Student Services Program Review-Spring 2010 - Shasta College

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complicated, students are asked to fill out a form explaining the issue and how theyfeel it should be resolved. The EOPS Director may refer the student to the VicePresident of Student Services or may contact the Chancellor’s Office for additionalinformation. EOPS typically follows Shasta College’s Administrative Procedure(Administrative Procedure 5425-Student Grievances) when a problem cannot beimmediately resolved.No changes have been made to the student complaint process. The StudentServices Council has been looking at ways to make this process consistent acrossstudent services programs.EOPS/CARE exists to support students who are financially and economicallydisadvantaged and are less likely to access and complete higher education.Support structures include academic support such as counseling, early alertintervention, transfer advisement, and educational planning. Financial supportstructures include purchase and loan of textbooks, transportation, and emergencyloans. One area of potential planning is in the area of supplemental instruction forEOPS students.Counselors in the EOPS/CARE programs provide extensive assistance to studentswho are planning to transfer. They evaluate education plans for students whoneed this information for Financial Aid or to transfer to another institution. Thereare no plans to expand this service, as EOPS/CARE counselors have othermandates for meetings with EOPS students.Generally speaking, EOPS counselors work with students only during businesshours. Exceptions are that some EOPS events take place in the evening or onweekends, and EOPS uses mailings, e-mails, and automated calling to contactstudents for appointment reminders and other important information. The EOPSwebsite provides information on timelines, lending library resources, and number ofEOPS contacts. The website is updated by EOPS staff at least monthly.Formal placement level assessment is done through the college-wide matriculationprocess. EOPS counseling faculty can recommend and evaluate career aptitudeand interest inventories to assist students with career planning. The applicationprocess for EOPS is a brief questionnaire containing eligibility criteria only.Changes to the application form and process that can more fully assess studentmotivation and rationale for applying to the program is under consideration toincrease the level of compliance by program participants.General PlanningShasta College EOPS/CARE programs meet many of the goals listed in theSystem Strategic Plan. Specifically, the EOPS program mission is to servestudents who traditionally have not had access to higher education. This alignswith Goal A—College Awareness and Access by seeking out and serving studentswho have economic and educational disadvantages. The financial services, suchas book vouchers and transportation assistance, remove barriers from studentswho otherwise couldn’t afford to attend Shasta College, while the academicservices such as counseling, assessment and Basic Skills, level the playing fieldfor students who have not received an education preparing them for college.- 256 -
EOPS at Shasta College does outreach through a part-time counselor housed atthe Tehama Center. This counselor recruits from local high schools in Shasta andTehama Counties and provides needed services to outlying communities. Theprogram also uses multiple delivery methods to reach students, including webbasedinformation, automated phone systems, and print materials.Socio-economic diversity is at the core of the EOPS program. Students qualifybased first on low-income status, then on educational disadvantages such as lowGPA, lack of exposure to higher education, or belonging to a group or culture thatis not represented at Shasta College. EOPS Counselors are required to meetadditional criteria on diversity education and training and the staff of EOPS issocially and culturally diverse.The EOPS Mission Statement—―to serve students who face economic andeducational challenges by providing assistance, opportunities, and specific tools toachieve academic success,‖ reflects Shasta College’s commitment to ―openaccess and opportunity for success to students who have diverse backgrounds,interests, and abilities.‖Trends in Basic Education include new designs in providing supplementalinstruction to students who struggle with Basic Skills. EOPS at Shasta College hasbeen looking at ways to integrate its tutoring and Basic Skills services into the newLearning Resource Center which is set to open in the Spring of 2010.Currently marketing is largely through the student body by word of mouth, throughthe general Shasta College orientations, and through the assistance of the ShastaCollege recruiter. Efforts to meet specific populations, such as Latino students,need to be improved. Attending local meetings of Latino organizations and hiring aLatino counselor are ideas for improvement in this area.Until recently EOPS/CARE funding has been reasonably stable. Recent budgetcuts to California Community Colleges have decreased funding stability. However,as long as the cuts are not catastrophic, the program should be able to supportthem by increasing efficiencies of program structure and services. An example ofthis is to save money on printing by planning ahead for bulk mailings and sendingthe order to the print shop. Another example would be to streamline distribution ofservices in ways that would require less staff time.Student Learning Outcomes/Service Area OutcomesSee Part 2.3 above and Appendix A- 257 -
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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
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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
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: Table 15 is mostly incomplete, but
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
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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
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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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