2014 Educational Master Plan is part of an integrated planning 

process which brings together future goals for higher education and provides the basis for planning 

future efforts to move toward those goals. 

The Bakersfield College 2011-2014 Educational Master Plan was developed through a 

college-wide collaborative process which engaged campus constituents and community members in 

discussions about the college’s future and planning in relation to student needs and expectations. 

This plan is a testimony to the resiliency and optimism of faculty, classified staff, and administration 

of Bakersfield College, and of the Kern Community College District Board of Trustees. This plan 

reaffirms and renews the social contract of the college with its various constituencies and 

stakeholders. Bakersfield College continues to improve as a community-based institution of higher 

education dedicated to both expanding individual opportunity and to addressing the serious 

educational needs and social and economic challenges of its service area in the Southern San 

Joaquin Valley, the state of California, and the nation. 

This is a difficult time for everyone in public higher education in California. However, with 

the combined skills and experience of the Bakersfield College team, along with a dedication and 

commitment to serve students’ interests in the best possible way, this plan will set the stage for 

another 100 years of higher education at Bakersfield College. 

Sincerely, 

Dr. Robert Jensen 

President 

3

The Context for the 2011-2014 Educational Master Plan 

To set the context, Bakersfield College’s 2011-2014 Educational Master Plan begins with a 

description of the college’s history, current-day perspective, and philosophical premise. Following 

the context are the mission, vision, and values statements as well as college strategic goals from the 

Bakersfield College Strategic Plan. Bakersfield College’s Strategic Plan not only aligns with the Kern 

Community College District Strategic Plan, but also the Actionable Improvement Items identified 

during the 2011-2012 accreditation self-study process and described in the Self Evaluation Report for 

Educational Quality and Institutional Effectiveness. 

Next, environmental scans which included analyses of external factors which could affect 

Bakersfield College in the future as well as internal factors about students, employees, programs, and 

services. Institutional effectiveness information consists of five-year trend data for seven core 

indicators of institutional effectiveness and program reviews for instructional, student, and 

administrative services. Internal information concludes with a summary of key planning 

assumptions and strategic priorities for the future. Future considerations include an analysis of labor 

markets; new programs and curricular opportunities with review of current and older programs; 

projections for future growth; and determination of space needs. This Plan serves multiple purposes: 

• To produce a document that will enable Bakersfield College to focus all college planning, 

decision-making, and resource allocation toward improving student learning 

• To identify the internal and external environmental factors that must be factored into all 

planning and decision-making 

• To establish priorities for developing the college budget 

• To provide ongoing assessment and accountability measures that will guide future decisions 

affecting student learning programs and services 

• To provide recommendations, which will assist Bakersfield College in scheduling facility 

projects, to meet the changing instructional and student services program needs. 

In summary, this Educational Master Plan represents the collective efforts of the faculty, 

classified staff, and administrators of Bakersfield College. The implementation of this plan builds on 

the vision of quality learning and service voiced in our mission statement. Furthermore, it 

champions accountability and stewardship that will assure our responsiveness to the community and 

students we serve. 

4

Overview of the College 

History and Background 

Bakersfield College, founded in 1913, is the oldest continually operating community college 

in California. It is located 100 miles north of Los Angeles in the Southern San Joaquin Valley of 

Central California. The Bakersfield College service area is approximately 143 miles wide from east 

to west and is larger than the states of Connecticut, Rhode Island, and Delaware, combined. 

Bakersfield College is the largest of the three colleges in the Kern Community College 

District. The Kern Community College District encompasses a territory of approximately 24,800 

square miles in parts of Kern, Tulare, Inyo, Mono, and San Bernardino counties and is, 

geographically, the largest community college district in California. 

The first full year of operation on the 153-acre Panorama Campus in northeast Bakersfield 

was in 1956. Currently, Bakersfield College’s Panorama Campus contains 19 major buildings, a 

large stadium home to the only college football team in the area, as well as green belts and ample 

parking lots. In addition to the Panorama Campus, Bakersfield College operates educational centers 

in downtown Bakersfield and in Delano, about 35 miles north of Bakersfield. 

The Delano Campus serves the predominately Hispanic rural city of Delano, 35 miles to the 

north of Bakersfield. The Delano Campus serves students from the cities of Delano, McFarland, 

Earlimart, and Pixley. With a population of 53,000, Delano is one of several smaller communities 

that remain relatively isolated in northern Kern County and southern Tulare County without any 

feasible regionalized public transportation system. The seasonally-adjusted unemployment rate in 

the Delano area ranges from 28 percent to 33 percent, well above the national average. 

The Bakersfield College Delano Campus consists of nine classrooms; two computer labs; 

one computer-aided design lab; two interactive television classrooms; two science labs; a joint-use 

670 seat-lecture hall; two joint-use 3,500 square foot exercise rooms; and a licensed daycare facility. 

The intention of the joint use operation is to encourage college attendance by local high school 

students via concurrent and regular enrollment after graduation from high school. The Delano 

Campus serves approximately 1,800 students per semester, comprised mostly of minorities, and 

student headcount grew from 733 students in fall 1998 to more than 3,000 students in the 2010- 

2011academic year. This growth in enrollment, driven by rapid demographic expansion in northern 

Kern County and inadequate career opportunities in the traditional agribusiness sector, has 

necessitated expanded course offerings at the Delano Campus. Campus expansion is in the planning 

stages and includes plans for additional buildings which will require state and local funding. 

Due to Bakersfield College’s large geographic service area, the College rents or leases 

educational space in outlying communities to provide convenient instructional facilities to students 

living in the areas. As of the 2011-2012 academic year, Bakersfield College offers classes in Arvin, 23 

miles south, at Stockdale High School in southwest Bakersfield, at Bakersfield College Weill Center 

in downtown Bakersfield, and at the Olive Drive Training Center in northwest Bakersfield. Distance 

education classes include online, interactive, and hybrid courses. 

To better meet the needs of its students and stakeholders, and to relieve long-term pressure 

on the Bakersfield College Panorama Campus, the College is planning for additional dedicated 

educational centers in high growth areas such as northwest and south Bakersfield. During the 2009- 

2010 academic year the College purchased a 225-acre parcel in northwest Bakersfield and began the 

planning for a future campus center. An additional 126 acres has been acquired, with 66 of the acres 

donated, south of Bakersfield. Planning for both campuses has not begun. 

One of the distinguishing features of Bakersfield College is its rich history, accompanied by 

strong community roots. Generations of families have made Bakersfield College their preferred 

5

higher education choice. In response to the changing demographics of the surrounding community, 

the College reflects the vibrant cultural diversity that is increasing throughout California. While 

Bakersfield College has a long and rich history of excellence in serving a large and diverse student 

body, continuing to meet the educational needs of our rapidly increasing minority community 

presents a significant challenge in the face of declining state resources and rapidly increasing fixed 

costs. 

Bakersfield College’s student body is increasingly low-income, first-generation college-going, 

minority, and academically under-prepared. In response to this challenge, faculty, staff, 

administration, and students have cooperated to leverage alternative sources of funding, such as 

Hispanic Serving Institution Program grants, to support innovative educational programming and 

integrated student learning support services. Using alternative funding and strategic community 

partnerships, the College seeks to more fully integrate student services and instruction, support 

faculty innovation and experimentation such as learning communities, create more seamless career 

and transfer pathways for students, improve and document student academic achievement, and 

nurture faculty and staff sensitivity to ethnic diversity and diverse learning styles. 

College Philosophy 

For today's student, learning is more than simply acquiring knowledge. While learning 

certainly involves mastery of subject matter, it also requires the application of that knowledge, the 

discovery and utilization of resources, and the solving of problems. Such learning may occur 

anywhere in the college environment and is not restricted to interactions between students and 

instructors in a classroom. Instead, the entire campus works together to support student growth and 

development for lifelong learning. 

In fact, the social and economic development of multicultural California depends on 

effective student learning. Consequently, Bakersfield College bases educational goals on providing, 

monitoring, and improving student learning through appropriate assessment measures. Outcomes 

assessment monitors what and how well students learn, as well as measures the effectiveness of the 

institution in providing effective learning opportunities. 

These opportunities must include the dissemination and understanding of learning objectives 

and student support strategies, as well as the consistent application of high academic standards. 

Overall, such an on-going student outcomes assessment process works to improve institutional 

effectiveness. This process uses multiple measures of valid, reliable, and relevant assessment 

procedures, both quantitative and qualitative, to monitor and improve courses, services, and 

programs. The data collected over time will provide information for curriculum reform, broad based 

planning, resource allocation, organizational leadership, institutional governance, and staff and 

student development. Use of this information improves instruction, student, and community services 

as well as certifies academic excellence for the college clientele and constituencies. 

In addition to meeting state and accreditation requirements, this ongoing assessment process 

will provide the campus the following opportunities: 

• campus-wide collegiality 

• recruitment and outreach strategies 

• links to community learning and economic development 

• ongoing staff development projects 

• learning communities and interdisciplinary collaboration 

6

Individual personnel evaluation is addressed in the Kern Community College District Board 

Policy and Procedures Manual and CCA Contract and is separate from this student outcomes 

assessment process. 

7

Values, Vision, Mission, and Goals 

Values 

Vision 

Mission 

Goals 

• Assisting students to achieve informed educational goals 

• Meeting the highest standards of performance in everything we do 

• Recruiting and retaining the best and brightest employees 

• Promoting a climate of trust by sharing ideas and information 

• Fostering a learning environment that respects and supports the diversity of people, 

ideas, learning styles and instructional methodologies 

• Honoring the traditions and community involvement of Bakersfield College 

• Relying on data-informed decision-making. 

The diverse community we serve trusts Bakersfield College with its most precious resourcepeople. 

Our high standards of education and service earn that trust. Our values are evident in 

all that we do. 

Bakersfield College is committed to providing excellent learning opportunities in basic skills, 

Career/Technical Education, and transfer courses for our community so that our students 

can thrive in a rapidly changing world. 

Goal One: Student Success 

Become an exemplary model of student success by developing and implementing best 

practice. 

Goal Two: Communication 

Enhance collaboration, consultation, and communication within the college and with 

external constituents. 

Goal Three: Facilities/ Infrastructure 

Improve maintenance of college facilities and infrastructure. 

Goal Four: Oversight & Accountability 

Improve oversight, accountability, sustainability and transparency in all college processes. 

Goal Five: Integration 

Implement and evaluate existing major planning processes. 

8

Environmental Scans/Considerations 

External Scan 

College in Context to Its Environment 

Bakersfield College consists of its main campus on Panorama Drive, the Delano Educational 

Center and the Weill/Stockdale Center. The Weill Institute is collocated in downtown Bakersfield 

with the District Offices. The instructional program at Stockdale is an evening operation located at a 

high school property in the general northwest vicinity of the District service area that is being 

considered for a future center property development. Kern County is located in the southern portion 

of the Central Valley to the west of the Sierra Nevada Mountain range, and to the north of the 

Tehachapi Mountain range. Almost half of the land in the County is rugged mountain and high 

desert terrain. The San Francisco Bay Area is approximately 200 miles to the north, while the Los 

Angeles area is 150 miles to the south. The County is known for its food and fiber, aerospace, and 

oil and gas industries. Kern County is composed of roughly 8,100 square miles of land but the area 

sparsely populated with only 103.3 people per square mile (in 2010). 

Economic Conditions 1 

As part of the external scan process, the economic climates at the national, state and regional 

levels were researched and reviewed. While the economic conditions at these levels may appear to 

be removed from the day-to-day operations of the College, they will have a significant impact on the 

direction that the College takes in the future. The sections that follow outline the findings from this 

review. 

National 

Based on the most current information from the Kyser Center for Economic Research (Los 

Angeles, California), the national recession has hit bottom and the economy is beginning to 

rebound. Gross Domestic Product (GDP), the best measure of economic output, has regained the 

territory lost during the recession of 2007 to 2009. 

The U.S. economic recovery, however, has been very unbalanced and unstable. Generally, it 

has been led by three factors: 1) Federal government spending (including the Bush Administration’s 

Troubled Assets Relief Program, or TARP) and the Obama Administration’s American Recovery 

and Reinvestment Program, or ARRA); 2) growth in exports; and 3) consumer spending. While 

consumer spending only registered a 1% gain over the past three years, the base for consumer 

spending is so large that even a slight upturn or a downturn can have an enormous impact on the 

economy. 

Economic forecasts indicate that the U.S. economy is recovering. However, it continues to 

be dragged down by a slow moving real estate market with massive numbers of foreclosures 

pending, decreased business investment spending, declining revenues and reduced spending by state 

and local governments. Employment, which fell precipitously in 2008 and 2009, saw an increase of 

1.1 million jobs for 2010. While this is encouraging, it needs to be put in perspective. A total of 8.4 

million jobs were lost from 2007 to 2009. This translates to a jobs deficit of 7.3 million at the end of 

1 Sources for the determination of economic conditions included: Federal Level: Bureau of Economic Analysis, Bureau of 

Labor Statistics, Congressional Budget Office, Federal Reserve Bank, Office of Management and Budget, U.S. Census 

Bureau. State Level: California Board of Equalization, Department of Finance, Employment Development Department 

(Labor Market Information), and California Association of Realtors. Regional Level: Kern Council on Government, Kern 

County Government, and Tulare County Government. Private Level: The Kyser Center for Economic Research, Kern 

County Economic Development Corporation, Tulare County Economic Development Corporation, ESRI Data Systems, 

EMSI Data Systems. 

9

2010. Viewed in this light, it will take labor markets several years to get back to pre-2007 

employment levels. 

Following are some the key indicators for the national economy in moving into 2011/2012 and 

beyond: 

• GDP: After increasing by 2.9% in 2010, GDP is projected to grow by 3.1% in 2011 and by 

3.4% in 2012. 

• Consumer Spending: Overall, consumer spending (inflation adjusted) is forecast to grow by 

3.1% in 2011 and by 3.0% in 2012. Consumer spending is the largest sector of the U.S. 

economy and holds the key to the future economic outlook. Not surprisingly, this sector is 

informed by consumer confidence. 

• Labor Market Conditions: Unemployment for the fourth quarter of 2010 was at 9.4%. It is 

projected to hover around 9.0% (adjusted) by the end of 2011. Employment gains have been 

recorded in the sectors of Education and Healthcare, Business and Professional Services, 

Tourism, Manufacturing and Retail Trade. The nation’s unemployment rate likely will 

continue to be unacceptably high through 2012. 

• Household Financial Assets: Grew by 4.3% by the end of 2010. However, the value of 

household real estate assets decreased by -2.1% (reflecting foreclosures and lower prices). 

• Housing Starts: The number of housing starts was 587,600 in 2010. They are projected to be 

650,000 in 2011 and 940,000 by 2012. In 2005, at the height of the real estate boom, housing 

starts across the nation totaled 2,076,000. 

• Corporate Conditions: Adjusted total pre-tax corporate profits across the nation were up by 

26% for 2010. This upward trend is projected to continue in 2011 and 2012. 

• Government Spending: The forecast for 2011 and 2012 is for continued growth in federal 

government purchases, although at substantially lower rates from the “stimulus era” of the 

past three years. Spending is projected to grow particularly in workforce training and 

education, unemployment compensation and healthcare programs. The purchase of goods 

and services by state and local governments will be flat to declining. 

• Foreign Trade: U.S. exports are projected to increase (inflation adjusted) by 6.2% in 2011 

and by 5.1% in 2012. Purchases of foreign made goods and services are forecast to increase 

by 4.0% in 2011 and by 6.5% in 2012. 

• Inflation: Measured by the Consumer Price Index (CPI), annual consumer inflation 

decelerated from 2.8% in 2007 to 1.4% in 2010. The price for oil (forecast at $90 to $105 per 

barrel) and natural gas ($4.75/thousand cubic feet) are projected to escalate through 2012. 

As a result, food prices and the cost for transported goods are also projected to increase 

through 2012. Overall, the CPI is projected to increase by an average of 2.5% in 2011 and 

2012. 

10

• Monetary Policy and Interest Rates: Actions taken in the last three years by the Federal 

Reserve (Fed) will ensure that short-term inflation is kept in check through 2011. The Fed 

will endeavor to return interest rates to more normal levels. At the same time, market jitters 

are causing havoc for long-term interest rates. The current projections are for 10-year 

Treasury Notes to reach 3.5% by 2011 and increase to 4.0% by 2012. The 30-year fixed-rate 

mortgage is projected to remain below 5.0% through 2011 and increase to 5.5% by the end of 

2012. 

• Fiscal Policy: The Congressional Budget Office (CBO) forecast that the effects of the 

American Recovery and Reinvestment Act (ARRA) are expected to fade away over the next 

two years. The CBO is projecting a $1.5 trillion deficit for FY 2011. This will equal 9.8% of 

the GDP. It is almost as high as in 2009, when the deficit was 10% of the GDP – the highest 

in nearly 65 years. 

• Global Markets: Failing global capital markets cannot be overlooked in terms of impact to 

the U.S. economy. The threat of economic failure from countries such as Greece and Ireland 

(rescued by the IMF and the European Union) as well as the dubious financial positions of 

Italy and Spain underscore the reality that whatever happens globally, affects the United 

States. 

Summary: The baseline forecast calls for the U.S. economy to continue on its recovery path 

through 2012. The recovery will be moderate, however. A number of uncertainties could cause the 

economy to accelerate or contract through 2012 and beyond. Chief among these uncertainties are 

the following: 

• Market Fragility: The financial market system carries considerable risks, particularly in 

global capital markets. The weakening of the financial position of state and local 

governments is another concern. Any of these risks could trigger problems in the global 

capital markets, and consequently affect the large U.S. banks and trickle into the domestic 

economy. 

• Credit Crunch: The banking industry is still reluctant to provide the credit needed to expand 

business and support economic growth. The economy cannot move forward without credit 

to finance business and household spending for big-ticket items. The large commercial banks 

are on the mend. However, many small community banks are in weaker positions due to the 

high number of ailing (local) commercial real estate ventures that are currently on the books. 

• Housing: There is no definitive timeline on when lenders will work through their toxic real 

estate loans or when home prices will stop the free fall. 

• Price of Oil and Gasoline: Sustained increases in oil and gas prices have the potential to drag 

the recovery in the opposite direction. Gasoline prices have risen in 2011 and are projected 

to increase again in 2012. 

Following are the Key Economic Indicators for the U.S. Economy: 

11

U.S. Economic Indicators 

Sources: Bureau of Economic Analysis, Bureau of Labor Statistics, Office of Management and Budget, Keyser 

Center for Economic Research, Los Angeles Economic Development Commission 

U.S. Interest Rates 

Sources: Federal Reserve Bank, Keyser Center for Economic Research, Los Angeles Economic Development 

Commission 

Implications for Bakersfield College (including the Delano Campus and Weill Center): 

• While the national economy is improving, it will be a very slow process. Regaining the 

ground that was lost will take several years. 

• Because there is an imbalance among the key economic indicators, some growing, some 

lagging, the recovery will be in fits and starts. 

• Expect high unemployment rates to continue, as business and industry, although growing, 

are reluctant to commit to expand or either rehiring laid-off personnel and/or new hiring. 

• U.S. jobs that will see growth will be in the sectors of Education and Healthcare, Business 

and Professional Services, Tourism, Manufacturing, and Retail Trade. 

• Real estate assets will continue to be depressed until the number of foreclosures is decreased. 

• Federal spending will focus on workforce training and education, unemployment and 

healthcare programs. 

• Higher costs for energy can be expected, with projected cost increases for oil and natural gas. 

Higher prices at the pumps will likely impact the education choice for students who travel a 

great distance or do not have access to public transportation. 

• The looming $1.5 trillion federal budget deficit will affect consumer confidence, including 

those of taking-on additional tax burdens. 

12

• Reduced funding support from the federal government will impact the state and local 

governments. They will be burdened with matching revenues to expenses. 

• Households of the service area will be impacted by the national credit crunch. Loans for 

business and big-ticket domestic purchases will be more difficult to secure. 

California 

The performance of the California economy was mixed in 2010 – some sectors grew, some 

remained flat and some weakened. Retail sales have finally showed signs of recovery. The tourism 

industry also rebounded to help improve the state’s gross financial output from the previous year. At 

the same time, property values continued to fall and even though state and local revenues were up 

from 2009, failure to get a handle on government spending and a lack of new job growth limited the 

state to only a 0.5% gain in year-over GDP growth. GDP growth was 1.5% in 2009 and 2.0% in 

2010. 

One of the greatest concerns for continued progress in California’s recovery is the condition 

of the State budget. While tax revenues increased during the first six months of 2011, general fund 

expenditures also increased. By the end of 2011, the State Department of Finance projects an $8.2 

billion dollar deficit. Looking ahead to 2012, the Governor is projecting a budget shortfall of $17.2 

billion. Over the two years, this translates to $25.4 billion dollars of red ink. Whatever solutions are 

determined, i.e. reductions in government employment and spending or the addition of new taxes, 

the impact will be the same - a slow California recovery. 

The potable water supply is another serious concern for the state. Even with the heavy rains 

in December of 2010, water in California continues to be in short supply. Environmental rulings 

regarding water have the potential to place one of California’s greatest economic generators, i.e. 

agriculture, in jeopardy. It will also have an impact on municipalities and domestic users. It will 

create an atmosphere of uncertainty and speculation. 

The third concern is the labor market. It did not improve much from 2009 to 2010. Nonfarm 

employment fell by -1.5% during 2010. This translated to a loss of 212,600 jobs. Equally distressing 

was the state’s unemployment rate, which averaged 12.4%. For 2011, nonfarm employment is 

projected to gain only 0.8% while unemployment is forecast to average 12.1%. The forecast for 2012 

reflects improvement, but it will not be robust by any means. Nonfarm job growth is projected to rise 

by 1.8%; unemployment is forecast at 11.5%. 

These factors will combine to keep the California recovery moderate in 2012 and 2013. 

Pluses and minuses, relative to the California economy since 2009 are captured in the following 

overview: 

Pluses 

• Retail and Automobile Sales: Spending in retail and auto markets by consumers has 

improved. Retail sales rose by 6.6% in 2010 and are expected to maintain growth in 2011 

and 2012. Automobile sales also have been strong. 

• Agriculture: Gross farm receipts rebounded in 2010 by 5.9% after falling by -9.6% in 2009. 

Assuming normal weather patterns and stable fuel and feed costs, agriculture revenues are 

projected to post a moderate year-over increase for 2012. 

• Technology (Including Aerospace): The components of California’s Technology sector have 

been somewhat mixed. Business demand for technology products rose in 2010 and is 

13

forecast to continue through 2011 and 2012. Sales of consumer technology were very strong, 

particularly for computers, e-readers, electronic notepads, MP3 players, and smart phones. 

California’s high tech manufacturers of semi-conductors have benefited as a result. In the 

defense sector, a number of government-sponsored projects are underway within the state. 

However key defense cutbacks beginning in 2012 could impact this sector of the economy. 

• Tourism: Hotels in California posted increases in revenues of 7.4% in 2010, taking back 

some of their losses from 2009. Through 2011 and 2012, hotel revenues are projected to 

record moderate gains. 

• Exports/Imports: The State’s ports were busy in 2010. Growth through 2012 is expected to 

be solid. Exports through the first 11 months of 2011, via the state’s custom districts, 

increased by 23.5% while imports grew by 21.9%. 

• Entertainment: This sector posted a solid gain in 2010 via a strong consumer demand. 

• Private Education: Driven by the need for training, re-training, and changing technology, 

there has been a strong (renewed) consumer interest in education. Private education has been 

the beneficiary of this demand. While postsecondary public institutions have recognized the 

demand, they have not been able to capitalize on it due to State mandated budget cuts. 

• Healthcare: Driven by the baby boomer generation, healthcare and the health-related 

industry are projected to remain strong for 2012 and into the future. 

• Population Growth: The state’s population as of July 2010 was 38.7 million. It is projected 

to reach 39.5 million by mid-2012. The sheer volume of people within the state creates an 

economic engine and GDP that is second only to eight other countries in the world. 

Minuses 

• Housing/Housing Related Activities: Even though new housing starts increased from 2009 

to 2010, the increase was marginal. The increase was primarily due to federal tax credit 

incentives. These have gone away. As a result, the construction of new homes continues to 

be in a near depression state. The recovery of the housing market is very uncertain. The next 

round of foreclosures is fueling the uncertainty. In 2009, only 36,421 housing permits were 

issued. For 2010, there were 44,601 new housing starts. For 2011, the number of singlefamily 

residential units is projected to grow by 9.0%. However, these numbers are a fraction 

of the 2004 peak, when new housing starts registered 212,960. These numbers underscore the 

condition of the current housing market. With regard to public works projects, 2010 and 

2011 will show increases. These increases, however, will be short-lived, as the federal 

stimulus program winds down in 2012. New public works projects at the state and local 

governments will be limited in 2012 and 2013 due to lack of funds. 

• Environmental Regulations: AB 32 (greenhouse gas legislation) will present 

business/industry and the consumer with many new regulations. It is projected to have a 

dampening impact on the business climate. California residents and businesses will likely 

face higher energy costs in the future. 

14

Summary: Recessionary employment losses are diminishing. Still, there is a considerable gap 

between pre 2007 and the current employment/unemployment conditions. As firms gain confidence 

that the recovery is for real, an upturn in employment will be experienced. 

The largest gains for 2011 are projected to occur in Leisure and Hospitality (30,900 jobs), 

Administrative and Support Services (19,200 jobs), Professional, Scientific, and Technical Services 

(15,300 jobs), Transportation and Utilities (14,900 jobs), Wholesale Trade (12,800 jobs) and Health 

Services (11,000 jobs). Only two industry sectors are projected to lose employees in 2011, 

Management of Enterprises (-300 jobs) and Government (-35,000 jobs). 

The short-term outlook for the California economy is better, but only marginally better. The 

economy is at least headed in the right direction, although there is still long ways to go to get back to 

pre-recessionary levels. State government will need to address its deficit spending issues and the 

housing market will need to improve before the economy can move beyond marginal, incremental 

progress. 


• While the state economy is improving, it is improving slowly. 

• California’s unemployment rate will remain high (11.5%) through 2012. 

• The projected State budget deficits through 2012 will likely trigger more belt tightening for 

state postsecondary institutions and for state sponsored capital construction projects. 

• Jobs within the State that will experience the greatest growth will be in Leisure and 

Hospitality, Administrative and Support Services, Professional, Scientific, and Technical 

Services, Transportation and Utilities, Wholesale Trade, and Health Services. 

• Housing starts will remain at low levels through 2012; the annual growth rate of the 

population will slow considerably. 

• Energy costs, for gasoline and natural gas will rise. The impacts of AB 32 (California 

Greening) will also create a burden on State residents. Distance education may play a larger 

role in the postsecondary education market. 

• Because of budget cutbacks, the College will not be able to meet the demands of all students 

seeking a postsecondary education. The greatest opportunities for growth will be in not- forcredit 

and contract education, i.e. areas that are not dependent on traditional public funding. 

Tables that display multiple year trends in California economic indicators and nonfarm employment 

are found in the appendices of this report. 

Kern County Economy: 

The economy of Kern County is extensive and diverse. While traditionally the economy has 

been focused on agriculture and oil, its position at the end of the Great Joaquin Valley has made it a 

gateway to Southern California and a hub for trade and commerce. Kern County is also blessed with 

a myriad of different types of topography and microclimates, including the valley floor for 

agriculture, the oil producing terrain in the western part of the county, the Sierra Nevada 

Mountains, and the desert. In addition to its emergence as a trade and commerce hub, the economy 

15

is also supported by the tourism and hospitality industry sectors. Kern County is also home to two 

military installations – the Naval Weapons Air Warfare Center at China Lake and Edwards Air 

Force Base. Both are located in eastern Kern County. 

This economic diversity and vibrancy is underscored by some distinctive characteristics. 

Kern County has been only one of seven large labor markets nationally to gain manufacturing jobs 

over the past year. It is also has the distinction of being in the top seven counties in the nation 

projected to return to pre-recession employment levels in the shortest amount of time, ranks 25 th in 

the nation in terms of “fastest growing counties”, and has been ranked among the top 50 counties 

within the nation for launching a new business. Within the state, it has had the fewest job losses 

among large labor markets and has ranked among the top three in the state for personal income 

growth. Much of this has been supported by the city of Bakersfield (335,000+). 

Kern County’s economic outlook for the future is bright. Its current business and industry 

recruitment program targets six major industry clusters that play into the county’s strengths: 

• Aerospace and Defense: Eastern Kern County supports some of the nation’s most innovative 

and specialized technologies in the world. Aerospace and defense employers account for 

almost 20,000 full-time, high paying jobs in Kern County. This is four times the national 

average. The Naval Air Warfare Weapons Division and Edwards Air Force Base are 

located in this region of the County. 

• Agriculture: Along with oil, agriculture and agriculture-related business form the 

foundations for the County’s economy. Agriculture accounts for the most jobs produced 

from any single industry sector. It is a vital component of the economy. Kern County 

consistently ranks in the top five counties in the nation in terms of crop value produced. 

• Business and Professional Services: Because of its proximity to both Southern California and 

the areas to the north, several notable companies have selected Bakersfield as their choice for 

new development and/or relocation. This has had a domino effect on the expansion of 

professional and business services, including those of engineering, law, and accounting. 

• Energy and Chemicals: The petroleum industry has played a major role in the development 

of Kern County. Over the past several years, the county has attracted investments in 

renewable energy sources. Its Tehachapi Mountain Farm is the largest single wind energy 

source in the state. 

• Healthcare/Medical Technology: This industry cluster accounts for approximately 23,000 

jobs in Kern County. A county population that is over 830,000 fuels these sectors. 

• Manufacturing, Transportation, Logistics and Warehousing: Agriculture related industries, 

such as food processors, as well as many industry leaders have selected Kern County for 

their West Coast hubs. These include Target, Dreyer’s (Ice Cream), Sears, Formica, and 

IKEA. 

16

Overall, employment in Kern County is well balanced. It is led by the sectors of 

Government, Farm, Wholesale and Retail Trade, Professional Services, and Healthcare. Leisure 

Services is also a significant employer. Employment in all industries is projected to grow annually in 

Kern County by 41,700 jobs or 1.3 percent annually between 2008 and 2018. 

Kern County, Employment by Industry 

Annual Average Employment 10-Year 

% 

Annual 

Industry 2008 % 2018 % Change Change 

Self Employed 17,200 5.60% 18,600 5.30% 8.10% 0.80% 

Unpaid Family & Private Household Workers 4,500 1.50% 5,700 1.60% 26.70% 2.70% 

Farm 49,600 16.00% 48,800 13.90% -1.60% -0.20% 

Mining and Logging 10,700 3.50% 11,400 3.20% 6.50% 0.70% 

Construction 16,500 5.30% 18,000 5.10% 9.10% 0.90% 

Manufacturing 13,700 4.40% 15,500 4.40% 13.10% 1.30% 

Trade, Transportation & Utilities 44,700 14.50% 51,200 14.60% 14.50% 1.50% 

Information 3,000 1.00% 3,300 0.90% 10.00% 1.00% 

Financial Activities 8,900 2.90% 9,500 2.70% 6.70% 0.70% 

Business & Professional Services 25,000 8.10% 31,300 8.90% 25.20% 2.50% 

Education & Health Services 25,500 8.20% 35,800 10.20% 40.40% 4.00% 

Leisure & Hospitality 21,500 7.00% 25,900 7.40% 20.50% 2.00% 

Other Services 7,000 2.30% 7,400 2.10% 5.70% 0.60% 

Government 61,500 19.90% 68,600 19.50% 11.50% 1.20% 

Total 309,300 351,000 13.50% 1.30% 

Source: Labor Market Information, Kern County Projections by Industry 2008-2018. Prepared August 25, 2010; analysis 

by Cambridge West Partnership, LLC 

Following is a representative list of the county’s major industry clusters. Retail Trade and 

Agriculture were not included. 

17

Industry Types and Diversification Within Kern County 

AeroSpace & Defense Agricultural Related Industries Energy Industries 

(Representative Listing) 

ASB Avionics ASV Wines Aera Energy 

BAE Systems Bidart Brothers Big West Refinery 

Fiberset Cal-Organic, LLC Cerro Coso CC Solar Fields 

Flight Research, Inc. Central Valley Almond Association Clean Energy Systems Power Plant 

Flight Test Associates CERTIS USA SemiTropicWater District Solar Field 

Icon Aircraft Crystal Geyser GE Energy Tehachape Wind Farms 

Master Space Dreyer's Grand Ice Cream Kramer Junction Solar Field 

Mojave Air & Space Port Frito-Lay, Inc. Lehr Brothers Solar Field 

National Test Pilot School Golden Empire Nut Oak Creek Energy 

Orbital Sciences Corp. Langer's Juice Occidental of Elk Hills 

Rocket Propulsion Engineering Corp. Paramount Farms Paramount Farms Solar Fields 

Scaled Composites Primex Farms Pistachios Sharpe Solar Energy Systems 

Trans Lunar Research Sara Lee Bakery Group, Inc. 

Virgin Galactic Sun Grow, Commodities 

XCOR Aerospace Sun Pacific 

Thompson International, Inc. 

Healthcare Industry Manufacturing, Transportation, Corporate/Regional Headquarters 

Logistics and Warehousing 

Catholic Healthcare West Lehigh Cement Aera Energy 

Kern Medical Center Target Distribution Center Catholic Healthcare West 

San Joaquin Community Hospital Dreyer's Grand Ice Cream Chevron 

Kaiser Permanente Sears Frito Lay 

Delano Regional Medical Center Performance Food Group Grimmway Enterprises 

Ridgecrest Regional Hospital IKEA Kaiser Permanente 

Bakersfield Health Hospital Formica State Farm Insurance 

Comprehensive Blood & Cancer Ctr Grimmway Farms 

HeathSouth Bakersfield Rehab. Ctr Bolthouse Farms 

Frito-Lay 

Source: Kern County Economic Development Corporation; analysis Cambridge West Partnership 

18

While Kern County’s economic picture looks promising for the future, it has not been 

immune from the great economic recession that began in 2006 and continued into 2009. Its lingering 

impacts are still felt. During 2010, 700 total jobs were lost in Kern County, representing an 

employment decline of -0.3 percent. The decline in non-farm employment was more substantial at - 

1.2 percent. The unemployment rate increased to 15.9 percent. Employment in the construction 

sector fell by 900 workers, the fourth straight year of significant decline. Housing starts were slightly 

higher in 2010 than in 2009, but remain extremely low. Over 700 positions were lost in state and 

local government. The hiring of temporary census workers at the federal level offset some of these 

losses. The only sectors to create employment during 2010 were farm and natural resources. Farm 

production rose dramatically, up over 30 percent from 2009, and recorded the most productive year 

on record by a wide margin. For the future, farm jobs are expected to expand modestly but will 

decline as a share of total wage and salary jobs in the future. 

A look at the key economic indicators for Kern County discloses a current day population 

base in excess of 830,000. Non-farm employment, which accounts for about 80% of all the 

jobs, has showed steady growth over the past eleven years, gaining 16.9% with an annual 

1.54% average. Unemployment for Kern County is painfully high at present, almost double what it 

was in year 2000. It exceeds the state average of 12.4%. 

Per capita income in Kern County has lagged behind the state average over the past eleven 

years, although it has grown at a steady annual average rate of 1.57%. The median household 

income for Kern County in 2010 was $44,458. This also showed solid growth at 2.31% annually but 

was below the 2010 state mark of $60,992. 

Revenue generated from taxable sales averaged 4.35% on an annual basis. Overall, this 

represented an increase of 47.8% over the eleven-year period. Similar to the state and nation, new 

housing starts have severely regressed over the past three years. Beginning at 1,625 in year 2000, 

housing peaked at 7,691 units in 2006 only to fall back to 1,920 in year 2010, just slightly higher than 

the year 2000. The condition of the housing market is not anticipated to gain any real momentum 

until 2013. However, this projection is predicated on the great unknown of how long it will take the 

housing market to absorb the current glut on the market for foreclosed homes. 

Kern County Summary of Key Economic Indicators 

Median 

New 

Per Capita HH Taxable Retail Housing 

Nonfarm 

Sales (in 

Year Population Emp Unemployment Income Income Billions) Starts 

2000 661,645 196,900 8.2 $15,760 $35,452 $6.9 1,625 

2010 830,222 230,200 15.9 $18,478 $44,458 $10.2 1,920 

11 Yr 

+/- 25.5% 16.9% 17.2% 25.4% 47.8% 18.2% 

Ann 

Aver 2.32% 1.54% 13.2% 1.57% 2.31% 4.35% 1.65% 

Source: ESRI Data Systems; California Department of Finance; Employment Development, Labor Market Information, 

California State Board of Equalization 

19

Current Comparison of Key Economic Indicators 

Year Population Per Capita Median HH 

2011(f) Growth Rate Unemployment Income Income 

State 0.70% 12.2 $28,652 $62,657 

Kern County 1.37% 15.7 $18,977 $45,901 

Source: ESRI Data Systems; California Department of Finance; Employment Development, LMI 

Note: Data for 2011 is forecast ahead of the actual close of the 2011 year. 

Looking ahead, Kern County is expected to be one of the first counties in the State to 

recover from the great recession. However, it will take time to gain the ground lost over the past 

three years. The forecast for the future includes the following highlights: 

• Non-farm job growth is expected to increase 1.5 % in 2011. Total wage and salary job 

growth is expected to average 2.5 % per year between 2011 and 2016. 

• Average salaries adjusted for inflation are well below the California state average, and will 

remain so over the forecast period. Real salaries are projected to increase an average of 0.6% 

per year from 2011 to 2016. 

• Over the next five years, total employment is expected to rise more than 13%. Professional 

and Business Services, Construction, Wholesale Trade, and Transportation Warehousing 

and Utilities are forecast to grow by over 20%. Together these sectors will create nearly 

17,000 jobs, or 47% of all new jobs. 

• Total taxable sales, adjusted for inflation, are expected to increase by an average of 3.9% per 

year between 2011and 2016. 

• Industrial production is expected to increase 3.0% in 2011. From 2011 to 2016, the growth 

rate of industrial production is expected to average 2.6% per year. Farm production is 

forecast to increase by 0.4% per year between 2011 and 2016. 

Summary: On the strengths of its economic diversity and strong agriculture and oil 

industries, Kern County is poised to emerge from the great recession faster than most other counties 

in California. The greater Bakersfield hub will play a key role in this recovery. Farm jobs and 

production will generate moderate growth relative to employment; the greatest relative growth will 

be non-farm employment. Unemployment overall will continue to be in the double digits until 2015. 

The housing market will improve but only marginally. While the recovery for Kern County will be 

faster than most, there is still a great deal of lost ground to regain. 


• The county’s rate of unemployment will remain high. This impact of high unemployment 

will be felt less in the Bakersfield area and more in the outlying areas. High unemployment 

historically has translated into greater demand for postsecondary education. 

• Housing starts will increase slowly through 2012; new construction will see improvement but 

the housing market will remain distressed until the masses of foreclosed properties and toxic 

mortgages are abated. This has the capacity to stifle the county’s economy, undercut 

consumer confidence and limit financial resources for the College. 

20

• State budget deficits will translate to a continued reduction in funding for services within 

Kern County, including those of education. At the same time, there will be an even greater 

demand for educational services. To address this demand Bakersfield College may need to 

place a greater emphasis on not-for-credit and contract education classes that pay for 

themselves. 

• Non-government jobs within the county that will experience the greatest stability and growth 

will be in Professional Services, Healthcare, Logistics, Agribusiness and Wholesale and 

Retail Trade. 

• The College can expect local government (county and cities) to continue with their struggles, 

balancing the need for services with reduced revenues. The financial burden will result in 

reduction of services and capital expenditures. Some of these reductions may impact the 

College, particularly in the area of shared infrastructure upgrades. 

Conditions for Higher Education 

Several key policy decisions will influence the California Community College system in the 

coming years. The College is part of the national and State higher education community. As such, it 

has a public responsibility to make decisions in light of national goals, policies and resources. 

Speaking at Macomb Community College (Michigan) in July 2009, President Obama articulated the 

American Graduation Initiative (AGI), which has a goal of increasing the percentage of U.S. 

residents who earn high quality degrees and credentials from the present rate of 39 percent to a rate 

of 60 percent by the year 2025. The Lumina Foundation and the Bill and Melinda Gates Foundation 

have developed similar goals for increasing the educated population. Both philanthropic 

organizations are preparing to provide incentives, which are intended to stimulate students to 

complete degree programs successfully. While it has been announced that some new federal 

resources will be allocated for use by community colleges, the Congress is currently also struggling 

to restrain spending and to reduce debt levels. This may have an impact on the amount of money 

that the community colleges receive. 

President Obama has pushed to increase college graduation rates across the nation. 

Complete College America, a non-profit organization, was formed to advance this mission. It has 

enlisted support from 22 state leaders to ensure greater numbers of students to acquire degrees. In its 

publication, Time is the Enemy, has focused national attention on several key observations: 

• Nontraditional students are the new majority 

• Part-time students rarely graduate 

• Graduation rates are especially low for students who are of African American or Hispanic 

descent; as well as students who are older or poorer than the typical student 

• Students are wasting time earning excess credits, and taking too much time to earn a degree 

• Too many students need remediation, and too few succeed when they get it 2 

The Gates, Ford, Lumina, and Kellogg Foundations as well as the Carnegie Corporation of 

New York fund their work and the efforts of others to promote change in higher education. 

2 Complete College America. Time Is The Enemy. September 2011 

21

The community colleges may be helped by federal legislation to consolidate student loan 

programs within the US Department of Education and increase the amount of Pell funds per grant. 

However, recent Congressional proposals to curtail the Pell grant awards may hurt the colleges and 

students. The long-term impact remains to be seen. President Obama has signed an executive order 

to align the monthly repayment rate of federal loans to the level of future wages earned by the 

student. That may ease the burden of debt for students and make the act of borrowing for a college 

education more feasible for prospective students. 

After the Higher Education Opportunities Act was passed by Congress in 2008 a series of 

new federal regulations have been issued to improve program integrity where Title IV financial aid 

funds are involved. Regional accrediting bodies are now expected to provide closer scrutiny of 

member institutions on a range of new topics such as: 

• The analysis and use of student achievement data, expressed at a variety of levels and in 

different ways, to improve programs and services. 

• Specific attention must be given to the institution’s longitudinal data on student 

achievement, disaggregated and analyzed in a variety of forms, to identify any concerns 

about stability and achievement of the institution’s mission. 

• Conformance of credit hours awarded to the “Carnegie Unit” standard as found in a variety 

of curriculum and instructional settings. 

• The efficacy of methods that the institution uses to verify the identity of students enrolled in 

distance and correspondence education classes and steps taken to preserve the integrity of the 

credits and grades awarded. 

• Public disclosure of educational costs and employment prospects for students in any career 

and technical program designed to prepare those students for gainful employment upon 

graduation. 

In part, stimulated by prior federal government actions, regional accrediting bodies are 

insisting that greater attention be given to student learning outcomes. The expectation by the 

Accrediting Commission for Community and Junior Colleges (ACCJC) is that proficient assessment 

processes will be routinely practiced at the course, program, and degree levels by all member 

institutions by fall 2012. 

These new areas are in addition to the traditional goals of accreditation: 

1. Providing assurance to the public that the education provided by the institution meets 

acceptable levels of quality 

2. Promoting continuous institutional improvement 

3. Maintaining the high quality of higher education institutions in the region 

Although subtle, the Commission has changed the term used for the initial phase of the 

comprehensive reaccreditation process from a self-study to a self-evaluation. The change underscores 

22

the increased emphasis that claims made by the institution must be supported by evidence and 

evaluation. 3 

The President’s challenge to the nation, which was aimed at increasing the numbers of 

college graduates, has not been ignored in California. Within California, the Public Policy Institute 

(PPI) has estimated that one million additional bachelor’s degree holders will be needed by 2025 to 

4 

meet workforce needs in California. The Community College League of California (CCLC) 

launched a futures project, 2020 Vision for Student Success, to respond to the national graduation 

goal by identifying policy and practice changes that could be implemented to increase student 

achievement. To contribute its part toward achieving the national graduation goal, California needs 

to produce a total of 1,065,000 degrees or certificates per year. That translates to producing an 

additional 23,000 degrees and certificates per year, a 5.2% annual increase. 5 

These aspirations are 

closely coupled with the need to assure the quality of the awards conferred. A recent national report 

notes the following: 

Quality in higher education must be defined in terms of student outcomes, particularly 

learning outcomes…. The value of degrees and credentials- both for the individual and society as a 

whole- ultimately rests on the skills and knowledge they represent…. Ultimately, learning is what 

students’ need, what degrees and credentials should represent and what higher education should 

6 

provide to everyone who seeks it. (p. 1) 

The following State initiatives are intended to increase student success rates: 

• The Board of Governor’s basic skills initiative seeks to enable more students to overcome 

their academic deficiencies. 

• The Student Success Task Force, formed under the provisions of SB1143, prepared a set of 

recommendations to bolster measures designed to promote student success and degree 

completion. 

• Additional legislation, SB1440 Student Transfer Achievement Reform or STAR Act, 

simplified the process of transferring from a community college to a school in the California 

State University (CSU) system. This program provides a pathway for students to follow so 

that they can be admitted to a CSU with junior status. 

• Enacted in Fall 2010, AB2302 directs the community college system and the CSU to 

find ways to clearly articulate transfer requirements and provide guaranteed 

admission to students who meet those requirements. It also requests that the 

University of California collaborate with community colleges to design transfer 

programs and to publicize those programs to increase the number of students who 

transfer from community colleges. 

Perhaps the most potentially far-reaching set of recommendations for change in policy and 

practice are included in the report from the California Community College Chancellor’s Office 

Student Success Task Force. The group has proposed eight areas of focus with 22 recommendations. 

The focus areas are: 

3 

Accrediting Commission for Community and Junior Colleges. Preparing for A Comprehensive Visit. Workshop materials 

presented on October 21, 2011 

4 

Hans Johnson and Ria Sengupta Closing the Gap: Meeting California’s Need for College Graduates (San Francisco, CA: Public 

Policy Institute of California, April 2009) 

5 

2020 Vision: A Report of the Commission on the Future, (Sacramento, CA: Community College League of California, 2010) 

6 

A Stronger Nation Through Higher Education: How and Why Americans Must Achieve a “Big Goal” for College Attainment. A 

Special Report, (Indianapolis, IN: Lumina Foundation for Education, 2009) 

23

1. Increase college and career readiness 

2. Strengthen support for entering students 

3. Incentivize successful student behaviors 

4. Align course offerings to meet student needs 

5. Improve the education of basic skills students 

6. Revitalize and re-envision professional development programs 

7. Enable efficient statewide leadership and increase coordination among colleges 

8. Align resources with student success recommendations 

Some of these recommendations require changes to State law and regulations. Others require 

new resources. The rest can be accomplished in each community college district that has the will to 

do so without either of these state-level changes. Two of the Task Force recommendations already 

have been passed into law. They include creating a common assessment/placement system and 

providing electronic transcripts. Assembly Bill 743, supporting the common assessment tests, has 

received a one-time allocation of $500,000. Those public funds will be combined with Gates and 

Hewlett Foundation grant funding to total $850,000 for start-up costs beginning in January 2012. 

Assembly Bill 1056, supporting the introduction of electronic transcripts, has also received a onetime 

allocation of $500,000 to help fund the cost of converting from paper to an electronic transcript 

system. The ongoing maintenance expenses for an electronic transcript system are anticipated to be 

covered by the savings generated by the use of the more efficient electronic system. 

The Task Force recommendations come in the wake of a severe shortfall in resources for the 

State’s public higher education institutions. Fiscal support to the community colleges has been 

sharply curtailed in recent years. As noted above, the prospects for a quick recovery to the state’s 

economy and ability to support higher education are not good. The Legislature has increased the 

enrollment fee that students pay from $26 per unit to $36 per unit and they will likely increase it 

again in the near future. Governing boards for the University of California and the California State 

University systems have also responded to reduced State support by increasing their tuition fees. 

Both university systems are reducing the number of students that are accepted and redirecting many 

to the community colleges. The community college system is overwhelmed with enrollment. As a 

result, class sections, which have been reduced in number, fill quickly causing students to take more 

time to earn their degrees. 

Although not a higher education policy, a shift in instructional strategy by the Kern Union 

School District may have an effect on future enrollments at the College. In 2009, the Board adopted 

a policy to develop a system of pathways and changed graduation requirements. Each student must 

select college preparatory, career education of an approved individual pathway. The policy change 

shifts the District from a culture of “college going for all students” to a culture of “lifelong learning.” 

The goal is to better prepare high school graduates for entering the workplace or for beginning a 

college education. This initiative may present the College with opportunities for “tech-prep” 

agreements. 

Key Demographic Considerations 

Demographic attributes for the County and State are provided in the table below. It is 

notable that, for Kern County, the projected percentage of increase in population between the year 

2000 and 2015 (34%) is more than twice that of the State. The projected change in per capita income 

between the year 2000 and 2015 is 7% below the State percentage. 

24

Kern County vs. State of California Demographic Projections 

2000 to 2010 to 

Kern County 

2015 2015 

Element 2000 2010 2015 % Change % Change 

Population 661,645 830,222 888,432 34% 7% 

Households 208,652 225,037 272,317 31% 21% 

Average Household Size 3.03 3.11 3.12 

Median Age 30.6 31.2 31.8 

Median Household Income $35,452 $44,458 $51,670 46% 16% 

Per Capital Income $15,760 $18,478 $20,974 33% 14% 

2000 to 2010 to 

State of California 

2015 2015 

Element 2000 2010f 2015f % Change % Change 

Population 33,871,648 37,983,948 39,328,336 16% 4% 

Households 11,502,870 12,662,806 13,063,778 14% 3% 

Average Household Size 2.87 2.93 2.94 

Median Age 33.3 34.4 34.5 

Median Household Income $47,622 $60,992 $69,315 46% 14% 

Per Capital Income $22,711 $27,845 $31,883 40% 15% 

Source: U.S. Bureau of the Census, 2000 Census of Population and Housing, ESRI forecasts for 2010 and 2015 

The rate of projected growth on several measures in Kern County exceeds that of the State 

and the nation. 

Kern County Rates of Change 

Annual 2010-2015 Growth Rates 

Trends Area State National 

Population 1.37% 0.70% 0.76% 

Owner Occupied Housing 

Units 1.41% 0.68% 0.82% 

Median Household Income 3.05% 2.59% 2.36% 

Source: U.S. Bureau of the Census, 2000 Census of Population and Housing, ESRI forecasts for 2010 and 2015 

The percentage of Kern County residents age 25 or older who are high school graduates is 

9% lower that the state average. The percentage of County residents with a Bachelor’s degree or 

higher is 15% below that of the State percentage. These data suggest there is a large audience to 

which the College might appeal in providing its educational services. 

Kern County vs. State Foreign Born, Language and Education 

Foreign Born, Language & Education 2005-2009 

Kern 

County California 

Foreign born persons 19.80% 26.80% 

Language other than English spoken at home, percentage 5+ 39.70% 42.20% 

High school graduates, percent of persons age 25+ 71.40% 80.50% 

Bachelor's degree or higher, pct of persons age 25+ 

Source: US Census Bureau. State & County QuickFacts 

14.60% 29.70% 

25

The California Department of Finance projects an annual .11% increase in number of high 

school graduates between 2009-10 and 2020-2021 in Kern County. As illustrated in the graphic 

below, a gradual increase is expected between 2016-17 and 2020-2021. 

Kern County, Expected Growth in Numbers of High School Graduates 

Source: State of California, Department of Finance, California Public K-12 Graded Enrollment and High School Graduate 

Projections by County, 2011 Series. Sacramento, California, October 2011. 

Implications for Bakersfield College: 

• The rate of population growth will be the College’s strongest point for going forward. The 

County is projected annually to grow at 1.37%. There will be many new residents who are 

not familiar with the College and should be reached with a marketing message. From 2011 

to 2016 net migration will rise as, on average, 7,900 net migrants per year are projected to 

enter the county during this period. 

• Residents have modest incomes and will have to sacrifice in order to attend college. 

• The very modest increase in high school graduates suggests there will not be ever growing 

numbers of very young adults to accommodate at the College, but there will be a steady 

stream of younger students. 

• The educational attainment percentages among adults 25 years or older indicates that 57% of 

these adults are candidates for postsecondary education. 

Key Cities 

12,000 

10,000 

8,000 

6,000 

4,000 

2,000 

0 

A review of fall term College headcount data from 2006 to 2011 reveals that two cities 

dominate the unduplicated student headcounts on average for each fall term. As expected, the City 

of Bakersfield contributed the most. Combined, these cities account for 83% of the total fall 

headcounts. 

26

Bakersfield College Common Cities of Residence 

% 

Headcount 

Change 

Fall Term Running 2006- 

City Average Total % 2011 2006 2007 2008 2009 2010 2011 

Bakersfield 13,908 76% 6.60% 12,561 13,770 14,649 14,125 14,955 13,388 

Delano 1,242 83% 20.80% 1,040 1,257 1,329 1,242 1,329 1,256 

Source: KCCD Research and Planning; analysis Cambridge West Partnership, LLC 

A total of eight cities account for 93% of the fall term unduplicated headcounts from years 

2006 to 2011. The greatest gains were from the cities of Delano and Lamont followed by Mc 

Farland. A significant drop in headcount (-9.2%) was reported from Shafter and -19% from all other 

cities. 

Bakersfield College Dominant Cities of Residence 

Fall Term 

Average 

Headcount 

% 

Change 

2006- 

2011 2006 2007 2008 2009 2010 2011 

City 

Running 

Total % 

Bakersfield 13,908 76% 6.60% 12,561 13,770 14,649 14,125 14,955 13,388 

Delano 1,242 83% 20.80% 1,040 1,257 1,329 1,242 1,329 1,256 

Arvin 365 85% 8.50% 317 375 383 373 400 344 

Wasco 354 87% -6.40% 326 349 377 363 404 305 

Tehachapi 335 89% 0.60% 314 342 345 322 369 316 

Lamont 313 90% 15.80% 266 303 339 323 340 308 

Shafter 290 92% -9.20% 292 293 287 299 302 265 

McFarland 261 93% 17.00% 206 288 288 256 286 241 

All Others 1,192 100% -19.10% 1,075 1,269 1,367 1,222 1,348 870 

Total 18,260 16,397 18,246 19,364 18,525 19,733 17,293 

Source: KCCD Research and Planning; analysis Cambridge West Partnership, LLC 

27

The shifts in cities of residence might also be explained by considering the numbers of students 

enrolled each fall relative to the college service area in which they reside. Although the absolute 

numbers are small, the greatest change was the gain between 2006 and 2011 in the number students 

from the Bakersfield College service area itself and the greatest loss was from outside the District 

service area. 

Bakersfield College Headcount Draw by District Service Areas 

Fall Term 

College Service Area 2006 2007 2008 2009 2010 2011 Total 

% 

Change 

15,43 17,08 18,10 17,41 18,49 16,52 103,05 

BC Service Area 2 7 7 0 7 2 

5 7.06% 

CC Service Area 

Outside Service 

130 166 179 142 172 134 923 3.08% 

Area 549 667 696 635 676 342 3,565 -37.70% 

BC 

PC Service Area 286 326 382 338 388 296 2,016 3.50% 

Total 16,397 18,246 19,364 18,525 19,733 17,294 109,559 5.47% 

Source: KCCD Research and Planning 

Effective Service Area 

Based on an analysis of residential zip codes reported by enrolled students, the majority of students 

live in a portion of Kern County that is defined by a driving time of 40 minutes originating from 

Bakersfield College (gray shaded area). This area comprises the effective service area of the College 

and is illustrated in the graph below. 

28

Source: Environmental Systems Research Institute (ESRI) 

Bakersfield College Effective Service Area 

The population in this effective service area was 484,645 in the year 2000 and is projected to 

be at 668,017 by 2015. The area is expected to grow at an annual rate of 1.50% as compared to the 

State annual growth rate of .70%. The median age of the population in this service area was 29.1 in 

2000 and likely will be 29.8 by 2015. Per capita income for the effective service area had been a very 

modest $15,116 in 2000, and it is expected to be only $18,054 in the year 2015. The median 

household income, projected at $51,893 by 2015, is expected to grow between 2010 and 2015 at an 

annual rate of 3.07% as compared to the California rate of 2.59% and the national rate of 2.36%. 

Expected changes in the race/ethnicity mix in this effective service area are illustrated in the 

graphic below. The White Alone group is forecast to drop from being 59 percent of the area 

population in 2000 to becoming 49 percent of the area population in 2015. The residents who 

29

indicated they were Some Other Race alone are forecast to increase from being 26 percent of the 

area population in 2000 to becoming 35 percent of the area population in 2015. 

Changes in Ethnic Groups, Effective Service Area 

Two or More Races 

Some Other Race Alone 

Asian Alone 

American Indian Alone 

Black Alone 

White Alone 

0% 20% 40% 60% 

30 

2015f 

2010f 

Source: U.S. Bureau of the Census, 2000 Census of Population & Housing, ESRI forecasts for 2010 and 2015; analysis by 

Cambridge West Partnership, LLC 

2000

Residents of Hispanic descent, regardless of race, are expected to comprise 56 percent of the 

population in this effective service area in the year 2015, an increase of 83% over the numbers in 

2000 and an increase of 17% since 2010. 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Residents of Hispanic Origin, Effective Service Area 

2000 2010f 2015f 

Source: U.S. Bureau of the Census, 2000 Census of Population & Housing, ESRI forecasts for 2010 and 2015; 

analysis by Cambridge West Partnership, LLC 

Given the traditional rates of participation in higher education, these shifts in ethnicity/race 

within the effective service area have implications for future enrollments at the College. The 

statewide community college participation rate differences among various ethnic groups are shown 

in the graph below. 

As the Hispanic population increases, the College may need to increase outreach efforts to 

encourage college attendance. 

31

Statewide Community College Participation Rates by Ethnic Group per 1,000 Adults 

250 

200 

150 

100 

50 

0 

AsianAfrican-AmericanHispanicNative American Pacific Islander White Multiracial 

2007-08 116 123 91 135 192 74 0 

2008-09 116 128 93 138 211 76 2 

2009-10 105 117 89 100 162 69 79 

Source: Community College Chancellor’s Office, Accountability Reporting for Community Colleges 2011 

32

For the year 2010, the highest educational attainment among the population age 25 and 

older, within the effective service area, is shown below. Approximately 57% of the adult population 

is a high school graduate or less. Those residents who have no college degree (either Associate’s or 

Bachelor’s) comprise 78 percent of the young adult or older population in the effective service area. 

An even larger audience is represented by the combination of those adults who have had some 

college, but did not complete a degree (21%), plus those who completed high school or less (57%). 

Many of these adults would likely benefit economically from a community college education. 

2010 Educational Attainment, Age 25+, Effective Service Area 

Associate Degree 

7% 

Bachelor's 

Degree 

10% 

Some College, 

No Degree 

21% 

Graduate/ 

Professional 

Degree 

5% 

33 

High School 

Graduate or Less 

57% 

Source: U.S. Bureau of the Census, 2000 Census of Population and Housing, ESRI forecasts for 2010 and 2015; 

analysis by Cambridge West Partnership, LLC

Participation in the California community college system across the state is also influenced 

by age. The highest rates per 1,000 adults are found in the 18-19 and 20-24 age groups. 

Statewide Community College Participation Rates by Age Group Per 1,000 Adults 

350 

300 

250 

200 

150 

100 

50 

0 

18-19 20-24 

25-29 

30-34 

35-39 

Source: Community College Chancellor’s Office, Accountability Reporting for Community Colleges 2011 

Within the effective service area, adults in the 25 to 34 age group are projected to move from 

being 14% of the population in 2000 to becoming 15.9% of the population in 2015. The proportion 

of the population composed of residents on the verge of retirement, age range of 55 to 64 years of 

age, is projected to increase by 46% between the years 2000 and 2015. The senior age groups 65+ are 

forecast to increase their share of the population between 2010 and 2015 by 9.2%. This final point 

suggests there may be greater opportunities for the Levan Institute offerings to this senior group. 

34 

40-49 

50-65 

2007-08 

2008-09 

2009-10

Age Range Changes, Effective Service Area 

85 + 

75 to 84 

65 to 74 

55 to 64 

45 to 54 

35 to 44 

25 to 34 

20 to 24 

15 to 19 

10 to 14 

5 to 9 

0 to 4 

0.0% 5.0% 10.0% 15.0% 20.0% 

35 

2015f 

2010f 



In the immediate future, now through the year 2015, the 20 to 24 year age group in the 

effective service area is forecast to be at 7.5%. The number of students in the 15 to 19 year age group 

is projected to decrease by -8% between 2010 and 2015, and their percentage of the population will 

also decline to 7.1% by 2015. 

However, in 2010 the combined 15 to 19 and 20 to 24 year old groups is 16 percent of the 

population. Throughout the state those two groups are only 14.9 percent of the population. Looking 

forward to 2015 the combination of the two age groups in the effective service area is 14.6 percent of 

the population but throughout the state it is only 13.9 percent of the population. Young people of 

prime college-going age are a greater percentage of the population in the effective service area than is 

the case throughout the state. 

2000

College Going Age Group Growth in Effective Service Area 

10.0% 

9.0% 

8.0% 

7.0% 

6.0% 

5.0% 

4.0% 

3.0% 

2.0% 

1.0% 

0.0% 

2000 2010f 2015f 

15 to 19 8.7% 8.3% 7.1% 

20 to 24 7.2% 7.7% 7.5% 



The twenty high schools that provide the largest numbers of Bakersfield College students have been 

contributing an average of 1,900 students per year since 1996. These schools may be divided into 

two groups. A primary feeder group, which has contributed an average of 50 or more students per 

year to the College, includes most of the high schools in the Kern Union High School District. A 

secondary feeder group is defined as contributing an average of 10 to 49 students per year to the 

College. 

36

High Schools Supporting Bakersfield College and Average Headcounts 

Approximate Annual Last 3 Yrs % Change 

High School District Location Distance Average Average 1996 to 2010 

Primary Source 

Arvin High Kern Union High Arvin 16 mi 97.7 129.7 125.90% 

Bakersfield High Kern Union High Bakersfield 5 mi 164.3 179.7 270.20% 

Centennial High Kern Union High Bakersfield 8 mi 134.5 128.3 118.00% 

Delano High Delano Joint Union Delano 30 mi 116.3 128.7 187.80% 

East Bakersfield High Kern Union High Bakersfield 3 mi 104.4 121 113.40% 

Foothill High Kern Union High Bakersfield 5 mi 107.7 129.3 267.40% 

Frontier High Kern Union High Bakersfield 11 mi 94 94 1680.00% 

Highland High Kern Union High Bakersfield 3 mi 122.8 113 51.80% 

Liberty High Kern Union High Bakersfield 10 mi 130.9 125 -11.40% 

North High Kern Union High Bakersfield 4 mi 92.3 103.7 67.60% 

Ridgeview High Kern Union High Bakersfield 11 mi 98.7 128 15000.00% 

Shafer High Kern Union High Shafter 18 mi 51.7 46.3 158.80% 

South High Kern Union High Bakersfield 7 mi 89.5 85.3 60.70% 

Stockdale High Kern Union High Bakersfield 11 mi 134.4 142.3 13.00% 

Wasco High Wasco Union High Wasco 22 mi 51.9 66 116.70% 

West High Kern Union High Bakersfield 7 mi 106.3 123.7 64.60% 

Secondary Source 

Cesar Chavez High Delano Joint Union Delano 29 mi 76.4 90.7 190.60% 

Kern Valley High Kern Union High Lake Isabella 32 mi 12.9 12.7 -23.50% 

McFarland High McFarland Unified McFarland 24 mi 42 46.3 113.60% 

Tehachapi High Tehachapi Unified Tehachapi 37 mi 46.5 50.3 26.20% 

Source: California Postsecondary Education Commission, Detailed Data, Freshman Pathways; analysis by Cambridge 

West Partnership, LLC 

Of the primary high schools shown in the table that provide the greatest numbers of students 

to Bakersfield College, Stockdale High School is expected to grow the most. This school is projected 

to increase enrollments by 13.7% (between 2010-11 and 2015-16). Headcounts at other high schools 

listed on the table are anticipated to remain the same or decrease slightly over that same time frame. 

Based on 2010-11 enrollments in grades nine through twelve, and the College admission yield rate, a 

set of projections for possible future high school unduplicated headcounts at Bakersfield College has 

been illustrated in the two graphics below. 

37

Primary Source High Schools Headcount Projection 

10,000 

9,000 

8,000 

7,000 

6,000 

5,000 

4,000 

3,000 

2,000 

1,000 

0 

2010 2011 2012 2013 

Senior Class Headcount at Bakersfield 

Source: California Department of Education and California Postsecondary Education Commission; 


38

Secondary Source High Schools Headcount Projections 

1,400 

1,200 

1,000 

800 

600 

400 

200 

0 

2010 2011 2012 2013 

Senior Class Headcount at Bakersfield 

Source: California Department of Education and California Postsecondary Education Commission; 


Implications for Bakersfield College 

• The College draws students from an effective service area largely determined by regional 

transportation corridors. 

• Projected population growth in this area exceeds the statewide rate. Growth among those 

who claim Hispanic descent will be the highest of all groups; however, that group has not 

traditionally participated in higher education. When individuals of Hispanic heritage do 

enroll in college, their completion rate lags behind Asian and White students. 

• While college participation is greatest among 18 to 24 year olds, this sector of the area 

population will remain as a fairly small percentage of the population. 

• Incomes are modest, but are projected to rise at a higher rate than the California average 

rate. Unemployment levels are higher than the statewide rate. 

• A large portion of the population has not participated in or completed college at the 

Associate Degree level. 

39

• The projected population, income levels, educational needs and age considerations combine 

to result in strong enrollment predictions for the near future. However, the College may 

need to engage in outreach activities to promote the value of a college education. 

Delano Community 

The City of Delano, where the Bakersfield College Education Center is located, is a 

community located around the intersection of California Highways 99 and 155. The City is in both 

Tulare and Kern Counties. Based on analysis of residential zip codes reported by enrolled students, 

the majority of students live within a 10-mile radius of the Educational Center. This area comprises 

the effective service area of the Center and is illustrated in the graphic below. 

Delano Educational Center, Effective Service Area 

Source: Environmental Systems Research Institute (ESRI) 

The population in this effective service area was 64,547 in the year 2000 and is projected to 

be at 83,771 by 2015. The area is expected to grow at an annual rate of 1.22% as compared to the 

State annual growth rate of .70%. The median age of the population in this service area was 26.5 in 

2000 and likely will be 27.2 by 2015. Per capita income for the effective service area had been a very 

40

modest $10,220, and it is expected to be only $12,468 in the year 2015. The median household 

income, projected at $35,521 by 2015, is expected to grow between 2010 and 2015 at an annual rate 

of 2.98% as compared to the California rate of 2.59% and the national rate of 2.36%. 

Expected changes in the race/ethnicity mix in this effective service area are illustrated in the 

graphic below. The White Alone group is forecast to drop from being 27 percent of the area 

population in 2000 to becoming 24 percent of the area population in 2015. The residents who 

indicated they were Some Other Race Alone are forecast to increase from being 52 percent of the 

area population in 2000 to becoming 60 percent of the area population in 2015. 

Changes in Ethnic Groups, Effective Service Area 

Two or More Races 

Some Other Race Alone 

Asian Alone 

American Indian Alone 

Black Alone 

White Alone 

0% 20% 40% 60% 80% 

41 

2015f 

2010f 

Source: U.S. Bureau of the Census, 2000 Census of Population & Housing, ESRI forecasts for 2010 and 2015; analysis by 

Cambridge West Partnership, LLC 

2000

Residents of Hispanic descent, regardless of race, are expected to comprise 83 percent of the 

population in this effective service area in the year 2015, an increase of 45% over the numbers in 

2000 and an increase of 10% since 2010. 

Residents of Hispanic Origin, Effective Service Area 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

2000 2010f 2015f 

Source: U.S. Bureau of the Census, 2000 Census of Population & Housing, ESRI forecasts for 2010 and 2015; 


Given the traditional rates of participation in higher education, these shifts in ethnicity/race 

within the effective service area have implications for future enrollments at the Education Center. 

The statewide community college participation rate differences among various ethnic groups are 

shown in the graph below. 

As the Hispanic population increases, the Education Center may need to increase outreach 

efforts to encourage college attendance. 

In the immediate future, now through the year 2015, the 20 to 24 year age group in the 

effective service area is forecast to increase by 5%, but their percentage of the population will remain 

at 10%. The numbers of students in the 15 to 19 year age group are projected to decrease by -9% and 

their percentage of the population will decline to 8% by 2015. 

However, in 2010 the combined 15 to 19 and 20 to 24 year old groups is 18.9 percent of the 

population. Throughout the state those two groups are only 14.9 percent of the population. Looking 

forward to 2015 the combination of the two age groups in the effective service area is 17.5 percent of 

the population but throughout the state it is only 13.9 percent of the population. Young people of 

prime college-going age are a greater percentage of the population in the effective service area than is 

the case throughout the state. 

42

College Going Age Group Growth in Effective Service Area 



For the year 2010, the highest educational attainment among the population age 25 and 

older within the effective service area is shown below. Approximately 80% of the adult population 

has not taken any college courses. Those residents who have no college degree (either Associate’s or 

Bachelor’s) comprise 91 percent of the young adult or older population in the effective service area. 

These data point to a critical need for effective basic skills instruction. Many of these adults would 

likely gain access to a broader range of employment opportunities upon completing a community 

college education. 

43

2010 Educational Attainment, Age 25+, Effective Service Area 

Some College, No 

Degree 

12% 


3% 

Bachelor's Degree 

4% 

Graduate/ 

Professional Degree 

2% 

44 

High School 

Graduate or Less 

79% 



Implications for the Delano Educational Center 

• The Center draws most of its students from a compact 10-mile radius from the Center site. 

• Although income levels are increasing within this service area, the absolute dollar amounts 

are modest. That may make residents perceive that going to college is “out of reach.” 

• Within this effective service area there is a profound opportunity for the basics of 

postsecondary education when the portion of the residents who have not completed at least a 

two-year college degree are considered. 

• The growth of the Hispanic population may present a challenge to the Education Center. 

This group has not historically attended college nor has this group been as successful in 

completing a college degree as other groups have. 

• The young adult group (20 to 24) is expected to grow but the high school age population and 

those in their late teens are expected to diminish as a group. The Center may need to 

consider ways to attract young adults to attend college and will be less able to rely upon 

recent high school graduates to fill its classes.

Internal Scan: Profile of Students, Employees, and Service Area 

Incoming Students: Placement Levels of Entering High School Graduates 

Bakersfield College assesses incoming students in the areas of reading, English, and mathematics. In 

fall 2010, the majority of entering high school graduates who took an assessment test placed into precollegiate 

level English (69 percent) and mathematics (67 percent). 

Placement Levels of Fall 2010 Entering High School Graduates 

Reading Placement 

Degree Applicable versus Pre-Collegiate 

# Students % Placed 

Degree Applicable Class (Levels 5-6) 1,516 58.9% 

Pre-Collegiate Class (Levels 1-4) 1,060 41.1% 

Total Tested 

Class Level 

2,576 100.0% 

Level 6 - All Level 6 Courses 1108 40.4% 

Level 5 - ACDV B50 Rec & Level 6 Courses 408 14.9% 

Level 4 - ACDV B50 320 11.7% 

Level 3 - ACDV B62 307 11.2% 

Level 2 - ACDV B91 330 12.0% 

Level 1 - Additional Testing Recommended 103 3.8% 

Did not complete testing 168 6.1% 

Total Entering High School School Graduates 2,744 100.0% 

English Placement 



Degree Applicable Class (Level 6) 813 31.5% 


Total Tested 

Class Level 

2,584 100.0% 

Level 6 - English B1A 813 29.6% 

Level 5 - English B50 or English B1 520 19.0% 

Level 4 - English B60 185 6.7% 

Level 3 - ACDV B68 921 33.6% 

Level 2 - Additional Testing Recommended 145 5.3% 



Math Placement 



Degree Applicable Class (Levels 3-4; 6) 864 33.0% 


Total Tested 

Class Level 

2,621 100.0% 

Level 6 - Math B6A 121 4.4% 

Level 4 - Math B1A 333 12.1% 

Level 3 - Math BD 410 14.9% 

Level 2 - Math BA 817 29.8% 

Level 1 - Math B50 506 18.4% 

Level 0 - ACDV B78 434 15.8% 



45

Incoming Students: Educational Goals 

In 2010-2011, the majority of Bakersfield College incoming students (51 percent) entered with an 

educational goal of achieving an associate degree or higher. 

1 

Educational Goals of Incoming Students 

45% 

34% 

17% 

18% 

20% 

9% 11% 

15% 

8% 10% 

6% 7% 8% 

2% 2% 3% 1% 1% 

1 Incoming Students: Students who first enrolled at Bakersfield College in the specified year. 

1 

Educational Goals of Incoming Students 

1 Incoming Students: Students who first enrolled at Bakersfield College in the specified year. 

46 

38% 

42% 

2006-07 2007-08 2008-09 2009-10 2010-11 

AA only 

BA w/AA 

BA w/out 

AA 

Undecided 

2006-07 2007-08 2008-09 2009-10 2010-11 

# % # % # % # % # % 

Associate degree w/o transfer 156 2% 197 2% 295 3% 129 1% 106 1% 

BA after completing AA 3,741 45% 3,137 34% 1,747 17% 3,322 38% 3,134 42% 

BA w/o completing AA 767 9% 771 8% 662 6% 592 7% 582 8% 

Discover career interests 190 2% 226 2% 147 1% 238 3% 257 3% 

Earn vocational certificate 203 2% 152 2% 129 1% 144 2% 132 2% 

Educational development 283 3% 269 3% 194 2% 158 2% 128 2% 

GED preparation 151 2% 168 2% 151 1% 181 2% 205 3% 

Improve basic skills 65 1% 74 1% 477 5% 79 1% 61 1% 

Job advancement 531 6% 421 5% 344 3% 365 4% 358 5% 

Maintain certificate/license 153 2% 121 1% 85 1% 95 1% 117 2% 

Prepare for new career 690 8% 658 7% 519 5% 641 7% 657 9% 

Vocational degree w/o transfer 178 2% 149 2% 121 1% 141 2% 117 2% 

Undecided 941 11% 1,353 15% 997 10% 1,574 18% 1,525 20% 

Unknown / Uncollected 233 3% 1,604 15% 4,459 30% 1,060 11% 161 2% 

Sum 8,282 9,300 10,327 8,719 7,540

Enrolled Students: Student Enrollment Demographics 

The following table is a demographic profile of the students who attended Bakersfield College over 

the five-year period 2006-2007 through 2010-2011. Annual student headcount enrollment represents 

individual students (unduplicated) enrolled on Census Day. Over the five-year period, more than 50 

percent of students were female. Ethnic composition changed with Hispanic/Latino increasing 6 

percent and White decreasing 7 percent. More than 50 percent of the students were age 24 or 

younger. Students awarded financial aid increased from 45 percent to 58 percent. 

Student Headcount Enrollment by Gender, Ethnicity, Age, and Socio-Economic Status 

1 Student Headcount, Unduplicated: Number of students enrolled on census day, where each student is counted one time. 

2 Socio-Economic Status is based on a student's need for financial aid. 

2006-07 2007-08 2008-09 2009-10 2010-11 

# % change # % change # % change # % change # % change 

Student Headcount, Unduplicated 24,555 -- 27,371 11% 29,709 9% 28,355 -5% 27,700 -2% 

# % # % # % # % # % 

Male 10,611 43% 11,977 44% 13,142 44% 

1 

Gender 

Female 13,927 57% 15,307 56% 16,485 56% 15,212 54% 15,039 55% 

13,087 46% 12,574 45% 

Unknown 

Ethnicity 

17 0% 87 0% 82 0% 56 0% 87 0% 

African American 1,629 7% 1,960 7% 2,198 7% 2,184 8% 2,219 8% 

American Indian 316 1% 348 1% 356 1% 310 1% 264 1% 

Asian/Filipino/Pacific Islander 1,517 6% 1,626 6% 1,688 6% 1,584 6% 1,426 5% 

Hispanic/Latino 10,798 44% 12,193 45% 14,115 48% 13,781 49% 14,167 51% 

White 9,425 38% 9,967 36% 10,083 34% 9,395 33% 8,707 31% 

Two or more races 179 1% 236 1% 325 1% 448 2% 586 2% 

Unknown 

Age 

691 3% 1,041 4% 944 3% 653 2% 331 1% 

19 or Younger 6,393 26% 7,012 26% 7,624 26% 7,491 26% 6,855 25% 

20 - 24 7,802 32% 8,457 31% 9,446 32% 9,369 33% 9,662 35% 

25 - 29 3,389 14% 3,914 14% 4,291 14% 4,194 15% 4,025 15% 

30 - 39 3,554 14% 4,047 15% 4,354 15% 4,000 14% 3,978 14% 

40 - 49 2,135 9% 2,400 9% 2,447 8% 2,063 7% 1,945 7% 

50 or Older 1,281 5% 1,539 6% 1,546 5% 1,238 4% 1,235 4% 

Socio-Economic Status 2 

Unknown 1 0% 2 0% 1 0% 0 0% 0 0% 

Awarded Financial Aid 11,156 45% 11,880 43% 13,601 

46% 14,890 53% 15,976 58% 

Not Awarded Financial Aid 13,399 55% 15,491 57% 16,108 54% 13,465 47% 11,724 42% 

Awarded financial aid means a student applied for and was awarded financial aid. The student may or may not have 

accepted the award. 

Not awarded financial aid means that a student was not awarded financial aid. The student may have applied and was 

not awarded aid or the student may not have applied for the aid. 

47

Enrolled Students: Minority Enrollment Trends 

The ethnic composition of students at Bakersfield College has been steadily changing over the past 

ten years. As shown in figure below, Hispanic students are rapidly becoming the majority (51 

percent of total students in 2010-2011). In addition, as shown below, since academic year 2002-2003 

minority enrollment has outpaced the White, Non-Hispanic enrollment. 

Percent of Academic Year Enrollment 

Bakersfield College Minority Enrollment Trends 

80.0% 

70.0% 

60.0% 

50.0% 

40.0% 

30.0% 

20.0% 

10.0% 

0.0% 

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 

Enrolled Students: Enrollment Status 

About two-thirds of Bakersfield College students enrolled on Census Day of the fall term were 

enrolled on a part-time basis. However, in the past five years, there has been a small increase (3 

percent) in students enrolled on a full-time basis. 

1 

Enrollment Status of Enrolled Students 

Part-Time (Less than 12 credits) 

Full-Time (12 or more credits) 

Non-Credit / Other 

Bakersfield College Minority Enrollment Trends 

White All Minorities Hispanic 

Fall 2006 Fall 2007 

Fall 2008 Fall 2009 Fall 2010 

# % # % # % # % # % 

11,267 72% 12,628 73% 13,152 71% 12,348 70% 13,094 70% 

4,273 27% 4,431 26% 5,112 28% 5,178 29% 5,607 30% 

186 1% 250 1% 191 1% 103 1% 53 0% 

1 Enrollment status counts students who were enrolled at Bakersfield College at Census Day of the specified term. 

Enrolled Students: Student Cities of Residence 

Bakersfield College has a strong connection with the community in the service area. Every year, 

about three-fourths of Bakersfield College students reside in the city of Bakersfield. 

48

Student Cities of Residence 

2006-07 2007-08 2008-09 2009-10 2010-11 

# % # % # % # % # % 

Bakersfield 18,200 74% 20,050 73% 21,684 73% 20,852 74% 20,454 74% 

Delano 1,531 6% 1,737 6% 1,894 6% 1,835 6% 1,856 7% 

Arvin/Lamont 798 3% 902 3% 1,088 4% 936 3% 942 3% 

Tehachapi 498 2% 529 2% 554 2% 524 2% 495 2% 

Wasco 

Cities with less than 

474 2% 500 2% 697 2% 520 2% 526 2% 

2% of students 2,920 12% 3,391 12% 3,583 12% 3,397 12% 3,348 12% 

No city reported 134 1% 262 1% 209 1% 291 1% 79 0% 

Sum 24,555 27,371 29,709 28,355 27,700 

Service Locations 

Bakersfield College provides students with a variety of options for campus location and instructional 

method. The table below shows student enrollment in each service location for 2006-2007 through 

2010-2011. 

1 

Student Headcount by Service Location 

2006-07 2007-08 2008-09 2009-10 2010-11 

# % # % # % # % # % 

Arvin-Lamont 166 0% 132 0% 590 1% 98 0% 240 1% 

BC Apprenticeship Classes 0% 0% 0% 198 0% 171 0% 

BC Distance Education - ITV 1,209 3% 1,219 3% 1,131 2% 1,001 2% 0% 

BC Distance Education - Online 4,207 11% 5,374 13% 6,732 15% 5,600 13% 5,730 14% 

BC Northwest Extension 960 3% 1,002 2% 910 2% 1,255 3% 1,202 3% 

BC Weekend Classes 850 2% 1,058 3% 1,178 3% 884 2% 1,092 3% 

Bakersfield Area 5,692 16% 5,550 14% 5,731 13% 5,400 13% 5,124 12% 

Bakersfield Main Campus 18,457 50% 19,543 48% 21,031 46% 20,818 49% 20,445 49% 

Delano College - Off Campus 81 0% 431 1% 647 1% 671 2% 470 1% 

Delano College Center 1,916 5% 2,186 5% 2,503 6% 2,737 6% 2,990 7% 

Delano Weekend Classes 77 0% 20 0% 133 0% 114 0% 0% 

Shafter-Westec 612 2% 1,737 4% 1,618 4% 1,777 4% 1,619 4% 

Stockdale High School 1,429 4% 1,750 4% 1,882 4% 1,263 3% 1,183 3% 

Weill Institute 927 3% 1,073 3% 1,210 3% 951 2% 1,231 3% 

Sum 24,555 27,370 29,709 28,355 27,700 

1 Students may enroll in more than one service location. 

49

Student Completion: Awards and Transfers 

Each year, hundreds of Bakersfield College students attain their goal of completing an associate 

degree or certificate. As a result, these graduates attain employment in higher paying jobs because of 

their marketable career and technical skills, or they successfully transfer to a four-year institution to 

further their postsecondary education. The graph below displays the trend over time for both 

Associate of Arts and Associate of Science degrees as well as vocational education certificates. 

Degrees and Certificates Awarded 

1 Unduplicated: Students with more than one award in a year are counted just once. 

Five-Year Awards Trend 

2006-2007 2007-2008 2008-09 2009-10 2010-11 

# % of Total # % of Total # % of Total # % of Total # % of Total 

Degrees & Certificates Awarded 

AA/AS 1,009 54.3% 1,011 52.7% 999 55.4% 962 56.7% 915 58.3% 

Certificates 849 45.7% 907 47.3% 804 44.6% 734 43.3% 654 41.7% 

Total 1,858 100% 1,918 100% 1,803 100% 1,696 100% 1,569 100% 

% Change from Previous Year 

Awards by Student Demographics 1 

Gender 

Female 954 58.7% 1,021 62.1% 1,037 63.2% 935 62.2% 841 59.9% 

Male 669 41.2% 620 37.7% 600 36.5% 569 37.8% 563 40.1% 

Unknown 2 0.1% 2 0.1% 5 0.3% 0 0.0% 1 0.1% 

Total (unduplicated) 1 

1,625 100% 1,643 100% 1,642 100% 1,504 100% 1,405 100% 

African American 81 5.0% 85 5.2% 93 5.7% 91 6.1% 75 5.3% 

American Indian 24 1.5% 24 1.5% 28 1.7% 17 1.1% 12 0.9% 

Asian/Filipino 114 7.0% 133 8.2% 104 6.3% 104 6.9% 106 7.5% 

Hispanic/Latino 626 38.6% 639 39.3% 715 43.6% 650 43.3% 616 43.8% 

Pacific Islander 1 0.1% 6 0.4% 7 0.4% 3 0.2% 1 0.1% 

Two or More Races 7 0.4% 8 0.5% 9 0.5% 16 1.1% 28 2.0% 

Unknown 46 2.8% 51 3.1% 51 3.1% 47 3.1% 17 1.2% 

White 723 44.6% 681 41.9% 633 38.6% 572 38.1% 550 39.1% 

Total (unduplicated) 1 

3.2% -6.0% -5.9% 

-7.5% 

Ethnicity 

1,622 100% 1,627 100% 1,640 100% 1,500 100% 1,405 100% 

Awards Conferred 

1,200 

900 

600 

300 

Degrees & Certificates Awarded Trend 

AA/AS Certificates 

06-07 07-08 08-09 09-10 10-11 

Along with awards, about 800 students each year transfer to a California State University or 

University of California campus to further their education. 

50

Bakersfield College Students Transferring to CSU and UC Campuses 

Total Number of Students who Transferred 

to a 4-year Institution in California 1 

2006-07 2007-08 2008-09 2009-10 2010-11 

882 881 805 794 827 

1 Source: The California Postsecondary Education Commission (CPEC) website was the data source for 2006-07 through 2009-10. For 

2010-11, the data sources were California State University and University of California websites since data from CPEC was not 

available, 

51

Employees 

An on-going challenge at Bakersfield College is the diversification of a faculty that is predominately 

White. As shown below, in fall 2010, Bakersfield College had 249 full-time faculty members, of 

whom 76 percent were White, 10 percent were Hispanic, 4 percent were African American, 3 

percent were Asian, Pacific Islander, or Filipino, and 6 percent were unknown. Similarly, the 

College’s 242 adjunct faculty members were 75 percent White, 14 percent Hispanic, 2 percent 

African American, 2 percent Asian, Pacific Islander, or Filipino, and 6 percent were unknown. 

Bakersfield College Employee Demographics 

Gender # 

% of 

Group 

1 All employees with the exception of casual, hourly employees are included. The American Indian category is included in 

the other category. The Filipino category is included in the Asian category. 

2 Data Source: MIS State Reporting. 

# % of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

52 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

Fall 

2000 

Fall 

2010 

% 

Change 

# # Change 

Female 121 52% 123 49% 86 40% 133 55% 253 71% 167 68% 12 55% 19 66% 472 442 -6.4% 

Male 112 48% 126 51% 129 60% 109 45% 104 29% 79 32% 10 45% 10 34% 355 324 -8.7% 

Total 233 100% 249 100% 215 100% 242 100% 357 100% 246 100% 22 100% 29 100% 827 766 -7.4% 

Age # 

% of 

Group 

# % of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# # Change 

< 40 Years 44 19% 42 17% 55 26% 64 26% 101 28% 71 29% 4 18% 6 21% 204 183 -10.3% 

40-55 

Years 

137 59% 106 43% 118 55% 90 37% 180 50% 81 33% 10 45% 10 34% 445 287 -35.5% 

56+ Years 52 22% 101 41% 42 20% 88 36% 76 21% 94 38% 8 36% 13 45% 178 296 66.3% 

Total 233 100% 249 100% 215 100% 242 100% 357 100% 246 100% 22 100% 29 100% 827 766 -7.4% 

Ethnicity # 

African 

American 

Asian/ 

Pacific Isl 

% of 

Group 

# % of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# 

% of 

Group 

# # Change 

14 6% 10 4% 6 3% 6 2% 29 8% 16 7% 0 0% 3 10% 49 35 -28.6% 

7 3% 8 3% 6 3% 5 2% 3 1% 7 3% 2 9% 1 3% 18 21 16.7% 

Hispanic 30 13% 26 10% 10 5% 34 14% 95 27% 90 37% 4 18% 4 14% 139 154 10.8% 

White 169 73% 190 76% 181 84% 182 75% 202 57% 112 46% 16 73% 16 55% 568 500 -12.0% 

Other/ 

Unknown 

Full-time Faculty Adjunct Faculty 

Classified 

Management Total 

Fall 2000 Fall 2010 Fall 2000 Fall 2010 Fall 2000 Fall 2010 Fall 2000 Fall 2010 

13 6% 15 6% 12 6% 15 6% 28 8% 21 9% 0 0% 5 17% 53 56 5.7% 

Total 233 100% 249 100% 215 100% 242 100% 357 100% 246 100% 22 100% 29 100% 827 766 -7.4%

Curriculum Distribution 

Over the past five years, the majority of the scheduled courses have been transfer applicable. The 

average for transfer courses over the past five years is 68 percent of annual scheduled offerings. 

Courses that were not transfer applicable were designated as either vocational education (career and 

technical education) courses, basic skills, or degree applicable courses. Vocational education courses 

averaged 16 percent, basic skills averaged ten percent, and degree applicable courses averaged three 

percent of the annual scheduled offerings. The remaining one percent were courses that did not meet 

any of the mission descriptions (examples include English as a Second Language and Medical 

Terminology). Note that while courses may fit within multiple categories, they are only counted in 

the first category in which they fit (in the order listed below). For example, if a course is both 

Transfer and Vocational, it is counted in the Transfer category (Resource: Data pulled from ODS 

report: Retention and Success (Annual): Mission Type Academic years 2006-2007 through 2010- 

2011). 

Average Number of Sections Scheduled over a Five-Year Period 

Transfer 68 percent 

Vocational Educational 16 percent 

Basic Skills 10 percent 

Degree 3 percent 

Other* 1 percent 

*Other: English as a Second Language and Medical Terminology 

Modalities of Instruction 

Instruction at Bakersfield College is offered through a variety of modalities. A majority of 

classrooms and labs are equipped with internet access, VCR/DVD projection, and computers. 

Technology is used in addition to traditional lecture instruction, laboratory exercises, discussions, 

demonstrations, clinical/work experience, and collaborative group activities. Faculty augment faceto-face 

courses by using personal websites, online course shells, and a newly-implemented 

technology, the Luminis portal to post and accept assignments, answer questions, post ancillary 

materials/videos, and conduct discussions to enhance learning. Technology is also used to offer realtime 

interactive broadcasts between the Delano Campus and the Panorama Campus. Online 

instruction is provided through a common platform, Moodle (Resource: 2012 Accreditation Self- 

Evaluation Report: Standard II.A.1.b). 

Non-Instructional Resources Supporting the College 

Student Services 

Student Services at Bakersfield College include ten program areas that serve both the Panorama 

Campus and the Delano Campus. The programs are designed to meet the diverse student population 

and information is provided via the web, in print, and through scheduled orientations and 

workshops. (Resource: 2012 Accreditation Self-Evaluation Report: Standard II.B). 

53

Counseling Services and Enrollment Services provide the majority of the matriculation components 

including assessment, orientation for new students, advising, and admissions. Extended 

Opportunities Programs and Services (EOP&S), CARE, CalWORKs, and Disabled Student 

Programs and Services (DSP&S) are state funded programs that provide supplemental support 

students for designated student populations. EOP&S, CARE, and CalWORKs meet the needs of 

low-income and educationally disadvantaged students by providing supplemental assistance and 

services. In the 2010-2011 academic year, over nine-hundred students were served. DSP&S provides 

advising and academic accommodations for students with disability limitations. Collaboration 

between DSP&S and the Assessment Center ensures that students with disabilities are provided with 

appropriate testing accommodations. Specific courses are provided for students with disabilities. 

The Student Health and Wellness Program, Financial Aid and Scholarship Office, and 

Student Government Association comprise the remainder of the services which support students 

outside of the classroom. The Student Health and Wellness Program provides direct services on the 

Panorama Campus and outreach services at the Delano Campus. The Financial Aid and 

Scholarship Office provides direct assistance to students who are eligible for financial aid, such as 

grants and scholarships. Services include outreach and advising support to better inform students of 

opportunities and expectations related to financial aid. In addition to representation services and 

activities, the Student Government Association operates the Renegade Pantry which provides basic 

food and personal care items for students and their dependents. 

Library and Learning Resources 

The Grace Van Dyke Bird Library, located on the Panorama Campus, serves as an 

information and research center which provides both direct and instructional support. Virtual 

services for students are provided through the library website, which provides access to the library 

catalog, e-books, online databases, and other library resources. 

Bakersfield College offers tutoring through the Tutoring Center, provides one-on-one 

tutoring to all currently enrolled students on the Panorama Campus, and serves more than 900 

students a semester. A pilot study of online tutoring was completed recently and discussions of how 

to better meet the needs of students through online tutoring have begun. Additional tutoring is 

provided through the Science, Technology, Engineering and Mathematics (STEM) program and 

related programs. As of this report, more than 300 students received assistance through the STEM 

program’s services. 

The Student Success Lab is located on the Panorama Campus and provides modularized, 

self-paced lessons in reading, writing, and mathematics in a computer lab setting. The lessons are 

provided through the Programmed Logic for Automated Teaching Operations (PLATO) software 

system, which includes a wide range of activities for students with skill levels from basic to 

advanced. In the fall 2010 semester, more than 1,500 students were served in the Student Success 

Lab. 

The Writing Center is new to Bakersfield College, and is designed to assist students in the 

writing process across all disciplines. Support for students includes diagnostic assessments, one-onone 

tutoring, and group work. 

The Computer Labs on the Panorama Campus are spread throughout commonly-used areas 

and serve specific discipline needs. The Library Computer Commons provides the greatest access to 

students with more than 140 PC and Macintosh computers for student use. An additional computer 

lab of 25 computers is located in the Student Services building. Students at the Delano Campus have 

access to more than 150 computers. 

54

The High Tech Center, located in the Grace Van Dyke Bird Library, provides Computer 

Assistive Technology and hands-on training for students with physical, learning, or other disabilities. 

Both self-paced and classroom instruction is provided in the High Tech Center. 

55

Institutional Effectiveness 

Assessment of Institutional Performance 

Core Indicators of Effectiveness are broad measures which act as important gauges of 

institutional effectiveness. Core Indicators are used for tracking trends over time and for comparing 

with peer colleges to establish benchmarks. Results of Core Indicators for Effectiveness become 

public information within the context of celebrating accomplishments and identifying areas needing 

improvement. 

Bakersfield College Core Indicators and their definitions include: 

• Student Success and Retention Rates: Success is the rate of students earning the equivalent 

grade of C or better. Retention is the rate of students finishing the term. Target: incremental 

improvement of rates. 

• Student Persistence Rates: Total students and first-time degree-seeking students rate of 

return (persistence) from fall to spring and fall to fall terms, by gender, age, ethnicity, and 

goal. Target: incremental improvement of rates. 

• Number of Students Receiving Awards: Annual number of associate degrees and 

certificates awarded. Target: steady increase in numbers. 

• Number of Transfers: Annual number of Bakersfield College students transferring to a 

California public university. Target: steady increase in numbers. 

• Licensure/Certification Pass Rates: Including: Registered Nursing graduates; Vocational 

Nursing certificate completers, Radiologic Technology graduates, and Automotive, 

Welding, and other Bakersfield College Career and Technical Programs certificate 

completers. Target: incremental improvement of rates. 

• Annual FTES: Annual FTES (Full-Time Equivalent Students) college-wide and by 

department. Target: College-wide annual increase to meet or exceed Kern Community College Districtassigned 

growth target. 

• FTES/FTEF Productivity Ratio: Ratio of Full-Time Equivalent Student/Full-Time 

Equivalent Faculty. Target: College-wide target ratio is 17.5 per term and 35 annually or greater. 

Annual FTES/FTEF ratio of 35 is equal to the annual state target of 525 WSCH/FTEF (Weekly 

Student Contact Hours). 

• 75/25 (Full-Time/Part-Time Faculty) Ratio: California CCR Title V defined ratio of Full- 

Time Equivalent (FTE) faculty to part-time faculty. Target: State mandate requires 75 percent or 

more of FTE faculty is full-time. 

56

Student Success and Retention Rates 

Semester 

Summer 2010 11,172 81.9% 63.7% 

Fall 2010 55,738 82.5% 63.4% 

Spring 2011 57,181 87.6% 71.2% 

2010-11 Academic Yr 124,091 82.7% 64.3% 

Summer 2009 13,062 87.1% 73.6% 

Fall 2009 52,575 83.3% 64.3% 

Spring 2010 55,201 83.9% 65.4% 

2009-10 Academic Yr 120,838 84.0% 65.8% 

Summer 2008 12,483 85.6% 72.0% 

Fall 2008 54,556 83.3% 63.2% 

Spring 2009 54,836 84.7% 66.2% 

2008-09 Academic Yr 121,875 84.2% 65.5% 

Summer 2007 9,481 94.3% 78.3% 

Fall 2007 48,501 88.4% 67.4% 

Spring 2008 46,384 89.4% 69.2% 

2007-08 Academic Yr 104,366 89.4% 69.2% 

Summer 2006 8,399 92.6% 76.5% 

Fall 2006 44,978 87.2% 65.8% 

Spring 2007 44,327 88.7% 69.6% 

2006-07 Academic Yr 97,704 88.3% 68.5% 

1 Success and Retention rate calculations use the CCCCO's definitions: 

Success rate numerator: Number of course enrollments w ith a successful passing grade (A,B,C,CR). 

Retention rate numerator: Number of course enrollments retained through the semester (grade = A,B,C,CR,D,F,NC,I) 

Success and Retention rate denominator: Number of enrollments retained (A,B,C,CR,D,F,NC,I) and w ithdraw n (W). 

100% 

90% 

80% 

70% 

60% 

50% 

Total Grades Retention Rate 1 

Bakersfield College Student Success and Retention Trends 

Retention Success 

57 

Success Rate 1 

2006-07 2007-08 2008-09 2009-10 2010-11

Student Persistence Rates 

Fall Term 

Fall 2007 

Fall 2006 

All Students 15,673 

Only First-Time Degree-Seeking 1,680 

All Students 15,836 


Fall 2005 All Students 14,608 






80.0% 

70.0% 

60.0% 

50.0% 

58 

10,357 

1,292 

9,260 

1,082 

9,559 

948 

10,170 

1,069 

10,245 

1,142 

66.1% 7,780 

76.9% 1,037 

58.5% 7,082 

73.0% 765 

65.4% 6,914 

72.5% 844 

67.4% 6,854 

77.5% 821 

67.0% 6,956 

73.1% 858 

2 Fall Cohort refers to the number of students w ho attended BC in the Fall term and received at least one grade 

notation on their transcript. 

Student Group 1 

3 Number Persisting refers to the number of students in the cohort w ho returned and attended during the follow ing 

Spring term and/or Fall term and received at least one grade notation on their transcript. 

Number 

Persisting 

Persistence 

Rate 

3 

Fall 

2 

Cohort 

Number 

Persisting 3 

Returned in Spring Returned the next Fall 

Persistence 

Rate 

49.6% 

61.7% 

44.7% 

51.6% 

47.3% 

64.5% 

45.4% 

59.5% 

45.5% 

54.9% 

64% 

40.0% 

63% 

65 67% 68 

Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 

80.0% 

80.0% 

70.0% 

70.0% 

60.0% 

60.0% 

50.0% 

50.0% 

Persistence of First-Time, Degree-Seeking Students 

Persistence Persistence of of All All Students 

Students 

40.0% 

40.0% 

Fall Fall 2003 2003 Fall Fall 2004 2004 Fall Fall 2005 2005 Fall Fall 2006 2006 Fall Fall 2007 

2007 

Returning in 

Spring 

Returning the 

Next Fall 

Returning Returning in 

in 

Spring 

Spring 

Returning the 

Next Fall 

1 Student Group refers to the tw o groups being studied: All Students and First-time, Degree-Seeking Students. The 

term Degree-Seeking students refers to students w ith a self-declared goal to complete a degree or certificate and/or to 

transfer to a university. It is generally more meaningful to consider the persistence of Fall First-Time, Degree-Seeking 

students because the All Students group includes students w ho completed their goal and did not intend to return.

Number of Students Receiving Awards 

Award Type 

Gender 

Ethnicity 2 

# % of Total # % of Total # % of Total # % of Total # % of Total 

AA/AS 1,009 54.3% 1,011 52.7% 999 55.4% 962 56.7% 915 58.3% 

Certificates 849 45.7% 907 47.3% 804 44.6% 734 43.3% 654 41.7% 

Total 1,858 100% 1,918 100% 1,803 100% 1,696 100% 1,569 100% 

% Chg from Prev Yr 

3.2% -6.0% -5.9% 

-7.5% 

Female 954 58.7% 1,021 62.1% 1,037 63.2% 935 62.2% 841 59.9% 

Male 669 41.2% 620 37.7% 600 36.5% 569 37.8% 563 40.1% 

Unknown 2 0.1% 2 0.1% 5 0.3% 0 0.0% 1 0.1% 

Total, unduplicated 1,625 100% 1,643 100% 1,642 100% 1,504 100% 1,405 100% 

African American 81 11.2% 85 12.5% 93 14.7% 91 15.9% 75 5.3% 

American Indian 24 3.3% 24 3.5% 28 4.4% 17 3.0% 12 0.9% 

Asian/Filipino 114 15.8% 133 19.5% 104 16.4% 104 18.2% 106 7.5% 

Hispanic/Latino 626 86.6% 639 93.8% 715 113.0% 650 113.6% 616 43.8% 

Pacific Islander 1 0.1% 6 0.9% 7 1.1% 3 0.5% 1 0.1% 

Two or More Races 7 1.0% 8 1.2% 9 1.4% 16 2.8% 28 2.0% 

Unknown 46 6.4% 51 7.5% 51 8.1% 47 8.2% 17 1.2% 

White 723 100.0% 681 100.0% 633 100.0% 572 100.0% 550 39.1% 

Total, unduplicated 

1 Unduplicated student awards: students with more than one award in a year are counted just once. 

2New Ethnicity categories established in 2011 

100% 

75% 

0% 

Degrees and Certificates Awarded 

2006-2007 2007-2008 2008-2009 

Awards by Gender and Ethnicity 1 

1,622 1,627 1,640 1,500 1,405 

Awards Conferred 

Degrees & Certificates Awarded 

Trend 

AA/AS Certificates 

1,200 

900 

600 

300 

Gender Awards Trend 

Unknown Female Male 

% of Awards to Females Students 

50% 

25% 

% of Awards to Males Students 

06-07 07-08 08-09 09-10 10-11 

06-07 07-08 08-09 09-10 10-11 

% of Unduplicated Student Awards 

100% 

75% 

50% 

25% 

0% 

59 

2009-2010 

Minority Awards Trend 

Minorities White 

% of Awards to Minority Students 

% of Awards to White Students 

2010-2011 

06-07 07-08 08-09 09-10 10-11

Number of Transfers 

Transfer Students 

1000 

800 

600 

400 

200 

Academic 

Year 

% of 

% of 

UC CSU Total 

Total 

Total 

2010-11 65 7.9% 762 92.1% 827 

2009-10 48 6.0% 746 94.0% 794 

2008-09 55 6.8% 750 93.2% 805 

2007-08 66 7.5% 815 92.5% 881 

2006-07 58 6.6% 824 93.4% 882 

2005-06 68 8.3% 755 91.7% 823 

2004-05 64 7.7% 769 92.3% 833 

2003-04 53 6.0% 829 94.0% 882 

2002-03 47 5.6% 785 94.4% 832 

2001-02 67 7.8% 788 92.2% 855 

0 

BC Students Transferring to UCs and CSUs 

UC CSU 

01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 

Academic Year 

60

Licensure and Certification Pass Rates 

Licensure / 

Certification 

CA Board of 

Registered 

Nursing 

NCLEX Exam 

CA Board of 

Vocational 

Nursing 

BVNPT 

Licensure 

Exam 

American 

Registry of 

Radiologic 

Technologists 

(AART) 

Certification 

Exam 

# 

Taken 

2001 

% 

Pass 

# 

Taken 

% 

Pass 

# 

Taken 

% 

Pass 

# 

Taken 

% 

Pass 

# 

Taken 

% 

Pass 

61 

# 

Taken 

% 

Pass 

# 

Taken 

% 

Pass 

# 

Taken 

% 

Pass 

# 

Take 

% 

Pass 

# 

Taken 

77 88% 57 86% 66 85% 68 69% 105 90% 95 90% 122 91% 152 88% 157 93% 125 88% 

100% 

Bakersfield College Allied Health Graduates 

2002 2003 2004 

No Report 100% No Report 

2005 2006 2007 2008 2009 2010 

96% 

% 

Pass 

21 81% 1 1 of 1 26 92% 24 80% 28 86% 

12 83% 17 71% 15 93% 15 93% 16 100% 21 100% 18 100% 19 100% 15 #### 21 100% 

Other Bakersfield College Career and Technical Programs Licensure/Certification 

Pass Rates are not Available at this Time

Annual FTES (Full-Time Equivalent Students) 

Departments 2006-07 2007-08 2008-09 2009-10 2010-11 

ADMJ & Correction 265.5 

Academic Development 500.5 

Agriculture 245.0 

Allied Health 140.4 

Apprenticeship 133.6 

Art 408.0 

Behavioral Science 967.3 

Biology 508.3 

Business Administration 652.0 

Communication 437.0 

Counseling 79.6 

English 979.5 

English as a Second Language 155.0 

FACE 599.8 

Fire Technology 387.1 

Foreign Language 402.0 

Health & Physical Education 723.4 

Industrial Technology 623.9 

Library 3.2 

Math 1,353.1 

Nursing 656.4 

Performing Arts 336.0 

Philosophy 311.4 

Physical Science 480.1 

Public Safety 652.3 

Radiologic Technology 99.1 

Social Science 1,162.2 

Special Studies 31.5 

Work Experience 133.4 

College Annual Total 13,426.7 

311.0 

563.6 

289.4 

160.1 

111.9 

462.6 

970.0 

484.1 

613.1 

471.0 

109.9 

981.1 

164.9 

695.5 

387.1 

405.8 

758.7 

707.7 

3.6 

1,531.5 

694.6 

356.3 

335.7 

551.3 

664.9 

102.4 

1,272.6 

26.6 

104.8 

14,291.6 

62 

251.3 

586.9 

306.8 

186.7 

109.2 

510.3 

1,096.4 

523.2 

656.2 

572.0 

146.2 

1,026.4 

283.4 

771.1 

383.0 

380.8 

890.4 

765.4 

4.5 

1,715.1 

588.4 

398.0 

356.7 

602.0 

634.3 

99.8 

1,435.4 

29.5 

92.7 

15,402.1 

179.8 

629.9 

314.7 

170.4 

82.2 

477.1 

1,010.6 

513.7 

621.6 

562.0 

93.7 

996.7 

185.0 

735.9 

422.0 

365.0 

870.5 

577.3 

5.0 

1,482.7 

563.8 

425.4 

350.6 

619.8 

108.8 

1,564.3 

7.7 

70.4 

14,006.6 

145.5 

675.7 

319.2 

173.8 

65.5 

477.7 

990.0 

492.0 

665.6 

584.6 

98.4 

1,053.8 

194.5 

686.7 

434.6 

367.0 

869.4 

568.8 

5.1 

1,500.9 

496.3 

428.2 

379.0 

607.5 

87.2 

1,632.1 

2.4 

50.4 

14,051.8

FTES/FTEF Productivity Ratio 

15,000 

14,500 

14,000 

13,500 

13,000 

12,500 

12,000 

11,500 

11,000 

10,500 

Semester FTEF FTES FTES/FTEF 

Summer 2010 59.18 

Fall 2010 378.21 

Spring 2011 377.96 

2010-11 407.67 

Summer 2009 74.98 

Fall 2009 346.26 

Spring 2010 349.36 

2009-10 385.30 

Summer 2008 84.20 

Fall 2008 378.52 

Spring 2009 376.08 

2008-09 419.40 

Summer 2007 73.82 

Fall 2007 358.76 

Spring 2008 358.06 

2007-08 395.32 

Summer 2006 70.50 

Fall 2006 350.96 

Spring 2007 342.37 

2006-07 381.91 

1,138.50 

6,389.35 

6,523.98 

14,051.83 

1,488.52 

6,122.91 

6,395.13 

14,006.56 

1,416.56 

6,537.70 

6,704.24 

14,658.50 

1,140.07 

6,146.99 

6,034.53 

13,321.59 

1,036.24 

5,863.58 

5,600.22 

12,500.03 

Source: Banner Extract SWRCSCD 

63 

19.2 

16.9 

17.3 

34.5 

19.9 

17.7 

18.3 

36.4 

16.8 

17.3 

17.8 

35.0 

15.4 

17.1 

16.9 

33.7 

14.7 

16.7 

16.4 

32.7 

1 The college-wide target ratio is 17.5 per term and 35 annually or greater. An FTES/FTEF 

ratio of 17.5 per term is equal to the state target of 525 WSCH/FTEF per term. 

2 This report portrays actual FTES and is not discounted for funding purposes in order to 

compute a true productivity measure. All FTES associated with summer semesters are 

indicated in summer. There were no adjustments for FTES held back or carried forward. 

FTEF is based upon instructor load for courses taught in the semesters listed. 

12,500.0 

FTES 

13,321.6 

14,658.5 

40 

38 

36 

34 

32 

30 

14,006.6 14,051.8 

06-07 07-08 08-09 09-10 10-11 

32.7 

Annual FTES/FTEF 

33.7 

420 

400 

380 

360 

340 

320 

300 

35.0 

381.9 

36.4 

395.3 

34.5 

06-07 07-08 08-09 09-10 10-11 

FTEF 

419.4 

385.3 

407.7 

06-07 07-08 08-09 09-10 10-11

75/25 (Full-Time/Part-Time Faculty) Ratio 

Term 

Contract (Full Time) 

FTEF Ratio % 

Adjunct (Part-Time) 

FTEF Ratio % 

Total 

FTEF 

Fall 2010 256.7 67.9% 121.5 32.1% 378.2 

Fall 2009 245.0 71.1% 99.8 28.9% 344.8 

Fall 2008 249.0 67.5% 119.7 32.5% 368.7 

Fall 2007 255.0 72.0% 99.1 28.0% 354.1 

Fall 2006 256.0 72.4% 97.6 27.6% 353.6 

Fall 2005 250.0 73.5% 90.2 26.5% 340.2 

Fall 2004 241.0 74.4% 82.9 25.6% 323.9 

Fall 2003 238.0 76.4% 73.5 23.6% 311.5 

Fall 2002 239.2 73.0% 88.6 27.0% 327.8 

Fall 2001 235.5 70.4% 99.2 29.6% 334.7 

1 Ratio of full-time faculty to all faculty, where all faculty include full-time and 

part-time faculty. State guidelines recommend 75/25 ratio. 

80.0% 

75.0% 

70.0% 

65.0% 

60.0% 

Fall 

2001 

Fall 

2002 

Fall 

2003 

75/25 Ratio Trends 

Fall 

2004 

Fall 

2005 

Fall 

2006 

64 

Fall 

2007 

Fall 

2008 

Fall 

2009 

Fall 

2010

Student Learning Outcomes: Course and Program Assessment Summary 

Bakersfield College Assessment Process 

Student Learning Outcomes (SLO) assessment at Bakersfield College is embedded is several 

existing processes on campus. Course Level SLOs are developed by faculty teaching the course 

sections, and the SLOs and Assessment Plans are included in the Curriculum Review Process in 

CurricUNET. These plans are evaluated by Assessment Steering Committee members who are on 

the Curriculum Committee. Program Level Plans are developed by departments in the spring by 

chairs and deans and reviewed by the Assessment Committee co-chairs. Think tanks are developed 

to respond to needs that are listed in multiple Assessment Plans. Results from these Assessment 

Plans are then used in the Annual Program Review due the subsequent fall. Departments are asked 

to use assessment results to determine goals, needs, and budget requests. 

Copies of the Program Level Assessment Plans can be found at: 

http://www2.bakersfieldcollege.edu/assessment/BC percent20Results.html 

65

Program Reviews: Instructional Programs, Student Services, and Administrative Services 

Program Reviews for Bakersfield College are in Appendix A. 

66

Key Planning Assumptions and Strategic Priorities for the Future 

Key Planning Assumptions 

These planning assumptions are statements of environmental factors that will affect the way in which 

the College is able to work toward fulfilling its mission and achieving its goals. 

1. Increasing Need Demand for Bakersfield College courses and programs will increase across its 

entire service area as evidenced by strong population growth, labor market workforce projections, 

and economic development challenges. 

The Bakersfield College Service area comprises 74 percent of the population of Kern County, which 

has grown steadily since 2000 at an average annual rate of 2.7 percent according to the Kern 

County QuickFacts from the US Census Bureau, 2010. Based upon the QuickFacts estimate for 

Kern County, the College’s service area population estimate for 2010, was 615,039 persons. In 

2010, the majority ethnic group of Kern County was Hispanic (49 percent), followed by White (39 

percent), African-American (6 percent), Asian-Pacific Islanders (4 percent), and American Indian 

(nearly 2 percent). 

Kern County is becoming more ethnically diverse. The White majority is aging rapidly and 

Hispanic ethnic groups less than 18 years of age became the majority of the youth of the county in 

2001. Projections from the California Department of Finance Demographic Research Unit 

indicate that Hispanics will become the majority ethnic group in 2018. Projections also indicate 

that African American, American Indian, and Asian-Pacific Islander ethnic groups will increase 

steadily in number and maintain their share of the county’s population at 6 percent, 2 percent, and 

4 percent respectively. 

The local labor market will demand increasing numbers and proportions of workers with postsecondary 

training at the associate degree and certificate level that is less than a bachelor’s degree. 

According to the State of California Employment Development Department 2006-2016 Kern 

County Projection Highlights, the forecast for total employment is 347,400 in Kern County by 

2016. The increase represents a gain of 44,600 jobs and a growth rate of 14.7 percent over the tenyear 

period. This rate is slightly above the statewide growth rate estimate of 14.6 percent for 

California during same forecast period. 

The Professional and Business Services sector will generate an estimated 7,100, the largest number 

of new jobs for the 2006-2016 outlook period. An estimated 16,000 new jobs will occur in the 

Education, Health Care and Social Assistance, Government, and Farm sectors. The fastest 

growing nonfarm industry sector is Professional and Business Services with an annual average 

growth rate of 2.8 percent. Other major industry sectors with significant growth rates are Wholesale 

Trade (2.4 percent), Education, Health Care and Social Assistance (2 percent) and Leisure and 

Hospitality (1.8 percent). Manufacturing, Government, Construction and Other Services will grow 

at rates below the average annual growth rate for the county’s nonfarm employment. 

A recent Kern County labor market assessment prepared for the Kern Economic Development 

Corporation identified multiple challenges with regard to the area’s future economic development. 

A number of these challenges quoted directly from the labor market assessment below, specifically 

identify needs for the Kern Community College District and Bakersfield College to address. 

• Educational levels in Kern County are below the state and national figures. …. 

• Some skills are not available for the local workforce or are difficult to recruit or retain. These 

include maintenance mechanics/electricians, clerical workers with advanced computer skills, 

experienced inbound call center representatives, field workers, and experienced maintenance 

workers. … 

67

• Employers report minimal interaction with local post-secondary institutions for general and 

customized training programs, as well as for recruiting opportunities. 

Furthermore, the labor market assessment advocates that certain steps must be taken to fully 

address the challenges to the region’s economic development. Excerpts from six of the eleven steps 

highlight actions in which Bakersfield College will play a significant role: 

• The region should emphasize economic development in all business sectors. …. The county is not 

yet ready to market itself as a “high-tech” location. It has an insufficient base of “high-tech” 

employers and occupational skills, and the computer literacy of its residents needs to be elevated. 

…. Success in this direction will require a leading role by Cal State, Bakersfield College, and other 

post-secondary institutions. 

• It is important to improve the image of vocational-technical education for students who are not 

college bound. The area’s two-year, post-secondary schools are urged to continue to expand their 

business and technology-focused training. Concerted efforts need to be made to attract students into 

these programs. 

• A closer link between workforce development and economic development is needed. …. GED, 

computer literacy, and ESL adult classes need to be easily accessible and open late at night or early 

in the morning to be successful. 

• Area education and training institutions should conduct additional outreach to regional residents 

to capture their interest in obtaining new skill sets. Educational programs geared to adults should 

be publicized regularly in local newspapers and other media outlets to inform residents and 

employers of education and training opportunities. 

• County employers report that they have minimal interaction with post-secondary institutions for 

both workforce training and recruiting opportunities. This disconnect results in a lack of full 

understanding of the training needs of area industries among area educators and employers’ 

understanding of the training resources available locally. …. 

• Efforts must be taken to keep local graduates in the area. Employers should expand on-campus 

recruiting as one effort. An expansion and increased development of co-ops, internships, and 

apprenticeships is also critical. 

2. Under Prepared Students Trends of Bakersfield College intake assessment test results, in addition 

to state and national data and research, indicate that there will be increasing numbers of 

academically under prepared individuals enrolling at the College. The College will work with 

service area secondary and adult education schools to address collectively this great need. 

Assignment of boundaries and responsibilities by developmental education level will be explored in 

order to be more effective in remediating under prepared students and more efficient and 

accountable in the use of limited taxpayer dollars. 

3. Flexibility and Vision There will be continued need to restructure curriculum, programs, and 

services to better facilitate district-wide community economic development and workforce 

preparation via: 

• Student success in professional, career, and technical education that is responsive to consumer 

and business needs; 

• Seamless career pathways that include non-credit short courses, certificate programs, associate 

degrees, and preparation for baccalaureate degrees and beyond; 

• Accurate and efficient intake assessment that ensures all entering students the best opportunity 

for success by correct placement into college courses or effective remediation for those who 

need it; 

68

• Cultivation of students’ lifelong learning and civic engagement skills throughout their entire 

college experience, and the development of lifelong learning opportunities for the entire 

community; 

• Assessing and identifying community non-credit education needs, and fulfilling these needs 

through fee-for-service programs. 

4. Systems and Processes There is continued need for methodical and comprehensive analysis of 

Bakersfield College systems and processes, within the context of the Kern Community College 

District system, to ensure effective and efficient application of district resources toward improving 

student-learning outcomes. These core processes include: 

• Administrative processes, such as budget development, financial transactions, information 

systems, and human resources; 

• Learning services processes, such as registration, all phases of matriculation, and enrollment 

management; 

• Teaching and learning processes, such as strengthened commitment to the “Seven 

Principles of Good Practice in Undergraduate Education, learning communities, and 

innovations in technologically-based education; 

• Accountability processes, such as measuring and reporting student learning outcomes and 

institutional effectiveness; 

• Curriculum processes from applying data on student academic achievement to curriculum 

review and continuous improvements in pedagogies. 

5. Funding While state funding for Kern Community College District improved in the 2007-2008 

fiscal year, there have been subsequent reductions each year requiring the College to review 

priorities and make tradeoffs in resource allocation. The College will develop alternative funding 

sources and nurture strategic partnerships in the community that are consistent with the institution’s 

infrastructure, core processes, and its ability to meet the expected outcomes of the funding source. 

KCCD and Bakersfield College will continue to seek systemic and curricular efficiencies as a means 

to delivering core student learning and foundational processes. 

6. Accountability In order to fulfill its mission effectively, Bakersfield College will specifically define 

teaching effectiveness and student success, as it pertains to core student learning and foundational 

processes, and systematically measure, evaluate, and communicate achievement of results in a selfreflective 

planning and institutional effectiveness process. Faculty, staff, and administration will 

cooperate not only to meet new accreditation mandates through development of new student 

outcomes assessment and institutional effectiveness systems and processes. Additionally, faculty, 

staff, and administration will assure that use of assessment data to improve curriculum and 

pedagogies, drive budgeting, facilitate decision-making to improve efficiency, and maintain 

stakeholder credibility and support. 

7. Staff Development There will be continued need to engage in organizational and staff 

development to focus all College energies and resources toward improving student learning, as 

evidenced by student learning outcomes identified in a continuous self-reflective institutional 

effectiveness process. The College will rekindle the development of a “Center for Teaching and 

Learning” and seek new resources to support continued educational experimentation and 

innovation in support of the “student learning model.” Improved staff development opportunities 

for faculty in transfer articulation processes and procedures, the “Seven Principles of Good Practice 

69

in Teaching,” and the AAHE “9 Principles of Good Practice for Assessing Student Learning” are 

all essential for improving student outcomes. 

8. Technology The College will increasingly depend upon technological solutions in order to 

effectively satisfy the continued demand for student learning programs and services. If the College 

is going to serve increasing numbers of students and operate more efficiently, it will prioritize, 

improve, and protect its technological resources. In this regard, the College and the District will 

commit to a thorough examination of core processes and systems to assure appropriate applications 

of technology for continuous improvement of College efficiency and effectiveness. 

9. Articulation Fiscal restraints and accountability pressures require stronger articulation and 

coordination of programs and services across the entire K-16 public education system, including the 

colleges within the Kern Community College District. The College can expect more of its students 

enrolling in more than one institution while pursuing their educational goals among the three 

KCCD colleges and among other colleges and universities. It is therefore imperative to more 

closely align and coordinate the curriculum and core educational processes across the higher 

education system within the Kern service area and beyond to improve student success and goal 

achievement. 

10. Diversity The community and the College are becoming more and more diverse under the impact 

of globalization, demographic change, and the increasing variety of socio-economic and other needs 

inherent in the students who enroll in this open access institution. A recent study of diversity in 

California community colleges estimates that as many as 27 percent of first-time students are 

immigrants, a fact which is reflective of the trend impacting Bakersfield College. This growing 

population often needs special attention through heightened services and carefully crafted 

curriculum that addresses their unique needs. Bakersfield College is firmly committed to assuring 

such equitable access, support, and success for all students and to directly addressing the value of 

diversity in the curriculum, in student support services, and in the hiring of faculty and staff. 

11. Community College Value Local California taxpayers and the stewards of their money in 

Sacramento must be educated as to the exceptional return on investment for every dollar invested in 

a community college. A groundbreaking socio-economic model used in 350 community colleges 

across North America has found that there is a tremendous return for every taxpayer dollar invested 

in a community college. 

This message is further substantiated in the “Closing the College Participation Gap - State Profile 

for California.” In addition to making a strong case about the need to expand California postsecondary 

access by an additional 582,000 students beyond its current capacity, the study states 

that: 

States and the nation as a whole also reap substantial rewards from having a welleducated 

citizenry. Personal incomes tend to rise with each step up the education ladder. 

Among the many perks that flow to states are increased tax revenues, shrinking welfare 

rolls and reduced child poverty rates, to name a few. 

Community colleges promote exceptional contributions to society from their graduates by: 

• Promoting economic development and growth – increasing tax revenues by direct 

investment into the state’s economy and by the increased income and resultant spending by 

community college students 

70

• Generating savings associated from improved lifestyles including reduced crime, improved 

health habits, and reduced welfare dependency and unemployment. 

12. Community College Benefits As a result of Bakersfield College, the citizens and communities 

surrounding Bakersfield will have: 

• High quality, convenient and cost-effective learning opportunities 

• Access to learner-centered education and training with a wide array of lifelong learning 

opportunities 

• Access to courses, programs, and services that instill competencies that lead to 

employment at or above the average wage and result in a better educated workforce 

• Graduates with steady income in higher-paying jobs 

• Graduates who will be better prepared for citizen participation and for the workplace; 

• Enhanced capacity to attract and retain businesses 

• Businesses with the capacity to generate sustainable economic growth and create living 

wage jobs 

• The capacity to access information, expertise, technology assistance and resources 

needed to be competitive in the global economy 

• Educated and informed community leaders who possess the vision and knowledge to 

build healthier communities 

• Access to a wide array of cultural opportunities 

• Access to the benefits of partnerships created with various private and public entities 

• Learning environments which optimize physical safety and supportive learning 

conditions 

• Programs and services which demonstrate accountability with respect to quality, 

productivity and the changing needs of the community. 

71

Strategic Priorities 

Strategic Plan Appendix A: Strategic College Goals, Objectives, Indicators and Alignment with Actionable Improvement Plans and KCCD Strategic Goals 


CollegeStrategic 

Goals 

2012-2015 

Goal 1: 

Student Success 

Become an 

exemplary 

model of 

student success 

by developing 

and 

implementing 

best practices 

Objectives Outcome Measures 

1.1 Evaluate and improve matriculation 

process 

1.2 Develop and implement 

prerequisites across departments 

for courses meeting same transfer 

requirement 

1.3 Improve student success in distance 

education courses to correspond 

with student success in traditional 

courses 

1.4 Follow-up nonreturning students 

through exit interviews 


of students who successfully 

complete 12 units within one year 


of students who, within a one-year 

Use # and % completions for fall term, first time 

students: 

1.1.1 Orientation 

1.1.2 Assessment for Placement 

1.1.3 Counseling 

1.1.4 Student Ed Plan 

1.2.1 Evaluate feasibility of instituting 

prerequisites in transfer subgroups A-E for 

IGETC and CSU transfer patterns 


1.3.1 Success rates 

1.3.2 Retention rates 

1.3.3 Equivalent services 


1.4.1 Research feasibility of implementing exit 

interviews 

1.5.1 Use for baseline: total students successfully 

completing 12+ units summer 2011 through 

spring 2012; % change summer 2012 

through spring 2013 

1.6.1 Develop collaborative efforts with the 

support of district office resources to 

72 

Actionable 

Improvement 

Plans 1 

AIP 3 

Student 

Support 

Services 

(Standard 

II.B) 

AIP 1 

Institutional 

Effectiveness 


AIP 2 

Instructional 

Programs 

(Standard 

II.A) 

KCCD 

Strategic 

Goals 

Goal 1 

Become an 

exemplary 

model of 

student 

success 

Responsible 


Champion 

1.1 

VP Student Services/ 

Faculty tbd 

1.2 


& Academic Senate 

President 

& other AIP 1 leaders 

1.3 

Dean of Learning 

Resources/ 

ISIT Co-chair 

1.4 

VP Student Services 

1.5 


& VP Student Services 

1.6 

Exec. Vice President



Goals 

2012-2015 

Goal 2: 

Communication 

Enhance 

collaboration, 

consultation, 

and 

communication 

within the 


period, successfully complete 

English or Math courses both one 

level below transfer and at the 

transfer level 

1.7 (KCCD 3.1) Increase scores on all 

Community College Survey of 

Student Engagement (CCSSE) 

benchmarks by 2-3% as measured 

by the CCSSE 2011 baseline; followup 

will be spring 2014 

2.1 Improve morale and perception of 

communication 

2.2 Evaluate effectiveness of Human 

Resources services provided at the 

College 

increase the percentage of successful 

completions for transfer level and precollegiate 

English, English as a Second 

Language, Math, and Reading courses using 

a baseline established in 2011-12. 

Use for baseline: total successful completions 

summer 2011 through spring 2012 in: 

1.6.1 English 1 level below transfer (ENGL B50, 

ENSL B50) 



1.6.4 Math transfer level (B2, B4a, B16, B22, B23, 

PSYC B5, B1a, B1b, B6a) 

1.6.5 Reading 1 level below transfer (ACDV B50, 

ENSL B31) 

Use for baseline CCSSE Benchmark Scores spring 

2011: 

1.7.1 Active and Collaborative Learning (53.4) 

1.7.2 Student Effort (47.3) 

1.7.3 Academic Challenge (54.3) 

1.7.4 Student-Faculty Interaction (48.6) 

1.7.5 Support for Learners (50.7) 

2.1.1 Use Climate Survey fall 2011 as baseline 


annual review of its services, including 

EthicsPoint, to the college 

2.2.2 Clarify the role of KCCD Human Resources at 

73 

Actionable 

Improvement 

Plans 1 

AIP 4 

Human 

Resources 

(Stnd III.A) 

KCCD 

Strategic 

Goals 

Goal 3 

Foster a 

comprehensive 

and rich 

learning 

environment 

Goal 2 

Create a 

collaborative 

culture and a 

positive 

climate 

Responsible 


Champion 

& Deans/ 

Faculty from Academic 

Development, 

Counseling, English, 

English as a Second 

Language, 

Mathematics 

1.7 


& Deans 

2.1 

President, Academic 

Senate Pres., CSEA 

2.2 

President



Goals 

2012-2015 

college and with 

external 

constituents. 

Goal 3: 

Facilities/ 

Infrastructure 

Improve 

maintenance of 

college facilities 

and 

infrastructure. 


2.3 (KCCD 6.2-6.3) Develop and sustain 

partnerships with area educational 

institutions, businesses, and 

industry to enhance and respond to 

community need; After baseline 

increase 5-10% 

3.1 Implement and evaluate the new 

maintenance and operations 

software system 

3.2 (KCCD 3.2) Prioritize maintenance 

and repairs 

3.3 Improve collegewide cleanliness 

efforts 



annual survey to all employees regarding 

the college’s and district’s adherence to 

written policies ensuring fairness in all 

employment procedures 


annual survey to all employees who serve 

on screening committees to evaluate the 

effectiveness of the process 


2.3.1 Number of partnerships with education 

institutions 

2.3.2 Number of advisory boards 

2.3.3 Number of community partners and 

collaborations 

Document: 

3.1.1 Number of service requests received 

3.1.2 Number of services orders completed 

3.2.1 Criteria to prioritize maintenance 

3.2.2 Scheduled maintenance activities 

3.2.3 Number of maintenance requests 

completed on schedule 

3.3.1 Identify cleanliness standard 

74 

Actionable 

Improvement 

Plans 1 

No related 

AIP 

AIP 5 

Physical 

Resources 

(Stnd. III.B) 

KCCD 

Strategic 

Goals 

Goal 6 

Respond to 

community 

needs 

Goal 3 

Foster a 

comprehensive 

and rich 

learning 

environment 

Responsible 


Champion 

2.3 

Dean, Career & 

Technical Education 

3.1 



3.2 



3.3 


Admin. Services



Goals 

2012-2015 

Goal 4: 

Oversight & 

Accountability 

Improve 

oversight, 

accountability, 

sustainability 

and 

transparency in 

all college 

processes. 

Goal 5: 

Integration 

Implement and 

evaluate 

existing major 

planning 

processes. 


4.1 Review college processes with 

collegewide committees, 

departments, programs, and 

staff/student organizations, and 

provide training where needed 

4.2 Implement budget development 

timeline revision 

5.1 Evaluate major planning processes, 

instructional programs, student 

services, and administrative 

services 

Document: 

4.1.1 Number of trainings provided and number 

attending 

4.1.2 Number of programs receiving training 

4.2.1 Evaluate effectiveness of budget 

development timeline 

4.2.2 Determine budget efficiency: Ratio of 

actual expenditures to total budget 

5.1.1 Develop instrument fall 2012 

5.1.2 Pilot and refine instrument February 2013 

5.1.3 Administer and analyze March 2013 

5.1.4 Communicate findings April 2014 

1 From Spring 2012 Self Evaluation Report for Educational Quality and Institutional Effectiveness 

75 

Actionable 

Improvement 

Plans 1 

AIP 1 

Institutional 

Effectiveness 


AIP 1 

Institutional 

Effectiveness 


KCCD 

Strategic 

Goals 

Goal 4 

Strengthen 

personnel and 

institutional 

effectiveness 

Goal 5 

Manage 

financial 

stability 

Goal 4 

Strengthen 

personnel and 

institutional 

effectiveness 

Responsible 


Champion 

4.1 

President or designee 

& AIP 1 leaders 

4.2 



5.1 

Exec. Vice President & 

Director, Institutional 

Research & Planning 

& other AIP 1 leaders

Opportunities for the Future 

Future Labor Markets 

The U.S. Chamber of Commerce has estimated that 90% of all jobs in the future will require 

some form of postsecondary education. The U.S. Department of Labor has estimated that one-third 

of future jobs will demand skills in the science, technology, engineering and mathematics (STEM) 

disciplines. These observations are stimulating the calls for more students to complete their college 

degrees and for increased efforts to attract more students to major in the STEM disciplines. These 

national trends are echoed in California. 

The Public Policy Institute of California (PPIC) has pointed to a mismatch between the level 

of education the future population is likely to possess and the level of education that will be 

demanded by the future state economy. In their analysis the supply of college-education workers will 

not meet the projected demand. These estimates portend an opportunity for the College to contribute 

to the economic vitality of the society and to secure future employment for its graduates. In this 

longer-term view to 2025, the two industries with the greatest growth (state and local government 

and health care and social assistance) both require a significant portion of the prospective employees 

to be college educated. Collectively, those occupational areas where 60% or more of the individuals 

employed have a college degree are anticipated to represent 29% of the workforce in California. 

Some of the details from in the PPIC analysis are illustrated in the two tables below. 

California Growth Industries & Education 

g 

Industry Share of State Workers Within Industry 

Employment (%) 

(%) 

High-growth Industries* 1990 2006 2025 1990 2006 2025 

Administration & support 3.7 6.5 8.3 14 17 21 

Accommodation & food services 4.4 8.1 8.2 15 15 16 

Health care & social assistance 7.1 8.8 9.8 37 41 46 

Professional & scientific services 4.7 6.2 7.2 52 67 87 

Construction 4.6 5.7 5.9 13 11 10 

Arts, entertainment & recreation 0.4 1.6 1.7 23 38 57 

Education services 1.5 1.8 2.1 56 64 74 

Other services 2.7 3.4 3.3 16 20 26 

Local & state government 13.8 14.4 14.3 46 52 59 

Finance, insurance 3.6 4.2 3.8 32 46 64 

* Those growing as a share of overall employment 

Source: Public Policy Institute of California. California’s Future Workforce. 2008 

76

California Growth Occupations & Education 

Occupations Share of College-Educated Workers 

State Employment (%) Within Occupation (%) 

High-growth Occupations* 1990 2006 2025 1990 2006 2025 

Construction & maintenance 3.8 5.8 6 7 7 6 

Computer & mathematical science 1.2 2.5 3.3 65 69 75 

Building & grounds cleaning & maintenance 1.9 3.8 3.9 4 5 6 

Business operations 1.1 2.6 3 31 53 80 

Transportation & material moving 4.9 6.6 6.7 8 8 7 

Education, training & library 5.4 6 6.9 78 77 76 

Health care practitioner & technical 3.3 3.8 4.3 59 64 70 

Community & social services 0.5 1.3 1.4 64 63 61 

Personal care & service 2.1 3 3 10 15 22 

Management 5.6 6.4 6.4 42 54 70 

Heath care support 1.9 2.1 2.6 12 16 21 

Food preparation & service 6.8 7.2 7.4 7 10 13 

Protective service 1.9 2.2 2.3 20 26 33 

Legal 0.6 0.8 0.8 82 79 75 

Arts, design, entertainment, sports & media 2.5 2.5 2.6 48 60 74 

*Those growing as a share of overall employment. 

Source: Public Policy Institute of California. California’s Future Workforce. 2008 

Several leading occupations can be identified that will require educated workers in the 

future, if the entire state economy is considered with a focus on the high demand/high wage STEM 

occupations. The occupational family with the greatest projected demand that commonly requires 

an Associate Degree for entry is healthcare. The healthcare support job family is the second largest 

group, followed by computer and math science, and engineers and technicians. Students educated in 

these fields will have the most opportunities for relocating to areas throughout the State where there 

will be more available jobs. 

77

Where the California Jobs Will Be In 2018 (in thousands of jobs) 

Occupation 

Some Associate B achelor's 

Group Occupation 

College % Degree % Degree % Total 

STEM Computer & Math Science 89 16% 45 8% 242 44% 545 

STEM Architects & technicians 13 20% 9 14% 25 38% 65 

STEM Engineers & technicians 34 11% 28 9% 141 44% 317 

STEM Life and Physical Scientists 9 6% 6 4% 45 32% 140 

STEM Social Scientists 5 6% 3 4% 27 33% 82 

Healthcare Healthcare Practitioners 109 13% 160 19% 239 29% 836 

Healthcare Healthcare Support 148 33% 51 11% 49 11% 448 

Source: Carnival, Anthony; Smith, Nicole; and Strohl, Jeff (2010). Help Wanted: Projections of Jobs and Educational 

Requirements Through 2018. Center on Education and the Workforce, Georgetown University. 

The pubic-private partnership known as the California Partnership for the San Joaquin 

Valley has identified five industry clusters that they believe should be targeted as part of the efforts to 

support a highly skilled workforce and promote a competitive economy in the Central Valley. The 

identified clusters are: (1) Agribusiness, including Food Processing, Agricultural Technology, and 

Biotechnology; (2) Manufacturing; (3) Supply Chain Management and Logistics; (4) Health and 

Medical Care; and (5) Renewable Energy. The Partnership envisioned high quality vocational 

training and academic institutions in the Central Valley that would educate the workforce. 7 

The Centers for Excellence have completed a series of environmental scans and studies to 

further document the occupational opportunities and related educational requirements in several of 

these targeted clusters. For example, the agriculture value chain is defined using four clusters: (1) 

support; (2) production; (3) processing and packaging; and (4) distribution statewide. Agriculture 

employs close to 2.5 million individuals with more than 800 job titles within the agriculture value 

chain. When surveyed, a majority of the employers indicated an interest in on-site, customized 

training for current employees and a certificate specific to each occupation. Employers indicated 

some interest in two and four-year degree programs specific to an occupation. Two-thirds of the 

employers were interested in potential partnerships with colleges and in creating internship 

opportunities. With the exception of production, employment opportunities are positive in the other 

8 

three clusters over the next five years. The concluding recommendations in the study stressed the 

creation of partnerships and consideration for contract education as the mode of service delivery. 

7 California Partnership for the San Joaquin Valley. Strategic Action Proposal. October, 2006 

8 Centers of Excellence. Agriculture Value Chain for California. June, 2011 

78

Agriculture Value Chain Occupation Projections by Sector 

5-year Average 

Sector 2011 Jobs Growth Hourly Wage 

Support 1,446,232 183,018 $24.56 

Production 206,303 -36,364 $23.34 

Processing/Packaging 226,216 5,137 $23.49 

Distribution 585,014 29,913 $24.04 

Totals 2,463,765 181,704 $23.87 

Source: Centers for Excellence. Agriculture Value Chain in California. June, 2011 

In their study of the bio-energy industry the Centers defined the industry as consisting of five 

clusters: (1) agriculture, forestry, fishing and hunting; (2) manufacturing; (3) professional, scientific 

and technical services; (4) public administration; and (5) utilities. Surveys of employers indicated 

that most experienced difficulty in finding qualified candidates for bio-energy occupations. 

Employers in the Central Valley expect to increase hiring in seven key occupations over the next 

three years. The associate degree was identified as an appropriate preparation for three of the 

occupations that will account for 210 of the 350 projected new jobs 9 

. 

Bio-Energy Occupations in the Central Valley 

3-Yr Projected Growth 

Occupation 2010 Job Growth Rate Ed Level 

Bio-energy Manager or Supervisor 105 0 0% 

Biomass Plant Technician 455 35 8% 

Bio-energy Engineering Technician 525 0 0% 

Bio-energy Instrument and Controls Technician or Operator 595 35 6% AA 

Methane Gas Generation System Technician or Operator 420 140 33% AA 

Bio-Energy Research Assistant or Analyst 70 105 150% 

Biofuels Processing Technician 875 35 4% AA 

Totals 3,045 350 11% 

Source: Centers of Excellence. Bio-energy Occupations in California. January, 2011 

The Centers also studied medical imaging occupations in 14 counties that comprise the 

Central Valley. They project a need for 987 medical imaging positions over the next three years in 

those counties. Among the five occupations, employers had the greatest difficulty hiring 

cardiovascular technicians and radiologic technician subspecialties. Employers expressed a strong 

preference for associate degree preparation to enter these occupations. The study findings support 

the creation, adaptation and expansion of medical imaging programs throughout the region. 10 

9 Centers of Excellence. Bio-Energy Occupations in California. January, 2011 

10 Centers of Excellence. Medical Imaging Occupations in the Central Region. March, 2011 

79

Medical Imaging Occupations in the Central Valley 

3-Yr Projected Growth 

Average 

Annual 

Occupation 2010 Jobs Growth Rate Openings Hourly Wage* 

Cardiovascular Technologist 379 494 30% 165 $29.47 

Diagnostic Medical Snographer 616 837 36% 279 $28.53 

Nuclear Medicine Technician 205 265 29% 88 $35.97 

Radiation Therapist 169 259 53% 86 $34.41 

Radiologic Technologist 1,505 1,761 26% 587 $27.31 

Total 2,874 3,616 26% 1,205 $31.14 

*entry level 

Source: Centers of Excellence. Medical Imaging Occupations in the Central Region. March, 2010 

In 2009 the Centers of Excellence completed a study of Energy Efficiency Occupations in the 

Central Valley region. These occupations are commonly found in three different industry sectors: (1) 

public or private utilities; (2) building design and construction; and (3) building or facility operations 

and maintenance. With the help of survey responses from 214 firms, the study focused on eight 

occupations, which totaled 3,200 jobs, based on the survey responses, but could be as high as 10,800 

jobs. All eight occupations showed growth over the projection period of three years and employers 

reported having difficulty finding qualified applicants for openings. Employers also expressed great 

interest in training programs that could be offered by community colleges. 11 

Energy Efficiency Occupations in the Central Valley 

Occupation 2009 Jobs 

3-Yr Projected 

Growth Growth Rate 

Resource conservation or energy efficiency managers 2,000 440 22% 

Project managers for construction or design work 1,890 520 28% 

HVAC mechanics, technicians or installers 1,780 820 46% 

Building performance or retrofitting specialists 1,290 460 36% 

Building operators or building engineers 1,140 220 19% 

Energy auditors or home energy raters 1,000 420 42% 

Compliance analyst or energy regulation specialists 870 260 30% 

Building controls systems technician 820 280 34% 

Total 10,790 3,420 32% 

Source: Centers of Excellence. Energy Efficiency Occupations in the Central Region. October 2009 

Given the geography, geology, common weather conditions and alternative energy firms that 

are developing in Kern District service area, this study may be most pertinent to the educational 

program planning activities of the College. 

Representatives from the Centers of Excellence recently addressed the question, “Where 

should community colleges invest resources to support “green” employment?” 12 

They concluded 

that the solar industry has a sufficient supply of programs and courses offered by the community 

colleges. These programs are considered most successful when instruction is informed by industry 

11 

Centers of Excellence. Energy Efficiency Occupations in the Central Region. October 2009 

12 

Centers of Excellence. “Green Job Opportunities,” Presentation to the California Community College Association for 

Occupational Education (CCCAOE) Conference, October, 2011 

80

certificate standards. Wind industry employers present limited instructional program opportunities 

for the colleges. The College could consider forming partnerships with employers near college 

facilities, or developing strategies to incorporate wind turbine technician training into existing 

programs. Two-thirds of the jobs in the energy efficiency industry are traditional occupations, not 

new occupations. Colleges are advised to invest in new content for existing courses, build 

relationships with employers to create apprenticeships, and “pipeline” training programs, and direct 

the instruction to industry certification standards. The bio-energy industry, which is strongly tied to 

the agriculture industry, is projected to have slow growth, and therefore, few new employment 

opportunities. For the present, the colleges are advised to monitor state and federal policy or 

legislation that may support the industry in California. Alternative transportation as an industry is 

located within large vehicle fleet operations. Where these are near a college, the recommended 

strategy is to embed alternative fuels education into existing electrical and automotive instructional 

programs. The compliance and sustainability employment opportunities span across several 

industries and affect both public and private employers. The greatest need in compliance and 

sustainability is knowledge of regulations and policy. 

These state and regional highlights of occupations for the future provide opportunities for 

those students willing and able to relocate. There are opportunities for students with different levels 

of education from industry certification to an associate degree or a bachelor’s degree. As noted 

below, there are some future employment opportunities in the local county economy as well. The 

labor market information below was developed by the California Employment Development 

Department (EDD) through surveys they conducted with business and industry. That work was 

completed in 2007 for the ten-year projection 2008-2018. At the time neither the survey respondents 

nor the officials at EDD could have anticipated the depth of the recession that started in 2008 or the 

protracted nature of the recovery with particularly severe consequences to state and local 

government employment. While the economy is recovering, it has been a relative “job-less” recovery 

with more employment growth in the private sector than in public sector jobs. The projections that 

follow will be interpreted with this caveat in mind. 

Through the year 2018, the EDD expects the fastest growing industry sectors in Kern 

County to be Education Services, Health Care and Social Assistance, each with an annual growth 

rate of about 4%. Several other sectors will exceed the average annual growth rate of 1.4%. These 

include Wholesale Trade (3.3% annual growth), Professional and Business Services (2.5% annual 

growth), and Leisure and Hospitality (2.1% annual growth). Between 2008 and 2018, approximately 

43,100 new jobs are expected from industry growth while 71,200 job openings are anticipated from 

net replacements. That is a combined total of more than 114,300 job openings. 13 

In Kern County, 50 occupations with the most job openings are expected to make up 57% of all 

job openings. The occupations with the highest growth numbers are predicted to be farm workers 

and laborers (crop, nursery, and greenhouse), cashiers, and retail salespersons. None of these are 

particularly high paying occupations and all usually require only short-term on-the-job training. 

Occupations requiring little to moderate amounts of on-the-job training (up to 12 months) make up 

35 of the 50 occupations with the most openings. Therefore, there are opportunities for the College 

to contribute to the economic development of the County by providing education and skill 

development experiences that will lead to higher-wage jobs. Occupations with growth expectations, 

and which require an Associate Degree or higher include management analysts, registered nurses, 

general and operations managers, elementary and secondary school teachers, farm, ranch and other 

13 State of California, Employment Development Department “2008-2018 Kern County Projection Highlights,” Labor 

Market Information Retrieved November 2, 2011 from http://www.labormarketinfo.edu.ca.gov 

81

agricultural managers and accountants and auditors. 14 

The list of the Kern County occupations with 

the most anticipated openings with selected education levels is found in the table below. 

14 State of California, Employment Development Department “Occupational Projections for Kern County 2008-2018” 

Labor Market Information Retrieved November 2, 2011 from http://www.labormarketinfo.edu.ca.gov 

82

Kern County Most Openings 2008-2018 & Selected Education Level 

Occupational Title 

Total Job 

Openings 

Annual 

Job 

Openings 

83 

2010 

Median 

Hourly 

2010 

Median 

Annual Education 

Accountants and 

Auditors 500 50 $30.17 $62,756 Bachelor's 

Elementary School 

Teachers, Except Special 

Education 

Middle School Teachers, 

Except Special and 

2,640 264 $60,351 Bachelor's 

Vocational Education 

Secondary School 

Teachers, Except Special 

and Vocational 

620 62 $55,556 Bachelor's 

Education 980 98 $62,712 Bachelor's 

Registered Nurses 1,730 173 $38.49 $80,063 Associate 

Licensed Practical and 

Licensed Vocational 

Nurses 660 66 $22.02 $45,794 

Medical Secretaries 810 81 $12.24 $25,455 

Electricians 660 66 $28.50 $59,291 

Post-secondary 

Voc Ed. 

Post-secondary 

Voc Ed. 

12 mos + OJT 

& formal ed 

Source: State of California, Employment Development Department, “Kern County Occupations With The Most Growth 

Projected 2008-2018”; analysis by Cambridge West Partnership, LLC 

Of the 50 fastest-growing occupations in County that anticipate an annual growth rate of 2.5% 

or more, one-third are health related. Occupations with the highest percentage of expected growth 

are home health aides (59%) and medical scientists (52%). Three occupations are tied for third place 

at 50% growth over ten years- physical therapists, network systems and data communications 

analysts, and dental hygienists. The list of the Kern County occupations with the most anticipated 

openings and the required education level for each is found in the table below.

Kern County Fastest Growing Occupations 2008-2018 & Selected Education Levels 

Occupational Title 

Annual 

Av 

2008 

Annnual 

Average 

2018 

84 

Empl 

Chg 

Percent 

2010 

Median 

Hourly 

2010 

Median 

Annual Education 

Computer Software Engineers, 

Applications 

Environmental Scientists and 

440 650 47.7 $44.66 $92,889 Bachelor's 

Specialists, Including Health 200 280 40.0 $34.66 $72,090 Bachelor's 

Industrial Engineers 240 320 33.3 $42.27 $87,938 Bachelor's 

Logisticians 

Network Systems and Data 

350 480 37.1 $35.40 $73,622 Bachelor's 

Communications Analysts 220 330 50.0 $34.10 $70,932 Bachelor's 

Personal Financial Advisors 210 270 28.6 $18.92 $39,349 Bachelor's 

Petroleum Engineers 290 390 34.5 $56.39 $117,295 Bachelor's 

Sales Engineers 200 280 40.0 $39.33 $81,790 Bachelor's 

Dental Hygienists 220 330 50.0 $38.78 $80,679 Associate 

Medical and Clinical Laboratory 

Technicians 240 330 37.5 $15.94 $33,157 Associate 

Medical Records and Health 

Information Technicians 240 320 33.3 $13.58 $28,247 Associate 

Paralegals and Legal Assistants 240 310 29.2 $25.25 $52,537 Associate 

Radiologic Technologists and 

Technicians 350 470 34.3 $28.12 $58,491 Associate 

Registered Nurses 3,290 4,440 35.0 $38.49 $80,063 Associate 

Respiratory Therapists 220 310 40.9 $23.75 $49,401 Associate 

Fitness Trainers and Aerobics 

Instructors 230 320 39.1 $18.25 $37,957 

Licensed Practical and Licensed 

Vocational Nurses 980 1,320 34.7 $22.02 $45,794 

Massage Therapists 280 370 32.1 $16.26 $33,821 

Medical Secretaries 1,450 2,060 42.1 $12.24 $25,455 

Postsecondary 

Voc Ed. 

Postsecondary 

Voc Ed. 

Postsecondary 

Voc Ed. 

Postsecondary 

Voc Ed. 

Coaches and Scouts 210 270 28.6 [2] $39,911 

12 mos + 

OJT & formal 

ed 

Telecommunications Equipment 

12 mos + 

Installers and Repairers, Except 

OJT & formal 

Line Installers 380 480 26.3 $28.70 $59,693 ed 

Source: State of California, Employment Development Department, “Kern County Fastest Growing Occupations 

Projected 2008-2018”; analysis by Cambridge West Partnership, LLC

The EDD has projected that approximately 11,000 job openings will be available in Kern 

County each year between 2008 and 2018. Only 8% of these jobs require an Associate Degree or 

some form of postsecondary vocational education. Preparation at the Bachelor’s Degree level is the 

most common entry path for another 17% of these openings. 15 

Kern County Average Annual Job Openings by Education or Training Level 

Training Levels 

2008-2018 

Annual Average 

Total Job 

Bureau of Labor Statistics Openings % 

BA + work experience 430 4% 

Bachelor's Degree 1,390 13% 


Postsecondary Vocational 

410 4% 

Education 480 4% 

Total 2,710 

Graduate education 370 3% 

OJT 7,840 72% 

Total 8,210 

Grand Total 10,920 100% 

Source: State of California, Employment Development Department, “Kern County Occupational Projections 

2008-2018”; analysis by Cambridge West Partnership, LLC 

Planning Considerations for Potential New Programs 

Bakersfield and Cerro Coso Colleges are the only public providers of post-secondary 

education in Kern County. The Educational Center at Lake Isabella, operated by Cerro Coso 

College, is less than a one-hour drive from the main campus of Bakersfield College. College of the 

Sequoias presently operates from two sites within Tulare County and will be opening a third site 

within a year in the city of Tulare, only a 30-minute drive from the Delano Educational Center. The 

main campus for College of the Sequoias is in Visalia, a forty-five minute drive to the Delano 

Educational Center. Taft College, located in Kings County, is a one-hour drive from the Bakersfield 

College main campus but will be a shorter drive to a new educational center site, which is proposed 

to be located south of the city of Bakersfield. At this time students living in the southwest portion of 

the Bakersfield College service area are know to enroll in some classes at Taft College. Combined, 

College of the Sequoias, Taft College, Cerro Coso College, and Bakersfield College offer 341 degrees 

and/or certificates in fields of study described in the California Community College Chancellor’s 

Office Taxonomy of Programs manual. 16 

Please see the two charts plotting the location of 

competitors that are located in the appendices. The most popular career and technical education 

program, Automotive Technology, has eight programs offered among the four public community 

colleges. Before new career and technical instructional programs are implemented, care will be taken 

to analyze the existing programs offered by these institutions. 

15 State of California Employment Development Department, “2008-2018 Kern County Projection Highlights” Labor 

Market Information Retrieved November 2, 2011 from http://www.labormarketinfo.edu.ca.gov 

16 California Community College Chancellor’s Office, Program Inventory Retrieved November 11, 2011 from 

http://www.cccco.edu/ChancellorsOffice/Divisions/Academic Affairs/inventory of programs 

85

The enactment of the Student Transfer Achievement Reform (STAR) Act (aka SB 1440) 

provided the College with an opportunity to “retool” some of its current transfer-oriented programs, 

and to introduce new ones. The legislation requires a community college district to grant an 

associate degree for transfer to any student in his/her field of study once the student has met degree 

and transfer requirements for a particular major. Upon completion of the transfer associate degree, 

the student is eligible to transfer, with junior standing, into a local California State University (CSU) 

campus. Students will be given priority when applying to a particular program that is similar to 

his/her community college field of study. The bill prohibits a community college district or campus 

from adding local course requirements in addition to requirements of the STAR Act, and prohibits 

the CSU from requiring a transferring student to repeat courses similar to those taken at the 

community college that counted toward their associate degree for transfer. 

The statewide strategy to implement the STAR Act is to develop transfer model curriculums 

(TMC) through inter-segmental faculty dialogue using the structure of the course identification 

numbering system (C-ID) as much as possible so that common course descriptions will be used as 

curriculum building blocks. The initial focus of the project is on the 20 most popular transfer majors 

within the CSU. The goal is to develop a model curriculum that all community colleges could adopt 

for each major. Sixteen TMCs have been completed since the law was enacted. Another group of 

five model curriculums is almost finalized. Bakersfield College presently has the authority to offer 

fourteen programs of study that might align with the currently approved TMCs. During academic 

year 2011-12 the curriculum committee at the College is considering some of these other programs 

of study as candidates to implement using the approved TMCs. 

The College also offers several additional programs that potentially align with one of the 

established CSU Lower Division Transfer Preparation (LDTP) patterns, but are not yet aligned to a 

prospective TMC. 17 

A complete analysis of the extent to which current College programs of 

instruction align with the TMCs and the 42 major fields of study included in the LDTP program can 

be found in the appendices. 

In an effort to identify new program areas that would meet labor market needs in Kern 

County, an analysis was completed of the occupations expected to have 20 or more job openings 

annually through the year 2018. The list was filtered using the Bureau of Labor Statistics training 

level definitions with a focus on those occupations requiring a Bachelor’s or Associate Degree, some 

post-secondary vocational education, or long-term on-the-job-training of more than twelve months 

(either of which might culminate in a certificate). Those occupations that qualified were mapped 

through the Standard Occupational Classification (SOC) codes to Associate Degree and Certificate 

of Achievement instructional programs offered by the competitor public community colleges 

described above. Because the occupations map to one or more Taxonomy of Programs (TOP) code 

used by the community college system, there can be multiple programs, even within the same 

community college, offered for each occupation. For that reason some of the values in the “Total 

CC Programs” column show a count higher than the number of colleges in the study area. 

The table below identifies Kern County occupations commonly requiring a college degree. 

For each occupation, the EDD has projected 20 or more annual job openings through the year 2018. 

An initial course of study for some of these occupations might begin in a community college; 

therefore, the transfer degree initiative may benefit instructional programs that lead to those 

occupations. 

17 Academic Senate for the California Community Colleges, SB1440 Update Retrieved November 19, 2011 from 

http://www.asccc.org and California State University System Office, Lower Division Transfer Preparation Retrieved March 

30, 2011from http://www.calstate.edu/acadaff/ldtp/agreements 

86

Kern County Occupations That Require a College Degree and the Extent of Neighboring Community 

College Programs Related to Those Occupations 

Annual 2010 2010 

Average Median Median 

Educational Standard Occupational Total Hourly Annual Total CC 

Preparation 

Classification Title 

Jobs Wage Wage Programs 

Bachelor's Accountants and Auditors 

Business Operations Specialists, All 

50 $30.17 $62,756 6 

Bachelor's Other 

Computer Software Engineers, 

86 $31.87 $66,295 0 

Bachelor's Applications 26 $44.66 $92,889 12 

Bachelor's Computer Systems Analysts 22 $37.85 $78,722 8 

Bachelor's Construction Managers 

Elementary School Teachers, Except 

27 $44.65 $92,874 13 

Bachelor's Special Education 264 N/A $60,351 1 

Bachelor's Engineers, All Other 24 $50.70 $105,464 3 

Bachelor's Logisticians 

Middle School Teachers, Except 

21 $35.40 $73,622 0 

Bachelor's Special and Vocational Education 

Purchasing Agents, Except 

62 N/A $55,556 1 

Bachelor's Wholesale, Retail, and Farm Products 

Secondary School Teachers, Except 

21 $30.73 $63,905 3 

Bachelor's Special and Vocational Education 

Special Education Teachers, 

Preschool, Kindergarten, and 

98 N/A $62,712 1 

Bachelor's Elementary School 30 N/A $77,000 2 

Bachelor's Teachers and Instructors, All Other 40 N/A $50,558 0 

Associate Computer Specialists, All Other 20 $40.28 $83,769 4 

Associate Computer Support Specialists 

Engineering Technicians, Except 

26 $22.15 $46,071 0 

Associate Drafters, All Other 22 $33.75 $70,194 3 

Associate Registered Nurses 173 $38.49 $80,063 3 

Source: California Employment Development Department, Labor Market Information; California Community College 

Chancellor’s Office; analysis by Cambridge West Partnership, LLC 

The table below identifies Ken County occupations with 20 or more annual openings 

through 2018 that commonly require some post-secondary vocational education or formal training 

plus OJT lasting more than twelve months. Some of these occupations may be accessed through 

formal apprenticeship programs offered by various trade unions. Employment preference may go to 

the graduates of those programs. While information from the Federal Bureau of Labor Statistics may 

show that police and sheriff’s patrol officers enter the occupation through extensive on-the-job 

training, the tradition in California is to hire graduates from a formal Peace Officer Standards and 

Training (POST)-certified academy program. A similar preference is found for California fire 

fighters. 

87

Kern County Occupations Commonly Requiring Some Post-secondary Vocational Education and the 

Extent of Neighboring Community College Programs Related to Those Occupations 

88 

Annual 

Average 

Total 

Jobs 

2010 

Median 

Hourly 

Wage 

2010 

Median 

Annual 

Wage 

Educational Standard Occupational Classification 

Total CC 

Preparation 

Title 

Programs 

Post Sec Voc Automotive Service Technicians and 

Ed 

Mechanics 46 $15.92 $33,110 12 

Post Sec Voc Bus and Truck Mechanics and Diesel 

Ed 

Engine Specialists 27 $22.57 $46,945 0 

Post Sec Voc Licensed Practical and Licensed Vocational 

Ed 

Post Sec Voc 

Nurses 66 $22.02 $45,794 3 

Ed 

Post Sec Voc 

Medical Secretaries 81 $12.24 $25,455 0 

Ed Welders, Cutters, Solderers, and Brazers 43 $26.06 $54,206 7 

>12 mos. 

OJT & 

Formal Trgn Carpenters 36 $23.40 $48,676 2 

>12 mos. 

OJT & 

Formal Trgn Cooks, Restaurant 45 $10.97 $22,810 2 

>12 mos. 

OJT & 

Formal Trgn 

Electrical Power-Line Installers and 

Repairers 37 $41.34 $85,989 0 

>12 mos. 

OJT & 

Formal Trgn Electricians 66 $28.50 $59,291 2 

>12 mos. 

OJT & 

Formal Trgn Maintenance and Repair Workers, General 84 $17.81 $37,045 1 

>12 mos. 

OJT & 

Formal Trgn Plumbers, Pipefitters, and Steamfitters 23 $21.27 $44,225 2 

>12 mos. 

OJT & 

Formal Trgn Police and Sheriff's Patrol Officers 28 $31.52 $65,563 1 

>12 mos. 

OJT & 

Formal Trgn 

Telecommunications Line Installers and 

Repairers 31 $16.71 $34,760 0 

Source: California Employment Development Department & California Community College Chancellor’s Office; analysis 

by Cambridge West Partnership, LLC

San Joaquin Valley College (SJVC), a private community college, also accredited by the 

Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association 

of Schools and Colleges (WASC), operates from the City of Bakersfield. San Joaquin Valley College 

provides a total of 21 career and technical education programs from those two locations and 

aggressively advertises in the Bakersfield College service area. Its program offerings are detailed in 

the appendices. National University, accredited by the Accrediting Commission for Senior Colleges 

and Universities (ACSCU) of WASC operates a campus in the city of Bakersfield where they 

provide several Associate Degree programs. These include: (1) Business Administration; (2) 

Criminal Justice Administration; (3) Videogame Production; (4) Public Administration; and (5) 

Professional Golf Management. 

At this time there are two accredited career and technical education institutions in 

Bakersfield. Both advertise intensively in the Bakersfield College service area. The programs of study 

they offer are shown in the table below. 

Programs at Accredited Career-Technical Colleges 

89 

Santa 

Barbara 

Business 

College 

Kaplan 

College 

Field of Study 


Business Administration X 

Criminal Justice X X 

Desktop Network Support X 

Early Childhood Education 

Health Information 

X 

Technology X 

Healthcare Administration X 

Medical Assisting 

Medical Office 

X 

Administration X 

Network Administration X 

Office Administration X 

Paralegal Studies X 

Vocational Nursing X 

Diploma 

Dental Assistant X 

Medical Assistant X 

Medical Office Specialist X 

Source: College web sites 

Although the University of Phoenix has a campus site in Bakersfield the two-year 

program offerings they provide are all provided online. 

The discussion of competing institutions above is limited to those with a physical presence near the 

College. However, the California Virtual Campus (CVC) lists 173 post-secondary institutions that

are providing one or more online courses throughout the state. The CVC list contains four four-year 

institutions and eighteen California community colleges that collectively offer an associate degree in 

48 different fields of study. 18 A chart of those programs can be found in the appendices. Another 

source, Associate Degrees Online, identifies 78 different associate degrees that are available to 

California residents from the various institutions that provide online instruction throughout the 

United States. 19 

Curricular Opportunities for Improvement and Expansion 

With these labor market considerations as a backdrop, the College will be discussing new 

instructional programs. In that regard, the general philosophy of the College is to focus on a limited 

number of instructional programs and services that the College can do well. In the long run, there will 

be a commitment to continue growing the College in ways that can be sustained. 

On the transfer side of instruction, the emphasis is on developing articulation agreements 

and implementing the SB 1440 transfer degree programs so that students can transfer with a minimal 

loss of units. The College has four associate transfer degrees to date. 

Over the years the College has been able to utilize grants to modernize classrooms, including 

technology enhancements. In the recent past the College participated with CSU Bakersfield in a 

cooperative federal grant targeted at improving instruction and student performance in the STEM 

disciplines. In fall 2011 the College was awarded a Hispanic Serving Institutions (HSI) grant that 

will be used to continue this work as well as to support curriculum design work in math basic skills. 

Capital construction projects are currently being conceived to both improve instructional 

facilities and to create a possibility for an enterprise operation. For example, the Theater building 

will start construction in spring 2013 and has been designed with space that might be utilized for an 

enterprise opportunity. 

With respect to the basic skills courses, there is interest in consolidating the curriculum 

where possible, and facilitating the students’ rapid completion of those foundational courses. Some 

discussion has been occurring within the English and math faculty as to how students might be 

accelerated through those offerings. English faculty piloted a compression strategy for some of their 

courses offered in spring 2011 and have continued that approach in fall 2012. The College has a 

new writing center that is open to all students, regardless of the courses they are taking. During the 

fall 2011 term the center staff offered 1,200 30-minute coaching sessions in the center. The College 

purchased the Pearson’s My Writing Lab software to provide diagnostic writing help to the students. 

The center staff efforts, in combination with the software, are a “teach it on demand” approach to 

composition basic skills instruction. The writing center is presently funded by basic skills money 

from the State; however, if the evaluation of these efforts demonstrates successful outcomes, the 

intention is to institutionalize the center and this approach. As part of the recently awarded 

TAACCCT grant, Bakersfield College faculty will work to redesign delivery of basic skills 

instruction. 20 

On the CTE side of instruction, the focus is on continuing to offer programs that meet 

community needs to help people find and retain employment or start successful businesses. The 

TAACCCT grant will also focus health careers programs, particularly the LVN to RN program. 

18 

California Virtual Campus Programs Offered by College Retrieved November 17, 2011from http://www.cvc.org 

19 

Associate Degrees Online List of Participating Schools Retrieved November 17, 2011 from 

http://www.associatedegreeonline.com 

20 

Grant Narrative Retrieved 1/22/12 from http://westhillscollege.com/district/about/partnerships/c6/taaccct/ 

90

With respect to student services, a one-stop student services approach has been envisioned 

for a very long time. Planning for a physical one-stop center continues so that the College is ready 

when money becomes available. The goal is to make it easier for the students to navigate the services 

and for the College to realize some benefit from centralization of the staff. Furthermore, the College 

is committed to finding a better way to integrate student services with academic affairs. 

Student services personnel, as well as faculty in instructional programs, plan to use the 

TAACCCT grant to enhance remediation into selected career and technical education programs. 

The goal of the TAACCCT grant is to increase successful completion rates and reduce time to 

completion. 

Although there are many good ideas emerging from these discussions, the College as a 

whole is not always able to move forward with new ideas or the development of current initiatives. 

Currently there is a critical shortage of funds. However, the College will consider future growth 

opportunities and look forward with a “can do” attitude to position the College for a brighter future 

that grows programs that prepare future workers for a vibrant California economy and Kern County 

with a competent workforce. It is within this framework that the College will continue to engage in 

these conversations regarding its future. 

Programs that Need Strengthening 

The enrollment volume and numbers of program awards conferred will be used by the College to 

distinguish strong programs from those that might need to be strengthened. A ten-year analysis 

(2001-02 to 2010-11) and a five-year analysis (2006-2007 to 2010-2011) of the degrees and certificates 

awarded in each program by the College were completed. In focusing on the more recent past five 

years, four liberal arts and three career and technical programs offered by the College stood out as 

being very strong. They are shown in the table below. The Liberal Arts and Liberal Studies programs 

were likely the majors of choice for those students preparing to transfer to a four-year institution. 

Bakersfield College Very Strong Programs 2006-07 to 2010-11 

Unique 

Year Award 

Annual 

Average 

Code Title TOP Approved Code Description Awards 

2090 Liberal Arts 490100 1991 A AA 205.0 

2044 Registered Nursing 123010 1970 S AS 139.8 

9264 Liberal Studies 490120 1996 A AA 85.0 

1996 Business Administration 50500 1970 A AA 67.0 

1993 Biology 40100 1970 S AS 58.8 

2070 Child Devel. & Family Relations 130500 1970 S AS 49.4 

2067 Psychology 200100 1970 A AA 48.0 

Source: Kern District Annual Program Award Files; analysis by Cambridge West Partnership 

Given the size of the College, a second group of programs appears to be strong as shown in the table 

below. 

91

Bakersfield College Strong Programs 2006-07 to 2010-11 

Unique 

Year Award 

Annual 

Average 

Code Title TOP Approved Code Description Awards 

2068 Criminal Justice 210500 1970 A AA 28.0 

2045 Vocational Nursing 123020 1970 T Certificate 30 to

Bakersfield College Programs That Might Be Strengthened (five-year award period 2006-07 to 2010-11) 

Unique 

Code Title TOP 

Source: Kern District Annual Program Award Files; analysis by Cambridge West Partnership 

93 

Year 

Approved 

Award 

Code Description 

Annual 

Average 

Awards 

9241 Bookkeeping 50200 1970 L Certificate 18 to

Programs that Might be Reconsidered 

In the five-year analysis of program awards, 51 programs awards were identified that had 

two awards per year or less. Two of those programs, Control Systems Technology and Wildland 

Fire Technology, were just authorized in 2006 but most others had been established for a very long 

time. Of the program awards with two per year or less, 12 had no awards granted from 2006-07 to 

2010-11 (see Appendix H, pages 131-132). Two programs with no awards conferred at this time are 

noted as new in 2011 and may not have had an opportunity to “gain traction” just yet. As noted 

above, it is sometimes the case in career and technical programs that students become early leavers 

with marketable skills (ELMS). In short, they do not remain to complete the program as the faculty 

had designed the curriculum. The detailed list of programs that might be strengthened, suspended, or 

discontinued is located in Appendix H. 

Program Changes and Adjustments 

A comparison of the instructional programs listed in the 2011-2012 College catalog and the 

official inventory of instructional programs authorized to the College by the Chancellor’s Office 

revealed a potential discrepancy. An accounting of degrees and certificates awarded by the College 

from 2006-07 to 2010-11 supported the same conclusion. The College is reviewing the program 

awards data and potential programs to discontinue, suspend, or sustain. Along with this the College 

will establish a process for aligning the local and state data. 

The College catalog lists 23 Job Skills Certificates (JSC). At one time there were many more 

and the certificates were awarded by individual departments. Currently, the College, upon a 

centralized evaluation of the student’s application, confers these awards. The College also has 

acquired approval from the District Board of Trustees to offer such programs, but the College cannot 

record a student’s accomplishment of the curriculum requirements on a transcript. These JSCs are 

listed in the table below with the units required to complete the certificate. 

94

Job Skills Certificates 

Job Skills Certificate (JSC) Title 

Units 

Required 

Air Condition/ Heating/ Refrigeration Jobs Skills Certificate (JSC) 6.0 

Architectural CAD JSC 11.0 

AutoCad JSC 8.0 

Automotive Heating, Ventilation & Air Conditioning (HVAC) JSC 15.0 

Basic and Advanced Clean Air Car Course JSC 15.0 

Basic Machine Tool Operations- Lathe, Mill JSC 3.0 

Blueprint Reading and Layout for Welders JSC 6.0 

Career Opportunities in Emergency Medical Technology 7.5 

Child Development Assistant Teacher JSC 6.0 

Child Development Associate Teacher JSC 12.0 

Computer Numerical Control Programming JSC 6.0 

Emergency Medical Technician 1 (EMT-1) JSC 7.5 

Gas Metal Arc/Gas Tungsten Arc/Flux Core Arc Welding JSC 8.0 

General Business JSC 12.0 

General Management JSC 12.0 

Human Services JSC 15.0 

Nurse Assistant JSC 6.0 

Office Assistant JSC 11.0 

Principles of Fluoroscopy JSC 2.0 

Principles of Venipuncture JSC 1.0 

Registered Veterinary Technical Option JSC 17.5 

Shielded Metal Arc Welding JSC 12.0 

Woodworking/Cabinetmaking JSC 6.0 

Source: Bakersfield College Catalog 2011-12 

However, the College will review the Job Skills Certificates (JSCs) to determine whether to 

submit them to the state for awards credit. Numerous Job Skills Certificates awarded to students 

have been reported to the State in the last ten years. These awards, submitted in the annual program 

data, are counted as successes for completions in both the Carl Perkins Act vocational programs 

accountability and in the Integrated Postsecondary Education Data System (IPEDS) reports of 

student program completion. 

Four programs requiring 12 to 17.5 units have been approved as Certificates of 

Achievement: (1) Office Assistant; (2) Human Services; (3) Criminal Justice; and (4) Child 

Development Master Teacher. JSCs requiring between 12 and 17.5 units will be reviewed to 

determine whether they merit 18 units. The awards could then be reflected on the student’s 

transcript. Those that are brought up to at least 18 semester credits would then be credited to the 

College in the Accountability Reporting for Community Colleges (ARCC) framework. 

There is another consideration that has arisen recently. A number of policy papers have been 

published in the past year that suggest that only certificates of 30 units or above have economic 

value. This may be due, in part, to the small number of certificates requiring fewer units being 

recorded, and thus being available for analysis in the evaluation of a student’s return on investment. 

95

With these recent research papers, California public policy makers might advocate for elimination of 

lower unit certificates. The College will review the viability of lower unit certificates. 

The College had a cooperative federal grant with CSU Bakersfield in the recent past that was 

used to bring in speakers and send some faculty to conferences to begin “tilling the soil” and 

building interest in different approaches to STEM instruction. Currently the College has a Hispanic 

Serving Institution grant ($5 million), which will be used to enhance the STEM curriculum area, and 

address the needs of the student population that is under prepared. 

The College is considering changes to career and technical education programs that would 

lead to immediate entry-level employment. For example, an effort will be made to place programs 

into related knowledge groups and thereby build upon the pathways concept that the public school 

district has adopted and is being advocated in federal circles. These efforts will be undertaken in 

conjunction with articulation discussions between the College and public school districts, and will 

build on existing articulation agreements. 

In the current fiscal environment the College will commit to redoubling its efforts to ensure 

that programs are sustainable, i.e. economically viable and responsive to employers needs. One 

strategy toward that end is to anchor the instruction in industry-endorsed standards and third-party 

certification of learning outcome accomplishments. Where appropriate, programs will be articulated 

with local four-year universities. 

96

Projections for Future Growth 

Determination of the Future Capacity for Growth 

Linking the Educational Master Plan’s internal and external analysis to space quantification 

completes the process. It balances the current and future curriculum, instructional delivery modes, 

learning environment, and necessary support structures with providing a comprehensive program of 

campus development. 

As a dynamic process, Educational Master Planning involves a mixture of methods and a 

variety of assessments. Looking to the future, a master plan must provide for sufficient facilities to 

accommodate higher headcount numbers, to improve the teaching/learning environment, to address 

new program development, to integrate the latest technological innovations, and to provide 

adequate space configuration permitting flexible teaching methods. 

Considering the economic and fiscal factors, the growth projection for the on-campus 

Weekly Student Contact Hours (WSCH) on the main campus site was established at an annual 

1.92% for benchmark years 2015, 2020 and 2025. Although modest, this growth represents a 

reasonable forecast for on-campus instruction at this College at this time. In any planning cycle, the 

proposed facilities are time specific and address future needs for increased capacity that may or may 

not materialize. The strategic goal is to plan for sufficient facilities that are flexible enough to 

accommodate additional headcounts. 

Bakersfield College - Main Campus Fall Term Weekly Student Contact Hours (WSCH) Forecast 

Source: Cambridge West Partnership, LLC 

Consideration was given to tangible trends such as changes in student origins, population 

growth rate and changes in demographics for establishing the growth projection for future 

headcounts. The rate of growth in enrollment for the Bakersfield College on the main campus site 

was established at an annual 1.63% for benchmark years 2015, 2020 and 2025. This growth does 

represent a reasonable forecast for the on-campus enrollment at this College at this time. In any 

planning cycle, the proposed facilities are time specific and address future needs or capacities that 

may or may not materialize. The strategic goal is to plan for sufficient facilities that are flexible 

enough to accommodate additional headcounts. 

97

Bakersfield College - Main Campus Fall Term Headcount Forecast 


Growth as Applied to the Future Program of Instruction 

Bakersfield College is a large institution with an extensive number of instructional programs. 

Founded in 1913, the College is one of the oldest continually operating community colleges in 

California. The College has been in its current location since 1956 and serves a student body of 

15,000. The campus occupies 153 acres with 722,515 square feet of facilities and over 1,000 rooms. 

• Delano Center, a satellite campus situated on 51 acres, 35 miles North of the city of 

Bakersfield. The Center has one permanent building providing instructional space as well as 

student support services. The remaining buildings are temporary modular structures. The 

Center currently serves 2,100 students. 

• Southwest Center, the Center consists of the Weill Institute co-located with the District's 

Administrative Office, Westec and Northwest extensions as well as Stockdale and Arvin 

High Schools. The Northwest extension specializes in EMT and Fire Technology instruction 

while Westec offers Administration of Justice and Correctional Administration courses. 

WSCH Projections and the Future Program of Instruction 

The following table projects future WSCH and FTES in benchmark years of 2015, 2020, and 

2025. The forecast is in summary form by educational centers and main campus of the College. The 

actual forecasting process, however, was conducted at the discipline/program level. A 

comprehensive analysis by discipline/program can be found in the Appendix. 

98

Bakersfield College – Main Campus WSCH/FTES Projections Summary 2010-2025 


99

Bakersfield College – Main Campus WSCH/FTES Projections Summary 2010-2025 (continued) 


100


Weekly Student Contact Hours (WSCH) at the Delano Center was established at an annual 6.52% 

for benchmark years 2015, 2020 and 2025. 

Bakersfield College – Delano Center Fall Term Weekly Student Contact Hours (WSCH) Forecast 


101

The rate of growth in headcount for the Delano Center was established at an annual 4.76% 


Bakersfield College – Delano Center Fall Term Headcount Forecast 


102

Bakersfield College – Delano Center WSCH/FTES Projections Summary 2010-2025 

Source: Cambridge West Partnership, LLC (revised 1/27/12) 

103

Bakersfield College – Delano Center WSCH/FTES Projections Summary 2010-2025 (continued) 

Source: Cambridge West Partnership, LLC (revised 1/27/12) 

104


Weekly Student Contact Hours (WSCH) at the Southwest Center site was established at an annual 

6.52% for benchmark years 2015, 2020 and 2025. 

Southwest Center Site Fall Term Weekly Student Contact Hours (WSCH) Forecast 


105

The rate of growth in headcount for the Southwest site was established at an annual 4.85% 


Southwest Center Fall Term Headcount Forecast 


106

Bakersfield College – Southwest Center WSCH/FTES Projections Summary 2010-2025 


107

Determination of Future Space Needs 

Space Requirements for the Academic Program 

WSCH and Space Projections 

State standards for construction and renovation of facilities basically focus on capacity. 

Capacity, as outlined in the Facilities Planning Manual is correlated with the production of WSCH. 

WSCH represents the average number of hours of student instruction in a week per class (i.e. 30 

students enrolled in a class that meets 3 hours per week is 90 WSCH). Estimating growth in 

enrollments produces a factor of increased WSCH. This WSCH is then transformed into 

instructional space or assignable square feet (ASF). Each space type, in this case lecture and/or 

laboratory, WSCH generates an “appropriate” instructional facility addressed as ASF. While these 

calculations are established through state standards, other factors are considered in planning 

facilities. An additional factor in all planning is adequacy. Adequacy in this context assumes 

sufficient and/or suitable capacity to provide for an effective learning environment. 

Space Projections 

An assessment of the current facilities includes the capacity of the instructional program to 

meet programmatic needs, it reviews the condition of the facilities, and it addresses their adequacy 

to provide for an effective learning environment. The projections are not intended to dictate 

curricular content but rather to provide a perspective of what the current curriculum would look like 

if extended forward. The most important outcome of the forecasting process is to ensure that when a 

certain level of WSCH is achieved, the College will have in place designated and/or newly 

constructed facilities to meet demands in both academic and support services. 

Space Projections and the Future Program of Instruction 

The following table projects future space needs (ASF) in benchmark years 2015, 2020, and 

2025. The forecast is in summary form by instructional divisions of the College. The actual 

forecasting process, however, was conducted at the discipline/program level. A comprehensive 

analysis by discipline/program can be found in the Appendix of the Facilities Master Plan. 

108

Bakersfield College - Main Campus Space Allocation Summary Projections 2010-2025 


109

Bakersfield College - Main Campus Space Allocation Summary Projections 2010-2025 (continued) 


110

Bakersfield College – Delano Center Space Allocation Summary Projections 2010-2025 


111

Bakersfield College – Delano Center Space Allocation Summary Projections 2010-2025 (continued) 


112

Space Requirements for the Support Services of the College 

The proposed Student Services facility at the Bakersfield College main campus will be 

adequate to meet the current student enrollment demand and campus needs to the year 2025 when 

the contemplated remodeling is completed. However, in the future, there may be additional service 

areas required to meet specific new programs. The recommended facility allowance does permit 

comprehensive service and becomes a one-stop center at this campus. 

Projected Space Needs for Student Services at Bakersfield College 

Source: College Facilities Plans; Analysis by Cambridge West Partnership, LLC 

113

Upon completion of the Student Services building project, the remodel and relocation of 

some functions results in vacated space becoming available for alternative use. This “secondary 

effect” permits a redistribution of office and support space that impacts Building A, Administration. 

A portion of Building A can be rehabilitated for additional administrative functions. 

Projected Space Needs for Administrative Services at Bakersfield College 

Source: College Facilities Plans; Analysis by Cambridge West Partnership, LLC 

114

Appendices 

Appendix A - Program Reviews: Instructional Programs, Student Services, and Administrative Services 

Program review material for all instructional programs, administrative units and student services offices is located at this URL 

http://www.bakersfieldcollege.edu/irp/Institutional_Effectiveness/Ed_Master_Plan/0%20Ed_MasterPlan_Index.asp 

115

Appendix B: State of California Economic Indicators 

Sources: State of California: Department of Finance, Employment Development Department, Board of Equalization, U.S. Department of Commerce, Construction 

Industry Research Board, Keyser Center for Economic Research, Los Angeles Economic Development Commission 

116

Appendix B (continued): California Nonfarm Employment 

Sources: State of California: Department of Finance, Employment Development Department, Board of Equalization, U.S. Department of Commerce, Construction 

Industry Research Board, Keyser Center for Economic Research, Los Angeles Economic Development Commission 

117

Appendix C: Inter City Bakersfield College Competitors 

118

In City Bakersfield College Competitors 

119

Appendix D: Instructional Program Alignment Analysis, Bakersfield College, 

Transfer Model Curriculums and CSU LDTP Patterns 

# 

Estab lished CSU Lower-division Transfer 

Preparation (LDTP) Patterns^ 

1 African American Studies 

2 Anthropology 

3 Art, Art History & Graphic Design Art History* 

4 Asian American Studies 

Transfer Model Curriculums 

(SB1440)^ 

5 Biology & Microbiology Biology Biology 

120 

Bakersfield State-Approved 

Instructional Programs 

6 Business Business* Business Administration 

7 Chemistry & Biochemistry Chemistry Chemistry 

8 Chicana & Chicano Studies 

9 Child & Adolescent Development Early Childhood Education* Child Development 

10 Chinese 

11 Civil Engineering Engineering 

12 Communication Studies Communication Studies* Communication Studies** 

13 Computer Engineering 

14 Computer Science Computer Science Computer Science 

15 Economics Economics 

16 Electrical Engineering Engineering 

17 English English* English 

18 Family & Consumer Sciences 

19 French French 

20 Geography 

21 Geology Geology* Geology 

22 German

Appendix D: Instructional Program Alignment Analysis, Bakersfield College, 

Transfer Model Curriculums and CSU LDTP Patterns (continued) 

Established CSU Lower-division Transfer Model Curriculums Bakersfield State-Approved 

# Transfer Preparation (LDTP) Patterns^ 

(SB1440)^ 

Instructional Programs 

23 History History* History 

24 Information Systems Computer Information Systems 

25 Japanese 

26 Journalism Journalism 

27 Kinesiology/Physical Education Kinesiology* Physical Education 

28 Liberal Studies (Teacher Prep. Track) Liberal Studies (teaching prep) Liberal Studies 

29 Mathematics Mathematics* Mathematics 

30 Mechanical Engineering Engineering 

31 Music Music Music 

32 Native American Studies 

33 Nursing Registered Nursing 

34 Philosophy Philosophy 

35 Political Science Political Science* Political Science 

36 Psychology Psychology* Psychology 

37 Public Administration 

38 Radio-Television-Film 

Social Science (Teacher Preparation 

39 Track) 

40 Social Work 

41 Sociology Sociology* Sociology 

42 Spanish 

Admin of Justice/Criminal 

Spanish 

Justice* Criminal Justice 

Studio Arts* Art 

Physics* Physics 

** established; # pending approval by Board Theater* Theater Arts 

^ as of November 19, 2011 *approved, others are under discussion 

Sources: CSU and CCC System Office and ASCCC web pages extracted November 17, 2011; analysis by Partnership 

Cambridge West Partnerhips, LLC 

121

Appendix E: San Joaquin Valley College Programs and Locations 

Source: College web pages, extracted November 17, 2011 

122

Appendix F. California Virtual Campus Associate Degree Programs 

123

Source: California Virtual Campus. Retrieved 12/3/11 from http://www.cvc.edu/ and personal correspondence; analysis by Cambridge West Partnership, LLC 

124

Appendix G: Bakersfield College, Inventory of Instructional Programs, 9/14/11 

Source: Bakersfield College, Office of Instruction 

125

Appendix G: Bakersfield College- Inventory of Instructional Programs, 9/14/11 (continued) 


126



127



128

Appendix H: Bakersfield College Programs That Might Be Reconsidered 

(five-year award period 2006-07 to 2010-11) 

Source: Kern District Annual Program Award Files; analysis by Cambridge West Partnership, LLC 

129

Appendix H: Bakersfield College Programs That Might Be Reconsidered 

(five-year award period 2006-07 to 2010-11) 


130

Appendix H: (continued) 

131

Appendix H: Bakersfield College Certificates (combined) continued 



132

Appendix I: Bakersfield College Recently Launched Programs 


133

Appendix J: Bakersfield College- Main Campus WSCH/FTES Forecast by Discipline 2010-2025 


134



135



136



137



138

Appendix K: Bakersfield College – Delano Center WSCH/FTES Forecast by Discipline 2010-2025 


139

Appendix K: Bakersfield College – Delano Center WSCH/FTES Forecast by Discipline 2010-2025 (continued) 


140

2012-13 Annual Program Review Educational Master Plan Annual Update 

Biological Science 

2012-13 Annual Program Review 

Check the appropriate box below for each resource you are requesting with this APR: ISIT, M&O, New Faculty Position, or New Classified Position. 

Links to the request forms are in this document in the appropriate section. 

All forms and the APR Program Review Committee checklist are on the APR page within the Institutional Research & Planning web site: Link to APR page 

When submitting the APR, please ensure that all forms are separate attachments in the same email message. 

Use the following file naming convention: 2012-13_Department Name_Form Initials (APR, ISIT, M&O, FAC, CLA, BP). 

ISIT Request M&O Request New Faculty Position Request New Classified Position Request Best Practices 

TREND DATA FROM INSTITUTIONAL RESEARCH AND PLANNING IS AT THE END OF THIS FORM. USE THE DATA TO SUPPORT YOUR PROGRAM ANALYSIS. 

1. Program/Unit Description, Mission, and Alignment with Budget Decision Criteria including College Strategic Goals 

Description: 

Mission Statement: 

Alignment with Budget Decision Criteria including College Strategic Goals: Link to Budget Decision Criteria Link to Strategic Goals: 

Biological Science 1 Bakersfield College


2. What are the Program’s/Unit’s strengths? 

• Discuss the following elements where applicable. List any strength that may be unique to your program or unit. For each strength, complete all relevant boxes on the 

chart. 

• Questions to consider: Link to APR SWOT Questions 

• Link to Budget Decision Criteria Link to Strategic Goals 

• Best practices contact: Link to Form on APR website (this will ask for name, email, phone, practices) 

Strength Relationship to 

Budget Decision 

Criteria / College 

Strategic Goal(s) 

Outcomes 

Achieved 

Assessment 

Results 

Innovative Solutions / 

Best Practices 

Program Data – 

Discussion of 

Findings/Impacts 

List of 

Attachments/Data 

Tables/Graphs 



3. What are the Program’s/Unit’s weaknesses? Link to Budget Decision Criteria Link to Strategic Goals 

Weakness Relationship to 


Criteria/ College 

Strategic Goal(s) 

Outcomes 

Not Yet Achieved 

Assessment 

Results 

External 

Conditions 

Internal 

Conditions 

Biological Science 3 Bakersfield College 

Trend 

Data


4. What are the Program’s/Unit’s opportunities? 

• Consider items that do not currently exist in the program/unit that could be implemented to help the program, unit, and/or College reach its goal. 

• Departments requesting the use or reallocation of fiscal resources must substantiate their recommendations with data and the guidelines listed in the Budget Decision Criteria Document 

Opportunity Relationship to 


Criteria / 

College Strategic 

Goal(s) 

Link to Budget 

Decision Criteria 

Link to Strategic 

Goals 

Outcome 

Possible 

Assessment 

Methods 

Non-Financial 

Resources Required 

(including 

collaboration) 

Funding/Support Requested 

Equipment 

Include # of units & 

estimate total cost 

For ISIT requests, use 

form on APR website 

For M&O requests, 

use form on APR 

website 

Staffing 

# Positions 

Total cost for each 

position 

% time 

Other 

Staff request forms on 

APR website 



• How could the weaknesses listed above be addresses to move them from weaknesses to strengths? 

5. What external threat(s) does the Program/Unit face? Link to Budget Decision Criteria 

Threat Relationship to 

Budget Decision Criteria 

Source 

of Threat 

Action Plan 

if Threat Materializes 



6. List the Program’s/Unit’s goals for the coming year. Link to Strategic Goals 

7. Maintenance and Operations needs 

Goal Relationship to 

College Strategic Goal(s) 

Link to M&O Worksheet on APR website (multi-page Excel file) 

Support need for room with appropriate room utilization statistics developed by FCDC subcommittee 

Substantiate need with guidelines listed in the Budget Decision Criteria Document 

8. Information Systems & Information Technology (ISIT) Requests 

Link to ISIT Worksheet on APR website (Multipage Excel file) 

Substantiate need with guidelines listed in the Budget Decision Criteria Document 

Action Plan 



9. List curriculum changes. 

• What curriculum did/will the Program/Unit review . . . 

Last Year 

(2011-2012) 

• Has the Program/Unit made any of the following changes? If so, please list. 

Added or Deleted 

Courses 

Added 

Prerequisites 

This Year 

(2012-2013) 

• Has the Program/Unit made any online/distance education changes? If so, please list. 

Next Year 

(2013-2014) 

Changed Units Modified, Added, or Deleted 

Degrees or Certificates 



10. How do the Retention/Success rates of Face-to-Face courses vs. Distance Education/Online courses compare? 

(Refer to data table from Institutional Research & Planning) 

Type of Course Retention Success 

Face-to-Face Courses 

Distance Education / Online 

Courses 

When submitting the completed APR: 

• If you have resource requests for ISIT, M&O, New Faculty position(s), New Classified position(s), be sure to check the appropriate box(es) 

on page 1, and 

• Ensure that all forms are separate attachments in the same email message with your completed APR, and 

• Use the file naming conventions listed on page 1. 

Evaluation 

Please discuss the completed APR with your department. 

You will receive an email invitation to complete the evaluation on Monday, September 17. 

The evaluation questions are: 

– What did you find beneficial about this process? 

– How can we improve the process? 

– Is there anything else you would like to know? 



OPTIONAL Program Data 

• Provide the following data if available and relevant to your program: 

– Cost per FTES Link to Cost per FTES by Program 

– CTE: Non-traditional enrollment, Student survey results, Employment 

– Transfer data for 2010-11 BC to CSUB by program is available on the APR web site: link to 10-11 BC-CSUB Transfer Data 



Trend Data from Institutional Research & Planning 1 

Student Demographic Information 

2007-08 2008-09 

Student Headcount 

Unduplicated 2 

Gender 

Female 

Male 

Unknown 

Age 

19 & Younger 

20-29 

30-39 

40 & Older 

Ethnicity 

African American 

American Indian 

Asian/Filipino/Pacific Islander 

Hispanic/Latino 

White 

Two or more races 

Unknown 

# 


% change - 

Prior Yr # 

2009-10 2010-11 Department 

2011-12 

Collegewide 

% change - 

Prior Yr # 

% change - 

Prior Yr # 

% change - 

Prior Yr # 

1,685 -- 1, 824 8% 1, 862 2% 1, 805 -3% 1, 653 -8% 25, 172 -9% 

2007-08 2008-09 2009-10 2010-11 Department 

2011-12 

Collegewide 

# % # % # % # % # % # % 

1,258 75% 1,316 72% 1,299 70% 1,250 69% 1,137 69% 13,736 55% 

423 25% 501 27% 557 30% 550 30% 514 31% 11,306 45% 

4 0% 7 0% 6 0% 5 0% 2 0% 130 1% 

370 22% 393 22% 487 26% 416 23% 386 23% 6,128 24% 

976 58% 1,091 60% 1,016 55% 1,091 60% 992 60% 12,700 50% 

231 14% 234 13% 256 14% 214 12% 195 12% 3,500 14% 

108 6% 106 6% 103 6% 84 5% 80 5% 2,844 11% 

93 6% 101 6% 79 4% 76 4% 67 4% 1,938 8% 

13 1% 13 1% 12 1% 12 1% 13 1% 194 1% 

208 12% 215 12% 193 10% 189 10% 162 10% 1,230 5% 

702 42% 754 41% 857 46% 912 51% 800 48% 13,496 54% 

619 37% 685 38% 660 35% 567 31% 555 34% 7,437 30% 

26 2% 35 2% 47 3% 44 2% 55 3% 608 2% 

24 1% 21 1% 14 1% 5 0% 1 0% 269 1% 

Other/Unknown 364 22% 385 21% 345 19% 326 18% 298 18% 4,239 17% 

100% 

80% 

60% 

40% 

20% 

0% 

Gender 

2009-10 2010-11 2011-12 

Department 

Male Female 

Collegewide 

Male Female 

100% 

80% 

60% 

40% 

20% 

0% 

Department 

Age 

2009-10 2010-11 2011-12 

40 & Older 30-39 20-29 19 & Younger 

Collegewide 

40 & Older 30-39 20-29 19 & Younger 

Ethnicity 

100% 

80% 

60% 

40% 

20% 

0% 

2009-10 2010-11 2011-12 

Department 


% change - 

Prior Yr 

Other/Unknown White Hispanic/Latino 

Collegewide 

Other/Unknown White Hispanic/Latino



Course Enrollments - Productivity 

2007-08 

Number of Sections 

Enrollment 4 

Students/Section 5 

Productivity 

30 

25 

20 

15 

10 

5 

0 

FTES 6 

FTEF 6 

Outcomes 

Retention Rate by Delivery Mode 8,9 

F-t-F 3 

DE F-t-F 3 

DE F-t-F 3 

DE F-t-F 3 

DE F-t-F 3 

DE F-t-F 3 

95 99 87 86 82 3,177 266 

2,215 2,449 2,269 2,157 1,979 102,198 9,630 

23 25 26 25 24 32 36 

484.1 523.2 513.7 492.0 447.0 11,548.2 1,050.1 

F-t-F 3 

33.4 33.5 32.1 30.9 29.4 694.3 53.6 

14.5 15.6 16.0 15.9 15.2 16.6 19.6 

DE F-t-F 3 

DE F-t-F 3 

DE F-t-F 3 

DE F-t-F 3 

DE F-t-F 3 

89.4% 82.0% 85.1% 84.2% 84.4% 84.3% 72.5% 

85.1% 84.2% 84.4% 83.2% 

Success Rate by Delivery Mode 67.8% 64.6% 66.0% 67.5% 64.4% 67.6% 48.8% 

8,9 

Overall Department Retention Rate 89.4% 

82.0% 

Overall Department Success Rate 

100% 

Census 

FTES/FTEF 7 

80% 

60% 

40% 

20% 

Students/Section 

2007-08 2008-09 2009-10 2010-11 2011-12 

Retention Rate 

2007-08 2008-09 2009-10 2010-11 2011-12 

67.8% 64.6% 


2008-09 2009-10 2010-11 Department 

2011-12 

Collegewide 

Face to Face 

Distance Ed 

2007-08 2008-09 2009-10 2010-11 

Face to Face 

Distance Ed 

20 

15 

10 

5 

0 

100% 

80% 

60% 

40% 

20% 

2007-08 2008-09 2009-10 2010-11 2011-12 

67.5% 64.4% 


66.0% 

FTES/FTEF (Productivity) 

Success Rate 

2007-08 2008-09 2009-10 2010-11 2011-12 

DE 

Face to Face 

Distance Ed 

2011-12 

Department Collegewide 

66.0% 

DE 

Face to Face 

Distance Ed



Degrees - Certificates 

AA/AS CERT AA/AS CERT AA/AS CERT AA/AS CERT AA/AS CERT AA/AS CERT 

Awards related to or contributed to by Biological Science 

Biology 

11 0 15 0 11 0 19 0 12 0 

Biology, Emphasis on Human 

75 0 70 0 55 0 52 0 50 0 

Total Awards by Type 

% of total awards by type 

Total Awards 

Allied Health 

Liberal Studies 

Liberal Arts/Science 

Definitions 


2007-08 2008-09 2009-10 2010-11 

86 0 85 0 66 0 71 0 62 0 943 

100% 0% 100% 0% 100% 0% 100% 0% 100% 0% 55% 45% 

86 85 

66 71 62 1,718 

150 74 173 122 187 106 141 213 166 219 

79 0 85 0 83 0 77 0 71 0 

243 0 231 0 167 0 133 0 85 0 

1 

Source: ODS Reports (July, 2012) 

2 

Student Headcount, Unduplicated : Number of students enrolled on census day, w here each student is counted one time. 

3 

F-t-F: Face to Face delivery mode. 

4 

Enrollment: Every course in w hich students are enrolled on census day. 

5 

Students/Section: Student enrollments per section on census day. Cross-listed sections are not combined. 

6 

Acronyms FTES and FTEF represent full-time equivalent students and full-time equivalent faculty, respectively. 

7 

FTES/FTEF: A measurement of productivity w here the generally accepted target is 17.5. 

8 

Success rate numerator: Number of course enrollments w ith a successful passing grade (A,B,C,P/CR). 

Retention rate numerator: Number of course enrollments retained through the semester (grade = A,B,C,P/CR,D,F,NP/NC,I). 

Success and Retention rate denominator: Number of enrollments retained (A,B,C,P/CR,D,F,NP/NC,I), w ithdraw n (W), and dropped (DR). 

Note: Beginning Summer 2008, DR grades are in the denominator, generally leading to a higher denominator and low er rate; DR assignment occurs w hen 

a student drops betw een census day and the last day to drop w ithout receiving a W (30% date); DR grades did not exist before Summer 2008. 

9 

Distance education retention and success rates not displayed if only one distance education course w as offered. 

2011-12 

Department Collegewide 


775

Course Placement Evaluation (Consequential Validity Study) 

Fall 2012 

Task Time Responsibility Note / Question 

Statistical Sample of Courses July 24-27 Director Res & Plan 

Two letters: Chairs & 

Matriculation Committee 

• Email letter to 

Chairs/Deans: ACDV, 

English, ENSL, Math 

• Matriculation 

Committee/Deans 

Packets 

• Prepare 

• Distribute 

Conduct Study 

• In classes weeks 4-5 

• Return packets to 

Pres. Office or IRP 

Data Processing 

• Training 

• Data Entry in Excel & 

Course Processing Form 

Data Analysis 

• Preliminary 

• Final 

Distribute Results to: 

• Matriculation 

Committee 

• Chairs: ACDV, English, 

ENSL, Math 

• IRP Web Site 

July 24-27 

July 31 

Aug 13 

July 26 – Aug 10 

Sep 4-5 

Sep 10 – 21 

By Sep 26 

Oct 1, 3 

Oct 1 – Nov 2 

Oct 15 – 17 

Nov 5 - 8 

President 

Director Res & Plan 

Director A&R 

Faculty 


VPSS Designee 


Nov 13 - 15 Director Res & Plan 

Consequential Validity Study Plan 7-24-12.docx

MONTHS OF INSTRUCTION 

JULY 

AUGUST 

11 days of instruction 

2 flex days 

SEPTEMBER 


OCTOBER 


NOVEMBER 


DECEMBER 


92 total semester days – Fall 

2 flex days 

94 total semester days – Fall 

COURSE PLACEMENT EVALUATION TIMELINE 

BAKERSFIELD COLLEGE 

KERN COMMUNITY COLLEGE DISTRICT 

2012-2013 ACADEMIC CALENDAR 

MON 

30 

6 

13 

20 

27 

3 

10 

17 

24 

1 

8 

15 

22 

29 

5 

12 

19 

26 

3 

10 

17 

24 

31 

TUE 

24 

31 

7 

14 

21 

28 

4 

11 

18 

25 

2 

9 

16 

23 

30 

6 

13 

20 

27 

4 

11 

18 

25 

WED 

25 

1 

8 

15 

22 

29 

5 

12 

19 

26 

3 

10 

17 

24 

31 

7 

14 

21 

28 

5 

12 

19 

26 

THU 

26 

2 

9 

16 

23 

30 

6 

13 

20 

27 

4 

11 

18 

25 

1 

8 

15 

23 

29 

6 

13 

20 

27 

FRI 

TASK 

27 Sample Courses; Write Letters; Prepare Packets 

3 

10 

17 

24 

31 

7 

14 

Prepare Packets; Email letter to Chairs/Deans 

Prepare Packets 

Email letter to Matriculation Committee/Deans 

Distribute Class Packets to Instructors 

Administer Questionnaires in Classes 

21 Administer Questionnaires in Classes 

28 Return Packets to President’s Office by Sept 26 

5 

12 

19 

26 

2 

Process Data (1,3-5) 

Process Data (8-12) 

Process Data (15-19); Preliminary Analysis 

Process Data (22-26); Accreditation Visit 

Process Data (10/29-31; 11/1-2) 

Process Data (10/29-31; 11/1-2) 

9 Process Data (5-9) 

16 Process Data (13-16) 

23 

Process Data (19-21) 

30 Data Analysis and Summary 

7 

14 

21 

28 

Distribute results to: Matriculation Committee, 

Chairs, Deans, IRP web site

Academic Development: Course Sample for Consequential Validity Study Fall 2012 

CRN Instructor Name Course Room Number 

Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 

Approval Campus Start_Date End_Date 

ACDVB50 70516 Pinza S ISS-3 30 30 30 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB50 70518 Kirst J ISS-3 30 30 30 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB50 70519 Feldman P ISS-3 30 30 30 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB50 70521 Lesh K ISS-3 30 30 30 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 



ACDVB62 70534 Toorop Bloom H ISS-3A 30 30 30 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB62 70537 Duenas-Cliff J ISS-3A 30 30 30 1.00 5 0.5 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB62 70539 Mody C ISS-3A 30 30 30 1.00 6 0.6 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB62 70541 Cates L ISS-206 30 30 30 1.00 3 0.3 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB62 70542 Hart M IDST-1103 30 30 30 1.00 1 0.1 Delano College Cen 20-Aug-12 7-Dec-12 

ACDVB68 70545 Neumeister H ISS-206 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB68 70546 Bohan T ISS-206 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB68 70550 Bohan T ILA-217 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


ACDVB68 70558 Hart M IDST 30 30 30 1.00 9 0.9 Delano College Cen 20-Aug-12 7-Dec-12 


ACDVB78 70573 Johnson O ISS-128 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


Aug 9 2012, page 1 of 2

Academic Development: Course Sample for Consequential Validity Study Fall 2012 


Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 


ACDVB78 70577 Duenas-Clifft J SS-128 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB78 70578 Kirst J SS-128 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB91 70584 Johnson O SS-117 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


ACDVB91 70589 Jackson D SS-117 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

24 

24 sections 

Aug 9 2012, page 2 of 2


English: Course Sample for Consequential Validity Study Fall 2012 

Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 


ENGLB1A 71137 Jett Jennifer H-6 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71142 Parks P H-6 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71143 Moton D H-5 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71144 Jett Shane H-52 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENGLB1A 71148 Mitchell D H-52 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71149 Stiles B H-22 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71151 Sims W H-5 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENGLB1A 71155 Tatum A H-5 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71157 Powell C H-22 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71167 Stanifer N H-22 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71170 Davies, J H-22 26 26 26 1.00 11 0.9167 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71173 Dumler G Hybrid 28 28 28 1.00 12 1 BC Distance Educat 

20-Aug-12 7-Dec-12 

ENGLB1A 71175 Doyen C DST-126 26 26 26 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

ENGLB1A 71177 Mitchell W DST-119 26 26 26 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

ENGLB1A 71178 Dupree M DST-119 26 26 26 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

ENGLB1A 72486 Graupman G H-6 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71192 Tatum A H-4 30 30 30 1.00 15 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71196 Tatum A H-4 30 30 30 1.00 10 0.6667 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71197 Besst A H-21 30 30 30 1.00 9 0.6 Bak Main Cmps 20-Aug-12 7-Dec-12 

Aug 9 2012, page 1 of 2


English: Course Sample for Consequential Validity Study Fall 2012 

Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 


ENGLB50 71205 Marquez R H-21 30 30 30 1.00 11 0.7333 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71208 Freeman K H-4 30 30 30 1.00 4 0.2667 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71209 Bhogal S H-21 30 30 30 1.00 5 0.3333 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71211 Wolf K H-21 30 30 30 1.00 6 0.4 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71212 Pam Boyles (unassigned) H-23 30 30 30 1.00 2 0.1333 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENGLB50 71215 Loughman K H-4 30 30 30 1.00 1 0.0667 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71218 Lamers H H-21 30 30 30 1.00 5 0.3333 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71221 Doyen C DST-126 30 30 30 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

ENGLB60 71222 Freaney B H-3 28 28 28 1.00 14 1 Bak Main Cmps 20-Aug-12 7-Dec-12 



ENGLB60 71227 Parks P H-20 28 0 0 0 0 Instructor Bak Main Cmps 15-Oct-12 7-Dec-12 

ENGLB60 71228 Barton E H-3 28 28 28 1.00 6 0.4286 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB60 71230 Peet L H-7 28 28 28 1.00 1 0.0714 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB60 71239 Besst D H-3 28 28 28 1.00 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENGLB60 71243 Kirschner E H-3 28 28 28 1.00 4 0.2857 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB60 71247 Peet L H-20 28 26 26 0.93 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 

40 

40 sections 

Aug 9 2012, page 2 of 2

English as a Second Language: Course Sample for Consequential Validity Study Fall 2012 


Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 


ENSLB21 71259 Pierce E LA-204 25 25 25 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB22 71260 Hart J LA-204 25 25 25 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB31 71261 Rodacker E LA-201 25 25 25 1.00 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB31 71262 McQuerrey S LA-204 25 25 25 1.00 3 0.3 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB50 71264 McQuerrey S LA-204 30 28 28 0.93 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENSLB50 71266 Hart J FACE-20 30 17 17 0.57 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB50 71267 Hart J FACE-20 30 0 0 0 0 Instructor Bak Main Cmps 15-Oct-12 7-Dec-12 

ENSLB50 71268 McGhie R LA-204 30 23 23 0.77 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB50 71269 Cancelled 28 13 13 0.46 0 0 Delano College Cen 20-Aug-12 7-Dec-12 

ENSLB50 71270 Donahue J DST-1105 28 23 23 0.82 0 0 Delano College Cen 20-Aug-12 7-Dec-12 

ENSLB51 71271 Cancelled FACE-20 25 25 25 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB51 71272 Parent J LA-222 25 25 25 1.00 9 0.9 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB60 71273 McGhie R LA-222 28 28 28 1.00 6 0.6 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENSLB60 71275 Parent J LA-222 28 0 0 0 0 Instructor Bak Main Cmps 15-Oct-12 7-Dec-12 

ENSLB60 71276 Hart J FACE-20 28 0 0 0 0 Instructor Bak Main Cmps 20-Aug-12 12-Oct-12 

ENSLB60 71277 Rodacker E H-6 28 28 28 1.00 4 0.4 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB60 71278 Baker A DST-119 28 10 10 0.36 0 0 Delano College Cen 20-Aug-12 7-Dec-12 

Aug 9 2012, page 1 of 2

English as a Second Language: Course Sample for Consequential Validity Study Fall 2012 


Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 




ENSLB61 71281 Palla L LA-204 25 25 25 1.00 6 0.6 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB70 71282 Palla L FACE-20 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB70 71283 Cancelled LA-109 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB70 71284 Parent J LA-222 28 0 0 0 0 Instructor Bak Main Cmps 20-Aug-12 12-Oct-12 

ENSLB70 71285 Sakanaki Y LA-201 28 28 28 1.00 5 0.5 Bak Main Cmps 20-Aug-12 7-Dec-12 



25 

26 sections 

Aug 9 2012, page 2 of 2

Mathematics: Course Sample for Consequential Validity Study Fall 2012 


Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 


MATHB1A 71500 Brantley R MS-105 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB1A 71502 Klopstein K LA-107B 32 32 32 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB1A 71505 Whelan C DST-11-5 40 40 40 1.00 8 0.8 Delano College Cen 20-Aug-12 7-Dec-12 

MATHB1B 71506 Rush K MS 108 32 30 30 0.94 0 0 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB1B 71507 Liu L MS-110 35 35 35 1.00 0 0 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB1B 71508 Ham E MS-108 35 34 34 0.97 0 0 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB50 71531 Rios N MS-109 35 35 35 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB50 71530 Feldman P SS122 28 0 0 0 0 Instructor Bakersfield Main Ca 3-Oct-12 7-Dec-12 

MATHB50 71532 Silvet H MS-109 35 35 35 1 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB50 71537 Whitaker W DST-1104 40 40 40 1.00 9 0.9 Delano College Cen 20-Aug-12 7-Dec-12 

MATHB6A 71538 Perrone M MS-18 35 35 35 1.00 6 0.4 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB6A 71541 Mieh T MS-104 35 35 35 1.00 7 0.4667 Bakersfield Main Ca 20-Aug-12 7-Dec-12 


MATHBA 71551 Scanlon B MS-103 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71553 Bush K MS-108 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71556 Haycock C MS-109 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

Aug 9 2012, page 1 of 2


Mathematics: Course Sample for Consequential Validity Study Fall 2012 

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mt 

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mt Fill Rate 

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Enrollmt 

Waitlist 

Capacity 

Special 


MATHBA 71557 Mieh T MS-104 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71561 Tumblin A MS-111 35 35 35 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71550 Serpa P MS-110 35 35 35 1 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71570 Ham E MS-108 35 35 35 1 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 72490 Liu L MS-105 35 35 35 1 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71576 Whelan C DST-1105 40 40 40 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

MATHBA 71578 Astacio J DST-1103 40 40 40 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

MATHBA 72456 Green J MS-110 32 32 32 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBD 71580 Perrone M MS-18 35 35 35 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBD 71582 Starr D MS-18 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBD 71592 Meert P WI-102 35 35 35 1.00 6 0.4 Weill Institute 20-Aug-12 7-Dec-12 

MATHBD 71593 Smith C LA-116 33 33 33 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBD 71581 Ararat A MS-106 35 35 35 1 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 


MATHBD 71588 Mieh T MS-104 10 0 0 0 0 Instructor BC Distance Educat 8-Oct-12 7-Dec-12 

MATHBD 71598 Astacio DST-1103 40 40 40 1.00 9 0.9 Delano College Cen 20-Aug-12 7-Dec-12 

32 

32 sections 

Aug 9 2012, page 2 of 2


Academic Development 

Course Sample for Consequential Validity Study Fall 2012 

Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 


ACDVB50 70516 Pinza S ISS-3 30 30 30 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 



ACDVB50 70521 Lesh K ISS-3 30 30 30 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 




ACDVB62 70537 Duenas-Cliff J ISS-3A 30 30 30 1.00 5 0.5 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB62 70539 Mody C ISS-3A 30 30 30 1.00 6 0.6 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB62 70541 Cates L ISS-206 30 30 30 1.00 3 0.3 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB62 70542 Hart M IDST-1103 30 30 30 1.00 1 0.1 Delano College Cen 20-Aug-12 7-Dec-12 

ACDVB68 70545 Neumeister H ISS-206 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


ACDVB68 70550 Bohan T ILA-217 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


ACDVB68 70558 Hart M IDST 30 30 30 1.00 9 0.9 Delano College Cen 20-Aug-12 7-Dec-12 


ACDVB78 70573 Johnson O ISS-128 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


Aug 9 2012, page 1 of 7




Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 


ACDVB78 70577 Duenas-Clifft J SS-128 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ACDVB78 70578 Kirst J SS-128 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 



ACDVB91 70589 Jackson D SS-117 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENGLB1A 71142 Parks P H-6 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71143 Moton D H-5 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 



ENGLB1A 71148 Mitchell D H-52 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71149 Stiles B H-22 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71151 Sims W H-5 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENGLB1A 71155 Tatum A H-5 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71157 Powell C H-22 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71167 Stanifer N H-22 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71170 Davies, J H-22 26 26 26 1.00 11 0.9167 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB1A 71173 Dumler G Hybrid 28 28 28 1.00 12 1 BC Distance Educat 

20-Aug-12 7-Dec-12 

ENGLB1A 71175 Doyen C DST-126 26 26 26 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

Aug 9 2012, page 2 of 7




Max 

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Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 


ENGLB1A 71177 Mitchell W DST-119 26 26 26 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

ENGLB1A 71178 Dupree M DST-119 26 26 26 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

ENGLB1A 72486 Graupman G H-6 26 26 26 1.00 12 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71192 Tatum A H-4 30 30 30 1.00 15 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71196 Tatum A H-4 30 30 30 1.00 10 0.6667 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71197 Besst A H-21 30 30 30 1.00 9 0.6 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71205 Marquez R H-21 30 30 30 1.00 11 0.7333 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71208 Freeman K H-4 30 30 30 1.00 4 0.2667 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71209 Bhogal S H-21 30 30 30 1.00 5 0.3333 Bak Main Cmps 20-Aug-12 7-Dec-12 




ENGLB50 71215 Loughman K H-4 30 30 30 1.00 1 0.0667 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71218 Lamers H H-21 30 30 30 1.00 5 0.3333 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB50 71221 Doyen C DST-126 30 30 30 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

ENGLB60 71222 Freaney B H-3 28 28 28 1.00 14 1 Bak Main Cmps 20-Aug-12 7-Dec-12 



ENGLB60 71227 Parks P H-20 28 0 0 0 0 Instructor Bak Main Cmps 15-Oct-12 7-Dec-12 

ENGLB60 71228 Barton E H-3 28 28 28 1.00 6 0.4286 Bak Main Cmps 20-Aug-12 7-Dec-12 

Aug 9 2012, page 3 of 7




Max 

Seats 

Current 

Enroll 

mt 

Census 

Enroll 

mt Fill Rate 

Waitlist 

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Capacity 

Special 



ENGLB60 71239 Besst D H-3 28 28 28 1.00 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 


ENGLB60 71243 Kirschner E H-3 28 28 28 1.00 4 0.2857 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENGLB60 71247 Peet L H-20 28 26 26 0.93 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB21 71259 Pierce E LA-204 25 25 25 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 



ENSLB31 71262 McQuerrey S LA-204 25 25 25 1.00 3 0.3 Bak Main Cmps 20-Aug-12 7-Dec-12 



ENSLB50 71266 Hart J FACE-20 30 17 17 0.57 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB50 71267 Hart J FACE-20 30 0 0 0 0 Instructor Bak Main Cmps 15-Oct-12 7-Dec-12 

ENSLB50 71268 McGhie R LA-204 30 23 23 0.77 0 0 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB50 71269 Cancelled 28 13 13 0.46 0 0 Delano College Cen 20-Aug-12 7-Dec-12 

ENSLB50 71270 Donahue J DST-1105 28 23 23 0.82 0 0 Delano College Cen 20-Aug-12 7-Dec-12 

ENSLB51 71271 Cancelled FACE-20 25 25 25 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB51 71272 Parent J LA-222 25 25 25 1.00 9 0.9 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB60 71273 McGhie R LA-222 28 28 28 1.00 6 0.6 Bak Main Cmps 20-Aug-12 7-Dec-12 

Aug 9 2012, page 4 of 7




Max 

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Current 

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mt 

Census 

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mt Fill Rate 

Waitlist 

Enrollmt 

Waitlist 

Capacity 

Special 



ENSLB60 71275 Parent J LA-222 28 0 0 0 0 Instructor Bak Main Cmps 15-Oct-12 7-Dec-12 

ENSLB60 71276 Hart J FACE-20 28 0 0 0 0 Instructor Bak Main Cmps 20-Aug-12 12-Oct-12 

ENSLB60 71277 Rodacker E H-6 28 28 28 1.00 4 0.4 Bak Main Cmps 20-Aug-12 7-Dec-12 




ENSLB61 71281 Palla L LA-204 25 25 25 1.00 6 0.6 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB70 71282 Palla L FACE-20 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB70 71283 Cancelled LA-109 28 28 28 1.00 10 1 Bak Main Cmps 20-Aug-12 7-Dec-12 

ENSLB70 71284 Parent J LA-222 28 0 0 0 0 Instructor Bak Main Cmps 20-Aug-12 12-Oct-12 

ENSLB70 71285 Sakanaki Y LA-201 28 28 28 1.00 5 0.5 Bak Main Cmps 20-Aug-12 7-Dec-12 



MATHB1A 71500 Brantley R MS-105 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB1A 71502 Klopstein K LA-107B 32 32 32 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB1A 71505 Whelan C DST-11-5 40 40 40 1.00 8 0.8 Delano College Cen 20-Aug-12 7-Dec-12 

MATHB1B 71506 Rush K MS 108 32 30 30 0.94 0 0 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

Aug 9 2012, page 5 of 7




Max 

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Current 

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mt 

Census 

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mt Fill Rate 

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Capacity 

Special 


MATHB1B 71507 Liu L MS-110 35 35 35 1.00 0 0 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB1B 71508 Ham E MS-108 35 34 34 0.97 0 0 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB50 71531 Rios N MS-109 35 35 35 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB50 71530 Feldman P SS122 28 0 0 0 0 Instructor Bakersfield Main Ca 3-Oct-12 7-Dec-12 

MATHB50 71532 Silvet H MS-109 35 35 35 1 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHB50 71537 Whitaker W DST-1104 40 40 40 1.00 9 0.9 Delano College Cen 20-Aug-12 7-Dec-12 

MATHB6A 71538 Perrone M MS-18 35 35 35 1.00 6 0.4 Bakersfield Main Ca 20-Aug-12 7-Dec-12 



MATHBA 71551 Scanlon B MS-103 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71553 Bush K MS-108 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71556 Haycock C MS-109 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71557 Mieh T MS-104 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71561 Tumblin A MS-111 35 35 35 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71550 Serpa P MS-110 35 35 35 1 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71570 Ham E MS-108 35 35 35 1 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 72490 Liu L MS-105 35 35 35 1 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBA 71576 Whelan C DST-1105 40 40 40 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

MATHBA 71578 Astacio J DST-1103 40 40 40 1.00 10 1 Delano College Cen 20-Aug-12 7-Dec-12 

Aug 9 2012, page 6 of 7




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mt 

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mt Fill Rate 

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Capacity 

Special 


MATHBA 72456 Green J MS-110 32 32 32 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBD 71580 Perrone M MS-18 35 35 35 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBD 71582 Starr D MS-18 35 35 35 1.00 15 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 

MATHBD 71592 Meert P WI-102 35 35 35 1.00 6 0.4 Weill Institute 20-Aug-12 7-Dec-12 

MATHBD 71593 Smith C LA-116 33 33 33 1.00 10 1 Bakersfield Main Ca 20-Aug-12 7-Dec-12 



MATHBD 71588 Mieh T MS-104 10 0 0 0 0 Instructor BC Distance Educat 8-Oct-12 7-Dec-12 

MATHBD 71598 Astacio DST-1103 40 40 40 1.00 9 0.9 Delano College Cen 20-Aug-12 7-Dec-12 

121 

121 sections 

CHECK ACDV 24 

ENGL 40 

ENSL 25 

MATH 32 

Total sections 121 

Aug 9 2012, page 7 of 7

To: Chairs and Deans of 

Academic Development, English, English as a Second Language, and Mathematics 


Ann Morgan, Ed.D., Director, Institutional Research and Planning 

Sue Vaughn, Director, Enrollment Services 

Date: August 3, 2012 

Re: Evaluation of Student Course Placement 

We need to evaluate student course placement early in the fall semester. As part of the documentation 

for the California Matriculation requirements, The California Community College Chancellor’s Office 

requires each college to gather evidence that placement tests in use are placing students into courses 

that appropriately reflect their preparation for the course. 

In order to meet these requirements, we will be asking faculty in your areas to use 10-15 minutes of 

class time during the fourth or fifth week of classes (September 10-24) to administer the questionnaire 

to students. We will also ask faculty to record their rating of each student’s entering abilities. Attached 

are the student questionnaire and timeline for your convenience. 

To help with workload challenges, we are using a stratified random sample research design to select a 

sample of courses in three areas (Academic Development, English, and Mathematics). Thus, the 

participation of faculty teaching courses selected for the sample is critical to the success of this study. 

Also attached is a list of CRNs with instructor names that are in the sample. If you have any questions or 

concerns about the sample procedure, please contact Ann Morgan x4453. 

There are six CRNs sampled for which the instructor name/room are not yet in Banner. Ann will send an 

updated list when we have the information. The sections are: ENGLB50-CRN 71212; ENGLB60-CRN 71224; 

ENGLB60-CRN 71226; ENSLB50-CRN 71269; ENSLB51-CRN 71271; ENSLB70-CRN71283. 

Please discuss the study with your faculty and let them know how important their participation is. 

Attachments: 

• Questionnaire (Student Placement Questionnaire.pdf 

• Study Timeline (Student Course Placement Study Acad Calendar 2012.pdf) 

• List of Courses in the Sample (Course List-Names-Rooms 8-3-12.pdf) 

• Email to Chairs and Deans 8-3-12

To: English, English as a Second Language, Mathematics, and Reading Faculty 


Ann Morgan, Ed.D., Director, Institutional Research and Planning 

Sue Vaughn, Director, Enrollment Services 

Date: August 31, 2012 

Re: Evaluation of Student Course Placement 

As part of the documentation for the California Matriculation requirements, the California Community College 

Chancellor’s Office requires each college to gather evidence that placement tests in use are placing students into 

courses that appropriately reflect their preparation for the course. In order to meet these requirements, we are 

asking that you to help us in the evaluation of the readiness of your students for the course you are teaching. 

To help with workload challenges, we are using a stratified random sample research design to select a sample of 

courses. Thus, your participation is critical to the success of this study. If you have any questions or concerns 

about the sample procedure, please contact Ann Morgan x4453. 

This is a two-part evaluation. One part is a student evaluation and the other is an instructor evaluation. To help 

ensure the standardization of our data collection and validation efforts, please follow these procedures. 

Student Evaluation 

• During the fourth or fifth week of classes (September 10-24), please take 10-15 minutes of class time and 

ask your class to complete the enclosed surveys using a pencil or dark pen. 

• Before distributing the survey form, please read the enclosed script that describes the purpose of the 

survey and confidentiality of student responses. 

• Please write the name of the course (for example, ACDV B68) and the CRN on the board to make it easy 

for students to answer those questions correctly. 

• While students are completing the survey, you may answer questions regarding the meaning of survey 

questions or words. However, students must identify their answers without assistance from you. 

• Place completed surveys in the mailing envelope you received with survey materials. 

Instructor Evaluation 

• On the day you administer the survey, please print a current class roster. 

• Using the following scale, mark your rating next to each student’s name on the roster (please add student 

names if they are not listed on the roster and the student is taking the survey): 

5 – Should definitely be placed in a higher level course 

4 – Might have the ability to do well in a higher level course 

3 – Is appropriately placed 

2 – Might be better placed in a lower level course 

1 – Should definitely be placed in a lower level course 

• Your rating should be for the student’s entering abilities, reflecting your observations of the student’s 

skills and readiness for the course. Focus on your assessment of the student’s abilities at the start of the 

course (the student’s readiness in terms of the skills required for beginning students in this particular 

course), not his/her performance in subsequent work in the course. In particular, we would like to know 

if the student possesses the requisite abilities to begin the course successfully, is over-prepared or is 

under-prepared. You may base your assessment on any observations, tests, quizzes, homework 

assignments, in-class discussions, or questions asked during or after class. This assessment should not 

take into account any motivational aspects in terms of the performance in class. If a student is not doing 

well in your class, but has the ability to do well, your rating should reflect the ability only. 

• Please return the student roster with your ratings and student surveys in the original mailing envelope by 

September 26 to the President’s Office (one envelope for each class in the survey). If you have any 

questions, please call Sue Vaughn at x 4049, Ann Morgan x 4453. 

Thank You for Your Help and Participation!

Fall 2012 Student Course Placement Survey 

Administer to Students September 10-24 

Survey Script 

Please read the following script to students when you administer the survey in your class. 

“We need students enrolled in this class to help us evaluate the way our College 

determines student eligibility to enroll in certain courses. Please complete the 

survey that I will pass out to you. The survey should take about 3-5 minutes to 

finish. After completing the survey, place it in the envelope at the front of the 

class. 

Your answers will not affect your course grade and I will not review any of the 

surveys. Your responses will remain confidential. 

In addition, the survey processing will group responses together so that 

individual responses will not be part of the evaluation. 

When answering questions about your placement into THIS class, consider what 

made you eligible to take the class. For example, are you eligible because of your 

placement test results, or are you eligible because you passed a prerequisite 

course? 

Answer each question to the best of your ability. Thank you for your help in 

evaluating the placement process at BC.”

Student Placement Questionnaire 

Bakersfield College, Fall 2012 

Bakersfield College is surveying students and faculty to evaluate placement processes. Please answer the 

questions as completely and as honestly as possible; your responses are private and will have NO effect on your 

course grade. Please use a pencil or dark pen and indicate your answer with a check mark √. 

Your Name (First, MI, Last): ______________________________ 

1._In which course are you taking this survey? 

Academic 

Development 

English English as a Second Language Math 

___ ACDV B50 ___ ENGL B1A ___ ENSL B50 ___ ENSL B31 ___ MATH B6A 

___ ACDV B62 ___ ENGL B50 ___ ENSL B60 ___ ENSL B51 ___ MATH B1B 

___ ACDV B68 ___ ENGL B60 ___ ENSL B70 ___ ENSL B61 ___ MATH B1A 

___ ACDV B78 ___ ENSL B80 ___ MATH BD 

___ ACDV B91 ___ ENSL B21 ___ MATH BA 

___ ENSL B22 ___ MATH B50 

2._Course CRN: ___ ___ ___ ___ ___ 

3._Gender 

___ Female 

___ Male 

4._Age 

___ 19 or Younger 

___ 20-24 

___ 25-29 

___ 30-39 

___ 40-49 

___ 50 or older 

5._Ethnicity 

___ African American 

___ American Indian 

___ Asian/Filipino/Pacific Islander 

___ Hispanic 

___ White 

___ Two or More Races 

___ Other 

6._How were you placed in this course? 

___ Assessment Score (Asset, Compass, or SLEP Test) 

___ Prerequisite Course Previously Taken 

___ Special Placement by Counselor or Instructor 

___ Repeating the Course 

___ I Chose This Course Myself 

7._In your opinion, you: (choose only one) 

___ Definitely should have been placed in a lower course 

___ Maybe should have been placed in a lower course 

___ Belong in this course 

___ Maybe should have been placed in a higher course 

___ Definitely should have been placed in a higher course

Committee Name Staff Development Coordinating Council 

Co-Chairs Bonnie Suderman (administration), Kimberly Hurd (facutly), (classified is currently 

vacant) 

Committee Members June Charles Classified, Student Services; Amber Chiang Administration, Public 

Information; Todd Coston Director, Information Technology; Chris Hitchcock Classified, 

Admissions & Records; Diana Jackson Faculty, Academic Development; Richard 

Marquez Faculty, English; Richard McCrow Director, Delano Center; Angela Mora 

Classified, Public Safety; Emmanuel Mourtzanos Administration, Instruction; Shohreh 

Rahman Faculty, Counseling 

Committee Charge To provide, support , and promote activities and opportunities which will enhance job 

performance, personal growth, and social interaction among all Bakersfield College 

employees, thereby developing a sense of campus community. 

Charge/Same Yes 

College Goal 1: Student Success Student Success: Become an exemplary model of student success by developing and 

implementing best practices. 

Committee Goal Research and investigate Skilled Certificate program requirements, logistics, and 

expectations. 

Action Plan The committee will look into similar programs currently offered at other schools (i.e. 

College of the Canyons). 

Timeline Ongoing throughout the 2012-2013 academic year. 

Committee Goal Increase staff development offerings for online faculty in the areas of online pedagogy 

and best practices. 

Action Plan Communicate with online faculty and see what their specific needs are. We will offer 

specific trainings to fit those needs (via Go2Knowledge and iSTREAM). 


College Goal 2: Communication Communication: Enhance collaboration, consultation, and communication within the 

college and with external constituents.

Committee Goal Improve upon existing data base to track and record staff development workshops, 

participation, and accomplishments in order to positively reflect on the employee, 

SDCC, and the institution. 

Action Plan Assign one individual to enter scheduled workshops and trainings into CMS each 

semester. Work with IT to develop a tracking system that would keep record of all 

those in attendance that could be stored and filed. 


Committee Goal Develop an automated process (i.e. computer survey) that elicits participant feedback 

and analysis of all staff development workshops. 

Action Plan Work with IT to incorporate an automated survey that will be sent to all workshop 

participants immediately following the training session. The completed surveys would 

be submitted to SDCC for anaylsis. 


College Goal 4: Oversight & Accountability Oversight & Accountability: Improve oversight, accountability, sustainability and 

transparency in all college processes. 

Committee Goal Improve variety of FLEX offerings to better incorporate all employee groups. 

Action Plan Communicate with faculty, classified, and administrators to see what type of trainings 

are needed. Advertise specific workshops that are currently being offered on a monthly 

basis. 


Committee Goal Improve upon oversight and accountability with respect to presenter’s financial 

honorarium for completion and follow through of stated activity. 

Action Plan Meet with recipients of the SDCC scholarship so that they can share what they have 

learned with the college community and how it aligns with the college strategic goals. 

Timeline Ongoing throught the 21013-2013 academic year.

Committee Name Information Services and Instructional Technology 

Co-Chairs Nick Strobel and Hamid Eydgahi 

Tim Bohan, Greg Cluff, Christian Zoller, Steven Lytle, Harold Mendoza, Mark Staller, 

Andrew Baker, Leah Carter, David Neville, Brent Damron, Manuel Fernandez, Kirk 

Russell, Gabrielle Martin, Dan Kimball, Matthew Garrett, Adie Geiser, Todd Coston, 

Committee Members 

Kristin Rabe, Judy Ahl, Amber Chiang, David Barnett, Cindy Collier, Tracy Lovelace, 

Richard McCrow, Melanie Wheeler-Hayes, two SGA reps TBD 

Committee Charge 

1. Recommend campus-wide technology policy and procedures. 

2. Determine and monitor campus software and hardware standards. 

3. Allocate technology resources. 

4. Review all significant technology projects. 

5. Determine and monitor procedures for obtaining technology services. 

6. Establish a system of communication between users, district and campus 

technology resources, and the Academic Senate. 

Charge/Same Yes 

College Goal 1: Student Success Student Success: Become an exemplary model of student success by developing and 

implementing best practices. 

Committee Goal Develop at-risk student flag system for online courses. 

Action Plan Accreditation Standard IIA actionable improvement plan (AIP #2) includes this goal as 

part of enhancing the quality of online distance education courses. One possible 

system to model our own system after is at Indiana University-Purdue University 

Indianapolis that uses a three-color warning system that is visible every time a student 

logs into the university's website or logs into a class' website. AIP #2 says that 

Bakersfield College will include the appropriate support to implement: developing an 

online student orientation system for students in online courses, developing a student 

signal alert system, developing an online tutoring program, increasing counseling 

services for online students, and developing faculty training in pedagogy of online 

teaching. 

Timeline This academic year but support personnel need to be hired to do this. 

Committee Goal Get approval for + hire Faculty Director of Extended Learning Technologies

Action Plan Will present to FCDC again this year. 

Timeline As budget allows. This is a goal that ISIT has for BC as ISIT can only recommend. 

Committee Goal Develop a "Best Practices for Online Teaching at BC" checklist document. 

Action Plan 

The checklist would be something for instructors to use when setting up a course so 

that they know what we think works best and helps students most. It would also be 

helpful for face-to-face instructors and administrators to use in evaluating the 

pedagogy of an online classes. San Diego Community College District has a checklist 

that a task force will use in developing the one for BC. One thing we know the checklist 

will need to include is a recommended workaround procedure enabling waitlisted 

students to participate in the online class until we get the other two colleges agree to 

letting their waitlisted students access to the Moodle shell. 

Timeline This academic year certainly; shoot for this fall semester. 

Committee Goal 

Get all KCCD colleges to give waitlisted students equal access to their online classes 

as the enrolled students. 

Action Plan 

Timeline 

College Goal 2: Communication 


Currently, waitlisted students in online courses are not able to participate in class 

discussions or submit assignments in online courses. It is college policy that waitlisted 

students in face-to-face courses must attend classes and participate in the face-to-face 

courses or they can be dropped. It should be the same for online courses. Equal 

access in online courses is not an accreditation standard so we will investigate if this is 

a Title V requirement. Discussion needs to take place between academic senates of all 

three colleges. 

This academic year. If all three colleges finally agree, then will require 2-3 months 

coding by district IT 

Communication: Enhance collaboration, consultation, and communication within the 

college and with external constituents. 

Improve process of communication between faculty and Information Services on what 

software needs to be put in computer labs, so that it is done in a timely manner before 

spring semester ends.

Action Plan 

Communication is an ever on-going problem at Bakersfield College so we will continue 

trying to find a more effective method that will actually be used by faculty in a timelier 

manner than the current process. 

Timeline on-going 

Fine-tune the Technology Request form ("ISIT form") in APR and improve the process 


of how the form is distributed with the APR and data are entered by the departments. 

Action Plan 

Timeline This academic year 

The ISIT form was distributed with the APR form this year but it remains a separate 

Excel spreadsheet with drop-down menus. Those department chairs who did fill out the 

form last year indicated that the form was straightforward. This academic year, the 

APR was due to the deans by September 7th for them to check for completeness 

before forwarding them on to Institutional Research and Planning. The forms are due 

to IRP by September 21st. IS/MS might have data as soon as 9/21. 

Committee Goal Increase wireless coverage and capacity on main Panorama campus. 

The college will investigate use of SRID (Measure G) bond money and in the science 

Action Plan 

and math areas, we will use some of the STEM grant for increasing wireless 

coverage/capacity in Science-Engineering and Math-Science. 

Timeline This academic year and following years as budget allows 

College Goal 3: Facilities and Infrastructure 

Facilities/Infrastructure: Improve maintenance of college facilities and infrastructure. 

Committee Goal Increase wireless coverage and capacity on main Panorama campus. 

The college will investigate use of SRID (Measure G) bond money and in the science 

Action Plan 

and math areas, we will use some of the STEM grant for increasing wireless 

coverage/capacity in Science-Engineering and Math-Science. 

Timeline This academic year and following years as budget allows 

College Goal 4: Oversight & Accountability 

Oversight & Accountability: Improve oversight, accountability, sustainability and 

transparency in all college processes.


Action Plan 

Improve process of communication between faculty and Information Services on what 

software needs to be put in computer labs, so that it is done in a timely manner before 

spring semester ends. 

Communication is an ever on-going problem at Bakersfield College so we will continue 

trying to find a more effective method that will actually be used by faculty in a timelier 

manner than the current process. 

Timeline on-going 

Fine-tune the Technology Request form ("ISIT form") in APR and improve the process 


of how the form is distributed with the APR and data are entered by the departments. 

Action Plan 

The ISIT form was distributed with the APR form this year but it remains a separate 

Excel spreadsheet with drop-down menus. Those department chairs who did fill out the 

form last year indicated that the form was straightforward. This academic year, the 

APR was due to the deans by September 7th for them to check for completeness 

before forwarding them on to Institutional Research and Planning. The forms are due 

to IRP by September 21st. IS/MS might have data as soon as 9/21. 

Timeline This academic year 


Re-allocate computers to desktops as computers become available. 

Can we use a multi-tiered approach so that we can put newer machines on some office 

desktops instead of always re-allocating old computer lab computers to the desktops? 

We recognize that not all computer labs (or the Computer Commons) need the latest 

and greatest computers and that some "power users" on campus do need faster 

computers than other users. Still to be worked out is how we determine who those 

Action Plan 

power users are in a rational way that is agreeable to all. Software needs (i.e., what 

hardware the requested software requires) will be a prime consideration in the decision 

making along with network cabling and power needs but what other criteria should go 

into a multi-tiered allocation process needs to be worked out. 

Timeline 

on-going but criteria for multi-tiered allocation scheme to be worked out this academic 

year.

Kern Community College District 

Services Engagement Report for DegreeWorks Implementation 

Project Information 

Project name: Kern Community College District 

Prepared by: Jean Summers 

Functional Consultant 

jean.summers@sungardhe.com 

360-584-6406 

Date Prepared: February 24, 2012 

Objective DegreeWorks Implementation 

Service Duration February 7 to July, 2012 

Status In Progress 

Date Last Updated October 8, 2012 

Last Updated by: Jean Summers 

Distribution 

Kern Community 

College District 

Kern Community 

College District 

Virginia Gurrola Director of Admissions at Porterville College 

Sean James Vice Chancellor, Operations Management 

Ellucian Frank Pahlke Project Manager 

Ellucian Melanie Farkas Technical Consultant 

Ellucian Catherine Gibson Sr. Technical Consultant 

Ellucian Susan Johnson Delivery Center Manager 

Participation 

Date/Week of: Name Role 

February 7-9, 2012 Sue Vaughn Director of Admissions at Bakersfield 

College 

February 7-9, 2012 Chris Hitchcock Admission Supervisor at Bakersfield 

College 

February 7-9, 2012 Connie Maranda Admissions and Records Technician at 


February 7-9, 2012 David Cornell Director of Admissions at Cerro Coso 

College 

February 7-9, 2012 Dawn Fidel and Records Technician at Cerro Coso 

College 

February 7-9, 2012 Virginia Gurrola Director of Admissions at Porterville 

College 

February 7-9, 2012 Janice Halopoff Admissions and Records Technician at 

Porterville College 

February 7-9, 2012 Judy Fallert Curriculum Specialist at Porterville 

College 

February 7-9, 2012 Melissa Newton 

Kern Community College District Confidential and Proprietary Page 1 of 20 

DegreeWorks Services Engagement Report

February 7-9, 2012 Charley Chiang System Analyst/Programmer 

February 7, 2012 and 

as needed/available 

February 9-10 

Morning of February 

8, 2012, and as 

available February 10, 

2012 

David Palinsky Assistant Director, Information 

Technology, Kern Community College 

District 

Sean James Vice Chancellor, Operations 

Management 

February 7-9, 2012 Matt Jones Datatel+SGHE, Intern 

Participation 


March 27-29, 2012 Sue Vaughn Director of Admissions at Bakersfield 

College 

March 27-29, 2012 Chris Hitchcock Admission Supervisor at Bakersfield 

College 

March 27 & 29, 2012 Connie Maranda Admissions and Records Technician at 


March 27-29, 2012 David Cornell Director of Admissions at Cerro Coso 

College 

March 27-29, 2012 Dawn Fidel and Records Technician at Cerro Coso 

College 

March 27-28 & 29-PM, Virginia Gurrola Director of Admissions at Porterville 

2012 

College 

March 27-28 & 29-PM, Janice Halopoff Admissions and Records Technician at 

2012 


March 27-28, 2012 Judy Fallert Curriculum Specialist at Porterville 

College 

March 27-29, 2012 Melissa Newton Systems Support Analyst 

March 27-29, 2012 Matt Jones Ellucian, Intern 

March 27-29, 2012 Andrea Gross Ellucian, Functional Consultant 

(Shadow) 

Participation 


April 24-26, 2012 Sue Vaughn Director of Admissions at Bakersfield 

College 

April 24-26, 2012 Chris Hitchcock Admission Supervisor at Bakersfield 

College 

April 24, 2012 & 4/25 Connie Maranda Admissions and Records Technician at 

PM 


April 24-26, 2012 David Cornell Director of Admissions at Cerro Coso 

College 

April 24-26, 2012 Virginia Gurrola Director of Admissions at Porterville 

College 

April 24, 2012 Janice Halopoff Admissions and Records Technician at 


April 24, 2012 as Sean James 



available 

Judy Fallert Curriculum Specialist at Porterville 

College 

April 24-26, 2012 Melissa Newton Systems Support Analyst 

April 24-26, 2012 Matt Jones Ellucian, Intern 

April 24-26, 2012 Andrea Gross Ellucian, Functional Consultant 

(Shadow) 

April 25, 2012 Security Elena, David, & 

only 

Charley 

Progress Report: Accomplishments/Decisions Made 

Accomplishments: 

Completed all objectives of the February 7-10 visit which included: 

o Meet the DegreeWorks Core Team members and the Sungard Higher 

Education functional consultant 

o Understand the DegreeWorks features including web functionality and the 

PC Tools 

o Identify the basic terminology of the DegreeWorks system 

o Define the DegreeWorks implementation project management procedures 

o Describe the DegreeWorks process flow 

o Define the extract process and describe how this process relates to the 

SIS configuration (high level for functional team) 

o Understand and complete a preliminary set up of the configuration 

settings in the UCX tables 

o Describe how access to services is handled in DegreeWorks (high level 

for functional team) 

o Describe system management requirements including the set up of 

nightly cron job requirements (high level for functional team) 

o Identify best practices in a DegreeWorks implementation 

o Identify the DegreeWorks implementation tools 

o Demonstrated ability to navigate in Scribe and to scribe basic and semicomplex 

requirements, and update existing requirement blocks. 

o Demonstrated awareness of how to troubleshoot student data issues, 

using Student Data View, Registrar’s Report and/or Diagnostics Report 

and understand their application to course requirements on the Web. 

o Demonstrated ability to use SureCode to edit, delete or add codes and 

flags to UCX tables. 

o Demonstrated ability to use What If and Student View Audits to look at 

the display of scribed logic and wording. 

o Demonstrated ability to run administrative scripts via Transit. 

o Demonstrated ability to use SunGard Higher Education DegreeWorks 

Documentation. 

Completed all objectives of the March 27-29 visit which included: 

o Demonstrated ability to troubleshoot student data issues and how they 

apply to course requirements on the Web 



o Demonstrated ability to place Exceptions on students and view 

Exceptions results immediately 

o Begin process of defining desired localizations 

o Demonstrated ability to run extracts, and bulk audits via Transit. 

Completed all objectives of the April 24-26 visit which included: 

o Finalized the implementation and make sure the staff is ready to proceed 

to rolling out DegreeWorks to the campus community. 

o Demonstrated ability to manage the Planner and Templates functionality. 

o Modified security roles, as needed 

Completed all objectives of the July 24 Webex session which included: 

o Set up and testing of CURRRULE functionality for What-If 

Scribe (2/9/12) 

We completed a thorough review of the navigation and functionality in Scribe 

(see agenda for range of information covered), how to locate information in the 

User’s Guide and use it to identify options for completing scribe, how to modify 

and copy blocks as needed, the role of the LOG and TODO functions, and how 

to use the What If functionality on the web to review the scribe blocks for 

accuracy and readability. 

The implementation team all participated in successfully scribing a number of 

requirements and complete blocks using various Scribe reserved words and 

reviewing a number of blocks using a variety of simple to semi-complex scribing. 

The team seemed to be catching on to the concepts and applying them 

appropriately. They will work together to establish some standard templates that 

can be placed in “My Templates” for each scriber to use to ensure consistency as 

they complete their various scribing assignments. We discussed creating a block 

for each degree for 0000-2XXX as a template for giving advice to students with 

old catalog years. 3/27/12 Update: Standardizations in process, decided to 

build the scribe block for old catalog years as a group in this session. 

Scribe (3/27/12) 

o Scribed 0000-2011 block for each of the schools (0000-2010 for CC) 

o Talked about options for advising students who have a scribed catalog 

about the options to move to the graduation year catalog. 

Scribe (4/26/12) 

o Addressed a variety of minimal issues with scribe for each school. Scribe 

is still under remediation and has not yet been completed. Remediation 

completed early June. 

SureCode 

We completed a thorough review of the navigation and functionality in SureCode, 

including the use of the Bulk Operations functionality. A number of changes 

were made to the UCX tables during the review process (utilizing the information 

in the UCX Technical Guide). The team was reminded that testing may show us 

that some flag settings in SureCode may need to be changed, or changed again, 



during the rest of the implementation. We stressed the importance of NOT 

running the UCX extract again due to the impact it will have on all the setup we 

have done. Again, the team seemed to grasp the concepts and was eager to 

apply them. The changes to the configuration settings for Bakersfield were made 

by me on the overhead and two staff members from Porterville and Cerro Coso 

updated their configurations to the same settings at the same time. 

Consequently, the configuration settings for all three schools should be identical. 

The only SureCode variations between schools should be on the validation 

tables as appropriate (i.e. Porterville will only show Porterville majors on 

STU035, while the same table at Cerro Coso and Bakersfield will show only their 

majors). All subsequent changes to SureCode and all homework yet to be 

completed in SureCode will be made by Melissa with direction from the 

appropriate authorities. 

UCX tables (configuration and validation tables) evaluated or edited in this 

session (homework assignments are listed as appropriate): 

Wednesday, February 8 

o CFG020 BANNER – DONE Homework: IT to follow up on In-Progress 

Withdraws (pg. 45 in the UCX Tech Guide) to ensure that the 

bannerextract.config is set up properly to support the extraction of W 

grades that have not yet been rolled to student history. 

o CFG020 DAP13 - DONE 

o CFG020 DAP14 – DONE 

o CFG020 SEARCH – DONE 

o CFG020 WHATIF – DONE with the exception of Allow Look-Ahead. 

Opted to leave it turned on at the moment. Homework: Discuss with 

Sean and possibly with the counselors during training. 3/27/12 Update: 

Not yet done. 4/24/12 Update: Leaving turned on. 

o STU016 (Term) – Homework: 1) Set Web Planner flags (Hold until 

training 3 and Planner set up discussion takes place), 2) review for 

missing catalog years and for missing terms and clean up as appropriate, 

3) Remove terms prior to ??? (if desired, but not required) and build out to 

at least 2015, 4) clean up descriptions, if necessary 3/27/12 Update: 

DONE (except SEP Picklist). 4/24/12 Update: See Planner notes 

o STU035 (Catalog Year) – Homework: 1) Set Show in SEP Picklist (Hold 

until Training 3) and What-If flags; 2) Clean up descriptions; 3) Remove 

years prior to 1998 , 4) built out to at least 2015 – Step 3 is done for all 

three schools Homework: Complete all other steps as indicated for all 

three schools 3/27/12 Update: DONE (except SEP Picklist) 4/24/12 

Update: SEP Picklist DONE 

o STU305 (Banner Classification – DW Student Level) – No changes at this 

time 

o STU306 (Banner Student Type – DW Student Status) – No changes at 

this time 

o STU307 (Degree) – Homework: 1) Clean out any records no longer in 

use, 2) set Show in What-if flag 3/27/12 Update: DONE 

o STU023 (Major) – Homework: 1) Clean out any records no longer in use, 

2) modify descriptions as necessary to eliminate duplicates 3/27/12 

Update: DONE 



o AUD027 (What If Major) – Homework: 1) Clean out any records no 

longer in use or that you do not wish students to be able to use to 

complete a What-If; 2) modify descriptions as necessary to eliminate 

duplicates; 3) set Degree Filter 1 (and/or 2-5) to the appropriate degree(s) 

for that major 3/27/12 Update: DONE 

o STU024 (Minor) – Clean out all records 3/27/12 Update: DONE 

o AUD029 (Minor) – Clean out all records 3/27/12 Update: DONE 

o STU316 (Program Code) – No changes at this time 3/27/12 Update: 

Decision made to create new coding structure for all three schools 

for identifying Gen Ed plans, so all schools have been cleaned up in 

Banner TEST database – New Homework: the codes need to be 

reextracted to DW and the scribe need to be updated accordingly 

4/24/12 Update: DONE 

o STU350 (Banner Level – DW School) – No changes at this time 

o STU352 (Banner Subject - DW Discipline) – Homework: Clean out any 

records no longer in use for each school 3/27/12 Update: Opted not to 

clean out – will add as needed 

o STU356 (Banner Grade Mode – DW Grade Type) – no changes at this 

time 

o STU385 (Grade) use for overrides – Homework: 1) Remove options for 

the other schools as appropriate; 2) Set the “Use in GPA Calculators 

(Web)” flag to N for all except one set of grades that may be used in GPA 

calculations 3/27/12 Update: DONE 

o STU563 (Concentration) – Homework: Clean out all 3/27/12 Update: 

DONE 

Thursday, February 9 

o CFG020 TIEBREAKER – No changes 

o CFG020 Web - DONE 

o CFG068 (Course Sequencing – NA 

o CFG070 (Equivalency) – ran beautifully, but pulled all three schools into 

each school Homework: 1) need to correctly partition in DB and 

reextract for all three schools, 2) Set up bannerextract equiv and 

DAP16all processes to run in nightly cron 3) test audits 3/27/12 Update: 

1) DONE, 2) Need to check on (may need Melanie’s assistance to set 

up), 3) Still needs to be done. 4/26/12 – Not sure of status 

o CFG073 (Cross Listed) – ran beautifully, but pulled all three schools into 

each school Homework: 1) need to correctly partition in DB and 

reextract for all three schools, 2) Set up bannerextract equiv and 

DAP16all processes to run in nightly cron 3) test audits 3/27/12 Update: 

1) DONE, 2) Need to check on (may need Melanie’s assistance to set 

up), 3) Still needs to be done. 4/26/12 – Not sure of status 

o CFG074 (Reused Courses) – NA 

o CFG078 (Split Courses) – NA 

o AUD032 (Audit Freeze Types) – Homework (Optional): Determine 

whether any changes are needed to the REG freeze types (others will be 

evaluated as needed) 3/27/12 Update: Not yet done but plan to do 

o BAN080 (Custom Data) if – possibilities: holds, academic standing,) – 

Homework: need to get patch for missing table values applied to PC and 

CC. 3/27/12 Update: Not yet done. 4/26/12 - DONE 



o SCR001 (Reserved Words – Changed Academic Year to Catalog Year 

and Credits to Hours - Homework: Modify any Remarks or Proxy-Advice 

that contain the word “Credits” to say “Hours” 3/27/12 Update: Not yet 

done due to parsing errors, but the list of changes have been 

identified 4/24/12 Update: Catalog Year changed again to Catalog 

Rights Year 

o SCR002 (Custom) ATTRIBUTE – May need for a variety of things 

(BAN080, test scores, etc.) – Homework : Complete build for test scores 

3/27/12 Update: Not yet done but still plan to do (schools need to 

identify the codes needed from SOATEST for scribing purposes) 

o SCR003 (Non Course) – possibilities : CTE, CPR, etc. 

o SCR044 (With) ATTRIBUTE 

o RPT036 – CourseLink Done for WEB31 for all schools Homework: Align 

the SEP30, SEP31, WEB30, WEB33, WEB36, WEB44, WEB51, and 

WEB56 records with the same changes made on WEB31 3/27/12 

Update: Not yet done but plan to do 

o RPT050, RPT051, & RPT054 – Already set to B 

Training 2 

New tables addressed during this session (see previous training sections for 

updates on tables initially reviewed during those sessions): 

o CFG071 – Homework; Enter list of pre-defined notes as desired 

Training 3 

New tables addressed during this session (see previous training sections for 

updates on tables initially reviewed during those sessions): 

o SEP001-008 – done for all three schools except: Homework: 1) 

Develop and add more schema’s to SEP002 as needed 

o STU023 – set to Y for Sep Picklist Homework: Change any to N as 

needed 

o STU035 – set only scribed years to Y for What-If & SEP – done 

o STU307 – done 

o STU016 – Term Type and SEP set starting with Fall 2012 (first term to 

use plans) – done through Summ er 2016 Homework: Build out any 

additional terms needed set flags as appropriate 


o STU385 – SEP set for A, B & C only – done 


July 24 Webex 

We discussed the use of the CURRRULE extract and the necessary steps for 

successful usage of this functionality in performing What-If audits based on the 

CAPP flag as set in Banner. We reviewed the extract steps outlined in the 

Technical Guide and reviewed the following setup: 

o CFG020>WHAT-IF 

During the course of the session, we set the flags as appropriate and were able 

to see the desired results for BC (they are the only ones that currently had the 



CAPP flag set in Banner). The functionality was then turned off until the 

necessary Banner cleanup can be done. The team has the information for 

turning it back on when they are ready to move forward with this functionality. 

Transit 

Training 1 

We completed a review of the navigation and functionality as it relates to the ADMIN 

tasks (daprestart, ucx12job, webrestart). We also reviewed running the DAP 16 process 

and SCR02 through SCR10 reports so that the team can utilize these functions as 

needed during their scribing and testing. 

Training 2 

We reviewed the remaining Transit functionality with the exception of the DAP54 report 

which will be reviewed during Training 3. 

Training 3 

Reviewed DAP54 as it relates to applying templates to students in bulk. 

Block and Web Review 

Training 2 

The implementation team reviewed the recommended strategies for both block and web 

review. We completed examples of both and staff did a good job of identifying both 

scribe and audit issues and the methodologies for determining where the issue was and 

how it needed to be corrected. They identified several scribe issues that we were able 

to correct during the session. 

We covered the following concepts during our discussion: 

Best Fit Algorithm – the Audit Engine will always attempt to place the student’s 

courses into the audit in such a way as to achieve the highest possible level of 

requirement completion. Consequently, it is possible for a course to be used to meet 

one requirement on one audit and have that class move to complete a different 

requirement on a subsequent audit if that is now the “best fit” for that student. 

Always regenerates the audit from data in DegreeWorks – Only data already in DW 

when the audit is run is considered. Changes in Banner that have not yet been 

bridged/extracted are not considered nor are items changed in DW (notes, petitions, 

exceptions) during the current session processed unless the “Process New” function 

is utilized to regenerate the audit. 

Role of Catalog Year in matching students to blocks – the catalog year as it appears 

on the SGASTDN Curriculum and Field of Study records are applied as appropriate 

to determine which requirement block will appear for a student. Example: If a 

student has a entrance catalog year of 2007 and a major catalog year of 2009, the 

major would look at a scribe block that had a start year of 2009 (or prior) with an end 

date of 2009 or beyond, while the degree and general education blocks would look at 

a scribe block that had a start year of 2007 (or prior) with an end year of 2007 or 

beyond. 

Review of Diagnostic Tools – It was noted that those with Registrar level access 

(equivalent to a superuser in Banner) have access to several other tools within DW 

to assist with diagnosing any questions/discrepancies/issues that may arise. The 



Registrar’s Report, Diagnostics Report, and Student Data Report audit views were 

reviewed with the Implementation Team with an emphasis on navigation of the 

forms, the contents of each and what to look for on each form. We primarily focused 

on when it is appropriate to utilize each form in the process of researching issues 

that may be discovered during their testing. Example: Scribe in question – start with 

the Registrar Report; Audit Engine decision in question – start with the Diagnostics 

Report; Student data in question – start with the Student Data Report. 

Web Data Review 

Training 2 

We covered the following concepts during our discussion (the first four bullets were 

refresher discussions): 

Always regenerates the audit from data in DegreeWorks – Only data already in DW 

when the audit is run is considered. Changes in Banner that have not yet been 

bridged are not considered nor are items changed in DW (notes, petitions, 

exceptions) during the current session shown unless the “Process New” function is 

utilized to regenerate the audit. 

Role of Catalog Year in matching students to blocks – the catalog year as it appears 

on the SGASTDN Curriculum and Field of Study records are applied as appropriate 

to determine which requirement block will appear for a student. Example: If a 

student has a entrance catalog year of 2007 and a major catalog year of 2009, the 

major would look at a scribe block that had a start year of 2009 (or prior) with an end 

date of 2009 or beyond, while the degree and general education blocks would look at 

a scribe block that had a start year of 2007 (or prior) with an end year of 2007 or 

beyond. 

The Registrar’s Report, Diagnostics Report, and Student Data Report audit views 

were reviewed with the Implementation Team with an emphasis on navigation of the 

forms, the contents of each and what to look for on each form. We primarily focused 

on when it is appropriate to utilize each form in the process of researching issues 

that may be discovered during their testing. Example: Scribe in question – start with 

the Registrar Report; Audit Engine decision in question – start with the Diagnostics 

Report; Student data in question – start with the Student Data Report. 

Notes – Depending on security level granted, advisors will have the capability of 

adding either pre-defined and/or free-form notes that are then added to the student 

audit and become part of their record. Reminder: the notes will only appear on the 

audit after the note is saved and the Process New button has been utilized. 

Petitions – The petition process was reviewed but will likely not be utilized. 

Exceptions – We reviewed the functionality for applying exceptions to student 

records. This included discussion of each of the exception options available, when 

more than one exception may be required to complete the exception, how to identify 

enforced and unenforced exceptions and why an exception would become 

unenforced. We also discussed how several different methods can be used to 

complete the same exception. We reviewed the Exception Management Report as a 

tool for managing exceptions and the AUD001 report in Transit for monitoring 

unhooked and unenforced exceptions. Below is a recap of the various exception 

types and specifics about how and when they are best used. 

o Force Complete – allows you to complete a course rule, subset rule, and/or 

block or rule qualifier without applying additional classes. 



The Force Complete exception can be used on any course rule and most 

qualifiers and is the only exception type that may be used on a percentage 

rule (i.e. GPA rules). This exception type is completely independent of all 

student data. It will simply complete a rule on a student degree audit 

regardless of any applied qualifiers. Forcing a rule/qualifier complete tells the 

auditor to ignore the rule/qualifier the next time and audit is performed for this 

student. 

Note: Functionally, this is the most powerful exception and should be used 

with caution. Often use of this exception with require the use of one or more 

additional exceptions. Example: If a student is exempted from completing a 

3 credit course but the block requires 40 total credits, either a second 

exception to reduce the number of credits required to 37 needs to be made or 

an additional class needs to be required on a different rule within that block to 

make up the course waived. 

o Substitute – allows you to substitute one course for another. This option 

may be used either before or after the alternate course is taken and may be 

used multiple times on the same rule. This will completely remove one 

course from the options available to the student and replace it with another, 

however, you may wish to consider using the Also Allow exception type 

instead (see description below) due to its additional functionality. An example 

of when this option is appropriate would be for a student who (for whatever 

reason – example: having completed most of the coursework at another 

institution but not received equivalency credit) should never take the original 

class but should take another instead. 

o Also Allow – appends courses to a course list on a rule. This option may be 

used either before or after the alternate course is taken and may be used 

multiple times on the same rule. This exception can be used when you wish 

to expand the course options available for a specific rule. In many instances 

this is a better option that using the Substitute exception for two reasons: 

The original class is still an option for the student and does not require 

reversal of the exception should the student change their mind about 

using the approved alternate course, thus allowing the auditor engine 

the most options for moving the student as close to graduation as 

possible. 

Additional qualifiers can be added to the additional course (i.e. a 

minimum grade may be required, must be taken after a certain term, a 

specific title for a special topics course, etc.) 

Additionally, this is the rule of choice for identifying courses that need to 

be taken when the audit indicates that they advisor must approve the 

courses that will satisfy the rule. 

Limitations: 

1) Courses applied using the Also Allow exception are still subject to 

header qualifiers in the blocks in which they are used and are still subject 

to the best-fit algorithm. Example: An Also Allow exception is processed 

allowing ENGL 215 to be used to satisfy a course rule and there is a 



lock header or rule qualifier preventing the use of ENGL 215 within that 

block, the exception will be added to the database, but ENGL 215 will not 

be allowed to be used within that block. A second exception to modify the 

header qualifier preventing this course from being used will be needed 

before processing the Also Allow exception. 

2) Group rules contain multiple rule requirements within the group. The 

Also Allow exception may only be applied to the individual rule 

requirements within the group. They may not be processed against the 

group label. 

o Apply Here – user can apply a specific course to a rule regardless of the 

Scribe text or the auditor best fit algorithm. This option may be used either 

before or after the course is taken and may be used multiple times on the 

same rule. This exception is useful to modify audits where the user wishes to 

dictate specifically where courses are to be used within the degree audit. The 

Apply Here exception will ALWAYS apply a course to that specific rule 

regardless of any scribing, rule or block header qualifiers. 

o Remove Course and/or Change the Limit – allows the removal of a course 

from a course list and/or changes the number of credits required for a 

requirement or block qualifier. This option may be used at any time and may 

be used multiple times on the same rule. This exception is useful to modify 

audit reports when students have successfully petitioned to have a specific 

course or part of a specific requirement 

waived or correcting the advice given to students when a specific course is 

disallowed on a specific rule for a student. 

Note: Similar to a Force Complete exception, one or more additional 

exceptions may be required if credits are modified (either up or down). 

Training 2 - Localizations (Scheduled for weeks of April 9 & 16 by Mark Carpenter) 

The localization discussion included all items noted as possible localizations during 

previous visits. Decisions made are noted with each item. Several decisions have yet to 

be made. I recommend that the team meet ASAP to review this list and finalize their 

decisions so the necessary documentation can be prepared to send to Mark Carpenter 

NO LATER than the 8am Eastern Time on 4/9/12. The following localization options 

were discussed during this session: 

Determine if changes are desired to the first screen encountered after login via 

the URL (not applicable for those logging in via SSB) 

Remove “Portal” link on top options bar 

Identify pictures and provide to tech - DONE 

Change header to some version of each school - Logo’s already sent to Mark 

Change colors to school colors – Color data already sent to MARK 

Change the name of the product from DegreeWorks to MyDegree? 

Determine if additional fields needed in audit header (i.e. Academic Standing, 

Holds, etc.) 



Determine if any fields should be removed from the audit header (advisor, minor, 

college, level, etc. 

Swap locations of fields in header, if desired 

Determine if the title of the Overall GPA header field will be changed or removed 

Change the GPA in DEGREE blocks only to read “Degree GPA” 

GPA’s are only 2 decimal places, remove any appearance of a third decimal 

place (audit header, block headers, etc.) 

Determine if 3 columns are desired in the audit header 

Remove one, both or none of the progress bars? (Probably will go with 

Requirements bar only) 

Add REG grade as Registered Courses to the legend? 

Change the asterisk symbol from an * to [determine character and enter here – 

discussed ^ or †] and add prerequisite indicator to the legend 

Any other additions/changes to the legend? 

Add units in (#) to legend with description that hours are applied but in-progress 

(not yet earned)? 

Change Fallthrough Courses title to General Electives? 

Change Insufficient title to ? 

Change Not Counted to ? 

Drop the word “Applied” from “Units Applied” and “Classes Applied” on 

Insufficient, In-Progress, and Not Counted buckets (leave on for Fallthrough) 

Determine location(s) of the legend – show top & bottom? (Probably will go with 

top) 

Determine location(s) of the disclaimer? (Probably will go with bottom) 

Determine language for the disclaimer (discussed having legal review) 

Modifications to right column of Search screen – remove hard coded fields as 

needed and provide appropriate codes and descriptions for the drop-down list for 

any that will be retained 

Determine if the Find icon on the What-If and Look Ahead screens will be 

removed or if it will have a link to the course catalog or instructions on where to 

get the information? 

Determine language for the “Units Required” hyperlink on Graduation Calculator 

to give the students appropriate advice or identify a place to link for this 

information (maybe point them to the FAQ link) 

Align PDF stylesheet with audit including indentation and appropriate use of 

“and” and “or” on group rules 

Align headers across all audits & Class History 

Review default language for student email hyperlink 

We reviewed the standard process of completing localizations. This includes identifying 

and prioritizing all desired localizations on the spreadsheet provided at the kickoff 

training, creating a mockup of the desired finished product, providing this information to 

the tech consultant, and finishing the process with a Webex session with Mark where he 

will show appropriate KCCD staff how the changes were made, how to maintain them, 

and how to address future needs. The team was reminded to change the “header” 



section and titles on all style sheets (including the PDF stylesheet) to ensure consistency 

of view to the students and advisors. 

Note: The team was also advised to begin developing the FAQ and Help documents that 

will be behind those respective buttons on the web. Note: Consider using Google 

and/or the Commons to see/obtain samples of what other schools have done. Try 

searching for DegreeWorks FAQ and/or DegreeWorks Tutorial for a variety of examples. 

Student Educational Planner 

Training 3 

We completed a thorough review of the SEP functionality and completed all necessary 

set up as indicated in the SureCode notes for Training 3. The usage and set up of 

templates was reviewed along with the navigation and set up of individual plans without 

the use of a template. It was noted that templates are not required for all plans and may 

be used for some programs and not others. 

We discussed the use of the “Locked” feature for allowing advisors to lock an approved 

plan to prevent students from making changes to that plan. Students can still do a Save 

As to create a copy of the plan and do any modification(s) desired on the new copy. The 

decision was made to remove the ability of students to delete plans to ensure that no 

locked plans were intentionally or inadvertently deleted. 

Access Roles 

Training 3 

Several changes were made to modify the baseline user roles. The documents 

embedded below (also previously provided to the team) indicates the changes that were 

made in support of this activity. All user role changes were made during the session 

from the first version of the worksheet. The team made the changes for the 5/15/12 

version based on a conference call. 

Permissions Planning 

Worksheet.xlsx 

Permissions Planning 

Worksheet as of 051512.xlsx 

We also discussed the possibility of utilizing the faculty attribute field in SIAINST to allow 

for automated selection of advisors in various roles. 

One additional user class was set up for ADVF. We also discussed the possibility of 

setting up STUX (for moving ex-advisors/staff to when they leave so they won’t be 

purged in a STU delete cycle). 

Maintenance 

Training 3 

We discussed the following maintenance related items; 



Reviewed jobs that should be currently running in CRON and discussed moving 

them all to PROD when it is set up. 

Data backup is being done, but has not yet been tested for restoring. 

We again discussed the advisability of a couple of functional users being added 

to the email list to receive copies of the action reports from the nightly CRON 

job(s) 

Options for scribe changes were discussed as it relates to starting and ending 

majors and minors and using scribe blocks with previous or later catalog years to 

indicate that the major/minor is not available during those terms and what the 

students options are. 

We reviewed a list of UCX tables that need to be maintained at various times on 

an ongoing basis. 

There were two business processes that were identified as needing to be 

addressed: 

o Determine a process for deleting students at appropriate intervals 

o Determine a process for terminating an advisor (see Access Role decision 

regarding use of STUX user class) 

Roll Out Plan 

Training 3 

The items identified as part of their rollout plan are as follows: 

o Soft Go-live plan – original date of June 2012 likely will be delayed - for 

implementation team and test users– students starting Fall 2011 and beyond 

for audits, mid-late August is the hope for all other advisors/staff (FLEX 

week); 

o TEST database is scheduled to be set up the week of May 21 – determine 

date for dap/ucx uploads from PROD to TEST 

o Communication plan options 

o Luminis/SSB announcement for students? 

o Email to students? 

o Newspaper ad for students?’ 

o Electronic message boards? 

o Desktops in common access areas 

o Table tents in common access areas (library, cafeterias, etc.) 

o recommended looking at Google for samples of what other schools have 

done for FAQ’s and tutorials 

o “Advisor training” – determine timing and reserve locations 

o Hands-on training for students not on the radar 

o Possible exposure through freshman seminar type classes 

o Screen shot/video tutorial? 

o Still determining when single sign on will be opened to students – currently 

working with Katie Sweeney 

o Rollout with 2011-2012 (2010-2012 for CC) through 2012-2013 catalogs (will 

utilize 0000-20XX blocks to cover catalog years not scribed) 



Go-Live Plan 

Training 3 

We used the Datatel+SGHE Go-Live Checklist, their previous homework assignments, 

and items identified in the maintenance review and rollout plan discussions as additional 

sources of information to determine what still needs to be done. We also included a list 

of possible post go-live activities. The revised list is embedded below and was provided 

to the team before I left campus. As a reminder, this is expected to be a “living” 

document. Feel free to update it as new tasks are identified, as tasks are completed, 

etc. By now the team should have met to review the dependencies, due dates, and 

responsible parties that we did determined during the session. Do keep in mind as tasks 

are assigned that the responsible party is not necessarily the person who needs to 

complete the task. They are simply responsible for seeing that it is completed. 

Consequently, if someone has time to assist someone with a task or two, encourage 

them to do so! 

GO LIVE CHECKLIST 

KCCD.xlsx 

Decisions Made: 

2/9/12: When encountering discrepancies in the catalog, the decision was made 

to “scribe the catalog” as this is a document that could be used in legal action to 

identify the requirements the student should be held to. The team will use 

comments to identify what the catalog error is and add a TODO line to the 

effected block to indicate that a catalog correction is needed. Once the catalog is 

corrected, the change can be made in Scribe and the TODO changed to LOG 

with the appropriate date and initials. 

Training 2 

See other details of Training 2 in this report 

Training 3 

See other details of Training 3 in this report 

Recommendations and/or Concerns or Issues 

Recommendations: 

2/8/12: Discussed the possibility of recording the graduation status of a student 

on the audit. Option included: 1) Adding graduation information to the audit 

header and maintaining via localization. 2) Setting up the necessary records in 

BAN080 and SCR002 to pull the desired data from Banner and all this data to be 

used in scribe to identify students a) still needing to apply for graduation (with 

appropriate advice about how and when to apply), b) students who have applied 



(showing the term for which they have applied to graduate, or c) the term in 

which the degree was awarded. This option requires maintenance only in Scribe 

and does not require localization. It also updates automatically on the audit. The 

team seemed to prefer the option 2. However, obtaining the outlined results 

would likely result in a business process chang. This option needs to be 

reviewed by Sean and Virginia and a decision made as to whether or not we will 

move forward with either option. 3/27/12 Update: Not yet done 

2/9/12: The team needs to discuss “Out of Sequence” (classes taken after certain 

other classes may not count toward graduation requirements – i.e. Spanish 1 

taken after Spanish 3 cannot count) and policy implications with Sean. This 

issue will not hold up DW implementation, but if policy changes are made, 

several SureCode settings will need to be revisited. 3/27/12 Update: DONE 

(decided no changes needed) 

2/9/12: Evaluate whether it is possible to have a more current refresh to the 

Banner Test database so that the team is testing with current data. This is 

especially important for BC if they are going to compare DW results to those they 

get from CAPP. 3/27/12 Update: DONE 

Possible localizations identified during this session that need to be considered in 

Training 2: 

o Add REG to legend to indicate classes that are in progress (student is 

REGistered) 

o Remove Level and Classification from Audit header 

o Change * character for prerequisites to ??? and add to legend 

o Show only 2 decimal places on all GPA’s 

Homework: Give thought to: Disclaimer language, bucket titles, and 

header fields prior to Training 2 due to quick turnaround that will be 

required 3/27/12 Update: partially done – originally thought turn 

around was for 4/2, actual dates 4/9 & 4/16 

Remove UCX as an option on Transit menu for RAD30 process to prevent 

accidental running of this extract. 3/27/12 Update: DONE for individuals (need 

to confirm), need to complete on training machines 

Concerns or issues: 

2/9/12: Setting of CFG020>DAP14>Filter Classes by school flag needs to be 

evaluated in. During Training 2 we will test both options to determine the most 

effective setting. 3/27/12 - DONE 

2/9/12: Grades use @ and * - need to decide if these classes should be brought 

into DW and, if so, what needs to appear on the legend. A search of the 

database revealed there are only 211 instances where these codes were ever 

used and the last instance was in 2003. How this will be handled needs to be 

addressed before go-live 3/27/12 Update: Decided not to bring into DW (need 

to exclude) 

2/10/12: Choice of Gened is not currently recorded in Banner. After meeting with 

Sean, David, Charley, Melissa, and Matt on Friday morning a tentative plan had 



een devised for dealing with this issue by building out the Banner program 

codes for PC and CC similar to those for BC and applying the program codes to 

the student record (currently used for reporting only, not on SGASTDN records). 

Received confirmation via Melissa that this had been approved to move forward 

as of 2/22/12. 3/27/12 Update: partially done – All new codes identified and 

built in BANNER TEST database, BC & CC have been loaded to students, 

PC needs to be done. BC has been re-extracted, CC still needs to be done 

and PC will need to be done after the codes are loaded to students. 

2/9/12: The catalog year field on the Field of Study form in SGASTDN is not 

getting updated when a student applies to attend in one semester, but does not, 

and then reapplies to attend. This is causing the major catalog rights to apply to 

the first year that the student applied to attend and the degree and gened to look 

at the catalog year when the student actually began to attend. The team needs 

to discuss implications of catalog rights vs. catalog year with Sean. This will not 

hold up DW implementation, but if policy changes are made, several SureCode 

settings will need to be revisited. 3/27/12 Update: This issue is on Charlie’s 

radar. Final decisions about how the business logic will change have yet 

to be made. IMPORTANT NOTE: This is critical to accurate audits at golive. 

3/27/12: Inactive courses in Banner are needed to validate so that Scribe will 

parse. Jean will email Melanie for information on a possible technical solution for 

bringing in these courses. If a technical solution is found, we will need to identify 

the inactive courses that have been scribed and {HIDE} them in DW so the 

student is not advised that they are an option to complete the requirement but 

they will still be used if a student has already taken the course so an exception is 

not required. If a technical solution is NOT found, the team wants to leave the 

CFG020>DAP13 set to validate course numbers and we will need to comment 

these courses out of the scribe and exceptions will need to be done as needed to 

allow these courses to fulfill the desired requirement(s). 4/26/12: Still in 

progress. 7/9/12: Detailed instructions sent to Charley by Melanie. 

3/29/12: Discussion needs to take place as it regards double majors and the 

current business process with documenting these situations.in SGASTDN. 

3/29/12: Banner database includes many SGASTDN records with invalid 

combinations of degree and major as well as formerly appropriate combinations 

where the majors are no longer valid. Homework: A determination needs to be 

made about how to identify students with invalid data and make appropriate 

corrections. IMPORTANT NOTE: This is critical to accurate audits at golive. 



Action Items and/or Assignments 

Date Description Owner Status Date for 

Assigned 

Completion 

2/7/12 If it has not already Implementation 2/8/12 Complete 

been done, review 

the front half (up to 

the Reserved Words 

page) of the Scribe 

User’s Guide prior to 

tomorrow 

Team 

2/9/12 Extract full population Implementation ASAP Open 3/27/12 

of students for each Team 

Update: Done 

college (remove 200 

for BC & CC, 

student limitation in 

in process for 

bannerstudents.sql 

PC 

2/9/12 Load the PC Tools on Implementation ASAP Complete 

all the Core Team’s 

PC’s and PC’s to be 

used in the training 

room 

Team 

2/9/12 Identify who will Implementation ASAP Complete 

monitor SunGard 

Commons and get 

them signed up as 

soon as possible 

(preferable to have at 

least one 

representative from 

both the functional 

and technical teams) 

Team 

2/9/12 Have discussions Implementation 3/26/12 Complete 

now with appropriate 

staff (i.e. department 

heads, advisors, etc.) 

to ensure/identify who 

will be available to 

assist with testing 

Team 

2/9/12 Begin documenting Implementation On-going Open 

how KCCD will utilize 

the DGW forms and 

processes as they 

are determined (start 

with documenting 

current business 

process, if necessary) 

Team 



2/9/12 Begin to identify 

current reports that 

will be needed from 

DGW and whether 

DGW standard 

reports exist or 

whether custom 

reports will be 

needed 

2/9/12 Identify and discuss 

any policy and/or 

procedure issues that 

may have arisen as a 

result of this training 

session 

2/9/12 Complete SureCode 

setup (see SureCode 

discussion in the 

Accomplishment 

section for details) 

2/9/12 Complete Scribe 

homework (see 

Scribe discussion in 

the Accomplishment 


2/9/12 Complete 

Localization 

homework (see 

Recommendations 


2/9/12 Revisit 

CFG020>Search 

settings 

2/9/12 Revisit CFG020>Web 

setting for masking 

Week of 

2/6/12 

Week of 

2/6/12 

Student ID 

Email copies of .pdf 

versions of Power 

Point Presentations 

to Virginia for 

distribution to the 

team 

Email copies of DGW 

Shortcuts and 

Reserved Word 

Spreadsheets to 

Virginia for 

distribution to the 

team 


Team 


Team 


Team 


Team 


Team 


Team 


Team 

On-going Open 

On-going Open 

ASAP Open (see 

notes above) 

3/26/12 Open (see 

notes above 

3/26/12 Complete 

Pre-go-live Open 

Pre-go-live Open 

Jean Summers ASAP Complete 

Jean Summers ASAP Complete 



3/27/12 Complete all 

homework items 

addressed during this 

session as well as 

items open from the 

prior session 

4/26/12 See the Go-Live 

Checklist for a 

comprehensive list of 

all open items 


Team 


Team 

Prior to 

Training 3 

Open 

ASAP New 

Supplemental Documents 

Document Name Description Link 

Project Kickoff Training Part Overview of DegreeWorks Provided to Virginia 

1.pdf 

Implementation Process via email 2/7/12 

Project Kickoff Training Part Best Practices 

Provided to Virginia 

2.pdf 

Recommendations and 

Documentation Resources 

via email 2/7/12 

DW System Overview.pdf Simplified system diagram Provided to Virginia 


Session I_Scribe_Intro.pdf Scribe Overview Provided to Virginia 


SGHE DW spreadsheets Spreadsheets useful for Provided to Virginia 

_Issues Log_Web 

managing the project (block via email 2/10/12 

Review_Block Rev_Web review prepopulated with 

Localizations.xls 

scribed blocks for each 

school) 

DGW Short Cut Keys Summary of shortcuts Provided to Virginia 

available in PC Tools via email 2/8/12 

Reserved Word List.xslx Filterable list of Reserved Provided to Virginia 

Words available for Scribe via email 2/8/12 

DW Training Session II Revised agenda for Training Provided to Virgina via 

Agenda.doc 

2 

email 2/28/12 

Removing UCX from RAD30 in Instructions for modifying Provided to David via 

Transit.docx 

Transit menus 

email 2/10/12 

DegreeWorks_Scribe_Tips_V1 Scribe standards tips Provided to Virginia 

.doc 




Welcome back to another great semester with the BC Writing Center. Now in our second year, we offer 

a variety of services to students in need of tutoring and writing revision. Students can receive help with 

the writing process: everything from idea generation to correct documentation of sources. 

We are very happy to announce that we are piloting a new online writing lab—OWL@BC— which will 

enable us to tutor students who access the campus remotely. This is an exciting new feature of the BC 

Writing Center. Using the CCC Confer software, students will be able to call or email us from other offcampus 

locations to make tutoring appointments. We will schedule them and be able to assist them live 

in real time with their writing skills via voice, live chat and on screen features. We will have the ability to 

view their essays, show them online content, and even instruct students working as a group together at 

the same time! Eventually, we will integrate a web cam feature that will even allow us to chat face-toface 

with our OWL@BC students. We will begin scheduling selected sections for appointments next 

week. The hours that OWL@BC will be available will be on Thursday afternoons, 3:00pm-6:00pm. 

Please remember that this is a pilot program, and as such will not yet be available to all students only 

those enrolled in select remote access courses. 

Best Regards, 

The Writing Center Staff 

395-4735 

Hours of Operation- 8-6 Monday-Thursday and 8-12 Friday 

Location: Student Services 133 

Lead on-line tutor: Kimberly Arbolante Kimberly.Arbolante@bakersfieldcollege.edu

Hi Bonnie, 

This is the email students will receive when they schedule an online appointment. Which sections will 

have access to this service? 

Thanks, 

Kelli 

From: Kim Arbolante [mailto:kimarbolante@gmail.com] 

Sent: Thursday, August 23, 2012 3:50 PM 

To: Kim Arbolante; Kelli Michaud; Kimberly Arbolante 

Subject: OWL@BC Email Template 

Hello, Student’s Name, and welcome to the Bakersfield College Online Writing Lab Pilot 

Program, Owl@BC! 

Per your request, we have scheduled for a live, ONLINE, 30 minute, tutoring appointment. Your 

appointment time is 12:00 PM. You must sign on no later than 12:10 PM or your appointment 

will be forfeited. If you forfeit 2 appointments, we will no longer be able to fulfill your request 

for tutoring. 

Below you will find a blue underlined link to the CCC Confer system. You will need to use the 

link to log on and access our tutoring session. You may click on the link, or, if that does not 

work, just copy and paste the link into your computer’s web browser. The telephone number 

listed with it is the number you will call so that we can also speak in real time during our session. 

You will need to enter the student passcode listed with the phone number. Once you have logged 

your computer on to CCC Confer and accessed voice privileges over the phone, we can begin 

our tutoring session. 

Student Login Access: 

https://sas.elluminate.com/m.jnlp?password=M.E15CDC4C3BD4CEC1B9FBAFEE52A2F8&si 

d=2007002 

Dial-in Number: 1-888-450-4821 

Student Passcode: 748215

CCC Confer may be an unfamiliar system to you. In that case, we have also included a short 

tutorial video about how to use the most commonly used feature of CCC Confer, App Sharing. 

Please watch the video before the time of your tutoring appointment. 

If you have any questions about tutoring through OWL@BC please reply to this email or call us 

Monday-Thursday 8-6 and Friday 8-12 at 661-395-4735. Please ask to speak with Kim regarding 

OWL@BC. 

Thank you for your interest in Live Online Tutoring and we will see each other soon, 

Kim Arbolante 

Bakersfield College OWL@BC Professional Writing Consultant

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1801 PANORAMA DRIVE BAKERS FIELD, CA. 93305 

STUDENT SERVICES BUILDING REMODEL 

KRUGER BENSEN ZIEMER 

ARCHITECTS, INC. AIA 

30 W. ARRELLAGA STREET SANTA BARBARA CA 93101 

TELEPHONE (805) 963-1726 FAX (805) 963-2951 

STEVE DOWTY 

PRINCIPAL-IN-CHARGE 

All ideas, design arrangements and plans indicated or represented by this 

drawing are owned by and are the property of Kruger-Bensen-Ziemer, AIA 

architects, and were created, evolved and developed for use on, and in 

connection with, the specified projects. None of such ideas, designs, 

arrangements or plans shall be used by or disclosed to any person, firm or 

corporation for any purpose whatsoever without the written permission of 

Kruger-Bensen-Ziemer. 

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DATE BY 

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TELEPHONE (805) 963-1726 FAX (805) 963-2951 

STEVE DOWTY 









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BELOW 

THIRD FLOOR - FLOOR PLAN 

SCALE: 1/8"=1'=0" 

DN 

DN 

ELEV 

OPEN TO 

BELOW 


DATE BY 

DRAWN 

CHECKED 

DATE 

JOB. NO. 

SHEET 

TITLE 

SHEET 









TELEPHONE (805) 963-1726 FAX (805) 963-2951 

STEVE DOWTY 









V 

E 

T 

S 

ARCHITECT'S 



AC 

DATE 

FLS SS 

5 

4 

3 

2 

1 

E 

N 

E. 

D 

O 

W 

T 

No. C-11153 

Ren. 11/13 

ENGINEER'S 





APPL 

00 - 000000 


05/11/2012 

12.023 

Y 

- --/--/-- XX 

- --/--/-- XX 

- --/--/-- XX 

- --/--/-- XX 

- --/--/-- XX 


SD 

THIRD FLOOR 

FLOOR PLAN 

A-203

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