Overview of LMC Students at CSU East Bay
LMC students attending CSU East Bay on average per year, popular academic areas of major, additional GE and non-GE course requirements, and the duration students take to graduate are discussed in the provided information.
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How many students from LMC, attend CSU East Bay on average, per year? Fall, 2008: 244 (84 new) Fall, 2009: 260 (69 new) Fall, 2010: 202 (53 new) Fall, 2011: 238 (80 new) Fall, 2012: 268 (72 new) Fall, 2013: 309 (111 new)
What are the academic areas that the students are majoring in? Currently largest: Health Sciences (52), up from 9 five years ago Second largest: Business Administration (38), down from 50-60. Other popular majors: Psychology (28), Nursing (26), Pre-Nursing (21), Sociology (19), Criminal Justice (17), Liberal Studies (17), and Kinesiology (16).
Once the student are at CSU East Bay, are additional GE courses required? Yes. Students must take 3 upper division GE courses Humanities C4 Social Sciences D4 Science B6 (see http://www20.csueastbay.edu/ecat/general- info/bacc-degree-info.html#transfer-requirements)
Once the student are at CSU East Bay, are additional GE courses required? There are additional (non-GE) courses outside the major that may be required of students: Code Classes (Community Colleges offer courses that may completely satisfy this requirement) University Writing Skills Requirement cannot be satisfied from courses at Community Colleges (see http://www.csueastbay.edu/wst), but students may pass a writing test to satisfy the requirement. Cultural Groups/Women requirement (usually overlaps with a GE course)
How long are the LMC students at CSU East Bay, before they graduate? 84 new students Fall, 2008 31 graduated in 2 years, 63 in 5 years (present) <6 remain 69 new students Fall, 2009 24 graduated in 2 years 46 in 4 years (present) 6 remain 53 new students Fall, 2010 17 graduated in 2 years 39 graduated in 3 years (present) 5 remain
How long are the LMC students at CSU East Bay, before they graduate? 80 new students in Fall, 2011 28 graduated in 2 years 36 remain after one year (16 drop out) 72 new students in Fall, 2012 61 remain after one year (11 drop out)
How does your faculty view community college education? I believe the view varies by discipline My personal opinion is that community colleges, when they teach Statistics, tend to be too focused on the math/arithmetic.
Are our students prepared for the CSU curriculum after attending LMC? That probably depends on the discipline. I cannot say I ve had any experience with LMC students in Statistics, either as a major or in my courses.
What could LMC do to ensure our students have greater success at CSU East Bay? (My opinion) Ensure students have experience writing, preferably within their intended majors.
How are our African American and Latino American male students performing at your campus? African American Latino/a LMC Overall University- wide Fall, 2008 3.00 2.89 3.06 Fall, 2009 2.91 2.93 3.05 2.90 Fall, 2010 2.97 3.01 3.11 2.92 Fall, 2011 3.14 3.04 3.14 2.93 Fall, 2012 3.01 2.99 3.08 2.93 Fall, 2013 2.95 3.09 3.09 2.94
Does our AAT Degree adequately prepare students to be successful in their major?
What are some of your Senate's concerns as they relates to the AAT degrees Faculty control over curriculum. Are the CCC courses the same as CSUEB s? Cannot require more than 78 upper division (quarter) units in the major Alignment of degree program goals/outcomes
What sort of additional partnerships could be created between LMC and CSU to improve the success of our African American and Latino Male Students? CSUEB wants to improve the success of all our students. President Morishita set an ambitious goal of improving graduation rates across the board
What sort of additional partnerships could be created between LMC and CSU to improve the success of our African American and Latino Male Students? Faculty members have cited low graduation rates, particularly for African American males, as a call to action.
What sort of additional partnerships could be created ? I sit on the Student Retention and Graduation Subcommittee and we have identified the University Writing Skills Requirement as the main hurdle to graduation (hence, my earlier recommendation to include substantial writing) Could advising be aligned?
What sort of additional partnerships could be created ? Are students, particularly Latino/a, aware of GANAS? http://www20.csueastbay.edu/class/ganas/
