2013 student services program review summary · mjc transcripts. student services program review:...

Student Services Program Review: 2012-2013

Columbia College Student Services Program Review

2012-2013 Academic Year

Summary Program review is a data driven process in which each program has the ability to make informed planning assumptions to better prepare and respond to student needs. General Planning assumptions from program review are assembled into organized comprehensive projects in each area's Unit Plan. Projects contained within the unit plan are tied to College Goals as defined by the Columbia College Educational Master Plan. Activities within each unit plan project are individually assigned an estimated cost and appropriate budget code.

Student Services Mission Statement Columbia College Student Services is a broad range of integrated support programs that promote academic wellness and learning, goal setting and attainment, and life-skill development, in order to build a strong foundation for success. Our programs educate, guide, and provide access to resources that help students navigate their individual, academic, and career pathways. All Student Service programs strive to impart the essential values of critical thinking, respect, accountability, and self-advocacy in meeting the holistic needs of students.

Executive Summary The college headcount has continued to decline from 4442 in fall 2009 to 3145 in fall 2012. Due to a steady decrease in overall funding, the college has had to reduce the number of course sections. Many of the student services programs (categoricals), saw an even greater reduction of their budget allocations, some as much as 50% in fall 2009. College Enrollment Trends: Fall 2009 Fall 2010 Fall 2011 Fall 2012

Student

Count

Student

Count

Student

Count

Student

Count

Columbia Total 4,442 3,850 3,302 3,145

Continuing Student 1,408 1,705 1,589 2,001

First-Time Student 1,172 665 582 591

First-Time Transfer Student 420 415 319 279

Returning Student 559 608 463 186

Special Admit Student 145 94 82 88

Uncollected/Unreported 738 363 267


Student Learning Outcomes: All of the student services programs have completed at least one entire SLO cycle:

Program SLO Identified Assessment Analysis Improvement

Admissions & Records

X X X X

CalWORKs X X X X

Counseling X X X X

DSPS X X X X

EOPS/CARE X X X X

Health X X X X

Job Placement X X X X

Library X X X X

Outreach X X X X

Student Financial Services

X X X X

Student Life X X X X

Veterans X X X X

0

1,000

2,000

3,000

4,000

5,000

Fall 2009 Fall 2010 Fall 2011 Fall 2012

Columbia Total


Program: Admissions and Records

Faculty/Staff:

Name Title

Patricia Ramirez Admissions and Records Specialist

Debbie York Admissions and Records Technician

Rickee Hill Admissions and Records Technician

Description/Function: Utilizing technological resources available to us for free to provide students with the most current information available via the college website so they have the resources to become independent & successful students as well as prepare them to transfer to another institution and/or work force.

Number Served:

Analysis: The total number of incoming transcripts processed has slightly declined at the rate of the overall college decline in headcount.

1362

1080 1073

702

301

183

0

200

400

600

800

1000

1200

1400

1600

2010-2011 2011-2012 2012-2013

Incoming Transcripts

Total Transcripts

MJC Transcripts


Analysis: A total of 2,167 transcripts were processed in 2012. The peak months are January and May after the semester ends and students transfer. Even with the additional cost, students still want RUSH transcripts sent in 48 hours.

Program Success: SLO #1: Increase student awareness and use of Admissions and Records' webpage and the resources available on the site.

Assessment: Track registration activity for Web versus counter.

Analysis: There was an increase in web registration from fall 2010 (58%) to fall 2011 (67%), which remained about the same for fall 2012 (65%).

307

103

239

143

316

178

86

208

93

199

95

200

0

50

100

150

200

250

300

350

Jan Feb Mar Apr May Jun July Aug Sep Oct Nov Dec

Axi

s Ti

tle

Outgoing Transcipts

42%

33% 35%

58%

67% 65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

fall 2010 fall 2011 fall 2012

Registration Activity by Method

Counter

Web


SLO #2: Increase student adherence to registration deadlines.

Assessment: Determine percentage of students who register during their registration date.

Analysis: The priority registration group had the highest percentage of students that took advantage of registration on their registration date ranging between 50% and 60%. The newly matriculated group has remained stable since fall 2010 to fall 2012 (between 40% and 46%). Only 30% of continuing students take advantage of their registration appointment.

54%

61%

50%

23%

27% 30%

46%

40% 42%

0%

10%

20%

30%

40%

50%

60%

70%

fall 2010 fall 2011 fall 2012

Axi

s Ti

tle

Students Registering On Appointment Date

Priority

Continuing

New Matric


Analysis: Although the overall headcount of the college has decreased, the number of Degrees and Certificates awarded has increased.

Student Satisfaction: SLO #3: Evaluate the effectiveness of efforts by A/R to meet the needs of students.

Assessment: Tabulate point of service survey

159

17

67 41

163

17

56

23

191

25

87

29

0

50

100

150

200

250

AA/AS ASOE CERTs SACs

Awards

2009/2010

2010/2011

2011/2012


Survey Comments: What services provided by the Admissions Office has been most beneficial in helping you? 1. Helping me pick my classes, add & drop classes 2. A&R have successfully helped me with my online account, and all confusions that had occurred. 3. Ricky took the time to straighten out issues with welding 100 that doesn't exist anymore and was able

to get info that welding 127 was substituted for 100.

4. Thank you for your fast, friendly & very helpful service 5. Simply directing me on classes, different resources and always w/updating my current information. 6. Final times 7. They always have answers to my questions and if not they always point me in the right direction 8. Getting the class I needed 9. Help with questions 10. Helping me to add a class 11. Getting it done! 12. All of my questions were answered with quick, positive answers 13. Everything 14. Transcript services 15. Prompt and to the point 16. When I needed to add a class and was in a panic about my scores Ricki and Debbie were fantastic.

Thank you. 17. Registering under different circumstances. Thank you for all your help. 18. Information about procedures, transcripts, and petitions 19. The office hours work well w/my schedule 20. With child care. Everyone is so friendly & helpful 21. They helped me understand how to get into English 1A while I was still in high school. 22. Was super helpful w/paperwork for petitioning for retaking a class don’t think I would have gotten it

approved without their help. What else can the Admissions Office do to help you? 1. It would be helpful if transcripts could be sent via the internet instead of in person all the time. 2. Extend hours 3. Make transcript service quicker 4. I not knowing English much so need help with my language 5. Always be helpful like you are. 6. Class not in class schedule handbook 7. Everything is great so far. Analysis: The majority of questions were answered with strongly agree or agree. Three responses indicated they disagree with “the procedures were clear and easy to understand”. We have recently changed the registration information in the schedule of classes to help clarify the process. Individual ‘how to’ cards have been developed to help guide students through various processes. We continue to keep the website up-to-date and make changes based on customer feedback.


Strengths: A&R staff have used and embraced technology in a way that has helped with more efficiency. We have implemented a degree audit system that will allow for more efficient review of graduation evaluations. The system has also filled the gap between curriculum and Admissions and Records and has improved the communication with counselors as well. Communications is has been a goal to improve and is now a strength. We have revised many of our written procedures and instruction for Faculty, staff, and students. All of our forms are now accessible online. We have created a Faculty Resource Page where faculty can get access to information at any time. The Admissions and Records staff participates well as a team. Especially during peak times or during vacation and other absences, the staff will assist with the workload so students are not negatively affected. The staff is flexible and work collaboratively. The office is proactive and solution oriented. Trends are reviewed and options for improvement are implemented.

Challenges: The biggest challenge in the past couple of years has been the additional workload from the loss of the Director. The implementation of the Degree Audit program has also increased the workload. It has been difficult to re-distribute the workload with only one specialist in the office. The staff has had to adjust to the changing student population. The students are more technology savvy and more parents want to be involved in obtaining information for their students. With the off campus sites and online courses becoming more prevalent, we will need to think about how to serve students who are not on the main campus.

Changes/Goals: Program Improvements:

1. Revised transcript request process as a response to workload needs and efficiency. 2. Revised workflow process for petitions. 3. Developed a graduation webpage that provides information for grads, guests, FAQs, maps,

directions, and parking. Program Goals:

1. Continue with communication and marketing efforts and create survey monkey to get more student feedback.

2. Reorganize the department to include a Specialist Lead, and two Specialists. Continue to evaluate work load of each individual and adjust as necessary.

3. Improve off-campus and online services. 4. Create office manuals. 5. Improve communications and coordination with MJC (Job Shadow). 6. Clean up paperwork prior to office move. Purge files and scan if necessary. 7. Continue to provide professional development opportunities.


Program: CalWORKs

Faculty/Staff:

Name Title

Dave Chesnut Program Coordinator

Dr. Brian Jenson Counselor (30%)

Kirsten Miller

Counselor (15%)

Description/Function: The CalWORKs Program assists clients referred from county Social Services in receiving services and getting into classes/programs that will lead them into employment; we also offer job placement, job search, assistance with resumes and cover letters, interview and all things related to employment. CalWORKs is funded through the CCCCO and is the education side of the welfare-to-work program in California, its main function being to assist participants in becoming self-sufficient.

Number Served: The number of students served has been in decline as the fiscal situation in California continues to erode away: 2008-09 81 2009-10 72 2010-11 63 2011-12 55 Analysis: Based on the pattern of decline noted here and over the past few years, it is reasonable to expect that the program will continue to lose participants. Data furnished by CCCCO/DataMart

Program Success: (Disregard Modesto data)

Analysis: Data collected in the table reflect annual unduplicated numbers from the 2009-10 and 2010-11 academic years. Total numbers are 135. Three participants were dropped from the program by their respective counties. MJC data shown here represents students who were enrolled concurrently at both Columbia and MJC, most typically in the Nursing Program. The data shows that:


About 10% of the participants in the program during the two years earned degrees;

Nearly 6% of these students earned certificates;

About 5% were transfer prepared and about 4% were transfer directed. NOTE: Until recently, CalWORKs participants were mostly prevented from entering into degree programs unless they were Self-Initiated Participants (SIPs). The numbers specific to degrees and transfers here relate to SIPs only.

Direct Services: the CalWORKs Program funds CalWORKs-specific tutors at the AAC throughout the year. Currently, the program earmarks $5000 annually for this service. According to district statistics, (POSLAB) CalWORKs participants logged nearly 800 tutoring appointments during this two-year period in the AAC. In addition, CalWORKs assists with counseling services.

Student Satisfaction: Currently developing a survey to distribute to participants. However, each participant completes a Needs Assessment at the beginning of each semester that alerts staff to any barriers to the students’ success.

Strengths: CalWORKs: Knowledge of the State regulations makes it possible to assist those students who run into problems with county case managers. The key to making CalWORKs participants successful is to have them understand the nature of the agency that supports them and the regulations that guide the program. These regulations are discussed in length at intake sessions, and a Student Handbook has been developed (and recently updated) that clearly describes the program regulations. The program’s main function is to ensure the participants have their resources available for them when the semester begins, and to track their progress through the semester. Their academic success depends mainly on a commitment to their classes and support services from other campus and community departments.

Challenges: Challenges mostly depend on the State’s fiscal health and the policies of the county providing services.

Changes/Goals: The CalWORKs program faces many problems, the greatest being completely eliminated as the State’s fiscal situation continues to erode. Recent changes limit training for participants to two years, down from the original five. It is also harder for participants to continue receiving services due to county limitations.

Student Learning Outcomes: Goal One:

To facilitate and advocate for their success, program participants will become familiar with on-campus and off-campus support services through an ongoing intake and orientation process. (Program to College-wide SLOs: 2, 3, 4)

Learning Outcome:


1.1 Prior to enrolling in classes, program participants will have a plan specific to their needs based on intake data, interviews and referrals from county social services and other partner agencies.

Outcome Assessment: 1.1 Student files will document intake, eligibility, intervention and other services provided on continuous basis (semester-to-semester).

Learning Outcome:

1.2 Program Participants will:

be able to identify and access campus support resources;

demonstrate knowledge of specific support services’ deadlines, i.e. Financial Aid, EOPS, CARE, fee waiver, etc.;

have an education plan on file by the completion of their first semester;

be able to explain the process for acquiring county approval prior to each semester;

learn to register, add, drop classes online. Outcome Assessment

1.2 Based on survey and random sampling, program participants will exhibit a proficiency in each of the areas.

Goal Two:

To promote self-sufficiency, program participants will be encouraged to advocate for themselves, both as college students and social services clients.

(Program to College-wide SLOs: 2, 3) Learning Outcome

2.1 Program participants will be able to:

secure approval for current semester;

describe where to find their registration date and time;

register online for classes;

maintain a filing system to organize program and agency communications;

provide documentation for campus departments and/or county agencies (grades, class schedule, ed plan, etc.).

Outcome Assessment 2.1 Based on observations and random sampling, program participants will exhibit a proficiency in each of the areas.

Learning Outcome

2.2 Program participants will be able to:

understand the basic Welfare to Work regulations and requirements;

describe how core and non-core hours are determined;

understand the process for filing grievances; Outcome Assessment

2.2 Based on survey and random sampling, students will exhibit a proficiency in each of the areas.


Goal Three: To assist in planning and preparing for employment, program participants will conduct research into their respective career fields and prepare a file that summarizes this data.

(Program to College-wide SLOs: 3, 4) Learning Outcome

3.1 Program participants will develop a file that includes:

regional/local employment data for career field;

samples of local job openings and job descriptions;

current resume or portfolio with cover letter. Outcome Assessment

3.1 While engaged in classes and studies, program participants will develop a file or portfolio that includes the above mentioned data and materials.


Program: Counseling

Faculty/Staff:

Name Title

Melissa Raby Dean of Student Services

Alicia Kolstad Counselor - Full-time

Jeff Fitzwater Counselor - Full-time

Elizabeth Pfleging Counselor/Articulation Officer –Half-time counseling

Kirsten Miller Counselor - Adjunct

Ramona Harris Counselor –Adjunct

Bill Sullivan Counselor - Adjunct

Miriam Medina Administrative Assistant

Brian Jenson Special Programs Counselor

Susan Medeiros EOPS/CARE Coordinator/Counselor

Courtney Castle Counselor – Special Programs Counselor-Adjunct

Jill Olsen Counselor – Special Programs Counselor-Adjunct

Counseling Mission Statement: The counseling program at Columbia College assists students in achieving their individual educational goals, including improvement of their basic academic skills, earning a certificate, improving employability, earning a degree or transferring to a University. This is achieved by educating students on how to navigate and succeed in the increasingly complex college environment, and by providing orientation and advising services, educational planning, and referral to appropriate resources and support services.

Description/Function: Matriculation is a partnership between students and Columbia College, which is designed to help students in planning, choosing, and achieving educational goals. This process for new, returning or transfer students provides orientation to the College, assessment, course advising, registration information and ongoing educational planning (counseling and follow-up). It brings the student into an agreement with the College for the purpose of realizing educational goals through programs, policies, and requirements. The main purpose behind the Columbia College Matriculation program is that of promoting student awareness, competence, and success.


Number Served:

Analysis: According to the data, overall appointments have decreased. This falls in line with the decrease in available general counseling hours and overall college enrollment.

2708 2758

2344

1134

490 421

3842

3248

2765

0

500

1000

1500

2000

2500

3000

3500

4000

4500

09/10 10/11 11/12

Counseling Appointments

Scheduled Appointments

Drop In Appointments

Total Appointments

2162 2162 1988

879

418 356

3041

2325 2125

0

500

1000

1500

2000

2500

3000

3500

09/10 10/11 11/12

Unduplicated Headcount

Scheduled Appointments

Drop In Appointments

Total Appointments


Analysis: Although the overall counseling appointments decreased, the rate of unduplicated students decreased at a lower rate. This indicates that we were able to see more students given the available time allotted.

Analysis: A new full-time counseling position was filled in late spring 2012, but only 50% of the assignment is in counseling. The department currently has 10 faculty, including: 3 FT general (2.5 counseling/.5 articulation), 2 FT special programs (1.5 counseling/.5 coordinator), 3 PT general, and 2 PT special programs). As the data indicates, counseling hours are beginning to return to the level of 2009 when categorical programs had a significant decrease in budget allocations. In comparing full-time with part-time overload and adjunct, we have 2.5 full-time general counseling and 2.23 full-time equivalents. This demonstrates the need for at least two more full-time counselors to continue offering services at the level we are currently offering. This does not take into account the need for additional services.

Program Success: SLO #1: Students will be informed of and referred to educational planning and support services: Career Center, Library, AAC, Math Lab, Campus Health Services, Mental Health Services, Food Bank, Financial Aid, DSPS, TRIO, EOPS/Care, CalWorks. Counselors will inform and refer students to appropriate campus resources.

Assessment: The measurement of this SLO will be obtained by recording in SARS the number of students referred to campus resources and services.

1.23

1.50

3.76

1.73

1.43 1.20

2.93

1.96

1.37 1.20

2.55

1.80

1.43

1.00

3.30

2.36

0

0.5

1

1.5

2

2.5

3

3.5

4

Instruction Coordination General Counseling Special ProgramsCounseling

Full-Time Faculty Equivalent

Fall 2009

Fall 2010

Fall 2011

Fall 2012


Referrals 2012 Academic Year (partial)

AAC 4

CalWORKs 0

Career Center 7

DSPS 14

EOPS/CARE 10

Financial Aid 60

Food Bank 0

Health Services 2

Library 0

Math Lab 1

Mental Health 11

TRiO 16 Analysis: This year, we started tracking the number of referrals to other support services on campus. Counselors indicated that they referred many more students to these services, indicating that counselors need to be more consistent entering the data in SARS. SLO #2: Students will develop, and understand, an Educational Plan that accurately charts their path to their individual educational goal. Students will be able to identify appropriate courses to reach their specific goals, and will be empowered to move towards their educational goals.

Assessment: The measurement of this SLO will be obtained by tracking the number of educational plans completed in SARS on a yearly basis.

SLO #3: Students will access face to face or online orientation services. Orientation information is critical for student success. By providing both online and face to face college orientation, matriculation process and advising will be offered to all incoming students.

Assessment: The measurement for this SLO will be obtained by recording both online and face to face orientation attendance vs. new applications on a yearly basis.


Analysis: As the data indicates, we had almost 100 more students attend orientation with few students assessing. This demonstrates that we are doing a better job encouraging students to attend the orientation sessions. Although we show a slight decrease in the number of students completing educational plans, this number has significantly increased over the past few years. Probation Statistics

Counselor # of probation contracts

Compliant Students (partial/full)

Non-Compliant Students

# compliant

# w/ GPA + or =

Mean GPA increase

# non-compliant

# w/ GPA + or =

Mean GPA increase

Ramona 25 21 19 0.349 4 1 -0.13

Elizabeth 13 11 9 0.27 2 0 -0.215

Jeff 14 10 7 0.206 4 4 +0.037

Courtney 8 6 4 0.328 2 1 -0.08

Kirsten 18 17 15 0.50 1 0 -0.10

Jill 16 15 14 0.51 1 1 +1.9

Alicia 29 22 29 0.377 7 5 0.054

Total 123 102 88 +0.38 21 12 +0.06

330

1072

563

442

1178

351

660

1110

887

598

1053 984

0

200

400

600

800

1000

1200

1400

Educational Plans Assessment Tests Orientation

Matriculation

2008-2009

2009-2010

2010-2011

2011-2012


Analysis: Compliant Student is defined as students who met the terms of their probation contracts fully or in part; determined by at least one counselor contact (face-to-face or e-advising) after the Fall 2012 probation contract was established in the SARS notepad database by KM. Non-Compliant Student is defined as students who did not at least partially meet the terms of their probation contract; determined by no counselor contact after the Fall 2012 probation contract was established in the SARS notepad database by KM.

83% (102/123) of students with probation contracts were partially or fully compliant with their contracts. Of these compliant students, 86% (88/102) increased or stayed their cumulative GPA between the Spring 2012 and Fall 2012 terms. The mean increase was +0.38 grade points, with the highest difference being +3.7 and the lowest being -0.45.

17% (21/123) of students with probation contracts were non-compliant with their contracts. Of these non-compliant students, 57% (12/21) increased or stayed their cumulative GPA between the Spring of 2012 and Fall 2012 terms. The mean increase was +0.06 grade points, with the highest difference being +1.9 and the lowest being -0.43.

NOTES:

When Fall 2012 standings were run, there were 370 students on the list. Counselors only reported contracts with 123, 33% of those on an academic or progress probation or dismissal status, or both.

Students who did not enroll for Fall 2012 (as determined on official transcripts) but were on counselor probation lists were not included in these statistics.

The way these statistics were reported did not allow for progress probation to be measured. There were a few cases in which a progress probation student completed the semester successfully, even moved off of academic status, but because they (finally) completed classes, their GPA went down as a result and it seems to have somewhat skewed the results.

A few cases where -0- GPA change occurred, students had taken Pass/No Pass courses only, so they were considered to have a successful semester even though their GPA did not reflect improvement.

A few cases where -0- GPA change occurred, students withdrew from all of their Fall 2012 semester courses. Some of these were from compliant students, and some from non-compliant students. Even though counselor intervention with the compliant students could have been a factor in advising a student to withdraw, it is misleading to determine this as a successful semester even though it is counted in the stats in the improve/stay category.

There were quite a few cases where a student withdrew from all Fall 2012 courses, but they showed a change (either positive or negative) in their GPA between Spring 2012 and Fall 2012 due to Summer 2012 enrollment.

TO BE IMPROVED:

Separate reports for progress and academic probation, as progress would more effectively be measured by retention and completion, rather than GPA.

Counselors to collectively define terms and then to individually keep track of compliant and non-compliance to be reported as such at the end of each semester (to KMiller) along with ID#s. This will allow each counselor, who knows the terms of their individual agreements with students, to determine compliance, rather than trying to use SARS to determine compliance where the contract terms are not specifically defined.


Counselors to define ‘enrollment’ for the purpose of probation stats. We need to determine how to best factor in the students who drop out of the semester.

Statistical tests for significance in GPA improvement or retention would help to determine effectiveness of intervention efforts.

With only 33% of academic status students having contracts, is there something more that needs to be done? Assuming students we don’t have contracts with are no longer attending, is there something that we can do better before we lose them? Or if they are attending, how did they register without a counselor contract?

Student Satisfaction:

Strongly Agree Agree Disagree

Strongly Disagree

Not applicable

Office hours met my needs 28 2 0 0 0

Services were provided in a timely manner 27 4 0 0 0

Procedures were clear and easy to understand 27 4 0 0 0

Staff members were helpful and friendly 30 1 0 0 0

Program materials were clear and easy to understand 27 4 0 0 0

Staff members were well trained and knowledgeable 29 2 0 0 0

Services helped me to be successful 27 4 0 0 0

Analysis: Based on the point of service survey, all students responded either with strongly agree or agree for the survey questions. The service most commonly cited that was beneficial to students was creating an educational plan. Helping students’ select course schedules was also cited frequently.

Guidance Courses: Enrollment/Demand:

Analysis: Enrollments in all guidance courses have remained stable and corresponded with overall college enrollments. With the new Student Success Initiative and the emphasis on orienting new students, there will be a need for additional guidance courses.


Success and Retention:

Analysis: The average success rate for all guidance classes are about equal to that of the overall college. Retention rates are slightly lower, which may be contributed to additional counseling of students to withdraw from the course if they are performing poorly. Also, guidance 100 classes have a higher number of students on probation as this is a requirement of their probation contract.

Strengths: The counseling team at Columbia College is a uniquely balanced group. It is our diversity of perspectives and backgrounds that create the departmental equilibrium. While the counseling staff members bring unique strengths, all are highly competent and responsive to the changing nature of Community College Counseling. All team members engage in professional development activities to stay current and abreast of changes related to the profession. This results in accurate advising offered in a diverse delivery style, which meets the needs of a diverse student population. The Columbia College Guidance classes offered through the counseling department reflect a high level of student success and retention. Point of service surveys similarly indicate a high level of student satisfaction as it relates to academic planning. The counseling team was extremely responsive to accreditation feedback concerning our online counseling services. In the last semester we have developed an additional online guidance course offering and expanded our online counseling services, such as e-advising and Facebook.


Challenges: Implementation of the recommendations of the Student Success Task Force will be a significant challenge for the counseling staff, largely due to staffing limitations: The first recommendation calls for an increase in college and career readiness among high school graduates prior to arriving on the community college campus. Increased high school and community outreach by counseling staff is one way to improve college readiness but this necessitates time spent off-campus and often outside normal working hours. Counselors will need to plan and strategize efficiently in order to increase counselor participation at the most important of these high school and community events. The lack of staffing in the Career/Transfer Center represents a tremendous challenge regarding the availability of support services to increase career readiness among incoming students and to improve career awareness and exploration opportunities for both new and continuing students. Occasional career workshops are held on campus, and a limited number of career-related guidance courses are offered, but they are no replacement for full-time staffing in the Career/Transfer Center. The second recommendation calls for strengthening support for entering students. In the near future, enrollment priorities will be tied to mandated student attendance at orientation, identification early on of educational/career goals, and development of a student educational plan during the student’s first semester/year at the community college. All of these activities are supported by counseling staff and additional counseling staff would be required to fully support these activities on our campus. Counselors will be challenged to offer services to support these mandated activities with the existing counseling staff. Currently, counselors are attempting to offset limited staffing by offering online orientations and develop online college success courses (Guidance 107), but we will need to brainstorm other ways to increase efficiency. The use of Degree Audit may be helpful in meeting the mandate to develop an educational plan soon after the student arrives on campus.

Survey results: “make more counseling appointments available during registration months”.

Changes/Goals: Program Improvement: 1. Guidance 107 will be offered online in the summer 2013. 2. A counseling Facebook page has been created providing a platform to present information to

students. 3. An e-advising link has been added to the counseling webpage allowing students to submit questions

and receive a timely response without having to make an appointment to see a counselor. 4. The counseling website has been updated with more information available to students including a

frequently asked questions page. 5. SARS reason codes for referrals have been added for the availability of tracking student referrals. 6. The orientation PowerPoint and format has been updated. 7. Created a counseling logo to help with branding. Program Goals: 1. Create a high school liaison plan and have a counselor assigned to every county who will work with

the Outreach department in coordinating student contact and events. 2. Enhance the Student Success and Support Program (formally Matriculation) including designing a

process for abbreviated versus comprehensive educational plans. 3. Increase the number and hours of adjunct counseling


4. Curriculum updates including expansion of course offerings and more focused curriculum. 5. Implement consistent use of Degree Audit and launch student planning program for student

utilization. 6. Data collection: better capturing of quantitative and qualitative data. 7. Purchase laptop computers for all counselors so more remote counseling can occur.


Program: Disabled Student Programs and Services (DSPS)

Faculty/Staff:

Name Title

Karin Rodts DSPS Coordinator

Brian Jenson Counselor - DSPS

Shawn Jordison Alternative Media Specialist

Kimberly Carter Program Technician

Cody Baker Instructional Assistant - Temporary Contract

Description/Function:

DSPS process and background Our specific DSPS program, services and activities support students with disabilities in accordance with Title 5 Guidelines as illustrated below: During our initial intake process, DSPS refers all students to beneficial student academic resources and services on campus which may include the Academic Achievement Center (tutorial assistance and supplemental instruction), counseling (academic, career and personal) and the math resource center to name a few. If and when it is determined that an academic adjustment needs to occur, DSPS will assist students with verified disabilities in making a(an) accommodation in a specific course, discipline and/or event. Academic assistance incorporates learning strategies specific to individual needs. DSPS does not duplicate other services on campus; our program provides services and accommodations directly related to the educational limitations of the verified disabilities of students served; provisions and assistance are also related to educational participation (Adaptive Physical Education is a good example; classes should be used to acquire skills, not to provide therapy).

Skills 610, Introduction to Computer Access course, was originally developed to teach keyboarding skills, word processing and the use of assistive technology incorporating principles for Universal Design. Skills 610 curriculum was redesigned as a hybrid course. This directly relates to Office Technology and basic Computer Science courses on campus and additional distance education opportunities. Accommodations relate directly to rigor in general course content on campus.

Our DSPS promotes maximum independence and integration through the use of Adaptive Technology devices. An example is the Kurzweil Read and Scan program which is networked on campus and is accessible in numerous alternate locations on campus not excluding the DSPS High Tech Center. DSPS provides training to areas such as the library and computer labs on campus to effectively use assistive technology to accommodate students with disabilities. DSPS Mission Statement DSPS services are consistent with the student services mission and purpose:

Within the framework of our Student Services mission which states in part… “Student Service programs strive to impart the essential values of critical thinking, respect, accountability, and self-


advocacy in meeting the holistic needs of students,” DSPS is committed to serving and supporting students by adhering to the following guidelines:

Services and accommodations are provided students with verified disabilities by highly trained staff, use of special equipment, and compensatory learning strategies within a classroom and lab setting.

DSPS Staff ensures that the Student Educational Contract (SEC) establishes and maintains the relationship between proposed activities and educational limitation(s).

Services are delivered as planned in collaboration with staff and students within appropriate timelines.

DSPS promotes student success by teaching self-advocacy skills to aid instructor and campus liaisons. Also, within the forum of DSPS orientations self-advocacy skills are explored.

Evaluative processes are developed and utilized on a regular basis to ensure quality and higher standards.

The Mission of Disabled Students Programs and Services (DSPS) of Columbia College is to help students with disabilities (as defined by the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 and California Assembly Bill AB 422) compete academically on an equal basis with their non-disabled peers. The department provides accessibility through support services, special equipment, specially trained staff, and removal of architectural barriers. We encourage independence and integration in the pursuit of learning and participation in college life.

Number Served: DSPS for 2011-2012

Primary Disability Headcount

Acquired Brain Injury 11

Developmentally Delayed Learner 3

Hearing impaired 8

Learning Disabled 21

Mobility Impaired 122

Other Disability 211

Psychological Disability 34

Visually Impaired 9

Grand Total 419

http://www.usdoj.gov/crt/ada/cguide.htm

http://www.usdoj.gov/crt/ada/cguide.htm

http://columbia.yosemite.cc.ca.us/DSPS/forms/Bill%20Number%20AB422.pdf


Services and Activities: • Priority Registration • Alternative Media • Adaptive furniture for classrooms • Adaptive equipment • Academic Counseling • Guidance for transition from high school to post-secondary setting • Academic Support (specialized tutoring) • Alternative Testing (test facilitation) • Architectural Barrier Removal • Assistive Listening Devices • Assistive Technology • High Tech Center • Special Parking • Interpreters • Remote captioning • Mobility Assistance (tram) • Learning Disabilities Assessment Review • Note takers (NCR) • Readers • Special Classes • Campus and Community Liaison • Equipment Loan • Liaison with local, state and federal agencies • Outreach activities

Veteran Trends:

• Veteran students who attend Columbia College access Veteran Affairs Benefits, either through the Montgomery GI Bill, Post 911 Bill, or are a beneficiary of a Veteran with disabilities. These students receive benefits through DSPS.

• In 2005-06, there were a total of 35 students receiving Veteran Benefits. During the 2011-12 academic year there were 115 students receiving VA benefits, at Columbia College, indicating a 229% increase over a 7 year span. Additionally, there were 290 counseling contacts provided during the same academic year (2011-2012), of which DSPS provided 283 contacts for Academic, Career, and Personal counseling as related to the student’s educational goals.


Special Class Instruction:

Adaptive PE HHP 10

Intro to Cardiac Rehab-Phase III HHP 13A

First Step to Fitness HHP301

Cardiac Family Fitness HHP 302

Rehab for Physically Limited HHP303

Computer Access Instruction SKLDV610

• Note: reduced course offerings 2011-2012

Program Success:

Student Learning Outcomes: 2011-2012

• Student's participation in DSPS directly relates with how the college is assisted by program

needs while illustrating compliance to policies and regulations as it pertains to students with disabilities. A crucial component of the student learning outcome processes are the demonstration during the initial intake interview process of establishing both the Student Educational Contract (SEC) and Letter of Accommodation (LOA). [SLO #1]

• On the continuum of DSPS assisting students in achieving his/her educational goals, our program

provides learning accommodations as accomplished through Alternative Media Services and the blend of usages of the DSPS High Tech Center. [SLO#2]

• Students are strongly encouraged to participate each semester in our referral process that

includes "specialized academic assistance." DSPS encourages students to become active learners by accessing services to develop independence in the classroom and success with course content. This serves as a beginning/starting and/or continuing learning exercise that guides students to effectively manage their class schedules and build systems of support.[SLO#3]

SLO #1: As a result of participation in DSPS, a student will demonstrate self-advocacy skills with college instructors, college staff, tutors, and peers by explaining the need for and requesting authorized academic accommodations. Self-Advocacy is defined as the ability to describe one’s abilities and skills as well as the nature of specific disabilities and the accommodations needed to complete course objectives and educational goals.

• Assessment: 2011-2012: Use of Student Surveys was implemented as measurement tools with a

goal of 75% of DSPS student responders affirming the question. The Question posed to student with disabilities was “I made an appointment with each of my instructors to explain my disability and need for accommodations.”

• Analysis: 2011-2012: The results were 72% of students with disabilities affirmed the question and 28% of the students with disabilities rejected the question out of 100% of the responders. DSPS concluded from the evaluation tool that the goal of 75% was attainable in the year 2009-


10 year based on the roll out of a web version of the survey and more staffing. Consequently, in the current year, we will need to continue to emphasize the need for self-advocacy by students with instructors to aid their understanding of accommodations in the classroom. We also need to promote the importance of return and feedback of our student survey tool to better serve the needs of our students and improve our results.

SLO- #2 DSPS students who utilize the High Tech Center will demonstrate competency in the independent use of appropriate assistive technology to complete their goals.

• Assessment: 2011-2012: Use of Student Surveys was implemented as measurement tools with a goal of 75% of DSPS student responders affirming the question. The Question posed to student with disabilities was “I use the adaptive technology available in the DSPS High Tech Center” (examples include the Kurzweil, ZoomTEXT, and Dragon Naturally Speaking).

• Analysis: 2011-2012: The results were 78% of students with disabilities affirmed the question and 21% of the students with disabilities rejected the question out of 100% of the responders. DSPS concluded from the evaluation tool that the goal of 75% was attainable based on increased efforts to serve students in a timely manner and offer workshops on adaptive equipment in the HTC.

SLO #3 As a result of participation in DSPS, a student will identify functional limitations and educational barriers that are specific to the individual and demonstrate measurable progress.

• Assessment: 2011-2012: Students with verified disabilities exhibit measureable progress

indicated on our Student Educational Contract (SEC) by attending appointments for academic assistance/accommodations.

• Analysis: 2011-2012: Data collected used Reason Codes in Scheduled Appointment Record System (SARS) indicating the number of student contacts for “specialized academic assistance.” Data revealed 22% of student contacts were for the designated category. The caveat here is this broad category includes specialized equipment for use in the classroom, developing study skills to apply to course content along with receiving academic assistance in math, English and adaptive technology. Results indicated a downturn in percent (2-5%) in the past 2 years which may be a result of decreased resources, less employee hours and reduced number of student contacts.

Next Steps: Collect data, compile evaluations, disseminate student surveys, more researcher consultation, Datatel and crystal reports, AAC information, A&R priority registration information reports, SARS, develop additional SLO's.

Improvements Achieved:

• Use of data tools such as SARS reason codes. • Honoring deadlines on a semester by semester basis. • Improving services to students with reduced resources.


Student Satisfaction: As a functioning, dynamic entity DSPS bases its operations on formal and informal evaluations, assessment and feedback. Evaluation is dual in nature, illustrative of reactive and proactive modes due to the unique nature/needs of our student population that we currently serve. Data indicates for 2011-2012, DSPS students persist at a lower rate compared to college general population students during the summer sessions. Factors that may be influencing this data are; reduced DSPS counseling hours and academic assistance services relative to availability in the summer. During the same year, results of data indicate both retention and success for DSPS and the general population college student is highest in the fall semester. Further study of targeted student populations is needed to examine activities that might be implemented to improve retention and success rates in both summer and spring semesters. Program and Evaluation activities

• DSPS Orientations followed by a DSPS Student Questionnaire. • DSPS Focus Groups followed by a Questionnaire. Our focus groups are a means to collect

additional qualitative data on the effectiveness of an Orientation as well as to determine direction for improvement.

• DSPS has developed Student Learning Outcomes and measurement tools which include student and faculty surveys. Assessment tools include Skills 610 student intake Questionnaire, LD eligibility model Component 1.0 intake interview screening (suspended), psychological screenings, and use of outside documentation such as Individual Educational Plans (IEP) and 504s.

• DSPS program surveys are randomly distributed each semester to students requesting evaluation of our services both in electronic form and hard copy. (Alternate formats upon request).

• Special Programs Advisory Committee meets on a biannual basis in compliance with Title 5 regulations.

• DSPS-SLO Student Survey • DSPS Orientation Evaluations Alternative Media Questionnaire • Tram Driver Comment Card/Evaluation • Skills 610 Student Intake Questionnaire • Learning Disability Assessment Review • Psychological Assessments • Unit Plan Project Detail Report • Advisory Committee Agenda and Minutes • Comprehensive student survey

– Point of service surveys – Access, availability

Strengths: • Energetic, committed staff with positive working relationships • Strong Administrative support • Excellent working relations with college staff • Campus Committee involvement • High Tech Center well-equipped with alternative media and learning strategy workshops • Adaptive PE classes and interactive process with staff and students


• Disability and Health Awareness Fair • DECT grant in partnership with Distance Education • Ongoing updates to DSPS Website and use of Accessibility guidelines • Use of Early Alert to provide student success intervention • Veteran Counseling in partnership with Veteran Benefits Office • Accessible van for transporting DSPS students around the hilly campus

Challenges: Create ways to increase funding sources

Manage appropriate transitions and referrals for students between community agencies

Measure program effectiveness with regard to Student Learning Outcomes

Maintain staffing levels to run an effective program and learning environment

Develop understanding at the campus level of regulations and policies by which DSPS must comply

Continue to meet the increasing number of requests for accommodations by students with disabilities as resources decrease

Increase staff development opportunities to promote program effectiveness

Promote Skills 610 special class enrollment to increase student success

Maintain currency of forms required to meet program compliance issues

Changes/Goals: • Restore DSPS personnel to previous levels • Streamline MIS process with Adaptive Physical Education program/courses • Develop an updated ADA Transition Plan for our Columbia College campus • Expand membership in our Advisory Committee to establish a means for regular communication

among constituents • Investigate funding sources to offer our disAbility and Health Awareness Fair on an annual basis • Incorporate student tutors in the training of assistive technology to aid student success • Produce an online orientation to DSPS services that students can access upon verification so

when eligible for services can return to on an as needed basis • Design program documents to include an updated DSPS Faculty Handbook. Forms utilized by

students and staff will improve compliance with Title V regulations and DSPS information dissemination model

• Collaborate with Distance Education/ITC to enhance student accessibility • Provide individual alternative testing rooms/space conducive to disability needs


Program: EOPS/CARE

Faculty/Staff:

Name Title

Susan Medeiros EOPS/CARE Coordinator/Counselor

Brian Jenson Counselor

Jill Olson Counselor - Adjunct

Courtney Castle Counselor - Adjunct

Kimberly Carter Program Technician

Columbia College EOPS / CARE Mission Statement:

Columbia College EOPS / CARE is dedicated to serving students with economic and educational

challenges through providing supplemental support services so that they may successfully achieve their

academic goals and transition into the workplace or transfer for further education. It provides support

in college access, retention, and goal attainment through offering resources, guidance, and

encouragement. It is committed to empowering its students with the valuable life skills of self-advocacy,

accountability, civility, time management, and effective problem-solving through critical thinking.

Description/Function: EOPS is a state-funded categorical program that serves a population of students who are low-income

with educational challenges that create barriers to achieving college success. Most are first-generation

college students and are in need of information and guidance regarding how to be successful in college.

EOPS provides supportive services “over and above and in addition to” other services offered at the

college or in the community. EOPS identifies three areas of focus in its services: 1) access 2) retention

3) success. College access includes outreach & recruitment, early advisement & registration, and

financial assistance such as textbooks, parking permits or bus passes, and grants. College retention

includes required regular counseling contacts to monitor / evaluate progress and to activate

remediation strategies when needed. College success includes counseling services for clarifying,

planning, and attaining educational goals. Goals include taking the next steps toward employment or

advanced training or education. Workshops cover a wide range of topics to support student success.

CARE is a supplemental program of support for EOPS students who are low-income, single parents of

young children. They receive county cash aid (TANF) for themselves & /or their children. CARE provides

supplemental services such as child care assistance, academic incentive grants, textbooks, meal

vouchers, counseling, workshops, bus passes, and academic supplies. The mission of CARE is to assist

its students in attaining their educational goals and in gaining the employment skills needed to become

economically self-sufficient.

The following information provides data that is used to review program effectiveness. EOPS and CARE

program planning and evaluation is a continuous process of program improvement and results in

informed decisions regarding the most effective allocation of resources.


Numbers Served: EOPS Students: Year Unduplicated Fall Total Fall New Spring Total Spring New

2011-12 202 (15% over cap) 139 45 (32%) 153 63 (41%)

2010-11 277 (38% over cap) 249 151 (61%) 186 28 (15%)

2009-10 268 (36% over cap) 219 123 (56%) 174 45 (26%)

2008-09 321 (53% over cap) 230 119 (52%) 212 82 (39%)

Analysis: During 2008-9 year, EOPS experienced mid-year cuts of 40% to the state allocation. The

minimum student cap was also reduced by 40% as well. Both the allocation and student cap have

remained frozen at this level. There was a reduction of 27% in students served from 2008-9 to 2011-12

even though the program has continued to serve students over cap each year. The amount of students

served must be balanced with the amount of services that can be provided by the program. In Fall 2012,

there was a dramatic drop in new students accepted into EOPS. This was in response to budget

uncertainty and the lack of budget augmentation resources. The projected 2012-13 annual

unduplicated student headcount is 220-225 (22%-24% over cap.)

CARE Students:

Year Unduplicated Fall Spring

2011-12 12 8 9

2010-11 21 18 10

2009-10 18 15 10

2008-09 24 17 16

Analysis: From 2008-9 to 2011-12, the annual unduplicated number of CARE students declined by 50%.

This was partly due to the overall decline in the EOPS student headcount. It may also be as a result of

changes in CalWORKs student numbers due to regulation changes. EOPS attempted to identify & serve

all new and continuing EOPS students who are CARE eligible. Efforts to maintain close communications

with campus and county CalWORKs continued. CARE allocations were also reduced by 40% in 08-09 and

remain at this level. The program has had to prioritize services, especially with increased student needs

and the reduction of CalWORKs caseload.


Gender California Community Colleges Chancellor's Office

Extended Opportunity Program & Services (EOPS) Summary Report

Annual 2008-2009

Annual 2008-2009

Annual 2009-2010

Annual 2009-2010

Annual 2010-2011

Annual 2010-2011

Annual 2011-2012

Annual 2011-2012

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Columbia Total 7,109 100.00% 7,319 100.00% 5,859 100.00% 4,606 100.00%

EOPS and CARE participant Total

24 0.34% 16 0.22% 21 0.36% 12 0.26%

Female 22 91.67% 14 87.50% 20 95.24% 12 100.00%

Male 2 8.33% 2 12.50% 1 4.76% 0.00%

EOPS participant Total

280 3.94% 247 3.37% 256 4.37% 190 4.13%

Female 180 64.29% 172 69.64% 177 69.14% 134 70.53%

Male 100 35.71% 73 29.55% 79 30.86% 56 29.47%

Unknown 0.00% 2 0.81% 0.00% 0.00%

Not an EOPS/CARE participant Total

6,805 95.72% 7,056 96.41% 5,582 95.27% 4,404 95.61%

Female 2,917 42.87% 3,101 43.95% 2,909 52.11% 2,383 54.11%

Male 3,840 56.43% 3,858 54.68% 2,605 46.67% 1,999 45.39%

Unknown 48 0.71% 97 1.37% 68 1.22% 22 0.50%


Age

Annual 2008-2009

Annual 2008-2009

Annual 2009-2010

Annual 2009-2010

Annual 2010-2011

Annual 2010-2011

Annual 2011-2012

Annual 2011-2012

Student Count

Student Count (%)

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Columbia Total 7,109 100.00% 7,319 100.00% 5,859 100.00% 4,606 100.00%


24 0.34% 16 0.22% 21 0.36% 12 0.26%

18 & 19 0.00% 1 6.25% 0.00% 0.00%

20 to 24 7 29.17% 4 25.00% 4 19.05% 4 33.33%

25 to 29 5 20.83% 3 18.75% 9 42.86% 3 25.00%

30 to 34 5 20.83% 3 18.75% 4 19.05% 4 33.33%

35 to 39 3 12.50% 3 18.75% 3 14.29% 0.00%

40 to 49 4 16.67% 2 12.50% 1 4.76% 1 8.33%


280 3.94% 247 3.37% 256 4.37% 190 4.13%

1 - < 18 5 1.79% 7 2.83% 7 2.73% 2 1.05%

18 & 19 75 26.79% 56 22.67% 58 22.66% 46 24.21%

20 to 24 81 28.93% 70 28.34% 65 25.39% 49 25.79%

25 to 29 39 13.93% 34 13.77% 37 14.45% 35 18.42%

30 to 34 28 10.00% 22 8.91% 29 11.33% 18 9.47%

35 to 39 18 6.43% 19 7.69% 19 7.42% 10 5.26%

40 to 49 18 6.43% 23 9.31% 26 10.16% 22 11.58%

50 + 16 5.71% 16 6.48% 15 5.86% 8 4.21%


6,805 95.72% 7,056 96.41% 5,582 95.27% 4,404 95.61%

1 - < 18 371 5.45% 344 4.88% 280 5.02% 202 4.59%

18 & 19 970 14.25% 1,044 14.80% 1,029 18.43% 858 19.48%

20 to 24 1,381 20.29% 1,505 21.33% 1,367 24.49% 1,117 25.36%

25 to 29 875 12.86% 913 12.94% 620 11.11% 520 11.81%

30 to 34 515 7.57% 584 8.28% 320 5.73% 278 6.31%

35 to 39 479 7.04% 453 6.42% 215 3.85% 199 4.52%

40 to 49 783 11.51% 759 10.76% 461 8.26% 349 7.92%

50 + 1,431 21.03% 1,454 20.61% 1,290 23.11% 881 20.00%


Ethnicity

Annual 2008-2009

Annual 2008-2009

Annual 2009-2010

Annual 2009-2010

Annual 2010-2011

Annual 2010-2011

Annual 2011-2012

Annual 2011-2012

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Columbia Total 7,109 100.00% 7,319 100.00% 5,859 100.00% 4,606 100.00%


24 0.34% 16 0.22% 21 0.36% 12 0.26%

African-American

1 4.17% 1 6.25% 0.00% 2 16.67%

American Indian/Alaskan Native

1 4.17% 0.00% 1 4.76% 0.00%

Hispanic 2 8.33% 1 6.25% 2 9.52% 0.00%

Pacific Islander 1 4.17% 1 6.25% 2 9.52% 0.00%

Two or More Races

0.00% 0.00% 2 9.52% 1 8.33%

Unknown/Non-Respondent

9 37.50% 4 25.00% 2 9.52% 0.00%

White Non-Hispanic

10 41.67% 9 56.25% 12 57.14% 9 75.00%


280 3.94% 247 3.37% 256 4.37% 190 4.13%

African-American

9 3.21% 12 4.86% 6 2.34% 9 4.74%


14 5.00% 15 6.07% 9 3.52% 11 5.79%

Asian 2 0.71% 1 0.40% 1 0.39% 0.00%

Filipino 0.00% 1 0.40% 2 0.78% 2 1.05%

Hispanic 23 8.21% 24 9.72% 27 10.55% 32 16.84%

Pacific Islander 4 1.43% 1 0.40% 1 0.39% 2 1.05%

Two or More Races

0.00% 0.00% 5 1.95% 9 4.74%


67 23.93% 45 18.22% 21 8.20% 7 3.68%

White Non-Hispanic

161 57.50% 148 59.92% 184 71.88% 118 62.11%


6,805 95.72% 7,056 96.41% 5,582 95.27% 4,404 95.61%

African-American

395 5.80% 411 5.82% 116 2.08% 41 0.93%


Ethnicity

Annual 2008-2009

Annual 2008-2009

Annual 2009-2010

Annual 2009-2010

Annual 2010-2011

Annual 2010-2011

Annual 2011-2012

Annual 2011-2012

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Student Count

Student Count

(%)

Student Count

Student Count

(%)


142 2.09% 106 1.50% 73 1.31% 70 1.59%

Asian 73 1.07% 111 1.57% 73 1.31% 52 1.18%

Filipino 31 0.46% 43 0.61% 22 0.39% 14 0.32%

Hispanic 853 12.53% 1,003 14.21% 655 11.73% 541 12.28%

Pacific Islander 35 0.51% 54 0.77% 33 0.59% 12 0.27%

Two or More Races

0.00% 30 0.43% 113 2.02% 134 3.04%


1,524 22.40% 997 14.13% 559 10.01% 312 7.08%

White Non-Hispanic

3,752 55.14% 4,301 60.96% 3,938 70.55% 3,228 73.30%

Report Run Date As Of : 11/29/2012

General College Persistence Rate Fall – Fall (on Average): 62%

Percentage of first-time students with a minimum of six units earned in a Fall term and who returned

and enrolled in the subsequent Fall term anywhere in the system. (See explanation in ARCC Report,

2012, Appendix B.)

Semester Persistence EOPS % CARE %

Spring 2012 to Fall 2012 80/153 52.3% 6/10 60.0%

Fall 2011 to Spring 2012 90/139 64.7% 5/9 56.0%

Spring 2011 to Fall 2011 93/185 50.3% 8/12 66.7%

Rate of EOPS Student Persistence in EOPS Program

Spring 2012 to Fall 2012: 60% Fall 2011 to Spring 2012: 54% Spring 2011 to Fall 2011: 49% Analysis: This identifies the percent of EOPS students who remained in the EOPS program the following

semester. Only students who reached their program limits (70 units or 6 semesters) or who had met


their goal were excluded from the data. As program compliance increases, so does EOPS persistence.

Non-persistence for compliant students may be for other reasons: relocating, financial need, family &

personal issues, and employment. When previously non-compliant students return to EOPS after a

required absence, they must consult with an EOPS counselor as to how they plan to meet program

responsibilities. Students who fail to meet the compliance standards a second time will not be eligible

for EOPS in the future.

EOPS Program Compliance

Fall 2011

% EOPS students who completed three required contacts: 78%

% CARE students who completed three required contacts: 88%

% EOPS students with updated Educational Plan: 95%

% CARE students with updated Educational Plan: 100%

% EOPS students who completed Progress Evaluation: 75%

% CARE students who completed Progress Evaluation: 83%

% EOPS students who completed End-of-Term: 65% %

% CARE students who completed End-of-Term: 72%

Spring 2012

% EOPS students who completed three required contacts: 77%

% CARE students who completed three required contacts: 89%

% EOPS students with updated Educational Plan: 95%

% CARE students with updated Educational Plan: 100%

% EOPS students who completed Progress Evaluation: 82%

% CARE students who completed Progress Evaluation: 100%

% EOPS students who completed End-of-Term: 79%

% CARE students who completed End-of-Term: 89%

Analysis: The third contact (End of Term) is most problematic regarding compliance. E-mail blasts have

been effective in compliance. Compliance with specific timeframes for appointments was emphasized

as it meets the intent of the program in serving students throughout the semester.

EOPS Student Term GPA Achievement

Fall 2010 Spring 2011 Fall 2011 Spring 2012

4.00-3.50 20% 22% 22% 25%


3.49-3.00 20% 20% 16% 18%

2.99-2.00 23% 25% 32% 25%

2.00 to 4.00 63% 67% 70% 68%

CARE Student Term GPA Achievement

Fall 2010 Spring 2011 Fall 2011 Spring 2012

3.50 to 4.00 28% 20% 25% 34%

3.00 to 3.49 17% 50% 12% 22%

2.00 to 2.99 22% 30% 38% 22%

2.0 to 4.00 67% 100% 75% 78%

Academic Improvement Rates Rising Stars – Students whose term GPA has improved to 2.0 or above while on EOPS. Term / Year EOPS CARE Fall 2011 10% 0% Spring 2012 5% 0% Term Academic Improvement – Improved term GPA from the previous term.

Term / Year EOPS CARE

Fall 2011 39% 38%

Spring 2012 39% 56%

Analysis: Students on EOPS who have not met satisfactory progress in either term GPA or unit

completion rate presents a cause for concern. During Fall 2012, EOPS developed a program to address

the needs of at-risk students. It will be put in place in Spring 13.


Term Unit Completion Rates - Retention EOPS students meeting satisfactory term unit completion rates (more than 50% of units attempted.) Term / Year EOPS CARE Spring 2012 71% 89% Fall 2011 77% 75% Spring 2011 77% 90% Fall 2010 73% 78%

Analysis of data: Data is consistent over time and when comparing Fall and Spring figures. One

difference is that there are less new EOPS / CARE students in the Spring. It may show that continuing

students are more likely to select reasonable and achievable unit/course loads. They may have also

developed better success strategies so that remain in their courses. There is a need for new EOPS

student data here.

President’s Honor List (Minimum term GPA of 3.5 & completed minimum of 12 Associate-level units.)

Term / Year EOPS Students CARE Students

Spring 2012 22 students (14%) 2 of 9 students (22%) Fall 2011 19 students (14%) 1 of 8 student (13%) Spring 2011 19 students (10%) 1 of 10 student (10% Fall 2010 31 students (12%) 3 of 18 students (17%)

Academic Goal Achievement

# Students Earning Certificates of Achievement or Skills Attainment Certificates*

2011-2012 EOPS = 31 CARE = 3

# Students Earning Associate Degrees*

2011-2012 EOPS = 40 CARE = 6

Analysis: Data includes students who were currently in EOPS / CARE and those who are no longer in the

programs. The rationale for including former program participants is that EOPS and CARE had an impact

on their current success in goal achievement. EOPS focuses on extensive and ongoing educational

planning and strategies for success.


Transfer California Community Colleges Chancellor's Office Transfer Velocity Report

%

%

%

6 Years to Transfer

Cohort Year 2004-2005 Cohort Year 2005-2006 Cohort Year 2006-2007

Transferred Students

Cohort Students


Cohort Students


Cohort Students

Columbia Total 98 272 36.0% 78 268 29.1% 92 328 28.0%

EOPS and CARE

0 1 0.0% 0 3 0.0% 1 1 100.0%

EOPS participant

10 45 22.2% 9 43 20.9% 3 42 7.1%

Not EOPS/CARE

88 226 38.9% 69 222 31.1% 88 285 30.9%

Report Run Date As Of : 11/29/2012 6:03:36 PM

Scholarships 2011-12 Columbia College scholarships recipients = 23 EOPS students earning 39 scholarships; 3 CARE students earning 7 scholarships.

Total EOPS Counseling Contacts = 933

Data was collected from the SARS Reason Code. It relies on the accuracy of such a reporting tool.

EOPS Fiscal Services for 2011-12

Textbook Assistance = $76,505

o Fall 2011 and Spring 2012 = 291 students served; unduplicated count= 202

o Summer 2012 = 35 students served

Parking Permits = $4,480

o 224 parking permits issued

Bus Passes = $858

o 39 students served

EOPS Grants = $48,350

o Fall 2011= 227 student served

o Spring 2012 = 118 students served


CARE Fiscal Services for 2011-12 • Child Care Cost Reimbursement = $5,433 • Academic Incentive Grants = $3,075

• Meal Vouchers = $2,931 @ $28.00 ($7.00 per meal x 4 days) per voucher

• Gas cards = $20 each

• Textbook Assistance = $946

• Academic Supply Cards = $255.

Student Success Workshops 2011-12

Fall 2011 = 25 workshops

Spring 2012 = 25 workshops SLO #1: A majority of new EOPS students will demonstrate a minimum of 80% knowledge of program requirements and services as a result of attending an EOPS Orientation.

Assessment: A quiz assessing the students' knowledge of program requirements and services was administered immediately following the EOPS Orientation session.

Analysis: Spring 2012: 87% of the students scored 80% or higher; 61% scored 100% on the Orientation Quiz. In this analysis, the program identified the most commonly missed questions so that in the next cycle of EOPS Orientations, this information could be clarified. Identifying counselor contacts and the educational plan as a required document are the areas to target for improvement.

SLO #2: A majority of students will demonstrate improvement in the use of self-advocacy skills during their first semester on EOPS.

Assessment: A Self-Advocacy Checklist was provided to all EOPS students at the beginning of the semester. EOPS students reassessed their self-advocacy skills during their counselor contact at the end of the term.

Analysis: Spring 2012: Of 33 students assessed, 88% made improvements in their use of self-advocacy skills. The average improvement rate on self-advocacy strategies was 30%. At the end of the first term on EOPS, 79% of students reported that they used 74% to 100% of the self-advocacy skills identified on the Self-Advocacy Checklist. In analyzing results of this self-reporting tool, a majority of new EOPS students improved their self-advocacy skills within the first semester, employing approximately 75% or more of the strategies on the checklist. As EOPS especially emphasized the use of self-advocacy strategies with new EOPS students, it appears that the program was successful in meeting this SLO goal.


Spring 2012 EOPS / CARE Student Satisfaction Survey (74 EOPS participants) The questions have been reordered to prioritize the strengths of the program.

1 I found the EOPS counselors to be professional, knowledgeable, courteous and helpful.

Strongly Agree = 95%

Agree= 5%

Disagree= 0%

Strongly Disagree = 0%

2 The additional financial services available through EOPS increased my opportunity to afford college and pursue my educational goals.


Agree= 7%

Disagree= 0%


3 I found the EOPS office staff to be professional, knowledgeable, courteous and helpful.


Agree= 11%

Disagree= 0%


4 My educational plan has helped me know what courses I must take to reach my goal.


Agree= 12%

Disagree= 0%


5 I was able to schedule appointments to see a counselor in a timely manner.


Agree= 16%

Disagree= 0%


6 I regularly received important information from EOPS via my student email account, in a timely manner.


Agree= 16%

Disagree= 1%


7 My multi-semester Education Plan has given me a clear step-by-step pathway to reach my academic goals.


Agree= 19%

Disagree= 1%


8 I feel that I am more likely to keep on track and motivated as a result of my educational plan.



Agree= 19%

Disagree= 1%


9 Regularly meeting with the counselors has helped me identify my accomplishments and challenges and prepare for the upcoming semester & / or life experiences.


Agree= 22%

Disagree= 2%


10 Assistance in scheduling courses for the next semester helped prepare me for registration.


Agree= 26%

Disagree= 0%


11 Discussing strategies for academic success during the Mid-semester Progress Evaluation has been helpful.


Agree= 27%

Disagree= 1%


12 The EOPS website helped me stay informed about services, requirements, and activities.


Agree= 33%

Disagree= 3%


13 The EOPS / CARE Student Success Workshops were helpful to me as a student.


Agree= 32%

Disagree= 6%


14 Reading the EOPS monthly announcements in the Student Bulletin was helpful.


Agree= 50%

Disagree= 0%


Analysis: Students placed high value on:

The professional assistance and positive relationship with the EOPS / CARE staff and counselors.

Access to counseling when needed.

Help in goal development and attainment.

General counseling assistance needed for college success.


Financial assistance provided by EOPS.

E-mail blast as an effective way of communicating important information.

Students placed less value on:

The program website, Student Success Workshops, and the Student Bulletin.

The evaluation of the workshops may speak more to the level of participation in them rather than their

quality. The same may be true of the website and Student Bulletin. Continued work on improving

Student Success Workshop visibility began in Fall 2012. Monthly listings of workshops now have a

“professional” presentation and are posted on campus and on websites. Workshop evaluations or

student suggestions for workshops may also help to improve attendance.

Strengths: The EOPS team is consistently professional, knowledgeable, helpful, and welcoming.

The EOPS team is respectful of students with diverse backgrounds and needs.

The EOPS staff functions well as a coherent team, working collaboratively and drawing upon

individual professional expertise.

The EOPS program is highly structured to encourage the ongoing monitoring of student progress

through its three required counseling contacts evenly spaced through the semester.

EOPS sets an expectation of compliance with program responsibilities which encourages the

development of accountability and time management skills in all aspects of student life.

The students are required to meet with a counselor each semester to review and update the

educational plan which helps the students with tracking their progress toward their goals. This

includes a multi-semester term plan that helps the students to strategically plan and balance

their coursework which is essential for success.

The students are encouraged to reflect upon their progress at the end of each semester,

evaluating what strategies have been helpful for success and what challenges need to be

overcome.

EOPS provides ready access to counseling services for timely responses to student needs. These

include e-mail and phone communication as well as drop-in sessions during peak need times.

E-mail blasts have provided important information to the EOPS student cohort throughout the

semester.

The EOPS team encourages student use of self-advocacy, accountability, civility, time

management, and critical thinking and integrates these values in daily interactions.

EOPS celebrates EOPS student success and encourages student effort.

The EOPS team helps students to value strengths while working on challenges.


Challenges: EOPS /CARE are challenged by limited office staff. The Program Technician is shared equally

with the DSPS program.

Although most EOPS students are academic successful, there is a significant challenge in helping

the at-risk students to succeed.

Assessing and tracking EOPS students’ transfer goals and attainment.

EOPS student participation in Student Success Workshops and the use of the EOPS Website.

CARE is challenged by the increased need for child care services as CalWORKs services is

decreasing. The need is increasing, but the budget stays the same.

Changes/Goals: It is an ongoing goal to augment the office staff as the budget permits. This will like be possible

as state allocations are increased. In the meantime, the program maximizes the use of student workers to assist the Program Technician.

EOPS developed a plan for working with the “at-risk” students. This plan is called “At-Risk to

Rising Star” and will be initiated in Spring 2013. The will identify “at-risk” EOPS students, assess

their needs, and address those needs in a comprehensive improvement plan. Outcomes will be

evaluated.

The Student Success Workshops are regularly advertised on the e-mail blast and are on the

EOPS website. The advertising documents are more professional. The topics are varied and

relevant. EOPS / CARE plans to get feedback from workshop participants through a survey and

to enlist student government in promoting the workshops.

CARE plans to reassess the services it provides and to develop a plan for the equitable

distribution of resources within the constraints of the budget.


Program: Health Services

Faculty/Staff:

Name Title

Laureen Campana, RN, NP, MPH Coordinator of Health Services/College Nurse

Kim Zubek Program Assistant (Temporary Contract)

Tamara Oxford PhD Mental Health Counselor

Marsha Malgesini NP Sub Nurse

Lynn Kelly RN Sub Nurse

Stacy Plowman-Clark RN Sub Nurse

Description/Function: Health Services Mission:

To complement the Columbia College Mission by providing health and wellness support to the campus

community to aid in achieving the educational goals of all students and the broader goals of the college.

Using a wellness model and working within the guidelines of Title 5, the health services program strives

for excellence, professionalism, and accountability as well as creativity in the provision of services.

Number Served: SLO #1: Students will utilize mental health services to enhance the success of their educational goals.

Assessment: This will be measured by the tally of student appointments made per semester.

Analysis: Health Services continues to be highly utilized.

1702

520 360

2582

1831

527 309

2667

2379

572

259

3210

0

500

1000

1500

2000

2500

3000

3500

Student HealthServices-

Tabletops/Education Mental HealthCounseling

totals

Health Services Visits

2009-2010

2010-2011

2011-2012


Program Success: Recent program success includes the award of a CCC SMHP Campus Based Grant to serve the mental

health needs of our students in the amount of $105,000 for a two year period.

This grant has seen the ability to implement mental health awareness and training to all staff and select

students by way of AT RISK, a web based suicide prevention program and Mental Health First Aid, a 12

hour 3 year certification course.

The Wellness Fair which targets overall campus mental well-being increases in participation numbers

and events offered. We have been asked to present this Wellness Model at the state CCC SMHP

Conference in April of this year.

The National College Health Assessment will give the health services, the college and our community a

broad picture of the health and needs of our student population.

SLO #2: Students are able to identify and access Columbia College Health Services and health information through an expanded and updated on-line presence.

Assessment: Working with our IT department we will measure this by the number of hits the new site receives per semester.

Analysis: Health Services will have an expanded and updated on-line presence. This will occur on the Health Services college web site. This will be measured annually by the increased number of pages, resource lists and updated events present on the site using Spring 2011 as a baseline.

SLO #3: Increase utilization of the BOB Van by 50% over current use (2012-13) in the 2013-14 school year.

Assessment: This will be done by tally of student visits by the BOB Health Van staff SLO #4: Increase utilization of the Project Hope Van by 50% over current use (2012-13) in the 2013-14 school year.

Assessment: This will be measured by visit tally from the Project Hope Van staff.

Student Satisfaction: We will have a better idea of student satisfaction with the analysis of the National College Health Assessment being offered March 25th – April 5 this spring semester to ~600 students.

Strengths: We are able to serve the number of students who present for care. We have also been able to offer creative and broad campus based programs on health and wellness.

Challenges: Continue to challenge of consistent data collection. Working with inadequate space and staff are also continuing challenges.


Changes/Goals: As coordinator I have for the second year put forth a proposal for a Program Technician position

and hope it again reaches the top priority place.

We are on the facilities master plan to have a space change, but this will not occur for approximately two and a half years.


Program: Job Placement Faculty/Staff: Name Title

Dave Chesnut Program Coordinator

Student Workers Student Workers

Description/Function:

Job Placement Services is a student-run service provided as a part of the CalWORKs Program. Services

are provided to currently-enrolled students attending Columbia College. CalWORKs Program

participants staff the service, which has recently gone completely online and is no longer a face-to-face

service.

Number Served:

JPS responds to numerous requests for job information over the course of the year and provides

assistance to students year round with their job search needs. On an average, around 400 students

submit requests for assistance per semester, or about 1200 requests per annually. Roughly estimated,

about 300 students find employment of some kind (seasonal, part time, short-term) over the course of

the year as a result of our service. There are a few instances where students have found full time work

through the program, but the focus of the service is to offer student-friendly openings.

Analysis: Prior surveys have provided ample evidence that students prefer a listing that focuses on part-

time/short-term/seasonal openings. To better serve specific areas of study (Hospitality Mgt, Fire

Science, and Childcare, for example) notices of job openings get forwarded to faculty in these areas.

Program Success:

JPS has assisted many students find temporary as well as full-time employment in our community. Part

of our continuing process for improvement is to develop a means of capturing information concerning

the number of students who do find employment though our service.

In addition, students who are employed with the service gain valuable and useful skills and insight into

the daily operations of a busy customer-service based organization. As the program continues to

evolve, learning outcomes too have evolved to respond to student needs.

Student Satisfaction:

Currently developing a survey to distribute to students using service. Past surveys have been useful in

planning the direction of the service. Currently, all services are delivered online via electronic forms.


Strengths:

The service has survived the transition from a physical, fact-to-face transaction to a completely online

service. This change has helped us to save space and allowed for the use of campus technology to serve

the students. The program continues to thrive in spite of the weak job market.

Challenges:

An online survey is being developed for both students/job seekers and employers to determine specific

needs.

Changes/Goals:

Our goal is to continue to provide the best service possible; any changes we might experience will be the

result of feedback from students as part of an on-going process.

Goal One: To serve as a point of initial contact; assist college students seeking employment opportunities, resolution of user and support issues. Learning Outcome: 1.1 JPS/Welcome Center staff will learn how to intake new jobs submitted by employers, maintain job listing database, and process job referrals submitted by students. Outcome Assessment: Based on supervisor assessment and evaluation; desk staff will be able to manage the process on a daily basis without direction. (1, 2, 3) Learning Outcome: 1.2 JPS/Welcome Center staff will provide quality customer service when students and/or visitors need assistance. Outcome Assessment: 1.2 Based on supervisor assessment and evaluation, desk staff will provide friendly, helpful assistance, be knowledgeable of college policies and procedures and have a general knowledge of various campus departments . Goal Two: To assist students, staff and other individuals seeking help in the Career Center. Learning Outcome: 2.1 JPS/Welcome Center staff will learn to:

Assist with online applications (college, FAFSA, other);

Assist students to navigate EUREKA and other online resources;

Help students locate career information resources;

Assist students who need to register with CalJOBS;

Know and understand the policies and procedures of student employees. Outcome Assessment: 2.1 Based on supervisor assessment and evaluation, staff will exhibit a knowledge and proficiency in assisting with the above-mentioned tasks. (2, 4) Goal Three: To develop excellent workplace skills, including computer, Internet, and typing skills.


Learning Outcome: 3.1 JPS/Welcome Center staff will:

Learn to effectively use the MS Office package;

Conduct Internet research projects related to employment;

Improve typing speed by at least 5 wpm

Know and follow the policies and procedures of student employees Outcome Assessment: 3.1 Based on supervisor evaluation and updated typing test, staff will exhibit improvement in those areas mentioned. Learning Outcome: 3.2 JPS/Welcome Center staff will practice excellent customer service, including phone skills and face-to-face interactions. Outcome Assessment: 3.2 Based on supervisor assessment and evaluation, each staff person will exhibit improved communications and customer service skills. (2, 3, 4)


Program: Library

Faculty/Staff:

Name Title

Wendy Griffiths-Bender Librarian

Nancy Brooks Library Specialist

Shelley Muniz Library Specialist

Luisa Adams Library Specialist

Library Mission: The mission of the Columbia College Library is to foster learning among students, staff and the community through access to its collections, and with a staff dedicated to excellence to provide the services needed to access information in the world's resources, regardless of format.

Description/Function: The Columbia College Library supports the college mission and curriculum. It is centrally located and contains adaptable spaces suitable for different work needs, habits, and learning styles. The library provides for students the use of over 80 computers, DVD players, copiers and printers. The library's collection is diverse and faculty and student input into acquisitions are solicited. Instruction for information competency and specific assignments are provided by formal orientations, classes and one on one help. The library strives to meet our users’ diverse information needs. The library provides options for both individual and group learning experiences through individual study carrels, group study rooms, tables and individual media stations. There is also a 30 station open computer lab for students. The library offers resources and materials to our students that enable them to be successful. Currently, the library offers a large percentage of textbooks that are required and actively purchases material that is recommended. The library staff is knowledgeable, respectful and helpful. Staff is available 58 hours a week to assist students with questions, directions, instruction and a quiet place to study. Online questions are available for posting from our webpage for those hours we are not open.

Number Served: A primary goal of the library is to offer the resources and materials that enable our students to be successful, to offer instruction that increases students’ familiarity and skills with the resources and to have a knowledgeable staff available to help in a manner that meet patrons' needs.

1) Circulation statistics- books, library gate count, reference questions, interlibrary loan

2010 2011 2012

Reference: 4020 5349 4666

Directional Q&A 4930 6728 7931

Interlibrary Loans 317 345 311

MJC Loans to CC 450 480 233

Gate Count 149,588 141,732 130,484

Circulation 16,771 17,833 14,609

Reserves 3,084 4,295 4,440


Analysis: The library gate count has decreased the last few years with 2009-2010 being the highest year; however, reference questions are up from 2009-2010. If the numbers coming through the door have decreased- the actual need for staff and their expertise has increased. One must not look at these numbers in a vacuum as enrollment has been steadily decreasing the last few years. The student population at Columbia College in 2009/10 was 7,261, 2010/11 the number was 5,781 and 2011/12 the population was at 4,562. An area of circulation that is growing is the reserve book count. In 2009/10 the count was 3084, 2010/11- 4295 and in 2011/12 the count was 4440. There is a concentrated effort to obtain reserve materials, particularly required textbooks for students. AWE and VETA funds have been used to help grow this part of our collection. It is a lifesaver for many of our students who cannot afford all their books or have not brought it to campus and need to have group study sessions with their classmates.

2) Bibliographic Instruction sessions.

Analysis: Instructors are requesting bibliographic instruction and the numbers of sessions conducted and students served have increased. Presentations are unique to each class and will last from 60-90 minutes. The instruction is offered in the library demo lab or in the classroom. A recent survey completed by 10 instructors whose classes received Bibliographic Instruction indicates that the instruction was helpful, improved the quality of the papers and/or assignments and increased the student awareness of the available resources. The survey also indicates that students still struggle with citing and crediting sources correctly. A survey was given to instructors regarding the instruction their classes received from the Librarian Fall 2012. It is a primary function of the library to provide students with quality materials and to ensure students are able to use the materials effectively. The results of the survey indicate that library training for students is highly effective, increases the students awareness of the available resources, improved the quality of the papers and/or assignments and the students and students accessed more of the Library's resources as a result of the library training.

On a scale from 1 to 5, 90% of the instructors found the instruction presented to their classes regarding library resources to be extremely helpful (5), the other 10% gave it a 4. The ability of students to cite and credit the sources and references used in their work received a score of 3.88, the lowest score on the survey. This will continue to be a focus with the instruction.

Library Training for Students - Instructors' Perspective

Scale

Perfect

=6.0

0 = Not

Helpful 1 2 3 4

5 = Extrem

ely Helpful N/A

Average Rating

Was the instruction presented to your class regarding library resources helpful?

0% 0% 0% 0% 10%

90% 0% 5.90

N 0 0 0 0 1 9 0 10

Did the instruction increase student awareness of the available resources?

0% 0% 0% 0% 20%

80% 0% 5.80


Library Training for Students - Instructors' Perspective

Scale

Perfect

=6.0

0 = Not

Helpful 1 2 3 4

5 = Extrem

ely Helpful N/A

Average Rating

N 0 0 0 0 2 8 0 10

Did the instruction improve the quality of the papers and/or assignments completed by your students?

0% 0% 0% 10%

20%

60% 10% 4.55

N 0 0 0 1 2 6 1 9

Did students access more of the Library's resources as a result of their library training?

0% 0% 0% 10%

10%

60% 20% 4.65

N 0 0 0 1 1 6 2 8

Did students appropriately cite and credit the sources and references used in their work?

0% 10%

10%

0% 30%

40% 10% 3.88

N 0 1 1 0 3 4 1 9

0 = No

Evidence 1 2 3 4

5 = High

Degree of

Evidence N/A

Do you feel your students' work evidenced an ability to critically evaluate the integrity of the information they retrieved from sources?

0% 0% 0% 20%

40%

20% 20% 4.00

N 0 0 0 2 4 2 2 8

0.00

1.00

2.00

12.00

52.00 175.00

Overall Avg. Rating: 4.65

Note: N/As are not counted in the average ratings.

Orientation sessions are increasing, numbers of students served are increasing and the varieties of disciplines served are increasing.


Bibliographic Instruction by students, sessions, and disciplines.

Bibliographic Instruction

2009/2010 Total

2011/2012 Total Fall 12

Sessions

68 63 43

Students

1211 1599 1076

Arts/Science

46 40 28

CTE

9 12 5

Student Services

11 10 6

Others

2 8 5

Analysis: Bibliographic Instruction is lacking for the sciences and needs to be marketed to those instructors. English classes are where most papers are written and research conducted; however, instruction and the availability of science databases need to be promoted to the sciences.

Observation: It is interesting to note that most instruction for classes is for English classes. There is no formal instruction for the sciences. It will be interesting to look at database usage that cater to the sciences and see the traffic on those particular databases.

Library Classes: Libr 1 had a fall 2011 enrollment of 16 students. Libr 1 was offered as an online class, fall 2012. The initial enrollment was 37 students with 21 completing the class. The class is offered online for spring 2013.

Analysis: The 1 unit library class lends itself perfectly to the online environment. Tutorials developed for the class have been shared with other online instructors for use with their students. The tutorials cover accessing the catalog and databases.

Program Success: A survey was conducted in the spring 2012. The survey was an attempt to see how familiar students are with the library resources, specifically; the webpage, databases, e-book, card catalog and the Library of Congress classification system. The survey also queried the students about where they get their information- from the Internet, the databases or a mix of both.


Library Survey- Spring 2012 (86 participants) 1. How often are you on campus? (Check the best choice for you.)

Every weekday 21 2-4 days per week 61 once a week 2 few times a month 2 2. As part of your classes, have you had a library orientation or research session?

Yes-just one 39 more than one 21 No 26 3. Do you use the library’s card catalog to find books, movies or music?

Yes- often 12 a few times 33 No _41 4. Do you visit the library’s webpage?

Yes- often 24 a few times 43 No 19 5. Do you use any of the Library databases (to find journals, magazines, newspapers, etc.?)

Yes- often 14 a few times 37 No 35 6. Have you ever used a Library E-Book from home?

Yes-often 5 a few times 14 No 67 7. Do you know how to renew your checked out items from our webpage? Yes 43 No 43 8. Do you know how to find out if the library owns a particular magazine? Yes 42 No 44 9. Do you know how to find a book or DVD on the shelf with a call number? Yes 50 No 36 10. Do you feel that your college library has the material you need to do research? Yes 85 No 1 11. Do you find you do most of your research using Google (or another search engine)? 38 Yes, my information comes only from internet websites. 44 ½ and ½ - I use databases and search engines. 4 No, I use only “published resources” and/or databases, books. 12. I know how to cite my resources in MLA or APA. Yes 78 No 8

13. I know where to find help citing resources in MLA or APA at the library webpage. Yes 65 No

21 14. Any recommendations for improving our resources and/or services? No 81 Yes 5

Analysis: Only 1/2 the students survey used 1/2 Internet and 1/2 databases- the other half use just the Internet. This level of instruction must happen at the bibliographic instruction level. It might serve the students well if periodic workshops were conducted that are not part of a class. Library instruction still has a way to go.

Student Satisfaction: Fall 2012 Point of Service Survey Study was conducted with 74 students responding. The Services were provided in a timely manner: 47 strongly agree, 25 agree. Library's hours met my needs: 41 strongly agree, 18 agree, 1 strongly disagree.


(The procedures were clear and easy to understand: this question was eliminated) The staff members were well trained and knowledgeable: 57 strongly agree, 14 agree, 2 disagree. The services helped me to be successful: 50 strongly agree, 19 agree, 3 disagree. Analysis: In the comment section- the services most beneficial were access to the internet, computers, printers and copier and the staff. When queried about what else we can do- the responses were as follows:

Awesome job- 13 Stay open longer on Friday-3 Warm up the study rooms-4 Offer more teaching-1 More copies of textbooks-1 Open earlier-2 Expand book selection-1

Increased hours of operation can only be addressed if more staff is hired. We focused on procuring funding from supplemental resources; such as AWE and VETA. The infusion of funding from these two resources allows us to offer approximately 85% of the required textbooks on reserve. We also are addressing the recommended reading lists from our faculty to make sure our collection supports them.

Strengths: The library has demonstrated that it meets the expectations of students by providing excellent

customer service and relevant resources.

The library has greatly expanded its offerings of Textbooks on Reserve.

The library has broadened its electronic resource offerings to address gaps in literature and reference holdings.

Challenges: Staffing in the library has declined at the same time usage has increased

Changes in technology require staff to have an ever-expanding skill set in order to meet patron needs

The library has more demand for study rooms and quiet study spaces than we have available.

Equipment is becoming aged and dated

Changes/Goals: Increase staff and continue training opportunities with existing staff

Address study room and quiet study space concerns with sound proofing and make some physical changes to the building.

Computers, copiers and printers need to be updated. Many can no longer be repaired due to their age.


Program: Student Financial Services

Faculty/Staff:

Name Title

Marnie Shively Director of Student Financial Services

Michelle Vidaurri Financial Aid Specialist* BFAP Funded

Kristina Bethel Financial Aid Technician* BFAP Funded

* Board Financial Assistance Program (BFAP)

The Financial Aid Office is funding by General Fund dollars and State Categorical Funds (BFAP). The amount of General fund dollars spent on the operation must be equal to or greater than the established State Maintenance of Effort.

Financial Aid Office Mission Statement:

The mission of the Columbia College Financial Aid Office is to heighten awareness of financial aid opportunities and to ensure availability of financial aid for students who, without such assistance, would be unable to pursue their educational goals

Description/Function: Columbia College participates in a wide array of federal, state, and institutional financial aid programs, which offer its students numerous financial aid options. The purpose of these programs is to make certain that students have access to post-secondary education. Each program has specific administrative and management requirements that necessitate the development of instructional policy and procedures to ensure compliance with regulatory requirements consistency of treatment among students; and timely and efficient delivery of aid to students. We aim to educate and update potential and current students with the ever changing financial aid process and regulations. Some of the services that the Financial Aid Office offers are the processing and determining of eligibility for various types of federal and state aid:

Board of Governors Fee Waiver (BOGW) ~ waives a student’s enrollment fees (currently $46 per unit)

California Dream Act ~ effective spring 2013 to waive the enrollment fees for AB 540 students

Pell Grant ~ maximum amount of $5550 to help cover the students educational cost

Federal Supplemental Educational Opportunity Grant (SEOG) ~ maximum amount of $500 awarded to student with exceptional financial need

Federal Work-Study Grant ~ award amounts very for on campus and off campus employment for eligible students

Cal Grants (B and C) ~ state grant based on merit and financial need as determined by the state of California

Chafee Grants ~ funding based on availability with an maximum amount of $5000 awarded to current or former foster youth


Segal AmeriCorps Education Award ~ earned through working with nonprofit groups to assist with paying for college

Others ~ processing EOPS/CARE grants and book vouchers, Cal-Works work-student and grant funds, internal and external scholarships, and any additional educational resources in an effort to ensure adequate awards without exceeding the Cost of Attendance

Other services provided include:

Inreach and outreach of financial aid educational and financial literacy

One-on-one assistance in completing the Free Application for Federal Student Aid (FAFSA) and the California Dream Act application

Financial Aid Satisfactory Academic Progress (SAP) Standards counseling

Assistance with Higher One Card Services These programs are administered through the Financial Aid Office which operates organizationally within the Student Services Division and reports directly to the Dean of Student Services.

Numbers Served: The rising cost of college tuition (per unit price increased to $46 per unit in the summer of 2012) has increased the need for students to search for financial aid avenues to fund their cost of tuition, books, and supplies for school. Additionally the economic downturn in California has created an increasing trend for people to come back to school to enhance their job skills and marketability. Moreover, parents, students and their spouses are earning less, enduring layoffs, or have had unemployment benefits cut which has also increased the student’s financial needs. This can be seen in the increase in number of FAFSA applications (ISIR’s) that Columbia receives annually.

While previous data shows that more students are applying for financial aid, the current data shows that fewer students are accepting or utilizing their awards. There are two main factors for this:

1. The Financial Aid Office has a processing time of 10 to 12 weeks from the date a student submits their FAFSA. Many students do not plan ahead and expect funding to be immediate. Therefore they enroll and have to drop before funding can be disbursed because they cannot afford tuition or book costs.

2. The implementation of Program Integrity has changed many of the federal and state regulations of student’s eligibility to grant programs.

a. Satisfactory Academic Progress (SAP) requires the Financial Aid Office to evaluate every students SAP at the end of each term rather than at the end of an academic year. More students are finding themselves disqualified from receiving add in only two semesters verses the old way where they had four.

Year ISIR's Received

2009 2,331

2010 2,363

2011 2,898

2012 2,977*

*As of March 2013


b. Pell Lifetime Eligibility limits students to 12 full-time semesters of federal Pell funding down from the original 18 semesters. Grandfathering in was not permitted.

c. Ability to Benefit options have been removed. Students are now required to have a high school diploma, or GED to be eligible for federal aid.

The following chart shows the number of students who received federal or state financial aid for the previous three academic years.

2010-2011 2011-2012 2012-2013

Program # of Awards Funding

# of Awards Funding

# of Awards Funding

BOGW 2319 $831,350.00 2154 $1,092,120.00 2228 $1,431,152.00

Pell Grant 912 $3,014,241.00 962 $2,949,338.00 871 $2,704,069.00

FWS 34 $55,030.00 22 $44,542.00 22 $27,297.00

FSEOG 109 $50,903.00 137 $58,250.00 146 $63,500.00

Cal Grant (B&C) 148 $161,449.00 146 $152,481.00 135 $148,331.00

Chafee 4 $17,500.00 4 $15,000.00 3 $10,000.00

Totals 3526 $4,130,473.00 3425 $4,311,731.00 3405 $4,384,349.00

*Awards and funding for 2012-2013 still in progress. Analysis: You can see that the total number of awards is slowly decreasing even though the funding amounts are increasing.

Program Success: Student Learning Outcome: Students will demonstrate the ability to successfully apply for financial aid through the federal online process and the ability to complete and submit all required documentation (including submission information via the district Electronic Data Submission (EDS) system) in order to be reviewed and a financial aid award determination to be made.

Condition SLO will address: Increase the number of students successfully completing the awarding process and are able to receive funding.

How meeting the outcome will benefit the student: Increase the number of students who receive financial

aid awards to help reduce the financial burden associated with attending college.

College-wide SLO supported by outcome:

#1 - Critical and Creative Thinking ~ Students will develop skills with assimilating information, evaluating its relevance, developing a plan of application, and deciding upon the relevance of an outcome through

o Reflective practice o Life-long learning o Self-determination o Critical thinking


#3 -Individual and Collective responsibility ~ Student will develop skills in correctly following instructions for performing new tasks while applying past experience in relevant situations by demonstrating

o Self-responsibility o Academic growth and emotional development o Reliability o Equity, fairness, and dignity

#4 - Mastery of relevant theory and practice ~ Student will demonstrate in-depth, critical knowledge of theory, research and practice relevant to their chosen professional roles and focus areas, including skill development in

o Organization o Computation o Communication o Research

Activities associated with the SLO: Internal reports will be used to compare the number of financial aid applications received (ISRS) for an academic year to the number of students who were awarded. Variable will be students who do not have a financial need therefore are not awarded.

Assessment measures and methods that will be used to evaluate outcome: Measure the number of awards offered each year to evaluate how to increase the success rate of students receiving financial aid awards.

Program Strengths: Student Success can be seen in the increased number of students completing the FAFSA applications (ISIR’s received). As the college experienced a drop in student enrollment, the reverse coloration has taken effect in the Financial Aid Office. There has been a rise in the number of students applying for federal and state aid.

Customer Services – We provide a one-on-one review of a student’s account as they call or visit our office. This ensures that students receive one-on-one attention and are aware of what is happening to their financial aid file and what the next step of the process will be.

Efficiency and Productive– While the financial aid world can be very complicated and regulated, our office has managed to develop and adopt many workflows, checks, and balances to ensure we are working as efficiently and productively as possible.

Dedicated- Our staff work endlessly to ensure student success. We often go over and above to call the student and have a direct conversation about needed documentation, to explain any verification of a student’s file we must make, or even offer guidance and direction to students who may have a special financial circumstance on the processes to qualify for additional financial aid.


Program Challenges: There is always room for improvement in any office and the Financial Aid Office is no exception.

Increase the number of students who receive federal funds. We can see that many students apply for financial aid but many do not qualify for funding based on not meeting or maintaining financial aid requirements. We need to increase student knowledge about financial aid and how to maintain their eligibility now and in the future.

Processing times – The data has shown that our office must find a way to reduce financial aid file processing times. This can be done by hiring a Financial Aid Assistance who could handle the counters, phones, outreach, and workshops so that the specialized staff can focus solely on file review and awarding.

Reduce confusion – Financial Aid can be a very complex process and can be very confusing to a student who has never attending college before. The Financial Aid Office can find better ways to break down this convoluted process into a more simplified, manageable, and achievable goal for all students and their parents.

Our place in Columbia College – It is not commonly known by many at Columbia College the level of complexity or the amount of regulatory guidance that the Financial Aid Office has to adhere to. It would behoove the college community to know and appreciate that over 65% of all students at Columbia College are receiving some form of financial aid and that the Financial Aid Office paid almost 4.4 million dollars so far in federal and state aid in the 2012-2013 academic year.

Program Changes /Goals: Both the federal and state programs have had many regulations changes in the last three years. The Appropriations Act of 2012 brought about 10 federal regulation changes alone. Listed below are some changes/goals that the Financial Aid Office needs to set in order to maintain compliance and ensure that students and the campus community are well informed of changes in financial aid and how it will affect them. These include:

Increase office staff. This will allow the office to increase the customer service that we provide and decrease the ISIR processing time to ensure that students are paid their funds faster.

Develop a Financial Aid Satisfactory Academic Progress (SAP) and Financial Aid Updates workshop. Student can complete this online workshop every year to stay abreast of changes that can or will affect their financial aid funding.

Develop more clear, precise, and simpler ways to communicate with students about their financial aid. Student assigned e-mail and the web is the most popular method used but other methods need to be established. Ideas include development of a Facebook page or starting a Twitter account. Additionally, the Financial Aid webpage needs to be redeveloped in an effort to be more user-friendly and easier to follow.

Increase campus awareness of what the Financial Aid Office provides to our students. Many instructors are unaware of how many of their students are receiving financial aid and how some students may not have books due to delay of funds or how withdrawing a student from their classes at appropriate times my affect a student’s future financial aid.

Increase promotion of Financial Aid opportunities for students both on campus as well as in the community. While staffing may be small we still need to promote the FAFSA to our current students as well as potential students and their parents. Weekly workshops are not enough. Building a community relationship with the Rancheria or with the local Job Connection may be a way to increase services to potential students.

Increase Staff training. Develop a consistent funding opportunity to allow staff to attend trainings and conferences to develop and grow within their field of financial aid.


Program: Student Outreach/ Student Life

Faculty/Staff:

Name Title

Doralyn Foletti Administrative Specialist

Description/Function: Outreach The Outreach mission is to build a connection between Columbia College and its community base. The

Outreach Department and the Outreach Representative serve as a liaison between the local high

schools, local prison, agencies and the community. The goal of Columbia College’s Outreach program is

to keep an open line of communication, to help inform prospective students, parents, teachers,

counselors and the community about the educational opportunities offer at Columbia College.

Daily Outreach operations: Leads, coordinates, develops and performs college recruitment and outreach

activities designed to encourage and facilitate college admissions and enrollment. Plans, organizes and

coordinates outreach programs and marketing activities.

Represent Columbia College at recruitment fairs, Provide on-site and off campus community event

presentations, information booths, open houses and college tours; arranges and schedules local high

school visits and provides general college information to potential college students. Provide on-site and

off campus application workshops; coordinate staff attendance at college fairs and community events.

Numbers Served: SLO #1: Over the course of an academic year, make two (2) new contacts with the growing population of alternative education programs with schools who are located in Tuolumne and Calaveras counties.

Assessment: Outreach presentations, tours and application work-shops on location of alternative education programs such as Dario Cassina High School, Calaveras River Academy and Groveland Area Involvement Neighbors (GAIN) followed-up with Columbia College campus tours and individual contacts.

2012- 2013 baseline data of contacts made through tours, presentations, events and workshops. Total

contacts: 4,357 potential students. Geographical areas served by county.

Chart 1 Total Contacts:

China Count: 14 Too small

Tuolumne 2001 46%

Stanislaus 1125 26%

Calaveras 767 18%

Amador 450 10%

Total Contacts 4,357


Tuolumne County offers a greater opportunity for contact which is due to the geographical location to

Columbia College. Further outline locations require more in-depth Outreach.

Program Success: SLO #2: Develop early contact programs for k-12 grade students.

In order to increase college visibility Outreach is comprised of four (4) major activity components with

specific focus of providing prospective students and the community with information exposure

Columbia college campus and programs and services.

Campus tours: allow an opportunity to provide potential students with a personalize tour, this

allows interaction with students and educational programs and services.

Presentations: allow for a more in-depth overview of the college programs and services and the

application, matriculation process.

Events: College Fairs/ Career Fairs are an opportunity to interact with large numbers of potential

students providing them with bordures, contacts and detailed information regarding programs

and services offered at Columbia.

Others: Claim Jumper Day, (Local Highs touring the campus and meeting program

representatives) Measure E Display, an opportunity for community members and students to

visit Columbia and be introduced to current and new faculties and program which are being

offered in said facility. Elks Scholarship Application supports. Provide Letters of

Recommendation and support materials to students from Sonora High School and Cassini High

School who are planning to attend Columbia College in the fall and enroll in vocational

programs.

China Contact Count:

Tuolumne Contact Count:

Calaveras Contact Count:

Amador Contact Count:

Stanislaus Contact Count:


Chart 2 Total Events/Activity

Analysis: Campus tours and presentations account for 83% of Outreach recruitment. Tours and

presentations to local highs schools and alternative educational programs increase college visibility.

Chart 3 Group Sizes:

Group Size # %

Groups of <10 19 31%

Groups of 10-35 29 47%

Groups of 36-99 7 11%

Groups of 100+plus

7 11%

Analysis: Group contents to potential students between less than ten (10) and greater than thirty-four

(34) account for 78% of Outreach contact which can be attributed to tours and presentation which is

seen in chart 2. Groups of one hundred (100) are traditionally, College and Career Fairs or “other”

special events. As seen in chart 4 but are not as personalized. Tours sizes between less than ten (10) and

greater than 35 afford a better opportunity of introducing the concept of college to potential students.

Tours 27 44%

Presentations/Workshops 24 39%

Events 7 11%

Other 4 6%

Total Activity 62

Tours

Presentation/Workshops

Events

Other

Groups of <10 people:

Groups of 10-35 people:

Groups of 36-99 people:

Groups of 100+ people:


Chart 4 Numbers Served

Event Contacts Percentage

Tours 363 8%

Pres./workshops 841 19%

Events 2720 62%

Other 433 10%

Total Contacts 4357

Analysis: Events such as College Fairs/Career Fairs offer an opportunity to meet lager number of

potential students a one time but the data is not in place to verify if their enrollment is a direct result of

method contact.

SLO #3: Work with Instruction Materials Center in the development of a marketing tool dedicated to the Columbia College Outreach Program.

Assessment: Develop a new and up-dated campus tour script. The "Columbia College Campus Tour Script" can be used by anyone who may need to give a tour and does not have the information needed to give a tour.

Analysis: The new "Columbia College Campus Tour Script" has been completed. The script gives a summary of the campus at the same time a historical overview on the campus and its role in the community.

Student Satisfaction: With the use of “point of service surveys”, follow-up letters and request for recurring tours, the

Outreach contacts have remained in high demand. The request for targeted program tours and

presentations has grown. Potential students, high school counselors, and special programs such as

foster youth, are reaching out to Columbia College’s Outreach program. Students reintroduce

themselves once on campus but baseline data is needed.

Strengths: In the past, events such as Transfer Day, It’s a Jungle Out There and The Black History Month Display and

Claim Jumper Day comprised of activity components which are designed with specific focus intended to

enhance outreach opportunities to area schools, prospective students and the community. These

components provided an educational opportunity for students that otherwise may not be found in the

local area. Presentations and visits to local highs and alternative educational programs have help to

increase college visibility as well establish Columbia a reliable educational contact and resource. Schools

Tours:

Presentations/Workshops:

Events:

Other:


are seeking personalized tours and presentations now have an open line of communication with

Columbia. This can be seen with the number of requesting tours after an initial contact by Outreach.

Challenges: Currently the Columbia College Outreach Department is expanding their visibility to middle schools and

partnerships during community events but due to the current available hours designated to Outreach

the amount of contact is at a premium. Budget issues facing other educational intuitions have impacted

travel and participation at off-site college events. Budget issues also impacts marketing. A on-site

challenge is identifying outreach being done by other departments. Outreach should be begin with each

department sharing their own activities (attention to recurring events) on a “Master Calendar” this

would help identify commonalities and maximize all resources.

Changes/Goals: In order to measure the effects of Outreach Research baseline data is needed. The creation of a Student Inquiry form which would be completed during the application process would assist Outreach. The form should be linked to the Student Inquiry database. All information would be automatically linked to the database when a student completes the application process. Data generated in summary reports regarding newly enrolled students to look at tends or points of interest. Data can also be acquired from prospective students by the use of an external survey during initial contact. Having this data will help the Outreach program learn more about prospective students, program and services they are seeking. Development of four (4) recruitment surveys: 1. INTERNAL ASSESSMENT

• Coordinate with essential staff and Career Technology Education (CTE) to develop a plan to

attract students within the CTE programs which will meet industry needs.

2. EXTERNAL ASSESSMENT

• Identify key area schools and find out what students want.

• Identify key industries and find out what their needs are.

3. EXTERNAL ASSESSMENT SURVEYS

both prospective students and employers.

4. THE EMPLOYER SURVEY

• assists the college in gathering information about current employment trends and needs. What

areas of technology are emerging which the institution should begin to consider developing

course offerings and what kind of skilled technology workers are going to be required for future

employment?


All data will help make strategic recruitment decisions. Currently, the Outreach website is under

revision. The goal: improve website navigation, program information, and resource and tour

information. The development of a 3D virtual campus and facility tour would benefit all departments,

campus wide.

Student Leadership/Student Life Mission Statement: The Associated Students of Columbia College (ASCC), mission is to “educate its members in the dynamics of organizational leadership and development, public service and civic action.”

Description/Function: The Associated Students of Columbia College (ASCC) is the officially recognized Student Leadership body of the Columbia College Shared Governance process which represents all students of Columbia College. Elected representatives and student committees work to insure that the voices of the students are represented at levels of decision-making bodies of the college. ASCC Student Leaders address student affairs, social activities of campus clubs. The ASCC participate and promote activities which introduce students the benefits of Student Leadership and advocate on behalf of all Columbia College students. ASCC Membership: Executive Offices; seven (7)

Current semester enrollment in 9 units and completion of 12 units in the prior semester with a GPA of 2.0 or better

Maintain a 2.0 GPA throughout term in office

Complete Guidance 115 class within one academic year

Attend all Student Senate meetings

Hold five posted office hours per week Senator; five (5)

Current semester enrollment in 9 units and completion of 9 units in the prior semester with a GPA of 2.0 or better

Maintain a 2.0 GPA throughout term in office

Complete Guidance 115 class within one academic year

Attend all Student Senate meetings

Hold three posted office hours per week

With a total population of 3,476 currently enrolled students, ASCC members represent approximately 290 students per ASCC member. ASCC Activities/Events:

Community Events: Measure E Display, Claim Jumper Day, tours and car wash

Student Events: Welcome back BBQs, Cram Night, Monster Mash, Halloween Celebration

Activism: voter registration campaign, leadership conferences and ‘March in March’

Student Support: Christmas giving tree, health and wellness fair, food bank


Numbers Served:

Voter Registration campaign 62

Yes on Measure E campaign 1500

Welcome BBQ (2) 750

Food Bank (families) 119

Leadership conference 13

Christmas Giving Tree 83

Car wash 35

Health & Wellness 500

Tours 250

Claim Jumper Day 350

March in March 26

Cram Night (2) 200

Monster Mash 300

Analysis: Consistent with the mission of the ASCC, senate members have demonstrated a personal commitment to providing services to Columbia College students and the community.

Voter Registration campaign

Yes on Measure E campaign

Welcome BBQ (2)

Food Bank (families)

Leadership conference

Christmas Giving Tree

Car wash

Health & Wellness

Tours

Claim Jumper Day

March in March

Cram Night (2)

Monster Mash


Leadership Conferences o California Community College Student Affairs Association (CCCSA) o General Assembly October o General Assembly April

ASCC Meetings o ASCC hold standing senate meetings once a week with the exception of finals week

Committee Meetings o ASCC senate members serve on all college-wide committees which at a minimum meet

once a month. Facilities, Safety, Accreditation, Big Picture Budget, Curriculum, Web-focus, Technology, and College Council

Office Hours o Senate members are required to hold three (3) standing office hours per week

Jobs o Ten (10) of the twelve (12) senate members have jobs and balance their time between

work and college and the ASCC

Other o ASCC members also are part of TRiO, Middle College and volunteer with other outside

groups

Leadership Conferences

2%

ASCC meetings 12%

committee meetings 60%

office hours 17%

jobs 4%

other 5%

Student Time Commitment


Program Success: Over the past year, ASCC members have shown intellectual growth, enhanced self-esteem, improved collaboration and communication skill and a stronger awareness of social responsibility. This can be seen in the chart above where 60% of their time is in committee meetings.

Student Satisfaction: ASCC members’ participation in community and campus events has been increasing. Senate member’s behaviors have allowed them to serve as role models. They have the respect and trust of faculty, staff, students and the community. This can be demonstrated by the request for student representation on college committees and events.

Strengths: Currently, an ASCC member serves at the state level as the region 5 Justice, this position is a non-voting executive position on the region 5 senate. Basic duties as the region 5 Justice are as follows:

Serve as the final interpretation of the Region 5 Constitution, Bylaws and all other governing documents when there is a question of interpretation.

Assist Region 5 colleges in the development of their own Constitution and Bylaws.

As a result of their participation in Student Senate, students will be able to work cohesively in group and committee settings.

Students demonstrate increased knowledge regarding campus policies and procedures and the political and social issues of campus life after participating in Student Senate

Students demonstrate responsible behaviors

Challenges: Student involvement is the number one challenge. Without the support of a “College Hour”,

many potential student leaders do not have time to contribute to student leadership.

Funding: ASCC general fund is always a challenge. This is the only fund available to ASCC members for activities such as BBQs, fairs, or entertainment.

Currently, academic support of leadership training is minimal. Guidance 115 is not offered each year. The advisor has supplemented the class by providing workshops and presentation along with leadership conferences as training tools.

Changes/Goals: Development of Student Leadership Awards Celebration

The use of external interviews with Student Leaders

Encourage ASCC membership with other cluster groups such as athletics, TRiO, tutors and SI leaders, peer mentors and veterans.


Program: TRIO Student Support Services

Faculty/Staff:

Name Title

Anneka Rogers Project Director

Courtney Castle Counselor –Adjunct

Ramona Harris Counselor - Adjunct

TRiO Mission: Mission: to increase graduation and transfer rates of Columbia College students who are first-generation, low-income, and/or have a disability by providing peer mentoring, academic counseling, transfer readiness skills, financial/economic literacy, FAFSA and Scholarship application assistance. Vision: All services are designed to propel students forward in their academic goals of graduation and transfer. The ultimate vision of self-sufficiency within the higher education system means students will be able to navigate college requirements, build a resource network, set and achieve long-term goals, and pay for higher education responsibly through multiple avenues at the completion of the SSS program.

Description/Function: Services provided to students consist of "core" and "optional" activities each term; student must complete a minimum of 10 activities to remain active in the program (eligible for prior registration and potential grant aid distribution). Services/activities include: semester orientation, academic counseling appointments, peer mentoring sessions (which can include economic literacy, scholarship assistance, FAFSA assistance, university research assistance, or tutoring in academic and study skills), economic/financial literacy workshops, academic tutoring, university tour field trips (with or without cultural events), leadership projects on campus, learning new skills through campus events such as health and wellness fairs, receiving advising from project director on topics such as career exploration and university choices. Faculty/Staff: Anneka Rogers Whitmer-Project Director, Classified Manager, oversee daily operations, budget management, direct staff supervision, and complete administration of the program services other than Academic Counseling; direct representative to the ED for funding purposes. Courtney Castle/Ramona Harris- Adjunct (part-time at a total of 60%) Academic Counselor(s) provide one-on-one academic counseling/advising to each trio-enrolled student. TRiO Counselor(s) may meet with students prior to enrollment in trio to help determine educational goals that are appropriate to trio objectives and thus prepare for enrollment in trio services. TRiO Counselor(s) may also meet in small groups with trio-enrolled or potentially trio-enrolled students for to provide information on transfer readiness skills and preparation. Peer Mentors (paid student worker positions, totaling 4-6 student hires per semester)- meets directly with small groups of enrolled-trio students to listen, assist and guide in study skills, problem solving, sharing of resources, and development of leadership opportunities. Peer Mentors are trained each semester in comprehensive three day training. The training is in the process of being certified by CRLA.


Office assistant(s) (paid student worker position, totaling 1-4 positions per semester) are hired each semester to perform general clerical tasks such as: answering phones, data entry into the trio tracking database, file, copy and collate forms and student instructional materials, give directions to students passing through work area. These office workers can also be co-hired as peer mentors and therefore may provide mentoring services in the capacity of their office position as well.

Number Served: # students enrolled 2011-12 = 144 # students enrolled as First Generation & Low Income (must be at least 2/3 of total 140)= 100 # students enrolled as FG only = 32 # students enrolled as LI only = 7 # students enrolled as DSPS only = 1 # students enrolled as DSPS & LI (must be at least 1/3 of total DSPS)= 4 Services received 2011-12: # students received semester orientation = 55 # students received academic counseling = 142 # students received academic tutoring = 130 # students received peer mentoring = 82 # students received financial/economic literacy (including scholarship assistance, FAFSA assistance, budgeting, paying for college solutions = 104 # students received field trip services = 33 # students received student success workshop (skill development) = 67 # students received 'advising' from Project Director (includes career exploration/planning, job search assistance, transfers readiness skills, etc.) = 21

Program Success: SLO #1: A minimum of 65% of TRiO SSS enrolled students will identify and complete a goal of graduating with a degree and/or a certificate within four years of enrollment in the project. This rate includes those students that graduate AND transfer to a bachelor’s degree issuing institution.

Assessment: Graduation rates are measured each semester by comparing the graduation list from Admissions and Records department with the enrolled TRiO student list. This quantifiable performance rate is sent to ED each year in an Annual Performance Report (APR) to track the project's compliance with the approved grant proposal.

SLO #2: At least 65% of TRiO SSS enrolled students will persist from one academic year to the next (or graduate and transfer) at Columbia College. Only students who enrolled at Fall term to the next Fall term are counted as persisting from one academic year to the next, according to federal legislation and EDGAR.

Assessment: Academic persistence rates are measured each academic year by pulling the transcript /schedule of each SSS enrolled student and determining if they have registered for courses at Columbia College for the following semester.


SLO #3: At least 90% of TRiO SSS enrolled students will maintain "good academic standing" according to Columbia College definition of 2.0 GPA and completing at least 50% of the units attempted in the term.

Assessment: Academic standing rates are measured each academic year by pulling the transcript of the student to review their overall GPA and determine if they have been placed on academic probation, progress probation, or dismissal of any kind. If they are deficient in any area they have not maintained "good academic standing".

Analysis:

Persistence (fall to fall)= 68% (98 total persisted/144 total students served), target goal is 65% (MET)

Good Academic Standing = 85% (123/144), target goal is 90% (NOT MET)

Grad/transfer Rate = 14% (4/27 2011-12 new participants only), have a total of 4 years to meet target objective of 65% (pending, NOT MET)

Grad/transfer Rate = 20% (26/129 2010-11 new participants cohort), have a total of 4 years to meet target objective of 65% (pending, NOT MET)

Student Satisfaction: Peer Mentor satisfaction rate = All respondents rated our peer mentors with a high level of professionalism and a high level of clarity. Overall program satisfaction = 2011-12 results are available through this link in survey monkey. 2012 Fall, no results to date, sent out 12/11/12. We are also planning on conducting student focus groups in the summer of 2013. We attempted to have a student focus group in summer of 2012 but were unsuccessful in getting students to attend.

Strengths: We have retained more than the stated objective of 65% of students from fall to fall (yearly persistent rate). We are exceeding our student satisfaction rates with the peer mentoring services utilized. Our strengths are shown in the fact that virtually 100% of students are receiving academic advising (the first mandated service in trio federal grants). Furthermore, we collaborate successfully with the AAC (academic achievement center), in offering the mandated service of academic tutoring, at a rate of 92% completion rate. We also collaborate extensively with CalWorks, EOPS, DSPS, counseling department, financial aid, A&R, and the library/ITC. We also respond well to the changing needs of students by employing trio students as peer mentors for their fellow enrolled-trio students. Peer Mentors have regular staff meeting interaction with the Project Director, therefore these trio-enrolled students who are also student staff members have their ideas and experiences taken into consideration when the PD is designing or revamping student services. This strategy has proven extremely successful as a timely feedback mechanism and allowed us to make changes in real-time rather than waiting a semester or academic year.

Challenges: Conversely, we need to be carefully change program services, but not change too quickly or based only a small group of students within our population. We need to improve our ability to target students in certain groups that need specific assistance; such as: students with no ed plans, students who are in danger of failing a single or multiple classes, students in high fail-rate classes (math, English, etc.) students on probation, students who are approaching graduation/transfer with in one semester. This will allow us to increase our overall success rates by increasing our good academic standing percentages and our graduation and transfer rate by the required 4 year time frame.


Changes/Goals: (program plan to improve effectiveness) Starting spring of 2013 we will pull student schedule information (rather than waiting for transcripts at the end of the term) to determine groups of students that need additional assistance, such as those mentioned above. We will tabulate this schedule information into student-target-groups but also to help our campus partners assist trio-students we will share the trends we see in the data. For example, we will let the AAC know how many trio-students to expect for the subject of history tutoring, so they can be prepared to serve our population accordingly. Furthermore this information will help trio academic counselors target certain students with intrusive advising techniques. This technique allows students to be helped more hands-on in the beginning of the trio experience (start of enrollment) and then be trained throughout the counseling/advising experience (post 2nd semester and beyond) to take more responsibility for their actions and educational outcomes. We have a goal of increasing our good academic standing to 90% and our grad/transfer rate to 65% by the end of 2013-14 academic year.

2013 student services program review summary · mjc transcripts. student services program review:...

Documents