Program Review Self-Evaluation Form 2013-2019
Student Services
Department Name: Veterans Center
Purpose of Program Review
The purpose of Program Review is to provide a venue through which the college can evaluate its
programs in relationship to the College Mission and its Strategic Goals and priorities. The program
review process promotes a self-reflective evaluation of programs in a manner in which faculty can
identify programmatic successes within their disciplines, identify areas in need of improvement and
establish departmental goals for enhanced programmatic and student success.
The values of program review:








Strengthening of programs through faculty led self-evaluation and goal setting;
Fostering inter-departmental cooperation and communication;
Stimulating dialog on student success and programmatic improvements;
Evaluating each programs unique contribution to the College’s Mission and
Strategic Goals;
Promotion of long-term planning focused on the use of data;
Ensuring that curriculum and offerings meet student needs and promote student
progression;
Providing a venue to justify programmatic augmentation and to connect program
needs to resource allocations.
Enhance transparency about college programs to the broader community.
The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your
department or unit. It is recommended that each department or unit make all efforts to include all
faculty, staff and administration. Each department or unit may include additional information in their
Annual Update Plan as needed to fully describe their department or unit. The Program Review focuses
on the identified Programs of Study and Services provided by each department or unit. Each question is
identified with P (Program) or D (Department) to denote whether the question should be answered at
the program or departmental level.
The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to
complete their self-evaluation. The office has provided instructions on completing this document and
resources to interactive datasets. In addition, to the generic instructions, the Office is available to assist
all departments and units by providing individual training sessions, hosting departmental training
meetings, and providing desk-side assistance through the Program Review Process.
Please submit your completed Program Review Self-Evaluation Form 2013-2019 to the Office of
Institutional Effectiveness by email addressed to Maribel Carbajal-Garcia, carbajm@elac.edu no later
than Tuesday, September 30, 2014. Following submittal, validations teams organized through the
college’s existing committee structure will review your document and provide feedback and
recommendations for your department’s review. The Program Review and Viability Committee will
provide the final recommendations for your review and feedback.
Office of Institutional Effectiveness
P a g e 1 | 19
Section I. Program Description
College Mission:
East Los Angeles College empowers students to achieve their educational goals, to expand their
individual potential, and to successfully pursue their aspirations for a better future for themselves, their
community and the world.
1. Based on the information provided by the Learning Assessment Coordinator, the
following programs are housed in your department/unit. Please review this list
and provide any additional programs not already listed. (D)
(LAC to provide list)
Student Services
Veterans Resource Center
2. Briefly describe each of your programs and answer the following question for each of your
program(s) of study/service. In what ways does the program support the College Mission and its
Strategic Goals? (D)
Program Mission:
The Veterans Resource Center acknowledges the unique challenges student veterans
experience. Our Mission is to assist all student veterans through these challenges with
the goal of increasing student veteran retention and completion, and to foster the
development of skills needed to succeed in their transfer and career goals.
Program Description:
The Veterans Resource Center serves all veterans, reservists and their dependents,
regardless of whether or not they are requesting Department of Veterans Affairs (VA)
educational benefits. The center offers a computer lab, lounge, individualized access to
campus and community resources, and a full-time counselor. The role of the center is to
increase access, retention and completion rates, as well as to educate the campus
community about our student veterans' needs. These goals are addressed through
academic guidance, wellness, camaraderie and faculty/staff development.
The Veterans Resource Center directly supports the College Mission and its strategic
goals through the holistic support offered to veterans, by working directly with the
Office of Institutional Effectiveness to identify at-risk students, and by developing
partnerships with community organizations such as the TELACU Veterans Upward
Bound Program, East LA Vet Center, CalVets and the American Legion, to name a few.
3. Please describe the positions that are budgeted for your department, including the number and
function for which they are budgeted.(D)
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Total
Headcount
Function(s)
1
Full-time VRC Counselor; coordinates VRC
services; creates SEP for all veterans; provides
student veteran awareness training for faculty
Academic Administrators
Classified Managers
Classified Supervisors
Regular Faculty
Other Faculty (Limited Position/LongTerm Substitute Position)
Adjunct Faculty
1
Assists new student veterans with intake, AOC
and GI Bill information; provides resources to
students; provides clerical support to VRC
counselor; maintains daily function of VRC
4
Assists new student veterans with intake, AOC,
and GI Bill information; serves as peer mentors for
continuing students; provides clerical support to
VRC counselor
Classified
Other (SFP)
Unclassified
Student Workers
Unclassified
Tutors
Unclassified
Professional Expert
a. Please list all faculty members on reassigned or release time.
Jessica Peak, Counselor, full-time
4. List the district and campus-wide governance and decision-making committees with which your
department is involved. (D)
Transfer Committee
Veteran Success Advisory Board
Student Services Meetings
Violence Intervention Team
Graduation Committee
DSP&S Advisory Board
Professional Development
5. Describe the state of your department’s equipment and any unmet equipment need. Please give
a specific rationale for these needs. (D)
Currently, the VRC is equipped with eight computers. The VRC would like to invest in assistive
technology, particularly to assist student veterans with Traumatic Brain Injury. A large percentage
of this population served in Operation Iraqi Freedom (OIF) and/or Operation Enduring Freedom
Office of Institutional Effectiveness
P a g e 3 | 19
(OEF). While in ground combat, many of our student veterans were victims of Improvised
Explosive Devices (IED). Traumatic Brain Injury is a direct result of IED explosions. Symptoms
from TBI, including memory deficit, visual and hearing impairments, and headaches, to name a
few, have a profound affect on academic progress. The CCCCO has recommended that Veterans
Resource Centers provide assistive technology for student veterans. In an effort to provide
optimal services for student veterans, the VRC would like to purchase this software and upgrade
our current computers to allow for this advanced technology. Therefore, our unmet equipment
need is to replace the 8 existing computers with 8 newer computers, printers and larger 23"-25"
monitors. The purpose of the larger screens would be to accommodate those student veterans
who are visually impaired and/or who have TBI.
The Veterans Resource Center counselor ran a total of 22 workshops for student veterans in Fall
2014, including Academic & Transitional topics, New Student Veteran Orientations and
Academic/Progress Probation workshops. A tamis order was filled for all workshops at the start
of the semester, requesting IT to set up and take down a laptop for each session. The VRC's
unmet equipment need would be a designated laptop to be used by the VRC counselor for
meetings, conferences, reports, workshops, trainings and guest presentations.
6. Describe the way your department’s current facilities meet the needs of your programs,
including your classroom environment. Detail any unmet facility needs and steps taken to
address any persisting issues. (D)
Currently, the Veterans Resource Center is located in an office within the Student Services building.
The existing space provides a computer lab, lounge, and designated space for staff. The veterans
counselor is housed in the Counseling Department. Attaching the physical location of the veterans
counselor to the department will add convenience for students and comprehensive services. The
Veterans Resource Center anticipates moving to the new Student Activities building upon its
completion in 2015. The new space will continue to provide a lounge, computer stations, and space
for staff. An office for the veterans counselor is also planned, as is additional surrounding
conference rooms to be used for a Wellness Counselor and quiet study rooms when not in use. The
space will be ADA-compliant and accessible to people with disabilities.
7. Describe any trends, recent events or activities that have impacted your program(s). Please be
specific to each program provided in the list above.(P)
a. Which of these changes or trends have most impacted your programs?
b. What efforts have been made to address these changes?
c. What effect have these changes had on student goal attainment?
Trend #1: Military drawbacks and cuts within all branches is creating a national increase in
enrollment of student veterans in community colleges.
Students are particularly inclined to attend college and use the Post 9/11 GI Bill offered through the
VA. ELAC has seen an increase in student veteran enrollment as well. According to the Office of
Institutional Effectiveness, in Spring 2014, there were 550 veterans active in our system with assigned
registration appointments. This semester, Fall 2014, there are 673 active veterans in our system with
Office of Institutional Effectiveness
P a g e 4 | 19
assigned registration appointments. This is a significant increase of the ELAC veteran population. As a
result of increased enrollment of student veterans and the need to address unique challenges veterans
encounter while in college, a full time counselor was appointed to serve veterans, reservists and
dependents. It is unclear on the result of student goal attainment, as the hiring of a veterans counselor
was effective as of 08/2013.
Trend #2: Loss of priority registration from academic and progress probation, as well as an excess of
100 units, affects VA educational benefits and timely GI Bill payment.
Although there are a reported 673 veterans in our system, approximately 180 veterans request GI
Bill benefits during the Fall and Spring semesters, with about half of those requesting during
intercessions. Loss of priority registration directly impacts these students due to the fact that the VA
will only fund courses required for a certificate, graduation or transfer. If students can not add courses
approved on their Student Educational Plan, they run the risk of not qualifying for full-time benefits with
a Monthly Housing Allowance. As non-traditional students, veterans rely on this funding to support
themselves and if applicable, their families. Without it, stress levels increase and have a profound affect
on satisfactory course completion. The result often times is withdrawal from school or inability to buy
books leading to course failure.
Trend #3: The VA will only pay for courses needed to complete a certificate, graduate and/or
transfer requirements. As a result, student veterans requesting VA certification are not enrolling into
Personal Development courses. Students have explained that they would rather not take an extra
course that will not be part of their 12 unit load, or that they would rather focus only on courses they
need to complete their goals as quickly as possible.
One of the challenges student veterans encounter is transitioning from military to civilian life.
Added to this stress, students are underprepared and not ready to take on a full-time academic load as
requested by the VA to receive full GI Bill benefits with a monthly housing allowance. Personal
development courses would introduce students to topics such as effective study habits and time
management skills. Some colleges offer a Boots to Books course and offer a book stipend to veterans as
an incentive to enroll into the course. This would be an option if the VRC had a budget that would fund
this stipend.
To compensate for low student veteran enrollment into Personal Development courses, the
veterans counselor developed a series of workshops for Fall 2014 called Warriors to Scholars: Academic
& Transitional (A&T) Workshops for Military Veterans and Reservists. Topics include Time Management,
Note taking skills, Effective study strategies, and choosing a major. In addition, skills and training
methods from the military are applied whenever possible. Topics in readjustment, PTSD, Traumatic
Brain Injury and Military Sexual Trauma are also addressed. Students who attend 10 out of 12
workshops will receive a Certificate of Participation. In the military, certificates are a thing of honor and
pride. As a result, a consistent group of veterans have attended the workshops and are working toward
earning a certificate from the veterans counselor. It must be noted that students clearly understand the
workshops do not carry units, are extracurricular, and will not reflect in their transcript as an earned
certificate. Nevertheless, mission-driven veterans are determined to accomplish this goal and complete
the series.
Office of Institutional Effectiveness
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Section II.
Program Assessment
In order to fulfill the College Mission, the college has developed four goals. These goals serve as the
broad planning objectives through which all other college planning documents and departmental plans
will be based. Together these goals provide a foundation for building a true agenda of student success.
Goal 1: Increasing student success and academic excellence through student-centered instruction,
student-centered support services, and dynamic technologies.
1. How has your department evaluated the impact that your program(s) has on student learning
and achievement? (D)
The VRC has recently began to implement the practice of providing surveys to students after
workshops and orientations to evaluate their overall effectiveness.
2. The college has a goal of increasing first-year persistence and completion of certificate, degree
and transfer programs. What efforts are being conducted to improve student academic
performance? (D)
a. What are the results of these efforts to date? (D)
In Fall 2014, the veterans counselor developed Warriors to Scholars: Academic and Transitional
(A&T) Workshops for Military Veterans and Reservists. As mentioned previously, these workshops cover
time management, study skills, learning styles, notetaking, and test taking skills. While the workshops
are open to all student veterans and reservists, the A&T Workshops are highly recommended for first
year student veterans, as well as those students who are on academic or progress probation. Students
attending 10 out of the 12 workshops will receive a certificate of participation from the VRC at the end
of the series. It is with great anticipation that we see an improvement of grades for those who have
consistently attended each week.
Another avenue to promote and improve student academic performance is the prospect of starting
a Peer Mentor & Tutor Network. Funding for these positions would be through VA work study. These
mentors and tutors would only be allowed to work with student veterans; their positions would be
funded by the VA. To qualify for VA Work Study, a student must be a veteran carrying 75% of a full time
course load. Although the VRC promotes reintegration of student veterans and interactions with nonveteran tutors, VA Work Study limits the selection of mentors and tutors to veterans receiving benefits
only.
If funded through the VRC, the Center would have flexibility to hire any veteran, regardless of
whether or not they are receiving GI Bill benefits, or even non-veterans. All mentors and tutors,
veterans and non-vets, would undergo Kognito interactive computer trainings on how to assist student
veterans with PTSD, TBI or Military Sexual Trauma.
Academic and Progress Probation workshops were offered in Spring 2014 and Fall 2014. Spring
2014 workshops were offered in collaboration with DSP&S. For Fall 2014, with the support of the VRC,
the veterans counselor worked from a list of students provided by the Office of Institutional
Effectiveness. Individual phone calls, emails and mailers were placed and distributed to students on the
list in an effort to draw students into the workshop. Student progress has been monitored by the
veterans counselor through case management; data provided by the Office of Institutional Effectiveness
will be available upon completion of the Fall 2014 semester.
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P a g e 6 | 19
3. Review the provided student demographics. What efforts have been made to ensure that
students are able receive services? (P)
To ensure students are able to receive services, workshop announcements and reminders are
emailed to students, posters are visible in the VRC, and all events are posted on the Veterans of
ELAC Facebook page. We are currently working with IT to post all workshops and events on the
ELAC Veterans Resource Center website as well. Furthermore, the newly implemented Veteran
Success Advisory Board (VSAB) will bring awareness to faculty and staff who will in turn advocate for
student veterans in their classroom and promote VRC services to them.
4. How have your programs coordinated efforts with other programs of service and programs of
study? (P)
The following are ways the VRC has coordinated efforts with other programs of service and
programs of study:
Disabled Students Programs & Services: Academic Probation Workshops, VA memos, sharing of
information regarding GI Bill benefits and VA updates as they affect student veterans receiving
services from DSP&S;
Career Center: Resume writing workshops, veteran-specific job leads;
Counseling: Academic Probation planning, VA/benefits and VRC updates shared at counseling
meetings;
Learning Center: Director is aware of the VA tutoring stipend for veterans and ready to
recommend tutors as opportunities arise;
MESA/STEM majors: Year-round acceptance of eligible student veterans into the MESA program,
NSF Grant collaboration;
Nursing/RT: Priority admissions for veterans -- qualified student veterans who have been
accepted into these programs are not subject to the lottery system. Student veterans may start
their program among the first group of students in the Fall;
Admissions: Certifying Official certifies students requesting to use GI Bill benefits at ELAC;
Administration of Justice, Logistics and Nursing Departments: Have been proactive in reviewing
military transcripts and offering credit for military experience and training in lieu of major
coursework;
Art 708: 8-week long summer ceramics course offered in Summer 2014 to all students but highly
recommended for student veterans;
Workforce Development: Entrepreneurship workshop offered to veterans;
First Year Experience Program: Program is flexible with student veterans receiving GI Bill benefits
Student Services - Outreach (Senior Day);
Professional Development: Coordinate with the Professional Development Coordinator to offer
FLEX credit to faculty who attend Veteran Success Faculty Workshops;
Campus-wide: Newly implemented Veteran Success Advisory Board (VSAB) inviting
administrators, faculty and staff to join a campus-wide collaboration to advocate for student
veterans and promote the VRC.
Office of Institutional Effectiveness
P a g e 7 | 19
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using
this, to identify and implement effective models and programming to remedy these gaps.
1. Review the following data on student completion. What have your programs done to address
the equity gaps depicted in the data? (D)
ELAC All Credit Student Retention by Ethnicity and Gender
Ethnicity and Gender
Fall 2009
Fall 2010
Fall 2011
Fall 2012
African-American
F
83.5%
79.0%
84.8%
82.1%
M
88.3%
87.5%
85.5%
81.4%
Asian/Pacific Islander
F
90.3%
92.3%
91.9%
89.7%
M
88.9%
89.4%
90.8%
88.4%
Caucasian
F
90.2%
89.8%
88.8%
87.8%
M
87.4%
89.1%
86.2%
87.5%
Hispanic/Latino
F
84.4%
85.6%
85.9%
84.8%
M
84.1%
85.5%
85.3%
83.5%
Multi-Ethnic
F
84.7%
89.1%
91.1%
87.0%
M
87.2%
83.8%
89.8%
86.8%
Native American
F
68.8%
83.3%
77.6%
85.7%
M
87.1%
89.5%
84.8%
82.9%
Unknown
F
87.5%
86.3%
89.1%
84.1%
M
85.7%
84.4%
87.3%
85.2%
ELAC All Credit Student Persistence to Spring by Gender and Ethnicity
Cohort
Fall 2009
Fall 2010
Fall 2011
Fall 2012
African-American
F
40.7%
48.7%
49.5%
54.9%
M
47.6%
59.0%
53.0%
52.8%
Asian/Pacific Islander
F
64.1%
69.2%
70.1%
70.4%
M
68.0%
69.0%
71.8%
73.4%
Caucasian
F
42.6%
54.6%
48.5%
51.8%
M
44.1%
49.4%
53.8%
55.7%
Office of Institutional Effectiveness
Fall 2013
84.1%
82.1%
89.9%
87.2%
86.6%
83.7%
83.6%
81.8%
84.0%
83.2%
81.3%
95.5%
84.0%
84.5%
Fall 2013
47.0%
54.8%
69.8%
72.3%
51.6%
52.8%
P a g e 8 | 19
ELAC All Credit Student Persistence to Spring by Gender and Ethnicity
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Cohort
Hispanic/Latino
F
M
Multi-Ethnic
F
M
Native American
F
M
Unknown
F
M
Fall 2013
62.2%
61.5%
66.2%
66.2%
65.9%
66.3%
67.6%
67.5%
67.7%
66.5%
61.1%
63.3%
68.8%
63.0%
65.8%
73.0%
72.7%
74.3%
64.6%
66.5%
66.7%
61.5%
66.7%
69.2%
70.0%
48.1%
57.1%
66.7%
66.7%
80.0%
63.9%
59.4%
71.2%
67.2%
69.3%
70.8%
72.0%
64.7%
65.1%
66.1%
ELAC Veteran Credit Student Retention by Ethnicity and Gender
Ethnicity and Gender
Fall 2009
Fall 2010
Fall 2011
Fall 2012
African-American
F
75.0%
60.0%
100.0%
100.0%
M
95.0%
94.7%
85.0%
91.4%
Asian/Pacific Islander
F
92.6%
100.0%
96.4%
90.2%
M
90.8%
84.1%
90.2%
87.8%
Caucasian
F
86.7%
78.3%
81.3%
90.0%
M
85.4%
85.3%
89.4%
89.4%
Hispanic/Latino
F
92.3%
82.2%
86.7%
84.6%
M
87.6%
88.9%
87.6%
83.8%
Multi-Ethnic
F
50.0%
100.0%
100.0%
88.9%
M
100.0%
63.6%
94.7%
94.1%
Native American
F
N/A
N/A
N/A
N/A
M
N/A
N/A
N/A
N/A
Unknown
F
40.0%
88.9%
100.0%
83.3%
M
93.0%
88.4%
78.8%
92.3%
Office of Institutional Effectiveness
Fall 2013
80.0%
87.5%
86.8%
86.0%
64.3%
96.2%
87.1%
88.0%
100.0%
66.7%
N/A
100.0%
76.9%
88.2%
P a g e 9 | 19
ELAC Veteran Credit Student Persistence to Spring by Gender and Ethnicity
Cohort
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
African-American
F
28.6%
0.0%
0.0%
0.0%
66.7%
M
11.1%
83.3%
37.5%
70.0%
62.5%
Asian/Pacific Islander
F
82.6%
61.5%
70.6%
64.7%
59.1%
M
73.8%
68.9%
68.2%
64.0%
65.5%
Caucasian
F
75.0%
100.0%
60.0%
57.1%
66.7%
M
45.0%
58.8%
57.1%
55.0%
61.9%
Hispanic/Latino
F
65.2%
65.5%
68.1%
61.4%
65.9%
M
67.0%
69.5%
67.5%
66.2%
69.5%
Multi-Ethnic
F
50.0%
100.0%
0.0%
100.0%
100.0%
M
66.7%
20.0%
85.7%
71.4%
55.6%
Native American
F
N/A
66.7%
N/A
N/A
N/A
M
N/A
69.2%
N/A
N/A
100.0%
Unknown
F
33.3%
100.0%
100.0%
100.0%
50.0%
M
78.6%
68.8%
68.8%
61.5%
66.7%
The Veterans Resource Center has done the following to address the equity gaps
depicted in the data:
Assign a full-time veterans counselor to provide veteran awareness faculty workshops,
comprehensive Student Educational Plans, academic support, interventions, new
student veteran orientations and case management to at-risk military veterans,
reservists and dependents;
Increase faculty awareness regarding reservists' commitments & military withdrawal
as an option for students receiving orders for deployment mid-semester;
Provide priority registration to all veterans with a DD-214;
Offer monthly new student veteran orientations. Based on the data, there is an
increase in retention which could be greatly due to the result of students receving GI
Bill benefits. To keep up with VA policy, students must keep their courses or will either
not get paid or see an overpayment to the VA. Understanding benefits is critical and
affects the enrollment, progress and completion of those who are receiving benefits;
The VRC offers individual, one-on-one consultations to student veterans who seek
community resources for challenges such as homelessness, mental health, physical
disabilities, alcoholism/substance abuse, and legal advice for veterans;
Office of Institutional Effectiveness
P a g e 10 | 19
In Spring 2014, the VRC launched its first effort to reach out to female veterans with
an empowerment luncheon. It has been a trend that female veterans are not seeking
the VRC's services as frequently as their male counterparts. Female and male veterans
often times face different challenges associated with readjustment and mental health.
A goal of the VRC is to establish a comprehensive support system for female veterans.
There is much support from female faculty in particular. Wellness, support and
empowerment will be the central themes surrounding events coordinated for this
group.
Goal 3: Sustaining community-centered access, participation, and preparation that improves the
college's presence in the community, maximizes access to higher education and provides outlets for
artistic, civic, cultural, scientific and social expression as well as environmental awareness.
1. The college strives to reach non-traditional students. What efforts have been planned or have
taken place to reach underrepresented student populations? (P)
Gender
F
M
Total
Ethnicity
AfricanAmerican
Asian/Pacific
ELAC All Credit Student Profile: Gender
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
N
%
N
%
N
%
N
%
N
%
16,964
59.9% 16,026
58.7% 16,487
58.0% 15,680
58.3% 15,279
57.4%
11,345
40.1% 11,281
41.3% 11,952
42.0% 11,217
41.7% 11,349
42.6%
28,309 100.0% 27,307 100.0% 28,439 100.0% 26,897 100.0% 26,628 100.0%
ELAC All Credit Student Profile: Ethnicity
Fall 2009
Fall 2010
Fall 2011
Fall 2012
N
%
N
%
N
%
N
%
Fall 2013
N
%
558
2.0%
483
1.8%
542
1.9%
483
1.8%
463
1.7%
4,608
16.3%
4,411
16.2%
4,363
15.3%
4,119
15.3%
3,844
14.4%
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P a g e 11 | 19
Islander
Caucasian
Hispanic/Lati
no
Multi-Ethnic
Native
American
Unknown
Total
Age Group
Under 18
18-21
22-25
26-30
31-35
36-40
41-50
Older than
50
Total
566
21,23
2
198
53
1,094
28,30
9
2.0%
75.0%
0.7%
540
20,71
3
265
0.2%
3.9%
100.0
%
50
845
27,30
7
2.0%
75.9%
1.0%
629
21,74
3
356
0.2%
3.1%
100.0
%
47
759
28,43
9
2.2%
76.5%
1.3%
524
20,71
9
381
1.9%
77.0%
1.4%
552
20,73
1
430
0.2%
2.7%
100.0
%
42
629
26,89
7
0.2%
2.3%
100.0
%
39
569
26,62
8
Fall 2009
N
%
2,061
7.3%
10,070
35.6%
6,510
23.0%
3,864
13.6%
2,020
7.1%
1,350
4.8%
1,571
5.5%
ELAC All Credit Student Profile: Age
Fall 2010
Fall 2011
Fall 2012
N
%
N
%
N
%
1,481
5.4%
1,750
6.2%
1,283
4.8%
10,280
37.6% 10,912
38.4% 10,335
38.4%
6,701
24.5%
6,988
24.6%
7,037
26.2%
3,770
13.8%
3,726
13.1%
3,594
13.4%
1,815
6.6%
1,889
6.6%
1,705
6.3%
1,154
4.2%
1,144
4.0%
1,036
3.9%
1,344
4.9%
1,315
4.6%
1,210
4.5%
863
28,309
762
27,307
Gender
F
M
Total
Ethnicity
AfricanAmerican
Asian/Pacific
Islander
Caucasian
Hispanic/Latino
Multi-Ethnic
3.0%
100.0%
2.8%
100.0%
715
28,439
2.5%
100.0%
697
26,897
2.6%
100.0%
ELAC Veteran Credit Student Profile: Gender
Fall 2009
Fall 2010
Fall 2011
Fall 2012
N
%
N
%
N
%
N
%
105
24.8%
93
21.9%
76
18.7%
76
19.7%
318
75.2%
332
78.1%
331
81.3%
310
80.3%
423 100.0%
425 100.0%
407 100.0%
386 100.0%
2.1%
77.9%
1.6%
0.1%
2.1%
100.0%
Fall 2013
N
%
1,262
4.7%
9,811
36.8%
7,425
27.9%
3,581
13.4%
1,671
6.3%
997
3.7%
1,185
4.5%
696
26,628
2.6%
100.0%
Fall 2013
N
%
79
18.8%
341
81.2%
420 100.0%
ELAC Veteran Credit Student Profile: Ethnicity
Fall 2009
Fall 2010
Fall 2011
Fall 2012
N
%
N
%
N
%
N
%
Fall 2013
N
%
16
3.8%
9
2.1%
11
2.7%
11
2.8%
19
4.5%
65
24
296
5
15.4%
5.7%
70.0%
1.2%
71
22
298
6
16.7%
5.2%
70.1%
1.4%
61
33
275
8
15.0%
8.1%
67.6%
2.0%
67
27
254
10
17.4%
7.0%
65.8%
2.6%
77
27
274
10
18.3%
6.4%
65.2%
2.4%
Office of Institutional Effectiveness
P a g e 12 | 19
Native
American
Unknown
Total
Age Group
Under 18
18-21
22-25
26-30
31-35
36-40
41-50
Older than
50
Total
17
423
0.0%
4.0%
100.0%
Fall 2009
N
%
4
0.9%
47
11.1%
84
19.9%
114
27.0%
66
15.6%
38
9.0%
35
8.3%
35
423
8.3%
100.0%
0.0%
19
4.5%
425 100.0%
0.0%
19
4.7%
407 100.0%
0.0%
17
4.4%
386 100.0%
ELAC Veteran Credit Student Profile: Age
Fall 2010
Fall 2011
Fall 2012
N
%
N
%
N
%
4
0.9%
1
0.2%
2
0.5%
26
6.1%
27
6.6%
31
8.0%
82
19.3%
73
17.9%
74
19.2%
140
32.9%
138
33.9%
112
29.0%
78
18.4%
73
17.9%
65
16.8%
34
8.0%
39
9.6%
33
8.5%
29
6.8%
25
6.1%
42
10.9%
32
425
7.5%
100.0%
31
407
7.6%
100.0%
27
386
7.0%
100.0%
1
12
420
Fall 2013
N
%
5
1.2%
36
8.6%
70
16.7%
104
24.8%
86
20.5%
30
7.1%
50
11.9%
39
420
Currently, the VRC works closely with our community partners, TELACU Veterans Upward
Bound Program and the East L.A. Vet Center. TELACU VUB provides veterans with career training, job
placement and college preparation. They offer free courses in basic computer usage, English and
Math. Veterans who go through TELACU and are seeking to start college are often times referred to
the ELAC veterans counselor and/or VRC. Likewise, we refer students who have not taken their
assessment to receive preparation in English and Math so as not to take a "cold" assessment. Student
veterans who go through TELACU prior to the ELAC assessment have reported feeling more confident
taking the test.
The East L.A. Vet Center is another community organization that supports veterans and seeks
to provide assistance to ELAC veterans as necessary. The East L.A. Vet Center provides therapy for
veterans who are experiencing transitional challenges. They also help veterans with PTSD, TBI or
Military Sexual Trauma. The East L.A. Vet Center is a branch of the VA located in neighboring
Commerce, CA. As students experience service-related anxiety, they are directly connected by the
veterans counselor or VRC to the East L.A. Vet Center. Likewise, veterans demonstrating a readiness
to start college during or after therapy are advised of the academic programs offered at ELAC and
support services for veterans. The VRC is currently communicating with the East LA Vet Center Team
Leader to arrange for a therapist to provide individual and group sessions to student veterans at
ELAC's main campus.
In Fall 2014, the VRC, Certifying Official, and Administration of Justice Department Chair will
present an orientation to students at the Sheriff's Academy regarding GI Bill benefits, support for
veterans at ELAC, and academic requirements for graduation and transfer. There is a high number of
veterans enrolled in AJ 98, a 15 unit course. Offering an orientation regarding VA benefits and
educational options will bring awareness to the veterans in the Academy and connect them to ELAC.
Office of Institutional Effectiveness
0.2%
2.9%
100.0%
P a g e 13 | 19
9.3%
100.0%
2. What specific efforts have been conducted by your department/program(s) to promote student
access? (D)
The following efforts promote student access through the VRC:
VRC website, mailers, phone calls, emails, flyers, updates made to general counselors, veterans counselor
emails and phone calls, partnerships with community agencies, attendance at campus fairs and events,
participation on committees, and faculty awareness workshops. Classroom presentations and advertisements on
the campus newspaper are ways the VRC plan to promote student access in the future.
3. What efforts have been made to improve your program’s presence in the community? (P)
a. What efforts have been made to engage the community or other educational
institutions to improve the preparation of all entering students? (D)
Creating partnerships:
The VRC coordinated with the Career Center to bring TELACU Veterans Upward Bound career
workshops to ELAC ;
East LA Vet Center;
USC/LA Mayor collaborative survey participant;
University reps to promote transfer for veterans (CSULA, CSULB, Pepperdine, LMU, USC, Chapman,
UCLA);
Veterans Services Region 7 member;
LACCD Veterans Services Collaborative;
Department of Veterans Affairs;
Department of Vocational Rehabilitation;
USC Higher Education Collaborative;
TELACU (computer skills, math/english assessment and GED preparation);
Outreach: LA Sheriff's Academy;
Fundraisers with American Legion Post 804.
Office of Institutional Effectiveness
P a g e 14 | 19
Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as
well as evaluation and improvement of all college programs and governance structures.
1. What have you learned from the assessment of your Student Service Outcomes? (P)
a. In which areas did you excel? (P)
b. What issues and needs have been revealed? (P)
c. Describe the changes that have taken place. (P)
d. Describe how your department will use program assessment results for program-level
improvement.
***Since this is the first year completing a Veterans Resource Center Program Review Self
Evaluation, SSO's have not been completed on TracDat. The VRC will work with OIE to develop full
program outcomes.
The following observation is based on the Spring 2014 Student Survey and may have an effect on
the VRC's SSO's: It is clear that there is a need to promote awareness of student veterans and services
provided to them. Many non-veteran students are unaware of this population and the need for
support. The Veterans Resource Center will implement new strategies such as posting regular
advertisements in the student newspaper and displaying posters throughout the campus to promote the
VRC and its services. Integration with non-veterans is promoted among our student veterans. It is clear
that the VRC and Veterans of ELAC (VELAC) must continue planning events to include non-veteran
students as well.
2. Describe your 4-year assessment plan for each program-outcome. (P)
Program &
Spring 2013
Fall
Spring 2014
Fall
Spring 2015
Outcome #
2013
2014
Fall
2015
3. Describe any additional assessment that is needed to more fully understand your outcomes.
What requests, if any, for evaluation have been made to OIE? (P)
Assessments will include the following:
Semester surveys to all ELAC student veterans requesting feedback and satisfaction of VRC services;
Surveys given to students after each orientation and workshop;
Surveys given to faculty and staff after each Faculty Awareness Workshop;
Semester surveys given to female student veterans requesting feedback and satisfaction of VRC
services;
Office of Institutional Effectiveness
P a g e 15 | 19
Section III.
Program Plan
Complete Table A by:
a. Based on the data provided in the preceding questions, describe your department or unit
goals for the next six years and the programs involved.
b. Aligning the department/unit goals with the Educational, Facilities and Technology
Master Plan objectives.
c. Reporting progress on stated goals
d. Stating the anticipated outcomes of the stated goals
Office of Institutional Effectiveness
P a g e 16 | 19
Department/Unit
Goal
Programs
Involved
Description of
goal
List of
programs
involved
Increase the
number of
student veterans
transferring to 4
year
universities.
Transfer Goal 2: Improve the transfer rate for underreprese
Center,
Counseli
ng
Departme
nt, OIE
Increase
retention,
completion and
graduation
rates through
academics,
wellness and
camaraderie.
Learning Goal 1: Ensure on-campus student engagement to incGoal 2: Ensure all students have equitable access
Assistanc
e Center,
ASU,
Student
Activities
/Health
Center,
Counseli
ng
Departme
nt,
Academi
c
Programs
,
Alignment with Educational Master Plan Objectives
None
Office of Institutional Effectiveness
Alignment with Tech Master Plan Objectives
Alignment with Facilities Master Plan Objectives
Progress to date
Additional Resources
Required?
Description of
anticipated
improvements on
measures
Description of
resources required to
accomplish
department goals
None
None
Goal 1: Support students, faculty, and staff in th
Goal 1: Complete the Campus Student Center/Booksto
Counselor and VRC
staff promotes transfer;
university reps are
invited to present on
veteran-specific
admissions policies;
partnerships created
with university
Veterans Resource
Centers to assist
students with transfer
and VA benefits.
Transfer admissions
for veterans varies
for each university.
ELAC's VRC
anticipates to
continue building
partnerships with
additional university
VRC's and
representatives with
the goal of creating
a streamlined
transfer process for
vets at multiple
schools.
Create flashdrives
accessible to students
with information
regarding transfer and
links to university
VRC's; Plan campus
tours to university
VRC's; Student vets
are older and
considering graduate
school. Bringing in
grad school
representatives would
be highly effective in
motivating students
to transfer and set
goals for specific
grad programs.
Goal 1: Complete the Campus Student Center/Booksto
Program Assistants
serve as mentors and
assist students through
AOC and transitional
challenges; Classified
support offers
individual assistance
with benefits and
resources; veterans
counselor provides
workshops and
individual
appointments for
academic support;
collaboration with
VELAC (Veterans of
ELAC student club);
Determined
strategies will be
developed and
implemented to
strengthen existing
academics, wellness
and camaraderie
components.
Create a
comprehensive
female veteran
support group;
Provide a Wellness
Counselor for
veterans to coordinate
individual and small
group sessions at
least twice per week;
Develop and
implement a peer
mentor and tutoring
network; Continued
collaboration with
VELAC (Veterans of
ELAC student club);
P a g e 17 | 19
Description of an
previous or ongoing
activities
Anticipated Outcome
of Department/ Unit
Goal
engage female veterans
within the VRC
through luncheons and
other events; students
are encouraged to use
the $100/month VA
tutoring stipend.
Commun
ity
Partners
Goal 2: Create strategies to recruit and support u
Establish a
Student
Veteran Success Services
Advisory Board departme
(VSAB).
nts,
Academi
c
Departme
nts,
Commun
ity
partners
Increase the
number of
students
served.
Concentrate on
main campus
and offsite
outreach efforts.
Goal 3: Expand access to higher education through
Goal 2: Provide adequate access to facilities for
None
None
None
Goal 2: Create strategies to recruit and support u
Goal 1: Support students, faculty, and staff in th
Goal 1: Complete the Campus Student Center/Booksto
An estimated 200
veterans (unduplicated)
have been served this
past year at the VRC
with far more vets who
are not utilizing VRC
services. Typical
methods of
communication include
email blasts, phone
calls, flyer distribution,
Outreach,
Academi
c
Departme
nts
Office of Institutional Effectiveness
P a g e 18 | 19
The first VSAB
meeting is scheduled
for 11/6/14. An email
invitation was sent out
and immediately drew
interest through
positive responses and
RSVP's from faculty
and staff.
High-tech software
on all computers for
student veterans with
TBI; Coordinate with
the VA to have a
health van for
veterans visit the
campus regularly;
Campus events to
commemorate
Veterans Day and
Memorial Day
To gain campuswide support of the
VRC and student
veterans, as well as
collaborate with the
campus community
on ways to promote
retention,
completion,
graduation and
transfer.
Data from OIE to
present to VSAB in
tracking effectiveness
of recommendations
provided by the
Board; Community
partners to present on
trends affecting
veterans and
available resources
regarding housing,
mental health, and
VA benefits; VSAB
stickers to be created
for all active
participants to display
in their office or
workspace.
The goal is to
increase the number
to at least 500
veterans.
Classroom
presentations made
by student workers
and program
assistants to courses
with high veteran
enrollment (based on
majors); posters to
promote the VRC can
be displayed
throughout the
and Facebook page
updates.
Provide ongoing faculty
and staff
workshops to
promote
awareness of
student
veterans'
needs.
Campuswide
faculty &
staff
Goal 1: Provide sustained professional development Goal 3: Expand access to higher education through
Goal 1: Complete the Campus Student Center/Booksto
As of date, two faculty
workshops with
available FLEX credit
have been offered. The
first was a webinar and
the second was a
presentation on
physical, mental and
academic challenges of
student vets. It was
presented by the
veterans counselor and
included a student
veteran panel. In
collaboration with
Professional
Development, a third
workshop will be
offered on 11/14/14.
None
None
None
campus; VRC staff
presence at South
Gate at least once a
week; continued
community
partnerships, but with
more site visits with a
purpose to meet with
veterans and recruit;
orientations at
Sheriff's Academy
To continue offering
Veteran Success
Faculty Workshops
every semester.
1. Please describe what additional resources are required in order to meet your planning goals.
The most important resource needed to meet these planning goals is funding. The VRC currently has no budget and relies on donations and fundraisers. A budget would allow the VRC to fund for peer tutors and
mentors (use of VA work study limits the mentors and tutors who can be hired to only veterans who are receving benefits) , training of peer tutors and mentors, promotional materials, university campus and VRC
tours (e.g, transportation), part-time wellness counselor to work with individuals and small groups, meditation workshops, monthly events for female veterans, end of year graduation and transfer banquet, Veterans
Day celebrations, Memorial Day campus event, high tech software, recorders, scholarships, $100-$200 book grant as an incentive to enroll into Personal Development 1. As mentioned previously, this course is not
paid for by the Department of Veterans Affairs, but is greatly needed for veterans as they readjust into civilian life and transition into college. Most student veterans are not taking PD1 as a result of not receiving
payment from the VA for the course. If a book grant is offered to veterans, they would need to enroll into a PD1 course that would be highly recommended for student veterans and have an added emphasis on
transitional challenges. This course would not count towards their 12 units for VA certification, but would be a course in addition to their 12 units. Students may also earn a Certificate of Participation.
Office of Institutional Effectiveness
P a g e 19 | 19
Veterans counselor
and Classified
support to attend
"Train the Trainer"
VetNetAlly seminar
offered at CSULB
(registration fee
required); Create
stickers for ELAC
faculty and staff to
display in their office
or workspace that
they are supporters of
ELAC student
veterans. This would
encourage student
veterans to ask for
help.