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President’s Message ...................................................................................................... 3

Developing the Student Services Master Plan .......................................................... 4-8

Student Services Organizational Charts ................................................................. 9-11

Division Plans

• Admissions & Records ............................................................................................................12-14• Associated Students .................................................................................................................15-16• Bursar .......................................................................................................................................17-18• California Work Opportunity & Responsibility to Kids (CalWORKs) .................................19-21• Cooperative Agencies Resources for Education (CARE) ......................................................22-23• Career Planning Center............................................................................................................24-26• Counseling................................................................................................................................27-29• Disabled Students Program & Services (DSPS).....................................................................30-31• Extended Opportunity Programs & Services (EOPS) ............................................................32-34• Financial Aid............................................................................................................................35-37• Health Services ........................................................................................................................38-40• International Students ..............................................................................................................41-43• Library & Learning Resources Center (LLRC) ......................................................................44-46• Matriculation ............................................................................................................................47-49• Student Activities Center.........................................................................................................50-51• Training Resources to Achieve Completion (TRAC) ............................................................52-53• Transfer Center ........................................................................................................................54-55• Veterans Affairs .......................................................................................................................56-58

Student Services Student Learning Outcomes 2006-2007 ......................................... 59

• Admissions & Records ................................................................................................................. 60• Associated Students ...................................................................................................................... 61• Bursar ............................................................................................................................................ 62• California Work Opportunity & Responsibility to Kids (CalWORKs) ...................................... 63• Cooperative Agencies Resources for Education (CARE) ........................................................... 64• Career Planning Center................................................................................................................. 65• Counseling..................................................................................................................................... 66• Disabled Students Program & Services (DSPS).......................................................................... 67• Extended Opportunity Programs & Services (EOPS) ................................................................. 68• Financial Aid................................................................................................................................. 69• Health Services ............................................................................................................................. 70• International Students ................................................................................................................... 71• Library & Learning Resources Center (LLRC) ........................................................................... 72• Matriculation ................................................................................................................................. 73• Student Activities Center.............................................................................................................. 74• Training Resources to Achieve Completion (TRAC) ................................................................. 75• Transfer Center ............................................................................................................................. 76• Veterans Affairs ............................................................................................................................ 77

Key Findings .......................................................................................................... 78-79

Student Services Master PlanStudent Services Master PlanTable of Contents

2007-2014

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Dr. Michael J. Kasler President, Cypress College

Over the years, Cypress College has been guided primarily by Strategic Plans, whichincluded directions and goals for Student Services. In 2005-2006, the College embarkedupon the development of an Educational Master Plan (EMP) to guide short-term andlong-term decision making for the entire College. One of the major components of theEMP is a Student Services Master Plan (SSMP), which was developed during the 2006-2007 academic year and adopted by the campus in Fall 2007.

The driving force for developing the SSMP was to help students achieve their educationaland/or occupational goals. A comprehensive support services and guidance plan wasdeveloped as a tool to help students overcome challenges as they arise.

The Student Services Master Plan Task Force was co-chaired by Interim Dean ofCounseling and Student Development Joyce Ricci, and Dean of Student Support ServicesRick Rams. I would like to take this opportunity to formally thank Joyce and Rick fortheir leadership, vision, and diligence to this project. Other Task Force members includeStudent Activities Coordinator, Paul Bottiaux, Director of Disabled Students Programand Services, Kim Bartlett, Registrar, Regina Ford, Counselor, Kelly Carter, FinancialAid Technician, Alan Reza, and EOPS Specialist, Jackie Jackson. Additionalcontributors include faculty, staff and administrators from the Student Services areas.Everyone who participated in the development of this excellent plan is to be commendedfor their hard work and commitment. As with any major undertaking, strong leadershipand a “we can” attitude were forces behind the positive results.

You are invited to read the SSMP and learn how Student Services can support and guidestudents along their road to achieving success now and into the future.

President’s MessagePresident’s Message 2007-2014

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CYPRESS COLLEGE VISION, MISSION AND VALUESCypress College VisionA premier learning environment for student success and community enrichment.

Cypress College MissionCypress College enriches students’ lives by providing high-quality education for transfer to four-year institutions, associates degrees, vocational training, and certificate coursework, as well asbasic skills and opportunities for lifelong learning. The college is committed to promotingstudent learning and success, embracing diversity, contributing to the economic and socialdevelopment of the surrounding community and being open to all qualified students pursuingtheir educational goals.

Core ValuesCypress College is committed to:

Excellence - quality and high standards in instruction and student services, supported byprofessional growth for faculty and staff.

Integrity - an ethical standard that emphasizes honesty, fairness, accountability, and trust.

Collegiality - an environment that emphasizes teamwork, collaboration, communication,courtesy, and respect both on campus and with the surrounding community.

Inclusiveness - a community that embraces diverse individuals; provides an accessible,supportive climate, and encourages a variety of perspectives and opinions.

CYPRESS COLLEGE STUDENT SERVICES MISSION STATEMENTThe Student Services at Cypress College provide support services that maximize the potential ofprospective and current students to achieve academic and career success.

Student Services Master PlanStudent Services Master PlanDeveloping the Student Services Master Plan

2007-2014

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Process for Developing the Student Services Master PlanExisting Planning ProcessesWith the adoption of the Educational Master Plan (“EMP”) in September 2006, a task force wasassembled to develop a framework for the completion of the Student Services Master Plan(“SSMP”). The EMP serves as the foundation to develop and shape other campus plans, such asthe SSMP.

Responding to the Need for a Student Services Master PlanAt the District level, the North Orange County Community College District Strategic Plan, Goal2 states that, “Student Services within the North Orange County Community College Districtwill provide the necessary student services to ensure learning success.” Additionally, the EMPoutlines several key findings and implications in Chapter 4, pages 145-154, that directly impactprograms and services in the Division of Student Services at Cypress College and are not directlyaddressed in the EMP. Specifically, it is an opportune time for the development of an SSMP asQuality Reviews have been completed for student service areas and Student Learning Outcomes(SLOs) are in development for 2006-2007. As stated in the EMP, “Student Support Services willalso start the process of developing their Student Learning Outcomes in 2006-2007 and will befinished by the end of five years as well (p. 152).”

As a result, the SSMP will strive to address the needs of Student Services at Cypress College aspart of the larger planning process of the college. The task force, comprised of appropriateStudent Services staff, developed a format for the plan during the Fall 2006 semester. Each

Educational Master Plan

Strategic Plan

Annual Planning and Budget Processes

Faculty Positions Classified StaffNeeds

One-time BudgetAllocation

StudentEquity Plan

TechnologyPlan

Student ServicesPlan

MatriculationPlan

FacilitiesPlan

Facilities Projects

InstitutionalEffectiveness

Measures

QualityReview

CurriculumReview

Assessmentof SLOs

(SLO-CATs)

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Student Services department was asked to complete a program plan during the Spring 2007semester, using the protocol established by the taskforce. The findings were presented to the taskforce, the Student Services Council, the President’s Staff, and then to the Planning and BudgetCommittee for review in Fall 2007. Lastly, the SSMP was presented to the President’s AdvisoryCabinet for approval.

Task Force CompositionCo-Chairs: Joyce Ricci, Interim Dean of Counseling and Student Development

Rick Rams, Dean of Student Support Services

Members: Paul Bottiaux, Student Activities AdvisorKim Bartlett, Director of Disabled Students Program and ServicesRegina Ford, RegistrarKelly Carter, CounselorAlan Reza, Financial Aid TechnicianJackie Jackson, EOPS Specialist

Task Force RoleThe co-chairs met in late-October 2006 to determine the composition of the SSMP task force.After putting forth recommendations to Executive Vice-President, Dr. Mike Kasler, thecommittee composition was approved and the task force convened on November 2, 2006 todiscuss the role, purpose, and timeline for the SSMP. After initially convening, the task forceworked expediently to develop a template and protocol for departments to use in thedevelopment of the SSMP. Task force members were provided sample plans from othercommunity colleges to review. The task force used these plans to help develop a conceptualframework for the protocol. The task force created a template and adopted a protocol onNovember 21, 2006 and the co-chairs sought final approval and feedback from the Director ofInstitutional Research, Dr. Heather Brown, and Vice-President of Educational Support andPlanning, Dr. Nancy Byrnes.

In December 2006, it was determined that the protocol for the plan would be piloted with DSPSand Financial Aid. These programs initiated the data gathering portion of the SSMP in Januaryand early February. The managers/program coordinators of the remaining Student Services areaswere apprised of the protocol and plan for developing their portion of the SSMP at the FebruaryStudent Services Council meeting. Throughout the Spring 2007 semester, each departmentresponded to the protocol and reported back to the task force committee for review at the end ofthe Spring 2007 semester. Members of the task force spent several weeks working with themanagers/program coordinators editing the documents.

Below is a visual timeline utilized by the task force for the development of the SSMP. From June4-June 20, 2007, the SSMP was edited for consistency by the co-chairs, Joyce Ricci and RickRams. The final version of the SSMP will be distributed to the campus for review in late Fall2007 and was presented to the President’s Advisory Cabinet in December 2007 for approval.

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Developing the Student Services Master Plan Timeline

FEBRUARY 15, 2007SSMP introduction at SS Council

Meeting.

MARCH 23, 2007Draft SSMP templates for each

department due.

Review by SSMPTaskforce

March 27-April 12. TaskForce meets 4/12.

Notify department of anyrevisions, additions, or

edits. Revisions due April20.

SSMP Taskforce meets onApril 26 to review final edits

by department.

President’s Staff ReviewFall 2007

Planning & BudgetCommittee Review

Fall 2007

President’s AdvisoryCabinet Review

Fall 2007

President’s AdvisoryCommitteeApproval

December 2007

SSMP Taskforce meets onMay 24 & June 6 to finalize

entire draft and approvefinal edits

Student Services CouncilReview

Fall 2007

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Preface

The SSMP, which covers a seven-year period, supports the Educational Master Plan. It is adocument that will be used for strategic planning in the Student Services divisions at CypressCollege. The SSMP will support goals and objectives set forth in the Strategic Plan as well as theEducational Master Plan.

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Student Services Master PlanStudent Services Master PlanStudent Services Organizational Chart

2007-2014

Executive Vice President,Educational Programs and Student

Services

Dean, Counseling &Student Development

Dean, HealthScience

StudentActivitiesAdvisor

Associated

Students

Director,Student

Health Services

Dean, Business/CIS

and Admissions& Records

Registrar

Admissions

& Records

Veterans

Affairs

Dean, PhysicalEducation and

Athletics

Dean, StudentSupportServices

LearningResource

sCenter

Director, Budget &Finance

Bursar’sOffice

Dean, Library &Learning

Resources Center

Library

President

StudentActivitie

s

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Student Services Master PlanStudent Services Master PlanCounseling & Student Development Organizational Chart

2007-2014

Executive Vice President,Educational Programs and Student

Services

Dean, Counseling & StudentDevelopment

ArticulationOfficer

Counselors

Matriculation

Disabled StudentsProgram &

Services(DSPS)

InternationalStudentsProgram

Transfer Center Career Center Articulation

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Executive Vice President,Educational Programs and Student Services

Dean, Student SupportServices

FinancialAid

Extended OpportunityPrograms & Services

(EOPS)

Cooperative AgenciesResources for Education

(CARE)

California Work Opportunityand Responsibility to Kids

(CalWORKs)

Training Resourcesto Achieve Completion

(TRAC)

Student Services Master PlanStudent Services Master PlanStudent Support Services Organizational Chart

2007-2014

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I. Mission StatementThe Admissions and Records Office provides quality customer service, access, accuracy andequity to our students, staff, and faculty while maintaining the integrity of Cypress College andupholding the laws of the State of California.

II. Program/Service DescriptionThe Admissions and Records Office admits and registers all students; archives, maintains,retrieves and distributes official student records and transcripts; serves as the final evaluation forgraduation, certificate and transfer applications; reports attendance data to appropriate agencies;and provides information and supportive contacts to students, faculty, administrators and thecommunity at large. Occasionally office staff assists other student service departments on andoff campus with the application process.

With the complexity of state and federal regulations and the admissions application, registration,and student recordkeeping processes, the A&R staff has specialized knowledge for setting upthese processes within Banner, WebStar, Argos, CCCApply, CCCETrans, and mygateway.Continual training, committee work, and interfacing with Cypress College, Fullerton College,School of Continuing Education, and the District Information Services personnel and processesis essential.

The office houses both the admissions and records departments. Temporarily located in theBusiness Building, the Admissions and Records Office is comprised of a half-time Dean, aRegistrar, an Administrative Assistant, three Lead Specialists, three Technicians, threeEvaluators, one Clerical Assistant and five 40% Clerical Assistants. Several students serve ashourly employees.

III. Recent Trends and Current StatusSince the implementation of Banner in Fall 2001 and CCCApply in July 2003, studentenrollment has grown. For convenience, students prefer using the web-based, self-servicesystems to apply, enroll and check grades. Ultimately, CCCApply, Webstar and the Bannersystem have allowed self-service to grow.

The Admissions and Records Office has changed substantially in the last five years:• All incoming transcripts are scanned and indexed.• A telephone call center has been implemented and refined.• Help lines have been established for all Admissions and Records inquiries.• Office support has increased to provide students personalized assistance with the

application and registration process.• Customer service is the primary priority of the Admissions and Records Office.• The majority of office paper documents have been replaced with electronic forms.• Cross training of staff is incessant due to the complexity of the application, registration and

other departmental processes.• Adult hourly employees were eliminated by the hiring of part-time classified staff.• 99% of all students who apply to the college do so online.

Student Services Master PlanStudent Services Master PlanAdmissions and Records

2007-2014

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• All students enroll, add, and drop classes online.

Fall Applications Received Spring Applications Received

*The 10,114 includes the online applications for Summer 2007

IV. Student Learning OutcomesSLO can be found on page 60.

V. Factors Expected to Affect the Future Program/Service

A. Faculty/Staff - In order to improve customer service and become a paperless office,additional staff will need to be hired. Because of student expectations, the office staff will needcontinued preparation, training and cross training which will require better documentation ofprocedures and workflow in all office communications and procedural manuals. Depending onfuture program growth, technologies, or trends, Admissions and Records might benefit from theleadership of a Dean without an instructional assignment.

B. Facilities - Admissions and Records will move into the new Student Center in Spring 2008.It will conveniently serve as one of the centrally located hubs of student services that willprovide additional computer accessibility to the students. It will also provide adequate space inwhich staff can discuss student matters in a more confidential environment.

C. Technology - Incoming students will expect user friendly web-based services. Thedevelopment of these services will require additional resources: webpage development, portalimplementation, text messaging, cell phone technologies, additional computers and pod castingcapability. With forty years of accumulated student records and limited storage accommodationsin the new facility, scanning will allow Admissions and Records to save considerable space andprovide an efficient means for retrieving student records such as transcripts, Special AdmitApplications, Extenuating Circumstance Petitions, past instructor grade rosters, and graduationand certification evaluations.

D. Fiscal Resources - Fiscal resources will be required for additional staffing and for applyingand maintaining technical changes that include:• Developing a portal• Providing more options for student payments• Further enhancing the telephone system• Reducing the volume of phone questions and wait time from counter service lines• Notifying students of office transactions

E. Curriculum - Not applicable.

F. Methods of Instruction - Not applicable.

Semester/Year

OnlineApplications

Over theCounter

Fall 2002 0 12,170Fall 2003 0 10,855Fall 2004 4,830 5,907Fall 2005 8,351 1,724Fall 2006 5,522 704Fall 2007 10,114* 585

Semester/Year

OnlineApplications

Over theCounter

Spring 2002 0 6,298Spring 2003 0 6,704Spring 2004 1,419 6,568Spring 2005 5,649 2,185Spring 2006 7,361 100Spring 2007 7,300 603

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VI. Projections and Plans for the FutureAdmissions and Records is generally the first office students visit on the college campus.Moving to the new facility will increase the number of office contacts. Admissions and Recordswill need to employ additional staff that will be able to provide immediate, one-on-oneassistance. With the constant progression of telecommunications, it will be imperative thatAdmissions and Records stay abreast of up-to-date technology in order to provide web-basedservices competitive with other educational systems.

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I. Mission StatementThe Associated Students of Cypress College dedicate themselves to promoting higher education,representing and supporting the students well and advocating their needs and concerns withpassion, trust, and teamwork.

II. Program/Service DescriptionThe Associated Students (AS) provide learning, leadership and service opportunities outside theclassroom. They are supervised and advised by the Student Activities Advisor, which is an 80%faculty position. The AS Council is comprised of nine executive board positions, ten senatorpositions, and ten programmer positions. Their offices are located in the Student ActivitiesCenter and they conduct their business meetings once a week in the SAC Conference Room.Associated Student leaders facilitate participation in the shared governance process on campusby their service on campus committees.

Associated Students sponsor many events/activities on campus throughout the school year.These activities are closely related to the regular instructional program that addresses theeducational, recreational and social needs of students. These activities include Welcome BackWeek, Club Rush, Blood Drives, Thanksgiving Food Drive, and World Fest to name a few. TheAssociated Students administers student-funded programs, ensuring that resources further theeducation and welfare of the students of Cypress College.

The source of funds for the Associated Students is the AS benefit sticker, interest in a Bank ofAmerica CD, on campus ads on the phone/ATM machines, a percentage of income from thestudent newspaper’s kiosks ads, and income derived from various fundraising ventures.

III. Recent Trends and Current StatusThe change in the district software program to Banner caused a reduction of sales of the ASbenefits sticker from Fall 2001 – Spring 2004. The registration process was handled online andas the numbers of students that registered on-line increased the amount of students whopurchased an AS benefit sticker decreased.

2002-03 2003-04 2004-05 2005-06 2006-07

AS Sticker Sales 3,994 4,991 9,236 9,952 10,327

A district task force was formed to address this situation of additional optional fees anddeveloped the negative check-off procedure that came into effect in the Fall of 2004 whichimmediately had a positive effect on the sales of the AS benefits sticker. This accounts for theincrease in the number of students who purchased an AS sticker. The additional income allowsthe Associated Students to have a more extensive program to support all students of CypressCollege. Activities that were directly affected were the AS scholarship awards, special events oncampus including Welcome Back/Club Rush, World Fest, Graduation, and the recent BarbequeDay activity that was well received by more students on campus.

Student Services Master PlanStudent Services Master PlanAssociated Students

2007-2014

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A. Faculty/Staff - The scope and volume of activities will continue to increase which indicatesthat a full-time Student Activities Director should be hired as well as additional staff to provideaccess to students during the evening hours. Currently, Student Activities reports to aninstructional dean who also manages the Physical Education division. Depending on futureprogram growth or trends, Student Activities might benefit from the leadership of a managerwithout an instructional assignment.

B. Facilities - The Student Activities Center has been relocated to a new location on campuswhich is more centrally located for access to a higher volume of student traffic. The AS officeswill need to be expanded to allow for growth in the future.

C. Technology - The Associated Students will add to their budget a line item to support cableservice to the televisions in the Student Activity Center to provide students a wider scope ofpotential educational and social experiences. The printers in the SAC Computer Lab will need tobe updated to color and provide a greater volume of production for the increase in studentpopulation.

D. Fiscal Resources - Associated Student sponsored programs are funded primarily by sales ofAS benefit stickers. To provide for the increased expenses in the future more benefits forstudents will need to be added to the list of benefits to help encourage more students to purchasethe AS sticker.

E. Curriculum - Not Applicable

F. Methods of Instruction - Not Applicable

VI. Projections and Plans for the FutureThe Associated Students will continue to be a vital group of student leaders on campus to helpfacilitate programs of interest to the future students of Cypress College. They will continue tosponsor events and activities that help to contribute to the educational and social growth of thestudents.

The AS will continue to represent and support the students of the college by advocating for theirneeds and concerns with a concentrated team effort.

In the next ten years future students of the college will continue to look for potential leadershipand service opportunities to further their goals. The college will need to hire a full-time Directorof Student Activities as well as additional support staff to meet the needs of more students andthe expansion of hours and access to the program.

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I. Mission StatementThe Bursar’s Office provides all students with financial services related to their educationalexperience and other support services for campus programs and clubs.

II. Program/Service DescriptionThe Bursar’s Office is available to serve our current, past and potential student population byproviding a registration and fee payment process and other services including scholarshipprocessing, third party payment processing, issuing registration fee refunds, issuing campusparking permits, ID cards, and Associated Students Benefits cards, monitoring and advisingstudents and their club advisors on campus fundraising procedures, selling Orange CountyTransportation Authority (OCTA) bus passes, collecting and disbursing class field trip monies,receiving deposits and processing purchase requests for a variety of campus instructionalprograms (athletics, automotive, culinary arts, dental assisting, dental hygiene, theater) andstudent services (library, career planning center, bookstore, student health center). The Bursar’sOffice also serves as the custodian of the accounts for Associated Students and campus clubs.

Housed in a temporary location in the Business building, the Bursar’s Office consists of thefollowing staff: a Campus Accounting Manager, an Accounting Specialist, three AccountingTechnicians and classified hourly employees as needed to assist with registration paymentprocessing and registration refunds.

III. Recent Trends and Current StatusSince the Bursar’s Office began issuing student registration refunds in 2004-05, the number ofrefunds have increased. Due to the nature of the content of our student accounts, the refundprocess is a manual process. It is labor intensive and time spent on collections of studentaccounts receivable could potentially increase. Scholarship transactions to pay for registrationfees and Bookstore purchases increased from 591 in 2004-05 to 667 in 2005-06, an increase of13%.

2002-03 2003-04 2004-05 2005-06 2006-07

Students Enrolled 33,286 30,223 31,415 30,403 30,636

Refunds Issued No Data No Data 5,246 5,887 6,976

Unpaid Balances $40,735 $49,376 $65,044 $35,547 $29,132



A. Faculty/Staff - Over the last few years the Bursar's Office workload has increased withoutthe addition of any staff. There is an immediate need for an additional position to cover thecurrent office responsibilities. In addition staffing levels will need to be reviewed if enrollmentincreases.

Student Services Master PlanStudent Services Master PlanBursar

2007-2014

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B. Facilities - The Bursar’s Office’s move to the new Student Center is expected in Spring 2008.This move will provide better service opportunities for all students, as access will be improved.

C. Technology - District Information Services in conjunction with the Banner Student Teamhave used technology to improve registration and many of Admissions and Records processes tostreamline procedures for students and staff. ARGOS as a reporting tool has improvedinformation access. The mygateway portal will provide an additional means of communicatingwith the students. Technology should be reviewed to assist with the enhancement of internaltracking controls.

D. Fiscal Resources - Funding will be necessary to hire a new accounting technician in order tobring the number of staff in line with the office responsibilities. This position is on the classifiedneeds assessment list but will not be considered for funding until the move to the new StudentCenter in Spring 2008.



VI. Projections and Plans for the FutureThe Bursar’s Office responsibilities will continue to be governed by campus requirements andstate mandates.

As the student population grows and becomes more ethnically diverse, it will be necessary toreview policies and procedures to ensure accessibility to all students. In order to enhancecustomer service, processes will need to be streamlined to meet student and staff needs. Anincrease in registration fee refunds and student accounts receivable uncollected balances isexpected to increase.

A review of the construction plans for the new location indicates possible storage and securityissues for the Bursar’s Office functions. Facility needs will be assessed after the move to thenew work environment.

The Bursar’s Office will begin tracking the numbers of students served and services in anefficient manner. This will provide a basis for comparison in future years and allow for moremeaningful planning.

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I. Mission StatementThe mission of the CalWORKs program is to assist students in becoming self-sufficient, gainindependence from public assistance, obtain a job, and continue life-long learning.

II. Program/Service DescriptionThe California Work Opportunity and Responsibility to Kids (CalWORKs) program providesservices to students who are receiving Temporary Aid to Needy Families (TANF). Staff are notemployed by the Social Services Agency (SSA) but by the North Orange County CommunityCollege District as advocates of self-sufficiency through education.

Through the CalWORKs program, students may be eligible for paid work study opportunities,child care, academic guidance and counseling, ancillary funds for books and supplies, workactivity progress report form completion, communication assistance with the Department ofSocial Services, workshops to enhance living skills, and networking activities.

The CalWORKs program works closely with the Extended Opportunities and Services Program(EOPS) and Financial Aid department to ensure students receive maximum support services.CalWORKs and Cooperative Agencies Resources for Education (CARE) programs collaborateto provide services to students.

Housed in the newly renovated Cypress College Complex, CalWORKs consists of the followingstaff: CalWORKs Coordinator/ Dean, two Adjunct Counselors, one Student Services Specialist,and one Administrative Assistant.

III. Recent Trends and Current Status2002-03 2003-04 2004-05 2005-06 2006-07

Students Served 435 400 374 371 250

Coordination Funding $163,580 $166,483 $169,324 $169,324 $103,626

Child care Funding $116,647 $116,647 $129,717 $175,717 $195,415

TANF Funding $73,238 $72,140 $70,129 $70,129 $70,235

Total Allocation $353,465 $355,270 $369,170 $415,170 $299,041

The CalWORKs Program has experienced a slight increase in funding with a decrease instudents each year and currently new funding formulas are being developed. There have beenrecent changes in student requirements. A statewide MIS system for CalWORKs wasimplemented in Summer 2007. New federal regulations require State Social Services to placewelfare recipients in employment, therefore a decrease in the number of CalWORKs studentsmay occur. The table above lists the number of students served with details of the specific areasof funding and total allocation.

Student Services Master PlanStudent Services Master PlanCalifornia Work Opportunity & Responsibility to Kids(CalWORKS)

2007-2014

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In January 2001, the Governor’s budget proposed a reduction in the CalWORKs budget bynearly 80% and in 2002-03 the CalWORKs budget experienced a large budget reduction.CalWORKs students, faculty and staff contacted their state and local officials requesting theState restore all the program funds for this successful program. The Governor and Legislatureresponded and adjusted the cut. A portion (50%) of the funds was restored. However, becausehalf of that restoration required a 50% match, in effect only 25% of the funding was actuallyrestored.

Fifty-five percent (55%) of the allocation provides direct services to students. The servicesinclude work study, child care, legal aid manuals, ancillary forms, and success packets.Ancillary forms are verified by CalWORKs staff and are provided to Social Services staff forthem to pay for books, equipment and fees for CalWORKS students. CalWORKs students arerequired to attend a Student Success conference each semester to receive child care, work studyor ancillary forms. Each student is asked to complete one counseling session per semester witha CalWORKs counselor.

Coordination funds are utilized for salaries, office supplies, equipment, travel and outreachmaterials. TANF supplements the CalWORKs budget to provide direct services to CalWORKsstudents.



A. Faculty/Staff – In 2007-08, the State Chancellor’s Office has received an additional $9million for job development for CalWORKs students. Unfortunately, as a result of the 2002-2003 budget cuts the Work Study component of the program was greatly impacted. The JobDeveloper position was eliminated. This position maintained a systematic approach to jobdevelopment and job placement, which coordinated with curriculum offerings and promotedlifelong learning. Consideration should be given to replacing the Job Developer position if theCalWORKS program allocation increases for staffing.

B. Facilities - Additional storage is needed for the program’s recruitment and program needs.Items stored include books, equipment, auto equipment and academic supplies, all of which aredistributed to students each semester.

C. Technology - CalWORKs will need to stay current with new technologies. A plan forscanning student files, including application, agency verification, counselor notes, and otherimportant documents is necessary. Encrypted data files will need to be maintained to protectpersonal information from unauthorized access. Also, with the unveiling of the new MISreporting system MIS data will now be used in funding allocation formulas.

D. Fiscal Resources - As a categorical program, CalWORKS is a program subject to legislativechanges that impact funding. Welfare reform is an ever changing federal and state process. Asthe State Chancellor’s Office is in the process of institutionalizing the CalWORKs program, newrequirements and funding formulas are being developed.

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E. Curriculum - Staff will continue to work with the Counseling department to develop newclasses to assist CalWORKs students to meet their 32 hour work activity requirement. Staff willcontinue to provide workshops tailored for CalWORKs student needs.

F. Methods of Instruction - The CalWORKs staff coordinates and provides workshops andconferences on resume writing, interview tips, vocational pathways, and suggestions forretaining employment. The Student Service Specialist meets with each work study student todiscuss his/her employment needs. The CalWORKs counselors offer advice on career laddersand educational paths.

VI. Projections and Plans for the FutureThe legislative intent for augmenting community college CalWORKs program funds is todedicate funds for work-study and job development/placement, which will assist the State inincreasing its work participation rates. As such, use of funds for work-study must be coordinatedwith the local county welfare department to assist students in meeting their 32-35 hour weeklywork participation requirement. Another goal for the funding augmentation is to increase off-campus work-study job placements. Students eligible for work-study must have welfare-to-work(WTW) plans in place or have been referred by the county to the college and are in the processof having their WTW plan developed.

With the new guidelines requiring CalWORKs verification from the Social Services Agencies,the student numbers have decreased. At this time, there is adequate support staff. The SocialServices Program caseloads have declined by fifty percent (50%). Consequently, an increase infuture CalWORKs student numbers is not expected. However, with increased work participationrequirements for CalWORKs recipients, additional staff support in this area may be needed inorder to adequately provide this service.

CalWORKs program requirements and funding allowances are narrow and restrictive and aredefined by the legislature. The program requirements and funding are not included in Title V asthey are subject to change. A dedicated portion of the funding can only be utilized for child care.Campus student books and equipment cannot be purchased with these funds. The goal of theprogram is for thirty percent (30%) of the funding to support work study and job development.

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I. Mission StatementThe mission of the CARE program is to assist single parents receiving Temporary Aid to NeedyFamilies (TANF) to increase their education skills, become more confident and self-sufficient,and move from welfare to independence.

II. Program/Service DescriptionThe Cooperative Agencies Resources for Education (CARE) program is comprised solely ofExtended Opportunity Programs and Services (EOPS) students who are also single parentsreceiving public assistance. The CARE program is the combined effort of three agencies: theDepartment of Social Services, the Department of Employment and Cypress College. The hopeis to break the welfare-dependency cycle by completing college-level educational trainingprograms to become more employable and economically self-sufficient. CARE was the firststate-funded program of its kind in the nation.

CARE students must be a parent/head of household, have a household member that is aTANF/CalWORKs recipient, and have one child less than 14 years of age. In addition, CAREstudents must also be participants in the EOPS program and 18 years or older.

Through CARE, students receive supplemental educational support services, such as counselingand advisement; group support; peer networking; help from peer advisors; information andreferrals to campus and community-based services or agencies; networking activities specificallydesigned for low-income single parents; and workshops, including self-esteem, parenting, studyskills, and time management. Additional support services include grants and allowances for childcare, bus passes, textbooks, school supplies, and transportation costs and other educationalsupport. Personal computer access and on-campus meal tickets are also provided to enhance theretention, persistence, graduation and transfer rates of these highly motivated students.

Housed in the newly renovated Cypress College Complex, CARE consists of the following staff:Dean of Student Support Services, CARE Coordinator and a 25% Administrative Assistant. TheCARE program also receives support from EOPS staff. Additionally, ninety-five percent (95%)of CARE students also participate in the CalWORKs Program. The two CalWORKs adjunctcounselors provide EOPS/CARE counseling as well as CalWORKs assistance. Due to the highlevel of collaboration, the CalWORKs staff also provides program support.

III. Recent Trends and Current StatusThe CARE Program’s budget and students served remain stable each year. However, newFederal regulations requiring State Social Services to place welfare recipients in employmentmay cause a decrease in the number of welfare recipients attending college and consequently thenumber of students in the CARE program. Below is a table that lists the number of studentsserved and program allocations.

2002-03 2003-04 2004-05 2005-06 2006-07# of Students Served 124 136 144 137 139

Allocation $158,822 $158,822 $163,311 $166,129 $167,166

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Sixty-one percent (61%) of the funding allocation provides direct services to students in the formof books, work study, child care, educational grants, equipment, uniforms, bus passes, and healthcenter costs. All CARE students are required to attend a Student Success conference eachsemester, as well as to complete three counseling sessions with an EOPS or CalWORKscounselor.



A. Faculty/Staff - Staff will continue to collaborate with CalWORKs staff to maximizeresources and funding. Staffing is not expected to expand or change.

B. Facilities - Additional storage is needed for the program’s recruitment materials and supplies.Items stored include books, auto equipment and academic supplies, all of which are distributed tostudents each semester.

C. Technology - With rapid technology advances, CARE will need to stay current with newdevelopments. Scanning our student files, including application, agency verification, counselornotes, and other important documents will be needed. Encrypted data files will need to bemaintained to protect personal information from unauthorized access.

D. Fiscal Resources - As a categorical program CARE is subject to legislative changes thatimpact funding. Welfare reform is ever changing with legislation being revised each year. Iflegislative change is not in favor of education, welfare recipients’ educational options will belimited and the number of CARE students will decline.

E. Curriculum - Staff will continue to work with the Counseling department to develop newclasses to assist CARE students to meet their 32-hour work activity requirement. Staff willcontinue to provide workshops tailored to CARE student needs.

F. Methods of Instruction - The CARE staff coordinates and provides workshops andconferences on resume writing, interview tips, vocational pathways, and retaining employment.The CARE Coordinator meets with each student to discuss and assess his/her educational needs.The EOPS and CalWORKs counselors offer advice on career ladders and educational paths.

VI. Projections and Plans for the FutureCurrently, there are no plans for staff expansion. The CARE Program has maintained its studentnumbers and there is adequate support staff for the program. Both EOPS and CalWORKs haveincreased their counseling staff, which also supports the CARE Program. The Social ServicesProgram caseloads have declined by fifty percent (50%). Consequently an increase in futureCARE student numbers is not expected. The CARE program will remain stable with the numberof students served.

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I. Mission StatementThe Cypress College Career Planning Center (CPC) provides resources and support servicesdesigned to assist students and the general public in the cultivation and enhancement of aptitudesto explore and research career and major options, define goals and decisions, enhanceemployability, and prepare for life-long learning.

II. Program/Service DescriptionThe CPC works closely with instruction and other student service programs to provide relevantcareer research assignments to engage students in their path of life-long learning. The CPCserves students and the general public from all demographic groups served by Cypress College.The CPC is combined with the Adult Re-entry Program so it also serves the adult learnerpopulation, which is comprised of more than 3,000 students over the age of 30.

The CPC is staffed with the following: one full-time Career Center Coordinator, one full-timeInstructional Assistant, one full-time Career/Re-entry Counselor, and a student hourly. Theservices offered by the CPC consist of individual career counseling sessions, career classes,career assessments and inventories, a research library, computer-based career information,workshops, labor market trends, and assistance with job search strategies, résumé writing, andinterviewing techniques.

III. Recent Trends and Current StatusUse of the CPC was inconsistent between 2001-2006. The significant growth beginning with2003-04 is reflective of the changes in data collection and documentation proceduresimplemented by the use of SARS (Scheduling and Reporting System) software. The fluctuationof career and re-entry counseling contacts reflect the changes experienced with the loss of a full-time career counselor and reduced counseling hours. Beginning in 2003-04 the number ofdocumented contacts with non-career classes began to decline due to discontinued eveningservices, the availability of online career software, and lack of accessibility due to campusconstruction.

ACADEMIC YEARCONTACT category

2002-03 2003-04 2004-05 2005-06 2006-07

Career and Re-entry Counseling 1,857 1,670 906 1,751 1,186Career Research & Services 8,462 14,902 16,932 16,286 11,889

Students with career researchassignments in non-career classes

1,923 1502 1255 1077 1291

Students enrolled in career classes(COUNS 141, 144, 145, 151)

538 415 494 593 527

TOTAL CONTACTS 12,780 18,489 19,587 19,707 14,893

The December 2003 closure of the Job Placement Office greatly impacted the Career PlanningCenter. The mission of a Career Center is not the same as that of a Job Placement Office. Thelack of this service on the Cypress campus has negatively affected the students and outside

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employers. In response, students are told how they can receive placement services, such as bycontacting the Fullerton College Work Center or viewing websites.



A. Faculty/Staff - The Career Planning Center is scheduled to move to the new Student Centerin Spring 2008. An additional counselor to provide both transfer and career counseling wouldserve the Center well since the Career Planning and Transfer Centers will be side-by-side in thenew location. Consideration should be given to assessing the classified staffing needs of the newcenter.

B. Facilities - The Career Planning Center will be located on the second floor of the new StudentCenter which is expected to open in Spring 2008. It will be housed with the Transfer Center.The computers and resources will be in a shared space so proper space planning and stafftraining is imperative.

C. Technology - With the rapid expansion of computer-based career information and services,the need for well-documented, comprehensive industry standards is critical. To plan for thefuture, the Career Planning Center staff must strengthen their ability to develop, deliver, monitorand utilize computer-based information (such as the Association of Computer-based Systems forCareer Information).

D. Fiscal Resources - To maintain resources, subscriptions, computer programs and materialsmaintained in the Career Center, the CPC budget may need to be enhanced in the future.Although the vendors are sensitive to funding limitations within the educational environment,and they attempt to keep their costs from rapidly escalating, these resources do not come cheapand we anticipate future costs will adjust upwardly with inflation. Funding will be required if anadditional counselor is hired to serve the next “Career/Transfer Center.”

E. Curriculum - The curriculum for COUN 151 Career and Life Planning, 141 CareerExploration and 141 Changing Careers will need to be reviewed and updated in the future so thatthey incorporate the current practices and methods for student success in the career planningprocess. The CPC works closely with instructors to develop career assignments around theirclasses and create active learning experiences so student fined learning more relevant, rewardingand practical.

F. Methods of Instruction - Traditional career classes are offered as well as hybrid and onlinecourses. Faculty will need to be trained to provide course instruction utilizing the advances intechnology, career-related software, assessments and resources. The delivery methods will needto be addressed with close scrutiny paid to the retention and comprehension factors of onlinecareer classes versus classroom offerings.

VI. Projections and Plans for the FutureCurrent career trends indicate that as many as 14 million workers annually need careerassistance. Therefore, the need for career services will continue to be in high demand for thefuture. The CPC anticipates meeting these needs by increasing the number of student contacts

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and quality of services by: re-establishing evening career services and reviewing the scope ofresponsibilities for career/re-entry counselor(s) and support personnel; increasing availability andkeeping pace with technological advancements of computers, peripherals, and career relatedsoftware and resource materials; and developing and providing in-service and training for staff,counselors and career class instructors on upgrades and changes in career assessments, careersoftware programs, career research projects, career trends and resources.

With one third of the student population over the age of 27, the CPC plans to expand outreachand marketing efforts to adult learners through revitalization of the Adult Re-entry Programservices and Re-entry Scholarship awards. Further, over 10% of the students enrolled at CypressCollege are undecided on their college major so outreach efforts to these students will beexpanded to include redesign of the department website, revisions to program documents andbrochures, better utilization of technology to identify these students, and increase communicationefforts.

A Career Advisory committee will be established to act as the advisory body for the CareerPlanning Center, to strengthen the CPC’s program and services to students and the community,and to gain input from outside organizations in order that the Career Planning Center beresponsive to changing trends and conditions. In the future, reestablishment of the JobPlacement Office may need to be considered.

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I. Mission StatementThe Counseling department is committed to promoting student learning and success by providingacademic, career, and personal counseling, classes and support services to maximize studentpotential for achieving educational and life success.

II. Program/Service DescriptionThe Department is unique in that it is engaged in instruction and support services. All membersof the counseling faculty teach student development courses that are designed to promoteacademic and life success and include academic and transfer planning, career development andpersonal/life management. Counseling faculty also meet with students individually and ingroups to assist them in reaching their short and long-term goals. Counseling faculty are locatedin all of the academic buildings and are specialists in working with specific majors. Closeproximity to the academic divisions facilitates the working relationship between counselors andteaching faculty for the benefit of students.

The staff includes a Dean, 13 full-time counseling faculty, and four full-time classified staffmembers. Additional adjunct faculty, part-time classified staff and work-study students are hiredas needed and as funds permit. The Department serves all students across the campuscommunity. The Department also does outreach with feeder high schools and other potentialstudents by conducting orientations, campus tours, college nights and outreach events.

III. Recent Trends and Current StatusElectronic data collection began in 2002-03 with the purchase of the Scheduling and Reporting System(SARS) online scheduling program. Not all offices were online with SARS at the same time, thereforethe 02-03 statistics do not reflect a whole year’s data. The data illustrate an increase in both counselor-individual and counselor-group contacts from 2002 to 2004 with the primary method of contact beingindividual. The decrease in contacts in 2005-06 is consistent with the campus-wide drop in enrollment,although the individual contacts remained strong.

Attended Individual and Group Counseling Appointments

2002-03 2003-04 2004-05 2005-06 2006-07

Individual Student Contacts (13.5 FTE) 13,824 21,610 21,826 21,529 25,042Group Student Contacts 968 1,278 1,649 780 1,429

These statistics include student and staff contacts made by counseling faculty and classified staff at thecounseling offices such as phone calls, emails, making appointments, high school visits, classroom visitsand on campus events.

Other Counseling Office Contacts

2002-03 2003-04 2004-05 2005-06 2006-07

Staff to Student 13682 22466 19744 23589 30042Staff to Staff 667 1060 1288 1267 1736

Enrollment in classes mirrors the fluctuation in student enrollment campus wide.

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Counseling Classes

2002-03 2003-04 2004-05 2005-06 2006-07

Sections Taught 81 51 58 58 86Student Enrollment 2447 1354 1789 1868 2228

Due to budgetary concerns, Counseling has experienced several cutbacks that have resulted in itspartial reorganization. The department is currently operating without one full-time counselingposition and one full-time Student Services Instructor. The vacancies of these two positionshave required the current full-time counseling faculty to take on additional responsibilities andthe hiring of adjunct counselors to teach and counsel students.

The non-replacement of clerical staff required a reorganization of the current clerical staff. Threefull-time support employees are located in the Counseling Center where they handleappointments, phone calls, and administrative tasks. Reception services in the divisioncounseling offices are performed by student hourly workers.



A. Faculty/Staff – The anticipated retirement of faculty and an increase or change in studentpopulation will impact the ability to effectively serve students. Additional counseling facultyand staff may need to be hired to assist students in successfully achieving their academic goals.

B. Facilities – The Counseling Center will relocate to the new Student Center in Spring 2008.The facility will create a central location for walk-in counseling with permanent private officesin close proximity to other student services.

C. Technology – More information from the universities is being provided online or on compactdisc and fewer hard copies are being distributed. More student services are being deliveredonline such as orientation, online and hybrid classes and online advising. Technology requiresongoing training for faculty and staff, particularly as the department moves towards an electronicStudent Educational Plan (SEP), expanding the use of the SARS scheduling software, as well asexploring the use of blogs and text messaging as methods of student services communication.

D. Fiscal Resources – Counseling is funded solely through the campus general fund. When thecampus experiences growth years, the department will have a better chance to fill vacantcounselor positions. One-time funding requests have been granted during the past few years toexpand walk-in counseling services. One counselor is assigned to international students on apart-time basis (1/3 of time). As the international student population grows and the counselorload increases, consideration should be given to having the counselor’s salary partially funded bythe International Student Program budget.

E. Curriculum – In recent years there has been an increase in underprepared students enteringthe college. Moreover, many are first generation college students whose families are notequipped to assist them in navigating college. These trends create an increased need forcounseling classes to help students prepare for successful completion of certificates, degrees and

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university transfer. The revision and addition of new classes will need to be ongoing to meet theneeds of the diverse and changing student population.

F. Methods of Instruction – Counseling classes are offered on campus, online, and throughoutdifferent parts of each term in order to meet the needs of students. Methods of instruction consistof traditional lectures, discussions, and group activities.

VI. Projections and Plans for the FutureHiring a full-time counseling faculty position for the Science, Engineering and Math vacancyand converting the Student Services Instructor position to a counseling faculty position for theCareer Planning and Transfer Centers need to be considered. With the completion of the newStudent Center, and an anticipated increase in student visits, it may be necessary to exploreexpanding the classified staff in the department.

The second floor of the new student center will house Walk-in Counseling, Career, Transfer, andAssessment Centers. Without a designated classroom in the new student center, counselingclasses and new student orientations will be scheduled in available classrooms on campus.

The Department should pursue offering more sections of COUN 140 Educational Planning,COUN 141 Career Exploration, COUN 150 Academic and Life Success, and COUN 151 Careerand Life Planning, particularly in the fall semesters when the demand is high. In addition, itshould consider adding a new course, COUN 040 College Orientation, which will focus onmatriculation steps, and will be aimed at incoming freshmen.

The Department may investigate mandating orientation for all new students. This process couldresult in collaborating with Admissions and Records in providing these students earlyregistration.

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I. Mission StatementThe Disabled Students Program & Services (DSPS) provides accommodations to students withdisabilities that ensure their equal access to college programs and facilities and maximize theirpotential for success in achieving their individual educational and career goals.

II. Program/Service DescriptionDSPS is mandated by the state and federal government to provide assistance to students withverified disabilities that minimizes the impact of their disabilities on their academic performance.Students served include those with: visual impairments, deafness and hearing disorders, mobilityimpairments, learning disabilities, acquired brain injuries, speech/language disorders,psychological disabilities and developmental delays. Students come from all the samedemographic groups as the non-disabled students enrolled at the college. The services theyreceive are based on their individual disability-related needs. Among the services that may beprovided are note-taking assistance, extended time on tests, alternate media, disabled parking,adaptive equipment, and counseling. Special classes are offered to students includingintroductory and advanced computer classes, a college orientation course, a career planningclass, adaptive physical education classes and a learning assessment course.

Housed in the newly renovated Cypress College Complex, DSPS is made up of the followingstaff: a Director, an Academic Counselor/Faculty Member, a Learning DisabilitiesSpecialist/Faculty Member, two Student Services Specialists, an Administrative Assistant II, anAlternate Media Specialist and several hourly sign language interpreters. DSPS maintainsworking relationships with other colleges and community agencies, including the Department ofRehabilitation.

III. Recent Trends and Current StatusDSPS showed steady overall growth between 2002 and 2005. In 2005-06 there was a slight dropin the number of students served, probably due to the large number of students who eithergraduated or transferred the previous year. Growth has been relatively steady among studentswith learning disabilities, with the number of students served increasing by 40% between 2002and 2006. Currently, students with learning disabilities make up the largest group of studentsserved by DSPS, followed by students with other medical and cognitive conditions. All the otherdisability groups have smaller populations and have shown fluctuations over the years.

Academic YearDisability Category2002-03 2003-04 2004-05 2005-06 2006-07

Deaf/Hard of Hearing 29 28 24 35 39Acquired Brain Injury 11 14 17 19 18Learning Disability 124 120 169 174 173Vision 16 13 14 13 17Mobility 89 109 107 75 81Other 127 102 79 98 166Developmentally Delayed Learner 16 15 26 32 28Speech 6 12 8 2 2Psych. 42 73 96 60 81Total 460 486 540 508 605

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A. Faculty/Staff - National data from the Disability Compliance in Higher Education Newsletterindicate that the numbers of students with disabilities going to college will continue to grow overthe next ten years, especially among those with learning disabilities, psychological disorders andacquired brain injuries. These groups may require more specialized counseling and thereforemore academic and learning disabilities counselors may be needed. Deaf and hard-of-hearingstudents will also pose a challenge to DSPS in the future. The need to provide them with signlanguage interpreters will be hampered by prohibitive costs and shortages of certifiedinterpreters.

B. Facilities - As new buildings are constructed and older ones are renovated on campus, DSPSwill need to be involved in planning to ensure that physical access is maintained. Although thecurrent DSPS Office is adequate, it may need to be expanded or relocated in future years toaccommodate a larger staff and more students.

C. Technology - DSPS will need to stay current with new technology advances and make themavailable to students as necessary.

D. Fiscal Resources - As a categorical program mandated by the State to meet certainrequirements and provide specific services no matter the cost, DSPS will need to be on thelookout for new funding sources and for ways to reduce expenses, particularly in the most costlyservice areas such as sign language interpreters.

E. Curriculum - New curricula for DSPS computer classes will need to be developed to keeppace with advances in computer technology. Other courses may need to be created to meet theneeds of students with brain injuries and psychological disabilities.

F. Methods of Instruction - DSPS faculty will need to be trained to provide online courseinstruction and to use technology, such as PowerPoint and SmartBoards.

VI. Projections and Plans for the FutureDSPS expects to increase the number of students served. Staffing will be expanded to includeanother learning disabilities specialist and another academic counselor, as well as a coordinatorof services to deaf students. The High Tech Center will need to include more computers andother types of adaptive equipment for use by students. In addition, the Alternate MediaSpecialist’s position is likely to expand in order to keep up with technological changes. Newcurriculum will be developed, including online classes. In addition, DSPS will collaborate withlocal high schools on efforts to better prepare their students with disabilities to transition tocollege, as well as with the School of Continuing Education’s DSPS in transitioning some oftheir students into credit programs.

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I. Mission StatementThe mission of Extended Opportunity Programs and Services (EOPS) is to assist students witheconomic, linguistic and educational challenges enroll and succeed in higher education andsuccessfully prepare for careers.

II. Program/Service DescriptionEOPS targets Board of Governor (BOG) Fee Waiver eligible students and potential students whohave remedial education or basic educational skills needs and/or meet other educationallydisadvantaged criteria. A state mandated and funded comprehensive student support serviceprogram, EOPS is required to supplement the regular campus services. It does this by providingoutreach, recruitment and enrollment services, retention and academic success services andtransitional services “above and beyond” what the campus provides. In addition, documentationof program and student outcomes and accountability for staffing and program management isrequired in an annual yearly report to the System Office. EOPS also provides additional supportservices to single parents on public assistance through the CARE Program.

Housed in the newly remodeled Cypress College Complex, EOPS consists of the following staff:A Director, Academic Manager, one Academic Counselor (faculty), three adjunct Counselors, anEOPS Program Coordinator, a CARE Program Coordinator and five Student Services Specialists– each of whom specialize in one or more of the following program areas and activities –Outreach and Recruitment Services, Eligibility and Enrollment Services, Retention Services,Transitional Services and Program Outcomes, and Accountability and Support. Student and adulthourly employees are utilized to extend the available services.

III. Recent Trends and Current StatusGrowth of EOPS student enrollment and state fiscal support due to that growth has beenconsistent and all indications are that this trend will continue. While EOPS actively recruits andretains educationally, economically and linguistically disadvantaged populations and increasesand contributes to the greater diversity of the student population, the students that EOPS isintended to serve share many characteristics of a large percentage of Cypress College students.

EOPS is one of the leaders on campus in utilizing and integrating technological tools,opportunities and solutions in managing and streamlining the workload, tracking students andservices and in maintaining communications with its students. The website is updated on aregular (weekly) basis so students can access it for forms, updates, reminders, links, thebimonthly newsletter and other important and timely information. EOPS students are able toaccess staff and counselors with questions and concerns and receive a response within a 48-hourmaximum turnaround time.

The EOPS program has some unique programming for its students. It institutes a yearlymotivational program called “Kickoff” each August; facilitates student readiness for eachsemester with its “Resources and Resolutions” program; features a final exams support programand through the use of its Tier System, the program is able to quickly and easily identify howstudents are progressing and which students require additional retention interventions.

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The following table displays EOPS budget figures, students served, services provided, and EOPSstudent academic achievements.

Budget and Service Figures

2002 – 03 2003 - 04 2004 - 05 2005 - 06 2006 - 07

State allocation $729,460 $692,987 $715,034 $784,680 $849,555

District match $174,266 $189,443 $209,706 $208,140 $219,281

StudentCap

687 695 708 725 740

Students Served 695 736 767 810 767

Units generated for thecollege

16,270 15,954 17,822 19,755 19,983

Academic achievement- 2.0 or greater

Not tracked 82% 69% 80% 80%

Book Service $165,920 $165,006 $177,639 $218,084 $219,999

Student Survival Items $20,059 $64,143 $25,219 $76,000 $43,961

President’s List 31 38 60 97 104

Dean’s List 131 163 235 225 188

Graduates * 29 52/44 84/65 141 83/81

Transfers * 12 40 35 46 33/48

Certificates * 13 41/19 65/33 41/21 15/19

Scholarships 41 41 51 3548

$25,550

*current EOPS students1/former EOPS students2 -1Students who were able to complete their educational goals within the 6 semester/70 unit time frame that is required by the state.2Students who were in EOPS but who were not able to complete their program within the 6 semester/70 unit time frame that is required bythe state.


V. Factors Expected to Affect the Future Program

A. Faculty/Staff - By increasing counseling hours and support staff, EOPS will improve serviceand meet the divergent needs of the at-risk population it serves, as well as meet the statutoryrequirements placed upon the program.

B. Facilities - EOPS faces space challenges, especially in the allocation of space for futuregrowth. The current storage of its student maintenance and survival items and the housing of itsbook loan program, including program equipment and supplies are insufficient.

C. Technology - During Spring 2007, EOPS implemented a new and updated program databasethat uses Banner data as well as program data to allow for greater ability to track services andoutcomes, generate reports and evaluate the efficacy of its services, interventions and studentusage and collaborations with other campus services. With the launch of mygateway, EOPS willhave greater technological opportunities.

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D. Fiscal Resources - Funding and statewide support for EOPS remains strong. Currently, thestate Chancellor’s Office is exploring ways to update the EOPS allocation model. Based ondiscussions, it has been determined that the Cypress EOPS program, with its controlled growthplan (cap plus 5% growth each year), will benefit from the new funding model. EOPS currentlyutilizes approximately 75% of its budget towards staffing costs, 24% for student textbook andeducational supplies and 1% for office supplies.


F. Methods of Instruction - Higher math and English requirements for completion of anAssociate degree that go into effect for Fall 2009 will impact EOPS students as they enter theinstitution already lacking some of the basic skills necessary for college and career success.Additional learning support resources such as tutoring, specialized instruction, PAL, and learningcommunities, will need to be better developed and utilized to promote the success of EOPSstudents.

VI. Projections and Plans for the FutureIf current trends continue, it is expected that an increase of first generation college students andthe number of students attending college who have basic skills and remedial education needs willgrow. Further, the number of students attending college who will qualify for financial aid willalso increase.

Supporting the growth and expansion of EOPS would appear to directly support the campusmission and goals of serving and supporting the needs of diverse and educationally,economically and linguistically disadvantaged students and increasing the success and outcomesof these students.

EOPS students, with their educational, economic and/or linguistic disadvantages benefit fromintensive tutoring and instructional support programs. Thus, continued expansion of tutoring andinstructional support services is an important component of serving this population. An increasein tutoring for all subject areas is a need that must be met in order for students to succeed.

To continue to meet the specialized needs of the students and support the college and districtgoals, EOPS will seek to increase student utilization of other campus resources that will supportpositive student learning outcomes (e.g. PAL, SI, tutoring and learning resources, LearningCommunities, involvement in honors and other academic programs).

Additionally, EOPS will transition to an updated and more comprehensive database thatincorporates the tracking of “over and above” EOPS services. EOPS will develop studentlearning outcomes and relevant measurement criteria for each of the program components thatrelate to student learning, including outreach and recruitment, orientation and enrollmentservices, retention services and transitional services.

As part of EOPS efforts to enhance visibility and student communication, the program willcontinually enhance communication tools such as the newsletter, website, and email blasts tostudents. Finally, EOPS will evaluate and improve its outreach and recruitment plan andstrengthen its linkages to eligibility, enrollment and retention services for maximumeffectiveness.

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I. Mission StatementStudent Financial Aid at Cypress College strives to maintain a professional, respectful, andpeaceful environment and promote accountability of our students by providing financial aidservices to students who show demonstrated financial need.

II. Program/Service DescriptionThe Financial Aid Office is responsible for the administration of student financial assistanceprograms governed under Title IV, the Higher Education Act of 1965, and the State of Californiathrough the California Student Aid Commission (CSAC), the California State Legislature, andthe California Community Colleges Chancellor’s Office. The majority of student financial aidfunding is intended to assist low and middle income families through grants, loans, fee waivers,and employment.

Student financial aid is the most regulated program on every college campus. The office isaudited yearly by external and internal auditors and is subject to program compliance audits bythe Department of Education and the State of California.

State funding levels for this office have increased due to the augmentation in Board of FinancialAssistance Program-Student Financial Aid Administration funding (BFAP-SFAA). Thesecategorical funds are strictly legislated and guidelines were established by the legislature andpublished by the California Community Colleges Chancellor’s Office. The increase in Board ofGovernors Fee Waivers has given this office a larger portion of the legislated augmented fundsand has expanded outreach efforts, staffing, equipment purchases, and student in-reach activities.

Housed in the newly renovated Cypress College Complex, the Financial Aid Office is comprisedof a Director, a Clerical Assistant I, six student service Specialists, a student service Technician,and an Account Technician. In addition to the immediate staff, financial aid also maintainsworking relationships with federal, state, and private external agencies in order to adhere to TitleIV regulations.

III. Recent Trends and Current StatusBelow is a five-year perspective on the administration of financial aid programs at CypressCollege. Financial aid data historically mirrors enrollment trends at Cypress College. However,with an increasingly needy population of students attending Cypress College, financial aidprograms are expected to grow, expand, and reach a greater number of students. In January2007, fees were reduced to $20/unit which made attending Cypress College more affordable.Reduction in enrollment fees tends to encourage more students to attend and apply for financialaid to subsidize the costs of books and supplies.

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2002-03 2003-04 2004-05 2005-06 2006-07Studentsserved

Amountawarded

Studentsserved

Amountawarded

Studentsserved

Amountawarded

Studentsserved

Amountawarded

Studentsserved

Amountawarded

PELL 2827 $6,512,669 2600 $6,293,463 2692 $6,3339,970 2308 $5,507,194 2217 $5,177,660SEOG 387 $309,314 594 $221,421 516 $226,510 185 $74,000 147 $130,000CAL B 534 $665,526 615 $797,443 671 $844,573 617 $745,046 582 $687,797CAL C 68 $24,793 77 $31,500 80 $33,984 63 $25,884 65 $24,120SUBSLOAN

669 $1,582,623 621 $1,497,205 623 $1,573,744 502 $1,258,753 444 $1,103,512

UNSUBSLOAN

471 $1,413,366 473 $1,519,547 490 $1,591,709 388 $1,267,212 334 $1,077,415

FWS 97 $168,050 107 $161,227 86 $150,652 78 $112,282 102 $155,335BOGW

A118 $18,565 133 $29,624 195 $66,783 177 $57,018 130 $42,206

BOGWB

4860 $753,542 4285 $950,829 4529 $1,528,239 3773 $1,157,078 3254 $970,916

BOGWC

2784 $383,066 2900 $911,921 3411 $1,314,486 3672 $1,403,207 2790 $1,088,547



A. Faculty/Staff - The goal of financial aid is to maintain current level of staff diversity torepresent diverse needs of our students.

B. Facilities - In 2006, the Financial Aid Office relocated to the Cypress College Complex.Financial Aid faces space challenges, especially in the allocation of space for future growth aswell as current storage of its files, documents, applications, outreach supplies, and other programequipment.

C. Technology - With the implementation of mygateway Portal, an online financial aid systemwill be implemented by linking the financial aid data base to the mygateway Portal. Computertechnology will be evaluated throughout the Financial Aid Office and upgraded as needed tomaintain all systems in compliance with Department of Education guidelines. Currently, theFinancial Aid Office utilizes EdFund’s Cohort Management System (CMS) to assist withidentifying default issues and providing additional support and efforts needed to maintain a lowdefault rate.

D. Fiscal Resources - The statewide $38 million augmentation in Board of Financial AssistanceProgram (BFAP) funding that occurred in 2002-2003, enhanced staffing and administration. Asa result of this augmentation, the Financial Aid Director identifies fixed annual costs(staffing/benefits) as well as creates a strategy for utilizing additional funding for outreach andprogram administration. If categorical programs such as Board of Financial Assistance Program-Student Financial Aid Administration (SFAA) are threatened, or should funding for cost of livingallowances (COLA’s) not be included as staffing costs escalate, it will be necessary for thecollege to absorb fixed costs.

E. Curriculum - Not applicable

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F. Methods of Instruction - The Financial Aid Office will continue to provide financial aidworkshops for students. Workshops on financial aid and loans are on-going and scheduledthroughout the year. Orientations for high schools have begun in conjunction with college nightsand EOPS workshops. Collaborative efforts with academic divisions and administrative officesregarding outreach efforts have been initiated. Financial Aid is now actively engaged in StudentSuccess Seminars via Instruction.

VI. Projections and Plans for the FutureOver the next seven years, it is expected that Financial Aid will take the lead role in the StudentSupport Services division at Cypress College. As college costs (including non-fee related costs)increase over the next seven years, it is expected that the economic gap will widen, creating agreater need for financial aid. An external factor that may impact the Cypress College FinancialAid Office is the development of future financial aid legislation. Congress shapes federal studentaid policy. Funding for aid programs can change based on the political and financial climate ofthe U.S. government in any fiscal year. Over the next few years, some of the changes expectedinclude: changes in student loan interest rates, reauthorization of the Higher Education Act forthe first time since 1998, and, changes in the maximum award amounts available to students whoreceive Pell Grants. The government plays a key role in determining the scope and effectivenessof financial aid programs and our ability to effectively serve low-income and historicallyunderrepresented students.

Financial aid is critical to the future success of enrollment management strategies at CypressCollege. It is expected that the College will recognize this potential and support its requests andregulatory guidance in implementing effective programs for students. Even as the college hasdipped and peaked with enrollments, the numbers receiving financial aid continue to grow,whether it is Pell, BOGFW, loans, or grants/scholarships.

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I. Mission StatementThe mission of Health Services is to reduce the need for students to seek off-site health servicesby providing quality health care, education, and information, allowing students the opportunityto maximize their potential for success in achieving their individual educational and career goals.

II. Program/Service DescriptionThe Cypress College Health Center provides a variety of health care services which include, butare not limited to: treatment of acute illness, immunizations, family planning services, bloodtests, nutrition counseling, smoking cessation information and wellness screenings (i.e. bloodpressure, cholesterol, Pap tests and STD testing). Psychological counseling services are alsoavailable to students. Students are eligible for up to six (6) visits per semester with an on-siteclinical psychologist or marriage family therapist.

The Health Center is located on the first floor of the Gym II building. The Health Center staffconsists of a full-time Director/Family Nurse Practitioner, a full-time Registered Nurse, a part-time Family Practice Physician, a part-time Nurse Practitioner, and a part-time Psychologist andMarriage/Family Therapist. Counselors are available two days per week.

There is no charge to see the Physician, Nurse Practitioner, Psychologist and/or RegisteredNurse. Nominal fees are assessed for laboratory tests, immunizations, medications, and specialexamination procedures.

III. Recent Trends and Current StatusCollection of annual statistical data began in February 2003. Prior to 2003, there were no fulltime practitioners in the Health Center and no data are available. The number of patient contactshas been relatively stable over the past two years.

Academic YearCategory2002-03 2003-04 2004-05 2005-06 2006-07

First Visit No data 247 690 629 647Doctor No data 35 41 43 19

Emergency Care No data 21 7 11 7Nurse Contact No data 534 1,216 1,385 1,371

Nurse Practitioner No data 642 1,736 1,558 1,671MFCC No data 98 138 150 157

Psychologist No data 0 52 105 102TOTAL No data 1,577 3,880 3,881 3,974

*Data collection from Feb – Jun ’04 only

Outreach has been an issue for many years, not only at this health center, but at communitycollege health centers throughout the state. Beginning in the 2006 Fall semester, advertising wasincreased using sporting events programs and weekly ads in the school paper (print and on-line)as a tool for outreach. It is too early to determine if this has had an effect on new student vs.repeat student use of the Health Center.

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In the first two weeks of March 2007, a National College Health Assessment Survey wasdistributed to 1000 students across the campus. This survey looks at health practices andbehaviors of students attending two-year and four-year schools across the country. There arespecific questions related to whether or not students know if there is a health center on campus,and if so, do they know what services are provided. The results of this survey demonstrated theeffectiveness of the Health Services outreach campaign.

The Health Center Quality Review Student Satisfaction Survey was conducted in 2004. Studentsrated the Health Center 100% in overall satisfaction (compared to a 90% college standard),demonstrating that we provide a quality service to those visiting our department. Students feelthat they are getting a good value for their $14 per semester fee.



A. Faculty/Staff - The Health Center is self-funded through student health fees. Keepingexisting staff, along with the hope of adding additional staff in the future, will be dependent onthe ability of health fee revenues to keep pace with cost increases, i.e. salaries, supplies, andservices. Currently, the Health Center Director reports to an instructional dean who also managesthe Health Sciences division. Depending on future program growth, trends, or needs, the HealthCenter might benefit from the leadership of a manager without an instructional assignment.

B. Facilities - The Health Center underwent a complete remodel in April 2007, which made itmore accessible and visible to students and staff. Based on our current number of annual visitsand looking ahead over the next ten years, there is adequate space for providing health careservices to the Cypress student population, even with the addition of more staff.

C. Technology - Since technology advances so rapidly, the Health Center will need to staycurrent with new developments, such as health information websites, and make them available tostudents as necessary. Within the next year, there are also plans to upgrade the paper schedulingsystem to a computerized appointment/practice management system. Another future goal is tohave a paperless charting system, and upgrade to an electronic medical record.

D. Fiscal Resources - A change in fiscal resources is the primary factor that could affect thefuture of the Health Center. The Cypress College Health Center is funded through the collectionof student health fees. If the cost of providing services overtakes our revenue, we will be forcedto cut back on services. Conversely, if operational costs remain stable, should there be asignificant decrease in our student population, resulting in a decrease in revenue, there wouldalso be a need to cut back on services.

E. Curriculum – Not Applicable

F. Methods of Instruction – Not Applicable

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VI. Projections and Plans for the FutureIt is the hope of the Cypress College Health Center staff that this health center will remain aviable service over the next 10 years. The primary goal for the future is to continue to developthe department, expanding the number of providers and hours of service using revenuesgenerated by student health fees as the sole source of funding. All planning for the future willrevolve around funding, cost of living increases and student enrollment numbers.

If the number of students enrolled at Cypress remains relatively constant, and, if health feescannot adjust adequately to economies of scale over the next 10 years, only the basic servicesoffered will continue. An increase in FTEs and/or fees would be needed for any major growth tooccur. Because more and more of our students each year have no health insurance and outsideproviders are limiting their care of the uninsured/underinsured, it is predicted that the number ofstudent visits will increase over time. This will require hiring additional medical staff to meetthat need. However, predicting the actual increase in the number of patient visits is difficult dueto all of the variables that impact our operation/services.

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I. Mission StatementThe International Students Program (ISP) at Cypress College strives to internationalize thecampus and its community by recruiting, integrating and supporting international students (F-1visa holders) of diverse ethnic and cultural backgrounds.

II. Program/Service DescriptionCypress College is designated by the United States Department of Homeland Security to offercourses of study to international students who enter the United States with an F-1 student visa.An F-1 student is defined as a nonimmigrant who is pursuing a “full course of study” to achievea specific educational or professional objective at an academic institution and has been enrolledin SEVIS (the Student and Exchange Visitor Information System, an internet-based trackingsystem first implemented in 2003). The program provides comprehensive programming,counseling and advising services. All F-1 students at Cypress College are therefore required tobe enrolled in at least 12 units and registered in SEVIS each semester.

In order to be accepted at Cypress College, students must complete a separate internationalstudent application (students cannot apply online) and submit required documents (financialsupport statement, high school and/or college transcript in English, and current immigrationdocuments, if applicable) and appropriate test scores.

In addition to providing counseling services on visa and other immigration issues, the ISP Officeprocesses applications, and determines admission and transfer eligibility. Matriculations servicesincluding academic counseling are also provided for all international students each semester.

Specialized events organized for international students to ensure success and retention includean international student club, a student mentor program, weekly conversation hour, and othersocial activities such as spring and fall potluck dinners, year-end holiday dinners, and attendingathletic events.

The office staffing consists of a full-time manager, a half-time administrative assistant, studenthourly, and a counselor who spends 25-30 % (8-10 hours) of her 32-hour weekly counselingassignment with international students.

III. Recent Trends and Current StatusThe number of international students enrolled in US higher education has finally stabilized since2001, and the number of international students enrolled at Cypress College has also increased asindicated in the table below.

2002-03 2003-04 2004-05 2005-06 2006-07Number of

internationalstudents

Fall: 39Spring: 37

Fall: 35Spring: 40

Fall: 64Spring: 87

Fall: 107Spring: 120

Fall: 124Spring: 138

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International students attending Cypress College come from all over the world, as indicated inthe table below.

2002-03 2003-04Fall Spring

2004-05Fall Spring

2005-06 Fall Spring

2006-07 Fall Spring

Far East No data 18 23 36 50 72 75 72 84Southeast Asia No data 5 5 8 13 17 21 30 28Europe No data 3 3 3 6 7 9 8 7Latin America No data 0 0 3 1 2 4 5 7

Mexico & Canada No data 0 0 3 5 2 4 3 2

Africa No data 4 4 5 6 3 4 4 5

Middle East No data 5 5 4 5 3 2 1 1

Australia & New Zealand No data 0 0 2 1 1 1 1 1

Total No data 35 40 64 87 107 120 124 138

While some of the popular majors among the international students have remained the same overthe past five-year period, a number of new majors also emerged. In 2002, the five most popularmajors were: General Studies (for students transferring to universities), Computer InformationSystems, Business, Engineering and Accounting. In spring 2007, the most popular majors wereGeneral Studies (university-bound students), Business Administration, Accounting, Airline &Travel Careers, and Hotel, Restaurant & Culinary Arts.

What remains unchanged is the number of international students who want to transfer to four-year universities. Out of the 138 students (new and continuing) enrolled in Spring 2007semester, 113 students hope to transfer to universities at the end of their program, 17 studentswant to earn their associate degrees, and 8 students are pursuing a certificate program. At theend of Spring 2006, 16 international students transferred to universities, including UCs, CSUs,private schools in California and a number of out-of-state universities. On the average, thesestudents attend Cypress College for five semesters before transferring to another institution.



A. Faculty/Staff - As the total number of international students grows, the number of staffmembers serving these students will also need to increase to include a full-time administrativeassistant and an expansion of the counseling hours.

B. Facilities - The academic counseling portion of the program may need to be housed alongsidethe ISP Office as an integral part of the program. Currently, the Office of International StudentsProgram is located in the Student Activities Center while the academic counselor forinternational students is in another building.

A designated location or lounge for international students may also need to be created to betterserve a larger international student population on campus and to enrich their educationalexperience.

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C. Technology - As the program continues to expand, ISP will need to make a transition frompaper to online application. This transition may entail hiring an outside firm and/or workingclosely with Admissions and Records Office. Once implemented, online application processingwill expedite the entire application evaluation and admission processes for international students,especially for those applying from overseas.

D. Fiscal Resources – The International Students Program is funded based on the studentsenrolled in the program. F-1 students pay both non-resident tuition and capital outlay fees. Asthe program grows, it can sustain the costs for the increased staffing needs, including funding thecounselor position.

E. Curriculum - Since most international students take ESL classes prior to satisfying theEnglish 100 requirement, International Students Program staff works closely with the ESLDepartment faculty regarding course registration and placement. As the international studentenrollment continues to grow, this partnership between the two departments will develop further.

F. Methods of Instruction - F-1 students are eligible for two types of internship and/oremployment opportunities. Curricular Practical Training (CPT) is undertaken as an integral partof a student’s program of study. Optional Practical Training (OPT) may occur during or afterthe program of study, although most students prefer post-completion OPT. The number ofstudents seeking to benefit from these unique employment and training opportunities willincrease as more students are enrolled at the college, and ISP will need to provide supportservices by exploring and developing partnerships with the local business community.

VI. Projections and Plans for the FutureThe International Students Program will continue to grow as more international students enroll atCypress College. To attract more students applying from overseas and transferring fromlanguage schools and other schools in the region, the program will strengthen its variousrecruitment and marketing efforts: direct mailing of printed materials and publications (CypressCollege catalogs, ISP brochures, etc.), email and telephone inquiries, making Cypress Collegepresentations at local language schools, and advertising in a variety of US education guides andon the Internet.

In addition, an overseas recruitment trip to South Korea and Vietnam occurred in Fall 2007, andwill be followed by annual or biennial trips to other locations in Asia such as Japan and China.These recruitment trips may also be extended to other continents such as Latin America andEurope. The purpose of these trips is to develop and establish direct contacts with local highschools and US education advisors in the regions.

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I. Mission StatementThe mission of the Library and Learning Resources Center (“LLRC”) is to support the campusand community by encouraging life-long learning, including the abilities to locate, evaluate, andapply information to daily living.

II. Program/Service DescriptionThe LLRC acquires and manages physical material and virtual resources, and promotes thecreation and use of knowledge in an atmosphere where a variety of information and ideas arereadily accessible and freely exchanged. In late January 2006, the LLRC relocated to a state-of-the-art facility.

The primary population served by the library includes Cypress College students, faculty andstaff. The Library also serves students and staff of the North Orange County Community CollegeDistrict in addition to the surrounding communities.

Current staff within the LLRC Division include: A Dean, four full time Librarians, eight AdjunctLibrarians, a Library Services Coordinator, a Library Assistant I, three Library Assistants II, oneLibrary Assistant III, one Learning Center Coordinator, one Instructional Associate, fourInstructional Assistants, a Supplemental Instruction (“SI”) Coordinator, Peer Assisted LearningCoordinator, one Language Arts Tutorial Services Coordinator, two Professional Experts (specialprojects), a full-time School of Continuing Education faculty Math Center Coordinator, threeSchool of Continuing Education math center Adjunct Faculty, 38 tutors, and four hourlyemployees.

LLRC staff collaborates with other faculty, staff, administrators and students to expand andintegrate information literacy and critical thinking across the curriculum. Additionally, theyprovide instruction in research and information retrieval skills to prepare users for life-longlearning and gainful employment, provide reference and instructional services that enablestudents, faculty and staff to effectively access and use information and technology, and buildcollections (acquire, inventory, store, and make available), virtual and traditional, print and non-print materials that serve as resources for the College.

The LLRC provides timely, accurate, and individualized services and resources to help facultyand students attain their academic goals. Staff participates in networks, consortia and programsthat promote resource sharing of collections and services. Ongoing, partnerships are developed toprovide an evolving range of services to faculty, staff, and students that support the diverse needsof the campus community including specialized information services.

III. Recent Trends and Current StatusTrends observed at the Library:- A gradual decline in reference/research questions.- A gradual decline in library visitors until the new LLRC opened in Spring 2006.- A fluctuation in computer usage questions.- A steady increase in directional questions.

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- A significant increase in hits on the Library website.- A significant increase in requests for the textbooks on reserve.- An exponential rise in the data base searches for full text periodicals.

Strategic Planning Trends Impacting Library Services- Rapid change and increasing availability of wireless technology creates new

opportunities and challenges for students and educators.- Government regulations continue to require more accessibility to online information and

participation.

Table 1: Types of Questions Answered by Librarians2002-03 2003-04 2004-05 2005-06 2006-07

Reference/Research 8,029 7,288 6,174 5,593 7,320Computer Use 315 429 313 816 1,534

Directional 4,048 5,208 6,140 7,122 7,320

Table 2: Resources Accessed by Library Users2002-03 2003-04 2004-05 2005-06 2006-07

Library Website Hits 83,345 87,118 93,783 107,496 147,506Textbook Collection 9,508 9,396 9,416 8,214 17,178

Full Text Periodical Data-Base Searches

N/A 98,736 190,686 302,689 375,132

Library visitors 142,460 136,050 128,858 131,489 175,041


V. Factors Expected to Affect the Future Programs/Services

A. Faculty/Staff - Library user surveys indicate a desire for more open hours of operation on theweekends. Funding for additional faculty and support staff will be needed to increase hours ofoperation.

B. Facilities - Library user surveys indicate a desire for additional study rooms. Because some ofthese rooms are regularly being used by SI leaders for their weekly sessions, the challenge willbe to find adequate space for SI elsewhere, so Library user groups can be accommodated.The Library classroom needs to be enhanced so that it is comparable to other classrooms in theLLRC. This will require funding for a built-in projector, wireless mouse, and at least oneSmartBoard.

C. Technology - The Library classroom requires additional technology to support a growinginformation competency curriculum. A web-based virtual tour of the Library is needed.Additionally, Tutortrack has been purchased to monitor tutor usage and generate data forplanning and support of the Learning Resource Center and programs.

D. Fiscal Resources - The Library’s textbook collection was funded in 2006-07 on a one-time-only basis at $20,000. Based on increased student requests, the textbook collection fund willneed to be increased.

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E. Curriculum - Beginning Fall 2007, the new Instruction Librarian will join the faculty andwill evaluate the existing for-credit course as well as current face-to-face instruction (e.g.Information Competency) sessions.

F. Methods of Instruction – LIB 100 has been approved and can be offered on-campus oronline. The new Librarian will complete online course training and will be in a better position tomodify the course if necessary.

VI. Projections and Plans for the FutureThe LLRC anticipates reaching students through the continual integration of Web 2.0 approachesto sharing information with millennial student library users. The Learning Center’s tutorialprograms will be even more centralized and provide on-demand tutoring to all students,including those participating in online education. Librarians will be Web 2.0 savvy, provideresearch assistance through electronic communication networks, and be partnered with facultyacross campus to integrate research techniques into as many courses as possible. LearningResource Center faculty will teach courses developed to improve the academic success of allstudents.

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I. Mission StatementThe goals of Matriculation are to ensure that all students who are admitted to the college areappropriately assessed, complete their college courses, persist to the next academic term, andachieve their educational objectives.

II. Program/Service DescriptionMatriculation is a twenty year-old state funded process that enhances student access to collegeand promotes college success. The matriculation process consists of eight components:admissions, orientation, assessment, counseling, follow-up, research and evaluation, coordinationand training, and prerequisite/co-requisite validation. The campus is required to develop andfollow a plan to implement the matriculation components in accordance with statewidestandards. The Matriculation Manager is charged with oversight and implementationresponsibilities. This position works closely with other campus staff to ensure that all componentstandards are being met. The Assessment Center is staffed with a Student Services Technicianand hourly employees.

III. Recent Trends and Current StatusWith more students entering college who are under prepared in basic skills, matriculationservices are critical to student success. Ensuring that most new students participate inassessment, orientation, and counseling is seen as a way to better prepare students for the rigorsof college. The orientation presentation is updated on an ongoing basis and a new onlineorientation program will be operational in Spring 2008. Assessment tests are administered tostudents for English, mathematics, English as a Second Language and the College SuccessFactors Index on a year-round basis. Recently, faculty members have been involved in providingstudents with advice and information on particular assessments. Counselors are using a papermethod to develop a student educational plan, which is a written document that allows a studentand the counselor to identify the educational objectives of the student; however, an electroniceducational plan would better serve students and staff. District plans are underway to purchasean electronic system, which will be piloted in Summer 2008.

While the college does not have a standardized early alert system, faculty are following up withstudents to increase retention rates and improve successful course completion rates in a variety ofways. A committee has been formed to review and develop an electronic early alert system to beimplemented in Spring 2008. The Matriculation Advisory Committee meets three times eachsemester and is chaired by the Matriculation Manager. A research analyst was hired inSeptember 2007 to maintain institutional data and to evaluate the effectiveness of matriculationservices. The chart below reflects the number of students served in various matriculationcomponents.

Matriculation Services 2002-03 2003-04 2004-05 2005-06 2006-07Admissions Processed 17,402 14,424 17,925 13,293 19,822

Assessment 6,716 5,689 6,057 5,638 6,119Orientation 2,381 2,115 1,589 2,369 5,249Counseling 11,253 11,337 10,805 9,389 15,140Follow-Ups 2,735 2,387 2,438 2,365 2,172

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A. Faculty/Staff –Matriculation services are provided by an adequate number of staff at thistime. If the campus population grows, however, it will be necessary to ensure enough counselorsare available to assist students with orientation and educational plan development. There is aneed to hire hourly staff in order to offer assessment tests in the evening.

B. Facilities – The Assessment Center will be housed in the new Student Center. It will have alarge computerized testing room to accommodate 62 students at a time. Two smaller rooms willbe available for one-on-one testing or assessment evaluation.

C. Technology – Many matriculation components can benefit from the use of technology. Somekey elements that are soon to be implemented are the electronic educational plan and the earlyalert system. Assessment will need to stay current with recent upgrades of testing instrumentsand provide them to students electronically.

D. Fiscal Resources – Matriculation is state funded and requires a general fund match. It isexpected that matriculation funds will continue to increase and that basic skills funding will becombined with them. At the current level of funding, all components are adequately funded.

E. Curriculum – Refer to the Educational Master Plan under “Counseling Division” forinformation about the Counseling curriculum.

F. Methods of Instruction – Not applicable.

VI. Projections and Plans for the Future:Admissions: Maintaining an easy access electronic admissions process will be essential. Alltranscripts from high schools and other colleges will be received electronically in the future.

Assessment: Assessment instruments will need to be validated locally on a continual basisbecause of changing student demographics. If evening assessments are to be offered, staffingissues will need to be addressed. Plans should be developed to fully utilize the space in the newAssessment Center and to possibly use the large room to conduct orientations.

Orientation: Increasing the frequency of orientations should be reviewed, as well as the idea ofmandatory orientation for all new students. However, exceptions will need to be in place. Theorientation process, both in person and online, should be reviewed on an annual basis.

Counseling: The development of the electronic educational plan is long overdue. Students willdemand such service in the future. The counseling process for dealing with academic, progressand probation issues of students needs to be reviewed.

Follow-up: The implementation of an electronic early alert system will improve the way inwhich faculty provide ongoing feedback to students. As more students enter the collegeacademically under prepared, success and retention issues will become the responsibility ofstudent support services personnel, as well as faculty.

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Coordination and Training: The management of matriculation services should be evaluated.Training will be ongoing, especially if matriculation requirements change.

Research and Evaluation: With the hiring of a new research analyst, more studies can beconducted to determine the efficacy of some of the matriculation practices.

Prerequisite Validation: As faculty wish to add prerequisites to courses, it will be necessary toconduct validation studies.

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I. Mission StatementThe Student Activities Center creates and provides students with a safe and welcomingenvironment away from the academic demands that they face on campus, supports all activecampus clubs, including the Associated Students Council, and provides a variety of programsand activities that enhance student life.

II. Program/Service DescriptionThe Student Activities Center, housed in a recently renovated building, is charged with providingan element of students’ lives that co-exists with their academic endeavors. The building offersstudents a small computer lab, small student lounge, game room, student photo ID area,conference room, Associated Students executive office areas, and a general work area for studentclub projects. Currently, this department is staffed by a Student Activities Advisor, which is an80% faculty position, and one full-time Administrative Assistant staff. The office facilitatesstudent participation in shared governance for the college. It also coordinates a variety ofevents/activities for the student population of the campus, one of which is the Interclub Council,providing a focus point for approximately 15-20 clubs on campus. The Student Activities Centerserves all of the day time students of Cypress College.

The Student Activities Advisor is responsible for the Associated Student organization, promotionof the student benefits sticker, promotion of the photo ID card, and the Student Activities Center.He also coordinates the Annual High School Senior Day Event, Graduation Ceremony, andCampus Publicity Guidelines. The source of funds for the Student Activities Center and itsvarious programs, other than the general fund, are from the interest drawn on a CD at Bank ofAmerica, game room revenues, the AS Benefits sticker, photo ID fee, on campus phonebooth/ATM ads, school newspaper kiosks ads, and miscellaneous income derived from ASfundraisers. Clubs also use a variety of fundraisers as their main source of funding.

III. Recent Trends and Current StatusThe change in the district software program to Banner caused a reduction of sales of the ASbenefits sticker during Fall 2001 - Spring 2004. The registration process was handled online andas the numbers of students that registered online increased the amount of students who purchasedan AS benefit sticker declined. A task force was developed to address this situation of additionalfees and developed the negative check-off procedure that came into effect in Fall 2004 whichimmediately had a positive effect on the sales of the AS benefits sticker. This accounts for theincrease in the numbers of students who purchased an AS sticker. The additional income allowsthe Associated Students/Student Activities Center to have a more extensive program to supportall students of Cypress College. The number of students purchasing a photo ID card has been ona gradual decline in the past five years. Part of the reason for this could be due to the increase inthe number of returning students who had a picture ID already in place with a readable bar code.This would allow them to access different labs on campus without having to purchase a newcard. The number of campus clubs continues to rise each year which indicates that students arelooking for increased ways to supplement their academic experience with extracurricularopportunities to further their education.

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2002-03 2003-04 2004-05 2005-06 2006-07

AS Sticker Sales 3,994 4,991 9,236 9,952 10,327

Photo ID Sales 14,454 13,652 13,494 12,049 11,653

Active Student Clubs 12 15 14 13 19



A. Faculty/Staff - The scope and volume of activities will continue to increase in the futureindicating a need for a full-time Director of Student Activities. Currently, Student Activitiesreports to an instructional dean who also manages the Physical Education division. Depending onfuture program growth or trends, Student Activities might benefit from the leadership of amanager without an instructional assignment. A part-time hourly employee should be hired toprovide services to the college’s evening students depending on the demand for access to studentactivities.

B. Facilities - The Student Activities Center has been relocated to a new location on campuswhich is more centrally located for access to a higher volume of student traffic. With the openingof the new Student Center in Spring 2008, more space may be needed due to the increase instudent traffic flow.

C. Technology - The Student Activities Center will improve the audio/video services in thestudent lounge and game room by purchasing cable services. Once the construction is finishedon the new Student Center, audio services will be extended outside the Student Activities Centerto better serve the student population with music and announcements. The Student ActivitiesCenter will need to stay current with new developments to better meet the needs of futurestudents.

D. Fiscal Resources - The Student Activities Center will need to evaluate the loss of incomethrough photo ID card sales and develop strategies to promote the purchase of this card.Possibly, the Associated Students might amend the cost of the card through the student electionprocess.



VI. Projections and Plans for the FutureThe programs and services of the Student Activities Center, in the future, will most likely mirrorthe growth of Cypress College.

The completion of the new Student Center will provide better access to the Student ActivitiesCenter and will necessitate changes to services that are provided as well as the need foradditional space to meet the needs of an increase in students served. In the next ten years a full-time Director of Student Activities will need to be hired as well as additional support staff toallow for our evening student population.

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I. Mission StatementThe TRAC program assists single parents pursuing vocational majors and students pursuingnontraditional trade/career majors in attaining the life skills needed to become economically,psychologically and socially self-sufficient.

II. Program/Service DescriptionTraining Resources to Achieve Completion (TRAC) is a program that is funded through theVocational and Technical Education Act (VTEA) to assist students who are single parents andenrolled in one of the following vocational majors: Automotive, Health Science, Business,Multimedia, or Hotel, Restaurant, and Culinary Arts (HRC).

TRAC also serves students who are enrolled in a non-traditional trade/career major. Non-traditional trades/career majors for men are Administrative Assistant, Court Reporting, FlightAttendant or Nursing and for women are Air Conditioning/Refrigeration, Automotive, Hotel,Restaurant, and Culinary Arts (HRC), or Mortuary Science.

In addition to the above requirements students must also qualify for financial aid, attend theStudent Success Conference, complete three counseling appointments, complete classes with agrade of C or better, and maintain a 2.0 grade point average.

Through TRAC students receive supplemental educational support services such as advisement;group support; peer networking; help from peer advisors; information and referrals to campusand community-based services or agencies; networking activities specifically designed forlow-income single parents; and workshops on topics such as self-esteem, parenting, study skills,and time management. Grants and allowances for equipment, bus passes, textbooks and schoolsupplies are provided to enhance the retention, persistence, graduation and transfer rates of thesehighly motivated students.

Housed in the newly renovated Cypress College Complex, TRAC consists of the following staff:Dean of Student Support Services, Coordinator, and Administrative Assistant.

III. Recent Trends and Current StatusThe TRAC Program experiences a slight increase in students served each year. Due to thefunding allocation the number of students served is limited. The allocation is set by maintainingcurrent levels of funding. Revisions to the Perkins Act may impact TRAC funding in 2008-09depending on federal legislation. Students are selected on a first come, first served basis. Theyare removed from the program if they do not meet the requirements each semester.

Below is a table that lists the number of students served, allocation, breakdown of the number ofsingle parents served and number of nontraditional majors students served.

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2002-03 2003-04 2004-05 2005-06 2006-07

# of Students Served 52 65 58 62 58

# of Single Parents 47 56 52 57 50# of Non- traditional Majors 5 9 6 5 6

Allocation $ 36,000 $36,000 $35,000 $34,000 $34,000

Seventy-five percent (75%) of the funding allocation provides direct services to students. Theseservices include books, equipment, uniforms, bus passes, and health center costs.



A. Faculty/Staff - Staff will continue to maximize resources and funding. There is no need foradditional staff.

B. Facilities - Additional storage is needed for the program’s recruitment materials. Other itemsthat require storage are books, equipment, auto equipment, and academic supplies, all of whichare distributed to students each semester.

C. Technology - With rapid technology advances, TRAC will need to stay current with newdevelopments. Scanning our student files, including application, agency verification, counselornotes, and other important documents will be needed. Encrypted data files will need to bemaintained to protect personal information from unauthorized access.

D. Fiscal Resources - As a categorical program TRAC is subject to legislative changes thatimpact program funding. If the requirement to serve special population students was eliminatedfrom the Perkins Act, then the TRAC Program would not be funded.


F. Methods of Instruction - The TRAC staff coordinates and provides workshops on resumewriting, interview tips, vocational pathways, and suggestions for retaining employment. Successconferences and presentations are provided to help each student develop the personal supportnetwork and life skills needed to become economically, emotionally, and physically independent.

VI. Projections and Plans for the FutureAs funding allows, TRAC will continue to support students by providing educational resources.There are no plans for staff growth or expansion of the program. It is expected that the programwill continue in its current status if funding is granted to the Perkins Act each year. Becausefunding is limited, the number of students served is also limited.

54

I. Mission StatementThe mission of the Cypress College Transfer Center is to provide a variety of services tofacilitate the preparation and transfer of students, especially those who are historically andcurrently underrepresented in the transfer process.

II. Program/Service DescriptionThe Transfer Center provides a variety of activities designed to educate and prepare students fortransfer to four year institutions. It maintains a library of college catalogs, reference books,articulation agreements and university application materials, arranges transfer fairs andappointments with visiting university representatives. It also conducts an annual TransferAwareness Week, publishes a Transfer Times newsletter, provides counseling, and conductsworkshops on the application process for transfer universities.

The Transfer Center is staffed by a 60% Counseling Faculty Director, a Student ServicesSpecialist, a Student Services Technician and an Articulation Officer. Counselors are availablefour nights a week. The Center also employs student hourly employees.

III. Recent Trends and Current StatusIn the last few years there has been an increased emphasis on transfer and articulation throughoutthe state. As a result, both the UC and CSU systems are currently engaged in curriculumalignment projects that are intended to make it easier for students to transfer. The projects areongoing and should be ready to use within the next couple of years.

Through a Title V grant, the Center staff developed several programs to increase transferawareness on campus. Some of these activities include a counseling internship program thatworks with interns enrolled in counseling master’s degree programs to supervise and train themto work with students in the Center. It is also engaged in an outreach program called “Don’tCancel That Class” to do class presentations or tours of the Transfer Center when the instructoris not available. Finally, the Director works with instructors on ways to incorporate transferinformation into their curriculum.

The table below includes all activities of the Transfer Center including university representativevisits, counseling, tours of the center, research, computer usage, workshops and campus visits.Such vast increases are shown after 2004 because of the implementation of SARS tracking atthat time.

Transfer Center Usage2002-03 2003-04 2004-05 2005-06 2006-07

Student contacts 5,315 6,236 13,183 21,991 19,857

IV. Student Learning Outcomes SLO can be found on page 76.

Student Services Master PlanStudent Services Master PlanTransfer Center

2007-2014

55


A. Faculty/Staff – The Transfer Center is scheduled to move to the new Student Center inSpring 2008. An additional counselor to provide both transfer and career counseling would servethe Center well, as these two centers will merge into one area. The Articulation Officer iscurrently relying on work-study students for clerical assistance. Due to the highly technicalnature of this job, consideration should be given to providing more permanent clerical assistancebeyond student hourly workers.

B. Facilities –The new location of the Transfer Center will be more centrally located on campus.The shared space will be known as the Career Planning and Transfer Centers and will provideoptimum use of all materials that are currently housed in both centers. Plus, it will be adjacent tothe Counseling Center which should be more convenient for students.

C. Technology – Students and staff are relying more and more on internet access for transfer andarticulation information. In addition, most universities are requiring students to apply online.Twenty-four computer stations will be available in the new center for student use.

D. Fiscal Resources – The Transfer Center is supported by general college funds. An additional$5,000 is awarded annually by the state Chancellor’s Office and is designated specifically forarticulation activities. If these funds are not available every year, then the college would need tosupplement the budget to cover articulation expenses. Funds need to be allocated for a newcounselor position.

E. Curriculum – The Articulation Officer serves as a permanent member of the curriculumcommittee. While the Transfer Center does not have specific curriculum, several courses thatemphasize the transfer process are taught by the counseling faculty.

F. Methods of Instruction – Not applicable.

VI. Projections and Plans for the FutureWith the growing statewide emphasis on transfer for community college students, the TransferCenter will be a vital campus service in the future. Consideration may be given to staffreorganization within the new center, once the areas are combined. Having another counseloravailable in the Center to provide explicit career and transfer counseling will greatly enhance theoperation. Expanding the number of small group workshops will provide effective information tostudents, especially prior to university application deadlines.

The articulation function will continue to grow, in light of state changes and the increasingrequests for private school articulation. The Articulation Officer will continue to be an importantmember of the curriculum committee and an important resource to faculty in coursedevelopment. Training of faculty on the use of articulation websites should be ongoing.

56

I. Mission StatementThe Veterans Affairs Office provides information and customer service to veterans on availableeducational benefits in accordance with federal and state regulations.

II. Program/Service DescriptionThe Veterans Affairs Office provides appropriate applications to veterans for veteran educationalbenefits. The Office submits claims for veteran educational benefits to the Department ofVeterans Affairs. It completes enrollment certifications for veterans and activates necessaryvocational rehabilitation textbook and supply accounts. The Veterans Affairs Office monitorsmonthly enrollment verifications and prior credit earned from previous institutions. It makesreferrals of extended services and maintains veteran files in accordance with the regulationsspecified by the Department of Veteran Affairs.

The Veterans Affairs Office is temporarily located in the Business Building within theAdmissions and Records Office and is staffed by a Veteran’s Commissioner.

III. Recent Trends and Current StatusWith the implementation of VA-Once, veteran enrollment certifications and adjustments are nowdone online, which has expedited the processing time. The Servicing Regional ProcessingOffice (RPO) is located in Muskogee, Oklahoma, and the education liaison representative is nowlocated in San Diego, California.

The Veterans Affairs Office has made vast improvements over the last two years:• All veterans who intend to enroll in the college are urged to contact the Veteran's

Commissioner for veteran educational benefit and registration information.• The hours of the Veterans Affairs Office were changed to accommodate both day and

evening students.• All enrollment certifications (with the exception of vocational rehabilitation) are submitted

online via VA-Once.• All veterans have an individual file that contains all forms, documents, educational plans,

transcripts and correspondence,• Customer service efficiency has continued to be the most important aspect of the Veterans

Affairs Office.• Veterans Affairs work-study students have been hired as needed.

Although the Veterans Affairs Office has greatly improved, a staff member of the Admissionsand Records Office functions as both the Veterans Commissioner and Admissions LeadTechnician. If there is an increase in the number of veteran students, it will be necessary toexplore needs for additional veteran staff and/or an additional lead specialist.

The number of the veteran students receiving veteran educational benefits is provided below:

Veteran Educational Benefits Recipients2002-03 2003-04 2004-05 2005-06 2006-07No Data 128 104 298 251

Student Services Master PlanStudent Services Master PlanVeterans Affairs

2007-2014

57

During the 2005-2006 school year over six hundred active veteran students chose not to useveteran benefits. Although the process to submit paperwork has been simplified, listed are thethree common reasons why qualifying veterans fail to use veteran educational benefits:

• Veterans have been overpaid and owe money to the Department of Veteran Affairs for theprevious semester.

• Approved courses are not offered and/or are not offered at convenient times.• The veteran qualifies for matriculation to the four year institution and takes a break before

transferring.

Currently, the college has 154 new and returning veteran students enrolled for fall 2007. Thenumber is expected to increase as the semester progresses.


V. Factors Expected to Affect Future Program/ServiceAll incoming veterans will be able to access all forms required to obtain veteran educationalbenefits online through an interactive Veterans Affairs webpage. The upcoming purchase ofmygateway portal will allow for effective student notification of any qualification or change inbenefits or certifications.

An increase in veterans applying for and receiving veteran educational benefits is likely to occurwith the current mission of the United States Armed Forces and the current state of globalaffairs.

A. Faculty/Staff - All veterans receiving educational benefits are required to obtain courseapproval from an academic counselor each semester prior to registration. They are also requiredto obtain an educational plan for their chosen major. In the future, a designated counselor forveterans would be beneficial for easy access, possibly during the hours that the Veterans’Commissioner is available.

B. Facilities - The Veterans Affairs Office is relocating to the new Student Center in 2008.There are plans for providing access for persons with disabilities and a more confidential area forprocessing student transactions.

C. Technology - The Veterans Commissioner completes all enrollment certifications onlineusing VA-Once. Veterans are required to verify their enrollment on a monthly basis using theVA automated telephone verifications system or the online verification called WAVE.Therefore, it is imperative that the Admissions and Records maintain up to date technologicalcomputer services. Such a service would be the upcoming mygateway portal.

D. Fiscal Resources - The Department of Veterans Affairs provided Cypress College $1,477 in2005 and $1,533 in 2006. As veteran enrollment grows, increased government funding will beneeded to meet the needs of the students. These funds are used solely for the benefit of veteranstudents. Uses of the funds include providing resources, scholarships, educational conferencesand related workshops the Veterans Commissioner must attend.


58

F. Methods of Instruction - Not applicable.

VI. Projections and Plans for the FutureTo meet the increase and demands of this student population, additional veterans and counselingstaff will be required to assist veterans in the process of obtaining veteran educational benefits.With priority registration being considered for enrolled veteran students, most likely this willrequire an extension of the current Veterans Affairs office hours and the accessibility to otherstaff and student services.

59

Student ServicesStudent ServicesStudent Learning Outcomes

2006-2007

On November 16, 2006, the Student Services Council adopted the Nichols and Nichols Model for the developmentof their Student Services Student Learning Outcomes. Using this model, known on campus as the five columnmodel, each office has specified: 1) its mission and goals, 2) intended outcomes, 3) means of assessment, 4) datasummary, and 5) how results will be used in the future. By May 2007, all 18 student services programs hadestablished SLOs and assessment plans under the facilitation of Student Support Services Dean, Rick Rams. Earlyin Fall 2007, each program had completed all five columns for the 2006-2007 SLO cycle.

In October 2007, Rick Rams and Heather Brown, Director of Institutional Research and instructional SLO Teammember, met to discuss the current status and future plans of SLOs in Student Services. Like their colleagues ininstruction, student services staff are still developing the knowledge and skills needed to establish meaningfulSLOs, assess them, and close the loop. Student Services made important progress in very little time, and willsustain interest and momentum in this area with various strategies. In the future, all student service programs mayfocus on a single theme (such as retention or persistence) for one SLO cycle. There are also plans to explore waysto integrate SLOs with the college’s quality review process for student services. By integrating the SLO andquality review processes, the student services programs are likely to gain a more comprehensive assessment ofeach program, including how well it is helping students achieve their educational goals.

60

The following datahas been collectedsince July 2003which was theimplementation dateof the onlineadmissionsapplication:

Spring 2004Online -1419*OTC - 6568

Fall 2004Online -4830*OTC - 5907

Spring 2005Online - 5649*OTC - 2185

Fall 2005Online - 8351*OTC - 1724

Spring 2006Online - 7361*OTC - 100

Fall 2006Online - 5522*OTC – 704

Spring 2007Online - 7300*OTC – 603

*OTC – over the counterapplication

The submission ofthe online admissionsapplication will betracked.

The trackinginformation will begathered from thecontrol center ofCCCApply, theCaliforniaCommunity Collegeonline admissionsapplication andBanner, the Districtstudent database.

The tracking willdetermine thepercentage of thosestudents whosuccessfully completethe online process.

A 25% decrease inthe use of paperapplications isexpected.

Use ofUse of

ResultsResultsSummary ofSummary of

DataData

CollectedCollected

Means ofMeans of

AssessmentAssessmentIntendedIntended

OutcomesOutcomesMission &Mission &

GoalsGoals

VVVIIIVVVIIIIIIIIIIIIIIIIII

The data collectedindicates the strongsuccess in theconversion fromapplying over thecounter and the use ofpaper applications toapplying online.

The data proves thatthe prospectivestudent has beensuccessful incompleting andsubmitting the onlineapplication utilizingavailable web andelectronic services.

The data indicates a254% increase in thenumber of onlineapplicationssubmitted sinceSpring 2004.

All online applicantswho submit validemail addressesreceive a minimum ofthree registrationinformationreminders.

Online applicantswho apply by thesecond month ofregistration receive aregistration reminderpostcard.

All students willsubmit the onlineadmissionsapplication to:

1- Apply to the college

2- Receive information for class registration .

Student Serviceswithin the NorthOrange CountyCommunity CollegeDistrict will providethe necessary studentservices to ensurelearning success(NOCCCD StrategicPlan, Goal 2).

The student servicesat Cypress Collegeprovide supportservices thatmaximize thepotential ofprospective andcurrent students toachieve academic andcareer success(Student ServicesMission Statement).

The Admissions andRecords Officeprovides qualitycustomer service,access, accuracy andequity to ourstudents, staff, andfaculty whilemaintaining theintegrity of CypressCollege andupholding the laws ofthe State ofCalifornia.

Student ServicesStudent Services

Student Learning Outcomes

2006-2007

Department: Admissions & Records ..

Contact: Dave Wassanaar .

61

1. During theFall/Spring semestersof 2006-07, 20students expressedinterest in joining theAssociated Studentsfor this school year,14 of those inquiringfollowed through andactually joined theAS Council.Many other studentsexpressed interest injoining a particularstudent club and wereable to followthrough on thatinterest.

2. Of the 14 studentswho joined the ASCouncil, 5 appliedthrough theapplication processand ran for office, theother 9 wereappointed to the ASCouncil.

1. The AssociatedStudents will trackthe number ofstudents who inquireabout joining astudent club/Associated StudentCouncil. Theseinquires will betracked at theWelcome Back/ClubRush activity or byvisits in the StudentActivities Center andspeaking with an ASrepresentative.

2. Students can stopby the StudentActivities Center andpick-up anapplication for astudent governmentoffice and completethe operation in thetime period allotted.The number ofapplications will betracked.

The standard ofassessment will be setin future cycles ofSLO planning todetermine theexpected level.

Use ofUse of


DataData

CollectedCollected

Means ofMeans of



GoalsGoals


Using the AScalendar of eventsand/or activities tohelp recruit potentialnew memberscontinues to beworthy method toincrease awareness ofthe AS Council andtheir function oncampus.

According to the ASConstitution a studentmust go through theelection/applicationprocess to be a votingmember of the ASCouncil.

The StudentActivities Advisorwill work with theAS Council to track,measure, and improveaccess toopportunities forstudent life andleadership oncampus.

1. All students willhave the ability tojoin a student cluband/or the AssociatedStudent Council.

2. Students can applyand run for a studentgovernment office.


The student services atCypress Collegeprovide supportservices that maximizethe potential ofprospective andcurrent students toachieve academic andcareer success (StudentServices MissionStatement).

The AssociatedStudents of CypressCollege dedicatethemselves topromoting highereducation, representingand supporting thestudents well andadvocating their needsand concerns withpassion, trust, andteamwork.



2006-2007

Department: Associated Students . Contact: Paul Bottiaux .

62

Of the 649 completedsurveys, thefollowing categoriesmet the establishedstandard of 85%:

A. Hours of operation(93.5%).B. Timeliness ofresponse to yourrequest (94.9%).C. Clarity ofprocedures (92.1%).D. Quality ofMaterials (92.4%).E. WebStar feepayment system(88.4%).G. Staff Knowledge(93.5%).H. Staff Helpfulness(95.2%).I. Overall quality ofservice (95.8%).

The followingcategory did not meetthe standard:F. Fee Paymentoptions (83.8%).

A student satisfactionsurvey will beprovided to 650students during theweek of August 31,2007 to September 7,2007.

Satisfaction will bemeasured for thefollowing categories:A. Hours ofoperation.B. Timeliness ofresponse to yourrequest.C. Clarity ofprocedures.D. Quality ofMaterials.E. WebStar feepayment system.F. Fee Paymentoptions.G. Staff KnowledgeH. Staff HelpfulnessI. Overall quality ofservice.

It is expected that astandard of 85% interms of “excellent”and/or “good” will bemet for eachcategory—indicatingsatisfaction with theservices provided bythe Bursar’s Office.

Use ofUse of


DataData

CollectedCollected

Means ofMeans of



GoalsGoals


The SLO was used tomeasure studentsatisfaction sincestudent satisfactionhad never beenformally measured bycampus research.Overall, students aresatisfied with theservices provided bythe Bursar’s Office.

The data reveals thatalthough we areaccessible and haveknowledgeable staff,we have room forimprovement withcommunication ofour fee paymentoptions to students.

To improve studentsatisfaction incommunicating feepayment options, wecan:1. Improve theverbiage in email andwrittencommunications.2. Improve thepresentation of thefee paymentinformation section inthe schedule ofclasses.3. Review feepayment process toensure we areoffering the bestpossible service to ourstudents.

Students willdemonstratesatisfaction with theservices that theBursar’s Officeprovides.



The Bursar’s Officeprovides all studentswith financialservices related totheir educationalexperience and othersupport services forcampus programs andclubs.



2006-2007

Department: Bursar . Contact: Renie Harter .

63

45% of theCalWORKs studentsattended the StudentSuccess Conferencesin August 2006 andJanuary 2007.Several interactiveworkshops wereconducted whichallowed the studentsto network.

40% of theCalWORKs studentscompleted a needsassessment form.

The CARECoordinator arrangedthe conference andWCPL workshopswith the assistance ofthe CalWORKs staff.

80% of theCalWORKs studentswill completeassessment andreferral plansenabling them torequest thetypes of services andinterventionsnecessary.

50% will attend theStudent SuccessConference to receivemotivation,networking andadvocacy skills.

Use ofUse of


DataData

CollectedCollected

Means ofMeans of



GoalsGoals


The Student SuccessConference willcontinue eachsemester in order toprovide motivation,networking andadvocacy skills to atleast 50% of theCalWORKs Studentsso the standard willbe met.

In the 2007-08academic year, eachstudent will meetwith staff andcomplete a needsassessment andreferral plan enablingthem to request thetypes of services andinterventionsnecessary

CalWORKs studentswill have a plan thatspecifies the type ofservices andinterventionsnecessary for thestudents to receive inorder to participate inthe program.



The mission of theCalWORKs programis to assist students inbecoming self-sufficient, gainindependence frompublic assistance,obtain a job, andcontinue life-longlearning.



2006-2007

Department: CalWORKS . Contact: Kelly Grimes .

64

Due to spacelimitations, only 10% ofthe CARE studentswere able to attend thisworkshop on April 27,2007. All students weregiven the WesternCenter on Poverty andLaw manual which listsregulations andprocedures.

85% of the CAREstudents attended theStudent SuccessConferences in August2006 and January 2007.Several interactiveworkshops wereconducted whichallowed the students tonetwork.

Throughout the 2006-07academic year, at everyconference andappointment with staff,CARE students areencouraged to advocatefor themselves. Staffinstructs the students onthe proper language,attitude and tine toaddress their issues withSocial Services Agencystaff.

The CARE Coordinatorarranged the conferenceand WCPL workshop

50% of the CAREstudents will attend aWestern Poverty andlaw advocacyworkshop to learn toadvocate, identifyneeds, formulatesolutions and analyzeregulations.

80% will attend theStudent SuccessConference to receivemotivation,networking andadvocacy skills.

CARE students willdemonstrate the use“self advocacy skills”when speaking topersonnel.

Use ofUse of


DataData

CollectedCollected

Means ofMeans of



GoalsGoals


During the 2007-08academic year, moreadvocacy workshopswill be conducted. Inorder to reach 50% ofthe CARE students, asurvey will be givenat the end of eachsession.

The Student SuccessConference willcontinue eachsemester in order toprovide motivation,networking andadvocacy skills to80% of the CAREStudents.

Additional workshopswill be provided toencourage students toadvocate forthemselves. A surveywill be completed atthe end of eachworkshop. Staff willcontinue to instructstudents on the properlanguage, attitude andtine to address theirissues with SocialServices Agencystaff.

CARE students willbe able to advocate,identify needs,formulate solutionsand analyzeregulations to securetheir right to pursuean education.



The mission of theCARE program is toassist single parentsreceiving TemporaryAid to NeedyFamilies (TANF) toincrease theireducation skills,become moreconfident and self-sufficient, and movefrom welfare toindependence.



2006-2007

Department: CARE . Contact: Kelly Grimes .

65

Over a 9-week period,62 students withindividual careercounselingappointments wereasked to complete aCounseling ServicesSatisfaction Survey with69% completing theform.

Question #1 identifiedthat 67% had 2-5reasons for this singlevisit with the top 3reasons beingUncertain of Career orAcademic Options,Career Assessments,and Goal Setting/Decision Making.

Standards were met onall questions numbered2-8.

The most beneficialCareer Center servicesidentified werethe Counselor,Computers/CareerSoftware, CareerLibrary/Research, andCareer Assessments

Although73% indicated we “metall expectations” theareas needingimprovement includedincreased hours ofoperation, longerappointment times,clarity of instructions,and more efficientassessments.

Each student who hasan appointment witha career counselorwill be given anappointmentevaluation form tocomplete at the endof the appointment.

A standard of 90% isthe expected level forincreased knowledge,awareness, andutilization of the CPCresources and supportservices.

Use ofUse of


DataData

CollectedCollected

Means ofMeans of



GoalsGoals


To improve serviceobjectives we need toreestablish eveningservices, increasecareer counselinghours, and ensureunderstanding byclients and staff ofthe value of multipleassessments, careercounseling, andresearch to achieve aninformed andconsidered careerdecision.

To accomplish theseobjectives, additionalwell-trainedcounseling andsupport staff willneed to be garneredfrom the CounselingDivision andsupported by thecampus. Therelocation to the NewStudent Servicesbuilding in Summer2008 will bebeneficial for meetingthese objectives.

After students meetwith a careercounselor:

A. Students will gaininformation needed toexplore majors andcareer options.

B. Students willincrease awarenessand utilization of themany resourcesavailable to assistthem in defining theirgoals and declaring amajor.

C. Students will feelsupported in eachphase of their careerdevelopment.



The Cypress CollegeCareer PlanningCenter (CPC)provides resourcesand support servicesdesigned to assiststudents and thegeneral public in thecultivation andenhancement ofaptitudes to exploreand research careerand major options,define goals anddecisions, enhanceemployability, andprepare for life-longlearning.



2006-2007

Department: Career Planning Center . Contact: Deann Burch .

66

Each orientationcontained 15-20students. A total of1,448 completed SEP’swere collected, and asample size of 150(10%) was determinedto be statisticallysignificant for thepurposes of this report.

Data from Banner wascollected on eachstudent who completeda SEP in the sample –English/math test score& placement andcounselor courseclearance. This wasthen compared to eachstudent’s SEP todetermine if the studenthad accurately selectedthe correct Englishand/or math course(s).

The data was thenanalyzed to determine ifthe student had alsoaccurately selectedappropriate generaleducation courseworkbased upon this level ofEnglish and/or math. Insum, 34 of 150 students(78%) needed counselorclearance or anadjustment to their SEP.78% is extremely closeto the departmental goalof 80% = criteria forsuccess.

1. Students will havecompleted a firstsemester StudentEducational Plan(SEP).

2. Counselor willreview individualstudent SEP.

3. Counselor willreview and reviseSEP as appropriateusing English/mathassessment scores,transcripts, scheduleof classes, catalog,GE and major sheets.

4. 80% of studentswill accuratelycomplete the firstsemester SEP.

Use ofUse of


DataData

CollectedCollected

Means ofMeans of



GoalsGoals


Since the analysis ofthe quantitative datashows that thecounselingdepartment cameextremely close tomeeting the goal of80%, theIndication is that thisSLO was effective forthis sample ofstudents.

The department willcontinue with thesmall grouporientation format asthis allows for moreone-on-one review offirst semester SEP’s.

After completing thenew studentorientation, studentswill be able to:

A. Interpretindividual courseplacement based onthe results of theCypress Collegeassessmentcomponent ofmatriculation.

B. Identifyappropriate courseselection fromCypress Collegecertificate, AA/ASdegree and transfergeneral educationoptions.

C. Develop a firstsemester academicplan based on thecounseling/advisingcomponent ofmatriculation.

D. Navigate throughthe registrationprocess in order tocomplete firstsemester registration.



The Counselingdepartment iscommitted topromoting studentlearning and successby providingacademic, career, andpersonal counseling,classes and supportservices to maximizestudent potential forachieving educationaland life success.



2006-2007

Department: Counseling . Contact: Joyce Ricci .

67

Forty (40) studentsenrolled in COUN 72in Fall 2006 and 33completed testing andreceived their resultswithin the semester(83% success rate);25 students enrolledin COUN 72 inSpring 2007 and 20completed testing andreceived their resultswithin the semester(80% success rate);overall success ratefor the year = 82%;falls below standardsuccess rate of 90%.

Students who enrollin “COUN 72:LearningAssessment” will betracked through thetesting process by ourStudent ServicesSpecialist whomaintains data onstudents being tested.Those who completethe testing andreceive their resultswithin one semesterwill be considered tobe successful.

Use ofUse of


DataData

CollectedCollected

Means ofMeans of



GoalsGoals


We failed to meet ourgoal of a 90% successrate. Some studentsdropped COUN 72before beginningtesting and othersfailed to scheduletheir testingappointments, despiterepeated phone callsto remind them.

What does the datatell us about programimprovement:

The LD Specialistand Student ServicesSpecialist need tostrongly encouragestudents to scheduletheir testingappointmentsimmediately afterthey have been toldthey can enroll inCOUN 72

Students willdetermine if they areeligible for learningdisability services byfollowing proceduresto effectively andefficiently completelearning disabilitiesassessments.



The DisabledStudents Program &Services (DSPS)providesaccommodations tostudents withdisabilities thatensure their equalaccess to collegeprograms andfacilities andmaximize theirpotential for successin achieving theirindividualeducational andcareer goals.



2006-2007

Department: Disabled Students Program and Services.

Contact: Kim Bartlett .

68

184 students whoattended EOPS newstudent orientationsfrom 5/31 - 7/10/2007were included in thisinitial collection of data

1. 100% completed theMRC

2. 100% developed aneducational plan fortheir 1st semester

3. 100% received theEOPS Planner.0% received the pens asthey did not arrive ontime.

4. 79% demonstratedknowledge of A-D inthe assessment.

4. A. 79.3% identifiedat least 5 benefits andservices by EOPS.

4. B. 78.3% identified atleast 5 of the programrequirements.

4. C. 91.8% identifiedthree ways to remaininformed of programupdates andinformation.

4. D. 89.1% recognizedthat they are stilleligible for EOPS evenif they weren’t eligiblefor the textbook service.

1. Students will have acompleted MutualResponsibility Contract(MRC).

2. Students will havedeveloped the firstsemester of theireducational plan.

3. Students will leave theorientation with anacademic planner andclicker pen remindingthem of the requirements.

4. Student will correctlyanswer questions thatdemonstrate theirknowledge of A – D.Assessment tool attached.

A. Students will be ableto identify at least 5benefits and servicesprovided by EOPS.

B. Students will be ableto identify at least 5 ofthe program require-ments that must becompleted to remaineligible and receive allbenefits. Counselingrequirement must beincluded.

C. Students will be ableto identify three ways toremain informed ofprogram updates andinformation.

D. Students will knowthat that they are stilleligible for the EOPSprogram even if they arenot eligible for thetextbook service.

Use ofUse of


DataData

CollectedCollected

Means ofMeans of



GoalsGoals


The results are assistingus in:

1. Identifying studentsthat have a strong graspof the requirements andbenefits.

2. Identifying thestudents who needadditional assistanceafter completing theorientation.

3. Developing an earlyintervention program.We do this by providingindividual sessions withan EOPS StudentServices RetentionSpecialist and a followup by an EOPScounselor.

4. Identifying areas inour orientations or inthe assessment toolsused to measure thestudent learningoutcomes that needenhancements and/ordevelopment.

5. Exploring ways ofcollecting and inputtingthe data to improveprogram efficiency.

Provide a strongorientation program pairedwith a comprehensiveenrollment plan to enhancethe persistence, retentionand success of new EOPSstudents.

As part of the eligibilityprocess, all potentialEOPS students will attendan EOPS orientation tolearn about the benefitsand the requirements ofthe EOPS program. Aftercompleting an EOPSorientation,students will demonstrateknowledge of:

A. The benefits of being inthe EOPS Program.

B. The actions/outcomesnecessary to maintaineligibility for the programand services.

C. How they will maintainknowledge of programupdates and information.

D. What courses areappropriate for theirupcoming semester.

E. Why and how they willdevelop a completeeducational plan.

F. The information thatthey are still eligible forthe EOPS program even ifthey are not eligible for thetextbook service.



The mission ofExtendedOpportunityPrograms andServices (EOPS) is toassist students witheconomic, linguisticand educationalchallenges enroll andsucceed in highereducation andsuccessfully preparefor careers.



2006-2007

Department: EOPS . Contact: Mara Scott .

69

During 2006-2007, atotal of 6,878 validISIR’s were received:

A. 480 were paperoriginal studententry (6.9%)

B. 19 were weboriginal schoolentry (0.02%)

C. 3,822 were weboriginal studententry (55.5%)

D. 13 were webrenewals Schoolentry (0.01%)

E. 2,544 were webrenewals studententry (36.9%)

The standard was metwith approximately93% of FAFSA filersfor 2006-07completing theirapplication online.

The existing recordsystem (InstitutionalStudent InformationRecords—ISIR’s)will be used toevaluate and comparenumber of FAFSAapplicationscompleted via papervs. online for 2006-2007.

The followingcategories will beanalyzed:

A. Paper Original(Student Entry)

B. Web Original(School Entry)

C. Web Original(Student Entry)

D. Web Renewal(School Entry)

E. Web Renewal(Student Entry)

A standard of 90%was set for onlineFAFSA completionfor 2006-07.

Use ofUse of


DataData

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GoalsGoals


Even though thestandard was met, theFinancial AidDirector and Staffwill continue toassess this StudentLearning Outcome onan annual basis toexpand the use ofonline technologies.

With the Departmentof Educationexpressing an interestin going completelypaperless within thenext five years, ouroffice will remainsteadfast in ourapproach in utilizingonline methods ofapplication forfinancial aid.

For 2007-08, ourstandard will beincreased slightly to95%. Expandedoutreach andawareness shouldenable the FinancialAid Office to meetthis standard for nextyear.

Students will learn toapply for FinancialAid by successfullycompleting theelectronic (on-line)FAFSA to determinetheir eligibility forFederal and State AidPrograms to assistwith the costs ofobtaining a highereducation at CypressCollege.



Student financial aidat Cypress Collegestrives to maintain aprofessional,respectful, andpeaceful environmentand promoteaccountability of ourstudents by providingfinancial aid servicesto students who showdemonstratedfinancial need.



2006-2007

Department: Financial Aid . Contact: Keith Cobb .

70

From the campus-wide (NCHA) surveyconducted for 2weeks in March,2007 in classroomsthroughout thecampus. There were562 respondents.

Question 1:Are you aware thatthere is a healthcenter on campus?

87.5% are aware12.5% are not awarethat there is a studenthealth center oncampus.

Question 2:Do you know whatservices the healthcenter provides?

49.2% know50.8% do not knowwhat services areprovided

A campus-widesurvey, the NationalCollege HealthAssessment (NCHA),will be distributed to1000 students in themonth of March.Specific questionswill be included tosee how manystudents know of thehealth center, itsservices, and whattypes of services havebeen utilized.

What are our criteriafor success?

Through outreach, thegoal is to increasenumber of newpatient annual visitsby 10%.

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Marketing efforts toincrease awareness ofthe health centerappear to be working,as 87.5% of studentsresponded that theyare aware that there isa health center oncampus. However,even though they areaware of thedepartment, 50% ofthose surveyed do notknow what servicesare available.

However, if oneextrapolates thenumber of newstudents visits to thehealth center for2006-2007, there hasbeen an increase ofonly 6% vs. the goalof a 10% increase.

Students who havenever utilized theHealth Center willknow of the locationof the Health Center,what services areoffered and how toaccess these services.

Student Services withinthe North OrangeCounty CommunityCollege District willprovide the necessarystudent services toensure learning success(NOCCCD StrategicPlan, Goal 2).

The student services atCypress Collegeprovide support servicesthat maximize thepotential of prospectiveand current students toachieve academic andcareer success (StudentServices MissionStatement).

The mission of HealthServices is to reduce theneed for students toseek off-site healthservices by providingquality health care,education, andinformation, allowingstudents the opportunityto maximize theirpotential for success inachieving theirindividual educationaland career goals.



2006-2007

Department: Health Services . Contact: Mary Lou Giska .

71

Of the 36 surveysdistributed, 27 (75%)were returned andanswers were tallied.

79% of the 27respondents answeredthe survey questioncorrectly, 1% less thanthe expected outcome of80%.

A survey was designedand distributed to all 38new internationalstudents who wereasked to answer aspecific questionpertaining to the specialregistrationrequirements forinternational students.

Students had 4 weeks(Feb. 5-March 2, 2007)to complete the surveyand return it to ISP.

All returned surveyswill be reviewed by theISP manager andacademic counselor.

By allowing ample timeto consider andcomplete the survey,students were expectedto review certainregistration informationpresented in depthduring the New StudentOrientation (Jan. 4),with 80% of thestudents answering thequestion correctly.

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The survey asked thefirst-semester students toidentify the three (3)items they need tocomplete before they canregister for fall semester.

The results of the surveyindicated that moststudents (79%)demonstrated having theknowledge of the specialregistration requirements.

In order to ensure that all36 first-semester studentsretain this informationthroughout theirsubsequent semesters, theISP Office prepared ananswer key and mailed itwith the original surveyquestion to each studenton May 4.

In order to complete theprocess and to determinethe success rate, the ISPOffice will be trackingthe following:

A. The number ofregistrationinquiries (phone &email)

B. The number ofappointments withcounselor

C. The number ofhealth insurancerenewals

By the end of Spring2007, all newinternational studentswill learn and fullydemonstrate theirknowledge of thespecial registrationprocedures for all oftheir subsequentsemesters at CypressCollege.


The student services atCypress Collegeprovide supportservices that maximizethe potential ofprospective andcurrent students toachieve academic andcareer success (StudentServices MissionStatement).

The InternationalStudents Program(ISP) at CypressCollege strives tointernationalize thecampus and itscommunity byrecruiting, integratingand supportinginternational students(F-1 visa holders) ofdiverse ethnic andcultural backgrounds.



2006-2007

Department: International Students . Contact: Yongmi Han .

72

Surveys responsessubmitted by 300students usingservices in the LLRCreveal a high level ofsatisfaction using theLearning Center(88%), the MathCenter (92%) and theLibrary (92%).Student Services inthe LLRC receivingless than satisfactoryratings includeinadequate weekendhours of operation(50%), inadequatequantity of tutorsavailable in the mathcenter (46%), anddifficulty using theLLRC’s pay-for-printsystem (70%).

During 2006-2007point of servicesurveys will bedistributed in theLibrary, LearningCenter and MathTutoring Center.Surveys will include:

A. general as well asspecific questionscustomized for eachLLRC service center.

B. open-endedquestions requestingstudent commentsand suggestions forimprovement.

Overall studentsatisfaction rate of80% or greater.

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Overall students arehighly satisfied withservices received inthe LLRC.

Improvement isneeded in the areas ofquantity of qualifiedmath tutors, expandedhours of operation toinclude weekends,ease of use/convenience of pay-for-print system.

Fiscal resources arerequired to expandhours of operationand hire/train moremath tutors.

A new studentprint/copy systemwill be investigatedfor 2008, when thecurrent P4P contractexpires.

Students willexperiencesatisfaction withsupport received inthe LLRC in terms ofphysical facilities,skilled and caringstaff, services andtools that enhanceacademicadvancement, andaccess to informationrequired to meet theireducational needs.



The mission of theLibrary and LearningResources Center(“LLRC”) is tosupport the campusand community byencouraging life-longlearning, includingthe abilities to locate,evaluate, and applyinformation to dailyliving.



2006-2007

Department: Library Learning & Resources Center (LLRC) CenterLLRC.

Contact: Carol Welsh .

73

SSQR report inJanuary 2005 listed 3areas close to the75% rating.

66.2% responded tothe clarity ofdirections listedon flyers, website,and personal contact.68.9% responded toour test samples,additional courserecommendations,statements re:previous coursetranscripts, theoverall quality ofmaterials.66.9% respondedfavorably to staffknowledge

Student SupportServices Survey wascollected Fall 2004.4 year rotation cycle

What are our criteriafor success?Student Servicessatisfaction standardis met at 75% or morerating fall in the“good or excellent”category.Rated services were:A, Hours of operationB. Response timeC. Quality materialsD. Helpful staffE. Staff knowledge

Periodically surveyscollected afterservices or testing.

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The results andcomments reflect thecampus need for anadditional eveningstaff.

The data revealsseveral usefulinsights to thematriculation process.

More frequency oftesting, establishingconsistent eveninghours, and offeringbilingual staff wereimportant results thatwere obtained.

Implementation ofthese suggestionsmay be possible oncewe relocate to thenew student center.

After basic skillsassessments, studentwill:

A. Interpret individualcourse placement basedon results of the CCassessment componentof matriculation.

B. Understand providedinformation applicableto a new student,continuing or returning.

C. Schedule and meetwith counselor for 1.5hour orientationappointment.



The goals ofMatriculation are toensure that allstudents who areadmitted to thecollege complete theircollege courses,persist to the nextacademic term, andachieve theireducationalobjectives.

A. Expand the hours ofoperation in theassessment center.

B. Advertise year roundand evening assessment.



2006-2007

Department: Matriculation . Contact: Kris Nelson .

74

1. Approximately,99% of all CypressCollege studentsregister on-line. Afterthey register forclasses they arepromoted through theadditional fee pagewhich contains theAS Benefit stickerchecked-off for them.If students want theAS benefit stickerthey leave as is. Soall students have theopportunity topurchase this benefitssticker.

2. Once a studentcompletes registeringfor classes they areguided through theadditional fees pagebefore they completethe registrationprocess. So allstudents have theopportunity to obtaina photo ID.

1. An AS benefitssticker is purchasedon-line when astudent registers forclasses. Therefore allstudents who registerfor classes will havethe opportunity topurchase an A.S.sticker. In order tomeasure this, the A.S.budget can beaccessed for incomederived from the saleof the A.S. stickers.

2. A student ID careis purchased duringthe registrationprocess before eachsemester begins. Italso may becompleted any timeafter the registrationprocess is complete.In order to measurethis, the Photo IDbudget can beaccessed for incomederived from the saleof Photo ID cards.

1. Students willhave the ability topurchase an ASBenefits stickerwhich willprovide them withan opportunity toreceive discountsat localbusinesses, thecampus book storeand access to theStudent Activitiescomputer lab.

2. Students willhave theopportunity toobtain a studentidentification cardon-line.

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1. In a two year comparisonof the total of students thatregistered for classes andpurchased their AS Benefitssticker, the results are asfollows:-Total students registeredFall 2006 – 12,981 -Totalstudents purchasing an ASbenefits sticker – 5970 –46%Total students registeredSpring 2007 – 12,839 – Totalstudents purchasing an ASbenefits sticker – 4357 –34%

-Total students registeredFall 2005 – 13051-Total students purchasing anAS benefit sticker – 5965 –46%-Total students registeredSpring 2006 – 12,338 -Totalstudents purchasing an ASbenefits sticker – 3987 -32%

2. In a two year comparisonof the total students whoregistered for classes andpurchased their photo ID, theresults are as follows:-Total students registered forFall 2006 – 12,981-Total students whopurchased a photo ID – 6611– 51%-Total students registered forSpring 2007 – 12,839-Total students whopurchased a photo ID - 504239%-Total students registered forFall 2005 – 13,051 Totalstudents who purchased aphoto ID – 6929 - 53% -Total students registered forSpring 2006 – 12,338 -Total students whopurchased a photo ID – 5120- 41%

Student Services withinthe North Orange CountyCommunity CollegeDistrict will provide thenecessary studentservices to ensurelearning success(NOCCCD StrategicPlan, Goal 2).

The student services atCypress College providesupport services thatmaximize the potential ofprospective and currentstudents to achieveacademic and careersuccess (StudentServices MissionStatement).

The Student ActivitiesCenter creates andprovides students with asafe and welcomingenvironment away fromthe academic demandsthat they face on campus,supports all activecampus clubs, includingthe Associated StudentsCouncil, and provides avariety of programs andactivities that enhancestudent life.



2006-2007

Department: Student Activities Center . Contact: Paul Bottiaux .

75

80% of the TRACstudents completed aquestionnaireregarding their major.

90% of the TRACstudents attended twocounselingappointments todiscuss. vocationalskills, interests,abilities andeducationalrequirements.Verification of eachcounselingappointment wasplaced in their files.

30% of the TRACstudents completed astudent educationalplan. A copy of theEducational plan wasplaced in their file.The TRAC staff isresponsible formaintaining thisdocumentation.

80% of the TRACstudents willcomplete aquestionnaireregarding their major.

90% of the TRACstudents will attendtwo counselingappointments todiscuss . vocationalskills, interests,abilities andeducationalrequirements.

80% of the TRACstudents willcomplete a studenteducational plan.

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In the 2007-08academic year,TRAC students willcontinue to completea questionnaireregarding their major

In the 2007-08academic year, 90%of the TRAC studentswill continue toattend two counselingappointments todiscuss. vocationalskills, interests,abilities andeducationalrequirements.

In the 2007-08academic year,TRAC students willbe required to submita student educationalplan to the office inorder to receiveservices.

TRAC Students willbe able todemonstrate theability to identifyvocational skills,interests, abilities andeducationalrequirements.



The TRAC programassists single parentspursuing vocationalmajors and studentspursuingnontraditionaltrade/career majors inattaining the lifeskills needed tobecomeeconomically,psychologically andsocially self-sufficient.



2006-2007

Department: TRAC . Contact: Kelly Grimes .

76

Pre- and post-presentation surveyswere administered tothree classes in Spring07 semester with a totalof 48 studentsparticipating.

Students’ scores on the5 questions wereaveraged to give anumerical rating foroverall transferknowledge. Twentyseven of the studentsrated themselves at orbelow 2.5 in the pre-presentation survey.Twenty four (89%) ofthe students who ratedtheir knowledge oftransfer opportunitiesand process as lowimproved by at least onelevel. One student (4%)showed noimprovement and twoothers (14%) showedimprovement but lessthan one level. Thismet the standard of 75%of students who ratedtheir knowledge as lowin the pre-presentationsurvey will show anincrease in knowledgeby at least one ratinglevel.

In addition, the classesshowed an overallimprovement of 64%increase in knowledgeof transfer opportunitiesand process.

Success will bemeasured by pre- andpost-presentationsurveys measuringthe students’knowledge of transferopportunities andprocess.

75% of students whorated their knowledgeas low in the pre-presentation surveywill show an increasein knowledge by atleast one rating levelin the post-presentation survey

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The data confirmsthat our goals,intended outcomes,means of assessmentand criteria areappropriate formeasuring thisactivity.

The Transfer Centerneeds to continue toadvertise “Don’tCancel That Class” toincrease the numberof classroompresentations.

The Transfer Centercould hire anadditional certificatedcounselor who wouldalso be able to makeclass presentationsand increaseknowledge of thetransfer opportunitiesand processes.

After a classpresentation, studentswill report increasedknowledge of transferopportunities andprocess.



The mission of theCypress CollegeTransfer Center is toprovide a variety ofservices to facilitatethe preparation andtransfer of students,especially those whoare historically andcurrentlyunderrepresented inthe transfer process.



2006-2007

Department: Transfer Center . Contact: Penny Gabourie .

77

The following datawere collected for thesemesters listed:

Spring 2006Out of 144 Veteransthat submitted claims,97.3% wereapproved.

Summer 2006Out of 66 Veteransthat submitted claims,100% wereapproved.

Fall 2006Out of 154 Veteransthat submitted claims,98.1% wereapproved.

Spring 2007Out of 175 Veteransthat submitted claims,96.6% were approved

Veterans anddependents whoapply for VeteranEducational Benefitswill be trackedthrough the requiredclaim submissions.

The tracking will begathered from claimforms submitted.Approved benefitclaims will determinethe percentage ofthose studentsconsideredsuccessful.

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The data collectedindicate that we areaccomplishing ourgoals to informVeterans on availableEducational Benefits.

The results are usedto continue toestablish goals for thefuture to obtain asuccess rate of 100%through the followingactions:

1. Improving theexchange ofinformation toand from theveteran.

2. ExpandedOutreachutilizing the web

Veterans willcomplete requiredforms to submitclaims to theDepartment ofVeterans Affairs toreceive benefits.



The Veterans AffairsOffice providesinformation andcustomer service toveterans on availableeducational benefitsin accordance withfederal and stateregulations.



2006-2007

Department: Veterans Affairs . Contact: Regina Ford .

78

The development of the Student Services Master Plan was a very beneficial exercise for all areasin Student Services. It provided Student Services staff members with an opportunity to reviewand evaluate their current programs and to take a look into the future. Common themes surfacedin many areas that are noteworthy. Among the shared issues are the following:

CommunicationThere is a need for improved communication within Student Services. Program managers for allareas meet on a monthly basis, but this seems to be inadequate. It is anticipated that a newwebsite design will help to improve communication. However, other means of communicatingand avenues of more frequent communication should be explored.

Communication with the general public also needs improvement. This should include accuratesignage, a centralized message center, a website and email communication. The new StudentCenter will promote better communication as well as service; the primary student services areaswill be adjacent to each other, allowing for better student access.

The ever changing advances in technology significantly impact how we communicate withstudents and how they are served. Many student services departments are eagerly awaiting theimplementation of MyGateway, to aid them in communicating with students. It will always benecessary for Student Services to be cognizant of current trends in serving students through theuse of technology. The new generation of students expects to have access to the latesttechnological advancements.

FacilitiesStorage issues need to be addressed. While many offices are attempting to go paperless, studentservices need adequate storage for materials they provide to students. An offsite storage facilitythat provides easy access may aid in solving this dilemma.

StaffingThe college experienced changes in leadership since the initial draft of the SSMP was written.Dr. Marjorie Lewis, Cypress College President, retired in June 2007. Following her retirement,Dr. Mike Kasler, Executive Vice President for Educational Programs and Support Services(EVP), was selected by the Board of Trustees of the North Orange County Community CollegeDistrict to begin his tenure as Cypress College President in July 2007. Based on this change, Dr.Robert Simpson was selected to serve as Interim EVP through June 2008.

Other significant changes in student services leadership include the retirement of Joyce Ricci,Interim Dean of Counseling and Student Development in June 2007. Paul de Dios now serves asthe Dean of Counseling and Student Development. The District filled another important studentservices management position in July 2006 by hiring Richard Rams as Dean of Student SupportServices.

Student Services Master PlanStudent Services Master PlanKey Findings

2007-2014

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Along with these changes the need for a comprehensive review of the organizational structure ofthe college has arisen. This review should include the staffing of the student services areas,some of which report inadequate staffing and the need for department managers. In addition, thepossibility of consolidating staff, especially after the move to the new Student Services Buildingin spring 2008, should be considered. Any changes in staffing will only result after carefulanalysis of many factors such as budget, number of students served, and future needs.

Outreach & RetentionOutreach coordination has improved over the past few years. As a result, we have seen an influxof new students. Despite this growth in enrollment, a more coordinated effort is still needed toimprove outreach and enrollment management efforts. The EMP states, “It is everyone’sresponsibility to make students aware of what Cypress College has to offer (p. 152).” A well-coordinated outreach program will assist with this objective.

Retention is another major issue on campus, especially in regard to under-prepared students.Large numbers of students lacking basic skills have been enrolling at the college in recent years.These students, in particular, have the need for more effective instructional and support servicesto improve their retention rates.

The campus identified that a greater focus on student life would also enhance student retention.Currently, there are not a lot of common locations on campus where students gather. With theopening of the new food court adjacent to Student Activities, it is anticipated that more studentswill stay on campus between classes. More faculty members participating in student sponsoredevents and serving as club advisors would also benefit student life.

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