Student Services Program Review-Spring 2010 - Shasta College

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Table 9: Demographics – AgeSemester % Age 17 and Under % Ages 18-24 % Ages 25-49 % 50+EOPS SC EOPS SC EOPS SC EOPS SCF 06 8.1 9.0 48.9 43.2 38.6 35.4 4.4 12.3S 07 2.2 6.4 50.9 42.3 40.5 37.6 6.5 13.4F 07 4.3 8.7 48.8 44.1 42.8 35.6 4.0 11.4S 08 2.1 6.5 50.4 43.1 43.4 38.0 4.1 12.2F 08 4.1 9.2 49.8 44.9 42.4 34.9 3.7 10.9S 09 1.7 6.5 49.3 43.9 45.1 38.3 3.9 11.2SemesterTable 9 reveals that approximately half of the participants in EOPS/CARE aretraditional age students, (ages 18-24). This is higher than overall attendees atShasta College. Furthermore, in five of the six semesters, fewer than 10% ofEOPS/CARE participants were either under 18 or over 50 years old. Again, theage distribution in these categories is significantly lower than for the overallpercentage of Shasta College students.% White,Non-HispanicTable 10: Demographics – Race/Ethnicity% % Asian % African- %HispanicAmerican AmericanIndian /% Other /UnknownAlaskanEOPS SC EOPS SC EOPS SC EOPS SC EOPS SC EOPS SCF 06 69.8 76.5 9.9 8.7 3.8 2.6 3.1 1.2 5.3 3.4 8.1 7.3S 07 69.2 76.1 10.5 8.5 4.6 2.9 2.6 1.2 6.1 3.4 7.0 6.1F 07 68.6 76.1 10.6 8.4 5.1 3.3 2.1 1.3 6.5 3.3 7.0 8.5S 08 70.1 75.5 10.9 8.9 5.0 3.2 2.4 1.3 4.4 3.6 7.3 7.8F 08 69.3 75.9 9.7 8.5 5.2 3.2 3.5 1.3 5.4 3.7 6.9 7.9S 09 68.1 74.9 9.8 9.0 6.0 3.1 3.8 1.3 6.0 3.7 4.1 7.9EOPS/CARE makes a significant contribution towards support of diversepopulations. Table 10 highlights the higher participation of students from culturallydiverse backgrounds in all non-white race-ethnicity categories.As stated in section 2.2, the goals of EOPS are to increase the number andpercentage of EOPS students who transfer to four-year institutions and to increasethe number and percentage of EOPS students who are successfully placed intocareer employment. Figures 1 and 2 emphasizes the centrality of this goal, in thatalthough students participating in EOPS are considered underpreparedacademically, they are enrolling primarily in transfer level courses, along with nontransferlevel. Additionally, on average, over 60% of the courses are non-technical.- 250 -
Figure 1: EOPS Course Enrollment by Course LevelEnrollment by course level100%90%80%70%60%50%40%Transfer LevelNon-transfer levelDevelopmental30%20%10%0%F 06 S 07 F 07 S 08 F 08 S 09Figure 2: EOPS Course Enrollment by Course TypeEnrollment by Course Type70%60%50%40%30%20%CareerTechnicalNot CareerTechnical10%0%F 06 S 07 F 07 S 08 F 08 S 09The application process for EOPS has not historically asked students about theirgoals for education. The program requires them to be working towards transfer oremployment goals, but this information has not been collected and collated.Rather, student goals are established and recorded on the Educational Plan whichis reviewed and updated each semester with an EOPS counselor.The data tables above reflect fairly accurately the information about the EOPSprogram participants. There is some incomplete data unique to EOPS, such as ingraduation rates, and some information that is missing district-wide, such astransfer information. EOPS has a dedicated position of eligibility technician whocollects and inputs data for MIS reporting, and as a staff member in the program,- 251 -
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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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Program Service Area Quality1. Staf
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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
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: 8. Reach of ServicesAn adjunct EOPS
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
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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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