Student Services Program Review-Spring 2010 - Shasta College

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6. Need to continue to improve the MIS report as it pertains to matriculationcomponents7. A significant challenge for the Counseling Center was the changing of the feepayment policy for the Spring of 2010. The student complaints and otherchallenges inherent in a significant mid-year change were felt heavily by theCounseling Center.See Appendix B – Program PlanProgram SummaryGoals, Recommendations, Priorities, PlansFollowing are the overall recommendations in the Executive Summary of the 2004-2005Counseling Program Review:Re-establish the Dean of Counseling position, while maintaining a Vice President forStudent Services position:Dr. Kevin O‘Rorke was hired in July 2006 as the Dean of Enrollment Services.Faculty members in the Counseling Center report directly to him. He is also thedirect supervisor for Admissions and Records, the Transfer Center, the CareerCenter (position unfilled since 2008), and the Assessment Center. In 2005 onecounselor was designated as a counseling coordinator who works directly with theDean of Enrollment Services specifically on counseling scheduling and programdevelopment and improvement, including the development of SAOs and SLOs.Evaluate the overall counselor staffing levels—by program, by number of studentsserved, by part-time counselors, by drop-in and by group counseling. Evaluate unfilledappointment slots and determine if availability is due to actual open appointments orprojects, or data errors.Since the hiring of the Dean of Enrollment Service, the staffing levels have beenmonitored carefully. The results of this are reported in this program review. Effortsin this area have led to increased efficiency and better coverage.Replace the retiring counselor and adopt the recommendations regarding counselorstaffing levels from the Academic Senate for California Community Colleges (Spring2003).The retiring counselor was replaced by a bilingual counselor, but 4 full-time generalcounselors were assigned to other programs – 1 to EOPS, 1 to DSPS, 1 toCalWORKs, and 1 to EWD. The ratio of counselors to students has remainedhigh. At these levels, we continue to serve students; however, there is little timeavailable to develop new and effective programs in the areas of career counselingand follow up. Since the SAOs and SLOs are in place, some of the time devotedto this area may be redirected to new goals.- 56 -
Professional development should be encouraged, supported and promoted to assist inthe awareness of critical information needed by counselors. Professional developmentshould be strongly supported in all four areas/roles of the counseling facultyresponsibilities.One counseling meeting per month is devoted to training issues, keepingcounselors informed about program changes at Shasta College, the CSU system,the UC system and area private schools. However, that is the minimum, not theoptimum, goal of professional development. We are missing the opportunity toparticipate in professional growth activities that help us grow as professionals,inspire us to become better at what we do and educate us about the newest trendsand research in our field.To improve student retention, establish a system of Early Alert for students to provideassistance before they drop out or fail.This program was implemented in 2007-08 through the efforts of the MatriculationCommittee. Counselors follow up with each student who receives an Early Alertnotice. A research study has been developed to monitor the success of thestudents who received Early Alert notices.Place a stronger and renewed emphasis on Career Counseling. Develop a careerplanning program for undecided students: including early identification of undeclaredstudents, invitations to career counseling services, interest and values assessment andclarification, follow-up counseling and referrals.We have added the Kuder Journey assessments to the options available for careercounseling. This is an ongoing goal of the counseling center.Develop a comprehensive policy for online counseling and for the completion of theonline matriculation process.We are waiting for the report from the California Academic Senate study groupbefore proceeding with the policy for online counseling. An online orientationprogram is under construction and should be ready for use in 2009-10.Each full-time counselor should be provided with a sound-proofed office, in order toassure student confidentiality. The following walls require soundproofing: the wallsbetween 126B and 129, 129 and 130, 130 and 131, 135 and 137, 137 and 138, and 138and 102A.This was not accomplished.Following are the Counseling Center goals for the next five years:1. Replace counselors who transfer to other programs, leave Shasta College, orretire. Fill in counseling appointment schedule gaps with qualified part timecounselors.2. Implement a Degree Audit system- 57 -
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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 52 and 53: Academic Year07-08 08-09Number Perc
Page 54 and 55: II. Quality StaffingWhenever the op
Page 56 and 57: SAO: Counseling staff will develop
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
Page 103 and 104: Program SLOs/SAOsService Area Outco
Page 105 and 106: Brian Spillane - Dean of StudentsSe
Page 107 and 108: 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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