Santa Fe College Educational Equity Act Report 2008-09

8/14/2019 Santa Fe College Educational Equity Act Report 2008-09

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Adding value to the lives of our students and enriching our community is Santa Fes mission.

2008-2009

Educational Equity Act Report


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During 2008-2009 the college changed its name to Santa Fe College reflectingthe implementation of the college's first bachelor degree programs that will beginseating students in Fall 2009. The college continues to be dedicated to providingan environment that embraces diversity, respects the rights of all individuals, isopen and accessible and is free of harassment and discrimination based on, butnot limited to, race, creed, color, religion, age, disability, sex, marital status,national origin, political opinions or affiliations, veteran status and/or sexualorientation. We add value to the lives of our students and enrich our community.Recruitment and retention of minority students showed positive increases in mostcategories for trlis academic year. Enrollment numbers indicate a decrease inHispanic students that reflects a smaller out-of-district population than we havehad in prior years most likely due to the economy driving students to attend localcommunity colleges in their home service district. Programs like "My Brother'sKeeper" are credited with the positive outcomes in black male students. Somedisparity continues to exist with this group however the gap continues to closeespecially as noted with part time black males students. Completions incertificate programs mirror enrollment trends showing success in that category.AA and AS programs reflect opportunities for improvement through strategiesthat include proactive academic advisement that goes beyond just academicchoices and expands to life planning, a collaborative effort with all AS programadvisors to identify academic solutions that may be problematic across programsfor specific minority groups and expansion of the successful "My Brother'sKeeper" program in Bradford County to include black female students called "MyBrother and Sister's Keeper".Mathematics has been a primary focus of the college with a revamping ofgatekeeper courses through our Title III grant that was awarded October 2008.Our math faculty have been actively engaged in analyzing student success andfailures in regards specifically to algebra in order to develop new delivery optionsand learning models to assist students in becoming more successful in thesecourses. The gatekeeper course MAT0024 was moved to our AcademicFoundations area as a result of this study based on the higher success rates ofstudents who had taken MAT0020 taught in this area. This is considered to beone of the contributing factors to the success shown in MAT0024, MAT1033 andMAC1105. The only course that did not experience higher success rates isMGF11 06, which will be closely monitored this year for other factors that inhibitsuccess.The college's athletic programs experience success in athletic competition andwith proportionate student participation. Our coacrling staff reflects positivediversity as well. This has been the year for our baseball team to shine winningits first state championship since 1987.Employment changes were very limited due to a hiring freeze based onsignificant budget reductions. The college continues to be successful in the


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retention of female and Black minorities. However minority EAM and facultyretirement during this time of limited replacements impedes the college'sprogress toward increasing underrepresented minorities in these areas. Successis also reflected in retention of minority faculty through the continuing contractprocess. Increases in minority faculty hires over the past several years willcontinue to contribute to increases in the award of continuing contracts as facultysuccessfully navigate through the three year process of evaluation and reviewtoward continuing contract status.Higher educational institutions in Florida all face significant challenges due tofunding restrictions. These limitations do not lessen our commitment toward theprogress of increasing the representation of minority populations in the area ofemployment as well as academic success from recruitment to retention andultimately through completion of certificates, associate and now bachelor'sdegrees.


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THE FLORIDA COLLEGE SYSTEMFlorida Department of Education

Santa Fe CollegeCOMMUNITY COLLEGE EDUCATIONAL EQUITY

ACT PLAN

2008-09 Annual Equity Update Report


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Florida Department of EducationFlorida College SystemTable of Contents

Sif,'11ature Page 3Part 1. Modification of Procedural Requirements .4Part II. Incomplete or Pending Action 5Part III. Student Participation 6

Part IV. Gender Equity in Athletics 17Part V. Accountability in Institutional Employment. 24

APPENDIXAppendix 1 Revised Policy and ProceduresAppendix 2 Annual Public Notification of Equity Officer (2 samples included)Appendix 3 Data Reports:

3a ENRL: Student Participation/Enrollments3b COMP: Student Participation/Completions3c RETENT08cc: Retention FTIC 2006-07 into Fall 2007-083d Santa Fe College Math Disparity Gaps 2006-20083e Santa Fe College Math Grade Distribution 2006-2008

Appendix 4 Employee Data FilesFAC: Executive/Administrative/Managerial Staff

Instructional StaffContinuing Contract Staff

Santa Fe College TPD2009: IPEDS 2008 Fall Staff Survey Report

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FLORIDA EDUCATIONAL EQUITY ACT2008-09 Annual Equity Update ReportSanta Fe CollegeSignature Page

Reviewedby ~ ~ e f - ~ / p 5 ./President ofCollege (signature) (date)

J.'J. 5 -2. (c;:-- C'7Reviewed by: '--- l L1.JrYvYlo.c-Chair, College Board ofTrustees: (signature) (date)College Equity Officer/Coordinator: Lela Elmore

(printed name)

(signatu e)

Equity Officer Title: Director, Human Resources(i f different)

Address: 3000 NW 83 rd Street, Gainesville, FL 32606(street or P.O., City, State, Zip)Telephone: (352) 395-5420Fax: (352) 395-7384Email: [email protected]

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PART IMODIFICATION OF PROCEDURAL REQUIREMENTS1. If the college has made no changes in procedural requirements since the last Update Report,there is no need to re-submit copies of policies or procedures. If revisions were made, insertcopies in Appendix 1. In the space below, provide a list of policies and procedures submitted inthis report. If all procedural requirements meet state and federal standards and the college hasmade no changes, indicate by: "No Changes Made."

No Changes Made

2. Policy and Review Process: Provide below a description of the process used by the college'sgoverning board to review policies and procedures used by the college to assure that all policiesand procedures comply with the requirements of Section 1000.05 Florida Statutes and Rules 6A19.001-.010 F.A.C.The College follows Florida's Administrative Procedures Act (Florida Statutes Chapter 120) inadopting and amending all Board rules, including the publication of a first notice (Notice of RuleDevelopment) and the publication of a second notice (Notice of Proposed Rule Adoption orAmendment) in a local news periodical, on the college website and at all college centers toinform the public. Internally, each proposed rule and amendment is brought to the President'sCabinet twice for review and discussion. The President's Cabinet consists of key administrativepersonnel, including the College's Equity Coordinator and Legal Counsel, all of whom areexpected to share the contents of the proposed rule or amendment with constituents (e.g. CollegeSenate, Career Service, and Student Government). Upon the completion of internal review, therule is brought to the Board of Trustees as an information item for discussion only on the boardagenda; the rule is then placed on the agenda of the next regularly scheduled board meeting as anaction item for voting purposes.With regard to procedures, they are brought to the President's Cabinet twice, once forinformation and initial discussion and then at the next regularly scheduled meeting for a vote.This assures the same type of internal review as for rules, including review by the EquityCoordinator, Legal Counsel, and all areas of the College. The President has the authority toapprove procedures after review by Cabinet.3. Provide in Appendix 2 a copy of the college's "Annual Public Notification of Equity Officer"that identifies the person(s), by name, title, address, and phone number designated to coordinatethe college 's compl iance with Section 1000.05, F.S. and Rules 6A-19.001-.01 0 F.A.C. Theidentity of the Equity Officer/Coordinator shall be included in the regular notification of thepolicy of nondiscrimination. [Rule 6A-19.01 0(1 )(g)]. Examples of the notice include, but are notlimited to, posters, publications in campus catalogs or newspapers, or postings on the college'swebsite. The college needs to submit one copy of a posting that meets these requirements.

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PART IIINCOMPLETE ITEMS OR PENDING ACTION

This section ofthe Update reflects findings resulting from anyon-site review of a college'sMethods of Administration (MOA) that have not been adequately addressed and are considered"open". If the college has had a recent state/federal civil rights compliance on-site review and ifthere are incomplete items, they will be identified in the college's previous year's MonitoringWork Plan. All open findings should be addressed below. The findings will be closed upon afinding of compliance with state and federal rules and laws. Ifnot applicable, indicate: "N/A"

N/A

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PART IIISTUDENT PARTICIPATION

Section A: Plan for Diversity in Student Participation1. Student Enrollments: Refer to Appendix 3(a): ENRL EnroUments for Black students by gender

Enrollments for Hispanic students by gender Enrollments for Other Minorities by gender Enrollments for White students by gender Total enrollments by gender

Colleges will continue to examine trends in the representation of students by race and by genderfor First-Time-In-College (FTIC) and Overall Enrollment. The reporting period is from 2007 to2009. The college should evaluate enrollment trends, identify disproportionate ratios ofenrollments (i.e., gaps in comparison to non-minority student enrollments) and establish goalsthat it determines are appropriate in order to increase enrollments for underrepresented students.Colleges should continue to access, modify and/or develop new methods and strategies foraccomplishing the established goals.

Identify areas of disproportionate enrollment ( i . e . ~ gaps in comparison to non-minoritystudent enrollments) or decreased percentages in enrollment. If none e x i s t ~ please note.College enrollment for FTIC shows increases in each category. When compared to goals setlast year the college exceeded each of its established goals. The overall comparison ofminority enrollments to non-minority enrollments appears to be representative of our localdemographics. The college will focus on confirming those benchmarks for 09-10.

List methods and strategies to increase enrollments in the areas the college hasidentified.The college will continue the successful efforts from this year that include various programstargeted toward diversity and non-traditional careers like Success Services, Tech Prep,Vocational Success Program, Information Technology Career Training Programs, Technicaland Applied Sciences Public Awareness Committee, My Brother's Keeper, East GainesvilleInitiative, Office for Diversity, Multicultural Student Center and the College AchievementProgram.Goals and Timelines: Identify the targeted students by race and/or gender and the goalsfor enrollment for 2010 through 2012.The college has a short term goal of increasing overall enrollment by 2% which certainlyincludes our targeted minority audiences. Minority enrollment should increaseproportionately. The college will be identifying opportunities for specific recruitment

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opportunities in 09-10 to establish the 10-11 and future goals. We will develop strategiesaccordingly. The college has a short term goal of increasing overall enrollment by 2% whichcertainly includes our targeted minority audiences.

2. Student Completions (college degree and certificate programs):Refer to Appendix 3 (b): COMPThis year's report evaluates degree and certificate completion from 2006 to 2008 by race and bygender of students achieving A.A. De.6'Tees, A.S. Degrees, or Certificates. A.A.S. Degrees areincluded in the data for A.A. Degrees. The college should evaluate the completion trends andestablish goals that it determines are appropriate for increasing completions of underrepresentedstudents in 2009-2010 through 2,011-2012. Colleges will continue to access, modify, and developnew methods and strategies for accomplishing the goals in areas where completions have notbeen in alignments with goals.

Identify areas of disproportionate completions (Le., gaps in comparison to non-minoritystudent completions) or decreases in the percentage of completions. I f none exist, pleasenote.An important notation is that female students excel above their male counterparts in everycategory of completion, however it is important to note that this is largely due to the disparityof black male completions. While the college met its certificate completion goal for blackstudents, a decrease in both AS and AA completions was evident in our black male students.Our Hispanic students did well in all categories, although AS completion is marginal for thisgroup. Other minorities fared well in certificates and AS programs but disparity exists in AAcompletions. Looking at overall certificate completion in comparison to white students,certificates mirror positive enrollment trends of 70-30% while AS and AA programs showdisparity in that completions are closer to only 20% thus indicating an area for improvement.**Note that 2007 numbers reflect a catch up on degree reporting that would not be repeatedin 2008 so comparison between these two years is not an accurate reflection.

List methods and strategies to increase the percentage of completions in those areas thecollege has identified.From entry in the College Achievement Program (CAP) to SFC graduation the studentsreceive individualized support and services which include: tutoring, counseling, periodicreviews of academic progress and set goals, life coaching/mentoring, and regular access tostaff that understands the post-secondary educational challenges as well as the need toconsistently empower students to have a "yes I can" mentality as they persist through tograduation and beyond. My Brother's Keeper offers in-depth mentoring, coaching,advisement and tutoring for black males. This program continues to explore the nationaldilemma surrounding black males' failure to be retained and complete academic programs.Their emerging success provides new mentors of the peer age group who are better able toreach and assist these targeted students. Student Life has a full time Coordinator ofMulticultural Students to better support Hispanic and other minority students. AS program

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advisors will work together to identify academic solutions that may be problematic acrossprograms for specific minority groups. Academic Foundations ESOL faculty will beconsulted to assist with language barriers. Strategies that seem to be showing success likesupplemental instruction, individualized attention, proactive student advising which includesdetennining life and educational goals, increased social and cultural activities, the ASCollege Retention Committee, peer tutors, and financial assistance/guidance where possiblewill all be continued and enhanced.Goals and Timelines: Identify the targeted students by race and/or gender and the goalsfor degree or certificate completions for 2009-2010 through 2011-2012.Improve AA and AS completions to be consistent with emollment percentages and certificatecompletions to 70/30% for 09-10. Specific goals for increases for 2011-2012 will bedetennined in 09-10 following more study oflocal demographics and as data is gatheredthrough our more direct strategies as noted above that help us better understand thechallenges, needs and goals of underrepresented groups.

Section B: Persistence and Retention Analysis and Strategies:Refer to Appendix 3 (c): RETENT08ccThe College 2008-09 Update Report should include methods and strategies used by the collegeto increase persistence and retention of FTIC students returning for their second year. Data isfrom the IPEDS Enrollment fall FYlC 2006-07 Retention into Fall 2007-08 and includes fulltime and part-time students by race and by gender.

Identify full-time students by race where the percentage of students retained for Fall2007-08 was less than the percentage of white non-Hispanic full-time students retained.I f none exist, please note.The college has noticed an overall decrease in out-of-district enrollments from southernFlorida locations with high Hispanic populations. This is representative of the currentnational economic downturn that is causing many students to attend schools in their homeservice district which in tum has had a significant impact on Hispanic retention rates. Whilea gap in black student retention still exists, it is important to note that black male students arebeing retained at a higher percentage each year.

Identify part-time students by race where the percentage of students retained for Fall2007-08 was less than the percentage ofwhite non-Hispanic part-time students retained.I f none exist, please note.

There continues to be a gap in retention of part- time black students compared white to nonHispanic students, however the gap is substantially lower from the prior year reducing from27.9% to 13.2% showing considerable improvement based on last year 's strategies.

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Based on an analysis of the college's data, identify methods and strategies the collegewill develop and/or implement to increase the percentage of underrepresented s tudentsreturning to college following their first year and/or close the gaps in retention whencompared to white non-Hispanic students.The college offers African-American students access to increased services-includingadvisement, tutoring, and mentoring-through the Office ofDiversity and the My Brother'sKeeper prof"rram. In 2007-2008, retention among African-American males participating inMBK was 64% compared to a rate of 52% for black men not in the program. This suggeststhe probrram is having a real impact. MBK also targets part-time students for increasedservices and mentoring. In addition, MBK has expanded in Bradford County to be MyBrother 's and Sister's Keeper capturing black females too. The college will explorescholarships and financial aid opportunities and the Office for Development has enhancedtheir web presence to include more information about scholarships. The college has alsoautomated the scholarship application process and has seen a significant increase in thenumbers of applications. Continued emphasis will be placed on indentifying specific areas ofchallenge that may be supported by the college. Proactive academic advisement that goesbeyond just academic choices and expands to life plmming will continue.Goals and Timelines: Identify goals to increase the retention rates and/or dose any gapsin retention rates for 2009-2010 through 2011-2012.For 09-10 we would like to see the full and part time black retention rate continue to close toless than 10% for each group. If efforts continue to show this high level of success we couldbe at less than 5% for 11-12.

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Section C: Mathematics (Gatekeeper) Course Analysis:Refer to Appendix 3 (d): Santa Fe College Math Disparity Gaps 2006-2008Santa Fe College Math Grade Distribution 2006-2008

The College 2008-09 Update Report should include an analysis of white, black and Hispanicstudents enrolled in mathematics gatekeeper courses from 2005 through 2007. Colleges shouldevaluate increases/decreases in the percentage of students who were successful in gatekeepercourses and/or identify where there have been increases in the gaps from 2005 to 2007. Thecollege should develop strategies to decrease and close gaps. Data was extracted from GradeDistribution for Students in A&P and Vocational Lower Division Courses, Excluding DualEnrollment. by Race/Ethnicity and include:1. Math Disparity Gaps 2006-2008 for BlacklWhite and HispaniclWhite comparing Fall 2005to Fall 2007 for each gatekeeper course.2. Math Grade Distribution 2006-2008 for white, black and Hispanic students for eachgatekeeper course for each year (2005,2006, and 2007). Data from this report was

extrapolated for the Disparity Gaps.Notes regarding the Disparity reports:1. This year we dropped courses with the suffix "L." To ensure everything is comparable, were-ran the prior year data. This may result in slightly different numbers for 2005-06 and2006-07 compared to data reported in last year's report.2. Success is defined as grades of A, B, C, and S3. Any grades of X, P, PR, and Z were deleted.4. Grades ofWP and WF are considered the same as W.5. The courses included this year are MAT0024, MATI033, MACII05, MGFII066. All results are for Fall terms.7. Equity gaps are not calculated unless there are at least 10 students of each race enrolled.8. If a gap increased from 2005 to 2007, it will be reflected by the amount of percentage pointsit increased and as a positive number. (last column, titled "Change in B/W or H/W gap")9. If a gap decreased from 2005 to 2007, it will be reflected by the amount of percentage points

it decreased and as a negative number. (last column, titled "Change in B/W or H/W gap")10. A negative numerical change reflects evidence that the gap in success rates is closing ormay have even become a "positive" gap, meaning the black or Hispanic student success ratesare closing in or even surpassing the white student success rate. A negative number reflects adecrease in the size of the gap.

11. A positive numerical change reflects evidence that the gap is increasing or wideningbetween blacks/whites and/or Hispanics/whites. A positive number reflects an increase in thesize of the gap.

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The college should complete each of the following sections:

For each c o u r s e ~ identify areas by race where there has been a decrease in thepercentage of students successfully completing mathematics gatekeeper courses in 2005compared to 2007. I f none e x i s t ~ please note.

MAT0024 ISuccess 2005 2007 ChangeBlackWhite

44.358.79

48.3953.99 =m4.8Hispanic 63.49 60.71 I -2.78 I

In looking at MAT0024, the success rates for black students improved moderately from 2005 to2007, whereas it declined slightly for white and Hispanic students. In general, Hispanic studentshave the highest success rates, followed by white and black students respectively.MAT1033Success 2005 1 2007 ChangeBlack 36.59 41.81 5.22White 53.99 59.54 5.55Hispanic 52.82 62.88 10.06

For MATl 033, success rates went up for black students as well as for white and Hispanicstudents, with Hispanic students leading the way with over a 10% gain, followed by a 5.55%gain for white students and a 5.22% gain for black students.MACll05Success 2005 2007 ChangeBlack 46.21 47.29 1.08White 61.1 61.86 0.76Hispanic 62.5 60.12 -2.38

In MACll05, there were nominal changes in success rates from 2005 to 2007, most notably adecline amongst Hispanic students of2.38 percentage points, with an increase of 1.08 and 0.76percentage points for black and white students respectively.MGFll 06SuccessBlackWhiteHispanic

200564

71.9686.36

2007 Change50 -14

80.3 8.34I 70 -16.36

Among the four courses, MGFll 06 exhibited the largest decline in success, with Hispanicstudents uncharacteristically leading the decline with 16.36 percentage points, followed by black

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students with a ]4 percentage point decline. The success rates for white students increased by8.34 percentage points.

For each course, identify areas where there has been an increase in the Black/\\'hiteand/or HispaniclWhite gaps from 2005 to 2007 in the percentage of studentssuccessfully compieting mathematics gatekeeper courses. i f none exist, piease note.

ac r D'J k/ W1'Ite lspanty GapsCourse 2005', 2007MAT0024 -14.56 -5.6MATI 033 -17.4 -17.73MAC1105 -14.89 -14.57MGFlI06 -7.96 -30.3

In MAT0024, a significant move was made towards eliminating the gap in student successbetween black and white students, but in MAT1033 and MAC11 OS, there was almost nomovement. Although MGF11 06 had the highest success rate for all courses considered, andamongst all ethnic categories, the largest increase in the disparity is between black and whitestudent success rates. From fall of 2005 to fall of 2007, the percentage of successful blackstudents d..;;creased, while the percentage of successful white students increased creating alarge gap.

lspamc/Wh'lte D'Ispanty Gaps2005ourse

MAT0024MATI 033MAClI05MGFlI06

4.7-1.17

1.414.4

20076.723.34

-1.74-10.3

In looking at the Hispanic student success rates relative to that of the white student, Hispanicstudents were more successful than white students in MAT0024 in 2005, and that gapwidened in 2007. In 2005, Hispanic students were slightly less successful in MATI 033, butovercame that gap by 2007 and were more successful. In MACl1as, and particularlyMGF11 06, the trend was very different. For MAC1l as, the gap went from being slightlypositive in favor of the Hispanic students' success, to slightly negative. However, inMGFll 06, the gap went from being very positively in favor of the Hispanic students'success, to being significantly negative.

Continuous Improvement Process: Based on an analysis of th e college's data fo r eachcourse, identify methods and strategies th e college will implement and monitor toincrease success rates and/or close th e gaps in the success rates of the mathematicsgatekeeper courses.

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Santa Fe College recognizes that math courses often serve as gatekeeper courses for manystudents. To better serve our students, the college, with the aid of a Title III grant awardedon October 1, 2008, is redesigning its assessment and placement procedures as well as fivemath courses that we have determined to be our gatekeeper courses. These courses are PrepPre Algebra, (MAT0002), Inte.bTfated Aritlunetic and Algebra, (MAT0020), Beginn ingAlgebra, (MAT0024), Intennediate Algebra, (MAT1033), and College Algebra, (MACl105).Teclmology and professional development will serve as the basis for much of this redesign.The revisions focus on:

Better student assessment before entering math courses to ensure proper placement Mandatory course sequencing to ensure that students will persis t in enroll ing in appropriate

math courses until they have completed their Gen Ed math requirements Redesigning courses to create a more active learning environment that ensures sufficient time

on task with individualized assistance, ongoing assessment and prompt feedback. Increased standardization for .bTfeater course coherence and quality control

Beginning in the fall semester of 2009, students are required to take a placement exam,irrespective of what type of score they receive on the ACT or SAT if taken. We are alsolooking into incorporating multiple measures for determining their placement. Hard stopshave been created to prevent students from registering without following the new procedures.For MAT0002, MAT0020, MAT024, and MATI033, a math Emporium (Studio) is beingcreated which will provide students with access to a variety of online learning activities aswell as instructional personnel ready to assist them should they need or desire it. Studentswill be able to work individually or in small groups as preferred. The course content andactivities are being carefully designed by individual teams of faculty, based upon researchand recommendations from other successful redesign programs (AMATYC, NCAT)*,coupled with what we believe works best for our students. Teams from the college havealready made grant supported site visits to the University of Alabama, Louisiana StateUniversity, and the University of Idaho, and three different day long workshops have beenheld on campus dealing with course redesign, learning strategies for mathematics,mathematics and mathematics test anxiety, and appropriate content and procedures forteaching college algebra. Depending on the course, students will spend from one half to twothirds of their time in the Studio, and the remainder of the time in the classroom with theirinstructors. Simply lecturing is no longer an option. In its place are student centeredlearning activities.The gatekeeper course MAT 0024 was moved from Mathematics to Academic Foundationsin fall 2008 as a strategy to improve learning opportunities and academic support that willensure the highest levels of academic performance. Academic Foundations servesdevelopmental students with a comprehensive suite of centralized services includingadvising, counseling, active follow-up, etc., that meet the needs of this population to learnbasic "student" skills. 11 is a best-practices program that includes the following practices thatare critical for the success of students in developmental mathematics.

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Monitoring student behaviors (e.g., midtenn progress reports, student follow-up) Highly structured courses (e.g., standardized syllabi) Flexible completion strategies (e.g., use offlex-tenns) Availability of advising/counseling servicesPrior to the move, MAT 0024 was the only developmental course not taught within Academic

Foundations.MAT 0020 and MAT 0024 are the two distinct courses that are prerequisites for MATI 03 3.Data compiled by the Mathematics Department showed that students entering MAT 1033from MAT 0020 in Academic Foundations outperfonned those from MAT 0024. Thissuggests that students may see an improved chance of success in MAT 1033 if the results ofMAT 0020 students are predictive.In spring 2009 a test preparation committee was fonned with members from the mathematicsdepartment to create and improve student success resources that may be used to study forplacement tests such as the CLM (College Level Mathematics test). A CLM Resourceswebsite has been created and the committee is looking at products like ALEKS andMyMathLab as an alternative to homegrown products that may also be used for remediationin our gatekeeper courses.For MAC 1105, the lecture fonnat is being retained. However, increased standardization willtake place regarding topic coverage and course assessments. The course will also besupplemented outside of the classroom with various online activities such as quizzing andhomework tools. The objective is increased engagement of the students, therefore increasingsuccess performance.

Although no specific changes have been made to the way that MOFII06 is being offered, webelieve that the since MAT103 3 serves as a prerequisite for it, improvements in the success ofMATI033 should positively impact the success of students taking MOFll 06. However, successrates will be carefully monitored to determine if improvements in MAT 1033 are necessary andsufficient for improvements in MOFll 06. If not, priority will be given to identify and addressother factors that inhibit success in MOF 1106.

*AMATYC - The American Mathematics Association ofTwo Year CollegesNCAT- The National Center for Academic Transformation

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Section D. Substitution Requirements for Eligible Students with Disabilities (Rule 6A-10.041 F.A.C.) This section applies to all colleges offering any ofthe following prof,Tfams: Associate in Science (A.S.) Associate in Applied Science (A.A.S.) Career Technical Education (CTE) Certificate College and Vocational Preparation

Colleges are required to develop policies and procedures for providing reasonable substitutionfor eligible students required by Section 1007.264, Florida Statute, Rule 6A-10.cJ41 F.A.C., and34 C.F.R. Part] 06 implementing Section 504 of the Rehabilitation Act of 1973 .The CollegeEquitv Update Report should include certification indicated hv the president's signaturehelow that the college's policies and procedures are in compliance with the following:Certification that reasonable substitutions are made available for eligible students for thefollowing as required in Rule 6A-IO.041(1): Requirements for admission to the institution;

Requirements for graduation where failure to meet the graduation requirement does notconstitute a fundamental alteration in the nature of the program; Requirements for admission to a program of study where failure to meet the admissionrequirement does not constitute a fundamental alteration in the nature of the program; and Requirements for entry into upper division where failure to meet the admissionrequirement does not constitute a fundamental alteration in the nature of the program.

Certification that the college's policies and procedures include at least the following asrequired in Rule 6A-IO.041(2):

A mechanism to identify persons eligible for reasonable substitutions due to visionimpainnent, hearing impainnent, dyslexia or other specific leaming disability, A mechanism for identifying reasonable substitutions for criteria for admission to theinstitution, admission to a program of study, entry to upper division, or graduation relatedto each disability, A mechanism for making the designated substitutions known to affected persons, A mechanism for making substitution decisions on an individual basis, and A mechanism for a student to appeal denial of a substitution or a determination ofeligibility.

Signed: J___=__8-"-I-g/_t:J+--J__--=-=-(President) Otte : (mJIlth, day, year)

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Each public university, community college and postsecondary career center operated by a schooldistrict shall maintain records on the number of students granted substitutions by type ofdisability, the substitutions provided, the substitutions identified as available for eachdocumented disability and the number of requests for substitutions which were denied.For the 2008-09 Equity Update Report, colleges should address the following for students withdisabilities covered under Rule 6A-l 0.041:

(a) the number of student requests for course substitutions: lQ(b) the number of course substitutions granted from 2007-2008: 15

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PART IVGENDER EQUITY IN ATHLETICSA. Diversity in Athletic Program Administration and LeadershipCheck here if the college does not offer athletic/sporting programs: . I f no programis offered, this page is the only page in Part IV that should be included in the report.1. This section is desit,'lled to compile information and data related to diversity amongindividuals currently employed as full-time athletic directors and coaches. Please providebelow disaggregated data of current employees in these job categories by race/etlmicity and

gender. Do not include Athletic Directors in the total count for Coaches.II

TaraetEmpl;yeesAthleticDirectors:

Total #Full-time

Employees1

#White

1

#Black

#Hispanic

#Asian

#Other ~ ale Female

1

Coaches:FemaleSportsMaleSportsTotalCoachesPercent ofTotal

2

2

4

100%

2

2

4

100%

2

2

2 2

50% 50%

2. This section is designed to compile information and data related to diversity amongindividuals currently employed as part-time athletic directors and coaches. Please providebelow disaggregated data of current employees in these job categories by race/ethnicity andgender. Do not include Athletic Directors in the total count for Coaches.

TargetEmployeesAthletic

Total #Part-time

Employees#

White#

Black#

Hispanic#

Asian#

Other#

Male#

Female

Directors:....... ..

..

Coaches:FemaleSportsMaleSportsTotal

336

12

3

112

1

1

I 134

2

2I

CoachesPercent of 100% 50% 33.3% 16.7% 66.7% 33.3%Total I

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3. Employment Strategiesa. Describe below strategies to develop and prepare females and racial minorities for

promotional opportunities leading to employment as athletic directors and coaches.(Do not describe the process for selection.)Professional Development budget is available to help staff learn advancement skills. Femalean d minority employees are offered and encouraged to participate in on-campus and offcampus professional development workshops an d to apply for positions of advancementthroughout the college.

b. Describe the search process for hiring full-time coaches.The VP of Student Affairs charges a search committee that includes a cross section offaculty, staff an d student athletes. Positions are advertised on SFC web site, national websites and in local print media. A diverse screening committee is selected to increase therepresentation of women and minorities at the college. In all areas of hiring, development,promotion, recruitment, retention and issuance of continuing contract, attention is given toincreasing under represented populations. The entire search, screening and hiring processis documented on the Human Resources website athttp://dept.sfcoliege.edu/humresources/form pro/SearchScreellillgHirillgProcedures.lldf.

c. Where search committees are utilized in the selection and hiring of full-time coaches,what steps are taken to ensure diversity on the search/selection committee(s)?The search committee, approved by the VP of Student Affairs, is selected with an emphasison diversity in the areas of gender, race, ethnicity an d age. I t also is representative of across section of the college including student athletes, faculty, staff and sometimes evenexternal college constituents from our local service districts. Search committees receive acharge from the VP of Student Affairs that emphasizes the importance of equity anddiversity. Human Resources conducts an orientation on the search process to ensure thatal l search committee members are fully aware of the college's expectations an d commitmentto diversity.

d. To what extent are part-time coaches pursued as applicants for positions as full-timeathletic directors and coaches?When a head coaching or athletic director position opens, assistant coaches an d other staffare encouraged to apply. The present athletic director advanced through lower levels ofstaff and the present women's basket ball coach was originally an assistant coach for thatprogram. However, all searches are always open to th e public and advertised nationally inan attempt to develop the most diverse applicant pool possible.

e. Specify media, including publications, agencies, organizations and networks, utilized toidentify qualified applicants as coaches and athletic directors:The Gainesville Sun and other print media are used fo r publicizing open positions as well asth e National Collegiate Athletic Association and th e National Junior College AthleticAssociation.

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f. Describe modifications the institution will make to ensure greater diversity amongindividuals hired as athletic directors and full-time coaches.SFC will continue to encourage all qualified individuals to apply for positions ofemployment and places a priority on maintaining and increasing diversity.

B. Community College 2007-08 Athletic Participation by SportComplete the table to show data for male and female participation rates and full-time enrollment.Additional athletic programs may be added if not on this list.

Number of Participants

I Varsity Teams # Males2007-08 2008-09 # Females2007-08 2008-09 Total2007-08 2008-09I Baseball 24 24 24 24

Basketball 11 13 14 13 25 26GolfSoftball 22 22 22 22SwimmingTennisTrack and FieldVolleyballSoccerOtherTotal Athletes 35 37 36 35 71 72% of Athletes by gender 49.3% 51.4% 50.7% 48.6% 100.0% 100.0%

Fall 2007 Enrollment (EF2A Report) Fall 2008 Enrollment (EF2A Report)

I TotalEnrollment

Males

3,369Females

3,349Total

6,718 TotalEnrollmentMales

3,334Females

3,429

Total

6,763Percent ofEnrollment byGender 50.1% 49.9% 100%

Percent ofEnrollmentby Gender 49.3% 50.7% 100%

Note: OCR defines a participant as anyone who: ( l ) participated in competition, or (2) participated withthe team and was eligible for competition but did not play in the game. Participation is determined as of

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the date of the first competItIve event for the sport. This section applies to all colleges offeringintercollegiate sports. Use Table B (above) to show the relationship between the rate at which females areenrolled full-time in the college and the rate at which females are participating in intercollegiate sports.C. Gender Equity in Athletics - Compliance UpdatePlease review the components below and provide a brief description of the status of correctivesteps taken only in components where a Corrective Action Plan was required in the 2007-08Equity Update. If no corrective actions were required, verify compliance for 2008-09 byappending the required sif,'11atures.

1. Sports and levels of competition effectively accommodate the interests and abilities ofmembers of both sexes. [Section 1000.05(3)(d)(1), F.S.; Rule 6A-19.004(2), FAC; TitleIX: 106.41(c)(1)]Not Applicable

2. Equipment and supplies are provided equitably to female and male teams.[Section 1000.05(3)(d)(2), F.S.; Rule 6A-19.004(4), FAC; Title IX: 106.4l(c)(2)]Not l 1 ~ p p l i c a b l e

3. Scheduling of games and practice times provide for equal opportunities.[Section 1000.05(3)(d)(3), F.S.; Rule 6A-19.004(5), FAC; Title IX: 106.41 (c)(3)]Not Applicable

4. Travel and Per Diem allowances are provided for athletes in an equitable manner.[Section 1000.05(3)(d)(4); Rule 6A-19.004(6), FAC; Title IX: 106(c)(4)]Not Applicable

5. Opportunities to receive coaching are provided in an equitable manner.[Section 1000.05(3)(d)(5), F.S.; Rule 6A-19.004(7), FAC; Title IX: 106.41(c)(5)]Not Applicable

6. Locker rooms, practice facilities and competitive facilities are of comparable quality formale and female teams. [Section 1000.05(3)(d)(7), F.S.; Rule 6A-19.004(8), FAC; TitleIX: 106.41(c)(7)]Not Applicable

7. Medical and training facilities and services, including insurance, are provided in anequitable manner. [Section 1000.05(3)(d)(8), F.S.; Rule 6A-19.004(9), FAC; Title IX:106.41(c)(8)]Not Applicable

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8. Publicity and promotion ofmale and female teams support equal opportunity.[Section lOOO.05(3)(d)(10), F.S.; Rule 6A-19.004(lO), FAC; Title IX: l06.4l(c)(lO)]

Not Applicable9. Support services are equitable for male and female teams.

[Rule 6A-19.004(11), FAC; Title IX : l06.41(a)]Not Applicable

10. Provision of housing, dining facilities and services provide equal opportunity.[Section 1000.05(3)(d)(9), F.S.; Rule 6A-19.004(12), FAC; Title IX: 106.41(c)(9)]Not Applicable

11. Recruitment of student athletes is conducted in a manner which provides equalopportunity. [Rule 6A-19.004(13), FAC; Title IX: 106.41 (a)]Not Applicable

12. Recruitment, assignment and compensation of tutors are equitable.[Rule 6A-19.004(l4), FAC; Title IX : 106.41(c)]Not Applicable

13. Financial aid is awarded to athletes in a manner which provides equal opportunity.[Rule 6A-19.005, FAC; Title IX : 106.37(c)]Not Applicable

COMPLIANCE VERIFICATIONWe hereby verify that the institution is in compliance with the identified components of theathleti1krograms, as required by Title IX and the Florida Educational Equity Act.

()s/XPFDateCollege: Santa Fe College

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D. Correct ive Action Plan for Non-Compliance Components in AthleticsIf the Fall 2008 full-time enrollment of females was b'Teater than five percentage points above therepresentation of females participating in sports, describe below the college 's plan to correct thisdisparity. Specify modifications proposed for 2009-10 and include a time line for completion ofthe plan.

II I I(1) (4 )3) (2) Responsible Person(s) and Time Linesender Equity in Planned Actions To AddressAthletics Deficiencies Found in Athletics ContactlnfomlationComponent

Not Applicable

I

The above Corrective Action Plan will be implemented to bring the institution into compliance within thetime fra e indicated in the Plan.

oS-J/ ? I (j CjDate r /

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E. Board of Trustees CertificationSection 1006.71 (1) F.S. describes the "Gender Equity Plan" as follows:

a) Each community college and state university shall develop a gender equity plan pursuantto Section 1000.05, F.S.b) The plan shall include consideration of equity in sports offerings, participation,availability of facilities, scholarship offerings, and funds allocated for administration,recruitment, comparable coaching, publicity and promotion, and other support costs.c) The Commissioner of Education shall annually assess the probJTess of each institution'splan and advise the State Board ofEducation and the Legislature regarding compliance.d) Each board of trustees of a public community college or state university shall annuallyevaluate the presidents on the extent to which the gender equity goals have been

achieved.Please provide the following infonnation relative to the statutory requirement stated in (d) above.a. Has the local Board of Trustees evaluated the president on the extent to which gender equitygoals were achieved during the period from July 1,2007 to June 30, 2008?

Yes X No Month and Date of Evaluation: November 18.2008If not, please ensure completion of the evaluation prior to submission of the 2008-09 AnnualEquity Act Update.

b. Provide a brief summary of the focus and results of the evaluation and describe steps to betaken by the Board where the president's evaluation yielded unsatisfactory progress towardmeeting the intended goals for gender equity in athletics.The Santa Fe College District Board of Trustees collected infonnation for the evaluation ofthe President prior to the November 2008 board meeting. Chair Weingart reported at theNovember 18, 2008, board meeting, the official date of the President's evaluation, that thePresident had received a very favorable evaluation. The evaluation indicated that thePresident adequately supervised probJTess toward meeting gender equity goals inintercollegiate athletics.

c. Where areas for improvement are identified on the President's evaluation, describe steps to betaken by the Board to meet the intended goals for gender equity in athletics.

Not applicableI hereby certify that the Board of Trustees has evaluated the president as described above and asrequired by Section 1006.71 (d).

'gnature, Chair of Board of Trustees'?'- .. -;:. I ',. {"ICC>\. '"" (C . e., /

Date

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PART VACCOUNTABILITY IN INSTITUTIONAL EMPLOYMENT

This part constitutes the college's progress report related to its Employment EquityAccountability Prof:,Tfam required in Section 1012.86 F.S. Colleges should address each of thethree sections to complete the Employment Equity Prot,Tfess Report.Section A. Employment AnalysisRefer to Appendix 4: FAC. There are three data reports for which the college will use to evaluateemployment trends for females and minorities in Executive/Administrative/Managerial (EAM),Faculty, and Continuing Contract positions, respectively. The reports provide annualemployment numbers and percentages by race and by gender for 2004 through 2008. They alsoprovide the numerical and percentage differences in employment demographics, comparing 2007with 2008. Colleges should set goals for increasing the employment of females and minorities inthose areas that do not meet or exceed national standard benchmarks. The U.S. Census isrecognized as a national standard; however, colleges should set goals for achievementwithin a defined timeframe and may consider additional benchmarks.Begilming with this year's report, there are changes in the manner of evaluating the effectivenessof the college's methods and strategies to increase female and minority employment. The Censusdata included in the employment data files is new and more reflective of each college's servicearea. There are two Census data columns: one for persons over age 25 who have achieved amaster's degree and above and one for persons over age 25 who have achieved a bachelor'sdegree and above. The college should evaluate the female and minority percentages of itsemployees requiring masters and bachelor's det,Tfees compared to similar demographics of itsservIce area.Also beginning with this year's report, an additional benchmark is included for colleges to use inevaluating the effectiveness of its methods and strategies to increase the employment of femalesand minorities. The college should consider comparing the ratios of its female and minorityemployees to similar demographics of its student population.Lastly, the college should consider changes in the ratios of female and minority employees from2007 to 2008, which is also provided in the employment data files.1. Identify the employment areas of females and/or minorities in each area where thepercentages of employment are less than the benchmarks. I f none exist, please note.

a. Executive/Administrative/Managerial (EAM)The college continues to excel beyond the census and student population in itsemployment of EAMs who are Black. We also do well with gender minorities in thesame benchmarks. Although we are not consistent with the national census for otherminorities we are very closely aligned with our student population in this field. It is anarea that we will continue to monitor and investigate further in terms of other localbenchmarks. An area that the college continues to struggle is with Hispanic minorities.

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We intend to look closer into our local market for comparison and into our studentpopulation to see why such disparity exists and then look for solutions to improve thisdeficiency. It is important to note that due to the funding shortfalls for 08-09 and 09-10 itis not anticipated that the college will be doing much expansion of this category ofemployees in the coming year.

b. Instructional Staff (Faculty)The college is actually decreasing the number of full time faculty due to the fundingshortfalls of 08-09 and 09-10. Indicators show that the college experienced decreases inits overall employment but si!,rnificantly in the number non-traditional minorities. A fewnotes of increase can be found in females, black and other minorities. Our overallemployment of faculty and EAMs are consistent in terms of our success with female andblack minOlities. Again our ability to recruit other minorities is consis tent with ourstudent population but below the census data. Our Hispanic minority faculty are actuallyvery close to the census data but below our student population, which again prompts theneed for further investigation of local statistics in comparison to our student population.The new measurements provided in this year's report will facilitate the extended study ofour current demographics to an expanded array of benchmarks that will certainly help usin defining more targeted recruitment strategies. Again it is important to note that duringthese times of budget reductions it is not anticipated that the college will have manyrecruitment opportunities but will still place an emphasis on increasing diversity wherethose limited opportunities exist.

c. Continuing Contract Instructional StaffThe college has done well with advancing minority faculty successfully through thecontinuing contract process. We meet or exceed the census data for black, Hispanic andfemale minorities. While meeting these benchmarks we also note a slight decline in eachof these areas reflecting recent retirements. We also note a positive increase of oneadditional other minority achieving continuing contract while still recognizing thatoverall measurement this measurement is below the benchmarks. It is important to notethat faculty new hires for the last few years reflect an increase in the employment of otherminorities that should reflect future increases in this category as each of these newminority hires reaches their statute restricted three year eligibility mark for continuingcontract. The academic departments of the college work closely with new faculty toprovide orientation, training, mentoring and professional development opportunities toassist them in being successful in the continuing contract process.

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2. Are there barriers affecting the successful recruitment and/or retention of femalesand/or minorities? If s o list them below along with recommendations for each area.

a. Executive/Administrative/Managerial (EAM)It is important to note that all areas of employment for the college are faced with retentionand recruitment challenges due to the budget shortfalls. A number of EAM's are in theDROP pro!:,'Tam and slated to retire soon. The college is currently freezing most positions asthey become vacant in order to preserve other existing employment in light of the limitedfunding available.

b. Instructional Staff (Faculty)As stated above, funding shortfalls make any additional recruitment challenging. The collegeis reducing the number of full time faculty through attrition and retirements, which canarbitrarily have a negative impact on overall minorities. The college is also starting two newbachelors de!:,'Tee programs that have very specific credential requirements that often limit thevolume of the applicant pool and sometimes the diversity of the pool. There will beextremely limited opportunities to expand and replace minorities that retire or resign duringthis time of reduced employment.

c. Continuing Contract Instructional StaffNone are noted

3. List the methods and strategies the college will use to increase the percentage of femaleand minority employees.

a. Executive/Administrative/Managerial (EAM)The college plans to study the new benchmark data provided and use it to expand thestudy of local and student populations. This analysis should help us better understand thedynamics ofwhy disparities exist and help us to find specific strategies for improvement.

b. Instructional Staff (Faculty)The college plans to study the new benchmark data provided and use it to expand thestudy oflocal and student populations. This analysis should help us better understand thedynamics ofwhy disparities exist and help us to find specific strategies for improvement.

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c. Continuing Contract Instructional StaffThe academic departments of the college work closely with new faculty to provideorientation, training, mentoring and professional development opportunities to assistthem in being successful in the continuing contract process. While this commitment tosuccess is provided to all new hires, an emphasis will be placed on monitoring thesuccess of our minority new hires through this process.

4. Goals and Timelines: Identify goals and timelines for accomplishing the goals to increasethe employment of females and minorities.

a. Executive/Administrative/Managerial (EAM)So much of the ability to set goals is dependent on the availability of opportunity withinthese positions. Several key retirements in this category are slated for 10-11 and 11-12.These retirements provide our best opportunities for impacting change to our existingmeasurements.

b. Instructional Staff (Faculty)It is difficult to set measurements based on the uncertainty of funding however I thinkthat the college is committed to developing strategies in 09-10 based on the research wewill be conducting in the local market that will allow us to have goals that are more inline with our local and student demographics. We are hopeful that funding for 10-11 willbe more favorable and facilitate our efforts toward achieving these goals.

c. Continuing Contract Instructional StaffFor 09-10 an emphasis will be placed on all minorities that are in the continuing contractprocess that year, thus having been employed continuously by the college for the pastthree years, to ensure that they are receiving the support and resources needed to besuccessful in achievement of continuing contract. Therefore the positive increasesrecognized in our 06-07 and 07-08 minority hires should be recognized as increases onour 09-10 report.

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Section B. College Evaluations of Key Personnel and PresidentsThe college should provide a summary of the results as requested in Section 1012.86(3)(a) and(b) Florida Statute, which provide that:"Community college presidents and the head of each major administrative division shall beevaluated annually on the progress made toward meeting the goals and objectives of thecommunity college's employment accountability plan."

1. The college should provide a summary of results as requested in Section 1012.86(3)(a),Florida Statutes, which provides that:

"The community college presidents, or the president's designees, shall annually evaluate eachdepartment chairperson, dean, provost, and vice president in achieving the annual and long-term goalsand objectives."The college should provide a summary of the results of the evaluation of departmentchairpersons, deans, provosts, and vice presidents in achieving employment accountability goals.The summary should also briefly describe the remedial steps to be taken when staff evaluationsyield unsatisfactory pro.b'Tess toward meeting intended goals.All department chairs, academic directors, vice presidents and deans have been evaluated assatisfactory in their efforts toward achieving goals consistent with the intent of Section 1012.86,F.S. These employees are aware of and made efforts to support the college's annual and longterm goals and objectives related to increasing the numbers of underrepresented minorities inrecruitment, retention and issuance of continuing contracts. All evaluations were positivehowever if any had not heen the college equity officer would have worked closely with theemployee and their supervisor to provide appropriate training, direction and oversight.2. The college should provide a summary of results as requested in Section 1012.86(3)(b),Florida Statutes, which provides that:

"Community college district boards of trustees shall annually evaluate the performance of thecommunity college presidents in achieving the annual and long-term goals and objectives. Asummary of the results of such evaluations shall be reported to the Commissioner of Education andthe State Board of Education as part of the community college's annual employment accountabilityplan, and to the Legislature as part of the annual equity progress report submitted by the State Boardof Education."

The college should provide below a response to this section of law, including the most recentmonth, date, and year of the president 's performance evaluation.The Santa Fe College District Board ofTrustees collected information for the evaluation of thePresident prior to the November 2008 board meeting. Chair Weingart reported at the November18,2008, board meeting, the official date of the President's evaluation, that the President hadreceived a very favorable evaluation. The evaluation indicated that the President adequatelysupervised progress toward achieving the annual and long-term goals and objectives related tothe annual employment accountability plan. A summary of the results of the evaluation was

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provided to Dr. Willis Holcombe, Chancellor, Division of Colleges and Workforce Education,Florida Department of Education, on November 19,2008.Section C. Certification of Key ProcessesThe college should complete the certification related to additional processes required by Section1012.86, F.S. The signature of the college president, the date, and name of the institution shouldalso be provided.

l) My institution maintains diversity and balance in the gender and ethnic composition ofthe selection committee for each vacancy that occurs in executive, administrative andmanagerial positions and in faculty positions. The bTUidelines implemented for ensuringbalanced and diverse membership on selection and review committees are described asfollows:

Santa Fe College has a defined s c r e e n i n g ~ search and hiring process for all full-timea d m i n i s t r a t i v e ~ p r o f e s s i o n a l ~ technical and faculty positions. The procedures provideassurances for a fair and equitable selection process that advocate the college'scommitment to enhance diversity and to support achievement of the goals as defined inthe employment accountability plan. Committee membership for the screening andsearch process for each full-time f a c u l t y ~ administrative, professional and technicalvacancy reflects the gender and ethnic minority demographics of the college and thecommunity. The administrative leadership of the departments, i.e. Chairs, D i r e c t o r s ~ C o o r d i n a t o r s ~ AVPs, VPs or P r e s i d e n t ~ selects screening committees. Screeningcommittees receive training on the established S e a r c h ~ Screening and HiringProcedures and are given a charge from the administrative leadership that emphasizesthe i n s t i t u t i o n ~ s value of diversity and employee accountabi lity goals.2) My college is in compliance with State Board of Education Rule 6A-14.0411, which setsforth the requirements for receiving continuing contracts for instructional staff. Theprocess used to grant continuing contracts is described below:Each y e a r ~ tenure-track faculty participate in a rigorous self-evaluation process thatprovides the means for faculty to be responsible for describing, c h a r t i n g ~ and evaluatingtheir own professional development for the previous year. The evaluation includes theresults of the fall and spring terms student evaluations. Once c o m p l e t e d ~ the tenuredtrack faculty member presents the evaluation packet to the appropriate academic chairor director for review and voting by tenured faculty within their discipline. Results ofthe administrative review and the tenured faculty vote is forwarded to the Provost andVice President who makes a recommendation to the President. The President submitshis recommendation to the Board of Trustees for approval for issuance of continuingcontract status.

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3) The following describes the process used to annually apprise each eligible facultymember of progress toward attainment of continuing contract status:Each year, annual contract tenure-track faculty conduct a rigorous self-evaluationprocess that provides the mcans for faculty to be responsiblc for describing, chartingand evaluating their own professional development for the previous year. Theevaluation includes the results of the fall and spring terms student evaluations. Oncecompleted, the tenured track faculty member presents the evaluation packet to theappropriate academic chair or director, fo r review an d voting by tenured faculty withintheir discipline fo r the awarding of an additional year of annual contract prior toearning continuing contract status. Results of the administrative review and thetenured faculty vote are forwarded to the Vice President. Annual tenure track facultyreceive feedback by way of administrative comments based on the review of their self-evaluation package which included results of their peer review and student evaluations.

4) My college has developed a budgetary incentive plan to support and ensure attainment ofthe goals developed pursuant to Section 1012.86, F.S. Summarized below is a descriptionof the incentive plan, including how resources shal1 be allocated to support theimplementation of strategies and the achievement of goals in a timely manner:

Th e college supports quality teaching and learning and provides professionaldevelopment opportunities for faculty, staff and administration. The college hasestablished the Professional Development Scholarship Fund that provides extendededucational opportunities for staff to obtain skills and knowledge that may promote anavenue for career advancement, while enhancing the quality of education fo r ourstudents. Th e college also works with institutions of higher learning to provideeducational discounts to college employees and has established an employee exchangeprogram that provides fee waivers for most class offerings at the University of Florida.A budget has been established through the Human Resources Office to supportrecruitment activities that include advertising in a variety of mediums, participation injob fairs, onsite recruitment visits to predominately minority populated grad schools,and a minority fellowship program in conjunction with the University of Florida.

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5) The following describes how funds are used to Increase the number of females andminorities receiving continuing contracts:Increasing the number of minorities on continuing contract is a three-year processcycle. Annual contract faculty who are working toward continuing contract statusdevelop annual professional development plans with their supervisors as part of theannual review process. The college offers w o r k s h o p s ~ s e m i n a r s ~ and access toprofessional development opportunities and materials to assist faculty in theirprofessional growth an d development as they work toward obtaining continuingcontract. Th e Professional Development Scholarship Fund is also beneficial in helpingfaculty meet their personal goals of obtaining advanced education an d enhances thequality of instruction provided at the college. Veteran faculty members also serve asmentors further supporting the success of Assistant Professors working towardcontinuing contract.

Pursuant to Section 1012.86, F.S., I hereby certify that the information provided above is true tothe best of my knowledge and that infoTI11ation and data will be available upon request as ademonstration of a good faith effort to comply with this section.

Institution

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SANTA FE COLLEGEServing Alachua and Bradford counties since 1966

Northwest Campus3000 NW 83rd Street, Gainesville, Florida 32606(352) 395-5000

Andrews Center209 West Call Street, Starke, Florida 32091

(352) 395-5850 or (904) 964-5382Blount Center

401 NW 6th Street. Gainesville, Florida 32601(352) 395-5645

Davis Center17500 SW Archer Road, Archer, Florida 32618

(352) 395-5254Kirkpatrick Center

3737 NE 39th Avenue, Gainesville, Florida 32609(352) 334-0300Watson Center

4150 SE State Road 21, Keystone Heights, Florida 32656(352) 395-5821

For more information, point your Web browser to www,sfcc.edu,The e-mail [email protected].

Statement of Equal Access/Equal OpportunitySanta Fe College is committed to an environment that embraces diversity. respects the rights ofall individuals, is open and accessible, and is free of harassment and discrimination based on,but not limited to, race, creed, color, religion, age, disability, sex, marital status, national origin,

political opinions or affiliations, veteran status and/or sexual orientation,Lela Elmore, Equal Access/Equal Opportunity Coordinator

R-Annex, room 105, (352) 395-5420Santa Fe College is accredited by the Commission on

Colleges of the Southern Association of Colleges and Schools toaward the Associate degree. Contact the Commission on Colleges at

1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500for questions about the accreditation of Santa Fe College.

This catalog is for information only and does not constitute a contract.The college reserves the right to change, modify or alter without notice all fees,charges, tuition, expenses and costs of any kind and further reserves the right

to add or delete without notice any course offering or information in this catalog,Visit our Web site at www.sfcc,edu for the most up-to-date catalog edition.

This catalog is published by SFC College Relations and the Division ofAcademic Affairs and becomes effective July 1, 2008, 2008 Santa Fe College, Gainesville, Florida

Version 08-1.4 Updates made to this catalog are listed on page 2,


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lntemet Privacy Policy I Santa Fe College I Gainesville, FL Page 1 of 1

ASK Santa Fe I f\ - Z index i Search

Statement of Equal Access/Equal OpportunitySanta Fe College is committed to an environment that embracesdiversity, respects the rights of all individuals, is open and accessible,and is free of harassment and discrimination based on, but not limitedto, race, creed, color, religion, age, disability, sex, marital status,national origin, political opinions or affiliations, veteran status and/orsexual orientation.Lela Elmore, Equal Access/Equal Opportunity CoordinatorR-Annex, room 105, (352) 395-5420


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Florida College System

Part III Student Participation

Report Of Selected Postsecondary Equity Issues

Community College Equity Indicators

Student Participation/Enrollments

TCMIS - CCEE0191 03/16/2009 14:05:33

urce: Student Data Base (2007, 2008, 2008-2009 Fall Beginning Of Term).

te 1: Total Enrollments Are Reflected For Each Enrollment Category Including The White Population, but Excludes Non-Resident Aliens, Unknown Race, Unknown Gender, Or Unknown Citizenship.

te 2: First-Time-In-College Counts Include Students Enrolled In Courses In The Following Instructional Areas:

vanced And Professional, Postsecondary Vocational, Postsecondary Adult Vocational, College Preparatory and Vocational Preparatory.

te 3: Overall Enrollment (Excludes Supplemental Voc., Adult Basic And Secondary, GED Prep, And LLL).

te 4: For 2008-2009, Jacksonville and St. Johns Data Is Pulled From The Fall End Of Term Instead Of The Fall Beginning Of Term. Appendix 3a 1

Year

2007 2008 2009

College Affected Class Enrollments NumberTotal

Enrollments Percent NumberTotal


Enrollments Percent

Santa Fe BLACKS FEMALE First-Time-In-College 165 2,346 7.03 222 2,432 9.13 275 2,785 9.87

Overall Enrollment 1,079 13,661 7.90 1,157 14,307 8.09 1,255 14,321 8.76BLACKS MALE First-Time-In-College 153 2,346 6.52 163 2,432 6.70 182 2,785 6.54

Overall Enrollment 662 13,661 4.85 692 14,307 4.84 733 14,321 5.12

BLACKS TOTAL First-Time-In-College 318 2,346 13.6 385 2,432 15.8 457 2,785 16.4

Overall Enrollment 1,741 13,661 12.7 1,849 14,307 12.9 1,988 14,321 13.9


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TCMIS - CCEE0191 03/16/2009 14:05:33






te 4: For 2008-2009, Jacksonville and St. Johns Data Is Pulled From The Fall End Of Term Instead Of The Fall Beginning Of Term.

Appendix 3a 2

Year

2007 2008 2009




Enrollments Percen

Santa Fe HISPANICS FEMALE First-Time-In-College 113 2,346 4.82 124 2,432 5.10 177 2,785 6.

Overall Enrollment 651 13,661 4.77 713 14,307 4.98 773 14,321 5.HISPANICS MALE First-Time-In-College 138 2,346 5.88 157 2,432 6.46 164 2,785 5.

Overall Enrollment 660 13,661 4.83 762 14,307 5.33 817 14,321 5.

HISPANICS TOTAL First-Time-In-College 251 2,346 10.7 281 2,432 11.6 341 2,785 12

Overall Enrollment 1,311 13,661 9.60 1,475 14,307 10.3 1,590 14,321 11


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TCMIS - CCEE0191 03/16/2009 14:05:33







Appendix 3a 3

Year

2007 2008 2009

ollege Affected Class Enrollments NumberTotal



Enrollments P

anta Fe OTHER MINORITIES FEMALE First-Time-In-College 21 2,346 0.90 30 2,432 1.23 47 2,785

Overall Enrollment 221 13,661 1.62 256 14,307 1.79 278 14,321 OTHER MINORITIES MALE First-Time-In-College 46 2,346 1.96 35 2,432 1.44 51 2,785

Overall Enrollment 260 13,661 1.90 263 14,307 1.84 271 14,321

OTHER MINORITIES TOTAL First-Time-In-College 67 2,346 2.86 65 2,432 2.67 98 2,785

Overall Enrollment 481 13,661 3.52 519 14,307 3.63 549 14,321


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TCMIS - CCEE0191 03/16/2009 14:05:33







Appendix 3a 4

Year

2007 2008 2009




Enrollments Percent

Santa Fe WHITE FEMALES First-Time-In-College 859 2,346 36.6 852 2,432 35.0 953 2,785 34.2

Overall Enrollment 5,236 13,661 38.3 5,493 14,307 38.4 5,384 14,321 37.6WHITE MALES First-Time-In-College 851 2,346 36.3 849 2,432 34.9 936 2,785 33.6


WHITE TOTAL First-Time-In-College 1,710 2,346 72.9 1,701 2,432 69.9 1,889 2,785 67.8



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TCMIS - CCEE0191 03/16/2009 14:05:33







Appendix 3a 5

Year

2007 2008 2009




Enrollments Percent

Santa Fe FEMALES First-Time-In-College 1,158 2,346 49.4 1,228 2,432 50.5 1,452 2,785 52.1

Overall Enrollment 7,187 13,661 52.6 7,619 14,307 53.3 7,690 14,321 53.7MALES First-Time-In-College 1,188 2,346 50.6 1,204 2,432 49.5 1,333 2,785 47.9


TOTAL First-Time-In-College 2,346 2,346 100 2,432 2,432 100 2,785 2,785 100

Overall Enrollment 13,661 13,661 100 14,307 14,307 100 14,321 14,321 100


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Student Participation/Completions

TCMIS - CCEE0192 03/16/2009 13:14:49

urce: 2006, 2007, 2008 AA1A.

te 1: Total Completions Are Reflected For Each Degree/Certificate Category Including The White Population, but Excludes Non-Resident Aliens, Unknown Race, Unknown Gender, Or Unknown Citizenshi

te 2: Provide Data For Each Of The Reporting Years Requested Above, Beginning Summer, Continuing Through Fall, And Ending In The Spring.

te 3: 2009 Data Is Not Available.

Appendix 3b 1

Year

2006 2007 2008

College Affected Class Completions NumberTotal

Completions Percent NumberTotal


Completions Percent

Santa Fe BLACKS FEMALE AA Degrees 63 1,300 4.85 108 2,310 4.68 89 2,096 4.25

AS Degrees 21 370 5.68 49 589 8.32 30 509 5.89Certificates 28 244 11.5 75 745 10.1 37 553 6.69

BLACKS MALE AA Degrees 35 1,300 2.69 43 2,310 1.86 57 2,096 2.72

AS Degrees 7 370 1.89 18 589 3.06 13 509 2.55

Certificates 18 244 7.38 47 745 6.31 29 553 5.24

BLACKS TOTAL AA Degrees 98 1,300 7.54 151 2,310 6.54 146 2,096 6.97

AS Degrees 28 370 7.57 67 589 11.4 43 509 8.45

Certificates 46 244 18.9 122 745 16.4 66 553 11.9


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TCMIS - CCEE0192 03/16/2009 13:14:49

urce: 2006, 2007, 2008 AA1A.




Appendix 3b 2

Year

2006 2007 2008




Completions Percent

Santa Fe HISPANICS FEMALE AA Degrees 67 1,300 5.15 112 2,310 4.85 122 2,096 5.82


HISPANICS MALE AA Degrees 63 1,300 4.85 121 2,310 5.24 122 2,096 5.82

AS Degrees 5 370 1.35 15 589 2.55 9 509 1.77

Certificates 9 244 3.69 29 745 3.89 36 553 6.51

HISPANICS TOTAL AA Degrees 130 1,300 10.0 233 2,310 10.1 244 2,096 11.6

AS Degrees 18 370 4.86 45 589 7.64 38 509 7.47

Certificates 11 244 4.51 51 745 6.85 53 553 9.58


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TCMIS - CCEE0192 03/16/2009 13:14:49

urce: 2006, 2007, 2008 AA1A.




Appendix 3b 3

Year

2006 2007 2008




Completions Perce

Santa Fe OTHER MINORITIES FEMALE AA Degrees 23 1,300 1.77 40 2,310 1.73 42 2,096 2

AS Degrees 12 370 3.24 12 589 2.04 14 509 2.Certificates 2 244 0.82 12 745 1.61 17 553 3.

OTHER MINORITIES MALE AA Degrees 25 1,300 1.92 61 2,310 2.64 48 2,096 2

AS Degrees 5 370 1.35 6 589 1.02 7 509 1

Certificates 4 244 1.64 11 745 1.48 9 553 1

OTHER MINORITIES TOTAL AA Degrees 48 1,300 3.69 101 2,310 4.37 90 2,096 4

AS Degrees 17 370 4.59 18 589 3.06 21 509 4.

Certificates 6 244 2.46 23 745 3.09 26 553 4.


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TCMIS - CCEE0192 03/16/2009 13:14:49

urce: 2006, 2007, 2008 AA1A.




Appendix 3b 4

Year

2006 2007 2008




Completions Percent

Santa Fe WHITE FEMALES AA Degrees 554 1,300 42.6 937 2,310 40.6 823 2,096 39.3


WHITE MALES AA Degrees 470 1,300 36.2 888 2,310 38.4 793 2,096 37.8

AS Degrees 88 370 23.8 179 589 30.4 135 509 26.5

Certificates 103 244 42.2 297 745 39.9 217 553 39.2

WHITE TOTAL AA Degrees 1,024 1,300 78.8 1,825 2,310 79.0 1,616 2,096 77.1

AS Degrees 307 370 83.0 459 589 77.9 407 509 80.0

Certificates 181 244 74.2 549 745 73.7 408 553 73.8


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TCMIS - CCEE0192 03/16/2009 13:14:49

urce: 2006, 2007, 2008 AA1A.




Appendix 3b 5 o

Year

2006 2007 2008




Completions Percent

Santa Fe FEMALES AA Degrees 707 1,300 54.4 1,197 2,310 51.8 1,076 2,096 51.3


MALES AA Degrees 593 1,300 45.6 1,113 2,310 48.2 1,020 2,096 48.7

AS Degrees 105 370 28.4 218 589 37.0 164 509 32.2

Certificates 134 244 54.9 384 745 51.5 291 553 52.6

TOTAL AA Degrees 1,300 1,300 100 2,310 2,310 100 2,096 2,096 100

AS Degrees 370 370 100 589 589 100 509 509 100

Certificates 244 244 100 745 745 100 553 553 100


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FLORIDA FLORIDA COLLEGE SYSTEM PAGE 1

COLLEGE Retention 02/06/09

SYSTEM IPEDS Enrollment Fall FTIC 2006-07 Retention into Fall 2007-08 4:49 PM

COLLEGE: 24 SANTA FE NONRESIDENT BLACK AMER INDIAN ASIAN OR WHITE RACE/ETHNICITY ALL

UNITID: 137096 ALIEN NON- ALASKAN PACIFIC HISPANIC NON- UNKNOWN STUDENTS

HISPANIC NATIVE ISLANDER HISPANIC

LINE MALE FEMALE MALE FEMA

Documents

Santa Fe College Educational Equity Act Report 2008-09