Welcome to the Eastern Arizona College Dashboard
There are 7 Main Grouping of KPIs on the Dashboard
- College Growth and Health
- Student Access
- Student Satisfaction & Engagement
- Student Success
- Financial Aid
- Economic Impact
- Community Engagement
Each Main Grouping is assigned a score based on the aggregated KPIs with the Main Grouping
To see the Main Grouping Overall Scores Click the Button Below
What is the EAC Dashboard?
A dashboard is a visual interface for users that organizes and presents information in a way that is easy to read and interpret. Dashboards are meant to provide visibility into key performance indicators (KPIs) – through simple visual graphics such as gauges, charts and tables – of information most important to the institution. This decision-focused information is intended to be simple to monitor at a glance and, where appropriate, actionable. Ultimately, dashboards are created to provide a unique and powerful means to present information about any range of topics. In many respects, a reporting dashboard can be likened to a dashboard in an automobile. It provides an 'at-a-glance view' of the current operational state of the vehicle. Like an automobile dashboard the EAC Dashboard is meant to provide "gauges" reflecting the operational state of the College.
The seven (7) Main Groupings of key performance indicators (KPIs) are listed in the top left of this page. To view a matrix of all the KPIs included in the dashboard click on the "Matrix" button below. To view these main grouping click on the " Main Groupings" button on the left.
COLLEGE GROWTH and HEALTH
General Education Annual FTSE Generated by Department
FY 2013-FY2016 by FTSE Generated and % of Total Annual Institutional FTSE
* FTSE is Full-time Student Equivalent which is determined by dividing the number of credits hours generated by 30.
FY 2016 Ten Top Programs of Study by Full-time Student Equivalents Generated
Note: These rankings do not include Personal Interest majors. The "Personal Interest" category is in reality an undeclared major or life-long learning category which in FY 2016 accounted for 25.6% of annual enrollment. Together the "Top Ten Programs" these programs of study account for 55% of all students enrolled.
FY 2016 Ten Top Programs of Study by Full-time Student Equivalents Generated
Note: These rankings do not include Personal Interest majors. The "Personal Interest" category is in reality an undeclared major or life-long learning category which in FY 2016 accounted for 10.2% of annual FTSE generation. Together with the "Top Ten Programs" these programs of study account for 66.6% of FTSE generated
Glossary of Terms
|Academic program||An instructional program leading toward an associate's, bachelor's, master's, doctor's, or first- professional degree or resulting in credits that can be applied to one of these degrees.|
|Academic year||The period of time generally extending from September to June; usually equated to 2 semesters or trimesters, 3 quarters, or the period covered by a 4-1-4 calendar system.|
|Accumulated depreciation||The total depreciation charged as expenses as of the reporting date (in the current year and in prior years) on the capital assets of the institution. FASB Statement No. 117 and GASB Statement No. 34 require that accumulated depreciation to date be recognized.|
|ACT||ACT, previously known as the American College Testing program, measures educational development and readiness to pursue college-level coursework in English, mathematics, natural science, and social studies. Student performance does not reflect innate ability and is influenced by a student's educational preparedness.|
|Adjunct faculty||Non-tenure track faculty serving in a temporary or auxiliary capacity to teach specific courses on a course-by-course basis. Includes both faculty who are hired to teach an academic degree-credit course and those hired to teach a remedial, developmental, or ESL course; whether the latter three categories earn college credit is immaterial. Excludes regular part-time faculty (who, unlike adjuncts are not paid on a course-by-course basis), graduate assistants, full-time professional staff of the institution who may teach individual courses (such as a dean or academic advisor), and appointees who teach non-credit courses exclusively.|
|Adjusted cohort||The result of removing any allowable exclusions from a cohort (or sub-cohort). For the Graduation Rates component, this is the cohort from which graduation and transfer-out rates are calculated; for the Fall Enrollment component, it is the cohort for calculating retention rate.|
|Admissions (students admitted)||Applicants that have been granted an official offer to enroll in a postsecondary institution.|
|American Indian or Alaska Native (new definition)||A person having origins in any of the original peoples of North and South America (including Central America) who maintains cultural identification through tribal affiliation or community attachment.|
|Annual contract||An annually-renewable contract or employment agreement that is in effect for a stated annual period within one year of execution, and may be equal to a period of 365 days, or a standard academic year, or the equivalent. Does not include contracts for partial year periods such as a single semester, quarter, term, block, or course.|
|Asian (new definition)||A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.|
|Associate's Colleges (Carnegie)||An institutional classification developed by the Andrew W. Carnegie Foundation for the Advancement of Teaching. Associate's Colleges offer associate's degree and certificate programs but, with few exceptions, award no baccalaureate degrees . This group includes institutions where, during the period studied, bachelor’s degrees represented less than 10 percent of all undergraduate awards.|
|Associate's degree||An award that normally requires at least 2 but less than 4 years of full-time equivalent college work.|
7 Main Groupings 34 Key Performance Indicators
|Key Performance Indicators: (9)|
|4-year Unduplicated Annual Enrollment|
|4-year Annual Full-time Student Equivalents|
|4-year Fall to Spring Term Retention Rates|
|4-year Fall to Fall Persistence Rates|
|4-year Transfer to Higher Education Rates|
|Percentage of General Education FTSE|
|General Education FTSE by Department|
|Top 10 Programs of Study by Enrollment|
|Top 10 Programs of Study by FTSE|
|Key Performance Indicators: (6)|
|Benchmarked Tuition Costs|
|Student Diversity Profile Comparison|
|Percentage of First-generation Learners|
|Minority Participation Rate|
|Seniors Participation Rate|
|Female Participation Rate|
|Key Performance Indicators: (3)|
|NCCBP Current Best Practices KPIs|
|Graduate Exit Survey|
|Student Quality of Life Survey|
|Key Performance Indicators: (7)|
|150% Time to Completion Graduation Rates|
|200% Time to Completion Graduation Rates|
|STEM Students Tracking (2)|
|4-year Trend Completion Study (3)|
|4-year Successful Course Completion Rates (2)|
|4-year Developmental Course Success|
|Key Performance Indicators: (2)|
|Financial Aid Awards Trends (2)|
|Key Performance Indicators: (5)|
|College Employment Impact|
|College Expenditure Impact|
|Small Business Development Center Impact|
|Grant Program Development Report|
|EAC Foundation Fund Raising|
|Key Performance Indicators: (2)|
|Discovery Park Community Engagement|
|NCCBP Community Penetration Benchmark|
Only EAC caps maximum tuition at per semester for 12 credits or above. Other rural community colleges do not cap tuition cost. In addition only EAC among rural colleges gives a full tuition scholarship for seniors. Even though EAC's tuition rate per credit hour is higher than some rural community colleges overall tuition cost per semester are less because of the tuition cap.
EAC Fall 2016
PERFORMANCE DASHBOARD OVERALL SCORES FISCAL YEAR 2016
STUDENT SATISFACTION & ENGAGEMENT
National Community College Benchmarking Project Rankings
Noel-Levitz Student Satisfaction Survey NCCBP Rankings 2015
EAC Ranked in the Best Practices Group (90th Percentile) and Above Compared to 261 Other Community Colleges Nation-wide
- Noel-Levitz admissions and financial aid process
- Noel-Levitz concern for the individual
- Noel-Levitz student centeredness
- Noel-Levitz service excellence
- Noel-Levitz overall student satisfaction
- Noel-Levitz registration effectiveness
- Noel-Levitz instructional effectiveness
- Noel-Levitz meeting students’ expectations
- Noel-Levitz responsiveness to diverse populations
- Noel-Levitz meeting students’ concerns
- Noel-Levitz campus climate
- Noel-Levitz admissions process effectiveness
- Noel-Levitz academic advising
- Noel-Levitz would enroll here again.
Graduate Exit Survey 2016
- If you had it to do over again, would you attend EAC?
- If you had it to do over again would you enroll in the same program/major?
- How do you rate the quality of instruction you received at EAC?
- Which of the following do you like BEST about EAC? (Multiple Responses)
- How do you rate the quality of your overall educational experience at EAC?
Student Quality of Life Surveys 2016
- Would you recommend living in the residence halls?
- On a scale of 1 through 5 with being very satisfied and 1 being very dissatisfied, how do you feel about the counseling for non-academic services you received?
- On a scale of 1 through 5 with being very satisfied and 1 being very dissatisfied, how do you feel about the academic advising counseling services you received?
National Student Clearinghouse (NSC) STEM Tracking Report
FY 2011-14 STEM Student Enrollment (NSF CIPs Only)
STEM TRACKING (Science, Technology, Engineering and Math)
STEM data with Fall 2015 transfers to Arizona Universities. There were 49 new STEM transfers to the U of A, ASU, and NAU in fall 2015 representing 28.9% of all EAC students transferring to these universities in fall 2015. These data do not include information from NCS tracking our students nation-wide.
- EAC STEM Graduates FY 2016 (15-16) totaled 89 graduates including: 74 AAS , 57 AA, and 15 AS.
- All STEM degree graduates total 89 or 17.4% of all degrees granted in FY 2016
- Of the AS degrees granted in FY 2016 nine(9 ) were in Engineering. Engineering accounted for 56.3% of all AS STEM degrees granted.
- EAC Fall 2015 unduplicated students enrolled in a least one college-level STEM course = 1,839
- EAC FY 2016 unduplicated students enrolled in at least one college-level STEM course =2,617 (STEM NSF Definition)
- EAC FY 2016 percentage of unduplicated students enrolled taking at least one college-level STEM course = 33.2%
Completion Trends Data Fiscal (Full) Years’ 2012-2013 to 2015-2016
Developmental Course Grade Distribution and Success FY 2016
The Eastern Arizona College Foundation Report 2012-2016
Discovery Park Community Engagement
National Community College Benchmarking Project Market Penetration Rate
Our market penetration rate at 18% (the percentage of total population of the college's service area) accessing educational services at EAC ranks close to the top nationally at the 97th percentile in comparison to 267 community colleges nation-wide. The percentage of people served is an even more significant accomplishment when the availability of unrestricted funds available to EAC ranks at on of the lowest at the 7th percentile nationally when compared to the same peer group of 267 community colleges. In the current reporting year the College was recognized in 3 market penetration categories: credit hour students, non-credit students and public meetings. EAC is the only community college in Arizona to be included in these "best practices" categories.