Student Services Program Review-Spring 2010 - Shasta College

More documents

Recommendations

Info

Chancellor’s Office - Technical assistance training – One classified staff and theEOPS Director attended the EOPS Technical Assistance Training in April 2009.The Eligibility Technician and Director participated in the MIS webinar in July,2009. The new EOPS director attended the New Director’s training inSeptember, 2009.6. Employee SatisfactionThere has been no method of assessing this area outside of the personnelevaluation process. This will be included in future program evaluations.7. Internal Relations, Integration and CollaborationAs a member of the Student Services Council, chaired by the Vice President ofStudent Services, the EOPS Director interacts with all other Student ServiceDirectors/Deans on a weekly basis. This close contact has resulted in cooperativeefforts such as the initiative to integrate categorical program tutoring into thecampus Learning Centers. In addition, a close working relationship betweenEOPS and DSPS has resulted in shared facilities and staff, creating efficiencies forboth programs. As of July 2009, EOPS/CARE and DSPS share a director position.EOPS and Financial Aid collaborated to create a Student Learning Outcome forEOPS students during a mandatory Continuing Student Seminar. A Financial AidTechnician and the EOPS Director developed the seminar content and the SLOquestions. The results were compiled and analyzed for effectiveness. This was aparticularly important subject as some EOPS students do not file a FAFSA.In Fall 2009, the TRiO Student Support Services (SSS) program relocated to thesuite of offices occupied by EOPS/CARE. This is intended to increasecollaboration between programs. EOPS/SSS and EOPS/DSPS have counselorswho are qualified and work in both programs to allow students to fulfill programresponsibilities in both programs with just one counseling appointment. This alsoassists each program with having counselors who are familiar with other studentservices programs on campus.Student seminars have been presented by the Health Center staff, the CollegeTransfer Center, and a DSPS counselor who is knowledgeable in improvingmemory skills. Basic Skills also provides short workshops on many studentdevelopment topics, which EOPS students are encouraged to attend.EOPS staff members rely on the expertise of the bookstore textbook coordinator toidentify books for stocking the EOPS/CARE lending library. The bookstorepurchases used books from students during buy-back dates which EOPS canpurchase at a reduced cost, further extending access to affordable textbooks forEOPS/CARE students.EOPS uses its website and the College list-serves to notify the college communityabout its services and events. In addition, along with other student servicesprograms, EOPS is represented at the Shasta College Administrative Councilwhere the Director shares updates with department head, deans, and executiveadministrators.- 242 -
8. Survey other CCs for Common PracticesMost information sharing for EOPS programs takes place at events which aresponsored by or supported by the CCC Chancellor’s Office. These include theEOPS Association’s annual conference, intermittent technical trainings, regionalmeetings, and opportunities to serve on statewide EOPS committees. During the2008 Fall Conference, staff attended workshops on EOPS Learning Communities,effective basic skills enhancements for EOPS students, and several CAREworkshops. This resulted in a pilot project with the Basic Skills area to sponsor aLearning Community for a basic math class.The EOPS Director served on the EOPS Regional Coordinator’s Committee duringthe 2008-2009 program year and used the shared information from these meetingsto incorporate best practices into Shasta College’s EOPS program. The Directorhas developed relationships with several other EOPS Directors around the stateand communicates frequently with them when a practice is being assessed orchanged. For example, EOPS Technical Training offered in April 2009 addresseda number of issues that impact Shasta College, resulting in some programchanges.External Relations1. FacilitiesEOPS/CARE and DSPS are co-located in an office suite which is centrally locatedin the Student Center. They have historically shared a tutorial center and areception area. The TRiO Student Support Services program relocated to thatarea in the fall of 2009. At that time, reassignment of office space resulted in alarger room for the lending library and supplies. EOPS staff members are housedtogether and have individual offices, including an overflow office for adjunctcounselors. The tutorial center has been reassigned as a DSPS reception area,and tutorial services will be offered through the new Learning Services Centerwhen it opens in Spring 2010.While the three programs are co-located and share some overlapping staff, allservices, supplies, and program operations are independent. The exploration ofways to share resources that are consistent with guidelines and funding for eachprogram will be ongoing.EOPS/CARE has an advisory committee which is mandated under Title 5. Thecomposition of this committee was restructured in Fall 2008 to more accuratelyreflect the purpose of the committee and the requirements for participants. Someof the veteran committee members remained, but new members were recruitedfrom local high schools, community based organizations, and local educationinstitutions. Membership is detailed in Table 3.- 243 -
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:
Program Service Area Quality1. Staf
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: Awards ProgramFor the past ten year
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 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 287 and 288: “systematic reform efforts” suc
Page 289 and 290: Program Service Area Quality1. Staf
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?