STUDENT EQUITY COMMITTEE REPORT

Chairperson: Keith Brookshaw

November 2004

2

Shasta College

Student Equity Plan

Acknowledgements

Chairperson, Student Equity Committee

Dr. Keith H. Brookshaw Director, Student Development and Special Programs

Nancy Millis

Secretary- Student Equity Committee

Student Equity Committee Toby Bodeen – Transfer Center Director & Counselor

Jenny Garcia – ASB Representative Dr. Victoria Hindes – Director of Research and Grants

Dr. Keri Hom – EOPS Counselor and Outreach Coordinator Armando Maldonado – ASB Representative

Dr. Janis Marsh – Director, TRIO-SSS and GEAR-UP Eddie Mc Allister – Cultural Diversity Liaison

Tom Morehouse – Director, EOPS/DSPS Monte Murphy – CalWORKs Coordinator

Rhonda Nehr – Campus Security Sylvia Ruano – Financial Aids

Cassandra Ryan – Director of Admissions and Records Michelle Saelee – EOPS Coordinator

Sue Sawyer – ESL Instructor Shelly Williams – ASB Vice President

Shasta College Superintendent/President

Dr. Mary Retterer

3

SHASTA COLLEGE STUDENT EQUITY PLAN

TABLE OF CONTENTS

EXECUTIVE SUMMARY ……………………………………….………..Page 4 Background Goals Resources Conclusion District Contact

INTRODUCTION AND PHILOSOPHY …………………………………Page 6

The Planning Process Philosophy Existing Activities

CAMPUS BASED RESEARCH………………………………………….Page 8

Overview Research Indicator Areas and Definitions

GOALS AND ACTIVITIES………………………………………………..Page 10

Access Course Completion Degree and Certificate Completion ESL/Basic Skills Completion Transfer

SOURCE OF FUNDING………………………………………………….Page 43

EVALUATION SCHEDULE AND PROCESS………………………….Page 44

Full Appendices: A copy of the full appendices is available as a separate document report and is available as a reference document through Shasta College’s Office of Research and Grants. Requested copies of individual reports listed can be made to:

Dr. Victoria Hindes Director of Research and Grants

(530) 255-7338 vhindes@shastacollege.edu

4

EXECUTIVE SUMMARY

Background In September of 1992, The Board of Governors of the California Community Colleges adopted a Student Equity Policy that ensured all Californians who were historically underrepresented in higher education to have the opportunity to develop his/her potential in a multicultural learning environment that was free from all forms of discrimination and harassment, that is in accordance with our campus Mission Statement and within state and federal laws. The college’s intent is to have our student population reflect the diversity of the college’s demographic area and to increase the success, retention, transfer and graduation rates of our disadvantaged and underrepresented students. The role of the Shasta College Student Equity Committee is to facilitate how it will meet the commitment of student access and success, especially for historically disadvantaged and underrepresented students at Shasta College. The committee elicits suggestions and recommendations from all segments of the campus community regarding student equity issues that include, identifying barriers, goals and activities related to student access, success, diversity, retention, graduation and transfer. The goal of the committee is to establish goals that are “achievable” and “realistic”, for the campus to attain, therefore making Shasta College a campus that embraces diversity as well as promotes the effective implementation of a successful Student Equity Plan. Goals Shasta College has established the following goals that relate to the mandated student equity indicators established by the Board of Governors. Each indicator will be monitored to assure that the college will achieve its goals. Access:

• The college will develop outreach and recruitment efforts that will target both historically underrepresented students and also on the groups that are underrepresented in our college as compared to the community in our three county service area.

Course Completion:

• The college will increase the success rate of students who are enrolled in remedial and basic skills courses which are non-degree applicable courses. It will also increase the success rate of students who are enrolled in courses that will lead to a certificate, vocational degree and/or transfer. Course completion will be identified for all sub groups of students at the college.

5

Degree and Certificate Completion:

• The college will increase the number of degrees and certificates applied for and/or awarded each semester. Focused efforts will be made to increase the number of evaluated ed-plans for all sub-groups to assure successful academic completion of course work towards completion of certificates, A.A./A.S. degrees and transfer to four year institutions. Some form of an audit degree component needs to be included for effective evaluations of transcripts for all groups of students seeking completion of degree programs and transfer.

ESL/Basic Skills Completion:

• The college will improve the success, persistence, graduation and transfer of ESL and basic skill students. Efforts will specifically focus on Native ESL students who have a higher rate of not completing classes that will transition them to basic skills classes.

Transfer:

• The college will increase the transfer numbers and rates among historically underrepresented students by establishing community wide outreach and recruitment efforts targeting high school graduates and transfers from other colleges.

Resources To implement the Student Equity Plan, existing resources will need to be used in conjunction with outside funding sources (if obtained). Some activities cannot occur without additional funding and efforts will be made to incorporate these activities into written proposals. Other activities require a shift in focus of existing programs and these will be funded by existing resources. Conclusion Shasta College first Student Equity Plan was written in 1993. The college has taken on the charge to revise and update its Student Equity Plan so that it reflects the changing demographics of its students. The Student Equity Plan reflects the involvement, commitment and dedication of the campus community who will work hard to make Shasta College a place where all students can learn in a supportive environment and one that totally embraces and appreciates the divers student body and the communities that we serve. District Contact For more information about the Shasta-Tehama-Trinity Joint Community College District Student Equity Plan contact:

Dr. Keith H. Brookshaw Shasta College 11555 Old Oregon Trail P.O. Box 496006 Redding, California 96049-6006 (530) 225-4822 kbrookshaw@shastacollege.edu

6

INTRODUCTION AND PHILOSOPHY The Shasta College Student Equity Plan reflects the District’s commitment and practice in providing all members of the college community an environment where faculty, staff and students can learn, work and interact with each other in a supportive and collegial manner. The student equity indicators have been discussed by various constituent groups representing a broad section of the campus community. Barriers were identified and activities to address them were developed. The College District has identified student equity as a high priority for the upcoming year and the goals reflect this commitment. The Planning Process The first Student Equity Plan at Shasta College was written in fall of 1993. The college appointed two Student Services administrators to co-chair the committee. Presentations were made to the different consultation groups on campus explaining the role and purpose of the Student Equity Plan along with its policies and procedures. The college submitted its plan to the Chancellor’s Office, but due to budget reductions in their office, the plan did not receive official approval and had not been revised since then. The current Student Equity Plan is comprised of a district-wide Steering Committee which is representative of faculty, staff, students and community members. The Student Equity Committee will provide the overall direction for the efforts and implementation of the Student Equity Plan across the campus community along with identified contacts that are responsible for each goal. The committee will provide an annual report to the various consultative groups on campus regarding the progress and status of the equity report for the current academic school year. The Shasta College Student Equity Plan is due to the Chancellor’s Office no later than December 15, 2004. Philosophy The Student Equity Plan for Shasta College encompasses all the elements contained within its mission statement that states: “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 with 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.” The college also provides access to all members of the community, especially to historically underrepresented populations, and encourages success for them in the achievement of their goals. This is published through our written College materials as:

7

“The policy of this District is that, unless specifically exempted by statute or regulation, every course, course selection, or class, reported for state aid, wherever offered and maintained by the District, shall be fully open to enrollment and participation by any person who has been admitted to the college(s) and who meets such prerequisites as may be established pursuant to regulations contained in Article 2.5 (commencing with Section 55200) of Subchapter 1 of Chapter 6 of Division 6 of Title 5 of the California Code of Regulations.” All of the established equity goals and activities have been deemed “achievable” over the coming years and the Student Equity Committee understands that not all goals can be achieved within one year, but with campus commitment and support they are obtainable. The overall philosophy and goals of the statewide Student Equity Committees are to “Increase access and success at community colleges, particularly for historically underrepresented groups.” Therefore, our Student Equity Plan will be embraced and valued by all at Shasta College. Existing Activities In the selection of the student equity committee key personnel and programs were identified to participate in formulating and writing the revised Student Equity Plan. These various programs had experiences in working with barriers to student access and success and have demonstrated their effectiveness in sustaining outreach services to historically underrepresented populations. The specific programs involved are: EOPS/CARE Program DSPS Program ESL Program TRIO - Student Support Services Program Admissions and Records Financial Aids CalWORKS Athletics Program Cultural Diversity Program Campus Security Matriculation Committee Counseling Transfer Center Two key processes at Shasta College will now have a “student equity” emphasis. They include incorporating the goals and activities into the campus’s Strategic Plan, which is the responsibility of the college President and Board of Trustees to assure that the Student Equity Plan is integrated throughout the strategic plan which affects all areas of the campus community. The Program Review Process is designed to incorporate questions regarding student access and success as the faculty reviews their courses within their academic disciplines.

8

CAMPUS BASED RESEARCH

Overview The Office of Research and Grants is the depository for all documents related to the Student Equity Plan. There are numerous sources of information that have been compiled by the Research Office that have been utilized for many research projects and for grant writing purposes. The key essential documents include: The Shasta College Fact Sheet: This booklet provides demographic information regarding gender, age, ethnicity, grade point averages and degree completion rates of Shasta College students. The Fact Sheet is done each fall and spring semesters. Campus Climate Survey: Approximately four to six weeks into the semester, students fill out a questionnaire based on their impressions regarding academic programs and services on campus. Students indicate their preferences based on two criteria. The first criterion is based on campus climate and the second criterion is based on the student’s own personal satisfaction. The results of the survey were used to provide a general overview of the college atmosphere. Campus Strategic Plan: The Strategic Plan prioritizes the direction and vision for the “college’s desired future state.” It outlines the institution’s critical initiatives and the activities that would lead to accomplishing the goals. The Strategic Plan is submitted to the College Board of Trustees. Research The most current data from the state’s Economic Development Department was used to compare the Tri-County district with the college student population. Shasta College is a single campus that serves a geographically large area spanning over 10,000 square miles. Assisted by the Director of Research and Grants, the Student Equity Committee collected data and sought suggestions and recommendations from the various programs and offices that focus on improving student success. Whenever possible we examined data from 1993 when the last Student Equity report was completed; however, for the most part, data from 2000 was reviewed and included in this report. There was a marked variation in the amount of detail and information collected and analyzed. This is a factor of a new Student Equity review process, in addition to the difficulty of retrieving data because the college is currently in the middle of implementing a new integrated management system, and the result of different understandings on the amount of detail requested. In future reports there will be more specific guidelines and measurements applied to the reporting format.

9

The goals addressing each one of the mandated student equity indicators represent a comprehensive endeavor undertaken by the Committee comprised of various representatives from across the campus. The information provided in this report will serve as baseline data. In the following year, the college will be in a more goal-driven, data-based broadly supported and outcomes-oriented planning process. Indicator Areas and Definitions The state’s Chancellor’s Office provided the guidelines for “Success indicators” that are based around five indicator areas: Access, Course Completion, Degree/Certificate Completion, ESL/Basic Skills Completion, and Transfer. Sub-committees were formed to address each of the equity indicators and to identify potential barriers that will impact the access and success of under-represented students attending Shasta College. The Chancellor’s Office defined each of the five equity indicators that needed campus based research, and for the Student Equity Committee to evaluate the status of each of these indicator as they relate to the following criteria: ACCESS. Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served. COURSE COMPLETION. Ratio of the number of credit courses that students by population group actually complete by the end of the term compared to the number of courses in which students in that group are enrolled on the census day of the term. ESL AND BASIC SKILLS COMPLETION. Ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or basic skills courses to the number of those students who complete a final course. DEGREE and CERTIFICATE COMPLETION. Ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal. TRANSFER. Ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English to the number of students in that group who actually transfer after one or more (up to six) years.

10

ACCESS GOALS AND ACTIVITIES

Demographic changes in the pool of students entering Shasta College are significant factors to consider. Theses changes include age, gender, and ethnicity. Like other colleges statewide, Shasta College has been profoundly changed by the huge influx of “non-traditional” students who have increasingly characterized our campus and extended education centers. Shasta College has experienced fluctuating enrollment in recent years because of the severe changes in the region’s economics. The College district is located in the state’s most impoverished sections and is in fact listed on the state’s most Distressed Areas. Over 1,700 students are on public assistance. Independent students who applied for financial aid showed personal income of only $7,571. Many area residents were forced to postpone, or end, their education in order to support themselves and their families. From a cultural standpoint, although the student population at Shasta College is predominately Anglo, it does reflect the communities it serves. The average age of Shasta College students is 32 years; thirty-one percent of the student body is 31 years of age or older. The following charts depict enrollment at Shasta College and the District Population, the demographic composition of the college compared with the Tri-Counties including income and educational attainment.

Population

YEAR

SHASTA COLLEGE

STUDENTS

DISTRICT

POPULATION

2000

10,152

232,317

2001

11,132

232,317

2002

11,456

239,160

Ethnicity

ETHNICITY SHASTA COLLEGE

STUDENTS

%

DISTRICT POPULATION

%

African American

101

1.0%

1,602

0.6%

American Indian/Alaskan Native

358

3.5%

4,270

1.7%

Asian/Pacific Islander

296

2.9%

3,751

1.5%

Hispanic

681

6.7%

18,386

7.4%

White

8122

80.0%

204,917

82.4%

Other/Unknown/Undeclared

594

5.9%

15,665

6.3%

11

Gender

GENDER SHASTA COLLEGE

STUDENTS

% DISTRICT POPULATION

%

Female

6,150

61.2%

79,572

48.7%

Male

3,891

38.8%

83,684

51.3%

Educational Attainment

EDUCATIONAL

LEVEL

SHASTA COUNTY

% TEHAMA

COUNTY

%

TRINITY COUNTY

%

Less than 9th Grade

5,931

6.3%

3,165

9.7%

551

6.2%

9th grade, No diploma

14,573

15.4%

5,888

18.1%

1,745

19.6%

High School Graduate

27,971

29.5%

10,288

31.6%

2,763

31.1%

Some College

33,374

35.2%

9,862

30.3%

2,691

30.3%

Associate Degree

9,573

10.1%

3,165

9.7%

946

10.6%

Bachelor=s Degree

12,995

13.7%

3,324

10.2%

1,143

12.9%

Difference from State Avg. of

Attainment of Bachelor's Degree (23.4%)

-9.7%

-13.2%

-10.5%

Barriers Outreach strategies that are engaging, relevant, multicultural in approach, and appeal to a variety of modalities work well with all populations, especially underrepresented groups. Unfortunately, numerous barriers can prevent economically disadvantaged, historically underrepresented individuals and students with disabilities from enrolling in college and accessing the programs and services available. Often the setting and environment of the college campus could be intimidating. Shasta College is cognizant of the many challenges that could prevent students from enrolling in college or from accessing student services. These are:

• Poor access to college information • Physical access barriers • Poor or lack of transportation • Lack of reliable child care • Financial problems • Lack of adequate housing • In adequate or insufficient academic support services • Confusing registration process • Students academically under-prepared for post-secondary education • Language barriers • Social and cultural barriers

12

Goals To effectively reach underrepresented groups and students with disabilities, the college is prepared to participate in a dynamic relationship with prospective students by developing a plan designed to reduce access barriers. The plan includes improving outreach recruitment activities to underserved groups and developing effective retention strategies for facilitating the successful attainment of students’ academic/vocational goals. Access objectives will be accomplished successfully within the timelines because the Equity Plan has the full support and commitment of the college, its staff, faculty, and administrators. Additionally, the strategies will be fully coordinated with other existing outreach endeavors on campus such as the EOPS/CARE Program, the Student Services Diversity Program, CalWORKS, Disabled Students Program and Services, and all other college matriculation efforts. The college will also seek community partners who will help us in reaching all population groups. Through this collaboration, we will be able to minimize access barriers by maximizing our resources and by coordinating related activities in order to reach all prospective students and provide them with quality and timely services. The following tables address the goals and related activities:

13

ACCESS GOALS AND ACTIVITIES

Goal 1: Increase the proportion of historically underrepresented student enrollment to match or exceed that of the population within the district and community. Barriers: Prospective students in the community have poor access to relevant information about the college. Activities: 1.

Review Shasta College Application/Enrollment process and the information provided to prospective students, including application process for special programs. a) Shasta College Application b) BOGG/Fee Waiver c) Financial Aid/FAFSA d) Special programs (EOPS/CARE, SSS TRIO, etc.)

Proposed Outcomes: Revised application form completed a) All forms available online including participation in Community College apply b) Financial aid assistance available at all outreach sites

Contact/Resource Dept: Admissions and Records, Financial Aids Office

2.

Facilitate transition from high schools and other colleges, re-entry into college; and vocational/tech prep programs. a) High Schools and Continuation Schools b) Utilize community liaisons through existing Student Services Diversity Program c) Involve community organizations, groups, and churches, in recruiting prospective students. d) Maintain a database of recruitment contacts and conduct follow-ups.

Proposed Outcomes: As a result of these activities, enrollment of underrepresented students will have increased over baseline data.

Contact/Resource Dept: Counseling, Career/Transfer Center, Research Office and Office of the Vice President of Student Services.

3.

Coordinate recruitment activities with other campus efforts. a) Student Services Cultural Diversity Program staff (community liaisons) will be present

14

at orientations and special events throughout the community and the District. b) Informational fliers about the college and appropriate documents such as catalogs,

schedules, and other recruitment materials will be available. c) Shasta-Tehama-Trinity Community College will have a strong presence at the county fairs, college nights, and cultural activities within the community.

Proposed Outcome: Development of a well-coordinated master calendar of events which jointly reflect community and college activities

4.

Collect Baseline data: a) Institutional Research Office will work with Administrative Computing Services to

establish a data warehouse for Student Equity Plan. b) Data will be reviewed each semester. c) Data will be assessed by Student Equity Committee and other related offices.

Proposed Outcome: Office of the VP of Student Services.

Contact/Resource Dept: College-wide recruitment will be included in the College’s Strategic Plan.

5.

Develop and expand Internet-based electronic information for students. This includes use of student e-mail accounts to enhance efficient interactivity with faculty and staff and develop accessible website and Internet based courses to ensure District compliance with Federal law including Section 508.

Proposed Outcome: a) Email accounts for all students b) Development and use of interactive communication between student and college personnel. Development and adoption of Section 508 policy to ensure compliance. c) Universally accessible (inclusion of all students and users) Internet-based information and courses will benefit prospective students with disabilities and all other students outside the district.

Contact/Resource Dept: Technology Support, Student Services and Instructional Council

15

ACCESS GOALS AND ACTIVITIES

Goal 2: Identify and decrease the barriers that under-represented students experience in the enrollment process. Barriers: The registration process is too confusing for many under-represented students especially those with language barriers. Activities: 1 .

Develop a five-year Action Plan for mitigating barriers. This would include a detailed description of an integrated approach the matriculation process which combines the efforts of appropriate departments across campus. a) Physical Plant b) DSPS c) EOPS/CARE d) Assessment Office e) Admissions and Records f) Counseling & Transfer Center g) Financial Aids h) ESL i) Centers of Excellence j) CalWORKS k) Extended Educations l) TRIO/Student Support Services

Proposed Outcome: Action plan developed and implemented utilized campus-wide

Contact/Resource Dept: Office of Student Development and Special Programs

2.

Translate appropriate enrollment documents in other languages and alternative formats.

Proposed Outcome: All appropriate documents available in Spanish, Mandarin, Laotian, and alternative formats for students with verified print related disabilities.

Contact/Resource Dept: ESL Office, Admissions and Records

16

3.

Expand existing mentor program by providing peer mentors to students during the matriculation process.

Proposed Outcome: Peer mentors available to help navigate underrepresented students through matriculation process.

Contact/Resource Dept: Counseling Department, Office of the VP of Student Services

4.

Conduct a study of a cohort group of underrepresented students and track them through enrollment process.

Proposed Outcome: Data from cohort group will show satisfaction with enrollment process as evidenced by student enrollment survey.

Contact/Resource Dept: Administrative Computing, Research Office, and Admissions & Records.

17

ACCESS GOALS AND ACTIVITIES

Goal 3: Increase the number of underrepresented students enrolling in AA/AS and transfer level courses and completing program of study. Barriers: Underrepresented students may be enrolled in classes that do not lead to completion of certificate, degree or transferable units. Activities 1.

Establish base line data and monitor information

Proposed Outcome: An increase in completion of transferable units.

Contact/Resource Dept: Career and Transfer Center, Research Office

2.

Work with high schools to promote the importance of having underrepresented students take college prep courses and complete university transfer requirement.

Proposed Outcome: An increase over baseline data in the number of matriculating underrepresented students qualified to enroll in college level courses, AA/AS degree and transfer courses.

Contact/Resource Dept: Counseling Department, Career and Transfer Center, Office of Student Development and Special Programs.

3.

Using the PACE (Program for Adult College Education) model, strengthen cohort counseling approach to improve retention and completion rates of underrepresented groups.

Proposed Outcome: Establishment of baseline data regarding how many underrepresented students are undeclared.

Contact/Resource Dept: Research Office

18

4.

Explore sources of funding for First-Year Experience Program to improve retention/completion rates of underrepresented students.

Proposed Outcome: Implementation of a First-Year Experience Program which includes expanded college orientation, alternate orientations for ESL students, counseling, follow-ups, and a year-long (two semesters) First-Year Experience course.

Contact/Resource Dept: Student Services and Research Office

19

COURSE COMPLETION

A review of the data on the course completion rate revealed the following concerns: A course completion rate for basic skills courses which was less than degree-applicable or transfer courses; Course completion rates for African American, Hispanic and Native American students less than that of the total student population; and, an overall successful course completion rate less than what is desired by the committee. Student success and course completion rates can be increased through greater coordination of activities, programs, and planning relevant to overall student success. The program review process will require that programs address student success in relation to underrepresented groups. Programs and intervention strategies within the classroom can be expanded to identify which strategies can best help with the success and persistence of underprepared students. Another success component to improve and promote student equity is to provide students with accurate, timely information and to help them define educational goals that are realistic and attainable. The matriculation process is intended to assure all students access to higher education opportunities. An additional purpose is to increase institutional effectiveness and to ensure that students are appropriately placed in courses. The matriculation process requires that the college assist students to make their course placement and other educational choices with professional guidance, emphasizing the use of multiple assessment measures and conscientiously applied support services. Students should be offered access to tools designed to help them identify their attitudes, interests, values, personality types and abilities. Considerations of instructional style and learning style may be major factors in student success. These same considerations necessitate attention at the time of placement and advising. One of the most critical factors in enhancing student success is a sense of connection. Learning communities create cohorts of connection that can positively reinforce student retention. Assisting students to overcome the sense of isolation that can lead to drop out is a key benefit of learning community approaches. A learning community may involve several instructors in different disciplines working with the same students to facilitate connections between subjects based on a common theme. Students find greater coherence in what they are learning, as well as increased intellectual interaction with faculty and fellow students. Assisting students to develop self reliance techniques for coping more effectively with academic and other demands of college life can be incorporated into the learning community through faculty and peer mentoring. Assisting instructional staff to incorporate classroom assessment techniques to better understand students’ learning and to improve teaching can help faculty discover whether and how they are addressing the needs of the many diverse students in a given class. Early alert systems may identify students who are at risk of academic dismissal or failure, and provide short term feedback about the learning and teaching process when it is still possible to make mid-course corrections.

20

COURSE COMPLETION GOALS AND ACTIVITIES

Goal 1: Increase course completion and success rates for all groups Barriers: Course completion rates are lower than college average for underrepresented and basic skills students; dropout rates are high; students lack course selection awareness; lack of financial resources (late financial aid application). Activities 1.

Conduct needs assessment to identify barriers to college success. a) Student focus groups b) Campus Climate Survey c) Seek input from instructional staff

Proposed Outcome: a) Increase awareness of barriers b) Establish baseline and determine process to reduce barriers where they exist.

Contact/Resource Department: Research Office, Office of Instruction and Students Services

2.

Orientation, Assessment and Course Selection a) Enhance orientation and advisement programs to include strategies for college success:

expectations of college, financial aid, self-esteem, goal setting, effective decision making.

b) Knowledge of prerequisites and process.

Proposed Outcome: a) Increase student preparation for college going and campus expectations. b) Ensure student connection with financial aid resources. c) Improved decision making and goal setting skills help students cope and adapt. d) Menu of late-start courses. e) Follow up counseling appointment.

Contact/Resource Department: Counseling, Assessment and Student Services.

3.

Career exploration and goal setting. a) Hold workshops throughout each semester to help students realistically select careers (Course completions improved when students have identified career goals)

21

b) Enhance and publicize Career and Transfer Center activities, including assessments such as MBTI and Strong Interest Inventory.

Proposed Outcome: a) Students with a career goal are more likely to complete a program of study. b) Increased awareness and utilization of Career and Transfer Center resources will provide students with help on major selection and career direction.

Contact/Resource Department: Career/Transfer Center, Counseling.

4.

Diverse multicultural curriculum: a) Instructors will strive to infuse multiculturalism across the curriculum. b) Institutional effort to recruit and hire diverse instructional staff. c) Provide staff development on FLEX programs on how to integrate diversity into the curriculum, including textbook choices.

Proposed Outcome : a) More opportunity for students to broaden their awareness and understanding of diverse cultures and thought. b) Institutionalization of Cultural Diversity Programs increase cross cultural perspective c) Instructional staff will benefit from professional development in multicultural instruction.

Contact/Resource Department: Instruction, Student Services, Human Resource.

5.

Develop and promote social activities to connect students to the campus. a) Create informal support groups on campus. b) Offer special cultural and social events on campus.

Proposed Outcome: a) Students who are connected to campus activities, organizations, individuals, are more likely to persist semester to semester. b) Broader opportunities for students to find a connection will enhance the effort to retain students.

Contact/Resource Department: Student Services, Associated Student Body and Foundation.

22

COURSE COMPLETION GOALS AND ACTIVITIES

Goal 2: Increase the completion rate for basic skills courses. Barriers: High dropout rate for basic skills students; lack of preparation for college level work; returning students out of academic mainstream for years. Activities 1.

Cluster groups of instructors to work with students. a) Create a cluster of basic skills courses designed for under-prepared students; b) Provide support and professional development for basic skills instructional staff.

Proposed Outcome: a) Create basic skills cohorts/learning communities so that students connect to a network of peers. b) Basic skills instructional staff would benefit from professional development for support.

Contact/Resource Department: Instruction, Counseling.

2.

Develop Support Systems. a) Provide workshops and assistance for students to help create strong support systems at home to assist in course work and course completion. b) Offer programs designed to help parents, spouses, family members learn ways to provide assistance for students.

Proposed Outcome a) Include families in orientation process, such as Parents’ Day at CSU. b) Family/partner awareness of college expectations and demands will improve student ability to stay in school.

Contact/Resource Department: Student Services, Counseling.

3.

Release time for basic skills instructors a) Provide release time or summer employment for basic skills instructors to collaborate and develop programs to improve success rate of basic skills students. b) Research success programs at other campuses. c) Write grants and coordinate existing resources.

23

Proposed Outcome: Professional development is essential for all instructional staff, especially those teaching basic skills.

Contact/Resource Department: Instruction, Research Office.

24

COURSE COMPLETION GOALS AND ACTIVITIES

Goal 3: Increase completion rates for degree applicable and transfer courses. Barriers: Improper course selection (prerequisites enforced beginning Summer 04). Activities 1.

Curriculum Enhancement and Technology a) Offer increased numbers of study skills classes with a focus on writing skills. b) Explore various options to enhance the curriculum to reflect changing needs of students, such as applied learning. c) Explore the various uses of technology in the curriculum to assist students in succeeding in their courses.

Proposed Outcome: a) Improvement of writing skills translate across curriculum, and will improve student performance. b) Student Surveys should include questions to reflect the changing needs of students, and allow for instruction to be developed to meet student needs. c) Students would benefit from the opportunity to earn an online degree (AA/AAS).

Contact/Resource Department: Instruction, Student Services, Research Office.

2. Early Alert:

a) Establish a system of early alert for basic skills students to provide assistance before they drop out or fail; b) Offer supplemental instruction in core subjects.

Proposed Outcome: a) Provide instructors with an online system to flag students needing academic attention. b) Ensure that students receive tutoring help and counseling as needed. c) Supplemental instruction provides more in depth study for students in need of additional help.

Contact/Resource Department: Admission and Records, Instruction, Counseling.

3.

Teaching Styles and Techniques for Student Success. a) Expand the use of a variety of teaching styles directed towards the different learning

styles of students with the intent of improving student success.

25

b) Provide FLEX training or professional development for instructional staff.

Proposed Outcome: a) Students would benefit from observation of instructors classroom/teaching style prior to registering for a course b) Students would benefit from awareness of their own learning styles. c) Instructional staff would benefit from professional development opportunities to increase understanding of teaching/learning styles.

Contact/Resource Department: Instruction, Counseling

4.

Role Models and Mentoring a) Explore options for providing mentoring that involves students, college staff and community members. b) Mentors would assist students in accessing resources designed to help them stay in college.

Proposed Outcome: a) An organized peer tutoring/mentoring system could help connect students to campus. b) Integration with existing volunteer and service learning programs could provide structure.

Contact/Resource Department: Student Services

26

DEGREE AND CERTIFICATE COMPLETION

Shasta College serves a wide geographical area that includes outreach sites in Burney, Weaverville, Corning and Red Bluff. The Admissions and Records Office on the main campus serves as the centralized location where all students’ admissions information is collected, college grades are posted for each semester, official college transcripts are maintained and where credentials for both vocational and transfer degrees are verified. Since the establishment of the Red Bluff Center, Shasta College’s enrollments has increased and the center in now serving over five hundred students each semester. A lot of the students in the south county are utilizing the Red Bluff Center more frequently and now can complete the majority of there course work at the Center. However, there is still a population of underrepresented students throughout the district who still have limited access to the college because of distance and inability to get to our college sites. Through advance technology and the use of the internet, Shasta College student have alternative modes of completing college level course work. For many of these students it frees them up from the traditional way of taking classes and allowed them to take classes in a more independent manner. Internet classes have increased every semester and more and more student are looking at fulfilling many of there general education courses on line. There are students at Shasta College who have completed more than 45 units of course work, but have not applied them to fulfill graduation requirements. The committee identified this as a barrier that needs to be addressed and made suggestions regarding this concern. Areas considered were to enhance publication materials and make them more readily available through all media formats and providing students e-mail accounts for flexibility and for early notification of counseling appointments to review there status towards earning a certificate, A.A./A.S. or transfer. Another area considered is that the campus needs to implement the audit degree program that is a component of the new Management Information System purchased by the district so that it can evaluate all incoming external transcripts for students. This will enhance the degree audit process more efficiently so that counselors can properly assess the student’s academic courses and review their transcripts towards completing their college requirements and towards graduation. More research needs to be conducted and data collected to measure the impact of identifying and serving more students to complete their requirements for graduation. A more accurate tracking system is imperative to the success of more students being identified early to stay on track towards graduation. The goal is to increase the number of degrees and certificates applied for and /or awarded by five percent by the 2005-2006 academic school year.

Shasta-Tehama-Trinity Joint CC District

27

Degrees and Certificates 1998-2002

DECLARED MAJORS AND UNDECIDED STUDENTS BY ETHNICITY

28

African American

American Indian/ Alaskan Native

Asian/ Pacific Islander /Filipino Hispanic

White Non- Hispanic

Other/ Unknown/ Undeclared

Declared 42 172 139 259 3384 184 Declared 0.4% 1.5% 1.2% 2.3% 29.5% 1.6% Undecided 74 271 167 548 5721 495 0.6% 2.4% 1.5% 4.8% 49.9% 4.3%

African American

American Indian/ Alaskan Native

Asian/ Pacific Islander /Filipino Hispanic

White Non- Hispanic

Other/ Unknown/ Undeclared

Declared 0.4% 1.5% 1.2% 2.3% 29.5% 1.6% Undecided/Undeclared Major 0.6% 2.4% 1.5% 4.8% 49.9% 4.3%

.

DEGREE AND CERTIFICATE COMPLETION GOALS AND ACTIVIES

29

GOAL 1: Increase the number of degrees and certificates applied for and/or awarded by Five percent by the 2005-2006 academic year. Barriers: Underrepresented students may not be enrolled or complete the required course work needed to complete a certificate, A.A./A.S. degree or a transfer degree. Activities 1.

Promote Degrees: Enhance publications and/or availability of degree listings by fliers, signs, other promotional efforts through all media formats.

Proposed Outcome: An increase of applications for completion of certificates, A.A./A.S. degrees and Transfer degrees.

Contact/Resource Department: Admissions and Records Office, Counseling Department and Transfer Center.

2.

Contact students: Produce mass mailing to students with 45 completed units and/or students in enrolled in targeted certificate programs earlier in semester to encourage contact with counselors.

Proposed Outcome: To increase the number of students who are planning to graduate (45+ units) to make counseling appointments to review their graduation status early.

Contact/Resource Department: Admissions and Records and Counseling Department.

3.

Program review: Emphasize degree/certificate completion in all program review studies conducted.

Proposed Outcome: Include in Program Review for each academic discipline data regarding the number of degrees and certificates completed by students within their majors.

Contact/Resource Department: Office of Instruction, Academic Centers and Admissions and Records Office.

4.

Student e-mail: Explore feasibility of establishing student e-mail accounts.

30

Proposed Outcome: Establishment of e-mail accounts for all Shasta College students.

Contact/Resource Department: Office of Information Services and Technology, Administrative Computing Services (DATATEL) and Admissions and Records Office.

Goal 2: Initiate utilization of degree audit component exclude in existing Management Information System (DATATEL). Barriers: Program has not yet been implemented on our current Management Information System (DATATEL) that will allow Admission and Records to conduct comprehensive degree audits for students. Activities: 1.

Technical training: Initiate technical training to IT and Admissions evaluators to utilize degree audit component.

Proposed Outcome: Implement degree audit program for Admissions and Records.

Contact/Resource Department: Admissions and Records Department

2.

Course equivalency database: Expand course equivalency data base by initiating the evaluation of all incoming external transcripts.

Proposed Outcome: Increase the number of completed course evaluations done on all incoming external transcripts, and to establish a data base system on evaluated transcripts.

Contact/Resource Department: Admissions and Records Office and Management Information System (DATATEL).

ESL & BASIC SKILLS

31

ESL and Basic Skills Completion: Number of students who complete transfer English after having completed the final ESL or basic skills course in the discipline. A review of the data indicates that from fall 1999 to fall 2003, after completing the highest level ESL course, 25% of ESL students successfully completed transfer English, while 23% of students did not. Based on Student Information Records collected each semester, the other 52% represents ESL students with self-reported, limited goals who declared no interest in obtaining degrees, certificates or continuing beyond ESL courses. In order to increase the persistence rate of ESL students to transfer English, the committee determined that the college should:

• Identify the barriers that ESL students encounter in persisting to transfer English, including determining the need for improved course offerings leading to transfer English at Extended Education sties and improved access to assessment.

• Develop an outreach plan. • Provide separate orientations in various modalities to inform ESL students of

course offerings, programs and services. Translate matriculation-related documents in various languages.

• Establish a comprehensive follow-up system of ESL student enrollment from Basic Skills/ESL courses to transfer English.

• Explore existing models of recruitment, retention and outreach.

No data was available for Basic Skills completion. This data needs to be developed. The committee recommends the following:

• Collect baseline data on persistence.

• Establish a comprehensive tracking system of students from Basic Skills courses to transfer English.

ESL & BASIC SKILLS GOALS AND ACTIVITIES

32

Goal 1: Identify the barriers that ESL students encounter in persisting to transfer English. Barriers: It is difficult to identify non-native speakers of English in need of instruction and services. Activities 1.

Identify ESL population a) Revise the Shasta College application to better identify the ESL population. b) Incorporate option for ESL COMPASS testing in assessment procedures. c) Arrange for information about ESL classes and assessment to be included in regular orientations and counselor high school visits. d) Visit local high school campuses with large ESL populations to present information about Shasta College and ESL classes. Include ESL Student Ambassadors.

Proposed Outcome: a) “Need for Services/Referral” section on application developed. b) Creation of Document informing students of assessment options. c) Identification of local high schools with large ESL population, and development of an outreach plan.

Contact/Resource Department: a) Admissions and Records Office and Administrative Computing Services b) Assessment Office c) Student Services and Academic Centers

2.

Identify needs of ESL population on campus and through outreach efforts a) Determine if course offerings leading to transfer English are sufficient in outreach areas by implementing a needs assessment. Plan proactive outreach activities to reach target community in Extended Education sites. b) Provide increased access for ESL assessment off campus. c) Implement on-going training of staff and counselors regarding INS and residency

regulations. d) Translate matriculation related forms and documents into other languages, and make them readily available in alternative formats.

Proposed Outcome: a) Identification of local high schools with large ESL populations, and development of an outreach plan. b) Computer availability for ESL Compass testing at off-campus sites (Red Bluff High

School). c) Training scheduled each semester on campus and off for new staff regarding INS and residency regulations.

33

d) Display of documents in Spanish in areas where students register for courses. e) Development of matriculation-related documents in Mandarin. Statistical information reviewed periodically to monitor language backgrounds of current student population.

Contact/Resource Department: a) Student Services Cultural Diversity Program b) Assessment Office c) Admissions and Records Office d) Research Office

ESL & BASIC SKILLS GOALS AND ACTIVITIES

34

Goal 2: Increase persistence rate of ESL students to transfer English. Barriers: ESL Students may be enrolled in too many classes that do not lead to completion of certificate, degree or transferable units Activities 1.

Provide separate orientation to inform ESL students of course offerings, programs and support services. a) Create orientation CDs in Spanish, Mandarin and Mien for on-campus and Extended Education sites. b) Arrange for in-class orientations in advanced-level ESL classes to recruit students for academic track.

Proposed Outcome: a) Creation of orientation CD in Spanish and in other languages in successive

semesters. b) Coordination with International Student Advisor for in-class orientations.

Contact/Resource Department: a) Student Development and Administrative Computing Services b) International Student Advisor and ESL Office

2.

Explore existing models of recruitment, retention, and outreach, i.e. GEAR UP and Migrant Education, to increase persistence of Latino and Mien populations.

Proposed Outcome: Increase in retention over baseline data

Contact/Resource Department: Student Development

3.

Establish a comprehensive follow-up system of ESL student enrollment from Basic Skills courses through transfer level English. a) Implement regular student-counselor contact for academic advising. b) Establish tracking system for ESL cohort groups through Research Office.

Proposed Outcome a) Establishment of on-going monthly meetings between International Student Advisor

and ESL faculty. b) Data reviewed each semester

35

Contact/Resource Department a) International Student Counselor and ESL faculty b) Research Office

Goal 3: Establish data on persistence for Basic Skills math and English. Barriers: Data is not available. ACTIVITIES: 1 Collect baseline data

Proposed Outcome: a) Development of needed research in areas of persistence which currently does not exist. b) Establishment of tracking system c) Implementation of regular student-counselor contacts.

Contact/Resource Department: a) Research Office b) Student Support Services.

36

ESL Student Progress

Academic ESL Students Who Did

Not Progress To Transfer English

23%

ESL Students With Limited Self-

Reported Goal52%

ESL Students Completing

Transfer English25%

37

TRANSFER GOALS AND ACTIVITIES

In a letter from Patrick Perry and Fusako Yokotobi, CCCCO, dated December 9, 2003 to Research and Planning Personnel, transfer rate is defined and data requirements for Student Equity Plans were stated and are included below:

Transfer rate has been defined as the ratio of the number of students by population group who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English, to the number of students in that group who actually transfer after one or more (up to six) years. This definition conforms to the Chancellor’s Office definition of “transfer rate” as defined in the annual “Persistently Low Transfer College” analysis; it involves a longitudinal analysis using a behaviorally-defined cohort of transfer-intent. The Chancellor’s Office will not be able to provide this data at this time and will not require this metric for the report, but encourages local efforts to drive this data using local matching agreements, the National Student Clearinghouse, or the California Partnership for Achieving Student Success (CALPASS) data sources.

Shasta College does not have access to ‘transfer rate’ data. Instead we examined the number of Shasta College students who had enrolled at California State Universities and Universities of

California using data supplied by the California Postsecondary Education Commission (CPEC).

Year System

Asian/

Pac Is Black Filipino Latino

Nat

Amer Other White NonRes

Alien No

Response Total2002 CSU 14 6 1 21 15 0 270 5 53 385 2003 CSU 16 4 3 19 6 0 261 3 63 375 2004 CSU 11 0 4 20 10 0 314 7 51 417

2002 UC 4 3 1 1 0 1 34 0 5 49 2003 UC 2 0 0 1 3 0 24 0 3 33 2004 UC 2 0 1 1 1 1 29 0 3 38 2002 UC/CSU 18 9 2 22 15 1 304 5 58 434 2003 UC/CSU 18 4 3 20 9 0 285 3 66 408 2004 UC/CSU 13 0 5 21 11 1 343 7 54 455

In addition, current services were identified and suggestions were made for enhancements and additional activities that may increase our students’ ability to compete for admission to four-year universities and colleges. We looked at Shasta College’s activities on and off our campus, because preparation prior to attending college was identified as a critical factor to transfer success. Areas considered were academic and financial readiness, efficiency in matriculation and vehicles for communication. The goals for the 2003–2004 academic year included: 1) identifying and decreasing the barriers that under-represented students experience in transferring to four-year baccalaureate granting colleges and universities, 2) increasing the number of under-represented students who transfer annually, and 3) establishing a more comprehensive system to track transfer rates. Additional sources of data will be further investigated. We will continue to use data from CPEC and request data from National University, Simpson University and University of Phoenix.

38

TRANSFER GOALS AND ACTIVITIES

Goal 1: Identify and decrease the barriers that under-represented students experience in transferring to four year baccalaureate granting colleges and universities. Barriers: Funding source; turn around time on Datatel requests for statistical queries (staff shortage); no college e-mail accounts for students; lack of computer access for students (on and off campus). Activities: 1.

Provide outreach marketing that is inviting to underrepresented populations who are interested in transferring. a) College marketing (T.V., posters, cover of schedule, video, web pages) includes

diverse populations AND highlights the option of transfer preparation. Ensure that web pages are ADA compliant.

b) Student Ambassadors – include diverse students who plan to transfer or have transferred (Shasta College alumni, and sophomores) during presentations (outreach, orientation).

c) Advertise existing transfer preparation. activities campus wide (flyers, class announcements, web pages).

d) Student Equity Committee member serve on (or present to/provide training) campus committees (i.e. marketing, outreach, Staff Diversity) to ensure focus on diversity and transfer.

e) Re-organize college website. Increase user friendliness. Include transfer resources on-line (CSU, GE, IGETC).

Proposed Outcome: Increased enrollments of under represented populations.

Contact/Resource Department: Office of Student Development.

2.

Implement intake/assessment and distribution system to notify all Shasta College students via e-mail of workshops. a) Establish college e-mail address for students. b) Use data collected through application, assessment and orientation to identify student

needs and to inform students of programs and workshops that can serve their needs.

Proposed Outcome: Increase response time from students, decrease cost of postage.

Contact/Resource Department: Admission & Records; Information Services & Technology and Office of Student Development.

39

TRANSFER GOALS AND ACTIVITIES

3.

Implement college wide “follow-up system” with reminder post cards, phone calls, mailers, e-mails. Create web page link from college homepage for “transfer students.” a) Work with information system (Datatel) to identify subgroups (i.e. EOPS, SSS,

athletes, probation students) for queries.

Proposed Outcome: Increase students’ “connectedness” to college, retention, persistence, transfer rates.

Contact/Resource Department: Career & Transfer Center, Office of Student Development, Information Services & Technology.

4.

Establish focus groups to identify hidden barriers. Provide workshops for underrepresented students to meet as a group to discuss “hidden” barriers to transferring to a four-year institution- discuss strategies to address the barriers.

Proposed Outcome: Establish a bank of quantitative data, increase strategies to address barriers.

Contact/Resource Department: Research, Counseling, Career & Transfer Center.

5.

Provide four-year university information on programs for underrepresented students including contacts and phone numbers.

Proposed Outcome: Establish connections between transfer students and university program staff.

Contact/Resource Department: Career & Transfer Center

40

TRANSFER GOALS AND ACTIVITIES

Goal 2: Increase the number of under-represented students that transfer to four year baccalaureate granting colleges and universities. Barriers: No centralized location for student information; no centralized calendar for all campus activities. Activities:

1. Increase coordination of campus wide collaborative advertising through flyers, college e-mails, web pages, college newspaper for activities such as but not limited to: a) Transfer workshops b) Field trips to various colleges and Universities c) University representatives/advisor on campus, on the spot admissions d) College to Career Fair e) Financial Aid f) Transfer Admission Agreements g) Student Development Courses (STU 1,50,70,90,92), workshops h) College: Making It Happen (community Spring event by College Options)

TO (mailing list): a) High Schools b) Extended Ed Sites c) Alumni, Student Ambassadors d) Phi Theta Kappa Honors Society e) Students enrolled in STU courses, receiving probation status letters f) Tutoring Services g) Student Services

Proposed Outcome: “Welcome Center” will provide increased campus coordination and dissemination of information.

Contact/Resource Department: Office of Student Development and Special Programs.

2.

Follow-up after College to Career Fair, College: Making It Happen and 8th Grade Career Day. a) Evaluation forms for all participants (teachers and students) to complete b) Database setup for data entries/evaluation c) Mailing list for participating schools d) In person (i.e., counselors) follow up outreach to schools e) Dissemination of results campus wide and to the community

41

Proposed Outcome: Data provides rationale for continued outreach to strengthen relationships with feeder schools.

Contact/Resource Department: Office of Student Development and Special Programs and Career & Transfer Center.

3.

Transfer Advisory Committee - Create a partnerships with 4 year colleges in order to jointly address the needs of the target population as they prepare to transfer while attending Shasta College. a) Identify representatives for a transfer advisory committee, include student equity as a

primary objective. Create a mission statement. b) Set up regular meetings to plan information sessions at Shasta College (in addition to

existing College to Career Fair). Dove tail with established Shasta College activities.

Proposed Outcome: Strengthen relationships with universities.

Contact/Resource Department: Career &Transfer Center.

42

TRANSFER RATE GOALS AND ACTIVITIES

Goal 3: Establish a more comprehensive system to track transfer rates. Barriers: Funding and staffing. Activities: 1.

In addition to utilizing the existing CPEC web reporting system, set up systems to annually acquire data from local four year private colleges (i.e., Simpson College, National University and University of Phoenix).

Proposed Outcome: Increase data for determining number of Shasta College transfers.

Contact/Resource Department: Career & Transfer Center, Research Office

2.

Revise the Shasta College application and include a ROI (release of information) statement, which is critical in establishing an accurate tracking system (i.e., possible participation in CALPASS).

Proposed Outcome: Increase our ability to acquire data. Ability to use the data to market our transfer programs.

Contact/Resource Department: Shasta College (specific department to be determined at a later time.)

3.

Campus wide support and funding (if needed) to acquire data from CALPASS if determined to be viable sources of data.

Proposed Outcome: a) On going efforts to acquire data related to ‘transfer rate’ of under represented students. b) Longitudinal data to view trends. c) Ability to access data from public, private and out-of-state schools.

Contact/Resource Department: Shasta College (specific department to be determined at a later time.)

43

SOURCE OF FUNDING

As we approach the implementation phase of our Student Equity Plan, the college will have to acquire adequate sources of funding for its required projects through both internal and external resources. Internal Resources:

• Utilize existing resources by shifting the emphasis in some programs to accommodate the added Student Equity activities.

• Discuss and consider the reallocation of existing resources for selected equity activities.

• Prioritize the equity activities that will require existing resources from the college. External Resources:

• Seek out and submit whenever possible grant applications to address the Student Equity activities. Potential grant applications could be sought out from the following programs:

TRIO Programs – Talent Search, Upward Bound, Economic Opportunity Center Title III Program Title IV Program Puente Program Matriculation Program VATEA Funds

All sources of funding to support the activities of the Students Equity report will be discussed by the Student Equity Committee and then forwarded to the College President for evaluation and/or approval.

44

EVALUATION SCHEDULE AND PROCESS The Shasta College Student Equity Plan (SEP) adheres to the guidelines provided by the California Community Colleges Chancellor’s Office as well as to established institutional policies. To ensure institutional priority, a Student Equity Committee was established to identify and evaluate existing college practices, develop goals, and make recommendations. Since Shasta College has limited resources and must allocate them prudently in order to fulfill the College’s mission to meet increased and changing student and community needs, the evaluation of the Student Equity Plan was not a peripheral activity but one which was tightly integrated with existing college-wide planning operations. The evaluation included both formative and summative evaluation techniques that assisted the committee in identifying barriers to student success as they relate to the five student equity indicators. The Formative evaluation process measured how the implementation of activities was progressing, determined the effectiveness of the activities and strategies, and finally, make any necessary adjustments to these activities if needed. The Summative Formative evaluation process determined if the goals are being met for each of activities were progressing and then to meet as many off these activities if needed. The Student Equity Committee is responsible for the monitoring and updating of the Student Equity plan. The committee will meet at least twice per year to review the progress and accomplishment of our submitted Student Equity report. The Student Plan will be shared with College Council and all constituencies. The Director of Student Development and Special Programs, with the assistance of the Director of Research and Grants, will publish the indicator data annually on its campus website so that it can be accessed by all constituent groups at the college. Existing Activities The Student Equity Committee identified existing college programs that focus on improving student success. Each year, the committee will work closely with these programs and coordinate activities and strategies, maximize efficiency and resources in order to avoid duplication of efforts. These programs include:

• EOPS/CARE • DSP&S • TRIO-Student Support Services • CalWORKS • Career & Transfer Center

Student Services Diversity Program