Following are answers to the research questions that needed to be answered in order to conclude if a winter intersession is a viable option for MJC (as identified by the Joint Letter of Understanding and Winter Intersession Task Force):

 

Good for the Students

 

1. What impact does a winter intersession have on student retention and success? What are the retention rates and success rates for MJC students, comparing 5-week summer sections and 16-week fall and spring sections?

§        Santa Monica College (“The Influence of Session Length on Student Success,” April 2000) reports analyzing approximately 446,000 student enrollments (with a 95% confidence level for statistical significance) and finding “students enrolled in 6-week compressed sections of courses regularly had higher success rates than those enrolled in the same courses during a 16-week semester” (2).  Controlling for instructor and performance standards, “sessions were statistically indistinguishable” (3).  This report acknowledges that “our short-session students are self-selected and suspect that they are better-than-average students, but we believe that our 16- and 8-week sample come from the same population. Therefore, the higher 6-week grades could be explained by a higher scholastic ability” (4).

§        San Diego CCD (“Spring Intersession Study,” Nov. 2007) reports retention is highest for students enrolled in both spring intersession (San Diego's phrase for what most colleges refer to as winter intersession) and regular spring semester (96.1% in spring '06 and 97.8% in spring '05), compared to students enrolled in the intersession only (87.9% in spring '06 and 93.9% in spring '06) and students enrolled in regular spring only (91.0% in spring '06 and 92.9% in spring '07). This study also indicates that 43.9% of students enrolled in the intersession only are continuing students and 24.3% are first-time transfer students.

§        Riverside CC (data table, Nov. 2007) indicates its Winter Intersession student Retention and Success Rates are consistently higher (3%-14%) than its fall and spring rates.

§        El Camino College (“Student Profile, El Camino College, Winter 2007,” June 12, 2007) reports, “In Winter 2007, students were retained at a rate of about 87%, nearly 10 points higher than during a regular-length term. Nearly 78% succeeded by receiving a C/CR or better in a course, 15 points higher than a fall or spring term.” (n.p.) This study also indicates that 86% of ECC’s WI students are Continuing Students, and 63% are “Transfer-directed students.” (Executive Summary)

§        Santa Monica College (data tables, spring 2003/fall 2003/winter 2004) indicates a 6%-7% higher Success Rate in Winter Intersession than Spring or Fall terms.

§        Pasadena City College (data tables 2002-2007) indicates Summer terms’ and Winter Intersessions’ student Retention and Success Rates are 9%-12% higher than the Fall and Spring rates. Student Retention and Success Rates, shown by “Day/Evening,” indicate nearly the same percentages (within less than 1% of each other).

§        L.A. Pierce College (“Success and Retention Rates by Discipline” data tables 2005-2007 – over 132,000 student grades) indicates student Winter Intersession Retention Rates are higher than Fall and Spring terms by 7%-9%. Student Winter Intersession Success Rates are higher than Fall and Spring terms by 15%-16%.

§        Modesto Junior College (“WITF Student Success and Retention Data Summary,” summer and fall 2007, p.=0.001 = statistically significant) reports student Overall 5-week summer Retention Rate is 5.5% higher than the 16-week rate. Comparing Retention Rates in 3 or more unit courses only, the student 5-week Retention Rate is 5.9% higher than the 16-week rate. Comparing the same English and math courses only in both terms, the student 5-week Retention Rate is 5.9% higher than the 16-week rate. MJC also reports student Overall 5-week summer Success Rate is 14.3% higher than the 16-week rate. Comparing Success Rates in 3 or more unit courses only, the student 5-week Success Rate is 11.5% higher than the 16-week rate. Comparing the same English and math courses only in both terms, the student 5-week summer Success Rate is 18.7% higher than the 16-week rate.

2. What impact does a winter intersession have on retention and success of basic skills students?

§        Cerritos College (“Student Performance in Compressed Basic Skills Courses,” over 21,000 grade records examined, 1998-2001) reports, “Students enrolled in compressed format, basic skills classes have higher successful course completion rates than students enrolled in regular session basic skills classes…. Marginal students achieve higher successful course completion rates when enrolled in compressed basic skills courses. Students with grade point averages below 2.00 have higher successful course completion rates in compressed basic skills courses than their counterparts enrolled in regular session courses.” (Executive Summary)  Student English Basic (Writing) Skills Success Rates are highest in 8-week classes (86.9%) and higher in 6-week classes (75.8%) than 15- to 18-week classes (56.7%). The study also reports student math (Basic Mathematics) Basic Skills Success Rates are highest in 6-week classes (57.9%) and higher in 8-week classes (49.4%) than 15- to 18-week classes (48.4%). The report also indicates the student reading (Developmental Reading) Basic Skills Success Rate is 14.4% higher in 6-week classes than 15- to 18-week classes (not enough N in 8-week reading classes to be statistically significant). (Table Six, n.p.)

3. What impact does a winter intersession have on student persistence (fall to spring)?

§        El Camino College (“Student Profile, El Camino College, Winter 2007,” June 12, 2007) reports, “As indicated, winter-enrolled students persist into spring at higher rates than those who do not (95% vs. 60%)” (n.p.).

4. What impact does a winter intersession have on student GPAs?

§        Santa Monica College (“The Influence of Session Length on Student Success,” April 2000) reports analyzing approximately 446,000 student enrollments (with a 95% confidence level for statistical significance) and finding after separating its spring/summer students into two groups (spring term GPA above and below 3.0), “For a large majority, the summer GPA was the same or higher than in the spring, AND students with a lower than 3.0 improved their GPA much more frequently!” (7) This report also explains, “Evidently only better students from all sources choose to enroll in compressed sessions” (6).

§        Cerritos College (“Student Performance in Compressed Basic Skills Courses,” over 21,000 grade records examined, 1998-2001) reports “Students with cumulative grade point averages below 2.00 performed better in compressed format courses than their counterparts enrolled in regular session courses.” In addition, “Students with grade point averages above 2.00 also fared better in compressed courses” (n.p.).

§        San Diego CCD (“Spring Intersession Study,” Nov. 2007) reports a 3-year average term GPA by term: “The average GPA was highest for Intersession Only students [comprised by a majority of First Time- and Returning Transfer-Students – 3.06] and was higher for Intersession and Regular Spring students [2.61] than it was for Regular Spring Only students [2.23].

§        El Camino CC (“Winter Term Report 2007 Executive Summary”), comparing Winter Intersession 2007 with typical fall term GPAs, reports that the student average GPA in Winter 2007 is 2.99 vs. a fall average of 2.63.

§        Modesto Junior College (“WITF Student Success and Retention Data Summary,” summer and fall 2007, p.=0.001 = statistically significant) reports student Overall average 5-week summer GPA is 2.54, compared to the average 2.02 for the 16-week GPA. Comparing average GPAs in 3 or more unit courses only, the student 5-week GPA is 2.47 vs.2.00 for the 16-week GPA. Comparing the same English and math courses only in both terms, the average student 5-week summer GPA is 2.05 vs. 1.73 for the 16-week GPA.

5. How do students respond to compressed courses?

§        Santa Monica College (“The Influence of Session Length on Student Success,” April 2000) reports analyzing approximately 446,000 student enrollments (with a 95% confidence level for statistical significance) reports “nearly all faculty and students mention that some kind of cohesion develops in compressed classes that is accompanied by a kind of intense mental involvement. Students tend to become better acquainted, to work together more often, and to pursue understanding of course material more avidly” (10).

§         See Good for the College question #1 below regarding FTES (i.e., increases in enrollment/FTES in compressed courses).

6. Is one length of compressed courses better than another?

§        Santa Monica College (“The Influence of Session Length on Student Success,” April 2000) reports analyzing approximately 446,000 student enrollments (with a 95% confidence level for statistical significance) reports the 6-week length produces the highest Retention and Success Rates and GPA.

§        Cerritos College (“Student Performance in Compressed Basic Skills Courses,” over 21,000 grade records examined, 1998-2001) reports the 8-week length produces the highest Retention and Success Rates and GPA for Basic Skills students.

§        Antelope Valley College (data table 2001 to 2007) indicates average Success Rates by Intersession length: 4-week length=81%, 5-week length (current configuration)=82%, and 6-week length=80%.

7. Is there a difference in retention/success rates before and after the implementation of compressed courses?

§        Chaffey College’s study (“Three-Year Study of Success and Retention Rates Prior to and After Converting to an Alternative/Compressed Calendar System,” November 2005) indicates a gradual increase in Success and Retention Rates of those California Community Colleges that converted to alternative/compressed calendars from three years prior to and three years after conversion. Increases by 2-digit TOP Code and basic skills courses varied by program/courses.

     8.  What impact does a winter intersession have on students’ financial aid?

Students do not receive financial aid for a winter term, but at schools like Antelope Valley and West Valley, students who register for 3 units in winter and 9 in spring can get financial aid for all 12 units; they just have to wait until spring semester to get paid for the 3 units in their winter term.  West Valley also gives students emergency book loans for winter intersession. These loans are due by week 3 of spring semester. Mesa gives students enrolled for winter and spring a book credit to purchase books; the bookstore obligation is paid back when spring disbursement is processed.

 

     9.  What impact does a winter intersession have on student athletes (eligibility, etc.)? 

Antelope Valley reports that 64% of their athletes take a class or two in winter intersession. Since they have a 5-week WI and offer a full range of classes from science classes with labs and math to remedial courses, athletes can take a science lab course or repeat courses they failed in fall and move into spring in good standing. Having a WI has helps athletes maintain their eligibility.

 

    10.  What impact does a winter ntersession have on students’ work schedules?         

On the Winter Intersession Student Survey, performed fall 2007, 62% of students surveyed said they would be Likely or Very Likely to attend. Of the 12.9% who responded they would be Unlikely or Very Unlikely to attend, some noted a work-related reason for their response. For example, one student wrote, “What’s great about our current schedule is that we are able to work for 16 weeks.” Another wrote, “The fact that we get out in June interferes with my work schedule.” Still another wrote, “One advantage MJC students have is the opportunity to find good internships and summer jobs; this schedule [WI] would take learning opportunities such as these away from the students. Are we willing to sacrifice work experience and internship opportunities for our students?” El Camino College reports that a WI “gives students who get a holiday job time to keep it longer.”

 

    11.  How many students are co-enrolled in classes for spring semester at both Columbia College and MJC?

§         Approximately 1,500.

 

Good for the College

 

1. What impact does a winter intersession have on FTES? Does a winter intersession add to total (annual) FTES?

§         San Diego CCD (“Spring Intersession Study,” Nov. 2007) reports a 3-year (2005 to 2007) addition of spring intersession FTES from 502.31 in 2005 to 864.96 in 2007. (p.20) Yes.

§         The San Diego study also finds students taking 28% more units in addition to their regular spring semester units than students who enrolled in only regular fall and regular spring semesters. Yes.

§         El Camino CC (“Winter Term Report 2007 Executive Summary”) reports a 3-year (04/05 to 06/07) added winter intersession headcount of 4,413 in 04/05 to 5,355 in 06/07. Yes.

§         Riverside CC indicates increased headcount during winter intersession, even when fall and spring headcount declined. (2004-2005 vs. 2005-2006) Yes.

§         Antelope Valley College (data table) indicates it added 346.83 FTES from its 2005 intersession. Yes.

§         Pasadena City College reports (2006-07) an average winter intersession FTES per section of 4.77, compared to 5.26 for fall, 5.06 for spring, and 4.50 for summer. Yes.

2. What impact does a winter intersession have on the college’s part-time/overload budget? 

Winter intersession is not part of the 67% cap for adjuncts. Their WI load is calculated separately from fall and spring semesters. It is treated like summer. Colleges also report that a WI generates a significant amount of money for the college, so it has not been an issue in adjusting the budget.  For MJC, our summer would go from fifteen weeks to ten; as a result, some of the overload budget used in summer would be used in winter, which would lessen the impact. Overall, colleges visited reported no significant impact to their part-time/overload budget.    

 

     3.  What impact does a winter intersession have on faculty workload? Are faculty members allowed to spread their workload? 

Two colleges visited allow faculty to annualize their load: West Valley College and CSU, Stanislaus. The rest treat their winter intersession like summer; faculty can bank their classes or teach them as an overload. One point made was that some faculty like to teach an overload in a winter session so they can reduce their overload in spring, which reduces spring burnout. Some colleges do have a creative approach to paying faculty. For example, Santa Monica College gives faculty 15% of their salary if they teach a winter intersession.  Mesa and El Camino tie their pay to growth, so a successful WI means more money for the faculty and college. 

 

     4.  What impact does a winter intersession have on faculty work environment (shared governance, etc.)? 

College of the Canyons reports that college governance does slow down. Many faculty are not around to participate on hiring committees, Curriculum Committee, etc. El Camino has experienced the same slowdown. Academic Senate does not meet during winter intersession, and College Council and budget committees meet less frequently. In terms of faculty burnout, this does not appear to be an issue since teaching during winter intersession, like teaching during summer, is strictly voluntary.

 

     5.  What impact does a winter intersession have on Instructional Services?

Writing Center:                 

Math Labs:

Computer Labs:

Tutoring Centers:

 

 

     6.  What impact does a winter intersession have on Student Services?

Counseling:

The impact on counseling varies by school. At schools visited, counselors are 11- or 12-month employees. At College of the Canyons, counselors are 11-month employees, with 175-day contracts plus 22 days, but they have converted their days to 1386 hours divided throughout the year. Since they have early and late start classes, they report registration is ongoing, but this doesn’t necessarily mean they have more appointments. With online registration, online appointment scheduling, and even online counseling, counselors report “less foot traffic.” West Valley and El Camino report no increase in foot traffic with a WI. They discuss WI and spring together in a single appointment. Most Antelope Valley counselors went from 10-month to 11-month employees when the college implemented a WI. AVC has 10 full-time and 8 part-time; COC has 10 full-time, 5 part-time, 3 full-time classified, and 1 full-time clerical; Mesa has 23 full-time counselors who are 11-month employees; ELC counselors are 12-month employees. 

           

Admissions and Records: West Valley College reports that their registration process has been streamlined with two registration periods: summer and fall, and winter and spring. Still, there are some students who pay for spring separately from winter, so admissions could see students twice.  College of the Canyons noted that with their first WI, many students waited to register for spring because they could not afford to pay for both semesters together, so this created some increased work for staff. Some schools now have online registration, and some even have online payment for tuition; the degree to which schools do or do not have online services impacts workload for staff. West Valley reports that a few staff from Admissions had to come in during Christmas break to make sure faculty would have roll books for the first day of winter intersession. Since they only have a seventeen-day WI, there are no days allotted between Christmas break and their WI, so staff need to have everything in place for a new term first thing Monday morning when their WI starts. To avoid this time crunch, some schools start their winter intersession on Wednesday;  this allows staff to prepare for a new term before faculty and students arrive on campus in full-force. To keep students from getting confused about which semester they’re enrolling in, they must enroll in WI separately from spring. In other words, they can only access one schedule at a time.

 

Financial Aid:

DSP&S:

EOPS:

Student Success:

Student Development:

Health Services:

 

     7.  What impact does a winter intersession have on College Services?

Library/Learning Resource Center:

Technology Services:

Media Services:

Reprographics:

Videography/Photography:

Child Development:

 

     8.  What impact does a winter intersession have on Central Services?

 

Student Information System (Datatel): Three of the schools we visited are Datatel schools: College of the Canyons, El Camino, and West Valley.  These schools report that Datatel can handle two separate calendars, which is the conclusion reached by MJC’s Datatel Steering Committee. College of the Canyons reports that it takes them about two weeks to build each schedule into the system. Their MIS department has made it possible for Datatel schedule information to be published in a Word document in a matter of minutes.  hey have also resolved the problem that occurs when students take a winter course that is a prerequisite for a spring class and fail the winter course. MIS has configured Datatel to automatically drop students from the spring class once grades are posted. West Valley and El Camino have not resolved this issue and are still dropping students manually after the spring semester starts. The comment made most often in terms of Datatel is the importance of planning and preparation. If both of these are done in advance and done well, schools can customize Datatel to do the work it needs to do to make the change a successful one.

 

Payroll:

Business Office:

Bookstore:

Food Services:

Campus Security:

 

     9.  What support services are offered during a winter intersession? 

Most colleges offer a full range of services but with reduced hours.  The only college visited with no reduction in hours or services was Antelope Valley. Their philosophy is that students should have everything available to them in a WI that they would have in fall or spring. With CSU, Stanislaus, their winter is an actual semester, so nothing changes in terms of services. Students have all services provided with no reduction in hours. (For a more detailed look at services offered by each college, see College Fact Sheets).

 

     10.  Which courses can be successfully offered in a winter intersession (e.g. skills, Bridge, on-campus, online)? 

The colleges visited have a wide range of courses offered that include general education courses to basic skills and classes with labs. What can be successfully offered is largely determined by the length of a given winter intersession and by faculty themselves. West Valley and Mesa note that their offerings are limited since they only have a 3-week WI. However, Antelope Valley, College of the Canyons, El Camino College, and CSU, Stanislaus all have 5-week intersessions; consequently, they are able to offer a greater range of classes. For example, El Camino offers most of its classes Monday through Friday and reports success with basic skills courses as well as lab classes. The same is true for Antelope Valley. All schools visited offer online classes during their winter intersession. Generally, online classes are limited, but Mesa reports that it is increasing its online offerings and El Camino notes it wants to as well. Currently, they only offer 10% of their courses online. At each school visited, the WITF asked whether or not they felt academic integrity of courses was compromised in a condensed class; all responded it was not. They trust faculty to teach courses they believe can reasonably be condensed without sacrificing content or integrity. (See College Fact Sheets for lists of courses and times offered).  

 

Kinds of data that are valid and reliable evidence to conclude if a winter intersession is a viable option for MJC:

 

Historical data (literature review) related to compressed courses primarily from California community colleges

Current data from California Community Colleges (including MJC) related to compressed courses

Visitations and onversations with Winter Intersession California Community Colleges’ faculty, students, and staff

Faculty/Division input

Student surveys

Focus groups

College forums with constituent groups