1
2
Preface Preface Preface
Purpose and Content
The Office of Institutional Effectiveness at Craven Community College annually prepares and publishes the Fact Book as a longitudinal, multi-year, compilation of basic statistical data regarding College operations. The Fact Book is compiled to provide faculty, staff, and administration with a centralized, single-source reference of frequently used information for internal planning and decision-making purposes.
This year, the State’s Data Warehouse was the primary source of data for the preparation of the Fact Book. Data Warehouse is a repository wherein data are submitted by all 58 community colleges to the North Carolina Community College System (NCCCS) and then made available as reference sources for comparable institutional data.
Additionally, some tables and graphs in the Fact Book were prepared from data provided directly from individual College departments – e.g., Small Business Center, Basic Skills/Literacy, Library, and the Business Office; whereas others were taken from the State’s “Critical Success Factors". Finally, there is a section on Craven County Profiles where data was taken directly from county source documents.
Five Year Trend Data
The five-years of referenced data for the 2013-2014 Fact Book include: AY 2008-09, 2009-10, 2010-11, 2011-12, and 2012-13. The Office of Institutional Effectiveness attests that the data and statistics contained in the Fact Book are accurate and precise; however, the College and the environment in which it exists are continually changing, and information presented may change in response. Further, data presented in this official publication may differ from statistics found in other College or State reports, due to differences in source information, dates of data generation or reporting periods.
Online Access
The 2013-2014 Fact Book may be accessed online from the College’s website. Under the About Craven section, please find the link within the Research & Planning subsection, or by directly accessing:
http://www.cravencc.edu/about/Planning/FactBook2013-2014.pdf
Office of Institutional Effectiveness September 20133
Table of ContentsTable of Contents Table of Contents Table of ContentsTable of Contents Table of ContentsTable of Contents
Mission, Vision & Goals..................................................................................................................5
Quick Facts .....................................................................................................................................7
Craven County Profiles ....................................................................................................................9
Regional Population Profile .................................................................................................9
Education Attainment Profile ............................................................................................10
Top Employers ...................................................................................................................11
Student Profiles ..............................................................................................................................12
Area High School Graduates Attending ............................................................................12
Curriculum Student Enrollment by Age Groups ...............................................................13
Curriculum Student Enrollment by Ethnicity ....................................................................14
Curriculum Student Enrollment by Gender .......................................................................15
Curriculum Student Enrollment by Geographic Region ....................................................16
Curriculum Student Enrollment by Employment Status ...................................................17
Curriculum Student Financial Aid Awards ........................................................................18
Curriculum Student Scholarship Contributors ...................................................................19
Curriculum Student:Faculty Ratio .....................................................................................20
Workforce Development Student Enrollment by Age Groups ..........................................21
Workforce Development Student Enrollment by Ethnicity ...............................................22
Workforce Development Student Enrollment by Gender ..................................................23
Workforce Development Student Enrollment by Employment Status ..............................24
Passing Rates of Licensing and Certification Examinations .............................................25
Curriculum/Degree-Seeking ..........................................................................................................26
Enrollment.........................................................................................................................26
Courses and Student Count ................................................................................................27
Enrollment by Class Location ............................................................................................28
Enrollment by Delivery Method ........................................................................................29
Enrollment by Part-Time/Full-Time Status .......................................................................30
Enrollment by Program Area .............................................................................................31
Completions by Program Area...........................................................................................32
Completions by Degree Type ............................................................................................33
Degree-Seeking Retention Rates .......................................................................................34
Retention, Graduation & Transfer Information .................................................................35
Full-Time Equivalency (FTE) by Program Area ...............................................................36
Undergraduate Transfers to NC 4-year Institutions ...........................................................37
Distance Education and Learning Resources .................................................................................38
Enrollment – Unduplicated Headcount ..............................................................................38
Enrollment by State............................................................................................................39
Learning Support ...........................................................................................................................40
R. C. Godwin Memorial Library Student Use ...................................................................40 4
Academic Skills Center Student Use .................................................................................41
Workforce Development ................................................................................................................42
Enrollment – Unduplicated Headcount ..............................................................................42
Enrollment – Duplicated Registration Count .....................................................................43
Registration Count by Day/Evening Status .......................................................................44
Full-Time Equivalency (FTE) by Funding Area ...............................................................45
Registration Count by Occupational Extension Program Area .........................................46
Basic Skills/Literacy Data ..................................................................................................47
Small Business Center Statistical Summary ......................................................................48
Human Resources ..........................................................................................................................49
Faculty/Staff by Employment Classification .....................................................................49
Faculty/Staff by Gender .....................................................................................................50
Faculty/Staff by Primary Staffing Area .............................................................................51
Faculty/Staff by Years of Service ......................................................................................52
Faculty by Highest Degree Attained ..................................................................................53
Faculty by Instructional Category ......................................................................................54
Finances ........................................................................................................................................55
Fiscal Year Expenses by Category ....................................................................................55
Fiscal Year Revenues by Funding Source .........................................................................56
Grants Received .................................................................................................................57
Physical Facilities ..........................................................................................................................58
Gross Square Footage ........................................................................................................58
Appendices ....................................................................................................................................59
5
Mission
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VisionVision Vision
Strategic Goals Strategic Goals Strategic Goals Strategic Goals Strategic Goals Strategic GoalsStrategic Goals
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7
Quick Facts 2012-2013
Unduplicated Headcount
Unduplicated Headcount
Headcount can be duplicated due to the fact that some students may have moved within the academic year.
Source: NCCCS Data Warehouse
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8
Quick Facts 2012-2013
Headcount is duplicated due to the fact that some students may be enrolled in more than one program.
Headcount is duplicated due to the fact that some students may utilize more than one method of instruction.
Unduplicated Headcount
Source: NCCCS Data Warehouse
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9
Craven County Profile Craven County Profile Craven County Profile Craven County Profile Craven County Profile Craven County Profile
Regional Population Profile Regional Population Profile Regional Population ProfileRegional Population Profile Regional Population ProfileRegional Population Profile Regional Population ProfileRegional Population ProfileRegional Population Profile Regional Population ProfileRegional Population ProfileRegional Population Profile
Population PopulationPopulationPopulationPopulation PopulationPopulationPopulation
Craven County
North Carolina
2012
104,770
9,752,073
EthnicityEthnicityEthnicityEthnicityEthnicityEthnicityEthnicityEthnicityEthnicity
2012
Craven County
North Carolina
American Indian/Alaskan Native
0.6%
1.5%
Asian
2.2%
2.5%
Black
22.1%
22.0%
Hawaiian/Pacific Islander
0.2%
0.1%
Hispanic/Latino
6.6%
8.7%
Two or more races
2.5%
2.0%
White, Not Hispanic
66.9%
64.7%
AgesAgesAges
2012
Craven County
North Carolina
Persons under 5 years old
7.3%
6.4%
Persons under 18 years old
22.7%
23.4%
Persons 65 years old or over
16.1%
13.8%
Source: http://quickfacts.census.gov
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Craven County Profile Craven County Profile Craven County Profile Craven County Profile Craven County Profile Craven County Profile
Education Attainment Profile Education Attainment Profile Education Attainment ProfileEducation Attainment ProfileEducation Attainment Profile Education Attainment ProfileEducation Attainment Profile Education Attainment Profile Education Attainment ProfileEducation Attainment ProfileEducation Attainment Profile
Source: http://factfinder2.census.gov
Less than 9th Grade 1.6%
9th to 12th Grade (no diploma) 11.3%
High School Graduate (includes equivalency) 29.4%
Some college (no degree) 25.0%
Associate's Degree 10.1%
Bachelor's Degree 15.3%
Graduate or Professional Degree 6.2%
Craven County
Less than 9th Grade 5.7%
9th to 12th Grade (no diploma) 9.5%
High School Graduate (includes equivalency) 27.3%
Some College (no degree) 21.8%
Associate's
Degree 8.3%
Bachelor's Degree 17.8%
Graduate or Professional Degree 9.2%
North Carolina
Age 25 and above based on the 2011 American Community Survey.
Age 25 and above based on the 2011 American Community Survey.
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Craven County Profile Craven County Profile Craven County Profile Craven County Profile Craven County Profile Craven County Profile
Top EmployersTop EmployersTop EmployersTop Employers Top EmployersTop EmployersTop Employers Top EmployersTop EmployersTop Employers
Rank Company Industry Employment Range
1
Department of Defense
Public Administration
1,000+
2
Craven County Schools
Education & Health Services
1,000+
3
Craven Regional Medical Center
Education & Health Services
1,000+
4
Wal-Mart Associates, Inc.
Trade, Transportation, & Utilities
500-999
5
BSH Home Appliances Corp.
Manufacturing
500-999
6
Cherry Point MCCS
Trade, Transportation, & Utilities
500-999
7
Craven County
Public Administration
500-999
8
Moen, Inc.
Manufacturing
500-999
9
Craven Community College
Education & Health Services
500-999
10
US Marine Navassa
Manufacturing
500-999
11
Vertex Aerospace, LLC
Trade, Transportation, & Utilities
250-499
12
City of New Bern
Public Administration
250-499
13
Weyerhaeuser Co (A Corp)
Manufacturing
250-499
14
McDonald’s
Leisure & Hospitality
250-499
15
NC Department of Correction
Public Administration
250-499
16
Coastal Carolina Health Care PA
Education & Health Services
250-499
17
Food Lion, LLC
Trade, Transportation, & Utilities
250-499
18
Holden Temporaries, Inc.
Professional & Business Services
250-499
19
Temporary Employee Services, Inc.
Professional & Business Services
250-499
20
Southeast Service Corp
Professional & Business Services
250-499
21
RHA/Howell Care Centers, Inc.
Education & Health Services
100-249
22
NC Department of Transportation
Public Administration
100-249
23
Bojangles’ Chicken & Biscuits
Leisure & Hospitality
100-249
24
Olsten Staffing
Professional & Business Services
100-249
25
United States Postal Service
Trade, Transportation, & Utilities
100-249
Source: https://accessnc.commerce.state.nc.us
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Area High School Graduates Attending Area High School Graduates AttendingArea High School Graduates Attending Area High School Graduates AttendingArea High School Graduates Attending Area High School Graduates AttendingArea High School Graduates Attending Area High School Graduates Attending Area High School Graduates AttendingArea High School Graduates Attending Area High School Graduates Attending Area High School Graduates AttendingArea High School Graduates Attending Area High School Graduates Attending
With a five year average of 23.36 percent of area high school graduates attending Craven Community College, the College had been experiencing a steady decline in enrollment until AY 2012-2013. During the 2012-2013 school year, Craven Community College enrolled 25% of all graduates from area high schools; the highest percent in the past five years. Historically the College saw the greatest enrollment from New Bern High School and West Craven High School, however Havelock High School has had increasing numbers of graduates enroll at the College of the past five years.
Data Table (Appendix 1).
Sources: Craven, Jones, and Pamlico Board of Education Offices, NCCCS Data Warehouse
0
50
100
150
200
250
300
350
400
Havelock
High School
Jones Senior
High School
New Bern
High School
Pamlico County
High School
West Craven
High School
187
66
271
116
177
88
7
97
21
70
Number of Students
Graduates not Attending CCC
Graduates Attending Craven CC
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Curriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age Groups Curriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age GroupsCurriculum Student Enrollment by Age Groups
At 50.8 percent, the majority of students at Craven Community College are between the ages of 20 and 29. The 30-39 and 40-49 age categories combine for 28.2 percent of the student population and could be attributed to the increased layoffs the local workforce has been experiencing since 2008. Many displaced workers have chosen to return to school to gain new skills to enhance their chances of returning to their current field or to train for a new career. Additionally, increased enrollment in both Craven Early College High School on the New Bern campus and Early College EAST High School on the Havelock-Cherry Point campus in combination with increased enrollment of area high school graduates, has contributed to the number of students in the 19 and under range, resulting in a significant increase from last year of 11.7 percent from 600 to 670 students.
Data Table (Appendix 2).
Source: NCCCS Data Warehouse
19 & Under 14.4%
20 - 29 50.8%
30 - 39 18.7%
40 - 49 9.5%
50 - 59 5.7%
60 - 69 0.8%
70 & Up 0.2%
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Student Profiles
Curriculum Student Enrollment by Ethnicity
For the past five years, Craven Community College’s student population has been
demographically representative of Craven County’s population as a whole, despite mandatory
changes in Race Ethnic Codes for Integrated Postsecondary Education Data System (IPEDS)
reporting, reclassifying of some populations from White, Non-Hispanic to Two or More Races
(which is included in the Other/Unknown/Multiple category) causing a shift in these areas. Full
implementation of the change was necessary by the 2010-2011 year. During AY 2012-2013, the
Other/Unknown/Multiple category was down 27.9 percent from the previous year. This could be
due to an overall decrease in enrollment as well as a reclassification of students that were
previously listed as unknown. Additionally, the number of Asian/Pacific Islander students has
fluctuated significantly with an unexplained dip in AY 2010-2011 and a return to previous values
in AY 2012-2013.
Source: NCCCS Data Warehouse
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Curriculum Student Enrollment by Gender Curriculum Student Enrollment by Gender Curriculum Student Enrollment by Gender Curriculum Student Enrollment by Gender Curriculum Student Enrollment by GenderCurriculum Student Enrollment by Gender Curriculum Student Enrollment by Gender Curriculum Student Enrollment by Gender Curriculum Student Enrollment by GenderCurriculum Student Enrollment by Gender Curriculum Student Enrollment by GenderCurriculum Student Enrollment by Gender Curriculum Student Enrollment by GenderCurriculum Student Enrollment by Gender Curriculum Student Enrollment by GenderCurriculum Student Enrollment by Gender Curriculum Student Enrollment by GenderCurriculum Student Enrollment by Gender
Notwithstanding the fluctuation in enrollment by ethnicity numbers and the total number of students enrolled, the curriculum female to male gender breakdown has averaged an estimated 61:39 (F:M) percent ratio over the last five years.
Data Table (Appendix 3).
Source: NCCCS Data Warehouse
-
1,000
2,000
3,000
4,000
5,000
6,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2,895
3,117
3,193
2,934
2,852
1,907
1,997
2,061
1,793
1,798
Number of Students
Female
Male
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Curriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic RegionCurriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic RegionCurriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic RegionCurriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic RegionCurriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic RegionCurriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic RegionCurriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic Region Curriculum Student Enrollment by Geographic Region
Representing two-thirds of the student population, enrollment from Craven County has remained around 66 percent of the total student population over the last five years. The number of Out-of-State students enrolled at Craven Community College had been decreasing until it rose to 14 percent in AY 2009-2010, and has continued to increase reaching 16 percent in AY 2010-2011 and 17 percent in AY 2012-2013. This increase can be attributed to either the growth in online offerings or individuals in the military population listing their permanent home address rather than their current local address.
Note: Headcount is calculated annually which may result in some students falling into two categories due to relocation.
Data Table (Appendix 4).
Source: NCCCS Data Warehouse
Craven County 66%
Adjacent Counties 15%
Other NC Counties 2%
Out-of-State 17%
Unreported 0%
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Curriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment StatusCurriculum Student Enrollment by Employment Status Curriculum Student Enrollment by Employment Status
Since 2008, the number of unemployed students has steadily increased with major increases in AY 2009-2010 and again in AY 2011-2012. During the same time period, the number of students employed full-time or part-time has steadily decreased. In AY 2011-2012 and AY 2012-2013, unemployed students out-numbered employed students nearly 3:1.
Note: Headcount is calculated annually which may result in some students falling into two categories due to change in employment.
Data Table (Appendix 5).
Source: NCCCS Data Warehouse
-
1,000
2,000
3,000
4,000
5,000
6,000
7,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
1,546
1,234
1,052
807
720
1,463
1,383
1,059
913
705
1,799
3,212
3,163
4,282
3,227
Number of Students
Employed Full-Time
Employed Part-Time
Unemployed
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Student Profiles
Curriculum Student Financial Aid Awards
In AY 2012-2013, Craven Community College students received over 12.2 million dollars in
financial aid with the Federal Pell Grant continuing to be the largest source of financial aid for
our students. Although only accounting for 7.6 percent of all awards, students who received an
award from the Department of Veterans’ Affairs received the second highest dollar amount with
an average of $3,404. Craven Community College students’ Stafford Loan average was $3,609.
The figure below is based on the total number of scholarships, grants, and loans received. The
three awards (Child Care Program, Emergency Loans and Federal Work Study) totaling less than
$100,000 each have been grouped together in the “Other” category.
Data Table (Appendix 6).
Source: Director of Financial Aid
Chapter 33
NCCCG 2.8%
1.1%
NCELG
1.1%
Other
(Under
$100,000)
0.8%
Pell
53.2%
Scholarship
6.1% Stafford
27.2%
Veterans
7.6%
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19
Student Profiles
Curriculum Student Scholarship Contributors
In AY 2012-2013, total scholarship contributions decreased 35 percent from the previous year.
Although down 12.6 percent from the previous year, tuition waivers continue to account for a
significant portion of the contributions. Institutional Grants/Scholarships continue to make a
substantial contribution, representing nearly 21 percent of monies received. Other non-federal,
non-state grants and scholarships saw an 11.1 percent increase from AY 2011-2012, making
them the second largest contributor.
Data Table (Appendix 7).
Source: Director of Financial Aid
Institutional
20.9%
NCHDLE
0.7%
NCSS
1.3%
NESLP
1.0%
NSP
0.5%
VocRehab
0.6%
WIA
10.9%
Other
29.2%
Waivers
34.7%
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Curriculum Student Curriculum Student Curriculum Student Curriculum Student Curriculum StudentCurriculum Student Curriculum Student Curriculum Student: Faculty Ratios Ratios
In AY 2012-2013, Craven Community College Student: Faculty ratios returned to those seen in AY 2008-2009 with a ratio of 22:1. Ratios were increased in AY 2009-2010 due to significant budget cuts and a subsequent reduction in part-time faculty resulting in full-time faculty being asked to take on greater course loads. Since then, the College has been working to reduce the strain on faculty by hiring more full and part-time faculty.
Student: Faculty Ratio = Student FTE divided by Calculated Faculty FTE
Calculated Faculty FTE = Full-Time Faculty plus ⅓ Part-Time Faculty.
Data Table (Appendix 8).
Source: NCCCS Data Warehouse
0
5
10
15
20
25
30
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
22
29
24
23
22
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Workforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age Groups Workforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age GroupsWorkforce Development Student Enrollment by Age Groups
Workforce Development offers a wide range of programs to meet the needs of the residents of Craven County. As a result, students are evenly divided among the 20-29, 30-39, and 40-49 age ranges. Typically, the 19 and under category represent students enrolled in the local volunteer firefighter training courses and in 2011 a procedural change was implemented, increasing the requirements for participating in the classes. This may have resulted in the sharp decrease in enrollment in this age group from the previous year. Also in 2011, adult enrichment courses were discontinued and typically enroll students from the 60-69 and 70 and above age groups. This too may have resulted in a 13.7 percent decrease in enrollment in these categories in 2012.
Data Table (Appendix 9).
Source: NCCCS Data Warehouse
19 & Under 2%
20 - 29 27%
30 - 39 26%
40 - 49 22%
50 - 59 16%
60 - 69 5%
70 & Up 2%
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Workforce DevelopmentWorkforce DevelopmentWorkforce Development Workforce DevelopmentWorkforce Development Workforce DevelopmentWorkforce Development Workforce Development Workforce DevelopmentWorkforce DevelopmentWorkforce Development Workforce Development Student Enrollment by Ethnicity Student Enrollment by EthnicityStudent Enrollment by Ethnicity Student Enrollment by Ethnicity Student Enrollment by EthnicityStudent Enrollment by EthnicityStudent Enrollment by EthnicityStudent Enrollment by Ethnicity Student Enrollment by EthnicityStudent Enrollment by Ethnicity Student Enrollment by Ethnicity Student Enrollment by Ethnicity Student Enrollment by Ethnicity Student Enrollment by Ethnicity
When comparing ethnicity of curriculum to workforce development enrollment, the number of students who indicated their race is white constitutes more than half of the total enrollment in both areas of study at 61.4 percent and 54.0 percent respectively. In comparison, the percentage of black students is considerably higher at 32.4 percent for workforce development than for curriculum which is 20.8 percent. On the other hand, the number of students in the Other/Unknown/Multiple category is significantly lower in workforce development comprising only 5.3 percent of enrollment whereas the percentage is higher at 8.7 percent of curriculum enrollment in the same category.
Data Table (Appendix 10).
Source: NCCCS Data Warehouse
American Indian/Alaska Native 1.8%
Asian/Pacific Islander 1.7%
Black 32.4%
Hispanic 4.8%
Other / Unknown / Multiple 5.3%
White 54.0%
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Workforce DevelopmentWorkforce DevelopmentWorkforce Development Workforce DevelopmentWorkforce Development Workforce DevelopmentWorkforce Development Workforce Development Workforce DevelopmentWorkforce DevelopmentWorkforce Development Workforce Development Student Enrollment by Gender Student Enrollment by GenderStudent Enrollment by Gender Student Enrollment by Gender Student Enrollment by GenderStudent Enrollment by GenderStudent Enrollment by GenderStudent Enrollment by Gender Student Enrollment by GenderStudent Enrollment by Gender Student Enrollment by Gender Student Enrollment by Gender Student Enrollment by GenderStudent Enrollment by Gender
Many of the Workforce Development students are enrolled in classes that are predominantly male such as Aviation. Also, many Workforce Development students are active duty Marines whose force in 2013 was made up of 7.26% female. Lastly, in 2007, Workforce Development began offering courses at the local all-male correctional facility. Collectively, these changes have resulted in the College’s Female:Male ratio to remain constant at 28:72 (F:M) over the last five years. Prior to 2007 the ratio was 48:52 (F:M).
Data Table (Appendix 11).
Source: NCCCS Data Warehouse
-
2,000
4,000
6,000
8,000
10,000
12,000
14,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
3,566
3,659
3,248
3,155
2,588
8,597
8,713
8,458
7,889
7,883
Number of Students
Female
Male
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Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles Student Profiles
Workforce DevelopmentWorkforce DevelopmentWorkforce Development Workforce DevelopmentWorkforce Development Workforce DevelopmentWorkforce Development Workforce Development Workforce DevelopmentWorkforce DevelopmentWorkforce Development Workforce Development Student Enrollment by Employment Status Student Enrollment by Employment StatusStudent Enrollment by Employment Status Student Enrollment by Employment Status Student Enrollment by Employment StatusStudent Enrollment by Employment StatusStudent Enrollment by Employment StatusStudent Enrollment by Employment Status Student Enrollment by Employment StatusStudent Enrollment by Employment Status Student Enrollment by Employment Status Student Enrollment by Employment StatusStudent Enrollment by Employment StatusStudent Enrollment by Employment StatusStudent Enrollment by Employment Status Student Enrollment by Employment StatusStudent Enrollment by Employment StatusStudent Enrollment by Employment Status Student Enrollment by Employment StatusStudent Enrollment by Employment Status
Since 2008, full-time employment saw a consistent increase in workforce development student population until 2012 when it saw a slight decrease. Simultaneously, unemployment among workforce development students continued to decline to its lowest in five years at 49.7 percent in 2011, then increasing again to 53.6 percent in 2012. In correlation with the changes in the economy, many unemployed students turned to HRD (Human Resource Development) classes whose focus is to provide unemployed or under employed workers with training to gain entry into the workforce. These courses were typically paid for with grant monies which were eliminated for AY 2010-2011 and could account for the decline in unemployed students.
Note: Headcount is calculated annually which may result in some students falling into two categories due to change in employment.
Data Table (Appendix 12).
Source: NCCCS Data Warehouse
-
2,000
4,000
6,000
8,000
10,000
12,000
14,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
3,594
3,849
4,211
4,481
4,311
1,289
1,159
817
1,138
592
7,413
7,516
6,909
5,551
5,657
Number of Students
Employed Full-Time
Employed Part-Time
Unemployed
Back to Table of Contents 25
Student Profiles
Passing Rates on Licensing and Certification Exams
In AY 2011-2012, our first group of students graduated from the Esthetician and Physical
Therapy Assistant Programs. These programs both produced strong students with high
performance on examinations. The Basic Law Enforcement Training program remains strong.
Beginning in 2007-2008, both day and evening classes were offered increasing enrollment in the
BLET program. The number of Cosmetic Arts students taking the exam continues to remain low,
while their performance is high. The number of students in the Emergency Medical Technician
programs has greatly increased and the pass rate has improved significantly. The Nursing
program enrollment remains at capacity with students continuing to perform well on the exams.
The number of students in the Real Estate program remains low.
*Number too small to report without violating students’ privacy.
Source: NCCCS 2012 Critical Success Factors
Back to Table of Contents
26
Curriculum Curriculum Curriculum
Enrollment Enrollment EnrollmentEnrollment Enrollment
Unduplicated headcount refers to the total number of students (both full-time and part-time) enrolled in at least one course during a school year. Each student is counted only once during that year, regardless of the number of classes he/she takes or the number of semesters for which he/she registers. Over the past five years, enrollment steadily increased until it saw a 10.0 percent decline in AY 2011-2012 and another, significantly smaller, 1.6 percent decline in AY 2012-2013. Until then, there had been a 9.4 percent increase from AY 2008-2009 to AY 2010-2011.
Data Table (Appendix 13).
Source: NCCCS Data Warehouse
-
1,000
2,000
3,000
4,000
5,000
6,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
4,802
5,114
5,254
4,727
4,650
Number of Students
Unduplicated Headcount
Back to Table of Contents 27
Curriculum Curriculum Curriculum
Courses and Courses and Courses and Courses and Student Count Student CountStudent Count Student Count Student CountStudent CountStudent Count
Multiple factors including budget cuts, a reduction of part-time faculty and an increase in displaced workers from the community resulted in an increase in the average number of students per class in AY 2009-2010. To meet the needs of increased enrollment, the number of courses offered slowly increased until it decreased by 10.6 percent in AY 2011-2012 and 13.8 percent in AY 2102-2013. Despite the changes in the number of courses offered each year since 2009, the average number of students per class has remained constant at 16, which is on par with the system-wide average, also set at 16.
Data Table (Appendix 14).
Source: NCCCS Data Warehouse
-
500
1,000
1,500
2,000
1,621
1,643
1,713
1,532
1,321
Number of Courses
Count of Curriculum Courses
0
2
4
6
8
10
12
14
16
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
14
16
16
16
16
Number of Students
Average Number of Students per Class
Back to Table of Contents 28
Curriculum Curriculum Curriculum
Enrollment by Class Location Enrollment by Class Location Enrollment by Class LocationEnrollment by Class Location Enrollment by Class Location Enrollment by Class LocationEnrollment by Class Location Enrollment by Class Location Enrollment by Class Location Enrollment by Class LocationEnrollment by Class Location Enrollment by Class Location
The number of students taking online courses (in the Other/Off campus category) had continuously increased until the AY 2011-2012 year when it saw an 8.1 percent decrease. Another, much smaller, decrease of 1.3 percent was seen in the AY 2012-2013 year. The number of students taking courses on the New Bern campus has continuously fluctuated and saw an 11.4 percent decrease between AY 2011-2012 and AY 2012-2013. During the same timeframe, the number of students taking courses on the Havelock-Cherry Point campus remained fairly stable until seeing a 12.7 percent decrease in AY 2011-2012 and another 1.3 percent decrease in AY 2012-2013. Despite recent decreases in enrollment, taking classes on the New Bern campus continues to be the preferred choice for students.
Data Table (Appendix 15).
Source: NCCCS Data Warehouse
-
2,000
4,000
6,000
8,000
10,000
12,000
14,000
New Bern
Havelock/Cherry Point
Other Off-Campus
11,382
3,050
8,606
14,222
3,091
9,608
14,635
3,308
9,637
13,473
2,889
8,853
11,940
2,850
8,736
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Back to Table of Contents 29
Curriculum Curriculum Curriculum
Enrollment by Delivery Method Enrollment by Delivery Method Enrollment by Delivery MethodEnrollment by Delivery Method Enrollment by Delivery Method Enrollment by Delivery MethodEnrollment by Delivery Method Enrollment by Delivery Method Enrollment by Delivery Method Enrollment by Delivery MethodEnrollment by Delivery Method Enrollment by Delivery Method
The overall number of courses offered by the College decreased by 4.4 percent from AY 2011-2012 to AY 2012-2013. Seated courses comprise 43 percent of the offerings with online courses totaling 39 percent. However, all distance learning courses, online and hybrid, combined outweigh seated courses constituting more than half of all course offerings at 56 percent. Digital media courses, which were discontinued in AY 2011-2012, along with independent study and cooperative education course comprise the ‘Other Courses’ category.
Data Table (Appendix 16).
Source: NCCCS Data Warehouse
Hybrid Courses 17%
Online Courses 39%
Seated Courses 43%
Other Courses 1%
Back to Table of Contents 30
Curriculum Curriculum Curriculum
Enrollment by Enrollment by Enrollment by Enrollment by Enrollment by Enrollment by Enrollment by Full Full -Time/PartTime/PartTime/PartTime/Part Time/Part -Time StatusTime StatusTime StatusTime Status Time StatusTime Status Time Status
For five years prior to AY 2010-2011, the number of full-time students increased until the College saw its first decline in enrollment. During the same timeframe, the number of part-time students continued to remain around 4,600 until AY 2010-2011 when it increased 9.7 percent from AY 2009-2010 for a total of 5,143 students. To date, the number of part-time students has remained the preferred method of enrollment. The Unknown category, although statistically undetectable, is made up of 35 students and may be due to classification errors within the data reporting system.
Data Table (Appendix 17).
Source: NCCCS Data Warehouse
Full-Time 32%
Part-Time 67%
Unknown 1%
Back to Table of Contents 31
Curriculum Curriculum Curriculum
Enrollment by Program Area Enrollment by Program Area Enrollment by Program AreaEnrollment by Program Area Enrollment by Program Area Enrollment by Program AreaEnrollment by Program Area Enrollment by Program AreaEnrollment by Program AreaEnrollment by Program Area Enrollment by Program AreaEnrollment by Program AreaEnrollment by Program AreaEnrollment by Program Area
At Craven Community College, the Arts & Science degree programs continue to capture the largest portion of student enrollment with Engineering Technologies enrolling the smallest portion. Percentages for Business Technologies, Engineering Technologies, Health Sciences, Industrial Technologies and Transport Systems Technologies remained the same from AY 2011-2012, while Public Services Technologies increased 1 percent and the Special category decreased 4 percent. Arts and Sciences saw an increase, rising from 55 percent in AY 2011-2012 to 58 percent in AY 2012-2013. Enrollment by program area is based on duplicated headcount due to the fact that some students are enrolled in more than one program area.
Data Table (Appendix 18).
Source: NCCCS Data Warehouse
Arts & Sciences 58%
Business Technologies 13%
Engineering Technologies 2%
Health Sciences 6%
Industrial Technologies 3%
Public Service Technologies 7%
Special Categories 7%
Transport Systems Technologies 3%
Back to Table of Contents 32
Curriculum Curriculum Curriculum
Completions by Program Area Completions by Program AreaCompletions by Program AreaCompletions by Program Area Completions by Program AreaCompletions by Program Area Completions by Program AreaCompletions by Program Area Completions by Program AreaCompletions by Program AreaCompletions by Program Area Completions by Program AreaCompletions by Program AreaCompletions by Program Area Completions by Program Area
Completion rates are relatively consistent with enrollment rates with two exceptions – Engineering Technologies and Health Sciences where each program area graduates students at a higher rate than other programs on campus. An initiative with a focus on ensuring that diplomas and certificates were awarded once the credits were met was implemented in AY 2011-2012 and led to an increase in completions for many program areas during that year. Those efforts continue and demonstrate a significant increase in completions in AY 2012-2013 over years prior to the implementation of the completion initiative. Completions by program area include associate degrees, diplomas and certificates and are based on duplicated headcount due to the fact that some students may complete a program in more than one program area.
Data Table (Appendix 19).
Source: NCCCS Data Warehouse
0
50
100
150
200
250
300
296
267
33
114
82
80
26
292
234
30
121
52
72
25
Numberof Students
2011-2012
2012-2013
Back to Table of Contents 33
Curriculum Curriculum Curriculum
Completions by Degree Type Completions by Degree TypeCompletions by Degree TypeCompletions by Degree Type Completions by Degree TypeCompletions by Degree Type Completions by Degree TypeCompletions by Degree Type Completions by Degree Type Completions by Degree Type Completions by Degree TypeCompletions by Degree TypeCompletions by Degree TypeCompletions by Degree Type
In AY 2012-2013, Associate Degrees represented the highest number of completions with 49%, although diploma and certificate completions have showed the greatest increase over the years. Since AY 2009-2010, diploma completions have increased by 292.5 percent, while certificate completions have increased by 230.4 percent, indicating that students can fairly easily earn diplomas and/or certificates while working towards an Associate Degree. During the AY 2010-2011 year, faculty and administration implemented procedures to ensure that diplomas and certificates were awarded once the credits were met. This has led to consistent increases in the number of diplomas and certificates awarded since that year. Completions by degree type are based on duplicated headcount due to the fact that some students may complete a program in more than one degree type.
Data Table (Appendix 20).
Source: NCCCS Data Warehouse
Associate Degree 49%
Diploma 19%
Certificate 32%
Back to Table of Contents 34
Curriculum Curriculum Curriculum
Degree Degree -Seeking Retention RatesSeeking Retention Rates Seeking Retention RatesSeeking Retention RatesSeeking Retention Rates Seeking Retention Rates Seeking Retention RatesSeeking Retention Rates
The number of first-year students who returned for the following spring semester increased in AY 2011-2012 and AY 2012-2013 resulting in a total increase of 13.3 percent since AY 2009-2010. The number of first-year students returning during the fall of their second year was 32.9 percent in AY 2012-2013, a slight increase from AY 2011-2012 which had recorded the lowest rate in the five-year cycle.
Data Table (Appendix 21).
Source: NCCCS Data Warehouse
-
1,000
2,000
3,000
4,000
5,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
1,894
2,075
2,152
2,301
2,277
2,075
2,464
2,499
2,205
2,118
Number of Students
Degree-Seeking Students Returning in Spring Their First Year
Returning
Not Returning
0
1000
2000
3000
4000
5000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
1683
1860
1820
1471
1444
2286
2679
2831
3035
2951
Number of Students
Degree-Seeking Students Returning in Fall Their Second Year
Returning
Not Returning
Back to Table of Contents 35
Curriculum Curriculum Curriculum
Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Retention, Graduation & Transfer Information InformationInformationInformationInformation Information
In 2012-2013 the North Carolina Community College System performance measures were re-evaluated and set a system-wide goal that 45.6 percent of first-time, credential-seeking students will graduate, transfer, or remain enrolled with a minimum of 36 credit hours after six years. Based on a Fall 2006 cohort, Craven Community College reported 43 percent of students graduated, returned, or transferred based on the state’s methodology. This exceeded the North Carolina Community College System average of 41.1 percent but was slightly below the system goal.
Data Table (Appendix 22).
Source: NCCCS 2012 Critical Success Factors
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Peer Institutions Average
Craven Community
College
NCCCS
27%
20%
25%
3%
2%
2%
12%
21%
14%
58%
57%
59%
Percentage of Students
% Graduate
% Return
% Transfer
%Other
Back to Table of Contents 36
Curriculum Curriculum Curriculum
Full Full -Time Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program Area Time Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program AreaTime Equivalency (FTE) by Program Area
As a result of the percentage of students enrolled in Arts & Sciences programs, this area produced the largest amount of FTE for AY 2012-2013 at 1438.48 with Engineering Technologies produced the smallest amount of FTE at 53.70. Arts & Sciences and Public Service Technologies both saw a one percent increase in their overall percentages from AY 2011-2012, while Special Categories and Health Sciences saw two and one percent decreases respectively. One full-time equivalent (FTE) student represents 16 student membership hours per week for 16 weeks or 256 student membership hours for each semester enrolled.
Data Table (Appendix 23).
Source: NCCCS Data Warehouse
Arts & Sciences 53%
Business Technologies 13%
Engineering Technologies 2%
Health Sciences 10%
Industrial Technologies 4%
Public Service Technologies 9%
Special Categories 3%
Transport Systems Technologies 5%
Back to Table of Contents 37
Curriculum Curriculum Curriculum
Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC Undergraduate Transfers to NC 4-yearyearyearyear Institutions Institutions Institutions InstitutionsInstitutions
In the Fall 2012 semester, there were 149 former Craven Community College students that attended 4-year institutions within North Carolina with nearly half, or 69 students, attending East Carolina University. Mount Olive College enrolled 27 students, The University of North Carolina at Chapel Hill enrolled 8 former Craven Community College students and the University of North Carolina at Wilmington enrolled 10. The ‘other institutions’ category is composed of 16 colleges and universities that enrolled between 1 and 4 students during the Fall 2012 semester.
Data Table (Appendix 24).
Source: UNC Statistical Abstract of Higher Education 2011-2012
East Carolina University 46%
Mount Olive College 18%
Other Institutions 24%
UNC Chapel Hill 5%
UNC Wilmington 7%
Back to Table of Contents 38
Distance Education Distance Education Distance Education Distance Education Distance Education Distance EducationDistance Education
Enrollment Enrollment EnrollmentEnrollment Enrollment
Distance Education refers to those courses offered outside of the classroom via some form of technology. Currently, all distance learning courses offered at Craven Community College are either completely online or hybrid via the internet. The number of students enrolled in distance learning increased annually until its peak in 2011. AY 2011-2012 saw the first decrease in enrollment in more than five years with AY 2012-2013 posting a second decrease of 3.9 percent. It should be noted that in 2011, digital media courses were discontinued and could account for the decrease in Distance Education enrollment.
Data Table (Appendix 25).
Source: NCCCS Data Warehouse
0
500
1000
1500
2000
2500
3000
3500
4000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
371
491
251
2982
3218
3223
3051
2933
Number of Students
Digital Media
Internet Course
Back to Table of Contents 39
Distance Education Distance Education Distance Education Distance Education Distance Education Distance EducationDistance Education
Enrollment by State Enrollment by State Enrollment by StateEnrollment by State Enrollment by State Enrollment by StateEnrollment by State Enrollment by State
In AY 2012-2013 the majority of Craven Community College distance learning students, or 80.9 percent, resided in North Carolina. The remaining 19.1 percent were dispersed among 47 states. Of those 47 states, 37 represent an enrollment of fewer than 20 students each, for a total of 214 or 7.3 percent. The remaining students hailed from the ten states shown below.
North Carolina and states producing less than 20 students are not included in the figure above.
Data Table (Appendix 26).
Source: NCCCS Data Warehouse
0
10
20
30
40
50
60
70
California
Florida
Georgia
Illinois
Michigan
New York
Ohio
South Carolina
Texas
Virgina
51
63
30
20
20
29
28
20
55
30
Number of Students
Back to Table of Contents 40
Learning Support Learning Support Learning SupportLearning Support Learning Support
R. C. Godwin Memorial Library Data R. C. Godwin Memorial Library Data R. C. Godwin Memorial Library DataR. C. Godwin Memorial Library Data R. C. Godwin Memorial Library Data R. C. Godwin Memorial Library DataR. C. Godwin Memorial Library DataR. C. Godwin Memorial Library DataR. C. Godwin Memorial Library Data R. C. Godwin Memorial Library Data R. C. Godwin Memorial Library Data R. C. Godwin Memorial Library Data
Library attendance decreased 5 percent from AY 2011-2012 to AY 2012-2013. Library staff indicates that the decrease can be attributed to reduced hours of operation and a decline in student enrollment. Circulation of library materials (books and audio visuals), though less than the years of higher enrollment, has leveled off over the past two academic years. Assistance to users (reference assistance in locating materials or information, technical assistance with computers and/or printers, or simple directional questions) has increased over the same two academic years. This increase in assistance can be attributed to greater marketing of the library during orientations, through class visits, and campus events.
Data Table (Appendix 27).
Source: Director of Library Services
-
10,000
20,000
30,000
40,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
24,742
32,227
36,966
32,709
31,058
Number of Students
Library Attendance
-
1,000
2,000
3,000
4,000
5,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
4,760
4,205
3,759
4,641
4,636
Users Assisted
Assistance to Library Users
Back to Table of Contents 41
Learning Support
Academic Skills Center Data
The Academic Skills Center provides academic assistance to curriculum students at Craven
Community College through a variety of tutoring formats. Tutorial assistance is available via
computer-based instruction in several disciplines: one-on-one tutoring, or group tutoring in the
math and writing labs. Students represented below are part of a duplicated head count. Tutoring
and support are provided for all Craven Community College curriculum students regardless of
instructional delivery method.
Source: Coordinator of the Academic Skills Center
Back to Table of Contents
42
Workforce DevelopmentWorkforce Development Workforce Development Workforce Development Workforce Development Workforce Development Workforce DevelopmentWorkforce Development
Enrollment Enrollment EnrollmentEnrollment Enrollment – Unduplicated Headcount Unduplicated HeadcountUnduplicated HeadcountUnduplicated HeadcountUnduplicated Headcount Unduplicated Headcount Unduplicated HeadcountUnduplicated HeadcountUnduplicated Headcount
Unduplicated headcount refers to the total number of students enrolled in at least one course during a year. Each student is counted only once during the year, regardless of the number of classes he/she takes or the number of semesters for which he/she is registered. Workforce development data is collected annually and coincides with the calendar year (January-December).
Data Table (Appendix 28).
Source: NCCCS Data Warehouse
-
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
10,000
11,000
12,000
13,000
2008
2009
2010
2011
2012
12,163
12,372
11,706
11,044
10,471
Number of Students
Unduplicated Headcount
Back to Table of Contents 43
Workforce DevelopmentWorkforce Development Workforce Development Workforce Development Workforce Development Workforce Development Workforce DevelopmentWorkforce Development
Enrollment Enrollment Enrollment Enrollment Enrollment – Duplicated Duplicated Duplicated Duplicated Registration Count Registration Count Registration CountRegistration Count Registration CountRegistration CountRegistration Count
Registration count refers to the total number of seats filled in all courses during a year. Students may be counted more than once if enrolled in more than one course. Workforce Development duplicated headcount has remained relatively consistent until 2012 where the College saw an 8.5 percent decrease.
Data Table (Appendix 29).
Source: NCCCS Data Warehouse
-
5,000
10,000
15,000
20,000
25,000
30,000
2008
2009
2010
2011
2012
23,858
25,423
24,479
24,192
22,145
Number of Students
Registration Count
Back to Table of Contents 44
Workforce DevelopmentWorkforce Development Workforce Development Workforce Development Workforce Development Workforce Development Workforce DevelopmentWorkforce Development
Registration Count by Day/Evening Status Registration Count by Day/Evening Status Registration Count by Day/Evening StatusRegistration Count by Day/Evening Status Registration Count by Day/Evening StatusRegistration Count by Day/Evening StatusRegistration Count by Day/Evening StatusRegistration Count by Day/Evening Status Registration Count by Day/Evening Status Registration Count by Day/Evening StatusRegistration Count by Day/Evening StatusRegistration Count by Day/Evening Status Registration Count by Day/Evening Status Registration Count by Day/Evening StatusRegistration Count by Day/Evening Status
Over the past five years, daytime courses have remained the most popular among Workforce Development students. In 2009, evening enrollment increased by 22.1 percent over 2008, however, it decreased by 38.2 percent between 2010 and 2012 while daytime enrollment decreased by 0.3 percent during the same time period.
Data Table (Appendix 30).
Source: NCCCS Data Warehouse
-
5,000
10,000
15,000
20,000
25,000
30,000
2008
2009
2010
2011
2012
18,514
18,899
18,503
20,167
18,450
5,344
6,524
5,976
4,025
3,695
Number of Students
Day
Evening
Back to Table of Contents 45
Workforce DevelopmentWorkforce Development Workforce Development Workforce Development Workforce Development Workforce Development Workforce DevelopmentWorkforce Development
Full Full -Time Equivalency (FTE) by Funding AreaTime Equivalency (FTE) by Funding AreaTime Equivalency (FTE) by Funding AreaTime Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding AreaTime Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding AreaTime Equivalency (FTE) by Funding Area Time Equivalency (FTE) by Funding AreaTime Equivalency (FTE) by Funding AreaTime Equivalency (FTE) by Funding Area
Workforce Development FTE is defined as the total student membership hours for three reporting periods divided by 688. Occupational Extension funding generates the greatest amount of FTE, and includes Human Resources Development FTE. Basic Skills, although associated with curriculum at Craven Community College, is reported with Workforce Development as part of the state calculations.
Data Table (Appendix 31).
Source: NCCCS Data Warehouse
Basic Skills 30%
Focused Industry Training 2%
Occupational Extension 59%
Self Supported (Occ Ext) 6%
Self Supported (Non-Occ Ext) 2%
Small Business Center 1%
Back to Table of Contents 46
Workforce DevelopmentWorkforce Development Workforce Development Workforce Development Workforce Development Workforce Development Workforce DevelopmentWorkforce Development
Registration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program AreaRegistration Count by Occupational Extension Program Area Registration Count by Occupational Extension Program Area
Several individual programs comprise the Occupational Extension program area and have been delineated below. Criminal Justice courses (mandated and non-mandated) have the highest registrations; accounting for 39 percent of all Occupational Extension regular budget students in 2012. Emergency Management Services and Fire & Rescue Services also provide a significant portion of registrations, when combined also accounting for 39 percent. The ‘Other’ category is made up of 17 program areas that enrolled less than 100 students each.
Data Table (Appendix 32).
Source: NCCCS Data Warehouse
Automotive Occupations 1%
Criminal Justice - Mandated 35%
Criminal Justice - Non-Mandated 4%
Emergency Medical Services 19%
Fire & Rescue Services 20%
Health Occupations 2%
Management, Supervision, Leadership 9%
Real Estate 2%
Safety 2%
Other 6%
Back to Table of Contents 47
Workforce Development
Basic Skills/Literacy Data
In July 2011, the Basic Skills Program on the Havelock-Cherry Point campus was reduced to only
offering Compensatory Education classes and one GED prep class. The same year, the Learning Lab
on the New Bern campus was closed. These events have affected the enrollment numbers for the 2012
year resulting in a 13 percent decrease.
Headcount is calculated annually which may result in some students falling into two categories due to change in employment.)
Source: Chair, Basic Skills Programs
Back to Table of Contents
48
Workforce Development
Small Business Center Data
Source: Director, Small Business Center
Back to Table of Contents
49
Human Resources Human Resources Human Resources Human Resources
Faculty/Staff by Employment Classification Faculty/Staff by Employment Classification Faculty/Staff by Employment Classification Faculty/Staff by Employment ClassificationFaculty/Staff by Employment Classification Faculty/Staff by Employment ClassificationFaculty/Staff by Employment ClassificationFaculty/Staff by Employment ClassificationFaculty/Staff by Employment Classification Faculty/Staff by Employment ClassificationFaculty/Staff by Employment ClassificationFaculty/Staff by Employment Classification Faculty/Staff by Employment Classification Faculty/Staff by Employment Classification Faculty/Staff by Employment Classification Faculty/Staff by Employment Classification
Prior to AY 2010-2011, the number of full-time regular, permanent employees has remained relatively constant, when the College experienced a 14.9 percent increase. Since then, the number of full-time regular, permanent employees has remained relatively constant. The number of part-time employees, which includes adjunct faculty, has fluctuated over the same five year period. The 15.2 percent decrease in part-time employees corresponds with the 2009 budget cuts and reduction in the number of courses offered.
Data Table (Appendix 33).
Source: NCCCS Data Warehouse
0
100
200
300
400
500
600
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
187
188
216
208
214
6
1
361
277
345
319
306
Number of Employees
Full-Time Regular Permanent Employee
Full-Time Other Employee
Part-Time Employee
Back to Table of Contents 50
Human Resources Human Resources Human Resources Human Resources
Faculty/Staff by Gender Faculty/Staff by Gender Faculty/Staff by Gender Faculty/Staff by GenderFaculty/Staff by Gender Faculty/Staff by GenderFaculty/Staff by Gender Faculty/Staff by GenderFaculty/Staff by Gender
Despite the fluctuation in the total number of employees, the female to male gender breakdown has averaged an estimated 52:48 (F:M) percent ratio over the last five years. This ratio remained consistent during AY 2009-2010 even with the reduction of part-time staff that resulted due to budget cuts and a reduction in the number of courses offered.
Data Table (Appendix 34).
Source: NCCCS Data Warehouse
-
100
200
300
400
500
600
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
283
236
288
276
284
271
229
273
252
236
Number of Employees
Female
Male
Back to Table of Contents 51
Human Resources
Faculty/Staff by Primary Staffing Area
Constituting 61.7 percent of the employees at Craven Community College, faculty members
which includes both full-time and adjunct represent the largest staffing area. For the third year in
a row, technical para-professional employees are the next largest group employed by the College
with 12.5 percent, surpassing staff which account for 10.5 percent of the total number of
employees. The senior administrators, service maintenance, and support staff areas have all seen
significant increases in the past year.
Source: NCCCS Data Warehouse
Back to Table of Contents
52
Human Resources Human Resources Human Resources Human Resources
Full Full -Time Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of Service Time Permanent Faculty/Staff by Years of ServiceTime Permanent Faculty/Staff by Years of Service
In AY 2012-2013, the majority of full-time employees or 39 percent, have been employed by the College between one and four years, and 21 percent of the employees have been with the College between five and nine years, resulting in nearly two-thirds (60 percent) of all employees having been with the College for fewer than ten years. It should be noted that although statistically undetectable, in AY 2012-2013, one employee has between 30 and 34 years of service with the College.
Data Table (Appendix 35).
Source: NCCCS Data Warehouse
1-4 39%
5-9 21%
10-14 14%
15-19 10%
20-24 8%
25-29 8%
30-34 0%
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Human Resources Human Resources Human Resources Human Resources
Faculty by Highest Degree Attained Faculty by Highest Degree Attained Faculty by Highest Degree Attained Faculty by Highest Degree AttainedFaculty by Highest Degree Attained Faculty by Highest Degree Attained Faculty by Highest Degree Attained Faculty by Highest Degree Attained Faculty by Highest Degree Attained
The total number of faculty decreased by 5 percent from AY 2011-2012 to AY 2012-2013. As a result, the percent of faculty with an Associate Degree or a Doctorate Degree each decreased by 1 percent. Conversely, the percent of faculty with a Bachelor’s Degree or Some College each increased by 1 percent. Overall, the data did not change a great deal from AY 2011-2012 to AY 2012-2013.
Data Table (Appendix 36).
Source: NCCCS Data Warehouse
Doctorate Degree 7%
Master's Degree 43%
Bachelor's Degree 21%
Some College 9%
Associate's Degree 10%
Vocational Diploma 2%
High School or Equiv. 8%
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Human Resources Human Resources Human Resources Human Resources
Faculty by Instructional Category Faculty by Instructional Category Faculty by Instructional Category Faculty by Instructional CategoryFaculty by Instructional Category Faculty by Instructional CategoryFaculty by Instructional Category Faculty by Instructional Category Faculty by Instructional Category Faculty by Instructional CategoryFaculty by Instructional Category Faculty by Instructional CategoryFaculty by Instructional Category
All faculty members teaching within the Liberal Arts and University Transfer Learning Center fall into the Academic Instruction category, which includes faculty members that teach the general education courses. Between AY 2011-2012 and AY 2012-2013, the overall percentages of the various instructional categories did not fluctuate a great deal with the exception of a 5 percent decrease in the overall number of faculty.
Data Table (Appendix 37).
Source: NCCCS Data Warehouse
Academic Instruction 46%
Agriculture 2%
Distribution & Marketing 1%
Engineering & Science 11%
Health Occupations 14%
Home Economics 2%
Office 9%
Trades 17%
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Finances
Fiscal Year Expenses by Category Fiscal Year Expenses by CategoryFiscal Year Expenses by Category Fiscal Year Expenses by Category Fiscal Year Expenses by Category Fiscal Year Expenses by Category Fiscal Year Expenses by CategoryFiscal Year Expenses by Category Fiscal Year Expenses by CategoryFiscal Year Expenses by Category Fiscal Year Expenses by CategoryFiscal Year Expenses by CategoryFiscal Year Expenses by Category
In FY 2012-2013, the overall expenses of the college were down 3.5 percent from FY 2011-2012. The most significant decrease was found in the area of student auxiliary enterprises, which decreased from $85,453.68 in FY 2011-2012 to $48,588.28 in FY 2012-2013. The area of student services saw the largest increase in expenses; up 8.3 percent in FY 2012-2013. Although down by 5.4 percent from FY 2011-2012, it is not surprising that the majority of Craven Community College’s expenses (34 percent) continue to fall within the area of instruction.
Data Table (Appendix 38).
Source: Administrative Services
Instruction 34%
Public Service 4%
Academic Support 7%
Student Services 6%
Institutional Support 15%
Plant Operations & Maint. 10%
Student Financial Aid 19%
Auxiliary Enterprises 0%
Depreciation 4%
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Finances
Fiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding SourcesFiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding SourcesFiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding SourcesFiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding SourcesFiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding SourcesFiscal Year Revenues by Funding Sources Fiscal Year Revenues by Funding SourcesFiscal Year Revenues by Funding Sources
In FY 2012-2013, the overall revenue of the college saw a 0.7 percent increase from FY 2011-2012. Though the total revenue remained about the same, the amounts within each funding source varied. The largest increase was found in the area of investment income, which increased from negative $28,650.80 in FY 2011-2012 to $178,796.35 in FY 2012-2013 (a 724 percent increase). Private grants also saw an increase of 11.9 percent from $1,561,268.41 to $1,747,435.80 and the area of endowment income saw a large decrease of 70.3 percent. The majority of Craven Community College’s revenue (43 percent) continues to be made up of state appropriated funds.
Data Table (Appendix 39).
Source: Administrative Services
Tuition & Fees 13%
Federal Grants 23%
State Appropriation 43%
Local 12%
Private Grants 5%
Investment Income 1%
Endowment Income 0%
Sales & Service 1%
Other 2%
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Finances
Grants Received Grants Received Grants Received
The aggregate total of grants awarded to the College fluctuates from year to year. The FY 2011-2012 year held the largest increase from the previous year, increasing by 393.7 percent. FY 2012-2013, however, saw a 43.8 percent decrease from the previous year. Craven Community College received twelve grants ranging from $2,000 to $391,368 during the FY 2012-2013. The largest grant that Craven Community College received was the North Carolina Advance Manufacturing Alliance Grant from the Department of Education.
Data Table (Appendix 40).
Source: Administrative Services
$-
$200,000
$400,000
$600,000
$800,000
$1,000,000
$1,200,000
$1,400,000
$1,600,000
$1,800,000
$2,000,000
$2,200,000
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
$991,658
$1,320,204
$366,090
$1,807,499
$1,016,000
Total Grants Received
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Facilities
Gross Square Footage
Craven Community College has not constructed any new buildings since 2008. The total gross
square footage of the entire college remains 315,007. The Student Center on the New Bern
campus is the largest building the college has built, with 42,127 square feet and the smallest
building is the Out Building on the Havelock-Cherry Point campus at 1,610 square feet. Craven
Community College has recently renovated both the Brock Administration Building and the
Student Center but added no additional square footage to the buildings.
Source: Fall 2012 Higher Education Facilities Building Report
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Appendix 1
Area High School Graduates Attending
Appendix 2
Curriculum Student Enrollment by Age Groups
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Appendix 3
Curriculum Student Enrollment by Gender
Appendix 4
Curriculum Student Enrollment by Geographic Region
Headcount may be duplicated due to the fact that some students may have moved within the academic year.
Appendix 5
Curriculum Student Enrollment by Employment Status
Headcount is duplicated due to the fact that the employment status of some students may have changed during the year.
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Appendix 6
Curriculum Student Financial Aid Awards
ACG – Academic Competitiveness Grant NCELG – NC Education Lottery Grant
Ch 33 – Chapter 33 (Tuition & Fees) NCEARP – NC Education Access Rewards Program
Chld Care – Child Care Program NSIG – NC Student Incentive Grant
EmrLoan – Emergency Loans Pell – Federal Pell Grant
FSEOG – Federal Supplemental Ed. Opportunities Grant Scholar – Scholarships (All Types)
FWS – Federal Work Study Stafford – Federal Stafford Loans
NCCCG – NC Community College Grant Veterans – Dept. of Veterans’ Affairs (except Ch 33)
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Appendix 7
Curriculum Student Scholarship Contributors
Alternative – Alternative Loan NSP – Nurse Scholarship Program
Institutional – Institutional Grants/Scholarships Other – Other Non-Federal/State Grant/Scholarship
NCHSM – NC Health, Science & Math Scholarship ProspTeach – Prospective Teacher Scholarship/Loan
NCHDLE – NC High Demand/Low Enrollment Grant TASF – Teacher Assistant Scholarship
NCSS – NC State Scholarship Waivers – Tuition Waivers
NCVS – NC Veterans Scholarship VocRehab – Vocational Rehabilitation
NESLP – Nurse Education Scholarship Loan Program WIA – Workforce Investments/JPTA
Appendix 8
Curriculum Student/Faculty Ratios
*Calculated Faculty FTE = Full-Time Faculty plus 1/3 Part-Time Faculty.
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Appendix 9
Workforce Development Student Enrollment by Age Groups
Appendix 10
Workforce Development Student Enrollment by Ethnicity
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Appendix 11
Workforce Development Student Enrollment by Gender
Appendix 12
Workforce Development Student Enrollment by Employment Status
Appendix 13
Curriculum Enrollment
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Appendix 14
Curriculum Courses and Student Count
Number of students in courses is a duplicated number.
Appendix 15
Curriculum Enrollment by Class Location
Headcount is duplicated due to the fact that some students may take multiple courses on both campuses.
Appendix 16
Curriculum Enrollment by Delivery Method
Headcount is duplicated due to the fact that some students may utilize more than one method of delivery.
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Appendix 17
Curriculum Enrollment by Full-Time/Part-Time Status
Headcount does not include summer semester enrollment and is duplicated due to the fact that some students may take classes in
both fall and spring semesters.
Appendix 18
Curriculum Enrollment by Program Area
Headcount is duplicated due to the fact that some students may be enrolled in more than one program.
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Appendix 19
Curriculum Completions by Program Area
Headcount is duplicated due to the fact that some students may complete more than one program.
Appendix 20
Curriculum Completions by Degree Type
Headcount is duplicated due to the fact that some students may complete more than one degree type.
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Appendix 21
Curriculum Degree-Seeking Retention Rates
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Appendix 22
Curriculum Retention, Graduation & Transfer Information
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Appendix 23
Curriculum Full-Time Equivalency (FTE) by Program Area
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Appendix 24
Curriculum Undergraduate Transfers to NC 4-year Institutions
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Appendix 25
Distance Education Enrollment
Headcount is duplicated due to the fact that some students may take courses in more than one delivery method.
Appendix 26
Distance Education Enrollment by Residency
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Appendix 27
R. C. Godwin Memorial Library Data
* Includes both instructional media and student-used media.
** Includes instruction sessions conducted by librarians as well as research sessions assisted by librarians.
Appendix 28
Workforce Development Enrollment
Appendix 29
Workforce Development Duplicated Registration Count
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Appendix 30
Workforce Development Registration Count by Day/Evening Status
Registration Count is duplicated as each student is counted in each course they took.
Appendix 31
Workforce Development Full-Time Equivalency (FTE) by Funding Area
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Appendix 32
Workforce Development Registration Count by OE Program Area
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Appendix 33
Faculty & Staff by Employment Classification
Appendix 34
Faculty & Staff by Gender
Appendix 35
Permanent Faculty & Staff by Years of Service
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Appendix 36
Faculty by Highest Degree Attained
Appendix 37
Faculty by Instructional Category
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Appendix 38
Fiscal year Expenses by Category
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Appendix 39
Fiscal year Revenues by Funding Source
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Appendix 40
Grants Received
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