Student Services Program Review-Spring 2010 - Shasta College

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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 -
Service Area OutcomeEOPS/CARE wants to make sure that students make the most of their time at Shasta Collegeand have a complete and understandable road map to their educational goals. In order to dothis, students need frequent guidance and professional counseling to develop semester-bysemestereducational plans. EOPS/CARE has taken steps to make sure that a two semestereducational plan is developed in the students’ initial appointment with an EOPS counselor. Thesecondary goal is to have each EOPS student have a complete educational plan by the end oftheir first year in the program. The following Service Area Outcome reflects these goals.EOPS/CARE will provide complete educational plans for students whose goal is an Associate ofArts or Science, transfer to a four year college, or a vocational certificate.Assessment of Outcomes:To accomplish this EOPS/CARE will:Extract data on all students to determine which have expiring education plans.Send letters to students who have expiring education plans on a regular and timelybasis.Develop a two semester educational plan during a new student’s first counselingappointment.Schedule students for follow-up appointments if the educational plan is notcompleted.How to assess if SAO is met:Eligibility Technician runs data on all students to determine if the educational planhas been completed or is in need of update.Counselors review files as they meet with students and update educational plans onthe spot or make subsequent appointments to do so.Generate a report listing students without complete educational plans and schedulethese students for a counseling appointment.Developing a complete educational plan for each student in EOPS remains a priority, andstudents who need a complete or updated educational plan are identified and notified by ourEligibility Technician. A letter is sent to each student stating that they need to make acounseling appointment to update or complete their educational plan. Analysis of this data hasnot been completed and an assessment of this SAO remains to be completed.- 261 -
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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
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Table 19: Enrollment Level and Succ
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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 261: Appendix A - Student Learning Outco
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
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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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