Student Services Program Review-Spring 2010 - Shasta College

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Appendix A – Student Learning OutcomesShasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO CycleDepartment NameDisabled Students Programs and Services (DSPS)Student ActivityMemory Improvement WorkshopsDate 10/04/2007Form submitted byKendall CrenshawList faculty who participated in this Kendall CrenshawSLO cycleSTEP 1 = List expected studentlearning outcomes for the course75% of students will be able to identify the number of “chunks” of information that can usually be held in short-term memory.STEP 2 = Describe method(s) used toassess one course outcome. (Also,specify which outcome is beingassessed, if more than one outcome islisted in Step 1).At the end of this 75 minute workshop students are given the following multiple choice question:1. About how many chunks of information can short-term memory hold at any one time?a. between 5 to 8b. 13c. 3d. It depends on how familiar a person is with the information they are holding in short-term memory.STEP 3 = After using the assessmentmethod(s), describe any comments onits success in accurately measuringthe learning outcome.Students apparently learned this outcome. Additional SLO’s and multiple choice questions will be developed for the nextcycle.- 226 -
Department NameStudent ActivitySTEP 4 = Analyze assessment resultsa) Provide a summary of the data:Include the number of studentassessed and the % of studentssuccessful on the outcome.b) Summarize conclusions based onthe data, for instance, what strengthsand weaknesses in student learningwere revealed.Shasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesDisabled Students Programs and Services (DSPS)Memory Improvement Workshops# ofStudentsAssessed51# ofStudentswho passedthe SLO51%Passing100%Students did learn a fundamental principle of short-term memory. Additional SLO questions regarding transfer of thecontents of short-term memory to long-term memory and/or the use of multisensory encoding would assess deeper levelsof learning.STEP 5 = Apply results towardimproved instruction and learninga) Describe plans for improvement (viainstruction or other student support).b) Describe improvements actuallyimplemented (when applicable).The 100% student success level confirms that the instructional techniques used in the workshop were successful. Theresults do not indicate a need to modify the short-term memory component of the Memory Improvement workshop. In thefuture, we will develop SLO’s that assess other components of the workshop such as multisensory encoding and accessinglong-term memory.Note: This workshop was not offered in Spring 2008.Comments:- 227 -
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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
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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
Page 178 and 179: Student Services Program ReviewDisa
Page 180 and 181: The California Community College Ch
Page 182 and 183: Assessment: Periodic comparison wil
Page 184 and 185: Assessment: Pre- and post-evaluatio
Page 186 and 187: In May 2008, the full-time, tenured
Page 188 and 189: Three tenured, non-instructional fa
Page 190 and 191: As mentioned previously, all facult
Page 192 and 193: into two areas. There is an 800 ft
Page 194 and 195: semi-annually for dissemination of
Page 196 and 197: EOPSFinancial AidMISShared space, c
Page 198 and 199: In summer 2009, the DSPS reception
Page 200 and 201: 2. Use of TechnologySpecific suppor
Page 202 and 203: 6. EquipmentAll staff computers and
Page 204 and 205: DSPS is the office designated by th
Page 206 and 207: SemesterComparison of students in D
Page 208 and 209: Table 19: Enrollment Level and Succ
Page 210 and 211: 5. Student SatisfactionStandardized
Page 212 and 213: Goals, Recommendations, Priorities,
Page 214 and 215: Table 21: Goals from Program Review
Page 216 and 217: Appendix A - Student Learning Outco
Page 232 and 233: APPENDIX CDisabled Students Program
Page 234: SHASTA COLLEGEStudent ServicesProgr
Page 237 and 238: EOPSProgramSemesterThe EOPS Program
Page 239 and 240: Current Staffing LevelsEOPS is gove
Page 241 and 242: Transfer AdvisingFee WaiversStudent
Page 243 and 244: Awards ProgramFor the past ten year
Page 245 and 246: 8. Survey other CCs for Common Prac
Page 247 and 248: In addition, some CSU counselors ha
Page 249 and 250: As can be seen, Shasta College is a
Page 251 and 252: 8. Reach of ServicesAn adjunct EOPS
Page 253 and 254: Figure 1: EOPS Course Enrollment by
Page 255 and 256: Table: 13 Units Completed by EOPS S
Page 257 and 258: Table 15 is mostly incomplete, but
Page 259 and 260: EOPS at Shasta College does outreac
Page 263 and 264: Service Area OutcomeEOPS/CARE wants
Page 265: SHASTA COLLEGEStudent ServicesProgr
Page 268 and 269: egin college without a high school
Page 270 and 271: Staff processed over 6,000 complete
Page 272 and 273: $142,000.00 in state scholarships d
Page 274 and 275: 6. EquipmentThe only issue with equ
Page 276 and 277: 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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Goals, Recommendations, Priorities,
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Student Services Program Review-Spring 2010 - Shasta College

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