2021-22单元计划
消防技术

使命宣言

E世博ESBALL公共安全教育 & Training Center educates and trains students to serve and protect the public in a highly competent and professional manner.

项目描述

The Fire Science (or Technology) Program generates approximately 101 FTE.  目前有一名全职教员的预算.  他有三个助理教师职位.  The total associate faculty workload is slightly less than one full-time instructor load. 本学科的项目高潮机会包括:

1.   消防技术学士学位(职业/技术)
2.   消防技术(职业/技术)成绩证书
3.   Certificate of Completion in BASIC 32 (Basic Wildland Firefighting) 

所有的教学帽都经过审查，是合适的.

学生学习/行政单位成果

当我们转向远程教育模式时, faculty are making sure to link assignments in Canvas to 课程 SLO's, the pandemic and disturbance that it has made to our normal mode of delivery has put an enormous load on faculty. However, as we move forward, we will continue to improve SLO's linked to assignments.

学生成就标准/目标(教学部)

专业:消防技术(FSC)
甲部-人口统计
Student Characteristics - Unduplicated Student Headcount - Program
术语		总计	男性		女		未知的		17岁 & 下		年龄18 - 24		年龄25-49		50岁或以上		未知的
2015FA		156	145	92.95%	11	7.05%	0	0.0%	6	3.85%	142	91.03%	8	5.13%	0	0.0%	0	0.0%
2016FA		153	141	92.16%	12	7.84%	0	0.0%	8	5.23%	131	85.62%	14	9.15%	0	0.0%	0	0.0%
2017FA		125	112	89.6%	12	9.6%	1	0.8%	3	2.4%	107	85.6%	15	12.0%	0	0.0%	0	0.0%
2018FA		160	136	85.0%	23	14.38%	1	0.63%	3	1.88%	131	81.88%	24	15.0%	2	1.25%	0	0.0%
2019FA		159	138	86.79%	19	11.95%	2	1.26%	7	4.4%	119	74.84%	31	19.5%	2	1.26%	0	0.0%

术语		总计	白色		拉美裔		亚洲		非裔美国人		美国印第安人		太平洋岛民		未知的/其他
2015FA		156	87	55.77%	41	26.28%	10	6.41%	6	3.85%	3	1.92%	2	1.28%	7	4.49%
2016FA		153	99	64.71%	30	19.61%	10	6.54%	3	1.96%	7	4.58%	0	0.0%	4	2.61%
2017FA		125	77	61.6%	26	20.8%	7	5.6%	3	2.4%	7	5.6%	3	2.4%	2	1.6%
2018FA		160	101	63.13%	37	23.13%	11	6.88%	1	0.63%	4	2.5%	5	3.13%	1	0.63%
2019FA		159	83	52.2%	43	27.04%	7	4.4%	10	6.29%	9	5.66%	2	1.26%	5	3.14%

术语		总计	需求方		培养青年		经验丰富的		经济学摘要antg
2015FA		156	6	3.85%	4	2.56%	9	5.77%	48	30.77%
2016FA		153	3	1.96%	8	5.23%	6	3.92%	57	37.25%
2017FA		125	3	2.4%	4	3.2%	8	6.4%	47	37.6%
2018FA		160	3	1.88%	4	2.5%	6	3.75%	37	23.13%
2019FA		159	9	5.66%	8	5.03%	1	0.63%	48	30.19%

Student Characteristics - Unduplicated Student Headcount - College
术语		总计	男性		女		未知的		17岁 & 下		年龄18 - 24		年龄25-49		50岁或以上		未知的
2015FA		12,652	6,034	47.69%	6,456	51.03%	162	1.28%	639	5.05%	7,628	60.29%	3,750	29.64%	634	5.01%	1	0.01%
2016FA		12,394	5,805	46.84%	6,415	51.76%	174	1.4%	674	5.44%	7,507	60.57%	3,601	29.05%	612	4.94%	0	0.0%
2017FA		11,888	5,490	46.18%	6,189	52.06%	209	1.76%	654	5.5%	7,224	60.77%	3,411	28.69%	598	5.03%	1	0.01%
2018FA		11,954	5,464	45.71%	6,307	52.76%	183	1.53%	905	7.57%	6,904	57.75%	3,468	29.01%	676	5.66%	1	0.01%
2019FA		11,141	4,980	44.7%	5,999	53.85%	162	1.45%	670	6.01%	6,533	58.64%	3,160	28.36%	774	6.95%	4	0.04%

术语		总计	白色		拉美裔		亚洲		非裔美国人		美国印第安人		太平洋岛民		未知的/其他
2015FA		12,652	7,430	58.73%	3,012	23.81%	771	6.09%	472	3.73%	343	2.71%	66	0.52%	558	4.41%
2016FA		12,394	7,048	56.87%	3,122	25.19%	811	6.54%	447	3.61%	374	3.02%	67	0.54%	525	4.24%
2017FA		11,888	6,613	55.63%	3,232	27.19%	777	6.54%	435	3.66%	352	2.96%	73	0.61%	406	3.42%
2018FA		11,954	6,512	54.48%	3,279	27.43%	812	6.79%	426	3.56%	393	3.29%	64	0.54%	468	3.92%
2019FA		11,141	5,630	50.53%	3,188	28.62%	782	7.02%	369	3.31%	369	3.31%	69	0.62%	734	6.59%

术语		总计	需求方		培养青年		经验丰富的		经济学摘要antg
2015FA		12,652	428	3.38%	381	3.01%	297	2.35%	5,219	41.25%
2016FA		12,394	446	3.6%	390	3.15%	239	1.93%	4,626	37.32%
2017FA		11,888	535	4.5%	388	3.26%	229	1.93%	4,259	35.83%
2018FA		11,954	509	4.26%	339	2.84%	157	1.31%	3,974	33.24%
2019FA		11,141	508	4.56%	390	3.5%	50	0.45%	3,689	33.11%


B部分-项目成功、保留和效率
课程注册(副本)-生产力-成果-计划
			入学										成功		保留
术语		部分	人口普查	结束	学生/节		填充率		FTEF	招聘	招聘/ FTEF		#	%	#	%	分母
2015FA		7	250	238	35.71		71.43%		0.70	23.81	34.01		209	82.94%	238	94.44%	252
2016FA		7	256	238	36.57		73.14%		0.70	24.38	34.83		215	83.98%	238	92.97%	256
2017FA		8	219	212	27.38		54.21%		0.80	20.86	26.07		188	85.84%	212	96.8%	219
2018FA		9	287	275	31.89		67.69%		0.90	26.75	29.72		249	87.37%	273	95.79%	285
2019FA		9	268	265	29.78		63.21%		0.90	25.59	28.43		0		0		0


C部分-授予的学位和证书
课程-授予学位和证书的数量
一年		总计	男性		女		未知的		17岁 & 下		年龄18 - 24		年龄25-49		50岁或以上		未知的
2015-16
	AA /	27	25	92.59%	2	7.41%	0	0.0%	0	0.0%	18	66.67%	8	29.63%	1	3.7%	0	0.0%
	CA	26	25	96.15%	1	3.85%	0	0.0%	0	0.0%	20	76.92%	6	23.08%	0	0.0%	0	0.0%
	CC	41	39	95.12%	2	4.88%	0	0.0%	0	0.0%	39	95.12%	2	4.88%	0	0.0%	0	0.0%
2016-17
	AA /	36	35	97.22%	1	2.78%	0	0.0%	0	0.0%	28	77.78%	8	22.22%	0	0.0%	0	0.0%
	CA	23	22	95.65%	1	4.35%	0	0.0%	0	0.0%	18	78.26%	5	21.74%	0	0.0%	0	0.0%
	CC	33	29	87.88%	4	12.12%	0	0.0%	0	0.0%	29	87.88%	4	12.12%	0	0.0%	0	0.0%
2017-18
	AA /	27	26	96.3%	1	3.7%	0	0.0%	0	0.0%	18	66.67%	8	29.63%	1	3.7%	0	0.0%
	CA	30	28	93.33%	2	6.67%	0	0.0%	0	0.0%	20	66.67%	9	30.0%	1	3.33%	0	0.0%
	CC	41	40	97.56%	1	2.44%	0	0.0%	0	0.0%	28	68.29%	11	26.83%	2	4.88%	0	0.0%
2018-19
	AA /	37	32	86.49%	4	10.81%	0	0.0%	0	0.0%	26	70.27%	11	29.73%	0	0.0%	0	0.0%
	CA	30	25	83.33%	5	16.67%	0	0.0%	0	0.0%	23	76.67%	7	23.33%	0	0.0%	0	0.0%
	CC	46	41	89.13%	5	10.87%	0	0.0%	0	0.0%	33	71.74%	12	26.09%	1	2.17%	0	0.0%
2019-20
	AA /	3	3	100.0%	0	0.0%	0	0.0%	0	0.0%	2	66.67%	1	33.33%	0	0.0%	0	0.0%

一年		总计	白色		拉美裔		亚洲		非裔美国人		美国印第安人		太平洋岛民		未知的/其他
2015-16
	AA /	27	21	77.78%	3	11.11%	0	0.0%	1	3.7%	2	7.41%	0	0.0%	0	0.0%
	CA	26	15	57.69%	7	26.92%	0	0.0%	1	3.85%	2	7.69%	0	0.0%	1	3.85%
	CC	41	26	63.41%	8	19.51%	2	4.88%	2	4.88%	0	0.0%	0	0.0%	3	7.32%
2016-17
	AA /	36	27	75.0%	5	13.89%	1	2.78%	0	0.0%	1	2.78%	0	0.0%	2	5.56%
	CA	23	16	69.57%	3	13.04%	2	8.7%	0	0.0%	0	0.0%	0	0.0%	2	8.7%
	CC	33	18	54.55%	8	24.24%	2	6.06%	0	0.0%	3	9.09%	0	0.0%	2	6.06%
2017-18
	AA /	27	23	85.19%	3	11.11%	0	0.0%	0	0.0%	0	0.0%	1	3.7%	0	0.0%
	CA	30	20	66.67%	4	13.33%	3	10.0%	0	0.0%	1	3.33%	1	3.33%	1	3.33%
	CC	41	28	68.29%	6	14.63%	2	4.88%	1	2.44%	3	7.32%	1	2.44%	0	0.0%
2018-19
	AA /	37	19	51.35%	11	29.73%	2	5.41%	1	2.7%	2	5.41%	1	2.7%	1	2.7%
	CA	30	18	60.0%	9	30.0%	1	3.33%	1	3.33%	0	0.0%	1	3.33%	0	0.0%
	CC	46	27	58.7%	12	26.09%	3	6.52%	1	2.17%	0	0.0%	3	6.52%	0	0.0%
2019-20
	AA /	3	3	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%

一年		总计	需求方		培养青年		经验丰富的		经济学摘要antg
2015-16
	AA /	27	0	0.0%	1	3.7%	2	7.41%	6	22.22%
	CA	26	0	0.0%	0	0.0%	2	7.69%	8	30.77%
	CC	41	1	2.44%	0	0.0%	1	2.44%	11	26.83%
2016-17
	AA /	36	0	0.0%	0	0.0%	4	11.11%	7	19.44%
	CA	23	1	4.35%	0	0.0%	0	0.0%	10	43.48%
	CC	33	1	3.03%	0	0.0%	1	3.03%	13	39.39%
2017-18
	AA /	27	3	11.11%	0	0.0%	4	14.81%	12	44.44%
	CA	30	2	6.67%	2	6.67%	2	6.67%	9	30.0%
	CC	41	0	0.0%	2	4.88%	2	4.88%	13	31.71%
2018-19
	AA /	37	1	2.7%	0	0.0%	4	10.81%	10	27.03%
	CA	30	1	3.33%	1	3.33%	0	0.0%	11	36.67%
	CC	46	1	2.17%	1	2.17%	3	6.52%	7	15.22%
2019-20
	AA /	3	0	0.0%	0	0.0%	0	0.0%	1	33.33%

学院-授予学位和证书的数量
一年		总计	男性		女		未知的		17岁 & 下		年龄18 - 24		年龄25-49		50岁或以上		未知的
2015-16
	AA /	1,281	499	38.95%	772	60.27%	10	0.78%	1	0.08%	635	49.57%	588	45.9%	57	4.45%	0	0.0%
	AA-T / t	265	119	44.91%	142	53.58%	4	1.51%	0	0.0%	191	72.08%	67	25.28%	7	2.64%	0	0.0%
	CA	536	340	63.43%	187	34.89%	6	1.12%	1	0.19%	236	44.03%	275	51.31%	24	4.48%	0	0.0%
	CC	750	359	47.87%	380	50.67%	10	1.33%	1	0.13%	451	60.13%	263	35.07%	35	4.67%	0	0.0%
	CE	16	2	12.5%	14	87.5%	0	0.0%	2	12.5%	5	31.25%	9	56.25%	0	0.0%	0	0.0%
2016-17
	AA /	1,155	500	43.29%	644	55.76%	11	0.95%	0	0.0%	589	51.0%	517	44.76%	49	4.24%	0	0.0%
	AA-T / t	303	135	44.55%	167	55.12%	0	0.0%	1	0.33%	217	71.62%	80	26.4%	5	1.65%	0	0.0%
	CA	549	335	61.02%	206	37.52%	6	1.09%	0	0.0%	270	49.18%	259	47.18%	20	3.64%	0	0.0%
	CC	948	413	43.57%	528	55.7%	3	0.32%	6	0.63%	570	60.13%	337	35.55%	35	3.69%	0	0.0%
	CE	16	6	37.5%	10	62.5%	0	0.0%	0	0.0%	2	12.5%	10	62.5%	4	25.0%	0	0.0%
2017-18
	AA /	1,143	450	39.37%	684	59.84%	3	0.26%	1	0.09%	585	51.18%	515	45.06%	42	3.67%	0	0.0%
	AA-T / t	367	151	41.14%	207	56.4%	8	2.18%	1	0.27%	256	69.75%	105	28.61%	5	1.36%	0	0.0%
	CA	537	355	66.11%	175	32.59%	3	0.56%	0	0.0%	263	48.98%	256	47.67%	18	3.35%	0	0.0%
	CC	870	412	47.36%	443	50.92%	5	0.57%	2	0.23%	518	59.54%	304	34.94%	46	5.29%	0	0.0%
	CE	16	6	37.5%	9	56.25%	0	0.0%	1	6.25%	3	18.75%	11	68.75%	1	6.25%	0	0.0%
2018-19
	AA /	1,068	428	40.07%	624	58.43%	7	0.66%	0	0.0%	529	49.53%	503	47.1%	36	3.37%	0	0.0%
	AA-T / t	436	184	42.2%	241	55.28%	5	1.15%	0	0.0%	330	75.69%	99	22.71%	7	1.61%	0	0.0%
	CA	617	401	64.99%	214	34.68%	1	0.16%	1	0.16%	287	46.52%	313	50.73%	16	2.59%	0	0.0%
	CC	838	458	54.65%	365	43.56%	4	0.48%	10	1.19%	532	63.48%	261	31.15%	35	4.18%	0	0.0%
	CE	21	4	19.05%	17	80.95%	0	0.0%	1	4.76%	1	4.76%	16	76.19%	3	14.29%	0	0.0%
2019-20
	AA /	124	63	50.81%	59	47.58%	0	0.0%	1	0.81%	53	42.74%	69	55.65%	1	0.81%	0	0.0%
	AA-T / t	47	16	34.04%	30	63.83%	0	0.0%	0	0.0%	33	70.21%	14	29.79%	0	0.0%	0	0.0%
	CA	49	33	67.35%	15	30.61%	1	2.04%	0	0.0%	12	24.49%	36	73.47%	1	2.04%	0	0.0%
	CC	59	40	67.8%	18	30.51%	0	0.0%	0	0.0%	37	62.71%	18	30.51%	4	6.78%	0	0.0%

一年		总计	白色		拉美裔		亚洲		非裔美国人		美国印第安人		太平洋岛民		未知的/其他
2015-16
	AA /	1,281	777	60.66%	248	19.36%	112	8.74%	39	3.04%	23	1.8%	5	0.39%	77	6.01%
	AA-T / t	265	170	64.15%	54	20.38%	18	6.79%	7	2.64%	5	1.89%	0	0.0%	11	4.15%
	CA	536	375	69.96%	92	17.16%	23	4.29%	8	1.49%	8	1.49%	6	1.12%	24	4.48%
	CC	750	501	66.8%	152	20.27%	37	4.93%	9	1.2%	20	2.67%	1	0.13%	30	4.0%
	CE	16	0	0.0%	8	50.0%	8	50.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
2016-17
	AA /	1,155	689	59.65%	225	19.48%	111	9.61%	41	3.55%	25	2.16%	7	0.61%	57	4.94%
	AA-T / t	303	182	60.07%	78	25.74%	20	6.6%	7	2.31%	5	1.65%	2	0.66%	9	2.97%
	CA	549	352	64.12%	110	20.04%	38	6.92%	8	1.46%	14	2.55%	2	0.36%	25	4.55%
	CC	948	589	62.13%	214	22.57%	50	5.27%	25	2.64%	27	2.85%	6	0.63%	37	3.9%
	CE	16	1	6.25%	11	68.75%	1	6.25%	0	0.0%	0	0.0%	0	0.0%	3	18.75%
2017-18
	AA /	1,143	678	59.32%	251	21.96%	92	8.05%	39	3.41%	23	2.01%	7	0.61%	53	4.64%
	AA-T / t	367	206	56.13%	95	25.89%	19	5.18%	10	2.72%	15	4.09%	1	0.27%	21	5.72%
	CA	537	359	66.85%	104	19.37%	39	7.26%	6	1.12%	14	2.61%	4	0.74%	11	2.05%
	CC	870	546	62.76%	205	23.56%	56	6.44%	18	2.07%	23	2.64%	5	0.57%	17	1.95%
	CE	16	1	6.25%	6	37.5%	6	37.5%	0	0.0%	0	0.0%	0	0.0%	3	18.75%
2018-19
	AA /	1,068	583	54.59%	260	24.34%	102	9.55%	33	3.09%	36	3.37%	8	0.75%	46	4.31%
	AA-T / t	436	225	51.61%	144	33.03%	24	5.5%	12	2.75%	10	2.29%	2	0.46%	19	4.36%
	CA	617	385	62.4%	136	22.04%	52	8.43%	10	1.62%	12	1.94%	4	0.65%	18	2.92%
	CC	838	496	59.19%	203	24.22%	60	7.16%	25	2.98%	22	2.63%	7	0.84%	25	2.98%
	CE	21	2	9.52%	11	52.38%	6	28.57%	0	0.0%	0	0.0%	0	0.0%	2	9.52%
2019-20
	AA /	124	82	66.13%	19	15.32%	9	7.26%	5	4.03%	2	1.61%	0	0.0%	7	5.65%
	AA-T / t	47	21	44.68%	16	34.04%	4	8.51%	4	8.51%	0	0.0%	1	2.13%	1	2.13%
	CA	49	32	65.31%	13	26.53%	2	4.08%	1	2.04%	0	0.0%	0	0.0%	1	2.04%
	CC	59	39	66.1%	14	23.73%	3	5.08%	1	1.69%	1	1.69%	0	0.0%	1	1.69%

一年		总计	需求方		培养青年		经验丰富的		经济学摘要antg
2015-16
	AA-T / t	265	10	3.77%	3	1.13%	9	3.4%	131	49.43%
	AA /	1,281	40	3.12%	22	1.72%	70	5.46%	576	44.96%
	CA	536	18	3.36%	18	3.36%	34	6.34%	221	41.23%
	CC	750	33	4.4%	17	2.27%	18	2.4%	324	43.2%
	CE	16	0	0.0%	0	0.0%	0	0.0%	2	12.5%
2016-17
	AA-T / t	303	10	3.3%	6	1.98%	12	3.96%	146	48.18%
	AA /	1,155	48	4.16%	23	1.99%	54	4.68%	498	43.12%
	CA	549	13	2.37%	10	1.82%	23	4.19%	218	39.71%
	CC	948	47	4.96%	21	2.22%	29	3.06%	435	45.89%
	CE	16	0	0.0%	0	0.0%	0	0.0%	0	0.0%
2017-18
	AA-T / t	367	27	7.36%	8	2.18%	13	3.54%	150	40.87%
	AA /	1,143	67	5.86%	22	1.92%	36	3.15%	486	42.52%
	CA	537	24	4.47%	16	2.98%	17	3.17%	174	32.4%
	CC	870	56	6.44%	34	3.91%	20	2.3%	296	34.02%
	CE	16	0	0.0%	0	0.0%	0	0.0%	3	18.75%
2018-19
	AA-T / t	436	24	5.5%	9	2.06%	21	4.82%	188	43.12%
	AA /	1,068	52	4.87%	27	2.53%	42	3.93%	434	40.64%
	CA	617	24	3.89%	9	1.46%	8	1.3%	220	35.66%
	CC	838	39	4.65%	9	1.07%	19	2.27%	315	37.59%
	CE	21	0	0.0%	0	0.0%	0	0.0%	3	14.29%
2019-20
	AA-T / t	47	3	6.38%	0	0.0%	1	2.13%	1	2.13%
	AA /	124	3	2.42%	1	0.81%	4	3.23%	6	4.84%
	CA	49	1	2.04%	1	2.04%	0	0.0%	3	6.12%
	CC	59	1	1.69%	0	0.0%	1	1.69%	5	8.47%

Program (Major Requirements Only) - 中位数 Months to Complete for Degrees Awarded
		2015-16		2016-17		2017-18		2018-19		2019-20
类型			中位数		中位数		中位数		中位数		中位数
AA /			28		24		28		24		24

Program (All Requirements) - 中位数 Months to Complete for Degrees and Certificates Awarded
		2015-16		2016-17		2017-18		2018-19		2019-20
类型			中位数		中位数		中位数		中位数		中位数
AA /			34		38		49		36		58
CA			28		31		33		32
CC			4		4		4		4

College (Major Requirements Only) - 中位数 Months to Complete for Degrees Awarded
		2015-16		2016-17		2017-18		2018-19		2019-20
类型			中位数		中位数		中位数		中位数		中位数
AA-T / t			29		29		29		29		34
AA /			34		32		34		34		31

College (All Requirements) - 中位数 Months to Complete for Degrees and Certificates Awarded
		2015-16		2016-17		2017-18		2018-19		2019-20
类型			中位数		中位数		中位数		中位数		中位数
AA-T / t			36		34		36		41		46
AA /			46		46		48		53		60
CA			10		12		11		17		8
CC			6		10		5		5		3
CE			15		57		8		10


D部分-提供的课程数量:注册/填充率
							2015年秋季				2016年秋季				2017年秋季				2018年秋季				2019年秋季
课程		模式	Title				教派	Enrlmts	成功	填充率	教派	Enrlmts	成功	填充率	教派	Enrlmts	成功	填充率	教派	Enrlmts	成功	填充率	教派	Enrlmts	成功	填充率
FSC-2			《火灾科学导论				2	81	89.16%	81.0%	2	75	82.67%	75.0%	2	51	86.27%	51.0%	2	64	82.54%	64.0%	2	57		57.0%
FSC-4			火Behav-Combustion				0	0			0	0			1	21	71.43%	38.89%	1	39	94.87%	72.22%	1	35		64.81%
FSC-10			建筑消防				1	30	90.0%	60.0%	1	41	92.68%	82.0%	1	34	88.24%	68.0%	1	37	91.89%	74.0%	1	30		60.0%
FSC-12			基金防火				1	39	71.79%	78.0%	1	46	84.78%	92.0%	1	33	81.82%	66.0%	1	42	83.33%	84.0%	1	46		92.0%
FSC-14			消防设备系统				1	26	69.23%	52.0%	1	33	90.91%	66.0%	1	22	95.45%	44.0%	1	29	86.21%	58.0%	1	27		54.0%
FSC-16			火Organization-Mgmt				1	29	68.97%	58.0%	1	20	65.0%	40.0%	1	23	86.96%	46.0%	1	23	100.0%	46.0%	1	25		50.0%
FSC-18			基本的野地枪战				1	45	93.33%	90.0%	1	41	80.49%	82.0%	1	35	88.57%	70.0%	2	53	83.02%	75.71%	2	48		68.57%


E部分-学生的成功
学生成功计划
			性别			年龄					学期开始时本地累积绩点
术语		总计	男性	女		< 18	18-24	25-49	50+		< 2.0	2.0 - 2.5	2.6 - 3.0	3.1 - 3.5	> 3.5	没有成绩
2015FA		82.94%	82.77%	85.71%		83.33%	83.62%	71.43%			61.54%	90.32%	87.3%	75.56%	93.33%	86.11%
2016FA		83.98%	82.89%	92.86%		44.44%	86.19%	81.08%			78.95%	87.76%	92.98%	87.1%	90.48%	73.42%
2017FA		85.84%	85.35%	90.0%		100.0%	88.17%	70.0%			72.73%	84.78%	95.12%	94.87%	87.5%	75.86%
2018FA		87.37%	88.89%	78.05%		80.0%	87.88%	87.23%	50.0%		68.75%	79.17%	93.65%	98.28%	86.96%	83.12%

						非洲	Americn	太平洋	Unknwn /			福斯特		经济学
术语		总计	白色	拉美裔	亚洲	Americn	印度	岛民	其他		需求方	青年	经验丰富的	摘要
2015FA		82.94%	82.78%	75.44%	100.0%	83.33%	100.0%	50.0%	100.0%		66.67%	50.0%	90.0%	83.54%
2016FA		83.98%	84.47%	87.76%	66.67%	100.0%	84.62%		81.82%		100.0%	50.0%	94.12%	78.79%
2017FA		85.84%	89.21%	76.74%	88.89%	80.0%	87.5%	100.0%	0.0%		100.0%	71.43%	94.44%	86.25%
2018FA		87.37%	85.23%	90.41%	85.0%	100.0%	100.0%	100.0%	100.0%		60.0%	50.0%	90.0%	91.25%

学生成功-大学
			性别			年龄					学期开始时本地累积绩点
术语		总计	男性	女		< 18	18-24	25-49	50+		< 2.0	2.0 - 2.5	2.6 - 3.0	3.1 - 3.5	> 3.5	没有成绩
2015FA		70.89%	68.56%	73.16%		73.93%	68.7%	75.7%	77.95%		41.39%	62.42%	74.41%	84.46%	88.98%	62.86%
2016FA		73.37%	72.0%	74.63%		77.34%	71.65%	77.04%	77.9%		46.67%	65.0%	76.59%	85.42%	88.93%	67.0%
2017FA		72.41%	71.15%	73.33%		76.04%	70.91%	75.9%	74.52%		45.94%	63.26%	74.96%	85.32%	88.69%	65.84%
2018FA		78.54%	76.82%	79.93%		79.7%	77.67%	80.84%	76.64%		55.02%	73.32%	82.96%	89.06%	91.18%	70.93%
2019FA		100.0%	100.0%	100.0%			100.0%						100.0%	100.0%	100.0%

						非洲	Americn	太平洋	Unknwn /			福斯特		经济学
术语		总计	白色	拉美裔	亚洲	Americn	印度	岛民	其他		需求方	青年	经验丰富的	摘要
2015FA		70.89%	72.63%	67.87%	74.1%	61.38%	65.01%	67.51%	72.46%		72.03%	53.15%	70.31%	71.28%
2016FA		73.37%	75.24%	70.01%	75.78%	65.58%	66.36%	76.19%	78.02%		72.27%	53.63%	72.45%	74.36%
2017FA		72.41%	74.86%	68.44%	76.91%	61.44%	66.2%	70.31%	77.87%		68.92%	58.64%	78.67%	72.6%
2018FA		78.54%	80.19%	75.98%	82.66%	68.08%	72.89%	76.56%	82.63%		79.9%	66.39%	76.96%	82.55%
2019FA		100.0%	100.0%	100.0%										100.0%


Part F -持久性
专注坚持-项目(一年)
术语		总计		男性		女		未知的		17岁 & 下		年龄18 - 24		年龄25-49		50岁或以上		未知的
2015FA		134	60.45%	125	64.0%	9	11.11%	0		6	33.33%	123	62.6%	5	40.0%	0		0
2016FA		139	61.87%	128	61.72%	11	63.64%	0		8	25.0%	120	64.17%	11	63.64%	0		0
2017FA		114	66.67%	101	68.32%	12	58.33%	1	0.0%	3	100.0%	100	67.0%	11	54.55%	0		0
2018FA		118	61.02%	100	62.0%	17	52.94%	0		3	33.33%	103	63.11%	11	54.55%	1	0.0%	0
2019FA		156	0.0%	136	0.0%	18	0.0%	0		7	0.0%	117	0.0%	30	0.0%	2	0.0%	0

术语		总计		白色		拉美裔		亚洲		非裔美国人		美国印第安人		太平洋岛民		未知的/其他
2015FA		134	60.45%	73	61.64%	34	55.88%	10	70.0%	6	50.0%	3	66.67%	2	0.0%	6	83.33%
2016FA		139	61.87%	87	58.62%	29	65.52%	10	80.0%	3	33.33%	6	66.67%	0		4	75.0%
2017FA		114	66.67%	67	68.66%	26	65.38%	6	83.33%	3	33.33%	7	42.86%	3	100.0%	2	50.0%
2018FA		118	61.02%	75	60.0%	27	66.67%	8	37.5%	1	100.0%	4	50.0%	3	100.0%	0
2019FA		156	0.0%	82	0.0%	42	0.0%	7	0.0%	10	0.0%	9	0.0%	1	0.0%	5	0.0%

术语		总计		需求方		培养青年		经验丰富的		经济学摘要antg
2015FA		134	60.45%	6	66.67%	4	50.0%	7	57.14%	44	70.45%
2016FA		139	61.87%	3	100.0%	8	25.0%	5	80.0%	52	67.31%
2017FA		114	66.67%	2	50.0%	4	75.0%	5	60.0%	41	70.73%
2018FA		118	61.02%	3	33.33%	2	0.0%	4	50.0%	27	48.15%
2019FA		156	0.0%	9	0.0%	8	0.0%	1	0.0%	48	0.0%

专注坚持-大学(一年)
术语		总计		男性		女		未知的		17岁 & 下		年龄18 - 24		年龄25-49		50岁或以上		未知的
2019FA		8,924	0.0%	4,048	0.0%	4,755	0.0%	41	0.0%	629	0.0%	5,926	0.0%	2,159	0.0%	210	0.0%	0
2018FA		9,475	55.43%	4,274	56.48%	5,050	54.51%	49	51.02%	857	42.24%	5,985	57.33%	2,425	55.75%	208	51.44%	0
2015FA		10,407	59.52%	4,941	59.72%	5,330	59.27%	77	63.64%	606	63.04%	6,784	60.66%	2,732	55.89%	285	59.65%	0
2016FA		10,044	59.74%	4,674	60.59%	5,220	58.68%	63	77.78%	631	63.87%	6,585	60.64%	2,563	56.5%	265	58.87%	0
2017FA		9,573	58.24%	4,398	59.44%	5,000	57.12%	61	62.3%	615	61.79%	6,313	58.83%	2,411	56.24%	234	53.42%	0

术语		总计		白色		拉美裔		亚洲		非裔美国人		美国印第安人		太平洋岛民		未知的/其他
2019FA		8,924	0.0%	4,430	0.0%	2,725	0.0%	639	0.0%	321	0.0%	319	0.0%	62	0.0%	428	0.0%
2018FA		9,475	55.43%	5,048	54.91%	2,734	55.27%	691	61.36%	350	50.0%	331	50.76%	57	59.65%	264	63.64%
2015FA		10,407	59.52%	6,037	58.46%	2,538	61.39%	659	65.55%	396	54.55%	296	57.09%	54	57.41%	427	60.66%
2016FA		10,044	59.74%	5,579	58.81%	2,624	60.52%	701	65.05%	381	61.15%	321	55.14%	56	64.29%	382	59.95%
2017FA		9,573	58.24%	5,155	57.15%	2,736	59.47%	666	63.21%	368	55.71%	307	55.37%	66	57.58%	275	61.09%

术语		总计		需求方		培养青年		经验丰富的		经济学摘要antg
2019FA		8,924	0.0%	438	0.0%	340	0.0%	34	0.0%	3,428	0.0%
2018FA		9,475	55.43%	445	59.1%	288	48.61%	124	58.06%	3,612	64.87%
2015FA		10,407	59.52%	394	66.24%	343	53.35%	269	61.34%	4,847	65.4%
2016FA		10,044	59.74%	406	66.01%	343	55.1%	201	63.68%	4,219	68.62%
2017FA		9,573	58.24%	473	66.6%	330	50.3%	192	66.15%	3,903	64.9%


第G部分-教员人口统计
教师性别/年龄-计划
术语		总计	男性		女		未知的		35岁 & 下		年龄36-49		50岁或以上		未知的
2015年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	1	100.0%	0	0.0%	0	0.0%
兼职		2	2	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	2	100.0%	0	0.0%
2016年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	1	100.0%	0	0.0%	0	0.0%
兼职		2	2	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	2	100.0%	0	0.0%
2017年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	1	100.0%	0	0.0%	0	0.0%
兼职		3	3	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	3	100.0%	0	0.0%
2018年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	1	100.0%	0	0.0%
兼职		2	2	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	2	100.0%	0	0.0%
2019年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	1	100.0%	0	0.0%
兼职		3	3	100.0%	0	0.0%	0	0.0%	0	0.0%	1	33.33%	2	66.67%	0	0.0%

教师种族-项目
术语		总计	白色		拉美裔		亚洲		非裔美国人		美国印第安人		太平洋岛民		未知的/其他
2015年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
兼职		2	2	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
2016年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
兼职		2	2	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
2017年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
兼职		3	3	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
2018年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
兼职		2	2	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
2019年秋季
全职		1	1	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%
兼职		3	3	100.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%	0	0.0%


第H部分-教员负荷
教师负荷-项目
术语		总计	全职		Overld /加载银行		兼职		自愿Overld		合同服务		管理负载
2015FA		0.70	0.50				0.20
2016FA		0.70	0.50				0.20
2017FA		0.80	0.40		0.10		0.30
2018FA		0.90	0.40		0.20		0.30
2019FA		0.90	0.40		0.10		0.40

教师负荷-学院
术语		总计	全职		Overld /加载银行		兼职		自愿Overld		合同服务		管理负载
2015FA		192.80	65.21		10.62		89.85				26.71		0.42
2016FA		196.15	68.03		11.00		83.57		0.25		32.83		0.43
2017FA		206.16	68.00		13.20		84.57		0.31		39.57		0.52
2018FA		196.89	73.33		10.46		86.95		0.34		25.48		0.33
2019FA		190.92	76.45		13.39		83.76				16.97		0.36


第一部分-报告数据
一年		收入		成本		成本成本比
2015-16		$226,436		$178,423		1.27
2016-17		$232,171		$174,563		1.33
2017-18		$213,870		$152,247		1.40
2018-19				$162,495
2019-20				$35,531


第J部分-计划占地区全职工作津贴总额的百分比
术语		占总工资额的%
2015FA		0.47%
2016FA		0.50%
2017FA		0.44%
2018FA		0.58%
2019FA		0.67%

看到数据: E区学生成功2018-2019 AS学位37 成绩证书30 CC 46 From 2015-2018 student 成功 has been 80%+ and has a retention of 90%+

学生成绩标准/目标(所有其他系)

部门支持“成功愿景”的方式

1. Faculty work with students to advise them on what classes to take in order to lower the number of units needed for a degree

2. Faculty encourage students to seek higher education beyond the community college because our field requires it for advanced positions within the profession.

战略方向

系里的教员都以学生为中心
1. Faculty help guide/advise them on guided pathways within the program
2. Faculty encourage students to enroll and take more units per semester to complete degrees in less time and to not let the pandemic stop them from pursuing their education.

项目评审

拟实施的建议:

1. 批准我们面对面的FSC课程的在线版本. The move to DE has caused the program to develop online versions under the pandemic emergency. This is an optimal time to now have them officially approved for online delivery.

部门目标

The goal of the department during the pandemic while trying to meet the colleges Strategic directions and Priorites include

1. Continued training for faculty in DE through professional development

2. Meet enrollment objectives by encouraging students to stay in school, take more classes and work on making our DE classes engaging to students

3. 并继续帮助学生找到他们的方向.

未来发展策略

策略一:加强师资资源

It will be a priority in the near future to identify and employ additional part-time faculty, but ultimately to pursue the addition of a second full-time faculty member for this popular major.

倡议

支持学生，教师和员工的成功
最大限度地利用资源支持学生学习

支持的理由

This entire degree program is operated, essentially, on the back of one full-time faculty member. 尽管兼职教师的使用有限, the nature of the fire service is such that their availability cannot be depended upon.

支持理论依据
支持学院的战略方向和优先事项
支持计划审查建议:No
支持课程级slo:不支持
支持PLOs:否
支持国际劳工组织-批判性思考:否
支持国际劳工组织-沟通能力:否
支持国际劳工组织-协同参与:否
支持国际劳工组织-有效工作:是的
支持满足愿景的成功目标-凭据:否
支持满足成功的愿景目标-转移:不
支持满足愿景的成功目标-时间到程度:没有
Supports Meeting Vision for 成功 Goal - Employment in field of Study: No
Supports Meeting Vision for 成功 Goal - Reducing Equity Gaps: No

策略2 -部门行政支持

创建新的半场时间(.5) Secretary I position to provide administrative/clerical support to the PSETC.

倡议

支持学生，教师和员工的成功
最大限度地利用资源支持学生学习

支持的理由

The workload in the PSETC has reached a point where the 2 full time secretaries are each responsible for three academies a year + an academic discipline (either AJ or FSC), and the program Assistant is perpetually immersed in processing employment applications, managing the budget and paying bills for all of the Department's programs. 像这样, the Department has come to depend on Student Assistants to provide front counter/receptionist coverage in the PSETC office. 因为这个部门的节奏非常快, and there are a myriad of confidential records related to academy students that must be handled, processed and filed it has been challenging to find students who can keep up with the pace. The addition of this lower level clerical position would insure that there is receptionist/counter coverage during peak hours and reduce the challenge of trying to find students who can keep up with the pace of the office.

请求非财政资源

没有一个

当前财政资源

没有一个

增加请求

最初的优先级	程序，单位，区域	资源类型	帐号	目标代码	一次增广	持续的增加
描述	支持的理由		潜在的替代资金来源		优先级标准
1	PSETC -消防技术	人员			$0.00	$37,000.00
.5一级秘书	NOTE: We realize that these will not be possible during our current situation, however we are leaving these in our augmentation for when things improve.如未来发展战略#4所述, the workload of current admin support staff in PSETC limits the ability to provide front counter/receptionist coverage for the very busy PSETC office. The intensity and load of activity makes it especially challenging to find student assistants who are able to keep up. 这个位置的增加将使其稳固, 在办公繁忙时间，可靠的覆盖范围.				解决方案审查建议达到学生成就目标(成功目标远景) 实施引导路径:a. Strategic Scheduling; b. 霍布森海星
2	PSETC-消防技术	人员			$0.00	$114,000.00
全职教师	NOTE: We realize that these will not be possible during our current situation, however we are leaving these in our augmentation for when things improve. This program is currently ran with one full-Time faculty member and 3 associate faculty. However, we are unable to offer required classes each semester because of lack of staffing. Our associate faculty are working firefighters and their availability is limited. an additional full-time faculty member would help fill the void and make for a smoother transition when our current full-time instructor retires.				达到学生成就目标(成功目标远景) 实施引导路径:a. Strategic Scheduling; b. 霍布森海星实现成功目标的愿景