Student Services Program Review-Spring 2010 - Shasta College

Assessment using this pre and post orientation questionnaire yielded the following results:Pre-Test Post-Test % Correct Post Test % Increase1. 7 287 69% 68%2. 6 286 69% 68%SLOs were chosen by the counselor presenting the orientation. The presenters changed insubsequent years, and no explanation was documented for the change in questions on the preandpost-test. Reassignment of orientation duties also resulted in the failure to measurelearning through this SLO process in several semesters, which explains the missing data.For the most part, the results indicated which information was not understood as well byparticipants and allowed presenters to modify their presentations in order to emphasize thisinformation more.Student Learning Outcomes for Continuing EOPS StudentsBecause the initial SLO evaluated student learning only at their entrance into the program,additional SLOs were identified for continuing students. The overarching goal was that studentswho continue with EOPS will build skills and knowledge which will enhance their success atcompleting their educational goals. The first SLO related to knowledge of financial aidrequirements, a workshop topic identified by 28% of respondents on the student satisfactionsurvey. Below is the SLO for students completing their first semester during 2008-2009.Upon completion of an EOPS Continuing Student Seminar, students will be able to demonstrateincreased knowledge of Financial Aid services, timelines, and requirements and willdemonstrate knowledge of how to link EOPS/CARE services with Financial Aid to increasecollege resources and success.Design - All Continuing EOPS students were required to attend a Continuing Student Seminarwhich provided students with program updates and information sessions related to EOPSStudent Learning Outcomes. The Seminar topic for Fall 2008 was “EOPS/CARE and FinancialAid: Pairing Resources for College Success.” A pre-test on the topic was given prior to theseminar to obtain the students’ baseline knowledge and a post-test conducted at its completion.Procedure - Students were assigned a number which was used instead of their names. Pre andpost-test data was matched by student number for increased accuracy when comparingpercentage increases in knowledge about Financial Aid resources. Longitudinal data onretention of information was supposed to be collected through questionnaires during third EOPScontact appointments at the end of the Spring 2009 semester or by mail. Questionnaires werenot administered or collected during the third contacts.In 2009-2010, EOPS/CARE stopped providing seminars each semester which were mandatoryto participants. These seminars were not required by the Chancellor’s Office, and while thetopics were relevant to educational achievement, they resulted in extra responsibilities for bothstudents and staff. The discontinuation of these seminars has made the staff workload moremanageable.- 260 -