Student Services Program Review-Spring 2010 - Shasta College

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Student Services Program ReviewGaining Early Awareness and Readiness forUndergraduate Programs (GEAR UP)Reporting Director: Kathleen Mahar, Ed.D.General Program InformationThere are four US Department of Education programs: 1. Gaining Early Awareness andReadiness for Undergraduate Program (GEAR UP), 2. TRiO Educational Talent Search(ETS), 3. TRiO Student Support Services (SSS) and, 4. TRiO Upward Bound (UB). Allprograms are authorized under the Federal Higher Education and Opportunity Act andshare the common goal of increasing educational options for low income and/or firstgeneration college students.The Higher Education Act (HEA) was originally signed into law in 1965 to ensure thatpostsecondary education options were available to all students in the United States.The original act was the Johnson Administration’s attempt to remedy discriminatorypractices that had prevented low income students and student of color from enteringcollege and achieving their educational dreams. To achieve these goals, the HigherEducation Act allocated funds for programming that would: increase financial aidoptions; help students complete high school and enter postsecondary education;increase funding to institutions serving non-traditional students; and, improve collegeteaching programs for students seeking to teach in the K-12 system.The TRiO programs gained prominence shortly after the original signing of the HigherEducation Act. The term TRiO actually refers to several different programs that servethose who are first-generation college students and meet a low-income criteriaestablished by the US Department of Education. All TRiO programs are similar in thatthey provide tutoring, summer enrichment, financial aid awareness, enrollment supportand college tours for the students that participate in the program. Upward Bound (UB),which serves 9-12 grade students, began in 1964 and was the first of the TRiOprograms. Educational Talent Search (ETS), serving students from 6 th through 12 thgrade was added in 1965, and the Student Support Services (SSS) program, servingcollege students, was added shortly thereafter. Together, these three programs weretermed the “TRiO” programs. There are now a total of eight programs in the TRiO familywhich are all designed to encourage students from diverse, non-traditional backgroundsto pursue postsecondary education.President Clinton introduced the GEAR UP program in 1997 as part of his K-12educational reform agenda. It was officially established during the 1998 renewal of theHigher Education Act. The GEAR UP program’s primary difference from TRiO was itsfocus on whole school, systematic reform. Unlike the TRiO programs, which serveeligible students, the GEAR UP program serves eligible schools (those with 50% ormore students eligible for Free and Reduced Lunch). GEAR UP programs provide directservices to cohorts of students as they follow them from 7 th grade through high schoolgraduation. GEAR UP also provides broader support for parents, teachers and- 284 -
“systematic reform efforts” such as curriculum alignment and data support.Comprehensive partnerships with public and private organizations are also arequirement of the GEAR UP Program Design.All GEAR UP and TRiO programs are governed by Title IV of the HEA. Title IVspecifically authorized student assistance and access programs that support studentsfrom low socio-economic backgrounds, students with disabilities, first-generation collegestudents and students of color.Four decades after its creation, the Higher Education Act continues to define the rolethat the federal government plays in postsecondary education. Federal legislation statesthat the HEA must be reviewed and amended every seven years. The last renewal wasextended for several years but finally came to resolution in 2008 with a slight namechange, the Higher Education and Opportunity Act (HEOA). The HEOA continues todictate the program design and direction of the GEAR UP and TRiO programs. Underthe new legislation, several program changes will be required in each of our projects.These changes will be introduced in phases for each program; specific details of theadaptations and the timelines for implementation are currently in federal negotiations.However these changes are extremely relevant for this program review because they willdictate the action plans/next steps for each of the projects, and for the GEAR UP/TRiOdepartment as a whole.The GEAR UP/TRiO Department has undergone significant changes in the last year.Consequently, goals for the upcoming year continue to emphasize team building andstaff development. In addition, significant effort continues to be focused on ensuring thateach Project Director firmly understands the regulations of the programs in their charge.Maximizing relationships with partners, Shasta College and the US Department ofEducation also continue to be a high priority.Program Definition/DescriptionGAINING EARLY AWARENESS AND READINESS FORUNDERGRADUATE PROGRAMS (GEAR UP)The Shasta College GEAR UP Partnership serves a two-grade cohort of nearly 2,000students beginning in the sixth and seventh grades and follows their progress throughhigh school graduation and postsecondary enrollment. GEAR UP provides services forstudents, parents and school staff. Student services include counseling, tutoring,academic enrichment, summer program, campus visits, cultural activities, EducationalTrust Awards, assistance with college applications and FAFSA. Services for parentsinclude Parent Institute for Quality Education in English and Spanish, workshops onparenting, financial aid, and college applications. Services for schools includetechnology support, professional development for teachers and staff, and support ofschool-wide reforms to increase academic rigor and expectations for students.Program Mission/PurposeGEAR UP is designed to increase the number of low-income students who are preparedto enter and succeed in postsecondary education. This mission is aligned to the ShastaCollege Strategic Plan as follows:- 285 -
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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
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Table 21: Goals from Program Review
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Appendix A - Student Learning Outco
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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 and 262: Appendix A - Student Learning Outco
Page 263 and 264: Service Area OutcomeEOPS/CARE wants
Page 268 and 269: egin college without a high school
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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 289 and 290: Program Service Area Quality1. Staf
Page 291 and 292: serve on the accreditation team as
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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
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Page 320 and 321: Table 2: Outcome Data for 2009Objec
Page 322 and 323: Table 4: HEOA Amendments and Impact
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
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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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