Student Services Program Review-Spring 2010 - Shasta College

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8. Survey other CCs for Common PracticesThe Shasta College International Student Program periodically visits othercampuses’ International Student Program websites.The International Student Program at Shasta College has learned fromother community colleges. For instance, Shasta College is currently in theprocess of translating recruitment material such as web pages and recruitmentletters/brochures in our top recruitment languages such as Korean. This issimilar to what other community colleges are doing such as Butte College.External Relations1. FacilitiesNot Applicable2. Contact with K-12 SchoolsNot Applicable3. Contact with Community Colleges, and Four-Year Universities and CollegesSoonhunhyang University, South Korea:We are partnered with Soonchunhyang University in South Korea and sendapproximately eight Shasta College students a year there to study abroad.Nevada-California International Education Consortium (NIC), Tokyo, Japan:We have been associated with NIC for over 10 years. The consortium is sharedwith Chico State University and Butte College. Our level of participation has beenvery minimal, mainly due to budgetary constraints. We have relied on ButteCollege four our recruitment efforts in Japan; and they have attended the annualorientation in Japan and displayed Shasta College’s information for us.California Community Colleges of California Initiative for Egypt (CCIC):CCIC is a partnership between the California Community Colleges SystemsOffice, California ETEC, Foundation for California Community Colleges, UnitedStates State Department, Fulbright Foundation and the Egyptian Embassy.Twelve California Community Colleges applied for the three year grant program,and Shasta College was one of the community colleges selected to participate, andthe first set of Egyptian Initiative cohorts arrived in August 2009 with ShastaCollege welcoming 14 Egyptian students.4. Articulation with High Schools, Universities and CollegesArticulation with high schools, universities and colleges is not any different from theoverall Shasta College articulation process.- 118 -
Resource Efficiency1. SupportThe International Student Program relies heavily on the counseling, admission andrecords, and housing departments as well as academic faculty to ensure studentsuccess. In addition, the program relies heavily on the Communications DesignCoordinator for the development of recruitment materials. Support is readilyavailable, helpful and beneficial.2. Use of TechnologyPersonal computers are used for the operation of the program, and any specializedsoftware that is needed is available through the communications/marketingdepartment.3. Comparison with Other InstitutionsButte College in Oroville, CA is similar in size and location, but has a higherinternational student population due to more resources such as staffing andbudget. Butte College has a Director, Assistant Director and Recruiter that are fulltimeequivalent devoted to their International Student Program. Shasta College, onthe other hand, has a Dean of Students, Student Services Assistant and AcademicCounselor who are assigned to a wide range of duties in addition to maintainingand developing the International Student Program.4. Facility Use/AvailabilityNot Applicable5. Faculty and Classified StaffingThis criterion is not germane to the International Student Program.6. EquipmentNot Applicable7. Budget Information, Requests, Action PlansThe International Student Program of Shasta College operates on an annualshoestring budget of approximately $3,500. Although the program budget isminimal, it is stable. Typically the budget is based upon previous years’ budgetallotments, although the program continually requests increases. Outside fundingsources are continually being researched by the program.International students provide for a culturally diverse campus community. Theyparticipate heavily in student organizations and promote cultural events that helpin the retention of non-international students.- 119 -
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Shasta CollegeStudent ServicesProgr
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Chair and counselor trainer. Anothe
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Due to funding considerations, the
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Lois CushnieFaculty Co-Chair, Matri
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attend, several workshops were offe
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In the area of Matriculation Servic
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In speaking with colleagues at the
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The following table shows the relea
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The following table illustrates the
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Counseling Center employees. The Co
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TotalNumber ofFaculty*Number ofSubj
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4. Retention and SuccessWe examined
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OrientationOne process that was red
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A note about orientation data: Orie
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Table 18: Academic Standing by Acad
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Saw aCounselorDid not see aCounselo
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NumberAcademic Year07-08 08-09Perce
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- 48 -Academic Year07-08 08-09Numbe
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Academic Year07-08 08-09Number Perc
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II. Quality StaffingWhenever the op
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SAO: Counseling staff will develop
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6. Need to continue to improve the
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3. Continue to develop a comprehens
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APPENDIX AShasta College - Who Part
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APPENDIX AShasta College - Who Part
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APPENDIX AShasta College - Impact o
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APPENDIX AShasta College - Impact o
Page 70 and 71: APPENDIX AShasta College - Orientat
Page 72 and 73: APPENDIX AShasta College - Orientat
Page 74 and 75: 2. Admissions and Records staff wil
Page 76 and 77: APPENDIX B - Program PlanAssessment
Page 78 and 79: Strengths and Accomplishments:1. An
Page 80 and 81: APPENDIX B - Program PlanCareer Cen
Page 82 and 83: 7. Workshops are held each year for
Page 84 and 85: Service Area Outcomes:1. The Counse
Page 86 and 87: 6. We have had continuing problems
Page 88 and 89: 11. Represent Shasta College by par
Page 90 and 91: 4. Due to the increasing regional u
Page 92 and 93: Community Engagement1. Enhance the
Page 94 and 95: 3. To be most effective, there is a
Page 96 and 97: 2. The Transfer Center will increas
Page 98 and 99: APPENDIX CCounseling CenterAction P
Page 100: SHASTA COLLEGEStudent ServicesProgr
Page 103 and 104: Program SLOs/SAOsService Area Outco
Page 105 and 106: Brian Spillane - Dean of StudentsSe
Page 107 and 108: 2. Contact with Other K-12 SchoolsO
Page 109 and 110: Student Success1. Reach of Services
Page 111 and 112: There was no previous program revie
Page 116 and 117: Results of DataRecruitment of inter
Page 118 and 119: 2. Materials and EquipmentThe progr
Page 122 and 123: Income: $4,324/FTES; any other ongo
Page 124 and 125: Student Learning OutcomesThe follow
Page 126 and 127: Allocate 10% of the International S
Page 131 and 132: Program Service Area Quality1. Staf
Page 133 and 134: College Nurse:Internally: Crisis In
Page 135 and 136: Effectiveness surveys for the colle
Page 137 and 138: The Student Health and Wellness Ser
Page 139 and 140: 5. Faculty and Classified StaffingS
Page 141 and 142: It would be helpful if the program
Page 143 and 144: The primary goal of Student Health
Page 145 and 146: Goals, Recommendations, Priorities,
Page 147 and 148: APPENDIX CStudent Health and Wellne
Page 152 and 153: Program Mission/PurposeTo provide a
Page 154 and 155: 7. Internal Relations, Integration
Page 156 and 157: 2. Use of TechnologyThe Residence H
Page 158 and 159: 3. ProgressOnce a student becomes a
Page 160 and 161: 3. The Student Residential Housing
Page 162 and 163: APPENDIX CStudent Residential Housi
Page 167 and 168: Program Service Area Quality1. Staf
Page 169 and 170: 3. Contact with Community Colleges,
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Student Success1. DataCurrently, st
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Student Learning OutcomesA Student
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APPENDIX CStudent Senate, Clubs, an
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Student Services Program ReviewDisa
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The California Community College Ch
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Assessment: Periodic comparison wil
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Assessment: Pre- and post-evaluatio
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In May 2008, the full-time, tenured
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Three tenured, non-instructional fa
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As mentioned previously, all facult
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into two areas. There is an 800 ft
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semi-annually for dissemination of
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EOPSFinancial AidMISShared space, c
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In summer 2009, the DSPS reception
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2. Use of TechnologySpecific suppor
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6. EquipmentAll staff computers and
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DSPS is the office designated by th
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SemesterComparison of students in D
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Table 19: Enrollment Level and Succ
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5. Student SatisfactionStandardized
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Goals, Recommendations, Priorities,
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Table 21: Goals from Program Review
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Appendix A - Student Learning Outco
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APPENDIX CDisabled Students Program
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SHASTA COLLEGEStudent ServicesProgr
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EOPSProgramSemesterThe EOPS Program
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Current Staffing LevelsEOPS is gove
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Transfer AdvisingFee WaiversStudent
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Awards ProgramFor the past ten year
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8. Survey other CCs for Common Prac
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In addition, some CSU counselors ha
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As can be seen, Shasta College is a
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8. Reach of ServicesAn adjunct EOPS
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Figure 1: EOPS Course Enrollment by
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Table: 13 Units Completed by EOPS S
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Table 15 is mostly incomplete, but
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EOPS at Shasta College does outreac
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Service Area OutcomeEOPS/CARE wants
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egin college without a high school
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Staff processed over 6,000 complete
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$142,000.00 in state scholarships d
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6. EquipmentThe only issue with equ
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2. Access3. Progress4. SuccessThe C
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that may affect their financial aid
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Challenges3. The ability to offer s
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APPENDIX AFinancial Aid OfficeStude
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“systematic reform efforts” suc
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Program Service Area Quality1. Staf
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serve on the accreditation team as
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On-going attempts to raise awarenes
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enefit from additional program part
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Table 2: Outcome Data for 2009-2010
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2. (continued) Current 10 th Grader
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5. Each project year, GEAR UP stude
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8. (continued) 9 th and 10 th Grade
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General PlanningThe GEAR UP program
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APPENDIX CGaining Early Awareness a
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Student Services Program ReviewTRiO
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Program SLOs/SAOsService Area Outco
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US Department of Education, communi
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Greater collaboration with CSU Chic
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primary database for tracking progr
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Table 2: Outcome Data for 2009Objec
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Table 4: HEOA Amendments and Impact
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change, the Higher Education and Op
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will lead program design and counse
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communication between program staff
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5. Faculty and Classified StaffingT
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Student Learning OutcomesStudent Le
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APPENDIX CTRiO Student Support Serv
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Student Services Program ReviewTRiO
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2. Upward Bound High school partici
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) if having a common Director would
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strong relationships with our partn
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3. Comparison with Other Institutio
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Table 2: Outcome Data for 2009Objec
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Goals, Recommendations, Priorities,
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