Shasta College
2002-2003 Physical Education and Athletics Program Review
QUANTITATIVE DATA
Part One – Section 1
Student Demand
The information provided by the research office was divided into PE sections and PEAT
sections. The PE sections covered six semesters: 1999-2000, 2000-2001, and 2001-2002. The
PEAT sections covered six semesters: 1998-99, 1999-2000 and 2000-2001. When totals are
discussed in this report, they will refer to 1999-2000 and 2000-2001 data.
The data indicate that the total number of FTEs for the period analyzed were very consistent:
557.17 and 555.77. These numbers are consistent with the figure from Fall 95, which were 556.
During the same period the class enrollments fell from 5,848 to 5,561 (-288 enrollments);
however, the partial data available for 2001-2002 indicates that PE enrollment rebounded by 232
enrollments.
The number of sections offered dropped from 387 in 1999-00 to 361 in 2000-01 (-26 total
sections of PE and PEAT). However, the number of PE sections increased by 17 in 2001-02.
Data was not available for PEAT sections in 2001-02; however, since two sports (Women’s Golf
and Wrestling) were added that year, it is assumed that 6 sections of PEAT were added. Four
percent of the PEAT classes were cancelled in both 1999-00 and 2000-01. PE sections were also
cancelled; 13 percent in 1999-20, 11 percent in 2000-01, and seven percent in 2001-02. These
cancellations represent a significant increase in cancelled classes when compared to the 3-year
average of 3.8 percent cancelled sections reported in the previous program review. After looking
at the raw data, it appeared many of these cancellations occurred in extended education. On
campus cancelled classes remained fairly low and consistent.
Average class size appears to have improved from the 13.3 students reported in the previous
program review. However, the 17 and 18 student average reported by the research office failed
to account for the fact that the late starting sections actually boost the average class size because
these late-starters are incorporated into the full-semester sections. As reported by the research
office, these sections are treated as additional sections containing only a few students, which
skew the averaged class size. The totals also include extended education classes. For example,
during the Fall semester, 2002, there were 1401 enrollments in 72 on-campus PE classes. There
were 87 enrollments in 30 late starting "piggy back” classes and 169 enrollments in seven noncredit “piggy back” classes. Taking the “piggy back” classes into consideration, average
enrollment for the 72 on-campus classes was 23.0 students. In the Spring of 2003, 70 PE classes
had enrollments of 1503 students. There were 21 enrollments, as of Feb. 1, in 27 sections of late
starting (March 15) “piggy back” classes and 170 enrollments in 7 sections of late starting noncredit “piggyback” classes. With the “piggy back” classes, the average enrollment in the 70
sections of on-campus PE classes was 24.2 students.
It appears that the enrollment in Physical Education has been relatively stable, if not slightly
increasing over the past four semesters. However, the increase in the percentage of sections
cancelled in extended education needs further explanation. It appears that student interest has
shifted from individual sports such as tennis and golf and team sports such as volleyball to life-
Page 1 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
time fitness activities like weight-lifting and conditioning classes. See further discussion under
curriculum.
During the 2002-2003 school year the Intercollegiate Athletic teams (PEAT) averaged 18.8
athletes per team.
Part One – Section 2
Population Served
Data provided by the research office indicates that the average student age of students enrolled in
PE classes was 32. Fifty-eight to 59 percent of the students were female, and 41 to 42 percent
were male. Twenty-one to 22 percent were minority students.
The average student age of students enrolled in PEAT classes was 20. The female enrollment
has increased each year from 24 percent in 1998-1999 to 28 percent in 1999-2000 to 31percent in
2000-01. This increase reflects the program’s efforts to comply fully with Title IX requirements.
Data for PEAT classes was not provided for 2001-02, the year that women’s golf and wrestling
were added. Corresponding percentages of male students were 76 percent, 72 percent and 69
percent.
Percent of minority students for these years was 23 percent, 24 percent and 25 percent.
Part One – Section 3
Student Completion Data
See also Part Two – Section 15: Program Success and Performance.
In the PE classes the letter grade of “A” was assigned
between 56.7 and 62.7 percent of the time. When we
analyze the system of evaluating students in activity
classes we find that in all cases 50 percent of the final
grade is determined by attendance. This factor alone
would drive the grading process to generate what
appears to be an inordinate percentage of “A” grades.
The success rate was between 83.2 and 85.7 percent.
The retention rate was between 89.3 percent and 90.8
percent.
Table 1
Reasons Athletes Did Not Participate
For a Second Season
Did not re-enroll .............................................. 28
Ineligible (enrolled) ......................................... 21
Transferred to 4-year college ......................... 19
Concentrated on studies ................................ 11
Concentrated on another sport........................ 7
Quit team during 1st season ............................ 5
Injured.............................................................. 4
Completed AA ................................................. 3
TOTAL ........................................................... 98
In the PEAT classes the letter grade of “A was assigned between 89.1 and 93.2 percent. The
success rate was between 91 and 93 percent, and the retention rate was between 93.4 and 94.9
percent.
Because the Physical Education program does not offer degrees or certificates, data on the
athletic program is shown instead (see Table 2 Retention Chart). This shows the persistence of
athletes from their first season of participation to a second season of participation. Table 1
shows the reasons that 98 students did not participate a second season.
Page 2 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Fifty-five of the 98 students did not return to Shasta College. As the chart indicates, 5 students
quit the team during the season and another 28 students also did not re-enroll at Shasta College.
Based on the course work completed, had they re-enrolled many of them probably would have
been ineligible. About half of these students were outside our local area.
Table 2
Another 19 students did not
# of athletes on last year’s
return to Shasta College and
F-3 who were 2nd yr
# of athletes on last
the athletic programs because
# of athletes on # of athletes on last
participants who
year’s F-3 who
nd
F-3 participating
year’s F-3
participated 2 yrs previous
were 2 yr
they had transferred to a 4Women’s Sports
for 1st yr
participating for 1st yr
as 1st yr
participants
year college, which, of course,
Basketball
8
6
4
4
is not a negative mark against
Cross Country
8
4
1
1
Golf
NA
7
NA
0
our programs. Three other
Soccer
15
9
5
5
students completed AA
Softball
7
12
2
3
Swimming
3
5
2
2
degrees but did not transfer.
Tennis
6
5
0
0
The remaining 43 students did
Track
9
16
2
2
Volleyball
8
6
3
4
return to Shasta College but
Men’s Sports
did not participate. TwentyBaseball
18
8
9
11
one were not eligible to
Basketball
8
9
3
4
Cross Country
6
6
0
2
participate a second season
Football
37
28
18
23
but they continued with their
Golf
7
5
1
3
Soccer
19
17
5
6
academic programs. Injuries
Swimming
6
7
3
kept 4 other students from
Tennis
NA
8
NA
0
Track
14
14
6
10
participating. The remaining
Wrestling
NA
11
NA
1
students (18) decided that
athletics took too much time away from academics, or they chose to eliminate one sport and
concentrate on the remaining sport and academics.
Retention Chart
Another way to look at year-to-year success is to look at the number of scholar athletes each
year. In 1998-99 there were 26 student athletes with a two semester GPA of 3.5 or higher; in
1999-00 there were 38; in 2000-01 there were 42; and in 2001-02 there were 47. In 1998-99
there were 6 athletes who had a cumulative Shasta College GPA of 3.5 or higher; in 1999-00
there were 12; in 2000-01 there were 14 and in 2001-02 there were 11.
At Shasta College we also look at persistence toward an AA degree and/or transfer. There were
71 second-season athletes in 2000-01. Ninety-one percent enrolled in college for 2001-02.
Seventy-two percent are transferring to 4-year institutions; nineteen percent will continue at
Shasta College or another community college in preparation for transfer; one student is enlisting
in the military; four students have full-time jobs. Thirty-nine percent of the transferring students
received athletic scholarships.
There were 91 second-season athletes in 2001-02. Ninety-three percent have enrolled in college
for 2002-03. Sixty-one percent are transferring to 4-year institutions; 32 percent will continue at
Shasta College or another community college in preparation for transfer; three have full-time
jobs. Forty-two percent of those transferring received athletic/academic scholarships.
Page 3 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Part One – Section 4
Course/Program Staffing
During the 2002-03 school year, there were five full-time physical education instructors/coaches.
One full-time business instructor/coach, two full-time physical education instructors, two-50
percent coaches, one 25 percent coach, seven adjunct head coaches, and seventeen stipend
assistant coaches. There are approximately twelve on-campus adjunct physical education
instructors and over twenty extended education adjunct instructors.
The number-two and three campus hiring priorities for Shasta College in 2002 included
increasing the 50 percent head baseball coaching assignment to 100 percent coaching/instructor
and the adjunct cross country/track coaching assignments to a 100 percent coaching/instructor
position.
Part One – Section 5
Cost Benefit
According to the Research Office, the 2001/2002 enrollments in Physical Education and
Athletics during the Fall and Spring semesters totaled approximately 556 FTE. Total
apportionment per FTE is approximately $3780. The total revenue for the year would be
approximately $2,101,680. General fund expenditures totaled $1,130,941. The difference,
$970,739, represents the amount of contribution to District administrative and operational
overhead. Of the 556 FTE, approximately 136 were attributed to the intercollegiate and theory
classes taken by our athletes. It should be noted that, over the past three years, our
student/athlete population averaged 338. Because of stringent eligibility rules, these students
must maintain full-time status year round. This equates to an additional 248 FTE or
approximately $940,000 in gross revenue.
QUALITATIVE DATA
Part Two – Section 1
Program Mission/Function
The Physical Education and Athletics
Program has the unique responsibility of
providing: knowledge of physical fitness
concepts, practice directed at enhancing
physical skills, knowledge of the theory of
games and sport, an arena to develop an
appreciation of lifelong fitness, knowledge of
health and wellness for students attending
Shasta College. Students are provided the
opportunity to experience associations and
activities through a curriculum specifically
designed to enable the program to fulfill its
responsibility.
Illustration.1
Mission Statement
Department of Health/Physical Education and Athletics
Center for Public Safety Sports, and Fitness
“We believe that the Department of Health/Physical Education and
Athletics should offer programs and classes which meet the
diverse interests, needs, and aspirations of our students. The
Health/Physical Education and Athletic Department will provide
students with an opportunity to assess their health and fitness, and
to develop skills and understanding which will enable them to enjoy
productive study, lifelong activities and a more meaningful
existence during and after their college experience.”
Page 4 of 25
Revised October 1994
Shasta College
2002-2003 Physical Education and Athletics Program Review
The aforementioned responsibility is clearly recognized and defined by the Center’s mission
statement.
The program offered at Shasta College reflects
in many ways the intent of the College Mission
Statement. The physical education/athletics
experience is gained by participating in a broad
program which has a curriculum designed to
“meet the diverse interests, needs, and
aspirations of our students.” It is the intent in
the college mission statement that students
achieve their personal and academic potential
and are able to make valuable contributions to
the community. In the same way, the intent of
Physical Education and Athletic program is to
enable students to have “a more meaningful
existence during and after their college experience.”
Illustration 2
Shasta-Tehama-Trinity
Joint Community College District
Mission Statement
The Shasta-Tehama-Trinity Joint Community College District
is committed to providing open access and opportunity for
success to students who have diverse backgrounds, interests
and abilities. By offering programs leading to successful
completion of a quality university transfer program, or
occupational-technical education, the District is responsive to
the needs of our communities within a changing global
society. By offering comprehensive campus and community
service programs, the District enables students to achieve
personal as well as academic potential and contributes to the
social, cultural and economic development of our region.
Part Two – Section 2
Curriculum Update
The physical education and athletics program offers a total of 95 courses. The number of classes
in each section is as follows:
Physical Education Lecture & Activity classes ........................... 45
Non-Credit Physical Education Activity classes ........................... 4
Athletic classes .......................................................................... 32
Sport Clinics ............................................................................... 14
During the fall of this school year the physical education and athletic department was scheduled
to review, as required by Title V, forty percent (or 38) of its course curriculum. Forty-six
courses were reviewed; 20 physical education lecture and activity classes, 16 athletic classes, and
11 of the sport clinics. Because of the recent re-examination by the Chancellor’s office of the
college-offered sport clinics, the sport clinic courses were suspended until further notification by
the administration.
One new course, Aerobic Instructor Training (PE 6) was submitted, approved, and added as a
lecture/activity class. The first offering of the class will be Spring 2003.
Part Two – Section 3
Curriculum Articulation
The Shasta Union High School District has expressed some interest in having Shasta College
offer a “middle college” program in the areas of athletic training and officiating. We will have to
develop curriculum for this program if it is determined that the program is feasible.
All of the PE courses numbered between 1 and 99 are transferable to the CSU system. Most will
transfer as elective credit, but some activity classes will meet requirements for students majoring
Page 5 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
in Physical Education (teaching option) at some institutions. PE 1 and 2 meet a general
education requirement in Category E for the CSU system and in the Living Skills category for
the AA and AS at Shasta College. PE 3, 4, and 5 may be combined with a PE activity course to
meet this AA/AS general education requirement. The UC system will accept 8 units of theory
classes (including PEAT 1) and 4 units of activity classes as transfer units. PE 1, 10, 35 and 36
transfer to the UC as academic classes. These articulation agreements are current.
Because we do not offer a certificate or AS degree program, we do not use support courses from
other areas. However, students interested in Bachelors degrees in Physical Education,
Kinesiology and Health need courses in Anatomy, Physiology and sometimes Chemistry.
Biology 5 & 6 provide good background for students who have little experience with lab science
classes and need to prepare for Anatomy and Physiology. These are the primary support courses
for these degrees.
Part Two – Section 4
Curriculum Diversity
The department has adjusted curricula to address current and anticipated population trends.
From the data referred to in Part One – Section 2, Population Served, we have defined the
campus population demographics. By an analysis of the department curriculum, we can state
that the offerings provide courses appropriate to the population served.
Through the process of the Title V Course Curriculum review, courses are updated or added
according to community need and interest. This spring 2003, a new course will be offered,
Aerobic Instructor Training, as a result of increased interest by students wanting a formal method
in training and certification in aerobic exercise instruction.
The Adapted Physical Education program serves the needs of those students with physical
limitations restricting them from participating in a regular physical activity class. The program
and instructors coordinate with community physicians, physical therapy groups, and trainers in
developing the physical exercise program of the individual student.
An Emeritus Program is in development. The proposed program would be no-credit, no-fee
classes offered off campus at various agencies (i.e.; Redding Senior Center, Redding Oaks)
throughout the tri-county area that Shasta College serves.
The purpose of the Emeritus Program would be to offer special interest courses (such as
computer classes, art, writing, etc.), addressing the unique needs of the adult community by
partnering with groups, institutions, and agencies serving the elderly population of Northern
California. The number and type of classes would be determined by those needs or interests
generated by the clients of these agencies.
A partnership with University of California at Davis is being reviewed as they are also
researching the benefits of developing an emeritus program and the possibility of grant funding..
Page 6 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Part Two – Section 5
Curriculum Competencies
The general description of specific tasks and competencies that will be attained by students
completing courses in the department is found in the course objective and procedures handout.
The curriculum process will develop an understanding of, and an appreciation for, the benefits of
a fit body and the value of regularly scheduled physical activity in their lives.
This process, through a variety of endeavors, by implementing current technology (heart
monitors-nutritional performance software-digital body fat assessment-state of the art exercise
equipment) will track both short-term and lifetime fitness goals.
Athletics’ progress will be monitored by competitive results and transfer rates (see Part One
Section 3).
Each course provides the information and experience needed to pursue further study or to begin a
career track in Physical Education or a related field. All courses are transferable credit as
outlined in the “Standards and Criteria for Associate Degree Credit Courses” described in the
Shasta College Catalog.
Part Two – Section 6
Curriculum Strengths and Weaknesses
The current Physical Education and Athletics curriculum is based on a wide range of class
offerings. Efforts have been made to determine the current trends in curriculum and program
development, and to make every effort to meet the interests and needs of our student body.
The strengths of the curriculum have been determined by the amount of consistent enrollment in
our courses. Some of these strength areas are as follows:
Broad range of health and fitness classes: With the remodel project completed in our
center, there is a new and expanded weight room and cardio training room. This new
facility has become the focal point of our activity class curriculum. Courses including
weight training, aerobic dance, aerobic exercise, body fitness assessment and
conditioning, body mechanics, and fundamental conditioning are among the popular
course offerings in this area. In conjunction with the fitness driven curriculum, Shasta
College has expanded the PE 300 level classes, Fitness For Seniors. These classes are no
fee/no credit and are offered as part of our regular activity class schedule.
Full Service Adapted Physical Education Program: Shasta College has expanded the
course offerings in the area of adapted physical education. Currently, the program is
administered on Tuesday and Thursday, and includes the following components:
Orthopedic/Cardiovascular Exercise, Corrective/ Rehabilitation, Adapted Weight
Training, and Adapted Aquatics. This important community program services a large
segment of our district and is run in conjunction with the DSPS program on campus.
Page 7 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Lecture Classes: The current cadre of lecture classes in our center serves a broad range
of interests. They include: Health and Wellness, Nutrition and Fitness, and Substance
Abuse and Awareness. Beginning Spring Semester 2003, the curriculum will include a
Beginning Athletic Training class.
Self Defense Classes: The self-defense classes have shown a consistent, positive
enrollment. These are basic self-defense classes that meet the needs of every level of
student.
The enrollment trends show a move away from classes such as tennis, golf, badminton, and
volleyball, which were popular in the past.
Part Two – Section 7
Text Analysis
The process of text analysis has typically been the purview of the instructor teaching the class.
Historically, few courses have used a required text. Most instructors provide handout material
covering specific rules, skills, and descriptions of play strategies. Currently, two course
offerings have required texts: Health and Wellness (PE 1) and Substance Abuse Awareness (PE
3). Common practice for both of these courses is that all instructors use the same text for their
specific course. In selecting a text, publishing companies with relevant texts are solicited for
copies, and the instructors do a comparison. Cost, length, topics covered, and currency of data of
the text are the determining factors in selection. The current edition of the text is used with the
softbound version preferred to keep down the cost to students. Resale of texts is available for
students, along with the possibility of purchasing used copies.
Part Two – Section 8
Course Scheduling and Sequencing
Sixteen of the 19 sports offered at Shasta College practice at 3:00 p.m.; this creates scheduling
problems for athletes who need lab science courses, which frequently include afternoon
laboratories. We offer TBA sections of all intercollegiate classes to allow students to register for
both. However, students who must take afternoon labs that overlap practice times are forced to
choose between rushing through a lab (and/or leaving early) and being on time to practice.
This is particularly difficult for science and engineering majors who often need to take multiple,
sequential lab science courses each semester. Some lab sciences are single sections, offered only
in the spring or only in the fall, complicating scheduling even further. Some students will choose
to forgo athletics, or they choose to change their majors. All science majors run the risk of not
being eligible in that major after they transfer to a Division I school if they are unable to
schedule a significant number of lower division requirements.
We do rotate starting times for Men’s and Women’s Basketball to alleviate the problem as much
as possible. Whenever possible, we try to get athletes in morning lab sections, but this can be
very difficult for athletes who have low priority registration as freshmen. The counselor for
athletes has discussed this problem with the center dean and asked that instructors consider
athletes’ scheduling difficulties when allowing students to over enroll.
Page 8 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
The PE department does offer a large number of late-starting activity classes to accommodate
students who drop other classes or who registered late. We also offer late-starting sections of the
following academic classes: PE 1, PE 3, and PEAT 1. Students in our athletic program could
benefit from other late-starting classes, but not many departments offer late-starting, transferable
academic classes. If athletes drop below 12 units, they are no longer eligible to participate.
When they run into difficulty with a class, they often must choose between giving up
competition before the season is over and taking a D or F in a class. Late-starting academic
classes would give athletes better choices.
In addition, many athletic competitions are scheduled during the school week. In some sports,
while in season, students must be on TTh schedules or MWF schedules because away games or
matches are scheduled every Tuesday or every Friday. Even home games or matches can create
scheduling problems if the athletes must be at the field by noon. This results in the lab
scheduling problems described above, but it also means students are limited to morning-only
classes on the days they play at home and no classes on the days that they travel.
Part Two – Section 9
Instructional Methodology
By reviewing the data, several inferences may be made about the instructional methodology used
in the Department. Generally speaking, the methodology used in any course offered by the
Department is dependant on the type of course. Activity courses include such methodology as:
Explanation and demonstration, drill or practice, verbal evaluation, lab type practice or play to
implement strategies or technique and written rule exams. Pre-professional courses such as
Corrective and Rehabilitative Physical Education, Life Guarding, Water Safety Instructors, and
wellness courses such as Health and Wellness and Substance Abuse Awareness would
commonly include the use of such methodologies as: lecture/discussion, problem solving, guest
speakers, laboratory experience, library research, textbook reading and written work, reports,
essays, and exams. Intercollegiate sports use explanation/demonstration, practice lecture
discussion, theoretical situation problem solving, and problem solving during participation in
scheduled contests. Multimedia presentations are used throughout the curriculum. Presentation
on multimedia would include: Game film analysis, skill analysis, subject appropriate
information, and audiotapes for dance and exercise.
Part Two – Section 10
Staffing
The Physical Education/ Athletic department currently has eight (8) full-time faculty members.
Five of these faculty members divide a percentage of their teaching workload to serve as head
coach of an athletic team. Three faculty members are full-time physical education instructors.
These full-time faculty teach a variety of activity and lecture classes. The five full-time staff
members who are coaching receive approximately 25 percent of their yearly workload for
coaching. The department has a full-time Athletic Trainer. The trainer also has teaching
assignments that are taught as overload classes for an hourly pay rate.
Page 9 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
The department has two faculty working at the fifty percent level including benefits. These
members are head coaches as well as serving as physical education instructors. There is one
staff member who receives a 25 percent contract to serve as head coach of Men and Women’s
Tennis.
The next level of employment is the group of head coaches that are hired on a one-semester basis
and receive an hourly pay rate for their intercollegiate athletic work. Shasta College currently
has eight head coaches on this one-semester arrangement. One note: our Men’s Golf coach is a
full-time faculty member in the Business Center and works each spring semester as the golf
coach. This interdisciplinary approach to finding qualified athletic coaches is something the
athletic program would like to develop.
There are fourteen adjunct assistant coaches in our physical education/athletic department. Five
of the assistant coaches also work as adjunct instructors. These appointments are for one
semester and are paid on a semester stipend level.
The last group of department staff consists of the adjunct physical education instructors. The
department currently has seven people working in this capacity. They teach a variety of activity
classes both during the day and evening programs.
The non-teaching staff working in the center includes the Center Dean (currently serving as an
interim Dean/Athletic Director), and a center Administrative Assistant. The department also
uses a number of student assistants which are paid through a work study grant or from the
Partnership For Excellence fund. These student workers are used in the center office, equipment
room, academic counseling office, and the training room.
The Physical Education/ Athletic Department has prioritized a list of future full-time hires. This
process is conducted by the Center each year, and the list of future hires is reached by consensus
of the department. The recommended hires for the next recruitment phase are Head Cross
County/Track coach/instructor, and Head Baseball coach/instructor.
Part Two – Section 11
Facilities
In 1996-1997, when the physical education facilities were considered, deficiencies were reported
by the instructors who were using the instructional space for class meetings:
1. Lack of air conditioning in the instructional areas: weight room, exercise room,
physiology lab, athletic training room, dance room, gymnasium.
2. Instructional and office areas not up to building and safety codes.
3. Limited floor area in weight room, little room for equipment and movement (question of
safety), and improper or no ventilation.
4. Lack of lecture classrooms (only one classroom).
Page 10 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
5. Inadequate maintenance of facilities including classroom, weight room, and equipment,
tennis and racquetball courts, gymnasium, locker and shower rooms (cleaning and
sanitation, painting, repair).
6. Fitness/physiology lab is cramped, lacking in floor space, and limited stationary
equipment for needs of students.
7. Equipment out-of-date, in need of repair.
8. Entire physical education/athletics facility area needs remodeling.
Today, in 2002-2003, the following reported deficiencies in 1996-1997 have been updated,
and/or remodeled. The following are:
1. Air conditioning in instructional areas: weight room, exercise room, physiology lab,
athletic training room.
2. Instructional and office areas have updated to the proper safety codes.
3. The weight room has been totally remodeled. It now has adequate room for equipment
and movement.
4. Adequate lecture classrooms.
5. Constant maintaining of proper maintenance of facilities including weight- room and
athletic equipment. Fitness/physiology lab is spacious; the stationary equipment has been
updated and meets the needs of students.
6. Fitness equipment is up to date.
7. Large percent of the physical education/athletic facility area has been remodeled and is
up to standards.
Since 1996-1997, this school has been significantly updated. It currently offers students some of
the best equipment and a pleasant, spacious environment. However, there are still a few needs
that have to be met in order to keep this school at its peak performance. For example:
1. The locker rooms are in need of plumbing repairs (leaking facets and drinking fountains,
paint, etc).
2. The gymnasium, dance room and the 1904 classroom still lack air-conditioning.
3. The softball, baseball and soccer fields are in need of proper water supply.
4. There is a need to accommodate not only our players, but our fans as well by building a
bathroom near the softball, baseball, and soccer fields.
5. The football press box and visiting sideline are in need of repairs.
Page 11 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Part Two – Section 12
Equipment
Over the past few years, the Shasta College Physical Education/Athletic Department has
managed to maintain an inventory of state-of-the-art equipment for the use of our students and
athletes. This was the result of a combination of equipment acquired due to state funding and
equipment bought from auxiliary funds through fund-raising efforts. Because of high use,
technological changes, and continued concern for safety compliance, ongoing budgets need to be
inclusive of equipment needs.
Part Two – Section 13
Advisory Committee
Historically, the Physical Education/Athletic Department has formed advisory committees to
provide guidance and input when developing new programs or curriculum. These committees
have included members of the community, professionals in the field, Shasta College staff and
students, and instructors/professors from other institutions. An example is the group formed to
explore the feasibility of reinstating wrestling as an intercollegiate sport. The Athletic
Department does utilize a committee to assist in fund raising. The Shasta College Celebrity
Dinner Auction Community Committee plays an important role in the Athletic Department’s
main fund raising endeavor.
Part Two – Section 14
Needs Assessment
Programs. Currently the Physical Education department does not have any programs. There is a
need to develop an academic program within the department. Faculty will develop proposals for
an Athletic Training certificate and an AS degree as well as a certificate and AS degree for
Physical Therapy Aide. In addition, a certificate program for Aerobic Instructor Training is
being developed.
Because of the California budget crisis, the funding for the Adapted Physical Education program
is in jeopardy. There is a need to find financial support for this program.
Personnel. A needs assessment by the Physical Education and Athletics faculty determined that
priority for hiring should include increasing the baseball position from 50 percent coach/
instructor to 100 percent coach/instructor. Also recommended was a full-time position for a
track/cross country coach/physical education instructor. These positions are currently the
number one institutional hiring priorities. These positions would be filled based upon funding
available because of the retirement of Leon Donohue. When making hiring decisions, there is a
need to evaluate decisions as to their impact on compliance with Title IX regulations.
Facilities. Since the last program review, the annual needs assessment conducted by the Physical
Education and Athletics staff has consistently identified the following facilities-related needs:
further remodeling and renovation of the football stadium and press box; air conditioning in
classroom 1904, in the dance room and in the gymnasium; remodel of the women’s locker room;
team rooms for both the men’s and the women’s programs; plumbing repairs in both locker
rooms to forestall further structure damage to walls and flooring; bathroom facilities and
Page 12 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
concessions to meet the needs of fans and participants at the softball, baseball and soccer fields.
There is also a need to remodel 3 of the racquetball courts to provide equipment storage for
Public Safety, Sports and Fitness Center programs.
This program review committee has identified several other needs. Water pressure to athletic
fields is insufficient and causes additional costs in reconditioning fields. There is a need for a
press box at the baseball and softball fields. In addition, a recent inspection by an engineering
firm resulted in condemning the visitor’s dugout at the softball field. Other facilities needs
include a practice field for athletic teams and golf classes as well as a putting green for the golf
classes. It is difficult to attract students to a golf class when there are no facilities available.
Equipment. Other than the need to replace worn or unsafe equipment and to stay current with
state of the art equipment when replacements are needed, no other equipment needs were
identified.
Support services. In 1997-98 a counselor was designated to work in the Center for Public Safety,
Sports and Fitness. Because the athletic eligibility rules for transfer are complex and frequently
changing, it was important that one counselor specialize in these rules. An office was provided
in the Center to facilitate communication with students and coaches. This arrangement has
improved provision of support services to athletes as well as public safety students; it has
facilitated referrals to other services on campus as well. However, there is still a need to
improve access to DSPS and to ensure that students who qualify for EOPS and SSS apply to
those programs.
Curriculum and Curriculum Delivery. See also Program Needs. Currently, PE 1 Health &
Wellness is taught through ITV. There is a need to add other courses to our list of distance
education delivery modes, including internet offerings.
Efforts to add activity classes other than weight training and conditioning classes have been
unsuccessful. There is a need to develop a marketing strategy for lifetime leisure activities such
as tennis, golf and other competitive activities.
Part Two – Section 15
Program Success and Performance
Each May for the past two years, a list of second season-athletes was compiled from the Form
3’s for each sport. Student aides called each student and asked what his/her plans were for the
following fall. In those cases where no phone number was available or when the student did not
return the call, the coach was contacted for this information.
Data from the past two years show that athletes who participate two seasons in a sport are
transferring and completing their AA degrees more quickly and at a higher rate than the general
Shasta College rate. The “Student Right to Know” data for the 1998 cohort indicated that after 6
semesters, 35.5 percent of the Fall 1998 cohort of full-time students had completed their goals.
Another 21.7 percent had transferred to CSU/UC/CCC.
Page 13 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Our cohorts are second-season athletes in 2000-01 and 2001-02. When our cohorts are compared
with the latest data from the Student Right to Know group, the completion rate is significantly
higher. In most cases the athletes completed their AA and/or transfer goals in four semesters, not
six. In 2000-01, 72 percent of second-season athletes transferred to a 4-year college; 19 percent
continued an additional semester or year at Shasta College or another community college (91
percent continued in college). In 2001-02, 61 percent transferred to a 4-year college; 32 percent
continued at Shasta College or another community college for another semester or year (93
percent continued in college).
In 2000-01, 39 percent of transferring students had received athletic scholarships; in 2001-02, 42
percent of those transferring had received athletic scholarships.
Further evidence of program success and performance can be seen in the number of Scholar
Teams and Scholar Athletes that have been recognized. Below is a list of winners for the past
four years.
Table 3
Scholar Teams and Scholar Athletes
2002
(2001-02 season)
 Volleyball (GVC winner)
 W.Track (GVC winner)
 Baseball
Teams
2001




(2000-01 season)
W.Cross Country (GVC
winner)
Softball (GVC winner)
Volleyball
W.Basketball
2000





 Kellen Prince (BVC & State 
winner)
 Crystal Marks (GVC, BVC & 
State winner)
(to be determined in January  Lamont Potter (State award  Alex Robins
2003)
winner)
 Brian Olson
 Amy Dawson
Scholar
Athletes
3C4A Student
Achievement
Award
1999
(1999-00 season)
(1998-99 season)
Volleyball (GVC winner)
 Volleyball (GVC & State
M.Basketball
winner)
W.Swim/Dive (BVC & State
winner)
Softball (GVC & State
winner)
W.Basketball
Nena Custodio (GVC &
 Ricky Ray (GVC & State
State winner)
winner)
Robbie Middleton
 Katie Hall
 Reavous Thomas (State
award winner)
Table 4
Athletic Teams’ Records/Stats
Win/Loss
Volleyball: 11-5
1997
1998
Volleyball: 13-3
1998
1999
Conf.Results
Softball:
GVC Champion
Volleyball:
GVC Champion
Men Basketball:
GVC co-Champion
Cross Country:
GVC Champion
(men)
Softball:
GVC Champion
Volleyball:
GVC 2nd
Men Basketball:
GVC co-Champion
Cross Country:
GVC Champion
(m/w)
Men Golf:
All State
All
Conference
Volleyball:
Laura Reeves
Mandy Martin
Tonya Tuttle
Men Basketball:
Josh Schwerdt
Steve Thompson
DeKeithi Walton
Volleyball:
Julianna Lockwood
Carly Beck
Nena Custodio
Men Basketball:
Josh Schwerdt
DeKeithi Walton
Billy Speer
Page 14 of 25
MVP
Volleyball:
Laura Reeves
All American
Honor.Mention
Volleyball:
Carly Beck
Men Basketball:
Marcus Adcock
Volleyball:
Shannon Bosetti
Men Basketball:
Marcus Adcock
Shasta College
2002-2003 Physical Education and Athletics Program Review
Softball: 39-12
Men Basketball: 820
Volleyball: 19-3
Wo.Soccer 0-15
1999
2000
2000
2001
2001
2002
GVC Champion
Softball:
GVC Champion
Volleyball:
GVC Champion
Cross Country:
GVC Champion
(m/w)
State qualifiers
Women Basketball:
GVC Champion
Softball:
Stacey Bolton
Heidi Harman
Jordan Larsen
Wendy Layton
Volleyball:
Nena Custodio
Softball:
Stacey Bolton
Kim Coker
Michelle Divine
Kami Gray
Heidi Harman
Wendy Layton
Volleyball:
Sarah Torum
Shannon Bosetti
Nena Custodio
Stephanie Springer
Men Basketball:
Demetrius Jackson
Softball:
Jordan Larsen
Kacey Ampi
Jaime Killeen
Wendy Layton
Kristen Strait
Volleyball:
Beth Shackleford
Marci Paulissen
Stephanie Springer
Men Basketball:
Demetrius Jackson
Billy Speer
Matt Blanc
Matt Stanley
Softball: 30-22
Softball:
Softball:
Men Basketball: 24-8 GVC 2nd
Wendy Layton
Volleyball: 16-4
Regional Champion Men Basketball:
Women Soccer: 7State Finalist
Demetrius
13-2
Volleyball:
Jackson
Women Golf: 1-11
GVC Champion
Men Basketball:
GVC Co-Champion
Cross Country:
GVC Champion
(m/w)
State qualifiers
Track & Field:
GVC Champion
(m/w)
Men Golf:
GVC Champion
Softball: 36-15
Softball:
Softball:
Softball:
Men Basketball: 28-6 GVC co-Champion Sephora Scoubes Sephora Scoubes
Volleyball: 14-7
Regional Champion Men Basketball:
Chrissy Joseph
Wo.Soccer: 10-13-1
State Finalist
Ryan Miller
Michelle Kelley
Wrestling: 2-6
Volleyball:
Tyler Newton
Correy Hansen
Women Golf: 5-14
GVC 2nd
Erin Zilch
Men Baskeball:
Volleyball:
GVC Champion
Sephora Scoubes
Women Soccer:
Vanessa Otter
GVC 2nd
Sarah Taylor
Cross Country::
Men Basketball:
GVC Champion (m)
Ryan Miller
State qualifiers
Tyler Newton
Track & Field:
Colin Carr
GVC Champion (w)
Sage Willis
Men Golf:
Women Soccer:
GVC Champion
5-players
Cross Country::
3-men
Women Golf:
Sarah Kuykendall:
Softball:
Heidi Harman
Wendy Layton
Jordan Larsen
Volleyball:
Nena Custodio
Softball:
Wendy Layton
Heidi Harman
Stacey Bolton
Volleyball:
Melissa Lowrance
Volleyball:
Stephanie
Springer
Men Basketball:
Demetrius
Jackson
Softball:
Wendy Layton
Jaime Kelleen
Volleyball:
Danielle Iceman
Men Basketball:
Colin Carr
Brian Riley
Softball:
Softball:
Sephora Scoubes Sephora Scoubes
Volleyball:
Vanessa Otter
Men Basketball:
Ryan Miller
Volleyball:
Amanda Robert
Men Basketball:
Adam Olson
Another measure of success is reflected the community support that the Athletic program enjoys.
Attendance at home events far exceeds that of other community colleges. It is not unusual that
there are more Shasta College fans than home-fans at away games. Our teams are made up of
many local athletes, which contributes to this support. Former Shasta College student athletes
and Hall of Fame members in the community are vocal advocates of Shasta College programs.
Community support is quite obvious at the Annual Celebrity Dinner Auction, which generates
approximately $45,000 each year.
Page 15 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Part Two – Section 16
Student Satisfaction
A review of current Student Opinion of Teaching surveys for the physical education faculty
shows an overall positive report. The two most consistent areas of positive responses are in the
knowledge of the subject and the enthusiasm for teaching. While there are some responses that
are not rated as high for individual instructors, these were limited in number and not evaluated to
be a trend for our department.
A review of student comments corroborates the responses seen on the student opinion survey.
The comments are positive in most cases, with an occasional student who is not happy with the
class in general, or the specific instructor. While we appreciate the overall positive nature of the
student comments, we also are sensitive to addressing the more negative comments by making
the instructor aware of the situation and looking for constructive ways to improve the class to
better serve the students. As mentioned, the positive comments far out weigh the negative and
give a clear indication that our faculty is doing a good job of teaching.
The department is sensitive to our ability to serve the wide range of students we have taking our
classes. The diversity, ethnicity, age, and physical limitations of our students is something our
faculty is well aware of and prepared to meet. The Adapted Physical Education Program, which
serves between 85-100 students a semester, is a tremendous program for our community. This
program reaches out to the most severely handicapped and offers them an opportunity to get the
exercise and movement training they need.
The number of students taking classes in our physical education department has increased in the
past two years. This trend is another excellent indicator as to student satisfaction. As noted in
other sections of this program review, our health and fitness classes are experiencing the most
student interest. This trend is due in part to our new weight room and cardio-fitness facility and
to an overall societal awareness of the benefits of a regular exercise program.
Part Two – Section 17
Support Services
Local students begin receiving support services during their senior year in high school.
Counselors visit the local high schools and inform students of the matriculation process and
deadlines for University Express registration, priority registration, and regular registration.
The University Express program is a selective program for local students who qualify to attend a
four year college directly out of high school but choose to attend Shasta College first. Because
these students meet earlier deadlines than other students, they receive the earliest registration
times. This program is especially helpful for athletes who are pursuing science majors which are
sequential and require that students enroll in specific classes their first semester. Twenty-one
prospective athletes applied to this program for Fall 2002. Sixteen enrolled at Shasta College,
and seven are participating in athletics. Six of the last 8 scholar athletes at Shasta College were
members of the University Express program.
Page 16 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
The counselor and Admissions and Records staff have developed a special recruiting packet with
matriculation information for athletes. The coaches use these packets to remind local students of
the matriculation process. They also use it for athletes from outside the local high schools who
are within our recruiting area or athletes who make first contact with Shasta College. Coaches
have found this packet helpful in tracking recruits and in ensuring that athletes get as early a
registration time as possible.
Students who indicate on their applications that they are interested in intercollegiate sports are
given appointments with the Intercollegiate Athletics counselor beginning in March. The
recruiting packets also include postcards that the students may use to have their transcripts sent
directly to the athletic counselor so they are available during the counseling session.
Prior to their counseling appointments, students attend an athletic orientation which covers
general information for all students plus eligibility and transfer information that affects athletes.
At that orientation, they are introduced to other support services (i.e., financial aid, EOPS, SSS,
transfer center, tutoring labs, DSPS and the health services). A list of students who attend the
athletic orientation is given to coaches so that they can follow up with recruits who missed the
orientation or with students who attended the athletic orientation but were not on their recruiting
lists.
During the initial counseling session, as the counselor reviews previous academic records,
specific referrals to the above services are made for students who are likely to qualify. As many
as five to ten students are referred to DSPS for testing for learning disabilities. Because of the
stigma associated with special education in the high schools, many of these students are resistant
to using DSPS services and do not follow through with the testing. Some of those who complete
the testing choose not to use the support services for which they qualify. Many of these students
participate one season and become ineligible. Some of them will sit out a year, work on
becoming eligible for the second season, and then leave after the second season without a degree
or certificate. Because athletes who want to participate at the 4-year college must complete a
transfer AA degree, as opposed to a vocational AS degree, they often must register for academic
classes that they can only pass if they use the support services available through DSPS. Even
vocational degrees and certificates can pose a problem for those athletes who do not plan to
transfer. (Four AS degrees in the Center for Science, Industry and Natural Resources require
Engl 1A; six of the certificate programs in that center require Engl 190.)
The process for qualifying for services is cumbersome, and many students who may initiate the
process often fail to complete it. This is a troubling issue, one that needs to be evaluated and
addressed where possible. It would be helpful if new students would be allowed to register in
May because once students are registered, they can be tested for disabilities. Because the testing
can take as long as six hours, it is difficult to fit it into an athlete’s schedule once classes and
practice have begun. By completing the testing early (e.g., in the summer), services could be in
place for the first day of classes. Currently, many students cannot begin the testing until well
into the semester and may struggle several weeks before services are available.
In recent years, three international students have been referred to the ESL program. The
counselor for international students is also a helpful resource.
Page 17 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
The Financial Aid Administrator does not keep statistics by program, but because the coaches
are instrumental in getting financial aid information to parents and recruits, student athletes
heavily use these services. The coaches are in close contact with the Financial Aid Office and
help to monitor deadlines and missing documentation in the files.
The Center counselor refers all “undecided” students to follow-up career counseling. Most of
those students are referred to the Career and Transfer Center to complete career inventories. The
results are interpreted by the athletic counselor and used to choose a major. About half of those
referred actually complete the inventories. In 2000-01, 15 students completed the inventories; in
2001-02, ten students completed the inventories.
Those athletes planning to transfer and compete at Division I schools are under a great deal of
pressure to choose a major because the “progress to degree” rule requires them to declare a major
after 4 semesters. When the new “progress to degree” legislation goes into effect beginning
August 2003, students who are unsure of their major may find after their two years at Shasta
College that they have not completed 40 percent of their degree and they will be ineligible to
compete at Division I schools. It is important that students participate in career counseling early
in the first semester; we need to develop a procedure for following up with these students.
Matriculation to the four-year schools begins during the student’s first meeting with the athletic
counselor. Although most athletes do not know to which school they will transfer and many
others do not know their majors, an educational plan is completed. This is important so that the
student can 1) understand the need to carry more than the minimal 12 units required by COA,
and 2) see the blanks in the educational plan that should be filled with lower division courses in
their majors.
It is during this first meeting that the student’s status as a qualifier or non-qualifier is determined.
If the student took the SAT/ACT while still enrolled in high school and if it appears that the
student completed 13 core classes, the student is encouraged to register with the NCAA
Clearinghouse. When student athletes are seen in March prior to college enrollment, they are
encouraged to register for the SAT/ACT if they have taken the 13 core classes.
Approximately every two years the athletic counselor and athletic director provide a training for
local high school counselors and coaches emphasizing the importance of the core classes and the
SAT/ACT for potential Division I and II athletes even if they choose to attend the community
college first. Trainings were conducted in November 1997, January 2000, Fall 2001 (counselors
and athletic director at Enterprise High school), April 2002 (high school counselors at the
WACAC north state conference). In addition, presentations have been made at career fairs,
college nights, College Why Not, and boosters meetings where parents and students are the
audiences.
Despite these efforts at educating high school coaches, athletic directors, parents and counselors,
many athletes have not taken the tests or the core classes. Because of this, many Shasta College
coaches, as part of their recruiting practices, emphasize the importance of meeting with the
Page 18 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
athletic counselor to determine their status and to plan carefully for transfer to the 4-year
colleges.
Once they have an opportunity to assess the student’s athletic ability, most of the coaches will let
the athletic counselor know if the student is a Division I prospect. These students need to be
carefully monitored for transfer eligibility requirements. The counselor reviews these eligibility
requirements with the student and encourages the student to make and keep appointments to
review academic progress.
Once recruiting begins, coaches refer academic questions from four-year college coaches to the
academic counselor. Coaches are discouraged from faxing transcripts to other coaches because
there has been an instance when a student signed a Letter of Intent but did not meet eligibility
requirements at that school. When the athletic counselor is aware of who is being recruited by
whom, contact is made with an athletic advisor or compliance advisor to make sure the athlete
will be eligible to accept the scholarship.
Students are encouraged to meet with the athletic counselor prior to a recruiting trip. At that
meeting, a list of questions regarding eligibility, progress toward degree, availability of a major,
remaining general education requirements, and admission requirements is compiled.
Unfortunately, many trips are on the weekends and academic and compliance personnel often are
not available. Only about half of the students who go on recruiting trips meet with the Shasta
College academic counselor prior to the trip.
As the new Division I Progress toward Degree rule is phased in, we are anticipating that transfer
to these schools will become even more difficult. Since athletes seldom know to which Division
I school they will be transferring, it is impossible to know if the courses that they are taking will
count toward their degrees. It will be critical in the future that Division I transfers follow
education plans exactly and communicate with compliance people at the transfer institution as
early as possible.
The athletic counselor meets with each team at the beginning of every semester and has the
student athletes complete a grade check for each academic class. The counselor sends these
grade check forms to academic instructors three times each semester. When instructors have
completed these grade checks, the counselor returns completed checks to the student during
practice once a week.
Those students who are experiencing attendance or academic problems meet individually with
the counselor to find solutions. During these appointments, the counselor may help the student
develop a time management plan or may give instruction in study skills. An effort is also made
to put the student in contact with another student athlete who has been successful in the class in
the past or who is currently receiving good grades in the class.
In addition, students are referred to the math, science and writing tutoring centers. Although
the tutoring centers are open 8 a.m. to 8 p.m., student athletes are reluctant to use these services.
There are a number of reasons why this is true: 1) Athletes’ schedules are impacted, and they
may have difficulty finding free time to use the tutoring centers. 2) Some of the athletes change
Page 19 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
their study habits and put more time into studying or use different study strategies. 3) Some
students are intimidated by the tutoring centers. These students could benefit from an orientation
to the tutoring centers and the library. This is an issue that will be addressed in the coming
semesters.
To help remedy these problems related to the tutoring centers, student aides who work with the
athletic counselor act as facilitators or mentors for students who are experiencing academic
difficulties. Student aides must have a GPA above 3.25 and/or have successfully completed an
English or math class to be hired in this position.
In 1998 and 1999 a specialized GS 50 Orientation to College class was offered to athletes.
Because this impacted the counselor’s schedule negatively in terms of reducing the number of
individual appointments and because it often interfered with other transferable, academic classes,
which athletes needed, we did not continue to offer these classes.
Starting last year we tried a different format. The center counselor offered study skills
workshops designed for student athletes. Ten teams received these workshops; in most cases the
coach sacrificed practice time to avoid scheduling problems. This year we began requiring all
athletes to attend an athletic orientation even if they had already attended a general orientation or
an orientation at another institution. Several make-up orientations were offered after classes
began in the fall. Additional make-up orientations will be offered in the spring prior to spring
sports. Any student who did not attend an orientation signed a waiver, indicating that they were
responsible for getting this information. This combination of study skills workshops and
required athletic orientation actually reached many more athletes, and the timing seemed to be
more effective in getting students to apply the information.
Some of the coaches have initiated study halls for their athletes. Football players in season
attend study hall at 7:00 a.m. two mornings a week. Last year any track athlete who received a
negative grade check attended a self-monitored study hall several hours per week in the
conference room. They were required to sign in and out.
Many out-of-area athletes stay in the dorms for at least one semester. Because of the housing
shortage in Redding, the dorms fill quickly. Approximately 36 athletes in 2002 chose other
schools because they could not find adequate housing in Redding.
executive summary
Part Three – Section 1
Program Strengths
Student Completion Data: When compared to the “Student Right-to-Know Rates” (see attached
documents) for Shasta College and the California Community Colleges as a whole, the
performance of recent cohorts of athletes far exceeds that of the general college population.
Page 20 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Program Success and Performance: When compared to the “Student Right to Know” data, the
performance of Shasta College athletes far exceeds that of the general college population. No
recommendations.
Shasta College offers all the sports currently sanctioned by the North Section of the California
Interscholastic High School Athletic Federation. The college has made a great effort to offer an
athletic program that meets the needs of all local male and female student athletes. Local
student athletes do not have to leave our district, and incur additional costs, to pursue their
academic and athletic goals.
Part Three – Section 2
Improvements Needed
1. Course Scheduling and Sequencing: There is a serious scheduling problem for science
majors who participate in intercollegiate athletics. In-season athletes have difficulty scheduling
classes as well.
2. Support Services: Those students who participate in sports coached by a part-time coach are
less likely to receive early counseling and other support services. The change in progresstoward-degree rules at Division I schools make it imperative that athletes receive support
services prior to enrolling in Shasta College.
3. Students from out-of-the-area have difficulty finding affordable housing in the Redding area.
Part Three – Section 3
Program Goals and Objectives
The Department will continue to use the Student Opinion of Teaching Surveys to provide
feedback on instructional effectiveness, curriculum appropriateness and ideas for change.
The Department will continue to use staff input to determine staff needs, class scheduling, and
curriculum changes.
Facility needs, as identified in Part Two, Section 11, will be prioritized and continually
addressed in regards to funding options and completion dates.
The Department will continue to seek replacement of the Leon Donohue position. At the date of
this document, the number one institutional hiring priority was a 50 percent Track/Cross Country
Coach and a 50 percent baseball coaching position to replace the 100 percent Donohue
instructional position.
Continue to place Gender Equity, Title IX and opportunities for women as a high priority in
regards to budgeting, programs and staffing.
The Department will continue to explore certificate programs in Physical Therapy Aide and
Aerobic Instructor’s Training.
The Department will continually be responsive to the vocational needs of our community.
Page 21 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Part Three – Section 4
Strategies for Achieving Goals
1. Recommendations for Course Scheduling and Sequencing:
a. Priority registration for first and second semester athletes who have completed the
athletic orientation in the spring.
b. Priority registration for continuing athletes who received a 2.5 GPA and completed a
minimum of 12 units the previous semester.
c. Develop learning communities for first and second semester athletes that are scheduled to
meet needs of athletes.
d. Encourage recruited athletes to meet the University Express deadlines, which would give
them priority registration.
e. Develop proposal for late-starting general education classes and present to the Vice
President of Instruction.
2. Recommendations for improving Support Services for athletes:
a. Counselor for athletes will meet with part-time and assistant coaches in January each year
to review the matriculation process.
b. Develop a proposal for a housing referral service for out-of-area prospective students.
3. Recommendations in the area of Curriculum-Articulation:
a. Explore the possibility of developing a “middle college” program in the areas of athletic
training and officiating with the Shasta Union High School District.
b. Develop an alternative to the summer sports camps to meet a need in the community for
summer activities for area youth.
Additional strategies:
4. The Department will expand the use of the Student Opinion of Teaching Surveys in order to
get additional feedback on the effectiveness of our instructors and programs.
5. Regularly scheduled and special meetings will be used, as well as individual consultations, in
order to make decisions regarding staffing, curriculum and scheduling.
6. The Department will continually analyze its facility needs and strategize the means by which
these needs are funded.
7. Staffing needs will continue to be communicated through the proper channels.
8. The Department will continue to place a high priority on Title IX compliance and increase the
opportunities for the female athlete.
Page 22 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
APPENDIX
Page 23 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Appendix A
11555 Old Oregon Trail PO Box 496006 Redding, CA 96049-6006 | 530.225.4600
Student Right-to-Know Rates
Completion Rate: 35.1%
Transfer Rate: 21.7%
From 1998 COHORT Data
In compliance with the Student-Right-to-Know and Campus Security Act of 1990 (Public
Law 101-542), it is the policy of the Shasta-Tehama-Trinity Community College District
and Shasta College to make available its completion and transfer rates to all current and
prospective students. Beginning in Fall 1998, a cohort of all certificate-, degree-, and
transfer-seeking first-time, full-time students were tracked over a three year period. Their
completion and transfer rates are listed below. These rates do not represent the success
rates of the entire student population at Shasta College, nor do they account for student
outcomes occurring after this three-year tracking period.
Based upon the cohort defined above, 35.1 percent attained a certificate or degree or
became ‘transfer prepared’ during a three year period, from Fall 1998 to Spring 2001.
Students who are ‘transfer-prepared’ have completed 56 transferable units with a GPA of
2.0 or better.
Based on the cohort defined above, 21.7 percent transferred to another postsecondary
institution, (UC, CSU, or another California Community College) prior to attaining a
degree, certificate, or becoming ‘transfer-prepared’ during a five semester period, from
Spring 1999 to Spring 2001.
Page 24 of 25
Shasta College
2002-2003 Physical Education and Athletics Program Review
Appendix B
California Community
Colleges' Statewide Rate
Student Right-to-Know Rates
Completion Rate: 30.6%
Transfer Rate: 27.0%
From 1998 COHORT Data
In compliance with the Student-Right-to-Know and Campus Security Act of 1990 (Public
Law 101-542), it is the policy of all Community College District in California to make
available its completion and transfer rates to all current and prospective students.
Beginning in Fall 1998, a cohort of all certificate-, degree-, and transfer-seeking first-time,
full-time students were tracked over a three year period. Their completion and transfer
rates are listed below. These rates do not represent the success rates of the entire student
population at all California Community Colleges, nor does it account for student outcomes
occurring after this three-year tracking period.
Based upon the cohort defined above, 30.6 percent attained a certificate or degree or
became 'transfer prepared' during a three year period, from Fall 1998 to Spring 2001.
Students who are 'transfer-prepared' have completed 56 transferable units with a GPA of
2.0 or better.
Based on the cohort defined above, 27.0 percent transferred to another postsecondary
institution, (UC, CSU, or another California Community College) prior to attaining a
degree, certificate, or becoming 'transfer-prepared' during a five semester period, from
Spring 1999 to Spring 2001.
Page 25 of 25