C
A
M
P
U
S
STUDENT SERVICES
2010 COMPREHENSIVE
PROGRAM REVIEW
Student Services Area: STUDENT DEVELOPMENT
Counseling/Advising,
Behavior Intervention Team,
Student Conduct
We certify that this program review document represents the plans, goals, and critical analysis of
this instructional program. Please enter name(s) and date
Author(s): Melissa Green, Jennifer Bailey, Cheryl Tucker, Carol Matthews, Michael Regan, Dave
Gonsalves
Date: January 26, 2011
Department Director: _Eureka campus: Melissa Green__________
V. P.:
Date: January 26, 2011
_______Dr. Keith Snow-Flamer________________ Validation: January 27, 2011
Student Services Mission Statement
To provide high quality support services that promote access to educational programs,
foster academic success, and encourage personal and social development of all learners.
(Revised December, 2009)
2
STUDENT SERVICES COMPREHENSIVE PROGRAM REVIEW WORKSHEET
I. STUDENT DEVELOPMENT: Counseling and Advising, Behavior Intervention Team,
Student Conduct Overview
1. Mission
Counseling and Advising: As partners in education, we are committed to student success. We
provide information, support and guidance to assist each student in the developmental process of
becoming responsible, self-directed, self-sufficient learners.
2. Philosophy Statement
.
3. Staffing Levels
Eureka Campus:
Advisors - 5 FTE
Counselors - 1 FTE
Academic Advising Coordinator - .831 FTE
Assistant Director Student Development
Career Center - .4 FTE
Mendocino Campus:
Counselor – 1 FTE
Del Norte Campus
Counselor – 1 FTE
101 Corridor
None
On-Line/Distance Education/Vets
Advisor – 1 FTE
4. Summary
Student Development provides the following resources:
 Student Education Plans
 Counseling and advising (i.e. transcript evaluation, course scheduling, academic renewal,
graduation petitions, interpretation of College policies/procedures/regulations)
 Placement testing interpretation/proctoring
 Registration
 Orientation
 Coordination and Implementation of outreach/high School visits (including financial aid
outreach)
 Behavior Intervention Team
 Student Conduct
 Student Crisis
 “First Year Experience”
 Caseload management of approximately 1,000 students
 Provide academic support to learning community students
 The CR Career Center provided career development and job search resources during the
2009-2010 school year. Beginning in July 2010, CR contracted with The Job Market
(TJM) to provide those services. TJM contact data provided for July-December 2010 (see
Section 8).
3
4. Goals and Objectives
Goal and/or
Objective
Counseling and Advising
Expected Completion
Rationale
Assign advisors to high
schools and define
enrollment targets
based on historic
enrollment numbers
Summer 2009
Best practices
Work with HSU to
collaborate on high
school visits
Create recruiting
materials and
presentations (in
English and Spanish)
Ongoing
Best practices
Spring 2010
Best practices
Train all counselors
and advisors in
outreach activities
Spring 2010
The more informed the
advisors and counselors
are the more informed
the students and parents
Offer and identify
alternative visit
opportunities so that
those families can
attend with the student.
Saturday visits,
evening programs, etc.
Spring 2010
Best practices
Status
Complete/rolled
over?
Each Eureka
advisor has a local
high school
assignment, as well
as a community
service area. Based
on demand, spring,
2011, student
athletes have an
assigned advisor,
which will give her
a caseload of 250 –
300 students.
Roll Over/In
progress
The Eureka campus
has 3 bilingual
advisors.
Recruiting and
marketing materials
come from the
Marketing office.
To our knowledge,
we do not have
materials in
Spanish.
A standard power
point presentation
has been prepared
for the Eureka
advisors. Advisors
have been invited to
high schools and
events.
Last summer,
orientations were
scheduled for
Saturdays,
evenings, and
daytime. Each
session had a
family component.
This past fall
semester, we had a
3
Families will be
informed about the CR
application and
enrollment process
Fall 2009
Increase access and
improve ease of
matriculation process
Host Spring on campus
counselor meeting
Done
Host fall and spring on
campus program for
prospective students
(provide intentional
parent program
covering financial aid,
academics, etc.)
Meet with high school
counselors to
determine “optimal”
summer course
schedule
Fall 2009
Keep local high school
counselors and
communities agencies
well informed to build
more knowledge and
better relationships
Best Practices
Spring 2010
Best practices
Use entering student
data in advisor
caseloads to determine
which block of
students should be
monitored and assisted
Fall 2009
Best practices
Develop an advising
process that has
advising immediately
following testing
Ongoing
The Advising Office
has relocated to the
ASC to administer math
and English assessment
“Welcome Day” in
coordination with
the Residence Hall
move-in day. Over
200 students
participated with 10
vendors.
We hosted an
Instant Admissions
Day within our
local high school
outreach area in
November which
coincided with the
university
admissions process.
Completecounselors thought
it would be better to
keep HSCD in the
fall
Coordinated
activities with the
Director of Physical
Education and Pru,
Created parent
component and
Welcome Day.
Counselors
suggested more
general education
courses and basic
skills courses. This
information was
shared with the
EMC.
IR compiled an “atrisk profile.” Those
students were
identified and were
the first to be
assigned an advisor.
Other students
included athletes,
residence hall
students and basic
skills students.
Although advising
is available after
testing, students did
not take advantage
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testing and to advise the
student immediately
Examine and improve
advising system for
continuing students to
include drop in
advising
Assess the content,
delivery, and timing of
all programs that lead
to the fist day of class
(i.e. Redwoods days,
orientation, testing,
campus visits)
of that option.
System will be
revised spring,
2011.
Advisor schedules
now include “dropin” hours and
appointment hours.
Fall 2009
Best practices
Ongoing
Students need to be
informed at CR can be
there choice of schools
and that they have a
better opportunity to
transfer to top notch
schools as transfer
students receive higher
priority than incoming
freshmen
Best practices
Roll Over/In
progress
By utilizing the
caseload approach we
plan to increase our
retention rates
significantly. We are
currently working with
IR on this project.
We plan to use a “score
card” to tracking device
for students within the
cohorts on a week by
week basis between the
advisor and the student
Advisors were
assigned caseloads
based on at-risk
criteria and
assigned by lastname.
Retention will become
a recurring theme in
the planning and
delivery of orientation
activities
Ongoing
Implement “caseload
management” system
for academic advising
Fall 2009
Implement process for
advisors to track and
make weekly contact
with advisees in their
caseload.
Fall 2009
Research “best
practice” in supporting
academic needs of high
risk/basic skills
students
Assign athletics to
“regular” advisors as
part of their caseload
Ongoing
Best practices should be
a models used in
assisting at risk/basic
skills students.
Fall 2009
Give advisors
Fall 2009
We would like to put
our athletes on a twoyear track in order to
enable them to transfer
to universities and have
the ability to play at the
university level
The more informed and
In Progress
The advisors
receive a weekly
report on their
caseloads.
Advisors contacted
caseload via CR
email.
Roll over/In
progress
All student athletes
have been assigned
to one advisor, who
will have an office
in the PE
department.
Advisors may
5
responsibility for
transcript evaluation
and SEPs
create SEP’s for
vocational/technical
students and
evaluate California
transcripts.
Roll Over
Work with Campus
Life to revise
orientation program
along the HOP model.
Implementation of
Appreciative Advising
Model
Fall 2009
knowledgeable the
advisors the better
informed the students in
order to meet their
educational goals
Best practices
Fall, 2011
Best Practices
Roll Over
Increase the number
of non-categorical
students whose SEP
education goal
matches their career
assessment results.
Summer 2010
Research suggests
alignment of education
goal with career goal
increases student
persistence.
Roll Over
First Year Experience
Goal and/or Objective
Expected Completion
Rationale
Status
Complete/rolled over?
Increase retention of
first year students.
Each advisor was
assigned a student
who met one or more
of the following
criteria:
Fall, 2010
Best Practice
Rolled over
Fall, 2010
Best practice
Advisors revised the
Student Education
Plan to include less
information in order


Student athlete
Residence Hall
student
 New student
enrolled in a
linked Learning
Community
 Students enrolled
in a General
Studies course
 Students
identified as “at
risk” who do not
fall into one of the
above categories
Student Education
Plans were part of the
homework assignment
for GUID 112,
6
Freshmen Seminar.
All student athletes
are required to have a
Student Education
Plan of file by their
second year of sport
play.
Spring, 2011
Best Practice
“Link” courses
Fall, 2010
Best practice. Allows
for creation of a
cohort of students.
Integrate curriculum
and co-curricular
activities
Fall, 2010
Best practices
Students will be
advised into study
skills courses, based
on placement level.
Fall, 2010
Best practices
Implement tutoring
and supplemental
instruction for highrisk courses.
Fall, 2011
Best practices
Create mentoring
program for first
semester students
Fall, 2011
Best practice
to meet timeline. Will
reassess success at the
end of the semester.
Rolled over
Linked courses had a
retention rate of
87.5% or above. This
item will be rolled
over.
Some faculty worked
with Campus Life to
sponsor events. This
was not “wide
spread”. Rolled over.
Retention rate for
those courses
averaged 60%. Need
to review. Rolled
over.
In-progress
Faculty were paid
stipends to mentor.
There was not a lot of
student participation.
Item needs to be
reviewed. Rolled
over
Behavior Intervention Team and Student Conduct
Goal and/or Objective
Expected Completion
Rationale
Status: Completed or
rolled over?
Increase retention by
addressing students in
crisis via Behavior
Intervention Team
On going
Best Practice
Team has been in
place since the fall,
2009. Retention data
needs to be reviewed.
Rolled over
Create protocol for
Eureka campus
Spring, 2011
Best practice
Protocol lacked
satisfactory
communication with
Security and the
Sheriff. This will be
7
brought to the Safety
Committee. Rolled
over
Implement web-based
reporting system
Spring, 2011
Best practice
Rolled over
Train faculty and staff
on using system
Spring, 2011
Best practice
Rolled over
Train faculty and frontline staff on
identification of risk
behaviors
Spring, 2011
Best practice
Training to take place
spring, 2011. No
evidence as of this
date.
Disseminate training
District wide
Fall, 2011
Best practice
Rolled over
Per changes in FERPA,
implement policy of
notifying parents of
students under 21 who
violate drug/alcohol
policy and/or danger to
selves or others
Spring, 2011
Best practice
Action in place
spring, 2011. No data
to report as of this
date.
Continue training on
“Restorative Justice”.
Fall, 2011
Best practice
Rolled over
Implement survey to
determine frequency of
students in crisis and
drug/alcohol use on
campus
Spring, 2011
To understand scope
of issue and if
additional action is
needed.
Rolled over
Work with Student Life
and the Residence Hall
staff to implement
“campus watch”
program.
(Securityoncampus.org)
Empower students to
deal with sexual
assault, hazing, drug
and alcohol
violations, and
general crime on
campus
Lack of trained
security staff.
Rolled over.
Basic Skills Pre-Enrollment
Goals/objectives
Expected Completion
Rationale
Status
Two-week “no stress”
Math Jam for
developmental level
students
Summer, 2011
Best practice
In progress
Guarantee seat
appropriate math
Summer, 2011
Best practice
In progress
Improve student
success
8
section and
completion of Math
Jam.
Students who
participate in Math
jam will be required
to meet with their
instructor at least
twice during the
semester
Summer, 2011
Best practice
In progress
Students who
participate in Math
Jam will meet with
their advisor at least
twice during the
semester.
Summer, 2011
Best practice
In progress
Students who
participate in Math
Jam will meet with
their tutor at least
eight times during the
semester.
Summer, 2011
Best practice
In progress
Strengths
Advising
1. Eureka student contacts has increased 46%. See “Students Served.”
2. The average wait time at the Eureka campus decreased from 29 minutes to 16 minutes.
3. Three out of the five advisors are bilingual in both Spanish and English.
4. Extended Eureka outreach efforts to more local community groups/high schools.
High Schools
Arcata High School
Six Rivers Charter School
Eureka High
Zoe Barnum
Financial Aid nights
Ferndale High School
South Fork High School
Fortuna High School
East High School
McKinleyville High School
St. Bernards High School
Community Agencies
Humboldt County Library
Employment Development Department
Latino Health Fair
Bear River
Caylor Cuevas
Caylor Cuevas
Brady Reed
Brady Reed
Brady Reed
Ron McQueen
Ron McQueen
Jennifer Knight
Jennifer Knight
Juana Tabares
Juana Tabares
Caylor Cuevas
Ron McQueen
Juana Tabares/Jennifer Knight
Juana Tabares
9
First Year Experience
 Increased frequency of contact between instructors and academic advisors by embedding
advisors into linked and GS courses.
 Advisors were allowed to make presentations regarding deadlines and the ASC in some
section, which increased awareness.
 Linked general education courses showed a high rate of retention.
Behavior Intervention Team/Student Conduct
 Team established protocol for Eureka campus
 Team created Parature/MyCR reporting system
 Greater awareness of campus incidents among team.
Career Center:
 Theory and research based career development processes
7. Improvement Areas
Advising:
1. The administrators of the following areas/departments requested additional advising
support:
1. Nursing
2. Early Childhood Education
3. Athletes
4. Residency Halls
5. Basic Skills
6. Learning Communities
7. Honors Program
8. CalSOAP Scholars
9. Financial Aid students with 45 units or more
10. General population
Each of the above mentioned groups has been identified as either needing additional support due
to the nature of the program and/or the group is considered “at-risk.” The administrators have
asked that an advisor provide support such as verification of academic progress, assistance with
program entrance requirements, and social integration. The Eureka campus has not been able to
meet the requests of all of the above mentioned groups.
Due to the demand on advisors to meet with students, provide outreach and orientation activities,
among other things, the Eureka advisors accrued 325.63 hours comp-time hours during the 2009
fiscal year. In order to not accrue these extra hours, advising services will need to be reduced.
First Year Experience
The stand-alone or linked GS 6 or GS 150 courses did not show a statistical improvement in
retention, completion or grade point average. We will look to see if the Health Ed 1 and General
Studies 6 combination, taught by the same instructor, was more successful. Other GS courses
were taught be adjunct faculty and did not work closely with the other faculty.
Behavior Intervention Team/Student Conduct:
During the 2009-10 academic year, there were 129 individual student incidents that needed to be
addressed. It takes approximately 2 to 5 hours to respond, based on the urgency and severity of
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the event. All incidents require at least two staff members’ time, with urgent issues requiring up
to six staff members attention. Examples of the issues addressed range from a residence hall
alcohol violation to students’ undergoing a psychotic episode. Students have threatened violence
to self and/or others. Students have been disoriented and paranoid. No one on the Team is a
licensed clinician. Response time from the Sheriff has averaged 20 minutes. Often times, the
Security Department is not in the office or out of radio/cell phone reception.
Not having a counselor to respond immediately to students in crisis has had a significant impact
on the team. For example, three members of the Team, a counselor and Security responded to a
student reportedly upset and crying. The student made a comment about suicide, so the Team
intervened. Talking to the student and talking among ourselves to determine appropriate steps
took two and a half hours. If we had a counselor, that student could have been immediately seen
the counselor.
The timeliness of the receipt of Security Office reports has been an issue; last semester, the Dean
of Student Development often received reports in batches, and were sometimes a month old.
We need to increase awareness of BIT and reporting process across campus. Currently, we are
made aware of incidents if someone from the team is called to intervene or via security reports.
We have also heard of students in distress via “hearsay,” and cannot verify the safety of the
students or the campus.
Finally, we need to improve our tracking. Currently, the Dean and BIT are notified only via
email, phone calls and Security Reports. Tracking of each incident is done via a Word document
bulleted list.
Career Center:
Access to non-categorically funded students is extremely limited on the Eureka campus due to
lack of counselors.
8. Students Served
*Eureka Campus-Advising and Counseling
SARS Appointment Attendance Summary Report – Student Contacts. Both
drop=ins and appointments have increased by at least 100%.
Drop-ins
Appts.
2008-2009
3300
1101
2009-2010
6610
3024
11
*First Year Experience
Career Center
Total
Unduplicated
Students
Served
Vocational
Assessment
Career/Voc
Counseling
Job
Search
Resume
Assistance
Job
Postings
Workshop
Attendance
Job or
Internship
Placement
870
28
413
282
53
257
94
0
The Job Market data July 2010-Dec 2010
Total
Unduplicated
Students
Served
183
Vocational
Assessment
Career/Voc
Counseling
Job
Search
Resume
Assistance
Job
Postings
TJM
Workshop
Attendance
Job or
Internship
Placement
6
216
75
32
NA
0
4
9. Student Achievement Data (if applicable).
Demand, Fill Rates & Success
Analyze the enrollment and success data provided by Research & Planning and answer the
following questions.
Review and analyze the fill rate data (Tables 1.01 A-E) provided by Institutional Research and
answer the following questions:
1. Overall, is your enrollment increasing, decreasing, or remaining the same?
Over the past couple academic years, we have increased the number of General Studies and
Guidance Courses and we have seen an increase in enrollment.
2. Is your enrollment growing/declining for sections scheduled at particular times, or is the
growth consistent? Review the detailed data by course to see if there are trends in specific
courses.
n/a
12
1.01F. Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
Course
GS 150/6
GS 361
GUID 111
GUID 8
2005-2006
2006-2007
53%
77%
*
69%
2007-2008
49%
65%
*
55%
2008-2009
59%
58%
*
55%
2009-2010
59%
58.28%
100%
64%
*Course not offered
Review the program success rates in the table above (1.01F) and use the text box below to
answer the following questions. Be thorough and be sure to touch on any significant change
in the data.
1) Identify overall changes in success rates. To what do you attribute these changes?
2) How do course success rates compare to the overall success rates for the program?
3) Provide a plan (if necessary) for adjusting to changes in success and retention.
1) GS 150 had an increase of 6%, GS 361 had a decrease of 19% and GUID 8 and a
decrease then increased 9%. During the past couple of years, the Student Services
division became responsible for the GS courses. Also, GS 361 was not linked to a READ
360 course for the past two years.
2) Generally speaking, these courses have lower success rates than other courses due to the
nature of the course and the students who take these courses.
3) Advisors were embedded in the GS 6 and 361 this past fall, 2010. Students in those
classes were also assigned an advisor. We will look to next year’s data to see if this
increased success rates.
13
African
American
American
Indian/Alaskan
Asian
Hispanic
Pacific
Islander
White
Unknown
Total
2006-2007
2007-2008
2008-2009
2009-2010
Successful
UnSuccessful
UnSuccessful
UnSuccessful
Unsuccessful
successful
successful
successful
56%
44%
58%
42%
36%
62%
58%
42%
57%
43%
53%
47%
56%
44%
57%
43%
57%
63%
56%
43%
37%
44%
55%
36%
20%
45%
64%
80%
67%
41%
33%
59%
53%
51%
50%
47%
49%
50%
54%
49%
55%
46%
51%
45%
49%
49%
47%
51%
51%
53%
54%
48%
52%
46%
52%
48%
48%
43%
51%
52%
57%
49%
Female
59%
41%
50%
50%
58%
42%
Male
49%
51%
43%
57%
43%
57%
Total
55%
45%
47%
53%
52%
48%
Table 1.01G. Course Success Demographics (Fall and Spring Semesters)
56%
47%
51%
44%
53%
49%
Comment on data comparisons among the ethnic, age and gender breakdowns.
There does not appear to be any statistical significance.
Table 1.01H. Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
Percentage of students enrolled at census receiving a grade other than W (Withdraw).
Course
GS 150
GS 361
2005-2006
2006-2007
82%
94%
2007-2008
90%
89%
2008-2009
88%
92%
2009-2010
84%
84%
14
GUID 111
GUID 112
GUID 8
GUID 47
*
*
91%
*
*
*
85%
*
*
*
85%
94%
100%
95%
93%
87%
*Course not offered.
Review the program retention rates in the table above (1.01H) and use the text box below to
answer the following questions. Be thorough and be sure to touch on any significant change
in the data.
1) Identify changes in retention rates. To what do you attribute these changes?
2) Review retention rates by course. How do course retention rates compare to the program
rate overall?
3) Provide a plan (if necessary) within Section 5.01 for adjusting to changes in success and
retention. SLO and PLO assessment results might help you determine needs.
1) There was a drop in retention rates for GS 361, and the does not seem to be a significant
change with the other courses. GS 361 has a very high-risk student population. The
major difference in the 2008-2009 is that GS 361 reduced the number of units, from 6 to
3, and was not linked to a READ course.
2) Overall, the retention rates in these courses are satisfactory.
Table 1.01I Overall Success Rate in Courses in Major by Students’ English and Math Level
1. What pattern can be identified in the program success rates based on the students’ skill level in
English and Math? Has the success rate changed since the last review?
GS 150
English 350 has traditionally been paired with GS 150, which had a 56% success rate.
Students who took a math course above Math 372 and a GS 150 course had a comparable success
rate.
The English 350 students who took GS 361, instead of GS 150, had a slightly higher success rate
(that is 63% compared to 56 %.)
GS 361
Students who took GS 361 had higher success rates in both math and/or English than those
students who took GS 150.
2. How has the program responded to these patterns or changes, and how will the program
respond in the future?
This information was shared with the counseling staff across the District. At first brush, one
might conclude that English 350 students should also take GS 361 instead of GS 150.
Also, students should be encouraged to take either math or Reading with GS 361.
Finally, it looks like math 372 students are the most at-risk.
15
10.. Report on 2009-2010 Assessment Plan
Mission Statement:
Counseling and Advising services: As partners in education, we are committed to student success. We provide information, support, and
guidance to assist each student in the developmental process of becoming responsible, self-directed, self-sufficient learners
The Mission of the Career Center is to empower students to develop and implement life-long career development activities and goals.
Objective
1
2
Increase
number of
students who
receive
services.
Student Learning
Outcome (SLO)
or
Program
Outcome (PO)
PLO – Matriculating
students will receive
services.
Enable
PLO: Matriculating
degree and
students will receive
certificate
SEP.
completion in
a timely
manner
Linked to Student
Service
Goal/Campus
Goal/District
Initiative
Goal 1: Enable
student attainment
of educational goals
Goal 1: Enable
student attainment
of educational goals
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
MIS Matriculation
data for 2009-2010
academic year will
show increase in the
number (head count)
of students who
received some form
of counseling
services.
Chancellor’s
Office “Data
Mart” has
this
information
for the 20072008
academic
year. This
information
will be used
as a baseline
for 20082009
Chancellor’s
Office “Data
Mart” has
this
information
for the 20072008
academic
year. This
information
2007-2008
2,799 received
services
Although the data
shows that there is
a 100% increase in
the number of
students who
received services,
further research is
needed to
determine if it’s
due to an increase
in advisors or
activities.
MIS Matriculation
data for 2008-2009
academic year will
show increase in the
number (head count)
of students who
received a Student
Education Plan
(SEP) over baseline.
2008-2009
4,332 received
services
2009-2010 data
not available.
2007-2008
Baseline: 492
SEPS recorded
in MIS data.
There is a slight
increase in the
number of SEPs
recorded. There
has also been a
2008-2009: 548 decrease in
SEPS recorded counselors, who are
in MIS data.
the only staff able
to perform
2009-2010 data complicated SEPs.
16
will be used
as a baseline
for 20082009.
3
ADVISING:
Implement a
Student
Development
Advisor
Training
Program in
fall 2009
(Training
Schedule
available
upon request)
Advisors
participating in the
training program will
integrate
comprehensive
academic advising
strategies into prior
advising skill and
knowledge set
Educational Master
Plan Goal #5:
Ensure student
success
Educational Master
Plan Goal # 3: Build
a culture of
assessment
Student Service
Goal
# 4: Provide
counseling support
services to achieve
vocational training
or transfer success
Set baseline data for
advisors and direct
supervisors.
To be evaluated in
2010
Pre and post
advisor
evaluation
completed
by advisors
and direct
supervisors
to assess
advisor
knowledge
skills and
performance
before and
after training
not available
RESULTS:
We conducted
qualitative post
tests for 5 of
the Advisor
Training
sessions.
BSI—5
advisors
completed post
test: all
advisors
received a
score of 100%
Admissions: 4
advisors
attended
training and
completed post
tests: 95% was
the average
score
NACADA
Standards: 6
advisors
attended the
training and 3
completed post
tests: 80% was
the average
score.
Continue to assess
advisor skills and
knowledge base.
17
4
ADVISING:
Support and
assist
learning
cohorts with
student
support
services
Cohort students will
be able to identify
and utilize student
support services that
will assist in their
educational goals
Cohort students will
recognize the
connections, value
Educational Master
Plan Goal # 5:
Ensure student
success
Student Services
Goal # 2: Improve
student retention
Set baselines for all
performance levels
Cohort students will
utilize student
support services
more than
comparable noncohort students.
Scorecard of
students
support
services to
cohort
students
Datatelattrition rates
of cohort and
IR & DATA:
4 advisors
attended
training and 4
completed post
tests: 97% was
the average
score.
CAREER
TRAINING:
consisted of 3
sessions.
2/23: 5
advisors
attended
3/12: 6
advisors
attended
4/9: 4 advisors
attended
Received 4
completed post
tests: 88% was
the average
score.
RESULTS:
A student
survey was
conducted at
the end of fall
semester. Only
18 students
responded to
the survey.
Although average
retention rate
among caseload
students are as
follows:
F2009: 88%
S2010: 87.6%
F2010: 87.8%, we
will work with IR
to verify data to
make sure this
18
and assistance
received as a cohort
participant
A majority students
enrolled in the
learning cohorts
persist to the next
semester
information is
valid.
Focus group
with cohort
students
Students identify the
impact the cohort
program had on their
academic success
5
6
ADVISING:
Improve
effectiveness
of high
school
recruitment
efforts
ADVISING
Improve
retention
rates of atrisk/poor
performing
students
High school students
participating in onsite
advisor visits will
identify educational
goals at CR
Educational Master
Plan #2 Contribute
to the economic,
cultural, and social
well-being of the
North Coast
Community
Review, adapt and
implement systematic
early intervention
strategies within
student services for
counselor/advisor
contact with atrisk/poor performing
students
Enable student
attainment of
educational goals
Students who
participate in advisor
visits will apply and
register at CR at
higher rates than
non-participating
students.
Establish base line
data
Early and frequent
contact and
intervention will
improve the retention
rate of those students
identified as atrisk/poor performing.
High school
visit sign in
sheets
compared
with
following
semester
enrollments
Measure
success over
baseline data
of 20102011
academic
year
RESULTS:
Inconclusive
RESULTS
At-risk profile
has been
developed by
IR. This
information
was
disseminated to
the staff.
To be determined
We will work with
IR and ITS to
create a system that
will immediately
identify the
students who fit the
profile. These
students will be
contacted
immediately and
assigned to services
19
7
ADVISING
Improve
student goal
attainment
and decrease
number of
semesters to
complete
goal.
PLO: Students will
be satisfied with the
advisors’ knowledge
of their program.
Goal 1: Enable
student attainment
of educational goals
Student satisfaction
level will increase
over baseline.
Based on the
Noel-Levitz
Survey,
The largest
gap between
the level of
importance
and the level
of
satisfaction
regarding
academic
advising and
counseling
occurred on
the
statement,
“My
academic
advisor is
knowledgeab
le about my
program
requirements
.” Students
indicated a
ranking of
6.46 on the
importance
scale and a
ranking of
5.22 on the
satisfaction
scale
resulting in a
1.24 gap
RESULTS
Survey
indicated a
need for
improvement
of knowledge
of program
requirements.
We will work with
faculty to increase
knowledge of
program
requirements.
Faculty will be
asked to participate
in the Counseling
meetings and other
staff development
activities.
20
8
CAREER:
Enable
degree and
certificate
completion in
a timely
manner
Students select an
educational goal
based upon
knowledge of their
career interests,
abilities, and
values. (SLO)
Goal 1: Enable
student attainment
of educational goals
Higher persistence
rates for students
who complete both a
Student Education
Plan and career
assessments that
match as compared
to the general student
population
persistence rates.
9
STUDENT
CONDUCT
Reduce the
number of
incidents.
There will be a
reduction in the
number of incidents
due to increased
information to
students, faculty
and staff
Goal: Train
students, faculty and
staff regarding the
Student Conduct
Code in multiple
venues.
Students, faculty
and staff who
participate in
workshops will
demonstrate
knowledge of the
Code.
Staff review
of SARS
notations
regarding
career
assessment
results, CR
files of
Student
Education
Plans (SEP),
IR
compilation
of 1 and 2
semester
persistence
rates
There will be
a decrease in
the number
of Conduct
Code
violations
over baseline
year.
RESULTS:
For the
students whose
SEP education
goal matched
their career
assessment
results F 2009
the persistence
rates for S 2010
and F 2010
were 84% and
70% compared
to the general
population
rates of 66%
and 43%.
To be
determined.
Identify activities
and processes to
increase and
document the
number of noncategorical student
use of the newly
contracted career
services provider
(The Job Market)
for career
assessments and
CR
Counselor/Advisor
SEPs
To be determined.
Student Conduct/Behavior Intervention Team
Respondents were asked to indicate whether they were familiar with the Residential Life policies of student discipline. The majority of
respondents (89.1%) indicated they were familiar with the Residential Life policies of student discipline A small percentage of respondents
(8.7%) indicated they were not familiar with the Residential Life policies of student discipline. The majority of respondents (91.3%) indicated
that the Residential Hall student disciplines processes were clear (A small percentage of respondents (6.5%) indicated the Residential Hall
student discipline processes were not clear while an even smaller percentage (2.2%) indicated they did not know whether they were clear or
unclear.
21
The majority of respondents (93.5%) were familiar with the CR policies of student conduct. Four percent of respondents (4.3%) indicated they
were not familiar with the policies of student conduct at CR. Respondents were asked to indicate whether the CR student conduct process was
clear. Over ninety percent of respondents (91.3%) indicated the CR student conduct process was clear while 6.5% of respondents indicated the
process was not clear.
Eureka Campus: 129 individual student incidents occurred during the 2009-2010 academic year on the Eureka campus. Each incident takes at least 2
staff members time, and up to 6 staff members for acute incidents. Additionally, it takes at least 2 hours for each incident. This time includes
investigations, meetings, documentation, and correspondence. In conclusion, a minimum of 516 hours were spent on student incidents. This number
severely under represents the actual amount of time spent.
First Year Experience
Below is a sample of the linked courses retention rates (from census to last day of the semester) of 87.5% to 100%.
SEC_TERM R04_CRS_NAME SEC_NO R04_1ST_CENSUS_ENROLLMENT ACTIVE_STUDENT_COUNT
RETENTION
RATE %
2010F
ART-17
E6800
22
22
100%
2010F
CT-80
E7226
32
28
87.5%
2010F
GS-6
E7705
25
25
100%
2010F
HE-1
E7034
38
35
92%
2010F
HIST-9
E6852
24
21
87.5%
2010F
POLSC-10
E7010
24
22
91.6%
2010F
PSYCH-33
E6974
33
29
87.8%
Student Survey – First Year Experience
I felt welcomed and acquired a sense of belonging to CR
Strongly
Agree
Neither Agree Disagree
Agree
or Disagree
33.6%
55.6%
11.1%
0%
Strongly
Disagree
0%
Rating
Average
1.78
Response
Count
18
22
I found my first academic semester on the CR campus to be a very enjoyable experience.
Strongly
Agree
Neither Agree Disagree
Strongly
Rating
Agree
or Disagree
Disagree
Average
44.4%
44.4%
5.6%
5.6%
0%
1.72
Response
Count
18
I am even more convinced that this college was the best choice for me.
Strongly
Agree
Neither Agree Disagree
Strongly
Agree
or Disagree
Disagree
33.3%
27.8%
33.3%
5.6%
0%
Rating
Average
2.11
Response
Count
18
I was able to obtain the necessary help to improve my study habits
Strongly
Agree
Neither Agree Disagree
Strongly
Agree
or Disagree
Disagree
27.8%
27.8%
27.8%
16.7%
0%
Rating
Average
2.33
Response
Count
18
Rating
Average
1.78
Response
Count
18
I know who my academic advisor is.
Yes
78.8%
No
22.2%
I met with my academic advisor
Yes
77.8%
No
22.2%
Overall, the faculty and staff at CR demonstrate a caring attitude toward students
Strongly
Agree
Neither Agree Disagree
Strongly
Agree
or Disagree
Disagree
38.9%
44.4%
16.7%
0%
0%
Student Survey – only 18 responses.
Faculty Survey posted, but only one response.
Based on these findings, it looks as though the linked courses with the embedded advisor were successful in retention and getting the students to know an advisor. I
recommend that we continue this practice.
23
II. Area Needs Assessment
1. Five-Year Program Staffing Profile with Anticipated Needs
Eureka Campus
Staffing Levels for Each of the
Previous Five Years
2006
2007 2008
Anticipated total staff needed
2011 -2012
2012-2013
2009 2010
Position
EXAMPLE
Administration
Classified Staff FT
Classified Staff PT
Confidential Staff FT
Hourly Staff
Student Workers
Faculty Reassigned FTE Full
time
Faculty Reassigned FTE Part
time
Total Full Time Equivalent
Staff
1
1
3
0
0
0
2
1
1
3
0
0
0
1
1
1
3
0
0
0
1
2
.5
5
0
0
0
0
2
.5
5
0
0
0
0
2
1
6
0
1
0
1
3
1
6
0
1
0
1
6
5
5
5.5
5.5
9
9
Mendocino Campus
Staffing Levels for Each of the
Previous Five Years
2006 2007 2008
Anticipated total staff needed
2011 -2012
2012-2013
2009 2010
Position
EXAMPLE
Administration
Classified Staff FT
Classified Staff PT
Confidential Staff FT
Hourly Staff
Student Workers
Faculty Reassigned FTE Full
time
Faculty Reassigned FTE Part
time
Total Full Time Equivalent
Staff
1
1
1
2
2
2
3
1
1
1
0
0
0.6
0.6
1*
1
1
0
0
0.6
0.6
There is currently one full-time counselor at the Mendocino campus.
24
Del Norte Campus
Staffing Levels for Each of the
Previous Five Years
2006 2007 2008
Anticipated total staff needed
2011 -2012
2012-2013
2009 2010
Position
EXAMPLE
Administration
Classified Staff FT
Classified Staff PT
Confidential Staff FT
Hourly Staff
Student Workers
Faculty Reassigned FTE Full
time
Faculty Reassigned FTE Part
time
Total Full Time Equivalent
Staff
1
1
1
2
2
2
3
1
1
1
1
1
.8
.6
1
1
1
1
1
.8
.6
Fill out the Management and/or Staff request form that follow if new employees are needed.
Does the staffing structure meet the unit’s needs? No.
If your answer is “no,” please consider the following in framing your answer:
a. Has the workload of your unit increased in recent years? Do you anticipate the
workload will increase, decrease or remain constant in the upcoming one to three years?
Is this a temporary situation?
b. Has technology made it possible to do more work with the same staff? Or, has
technology increased your work load (adding web features which need updating for
example)?
c. Does the workload have significant peaks and valleys during the fiscal year? If so,
describe.
d. If your workload is increasing and resources will not allow for increased staffing, how do
you anticipate being able to ameliorate the negative consequences of too much work and
maintain a positive atmosphere in your unit?
The workload has increased as the enrollment on the Del Norte campus has significantly
increased. A fulltime position is required to maintain counseling services. The counselor is 80%
time this year with no one to take the 20% hours. Next year, the counselor will be 70% only.
The 30% time must be filled by part-time counselor in order to maintain counseling for growing
student population.
The student development advisor position at CRMC has been unfilled/frozen since the previous
advisor left on maternity leave in 2008 and did not return. Student enrollment and the subsequent
workload has steadily increased since then. As support services are already severely limited at the
Mendocino Campus, the student development advisor fulfilled a variety of important roles. In
25
addition to the more typical functions performed by most advisors (ie, "case management" of atrisk students, new student orientations, high school outreach, assessment/placement services,
early intervention activities and follow-up, and other retention activities), the student advisor at
CRMC also played a key role in "student life," mentoring/coordinating student activities such as
Student Government, clubs and similar programs and activities. Many of these activities are no
longer performed-- or done so by others at a very reduced level.
As the student advisor position played a crucial role in supporting student success and retention,
facilitating student involvement on campus (positively impacting student retention), and provided
key outreach activities to schools and the community, all areas have suffered as a result of this
position remaining unfilled. This has been further compounded by significant reductions in other
student support services areas at CRMC the past couple of years (DSPS & ASC/Tutorial have all
been reduced by over 50%). As these reductions have continued, the one remaining staff member
(counselor) is pulled in more directions… needing to work with students with more significant
needs -- students that are no longer receiving the level of service they require from other areas of
the college, such as DSPS and the ASC. This often impacts his availability to meet the needs of
the entire student population.
As course sections across the district are reduced (the current state budget crisis)-- and as more
students attempt to access CR-- it is vital that we do everything we can to retain our current
students, support them in being successful, and still make room for new students. Every time a
student drops a class or must repeat failed courses, they are very much taking away seats from
new students trying to gain access to the college. The reinstatement of the student advisor makes
sound sense -- from every perspective."
26
5/29/2016
Unit Name: ___Counseling/Advising______________________________________
2. Staff Needs
NEW OR REPLACEMENT STAFF (Administrative or Classified)
List Staff Positions Needed for Academic Year____2011-12_______________
Please be as specific and as brief as possible when offering a reason. Place titles on list in order (rank) or
importance.
1. Counselor
Reason: Replacement for Mike Miller at the Eureka campus. There is currently 1 full-time equalivent counselor for
4,000+ students at the Eureka campus. Furthermore, due to the number of students and having students on campus
“24/7” due to the residence halls, a counselor is needed to work with the Residence Hall staff to provide crisis
management and short-term assistance.
2. Associate faculty counselor, 30% , Del Norte campus
Reason: To raise faculty for counseling to equivalent of one full-time person (.3 x 45 TLUs=13.5 x $1100/TLU)
3.Part-time Student Development Advisor (60% time, 12 months)
Reason: There used to be a full-time position, but was not replaced in 2008. Please see above for additional
information.
Annual TCP*
TCP for employee
$60,000
$18,000
$11,000
4.
Reason:
5.
Reason:
* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement
positions) also require space and equipment. Please speak with the Business Officer to obtain accurate cost estimates. Please be sure to add
related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position.
27
5/29/2016
Unit Name: ______Counseling/Advising___________________________________
3. Furniture and Equipment (excluding major technological items) Needs Not Covered by Current Budget
Annual TCO*
List Equipment or Equipment Repair Needed for Academic Year_______
Please list/summarize the needs of your unit on your campus below. Please be as
specific and as brief as possible. Place items on list in order (rank) or importance.
Cost per
item
Number
Total Cost of Request
Requested
1. Del Norte – Virtual Private Network (VPN) to enhance data transmission
(instead of additional T1 circuit)
Reason: Needed for SARS and other programs to work consistently (see attached)
2. Del Norte – Table/desk top color copier
Reason: Replacement for one in student services area
1
$1900
$1900
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with the Business Officer to obtain
accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs
are linked to a position please be sure to mention that linkage.
28
5/29/2016
Unit Name: _________________________________________
4. Technology++ Needs Not Covered by Current Budget:
NOTE: Technology; excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Submitted by:
Title:
Phone:
Annual TCO*
Priority
EQUIPMENT REQUESTED
New
(N) or
Replac
ement
(R)?
Program
: New
(N) or
Continui
ng (C) ?
Locati
on (i.e
Office,
Classr
oom,
etc.)
Is there
existing
Infrastr
ucture?
How
many
users
served
?
Has it
been
repaired
frequent
ly?
Cost
per
item
Numb
er
Reque
sted
Total
Cost of
Request
1.
Usage /
Justificatio
n
2.
Usage /
Justificatio
n
3.
Usage /
Justificatio
n
 TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with the Business Officer to
obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If
equipment needs are linked to a position please be sure to mention that linkage.
 ++Technology is (1) equipment that attaches to a computer, or (2) a computer is needed to drive the equipment.
29
5/29/2016
Unit Name: ________Counseling/Advising_________________________________
5. Facilities Needs Not Covered by Current Building or Remodeling Projects*
Annual TCO*
List Facility Needs for Academic Year___________________
(Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance.
1. Provide more space for the advisors – Eureka campus.
Reason: 4 out of the 6 advisors must share an office. As a result, the confidentiality of the students may be
compromised when discussing student records.
Total Cost of Request
$2,000 for “walls”.
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
*Please speak with the Business Officer to obtain accurate cost estimates and to learn if the facilities you need are already in the planning stages.
30
5/29/2016
Unit Name: ___Counseling/Advising, Student Conduct, First Year Experience______________________________________
6. Professional or Organizational Development Needs Not Covered by Current Budget*
Cost per
item
Number
Total Cost of Request
Requested
$140
1
1. Staff development “College Student Mental Health: Information and Suggestions
for Academic Advising" (**NACADA)
Reason: Advisors often see students in a state of anxiety or crisis. Need to learn how to
provide short-term interventions and referrals.
2. Staff Development **NACADA Package #2 – Advising Diverse Student Groups
Reason: Due to the diverse student population, it is recommended that we purchase
NACADA multicultural advising materials.
3. Restorative Justice Training
Reason: Improve student conduct responses to better teach student how to make amends
and use critical thinking skills in their day-to-day behavior with others.
4.First Year Experience “On Course” training for faculty
Reason: Train permanent faculty who can teach GS 6 or 361, along with a general
education or developmental course. This would allow the faculty to demonstrate skills in
an actual course. (On Eureka campus)
Annual TCO*
$140
List Professional Development Needs for Academic Year___2011-2012______. Please
be as specific and as brief as possible. Some items may not have a cost per se, but reflect
the need to spend current staff time differently. Place items on list in order (rank) or
importance.
1
$125
$350
1
$350
$3,000
approx.
1
$3,000
$125
5.
Reason:
6.
Reason:
*It is recommended that you speak with Human Resources to see if your request can be met with current budget.
**National Academic Advising Association (NACADA
31
5/29/2016
Unit Name: _________________________________________
7. OTHER NEEDS not covered by current budget
List Other Needs for Academic Year___________________
Please list/summarize the needs of your unit on your campus below. Please be as specific
and as brief as possible. Not all needs will have a cost, but may require a reallocation of
current staff time. Place items on list in order (rank) or importance.
1. Orientation funding
Reason: Need funding to purchase refreshments, folders, copies, catalogs, to new student.
Annual TCO*
Cost per
item
Number
Total Cost of Request
Requested
$2,000
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
32
5/29/2016
III. Recommendations
Vice President’s Recommendation
Our student development area will be called upon to work with faculty and staff to strengthen our
retention efforts, continue refinement of the FYE program/courses, and services for psychological
distressed students.
Retention:
The FYE assessment data in the program review provide strong evidence that participation in the
FYE program and community learning groups with imbedded advising are important components
of the retention effort and must be supported and expanded. The Advising Department will be
asked to:
 Provide an advisor for the athletic department.
 Collaborate with Special Programs to:
1.
assess and develop a coordinated advising tracking system spring 2011;
2.
implement the appreciate advising model in fall 2011;
3.
implement the multiple measures in fall 2011;
4.
increase student knowledge of academic performance; and
5.
implementing and online advising site through MyCR.
 Develop a career services/job market advisory committee and develop internships.
Support for students in crises:
We are finding that more and more students are coming to college with pre-existing mental health
issues, such as depression, anxiety, and bipolar disorder. However, as the number of students who
potentially need mental health services on our campus and centers grow and funding for resources
shrink, we need to figure out how to support college students with mental illnesses.
According to the National Academic Advising Association (NACADA,) colleges are not just
seeing a rise in the number of cases of mental illness college students, but also an increase in the
severity of mental illness. These include pre-existing conditions, drug and/or alcohol abuse, lack
of proper preparation for college life, increased stress from balancing multiple obligations, etc.
We need to try to find ways to better serve the increasing number of college students with
psychological disorders and support the staff tasked with doing this work. In doing so, these
students have a better chance at succeeding academically and socially in college and staying in
school to complete their degree.
Counseling, Special Programs, and the Safety Committee will be asked to work together to
develop potential solutions for the College.
Keith Snow-Flamer
Vice President’s Signature
January 28, 2011
Date
2
5/29/2016
Attachment A. – Del Norte Needs
T1 circuit, 1.5mps
Installation
Monthly operating cost First year:
$2,000
$3,000
$36,000 per year
$38,000
VPN Virtual Private Network, up to 10 mps
Installation
$10,000
Monthly,
$500
$6,000 per year
First year: $16,000
The VPN approach is much m ore cost effective, but will require equipment upgrades on each
end to provide for security.
Paul Agpawa can provide much more detailed info and a timely for any installation. Maggie
Lynch has been developing a District-wide VPN proposal.
3