Student Services Program Review-Spring 2010 - Shasta College

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US Department of Education, communication with Shasta College, partnershipgeneration and overall program accountability. This structure allows the programspecificproject Directors for ETS, UB and SSS to concentrate their efforts oneffectively delivering direct services to students.The department has undergone significant changes in the last year. Consequently,goals for the upcoming year continue to emphasize team building and staffdevelopment. In addition, significant effort continues to be focused on ensuringthat each Project Director firmly understands the regulations of the programs intheir charge. Maximizing relationships with educational partners, Shasta Collegeand the US Department of Education also continue to be a high priority.2. Materials and EquipmentETS personnel routinely use computers with Microsoft Office Suite as the mostcommon software. Outlook is used for e-mail and calendaring, Access and Excelfor data storage and tracking. Word and PowerPoint are commonly used fordocuments and presentations. Datatel allows program staff to set and monitorprogram budgets. Laptops and Proxima projectors are used for financial aidawareness events, parent outreach activities and workshop presentations. All ofour program staff uses computers at their worksites. Computers, printers andother equipment bought with federal funds are inventoried by Shasta College.All equipment has Shasta College tags containing inventory numbers that aretracked by Kathy Miller, Senior Staff Secretary.The ETS Project Director and staff also have office space at their partner schools,including Central Valley High School, Hayfork High School, Trinity High School,Anderson High School, Anderson New Technology High School, and West ValleyHigh School. Equipment, including computers and furniture, are available at eachsite.3. Faculty Availability for General College ServiceETS staff is available to support college functions as needed. Staff members areencouraged to participate with relevant campus councils and events to promotepartnerships and continued collaboration. Nancy Berkey is an active supporter ofShasta College activities. Kate Mahar is a member of the Student ServicesCouncil. Both also attend the Administrative Council Meetings.4. Service/Tutoring Centers/LabsETS regularly use the computer labs at the Health Sciences and University Centerfor student and family events, such as Enrollment Activities and Financial Aidnights. ETS personnel also have access to tutoring/computer labs at each of thepartner schools.5. Opportunities for Professional DevelopmentProfessional development has been a priority for Interim Director, Kate Mahar.Federal regulations state that GEAR UP and TRiO staff are required to attendtraining as a condition of grant funding. TRiO programs throughout the nation are- 312 -
equired to attend four (4) Priority Trainings covering legislation, regulations, bestpractices and program design. Priority Area 1- “Legislation and Regulations”training was offered in Las Vegas, as a free training for ETS staff. Nancy Berkeyattended the event. Alternatives to travel have also been sought. Program staffhas accessed Council of Opportunity in Education (COE) webinars on pertinenttopics when available.Kate Mahar also attended the Research and Planning Group’s Student SuccessConference in San Francisco in October, 2009. Kate facilitated the Community ofPractice session on “Understanding the K-16 Pipeline” at this event.Kate Mahar is currently exploring alternative means to ensure that our programstaff has the skills and abilities necessary to carry out the objectives of each of ourgrants. Toward that end, two endeavors are currently underway. The first is amonthly three-hour session where all pre-collegiate program staff will cometogether to learn about a new topic relevant to their workload, i.e. the Financial Aidprocess. These monthly events are scheduled to begin in May. The secondstrategy is to collaborate with College OPTIONS to provide joint trainings with all“college access professionals” serving the north state schools. We are confidentthat each of these endeavors will provide the training required to effectively deliverservices at our school sites, allow for the sharing of best practices, and increasecollaboration with our regional partners.6. Employee SatisfactionThe GEAR UP/TRiO team has rebounded from a very challenging year whichincluded significant staff changes and a move from the Shasta College campus tothe downtown Health Sciences and University Center. An emphasis on teambuilding and understanding the historical relevance of the programs has aidedmorale. Emphasizing the importance of community partnerships helped staff toadjust to the move to the Health Sciences and University Center. A continuedfocus on relationship building, communication and teamwork will continue to helpthis talented and dedicated group, especially as changes continue to impact theprograms for this year and next.In addition, the Educational Talent Search team experienced two major changesthis year. Nancy Berkey assumed the Interim Director position (vacated by SylviaRuano), and Cassie Rourke assumed the TRiO Advisor position in Hayfork.7. Internal Relations, Integration and CollaborationIncreasing collaboration with other college departments/ programs is an on-goingpriority area for the department. The department continues to work closely withthe Student Services Council and Student Services staff. Enhanced internalcollaborations for 2009-2010 include:Greater connection to the EWD programs through transition of precollegiateprograms to downtown area.Additional ETS staff hours dedicated to the College Connection program.- 313 -
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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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Goals, Recommendations, Priorities,
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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
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EOPSProgramSemesterThe EOPS Program
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Current Staffing LevelsEOPS is gove
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Transfer AdvisingFee WaiversStudent
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Awards ProgramFor the past ten year
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8. Survey other CCs for Common Prac
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In addition, some CSU counselors ha
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As can be seen, Shasta College is a
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8. Reach of ServicesAn adjunct EOPS
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Figure 1: EOPS Course Enrollment by
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Table: 13 Units Completed by EOPS S
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Table 15 is mostly incomplete, but
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EOPS at Shasta College does outreac
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Page 263 and 264: Service Area OutcomeEOPS/CARE wants
Page 265: SHASTA COLLEGEStudent ServicesProgr
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
Page 310 and 311: Student Services Program ReviewTRiO
Page 312 and 313: Program SLOs/SAOsService Area Outco
Page 316 and 317: Greater collaboration with CSU Chic
Page 318 and 319: primary database for tracking progr
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
Page 335 and 336: Student Learning OutcomesStudent Le
Page 337 and 338: APPENDIX CTRiO Student Support Serv
Page 340 and 341: Student Services Program ReviewTRiO
Page 342 and 343: 2. Upward Bound High school partici
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Page 346 and 347: strong relationships with our partn
Page 348 and 349: 3. Comparison with Other Institutio
Page 350 and 351: Table 2: Outcome Data for 2009Objec
Page 352 and 353: Goals, Recommendations, Priorities,
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