Student Services Program Review-Spring 2010 - Shasta College

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Academic Year07-08 08-09Number Percent Number PercentNo Response 1 50.0 2 40.0Total Responses 2 100.0 5 100.0TOTAL STUDENT RESPONDENTS 2 100.0 5 100.0ConclusionThe data analyzed for orientation and early alert has only recently been added to thecollege‘s management information system, Datatel. As a consequence, beyond thedescriptive statistics, caution should be exercised when making policy recommendationsas to the benefit of services, especially orientation. However, the analytic approachused provides a template for future work when more data become available. TheSLO/Student Success information shows potential successes within the counselingdepartment but further SLO responses should be collected for career and personalcounseling success indicators.General PlanningHow does the counseling program meet or integrate with the System’s Office StrategicPlan?The work of the Counseling Center is tied directly to the following goals of the SystemPlan: A. College Awareness and Access; B. Student Success and Readiness; C.Partnerships for Economic and Workforce Development.A. College Awareness and AccessWe have recently reinstated the Puente Program which is co-directed by ourbilingual counselor. The mission of the Puente Program is to increase the numberof educationally disadvantaged students who enroll in four-year colleges anduniversities, earn college degrees, and return to the community as leaders andmentors to future generations. Puente combines accelerated English instructionwith a focus on Mexican American/Latino literature, intensive academic counseling,and mentoring by members of the community. All services provided to participantsin Puente are free and the program is open to any student. Puente students comefrom a wide range of backgrounds and are usually the first in their families toattend college.In addition, Counseling Center outreach to high schools each spring is instrumentalin providing awareness and access. The Counseling Center supports the efforts ofthe EOPS, TRIO/Gear Up, and Financial Aid programs by promoting the programsin our outreach and orientation efforts. The addition of a Spanish/English bilingualcounselor has been helpful in providing better service to the Latino population. Wealso provide on-line counseling to students in the outlying areas and to on-linestudents from out of the area.- 50 -
B. Student Success and ReadinessThe Counseling Center is working closely with the Basic Skills Initiative program toprovide supportive services to basic skills students, including a specializedorientation, follow up counseling and consultation with instructional staff. Inaddition, all counselors use multiple measures when helping students to chooseclasses in an effort to place students accurately so that they meet with earlysuccess and progress steadily toward their goals.The Counseling Center faculty members stay current on UC and CSU transferrequirements and are diligent in incorporating this information into educationalplans. Members frequently receive training regarding the requirements of ourvocational degrees. Recent changes in degree requirements will present somechallenges for the next few years as we evaluate transcripts for degree completion,using catalog rights appropriate to each student. To help with this, we havecreated degree audit sheets. Counseling is often the first contact for re-entrystudents who are turning to education to help them meet career goals.C. Partnerships for Economic and Workforce DevelopmentCounselors often make referrals to these non-credit programs and/or provide thestudent with information regarding related fields in the credit programs. Weprovide counseling liaisons to many of the divisions on campus so that we staycurrent with changes in the vocational fields. In addition, one of the counselingcenter faculty members transferred to EWD to support them in their efforts toprovide excellent service to their students and to other agencies with whom theycollaborate.How does your program meet or integrate with the goals and plans of Shasta College?The Counseling Center contributes enormously to each of the five themes: I. StudentLearning and Growth; II. Quality Staffing; III. Fiscal Integrity; IV. Community Connection;V. Positive Campus Climate.I. Student Learning and GrowthThe Counseling Center faculty members support the Early Alert Program bycontacting each student who receives an Early Alert notice from an instructionalfaculty member. In addition, we meet with each probationary student to develop aStudent Success Plan. We review the demands of on-line classes with studentsduring orientation and individually when they ask for assistance in planning theirprograms. We work closely with the four year universities, providing support toNSTI students, hosting representatives from the four year institutions and seekingtheir help on our Transfer Advisory Board. We have provided information to thefour year institutions regarding the need for various academic programs at ourUniversity Center. We use the Communication Manager of Datatel to notifystudents of important deadlines and workshops.We have fully implemented SLOs and SAOs and have led the way in meetingaccreditation standards in this area.- 51 -
Page 1: Shasta CollegeStudent ServicesProgr
Page 9 and 10: Chair and counselor trainer. Anothe
Page 11 and 12: Due to funding considerations, the
Page 13 and 14: Lois CushnieFaculty Co-Chair, Matri
Page 15: attend, several workshops were offe
Page 19: In the area of Matriculation Servic
Page 27: In speaking with colleagues at the
Page 30 and 31: The following table shows the relea
Page 32 and 33: The following table illustrates the
Page 34 and 35: Counseling Center employees. The Co
Page 36 and 37: TotalNumber ofFaculty*Number ofSubj
Page 38 and 39: 4. Retention and SuccessWe examined
Page 40 and 41: OrientationOne process that was red
Page 42 and 43: A note about orientation data: Orie
Page 44 and 45: Table 18: Academic Standing by Acad
Page 46 and 47: Saw aCounselorDid not see aCounselo
Page 48 and 49: NumberAcademic Year07-08 08-09Perce
Page 50 and 51: - 48 -Academic Year07-08 08-09Numbe
Page 54 and 55: II. Quality StaffingWhenever the op
Page 56 and 57: SAO: Counseling staff will develop
Page 58 and 59: 6. Need to continue to improve the
Page 60 and 61: 3. Continue to develop a comprehens
Page 62 and 63: APPENDIX AShasta College - Who Part
Page 64 and 65: APPENDIX AShasta College - Who Part
Page 66 and 67: APPENDIX AShasta College - Impact o
Page 68 and 69: APPENDIX AShasta College - Impact o
Page 70 and 71: APPENDIX AShasta College - Orientat
Page 72 and 73: APPENDIX AShasta College - Orientat
Page 74 and 75: 2. Admissions and Records staff wil
Page 76 and 77: APPENDIX B - Program PlanAssessment
Page 78 and 79: Strengths and Accomplishments:1. An
Page 80 and 81: APPENDIX B - Program PlanCareer Cen
Page 82 and 83: 7. Workshops are held each year for
Page 84 and 85: Service Area Outcomes:1. The Counse
Page 86 and 87: 6. We have had continuing problems
Page 88 and 89: 11. Represent Shasta College by par
Page 90 and 91: 4. Due to the increasing regional u
Page 92 and 93: Community Engagement1. Enhance the
Page 94 and 95: 3. To be most effective, there is a
Page 96 and 97: 2. The Transfer Center will increas
Page 98 and 99: APPENDIX CCounseling CenterAction P
Page 100: 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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SHASTA COLLEGEStudent ServicesProgr
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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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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
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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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Service Area OutcomeEOPS/CARE wants
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egin college without a high school
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Staff processed over 6,000 complete
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$142,000.00 in state scholarships d
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6. EquipmentThe only issue with equ
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2. Access3. Progress4. SuccessThe C
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that may affect their financial aid
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Challenges3. The ability to offer s
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APPENDIX AFinancial Aid OfficeStude
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“systematic reform efforts” suc
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serve on the accreditation team as
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On-going attempts to raise awarenes
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enefit from additional program part
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Table 2: Outcome Data for 2009-2010
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2. (continued) Current 10 th Grader
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5. Each project year, GEAR UP stude
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8. (continued) 9 th and 10 th Grade
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General PlanningThe GEAR UP program
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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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Student Services Program Review-Spring 2010 - Shasta College

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