Student Services Program Review-Spring 2010 - Shasta College

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Counseling Center faculty members have served on Tenure Committees and asmentors to new employees. Faculty members also attend bi-monthly counselingmeetings and report on their involvement in their respective activities. In addition,categorical counseling faculty members are involved in general college servicesand serve on committees.4. Services/Centers/LabsThe Career Center, Transfer Center and Student Employment Center are housedin Room 126. There are 10 computers available for student use in these areas.A. Career CenterSince 2008-09 the Career Center has not been staffed. Students still haveaccess to materials and web sites, but the Career Center technician positionwas not filled when that person transferred within the college to anotherposition. The Transfer Center student service assistant and the StudentEmployment service technician are available to answer questions on a limitedbasis, but this then impacts their other job duties. In the meantime, MBTIs areadministered through the Assessment Center.B. Transfer CenterOne counselor is assigned 15% time as the Transfer Center Director andCounselor. A student service assistant is assigned 100% to the TransferCenter but is also cross-trained to cover the Counseling Center window duringlunch and break times. During busy times, she also answers CounselingCenter phone calls and schedules appointments. And since the loss of theCareer Center technician, the student service assistant occasionally helpsstudents with career related questions.The Transfer Center student service assistant maintains up-to-date catalogsand other materials to assist transfer students. She also demonstrates on-lineresources, including college applications and www.assist.org, to students aswell as providing CSU and UC general education sheets for counselors andstudents. In addition, she supports activities related to the Freshman FastTrack and New TRAC programs, collects data and assists in preparing theannual Transfer Center Plan, collects all the materials for preparing and mailingTAG agreements, and helps in scheduling NSTI orientations.Part of her time is devoted to organizing the Transfer Center bus trips to fouryearinstitutions and in scheduling representatives from the four-yearinstitutions who meet with transfer students. Each fall semester, the TransferCenter student service assistant organizes the Transfer Day whererepresentatives of 4-year institutions have booths in the quad and are availableto answer students‘ questions about their institutions. Prior to the loss of theCareer Center position, this was a much more elaborate event involvingcommunity members representing various careers and employmentopportunities. High school students from the feeder schools were invited to- 12 -
attend, several workshops were offered, and the entire college communityparticipated. The Transfer Day has been downsized because of the timeintensive nature of both planning and executing the event.Each semester, the Transfer Center student service assistant also organizesmeetings for the Transfer Center Advisory Board which is composed ofrepresentatives of the CSU, UC, local private 4-year institutions, a facultymember, Transfer Center Director, EOPS counselor, Student Support Servicescounselor, a local high school counselor, and a student.Following is a table of services that have been provided to students in the lasttwo years:Table 1: Transfer Services to StudentsCategory 2007-08 2008-09Students participating in94 121university tripsStudents attending center-led17 9workshopsUniversity Travel Awards 5 0Advisor contacts 323 295UTRAC contracts signed 55 43Students visiting Transfer849 917CenterTransfer AdmissionGuarantees (TAG)20 21C. Student Employment Center:The Student Employment Center provides job search assistance and guidanceon employability tools and techniques to students seeking work while enrolledin classes, after graduation, and at the completion of their training program.The Center is a resource for businesses and local employers seeking avenuesfor recruitment of employees to fill openings. Faculty and staff also rely on theCenter for employment related information and facilitation of the on-campusstudent hiring process. The Center is staffed by a full-time EmploymentDevelopment Services Technician.The Student Employment Center technician maintains a web page with currentjob leads and employment resources, allowing access on campus and offcampus. She also maintains bulletin boards featuring job leads andemployment related information in strategic locations around campus. OnMondays the Center is open until 7:00 p.m. for evening students andcommunity members. Professional resume guidance is available to studentsand graduates through the use of WinWay Resume software. Students alsoreceive assistance with cover letters and applications as well as preparation forjob interviews, including mock interviews with constructive feedback.The technician maintains strong working relationships with local employers andcommunity agencies to foster positive opportunities for students and graduates.This includes coordinating job fairs, including the Job Expo in partnership with- 13 -
Page 1: Shasta CollegeStudent ServicesProgr
Page 9 and 10: Chair and counselor trainer. Anothe
Page 11 and 12: Due to funding considerations, the
Page 13: Lois CushnieFaculty Co-Chair, Matri
Page 19: In the area of Matriculation Servic
Page 27: In speaking with colleagues at the
Page 30 and 31: The following table shows the relea
Page 32 and 33: The following table illustrates the
Page 34 and 35: Counseling Center employees. The Co
Page 36 and 37: TotalNumber ofFaculty*Number ofSubj
Page 38 and 39: 4. Retention and SuccessWe examined
Page 40 and 41: OrientationOne process that was red
Page 42 and 43: A note about orientation data: Orie
Page 44 and 45: Table 18: Academic Standing by Acad
Page 46 and 47: Saw aCounselorDid not see aCounselo
Page 48 and 49: NumberAcademic Year07-08 08-09Perce
Page 50 and 51: - 48 -Academic Year07-08 08-09Numbe
Page 52 and 53: Academic Year07-08 08-09Number Perc
Page 54 and 55: II. Quality StaffingWhenever the op
Page 56 and 57: SAO: Counseling staff will develop
Page 58 and 59: 6. Need to continue to improve the
Page 60 and 61: 3. Continue to develop a comprehens
Page 62 and 63: 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
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APPENDIX AShasta College - Orientat
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APPENDIX AShasta College - Orientat
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2. Admissions and Records staff wil
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APPENDIX B - Program PlanAssessment
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Strengths and Accomplishments:1. An
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APPENDIX B - Program PlanCareer Cen
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7. Workshops are held each year for
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Service Area Outcomes:1. The Counse
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6. We have had continuing problems
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11. Represent Shasta College by par
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4. Due to the increasing regional u
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Community Engagement1. Enhance the
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3. To be most effective, there is a
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2. The Transfer Center will increas
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APPENDIX CCounseling CenterAction P
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SHASTA COLLEGEStudent ServicesProgr
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Program SLOs/SAOsService Area Outco
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Brian Spillane - Dean of StudentsSe
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2. Contact with Other K-12 SchoolsO
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Student Success1. Reach of Services
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There was no previous program revie
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Results of DataRecruitment of inter
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2. Materials and EquipmentThe progr
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8. Survey other CCs for Common Prac
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Income: $4,324/FTES; any other ongo
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Student Learning OutcomesThe follow
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Allocate 10% of the International S
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Program Service Area Quality1. Staf
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College Nurse:Internally: Crisis In
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Effectiveness surveys for the colle
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The Student Health and Wellness Ser
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5. Faculty and Classified StaffingS
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It would be helpful if the program
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The primary goal of Student Health
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Goals, Recommendations, Priorities,
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APPENDIX CStudent Health and Wellne
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Program Mission/PurposeTo provide a
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7. Internal Relations, Integration
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2. Use of TechnologyThe Residence H
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3. ProgressOnce a student becomes a
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3. The Student Residential Housing
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APPENDIX CStudent Residential Housi
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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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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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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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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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