Please scroll down for further records related to assessment work for Student Development
at some of the noteworthy Assessment Thursday meetings that occurred during the 2011/12
year.
Student Development Assessment Meeting
Thursday, March 1, 2012
Eureka Campus, LRC 107
Attended: Jenn Bailey, Mary-Grace Barrick, Trish Blair, Bob Brown, Anna Duffy, Robert
Ekholdt, Kathy Goodlive, Joe Hash, Erik Kramer, Phillip Mancus, Brady Reed, Michael Regan,
Keith Snow-Flamer, Lynn Thiesen, Cheryl Tucker
Topic 1: GS 6 Assessment
Bob Brown, Phil Mancus and Brady Reed collaborated on SLOs focusing on the students getting
to know an advisor and completing a Student Education Plan. About 79% of the students
completed the assignment. The improvement recommendation was to work with Counseling
and Advising to have the education plans completed sooner in the semester. The advantage of
having linked classes was evident. The faculty collaborated on more than SLOs, they also
shared information on assignments, textbooks, best practices. It was a supportive team. Bob
spoke about his linked Health Ed class to College Skills and what a good fit this was,
recommending that courses involving life-long learning and critical thinking in a basic level be
paired with College Success because they both support “being connected to the meaning of
being in college” and it “creates a pathway to success in college so we can keep them here.” A
team from counseling and advising was identified to work further with the next GS 6 group of
faculty.
Topic 2: Counseling and Advising Assessment Work
Jenn Bailey and Michael Regan shared their PLOs and SLOs and assessment data. Much of their
work is focused on increasing matriculation services to students: orientation, assessment,
advising, and education plans. A lack of consistency with SARS and Datatel data collection
made it challenging to determine the accuracy of the data in the past. They have been working
with IR to improve data collection and are in the process of establishing baseline for the
number of students with an informed educational goal and education plan on file and the
development of procedures to ensure that all matriculating students receive math and English
placement testing prior to registering. To promote a streamlined process and eliminate
duplication of services, a more efficient transcript evaluation process is also being developed,
and is in line with program outcomes for Admissions and Records and the ACCJC
recommendation to complete the imaging of student records.
Student Development Assessment Meeting
Thursday, March 8, 2012
Eureka Campus, LRC 107
Attended: Jenn Bailey, Mary-Grace Barrick, Trish Blair, Anna Duffy, Robert Ekholdt, Kathy
Goodlive, Joe Hash, Erik Kramer, Brady Reed, Michael Regan, Keith Snow-Flamer, Lynn
Thiesen, Cheryl Tucker
Topic 1: DSPS Assessment
Trish Blair presented the past three years of assessment work for the DSPS Program. She
provided a linear model to illustrate the overall assessment process.
2009/10 Assessment
Outcome #1 Improve specificity of the nature of staff and faculty contacts to DSPS. Baseline
data was gathered to better understand the types of contacts and the tracking form was revised to
better understand the nature of contacts in the “other” category.
Outcome #2 Students will identify appropriate accommodations based on their strengths and
weaknesses. It was determined that due to the vagueness of the form being received from
professionals the functional limitations of students were not being clearly identified, and needed
to be revised.
2010/11 Assessment
Outcome #1 DSPS/BSI students enrolled in Guidance 145 will realize greater success rates in
English and Math basic skill level courses. The effectiveness of the Guidance 145 course was
looked at by comparing success rates in mainstream classes for BSI/DSPS students enrolled in
Guidance 145 as compared to those not enrolled in Guidance 145. Results indicated that success
increased for math courses only, and that the loss of the English ISS-II position in the Light
Center may have contributed to the reduced success rates in English.
Outcome #2 Improve specificity of the nature of staff and faculty contacts to DSPS. This
outcome was continued from the prior year to reduce the number of contacts categorized as
“other.” After changing the form, the number of “other” category contacts was reduced
significantly from 26% to 16%. They will continue to solicit feedback on the utility of the form
and make changes as needed.
Outcome #3 Students will identify appropriate accommodations based on their strengths and
weaknesses. This outcome was also carried over from the prior year. It was determined that the
revised form had significantly improved the process and that no further assessment was required.
2011/12 Assessment
Outcome #1 DSPS/BSI students enrolled in Guidance 145 will realize greater success rates in
English and Math basic skill level courses. This outcome was carried over from the prior year.
Results will be available once final grades are in at the end of the term. Preliminary data
indicates similar results and led to the creation of an outcome to ensure adequate staffing to meet
English tutoring needs.
Outcome #2 Students eligible for equipment loan are able to access these items from DSPS. Results be
available at the end of the year.
Outcome #3 Students can make appropriate advising decisions based on the accuracy of their
medical/educational verifications. This is a revised outcome carried over from last year to better
reflect the student learning outcome desired as a result of changes made to improve the
specificity of disability and accommodations required. Results will be available at the end of the
year.
Outcome #4 Develop and implement plan for replacement of permanent ISS-II position. This
outcome is related to Outcome #1 to support English tutoring needs.
Student Development Assessment Meeting
Thursday, March 15, 2012
Eureka Campus, LRC 107
Attended: Jenn Bailey, Mary-Grace Barrick, Trish Blair, Anna Duffy, Robert Ekholdt, Kathy
Goodlive, Joe Hash, Brady Reed, Michael Regan, Keith Snow-Flamer, Lynn Thiesen, Cheryl
Tucker
Topic: Admissions and Records Assessment
Kathy Goodlive presented the past three years of assessment work for A&R. The themes that
stood out for the A&R assessment team had to do with 1) the use of technology, 2) the need for
technology support, 3) the need for consistency of processes at campuses/sites other than Eureka,
and 4) ensuring that objectives and outcomes are measurable.
2009/10 -2011/12 Assessment
Outcome #1 Students will be knowledgeable about how to use WebAdvisor to add a class for
which they are waitlisted. The objective here was to increase on-line registration activity.
Eureka campus is higher than other campuses – closer to 85%. During peak registration times
on-line registration increased from 55% in 2008/09 to almost 80% the past couple years where it
has remained steady.
Outcome #2 Counselors/Advisors/Students can view other college transcripts and other student
forms that we have received and evaluate for prerequisites and or use for Student Education
Plans. The imaging system required to complete this outcome was 60% in place by the end of
Fall 2011, and fully implemented by the end of Spring 2012. The improvement to learning is
that students are able to have an advisor immediately access and evaluate a transcript, make
those annotations on the document, and the student is then able to enroll in the appropriate
course, instead of ending up in the wrong class or repeating a requirement.
Outcome #3 All grades will be entered using WebAdvisor and students will see their grades
more quickly. The Eureka and Del Norte campuses now utilize electronic grades. The remaining
campus only uses paper for final grades.
Outcome #4 Positive attendance lab hours will be collected daily with a swipe card. Positive
attendance hours from lab classes are uploaded from SARS Track into Datatel by ITS staff and
are no longer required to be calculated and entered manually. This process was implanted at all
campuses.
Outcome #5 Students will be knowledgeable about how to submit “AB540” and “First two
transcripts Free” forms using the DoceFill module of SoftDocs. This outcomes was finally
completed during the past spring term because it was dependent on SoftDocs.
Outcome #6 Implement Document Imaging System. Many other outcomes were dependent upon
SoftDocs implementation. As of Feb 29, 51,194 documents had been imaged. We have
contracted with a outside agency to assist with completion by the end of spring 2012.
Outcome #7 Students will demonstrate an understanding of the negative impact of withdrawing
from a class with regard to financial aid and repeatability rules. The number of students
attempting a fourth (or more) repeat (final attempt due to extenuating circumstances) of a nonrepeatable class has decreased. Awareness is increasing.
Outcome #8 Students will be knowledgeable about how to use WebAdvisor to add a class for
which they are waitlisted. At peak registration times, Eureka area online registration is over
80%. Would like to have faculty be able to drop their no-shows and faculty deletes (census data)
using WebAdvisor but have been told it cannot happen.
Financial Aid
A spreadsheet showing progress of each outcome through the past three years was shared.
2009 – 2012 Assessment
Outcome #1 Students will utilize web technology to access financial aid information. Almost al
communication with students about financial aid has been through email beginning with the
2010/11 award year. The FAO website shows an increase of 19% in the number of hits from the
same time frame the prior year, and 18% increase the following year.
Outcome #2 Students receiving veteran educational benefits will be able to identify and fulfill
program requirements. Although information available was increased, further assessment,
including a rubric was not developed due to staffing losses. This past year a permanent staff
member was hired to ensure consistency of information and to develop more programs for
veterans.
Outcome #3 Implement debit card refund management process. The program was implemented
by Jan 2011. All financial aid recipients are now able to receive financial aid through debit cards
instead paper checks. Data received from the Higher One, who handles the actual disbursement
process, indicates that 92% of the college’s student payments were handled electronically in
2011. This equates to the elimination of 13416 paper check disbursements.
Outcome #4 Students will receive a copy of the loan packet along with each loan application and
will understand more about the responsibilities of a loan and may decide to reduce amounts
requested on loans. Average loan amounts per student changed an insignificant amount from
2009-2010 to 2010-2011. There was a substantial increase in the 2 year Cohort Default Rate
from 13.7% to 18.3%. A new permanent position was hired this past year to focus on financial
literacy and default prevention.
Notes from Assessment Thursday Student Development
April 19, 2012


Brady Reed presented the assessment data from Upward Bound.
She led a discussion on the UB Objectives for 2007-2012
o Academic Improvement on Standardized Test
o 60% of all UB participants, who at the time of entrance into the project had an
expected high school graduation date during the school year, will have achieved
at the proficient level during high school on state assessments in reading/language
arts and math.
o Project Retention
o 80% of 9th, 10th, and 11th grade project participants served during each year will
continue to participate in the UB Project during the next school year.
o Postsecondary Enrollment
o 65% of all UB participants, who at the time of entrance into the project had an
expected graduation date during the school year, will enroll in a program of
postsecondary education by the fall term immediately following the expected
graduation date from high school.
o Postsecondary Persistence
o 70% of all UB participants who enrolled in a program of postsecondary education
during the fall term immediately following high school graduation will be
enrolled for the fall term of the second academic year.
She also discussion Upward Bound’s Objectives for 2012-2017

Academic Performance – Grade Point Average (GPA)
70% of participants served during the project year will have a cumulative GPA of 2.5 or
better on a four-point scale at the end of the school year.

Academic Performance on Standardized Test
55% of UB seniors served during the project year will have achieved at the proficient
level on state assessments in reading/language arts and math.

Secondary School Retention and Graduation
80% of project participants served during the project year will continue in school for the
next academic year, at the next grade level, or will have graduated from secondary school
with a regular secondary school diploma.

Secondary School Graduation (rigorous secondary school program of study)
70% of all current and prior year UB participants, who at the time of entrance into the
project had an expected high school graduation date in the school year, will complete a
rigorous secondary school program of study and graduate in that school year with a
regular secondary school diploma.

Postsecondary Enrollment
70% of all current and prior UB participants, who at the time of entrance into the project
had an expected high school graduation date in the school year, will enroll in a program
of postsecondary education by the fall term immediately following high school
graduation or will have received notification, by the fall term immediately following high
school, from an institute of higher education, of acceptance but deferred enrollment until
the next academic semester (e.g. spring semester).

Postsecondary Completion
55% of participants, who enrolled in a program of postsecondary education, by the fall
term immediately following high school graduation or by the next academic term (e.g.
spring term) as a result of acceptance by deferred enrollment, will attain either an
associate’s degree or bachelor’s degree within six years following graduation from high
school.