• One benchmark used to assess the accomplishment of this goal is the degree to which graduates of the College are satisfied with their education in the following areas:  communication skills, the ability to think critically, the ability to identify and solve problems, the ability to teamwork with others, the ability to pursue self-initiated study, the ability to do quantitative reasoning, their technological proficiency, their preparation for a career or advanced educational pursuits, and their social/civic/political awareness and involvement.
•  The results of the annual survey of graduates indicate that between 82.2% and 93.9% of the alumni were satisfied with their growth in almost all of the aforementioned areas. Slightly lower percentages of satisfaction were evidenced in two areas, i.e., technological proficiency (79.7%) and social/civic/political awareness and involvement (70.1%).
• In addition, employers' satisfaction with the preparation of graduates of Union County College (UCC) is an important benchmark for this goal.  Employers' satisfaction ranged from 90.9% to 100% on factors such as career/occupational preparation,ability tow learn new skills/concepts, ability to work with others, ability to communicate, ability to reason quantitatively and ability to identify and solve problems.  Reading and writing a language other than English was the factor that received the smallest percentage of satisfied ratings (81%) by employers.

PROVIDE TRANSFER PROGRAMS AND COURSES FOR STUDENTS WHO WANT TO CONTINUE THEIR EDUCATION AT FOUR-YEAR INSTITUTIONS. 

• The College offers 49 transfer programs/options. Enrollment in transfer programs is one benchmark germane to this goal. Of the 10,976 students enrolled in Fall semester 2005, 48.8% were matriculated in transfer program.
• The percentage of graduates who went on to advanced training is also a benchmark of this goal. Results of the annual follow-up of graduates, show that of the students who earned an A.A. or  an A.S. degree, 58.5% continued their education at a four-year college or university.
• The academic performance of community college transfer students in four-year colleges is another benchmark. Data obtained from the NJ Commission on Higher Education show that transfer students from UCC achieve similar grade point averages in their senior year (3.10) as compared to native four-year college students (3.00).  In addition, information supplied by the New Jersey Institute of Technology annually shows that former UCC students who transfer to NJIT achieve higher cumulative grade point averages (2.85) as compared to students who transfer to NJIT from other NJ community colleges (2.81).
• The graduation rate of transfer students from UCC was slightly higher as compared to the graduation rate of students who began their studies at NJ public four-year colleges or universities (76.92% versus 75.56% respectively).

PROVIDE CAREER PROGRAMS TO PREPARE STUDENTS TO FUNCTION IN A TECHNOLOGICALLY AND SOCIOCIALLY CHANGING WORLD. 

• Benchmarks for assessing this goal include:  number of career programs offered; enrollment in career programs, licensure, certification, and validation needs; percentage of graduates employed in the state; and alumni and employer satisfaction.
• UCC offers 20 career programs/options. Approximately 31% (3,382 out of 10,976) of the students enrolled in Fall semester, 2005 were matriculated in career programs/options.
• Over the past two years, UCC has conferred degrees, diplomas, or certificates on 386 students from its allied health and nursing programs.  The passing rates of these graduates on state or national licensure certification examinations were the following:  Practical Nursing, 82%; Nursing, Trinitas, 96%; Nursing Muhlenberg Regional Medical Center, 88%; Occupational Therapy Assistant, 100%; Physical Therapist Assistant, 100%; Radiology, Muhlenberg Regional Medical Center, 94%; Nuclear Medicine Technology, 100%; Electrology, 100%; and Emergency Medical Technician, 96%.
• These graduates are employed in hospitals, clinics, nursing homes, and other health care agencies. Further, 96.7% of the College's graduates from the class of 2004 are employed in the State of New Jersey.
• Approximately 76.7% of the graduates are satisfied with their preparation for a career and 100% of the employers of graduates are satisfied with the graduates' technological proficiency.

PROVIDE DEVELOPMENTAL COURSES FOR STUDENTS WHO NEED TO PREPARE FOR COLLEGE-LEVEL CREDIT COURSES.

• UCC continues to require entering students to take the Accuplacer Placement Test.  Students are tested in four skill areas:  Reading Comprehension, Composition, Arithmetic/Computation, and Elementary Algebra.  The average scores of the entering cohort for 2004 on each subtest were the following:  64.08 on Reading Comprehension with a range of 22 to 118, on each subtest were the following:  64.08 on Reading Comprehension with a range of 22 to 118, 146.97 on Composition with a range of 137 to 180, 48.47 on Arithmetic/Computation with a range of 22 to 118, and 43.94 on Elementary Algebra with a range of 22 to 118.  Based on their score in each skill area, students are placed into developmental courses.  The College offers one level of reading and writing for students who obtain low scores on both the Reading Comprehension and Composition subtests.  In addition, two levels of reading, writing and mathematics are offered.  Of the 2,989 students tested in Fall 2004, 2,807 (93.9%) needed remediation.  Approximately 71% of the first-time freshmen students tested required developmental coursework in the area of Reading Comprehension, 79.6% required remediation in writing skills, 77.3% required Arithmetic/Computation remediation and 80.8% needed developmental coursework in Elementary Algebra.

PROVIDE PROFESSIONAL DEVELOPMENT PROGRAMS TO ENSURE EXCELLENCE IN TEACHING-LEARNING PROCESSES.

• Professional development programs for faculty in 2004-2005 included sabbaticals for 2 faculty members, 16 workshops on campus, 12 faculty enrolled in graduate courses toward degrees and 1 completed a doctoral program, and attendance of 59 faculty members at regional or national conferences, including 10 faculty who made major presentations.

PROVIDE SUPPORT SERVICES FOR ALL STUDENTS.

• Each semester students who receive services provided by the UCC Counseling Department are asked to complete a survey designed to examine the quality of services that the College provides and the students' satisfaction with these services.  In Fall semester, 2004, 1025 students completed the survey form.  More than 970 students (97%) reported that the counseling session met their expectations. More than 985 students (98%) were satisfied with the counseling services they received.
• The satisfaction level of recent graduates with a variety of counseling, career, and support services ranged from 76.2% satisfaction with library services to 27.8% satisfaction with intramural athletics.

PROVIDE COLLEGE SERVICES AND RESOURCES TO ACCOMMODATE A DIVERSE STUDENT POPULATION. 

• To better serve the needs of students whose goal is to earn a bachelor's degree, the College continued to participate in NJTransfer, the NJ statewide transfer initiative. NJTransfer is a Web-based articulation and evaluation data system that enables prospective and current students to obtain information about transferring to four-year colleges including course-to-course equivalencies and to request transcripts be sent electronically to the receiving college/university.
• In addition, a Memorandum of Understanding was reached between UCC and Union County Vocational Technical Schools (UCVTS) to collaboratively provide educational services for the students of UCVTS, e.g., Magnum, IT, Allied Health.
• Continuing Education provided educational opportunities for a variety of students through its 74 certificate programs; courses in exercise, leisure, personal enrichment; and College for Kids/College for Teens.
• For the third consecutive year, UCC was the largest provider of non-credit education and training among NJ community colleges with 31, 298 enrollments. 

PROVIDE OPPORTUNITIES FOR LIFE-LONG LEARNING AND PERSONAL ENRICHMENT.

• In FY 2005, Continuing Education enrolled more than 17,000 students which was an increase of 2.79% from the previous year. Continuing Education courses were available on each of the College's four campuses.  The courses offered were primarily in business, career development and training, career opportunities, computers, English as a second language, exercise, leisure and personal enrichment, foreign languages, GED preparation, licensure and certification, music and dance, and personal finance.
• In addition, the College's Learning is For Ever (LIFE) Center program offered courses to 835 senior citizens at numerous off-campus locations throughout Union County.
• The Union County Freeholder's Senior Scholars Program served over 900 individuals and over 2000 enrollments.  The courses are for County residents who are 60 years of age older.  Courses are focused on the following subject areas:  computers, personal development, the arts, dance and fitness.

DEVELOP WORKFORCE DEVELOPMENT PROGRAMS THROUGH ALLIANCES WITH HOSPITALS, UNIVERSITIES, BUSINESS, INDUSTRY, AND PROFESSIONAL AND GOVERNMENTAL GROUPS TO MEET THE CHANGING WORKFORCE REQUIREMENTS. 

• The Industry Business Institute (IBI) continued to provide customized training and education to employees of businesses and industries in Union County.  Full-time equated enrollment (FTE) increased by 21% in FY 2005 to 61.78 from 51 in FY 2004.
• The Center for Economic and Workforce Development (CEWD) was awarded funding for a GED Test Center through the Workforce Investment Board (WIB).  Testing will be done in three languages, i.e., English, Spanish, and French, and will take place in Elizabeth and Plainfield.  This is the first test center in Union County in ten years.
• Enrollment in CEWD programs increased 33% from 5,377 students in FY 2004 to 7,145 students in FY 2005.
• Project Able provides English as a second language, adult basic education, GED, and civics training to over 1,350 students.  The training takes place throughout the County and is delivered with the following five partners:  Elizabeth Board of Education, Linden Board of Education, Literacy Volunteers of Union County, Union County Vocational-Technical Schools, and Workforce Advantage.
• Project Learn, the only distance learning occupational program for persons on welfare in the County was expanded to Plainfield.
• Project Liberty provided instruction for  563 adults and over 55 individuals passed all the requirements to become a US citizen.
• CEWD provided a Computer Basic class to 2,105 adults in Elizabeth and Plainfield in 6 Community Technology labs.  The labs are strategically located in low income areas.  This year adults learned to use computers to communicate with school systems concerning their school aged children.
• Basic training and continuing professional education were provided to 2,830 Union County law enforcement personnel and firefighters through a cooperative program with the County's Police and Fire Science Academies.

SERVE AS A CULTURAL CENTER FOR THE COMMUNITY AND SURROUNDING AREAS.

• Continuing Education offered non-credit courses in photography, painting and drawing, sculpture, country/western line dancing, yoga, Tai Chi Chuan, the cuisine of Italy, and music appreciation.
• Monthly lectures on astronomy were held in cooperation with Amateur Astronomers, Inc. at the Sperry Observatory.
• The Theater Project staged three major productions, a staged reading of "It's a Wonderful Life," and at least six readings of new plays during the year.  The Theater Project sponsors an annual young playwright's competition which culminates in a staged reading of the winning scripts.  They make site visits to local high schools to present seminars on the writing process in "What's in Live Theater For You?"  They also have children's programming, including bilingual presentations, as part of the statewide AT&T Week.
• The College hosted a series of events focused on "Overcoming Hatred/Creating Community" and "The Immigrant Experience".  The series was dedicated to creating a more civil society through an understanding of the roots of hatred.  There was a Photo Exhibit of the Immigrant Experience.  Mr. John Fuyuume, of the Seabrook Educational and Cultural Center presented on "Japanese Internment Camps in WWII". A Japanese Tea Ceremony followed the presentation.  Kassturi Das Gapti, Georgian Court College, spoke on "Coming from India".  Peter Hays gave a dramatic reading of his play "Foreign Exchange". George Tselos, of the Ellis Island Foundation, presented "Immigrants of Yesterday and Today".  There was a dramatic reading of William Atherton's play, "Address Unknown".  The Theater Project presented "The Diary of Clara Kramer".  There was also a panel discussion entitled, "Deaf Immigrants".

ENHANCE TEACHING AND LEARNING THROUGH  THE USE OF INSTRUCTIONAL TECHNOLOGY.

• A new faculty/staff computer training laboratory was established to increase Information Technologies (IT) support for the faculty/staff community, including adjunct faculty.
• The Student Technology Assistant (STA) program continued to be highly successful.  STA's  receive regular training and this resulted in greater faculty satisfaction with the assistance STA's provide.
• Help desk services were expanded to provide evening coverage to the Plainfield Campus and the Bayway Center.  Services provided to Americans with Disabilities Act (ADA) students were enhanced so that specialized software is available on a "per student, as needed" basis in any computer lab.
• A total of 49 computer labs are currently supported by IT which included both on and off-campus locations.  There are 868 PCs in these labs offering 182 softwre applications. In addition, 511 desktop office PCs are supported for faculty/staff use offering 72 software applications.

OFFER DISTANCE LEARNING COURSES AND PROGRAMS

• Enrollment in online courses exceeded one thousand students for the first time in Fall semester, 2004 with an enrollment of 1,066.  Enrollment in online courses in the Spring semester, 2005 was 1,260 or 36.4% higher as compared to the previous Spring.  During the Spring semester, 2005, 32 faculty taught 87 sections of 66 courses representing 22 disciplines. The following five degree programs and five certificate programs are currently available totally at a distance:  Business (AA), Business Management (AAS), Computer Science (AAS), Information Systems Technology (AS), Liberal Studies (AS), Database Specialist (Certificate), End User Computing (Certificate), Office Professional (Certificate), Programming (Certificate), and Web Master (Certificate).
• The following services are available online:  admissions, registration, bursar, academic placement testing, counseling, tutoring, bookstore, and library including "Ask a Librarian," email reference services.
• The College continues to be an active member of the New Jersey Virtual Community College Consortium (NJVCCC). Small numbers of NJVCCC students enrolled at UCC in Fall 2004 (25) and Spring 2005 (16).
• Another mode of distance learning offered by the College is telecourses.  In Fall semester, 2004, 502 students enrolled in telecourses and in Spring semester, 2005, there were 363 students enrolled in telecourses.

PROVIDE THE UNIOUN COUNTY COLLEGE COMMUNITY WITH STATE-OF-THE-ART INFORMATION RESOURCES AND SERVICES IN FACILITIES DESIGNED TO FOSTER INTELECTUAL, TECHNICAL, AND VOCATIONAL GROWTH.

• The MacKay Library was expanded and renovated in FY 2005.  The new third floor of the MacKay Library was completed providing for 13 additional classrooms. The Academic Learning Center (ALC) was temporarily located on the third floor until renovations to the first floor of the Library have been completed. The new Information Commons which will be located on the first floor of the MacKay Library is scheduled to open in Spring semester, 2006. College-wide, the Library collection was expanded by 3,948 books and  383 media items in FY 2005.
• Library instruction reached a record number of students in 2005. More than 7,100 students had library instruction through 386 classes across the three campus libraries. This represented an 18% increase in the number of students who had library instruction and an 11% increase in the number of library classes.  It should be noted that all UCC 101, First Year Seminar, classes participated in library instruction.
• The new online Web-based library catalog was launched in 2005. This allows students to access library holdings via a user friendly interface, in addition to being able to access it from anywhere via the library Website. The former library catalog had been text-based and therefore, it was only accessible from a UCC network computer on a UCC campus.
• Librarians taught three classes in the Adjunct Faculty Institute. The classes were entitled, "Designing Student Assignments", "Citation Resources", and "Information Literacy Basics".
• The National Video teleconference on copyright issues sponsored by the American Library Association was held via video feed on the Cranford Campus. Faculty were invited to attend.
• A Faculty Packet outlining library policies, resources, and instruction was developed and distributed to all full-time faculty.
• LIS 105, the Methods in Library Research course ran on two campuses in the Fall semester and for the first time it ran on three campuses in Spring semester.
• Reference questions reached a record high of 11,554 for the year. Reference work has become more complex and can involve combinations of in-depth searches of subscription databases, searches and evaluation of internet resources, as well as traditional catalog and reference source searches. Database searches increased 40% to 279,530 in FY 2005. This trend can be attributed to increased levels of information literacy.
• The Kellogg Library on the Elizabeth Campus was painted and the lighting was replaced. Also, a small section of periodical shelving was purchased to accommodate journals donated by the Trinitas School of Nursing.
• The Plainfield Campus Library experienced an 87% growth in general reference questions and a 30% increase in extended reference questions as compared to the previous year. In Spring semester, 2005, LIS 105 ran for the first time on the Plainfield Campus. The library collection on the Plainfield Campus was expanded for the acquisition of library materials in support of new programs, i.e., Help Desk (AAS) and Bioterrorism (Certificate). A ceiling-mounted motorized screen was installed in January 2005 to provide for better viewing quality of instructional materials in the LIS 105 class.
  

 INCREASE THE DIVERSITY OF THE COLLEGE FACULTY, STAFF AND ADMINISTRATION.

• A comparison was made of the profile of the full-time faculty in September 2005 with the previous two years based on the "Affirmative Action Report" which is provided to the members of the Board of Trustees and Board of Governors. In 2005, 17.6% (32 out of 182) of the faculty were Black, Hispanic, or Asian/Pacific Islanders. In 2004, 17.7% (33 out of 186) of the faculty were non-White. In 2003, 17.2% (31 out of 180) of the faculty were non-White. Approximately, 59% (107 out of 182) of the full-time faculty was female in 2005 as compared to 60% (111 out of 186) of the full-time faculty who were female in 2004 and 60% (108 out of  180) who were female in 2003.
• Among the staff, the percentage of Black, Hispanic, and Asian/Pacific Islanders increased in each of the three years, i.e., 46.1% (125 out of 271) in September 2003, 47.1% (131 out of 278) in 2004, and 48.2% (134 out of 278) in 2005. The percentage of staff who were female increased and then decreased during this time period, 59.4% (161 out of 271) in 2003, 60.1% (167 out of 278) in 2004, and 58.3% (162 out of 278) in 2005.
• The profile of the President's administrative staff with regard to racial/ethnic status over the past three years was 14.3% (1 out of 7) were Black, Hispanic, or Asian/Pacific Islanders in 2003, 12.5% (1 out of 8) were non-White in 2004, and 12.5% (1 out of 8) were non-White in 2005. The percentage of female administrators was 42.8% (3 out of 7) in 2003, 50% (4 out of 8) in 2004, and 37.5% (3 out of 8) 2005.

PROVIDE SUFFICIENT RESOURCES, BOTH PUBLIC AND PRIVATE, TO IMPLEMENT THE PRECEDING GOALS.    

• Union County College has always operated in an efficient manner. Fiscal constraints in state and county operational funding have been a continuous challenge. Given the current fiscal climate, it is likely that fiscal constraints will continue; thus requiring the College to continuously monitor its operations.