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PREFACE Meeting the Needs of a Changing CommunityDe Anza College began the 2005-2006 academic year with a sense of relief at having weathered the budget and enrollment crises of 2004-2005, and with anticipation that the coming year would give us the opportunity to grow ourenrollment and deepen our commitment to the success of our students.The year began with the culmination of De Anza’s six-year re-accreditation cycle, as we hosted the visit of the WASCAccreditation team. Their formal report affirmed not only the college’s accreditation, but also our place as a premierinstitution of higher learning, and offered strong support for our enduring agendas in support of student learning andstudent equity. It was as positive an accreditation report as anyone could remember having seen for a college.We also began the year with a series of new initiatives aimed at sustaining our enrollment recovery, despite our continuing budget challenges. New tutoring programs, expanded library hours, and the development of new Job Corpssites brought us enrollment growth, but also highlighted the need for a more sustained effort at enrollment planningfor the future. We also initiated expansions in student tutorial and academic support services, fueled by an outpouringof student and faculty volunteer tutors and the opening of a new student reading and writing center.In these and a myriad other ways the college demonstrated its particular genius in designing projects aimed at meetingthe particular and diverse needs of our students – and doing so with extraordinarily limited funding. De Anza facultyand staff proved over and over again that they hold student success at the very heart of the enterprise, and are preparedto do new things, devise new programs and make enduring commitments to our students.This report details the results of much of that work. It reports the numbers by which we assess critical elements ofour success. It uses the metrics established by the college’s Educational Master Plan to explore how well we continueto meet our obligations. In these metrics we will judge ourselves largely successful, and be proud that we can do somuch with so little.This report will also detail the accomplishments of the Academic and Classified Senates as well as our fine studentgovernment. It will also report on the continued physical renovation of the campus as we enter the final phases of ourMeasure E build-out. We began the fall quarter with the opening of the new Student and Community Services Building, providing an elegant entrance to a full array of student support services, and offering an entirely new face of thecollege to our neighbors on Stevens Creek Boulevard. The P.E. Quad and new playing fields for soccer and softballwere completed, as was much of the reconstruction of the S-Quad. Construction began on the redesigned Administration Building, soon to open with several new classroom spaces. And then there will be new pathways, lighting and thedesign of a new performance hall and gallery space for the arts.Just as the year was marked by new construction, so it was marked by a renewed commitment to the broader publicpurposes of our work. The Task Force on Community and Civic Engagement completed its report to the campus,providing a host of good suggestions that would deepen the college’s commitment to developing the civic skills of ourstudents. The college continued its partnership with the New York Times, as the paper brought several correspondentsto campus for presentations, and the campus newspaper, La Voz, initiated a new section on community service opportunities for our students. The campus was also host to its usual array of speakers and public forums, as students andfaculty debated a variety of issues from Iraq to the impact of journalism on history. The campus was animated as wellby music and art and dance, as De Anza continues to be a cultural resource for our students and our neighbors.Finally, as I will detail in my concluding remarks for this report, the college initiated a new strategic planning process,framed by an excellent planning proposal drafted by several of our own faculty and staff. This State of the College Report will conclude with “The Case for Planning” that initiated the strategic planning process. At the heart of both thisreport and the planning effort is a common thread: De Anza College will honor its traditions of service and excellence,renew its commitment to student equity and success, and devise ever-new innovations in our programs and projects.Our students and their communities deserve no less, and our faculty and staff demand it.De Anza College State of the College Annual Report 2005-2006

Meeting the Needs of a Changing CommunityTable of ContentsPart I.Where We Are TodayEnrollment and Demographics.1Student Success and Outcomes.12Faculty and Staff Development.28Fiscal Resources.31Part II.Accomplishments for 2005-2006Organizational Charts.38Academic Senate, Classified Senate, DASB.40Students, Faculty and Staff.45Part III.Community and Civic Engagement Institute PlanSummary of Proposal.52Committee Members and Plan Authors.53Part IV.Measure E ProgressPart V.Summary and President’s MessageResponding to Change in 2006-2007.63The Case for Planning.64De Anza College State of the College Annual Report 2005-2006

Meeting the Needs of a Changing CommunityPART I.Where We Are TodayThis section provides a statistical overview of De Anza College using the latest data available.Graphs and numerical data are presented on students, faculty and staff, and college financial trends.The information is meant to present a snap shot view of trends important for college planning thatcan be used throughout the year. The trends form the basis for discussions on how well the collegeis doing in meeting its goals for student access and success.De Anza College State of the College Annual Report 2005-2006

Meeting the Needs of a Changing CommunityEnrollment and DemographicsThis section includes information on De Anza College students and their enrollment trends. The college has experiencedconsiderable change in its student population over the past five years. Enrollment in on-campus programs is down. Asmaller percentage of local high school graduates is attending the college than in previous years. Despite the declinein on-campus enrollment the college continues to serve an increasingly diverse student body in terms of ethnicity andstudent needs. Taken together, these changes paint a picture of a dynamic campus that will continue to change in theyears ahead.Figure 1 Santa Clara County Adult Population and De Anza Headcount (HC) as a Percent of Populationmeasures the college’s fall enrollment as a percentage of adults who live in Santa Clara County. The percentage drawhas remained fairly consistent for the past several years at just below 2% of the adult population.Figure 1De Anza CollegeSanta Clara County Adult Populationand De Anza HC as a % of 01.0%1,0500.5%1,000Percent of Population3.5%Adult Population (Thousands)1,3500.0%200120022003Adult Population20042005HC as a % of PopFrom 2004 to 2005 the adult population of Santa Clara County increased about 1% while the college fall headcountremained constant.De Anza College State of the College Annual Report 2005-2006

Meeting the Needs of a Changing CommunityFigure 2 Santa Clara County June High School Graduates Enrolled the Following Fall at De Anza portrays thecollege’s draw of students from feeder high schools as of June 2005. (Note: High school data for 2006 was not availableat the time of this report’s publication and has been estimated based on 12th grade enrollment.) The number of June highschool graduates increased slightly from 2004 to 2005. During the same period De Anza fall enrollment of these studentsdecreased slightly from 1,850 to 1,795. These changes have resulted in a decline in the percent of June graduates enrolling atDe Anza in the fall to about 12%.Figure 6,0008.04,0006.02,0004.002.0200120022003June HS Graduates2004Percent Enrolled in FallNumber HS GradsDe Anza CollegeSanta Clara County June High School GraduatesEnrolled the Following Fall2005Percent Enrolled* Public schools only.During the fall terms of 2001-2003 the percent of high school graduates attending De Anza (the “draw” rate) wasabout 14%. A 2% difference in draw rate amounts to nearly 300 recent high school students who are not attendingDe Anza in the fall. De Anza College State of the College Annual Report 2005-2006

Meeting the Needs of a Changing CommunityFigure 3 Santa Clara County Adult Population and De Anza Students by Ethnicity compares De Anza fall 2005enrollment by ethnicity (not including the “Unknown” / “Decline to state” category) to Santa Clara’s adult populationin 2005. Since about 15% of De Anza students select “Decline to state” as their ethnicity and county figures do notinclude this category, comparisons with county figures must be made with caution. By recalculating the De Anzapercentages without the “Unknown” and “Decline to state” categories, we are assuming that the students in thesecategories have ethnicities proportional to the overall student body.Figure 3Santa Clara County Adult Population andDe Anza College Students by Ethnicity100%90%80%70%60%50%40%30%20%49%48%24%3% 6%10%0%Asian/ PI /Filipino30%22%16%Black0% 1%HispanicSanta Clara CountyAmer Ind.WhiteDe Anza Fall 2005Note: Unknown/Decline to state not included in the De Anza figures to be consistent with Santa Clara County figures.Even with these cautions, it is apparent that the college enrolls proportionally more Asian students than are found inthe overall adult county population. White and Hispanic students are underrepresented at De Anza when compared tocounty population estimates. The non-adult population in Santa Clara County has a higher percentage of individualsof Hispanic origin than the adult population, which suggests that in the years ahead there may be a higher percentageof Hispanic students who will or could attend De Anza than at present.De Anza College State of the College Annual Report 2005-2006

Meeting the Needs of a Changing CommunityFigure 4 Fall Headcount Percentage Distribution by Ethnicity gives a longitudinal picture of the college’s ethniccomposition. In 2004 a new selection process for ethnicity on the online student application was initiated. As a result,fewer new students are selecting “Decline to state.” In 2005 there was little change in the percentage of students ineach ethnic group, with Hispanic students showing a slight increase in percentage share.Figure 4De Anza CollegeFall Headcount Percentage Distribution by Ethnicity100%90%80%70%60%50%40%30%20%10%0%Asian / PI /FilipinoBlack2001Hispanic2002Native Am20032004WhiteOther /Unkn2005Taken together, students who identified themselves as members of the Asian, Pacific Islander and Filipino ethnicgroups comprise the largest percentage of De Anza students – about 40%. White students represent the next largestgroup at about one quarter. Hispanic students make up about 14% of De Anza’s student population, with Black andNative American students each making up less than 5% of the overall student body. De Anza College State of the College Annual Report 2005-2006