Student Services Program Review-Spring 2010 - Shasta College

More documents

Recommendations

Info

Appendix A – Student Learning OutcomesDSPS – April, 2009High School Orientation Student Learning OutcomesOrientation FormatStudents are given a 3 question pre-orientation survey to establish the level of their knowledge aboutShasta College and DSPS. This is referred to as the SLO pre-test. At the conclusion of the orientationparticipants are asked to respond to the same questions. This is referred to as the post-test.The 2008 and 2009 DSPS High School Orientations were structured so that the first hour is located onthe campus cafeteria stage and covers information about Shasta College and some information aboutDSPS and financial aid. During the following 40 minutes students split into two groups and participate ina campus tour which includes a presentation in the Assistive Technology Lab. When students returnfrom the tour the next hour is spent describing the matriculation process, campus resources, and DSPSservices in more detail. The final 20 minutes is reserved for questions and answers.AttendanceThe orientations are scheduled on two days. In 2009 those dates were April 2, and 3. DSPS invitesabout half of the school districts in our service area to attend one of those days, and the other half of thedistricts on the other day. High school special education instructors bring their entire classes to thesehigh school orientations. Approximately one-third of the students have expressed interest in attendingShasta College and are motivated to learn the Shasta College and DSPS related content presented inthe orientation. Approximately two-thirds of the high school students have substantially less interest in theorientation because they do not plan on attending Shasta College in the future. It can be challenging tohold this group’s attention during a 3 hour matriculation orientation. This stands in contrast to generalmatriculation orientations offered through the matriculation counseling center whereby all participantshave decided to attend Shasta College and have chosen to attend the orientation in order to learn aboutthe matriculation and registration process.Question #1Where would you find the days and the hours a class meets? Correct answer = Class SchedulePre-Test Post-Test 2009 Pre- to Post-Test Increase 2008 IncreaseCorrect 11 (15.3%) 27 (39.1%) + 23% + 25%Incorrect 61 (84.7%) 42 (60.9%)Question # 2Where would you find the graduation requirements for an AS Degree? Answer = CatalogPre-Test Post-Test 2009 Pre- to Post-Test Increase 2008 IncreaseCorrect 1 (1.4%) 23 (32.9%) + 31.5% + 31%Incorrect 71 (98.6%) 47 (67.1%)Question # 3List two possible services that a student with a disability may qualify for through the DSPS OfficePre-Test Post-Test 2009 Pre- to Post-Test Increase 2008 IncreaseCorrect 13 (17.8%) 18 (25.7%) + 7.9% +23%Incorrect 60 (82.2%) 52 (74.3%)- 228 -
One of the possible explanations for a weaker 2009 pre- to post-test increase compared to 2008 mayhave to do with the campus tours. In 2009 some of the scheduled 40 minute campus tours wentovertime approximately 20-30 minutes on both days. Some of the tours returned on time. Students onthe late returning tours missed a significant portion of the post-tour presentation covering matriculation,registration, DSPS, and other campus resources.In Spring 2010 there will be one DSPS orientation and will be held from 6-8 pm in the evening on April14. The change was made to improve the efficiency of the orientation and include parents of studentswith disabilities to attend. As with the general matriculation orientations, all attendees will haveexpressed interest in attending Shasta College and have chosen to attend the orientation. Campus toursare not a required element of matriculation orientations. This orientation will not include a campus tour.DSPS will offer high school special education classes a campus tour approximately one month prior tothe orientation.- 229 -
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 and 14:
Lois CushnieFaculty Co-Chair, Matri
Page 15:
attend, several workshops were offe
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
Page 64 and 65:
APPENDIX AShasta College - Who Part
Page 66 and 67:
APPENDIX AShasta College - Impact o
Page 68 and 69:
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 113:
Page 116 and 117:
Results of DataRecruitment of inter
Page 118 and 119:
2. Materials and EquipmentThe progr
Page 120 and 121:
8. Survey other CCs for Common Prac
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 128:
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 149:
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 164:
Page 167 and 168:
Page 169 and 170:
3. Contact with Community Colleges,
Page 171 and 172:
Student Success1. DataCurrently, st
Page 173 and 174:
Student Learning OutcomesA Student
Page 175 and 176:
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
Page 278 and 279: that may affect their financial aid
Page 280 and 281:
Challenges3. The ability to offer s
Page 282 and 283:
APPENDIX AFinancial Aid OfficeStude
Page 284:
Page 287 and 288:
“systematic reform efforts” suc
Page 289 and 290:
Page 291 and 292:
serve on the accreditation team as
Page 293 and 294:
On-going attempts to raise awarenes
Page 295 and 296:
enefit from additional program part
Page 297 and 298:
Table 2: Outcome Data for 2009-2010
Page 299 and 300:
2. (continued) Current 10 th Grader
Page 301 and 302:
5. Each project year, GEAR UP stude
Page 303 and 304:
8. (continued) 9 th and 10 th Grade
Page 305 and 306:
General PlanningThe GEAR UP program
Page 307 and 308:
APPENDIX CGaining Early Awareness a
Page 310 and 311:
Student Services Program ReviewTRiO
Page 312 and 313:
Program SLOs/SAOsService Area Outco
Page 314 and 315:
US Department of Education, communi
Page 316 and 317:
Greater collaboration with CSU Chic
Page 318 and 319:
primary database for tracking progr
Page 320 and 321:
Table 2: Outcome Data for 2009Objec
Page 322 and 323:
Table 4: HEOA Amendments and Impact
Page 324:
Page 327 and 328:
change, the Higher Education and Op
Page 329 and 330:
will lead program design and counse
Page 331 and 332:
communication between program staff
Page 333 and 334:
5. Faculty and Classified StaffingT
Page 335 and 336:
Student Learning OutcomesStudent Le
Page 337 and 338:
APPENDIX CTRiO Student Support Serv
Page 340 and 341:
Student Services Program ReviewTRiO
Page 342 and 343:
2. Upward Bound High school partici
Page 344 and 345:
) if having a common Director would
Page 346 and 347:
strong relationships with our partn
Page 348 and 349:
3. Comparison with Other Institutio
Page 350 and 351:
Table 2: Outcome Data for 2009Objec
Page 352 and 353:
Goals, Recommendations, Priorities,
show all

Student Services Program Review-Spring 2010 - Shasta College

Create successful ePaper yourself

Delete template?

Save as template?