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ANNUAL REPORT
OF GOALS AND
MEASURES
2011-2012
Educational Opportunity Program
Student Support Services
Student Learning Center
A Division of Student Affairs
California State University, Chico
2
The Educational Opportunity Program, Student Support Services, and the
Student Learning Center, first and foremost, support the mission of California
State University, Chico.
EDUCATIONAL OPPORTUNITY PROGRAM
I. Mission Statement
The mission of the Educational Opportunity Program (EOP) is to provide access
and support services to first generation college students who are economically,
educationally, and/or environmentally disadvantaged, but display the potential to
succeed in post-secondary education and to assist the university in the
matriculation, retention, and graduation of EOP students.
II. Departmental Accomplishments
Expanded the English component of
Summer Bridge.
Improved
upon
first year/EOP Course Link components.
Implemented the
1
st
EOP Career Fair as part of the
EOP/FYE.
Enhanced our
partnership with Craig Hall as a residential housing
option
for EOP students.
Hosted an EOP Student Leadership Conference for CSU campuses in the
northern region.
Made improvements on the “Advisor” database system.
Highlights:
Expanded the English component of Summer Bridge – Students met
with English faculty for 15 hours of English workshops throughout the
week. These workshops acted as the beginning of the English stretch
model, preparing students for the work that will be required in UNIV 101
and eventually ENGL 130. The 15 hours of contact with English faculty
will also satisfy the Early Start Program requirements that the majority of
Summer Bridge participants are required to complete starting fall 2012.
I
mproved upon first year/EOP Course LInk components – Six sections
of UNIV 101 were set aside as EOP sections and utilized as part of the
EOP Freshmen Course Link in the fall. Starting fall 2012, these EOP
sections will be the only UNIV 101 courses taught on campus. Through
our collaboration with FYE and the Dean of Undergraduate Education,
they have agreed to continue to support six sections of UNIV 101 for EOP
students only. The EOP staff will continue to meet with UNIV 101
instructors before the start of the semester to discuss goals for the class
and to share information on our students. EOP Parapros will sit in on
classes two out of the three days that the class meets each week.
3
Parapros will act as student role models, help facilitate group discussions,
and provide support with other classroom activities. In addition, the
Parapro staff will help facilitate a series of four workshops in the fall to
help EOP first time students with their transition to college life. UNIV101
and ENGL 130 are continuing to collaborate to improve upon our stretch
model for English. By taking UNIV 101 in the fall, students are able to
focus on the English skills necessary to do well in ENGL 130 the following
spring. The pass rate in English for students participating in the EOP
Course Link this year was 91.3% (147 out of 161 passed).
Implemented the 1
st
EOP Career Fair as part of the EOP/FYE – In
collaboration with the campus FYE Coordinator and the UNIV 101
instructors, EOP hosted a Career Fair for all EOP first year students.
Students taking part in the EOP Course Link were given extra credit for
attending the Career Fair and completing assignments that were given to
them by EOP staff. The EOP staff was responsible for correcting
assignments and sending the results to the UNIV 101 instructors.
Approximately 20 EOP Alumni participated in the event as the career
consultants and the feedback from students was overwhelmingly positive.
E
nhanced partnership with Craig Hall Living Complex –
Students
choosing to live on campus must often take out loans to meet the expense
of living in an on-campus residence hall. With Craig Hall as an option,
students are able to gain a residential living experience for $1,500 to
$2,000 less than the price of living on campus. Craig Hall is willing to
waive the initial deposit, allowing EOP students to pay half in fall and the
balance in the spring or pay it off in monthly installments. We were also
able to persuade Craig Hall to change their policy on EOP students who
broke housing rules that required them to be removed from the complex.
In the past, the student was still responsible for payment for the entire
year. Since we only had one student that was asked to leave, they agreed
to only charge students for 90 days or the balance of the contact,
whichever was less. This is a major accommodation as these are
students on limited Financial Aid and they basically had to pay for two
rents during the spring semester. EOP students living in Craig Hall went
from 32 in fall 2010 to 69 in fall 2011. EOP sponsored a number of
workshops at Craig Hall open to all EOP first year students.
Hosted a
n EOP Student Leadership Conference – For the first time,
five regional EOP Student Leadership Conferences were held throughout
the CSU system. Our EOP Student Association hosted student leaders
from Humboldt, Sonoma, and Sacramento. The student leaders spent the
day together networking, learning about the history of EOP, and
participating in leadership development activities.
Made improvements on the “Advisor” database system – This past
year, the Reporting component in Advisor was linked directly to the
student profiles, giving advisors the ability to move more efficiently from
group reports to individual student files.
4
III. Changes in Policies and Procedures
Admissions – Due to the large number of applications for fall 2012, this
was the first year we started ranking applications for EOP eligibility, with
our service area students and students involved with TRiO or other
support programs receiving priority.
Summer Bridge – We have expanded the English component of Summer
Bridge back to the 2008 level so that students have 15 hours of classroom
contact with English faculty. This model will satisfy the requirement for the
Early Start program that will begin this fall 2012.
IV. Resources Summary
Budget Summary:
EOP bu
dg
et allocation for 2011-2012 $721,268
(includes 1/3 rollover of $25,244 from 2010-2011;
reflects $7,056 in Student Learning Fee dollars
for SLC)
Work Study (includes SLC; initial allocation was for 67,500
$55,000 with two subsequent increases)
T
otal allocation 788,768
Projected Annual Expense – EOP (640,281)
Unused Work Study (7)
Projected Annual Expense – Summer Bridge
Projected Rollover Balance*
(64,653)
$83,827
*Note: A six month staff vacancy resulted in large salary savings.
Staffing:
P
araprofessional Advisors and EOP Interns –
EOP programs, even more
so than college communities in general, tend to be female dominant. It is
often difficult to find an equal number of male studentsstaff to match the
number of female student staff. During the 2011-2012 academic year,
there were four female Parapros and two males; EOP Interns were two
females and one male.
An RA in the Craig Hall complex was on the EOP student payroll for a few
hours per week. The RA attended Parapro meetings and met with the
EOP advising staff on a regular basis to discuss programming for EOP
students living in Craig Hall. Deon Arnett was the Craig Hall RA last year
and has been hired to return as EOP Liaison again this upcoming year.
5
Tara Dale Sanders accepted a position at Los Medanos Community
College in November. Due to a backlog in Human Resources, it took a
long time to get the position description approved. A new advisor, Dawn
Frank, started in June. The EOP advising staff did a wonderful job of
pulling together to fill in where needed to make sure that Tara’s job
responsibilities were covered and that students would not be at a
disadvantage because of one less advisor.
Katy O’Bryan, ASA II, retired at the end of June. When the position
description was submitted, it was determined to be an ASA I. Given the
current budgetary climate, it was also only approved as a temporary hire.
The position closed June 18
th
and a hire is imminent.
Facilities/Equipment:
N/A
V. Program Evaluation for Past Year
Primary Goals
1. EOP will provide assistance to first generation college students who are low-
in
come and/or educationally disadvantaged students and have the potential
to perform satisfactorily at CSU, Chico.
2. EOP will provide a comprehensive program of support services that will
enhance the knowledge, understanding, and skills necessary for the
academic success and the personal development of EOP students.
3. EOP will promote social, cultural, and ethnic diversity in the CSU, Chico
campus population.
4. EOP will educate and inform students, faculty, and staff about program
se
rv
ices and accomplishments.
5. EOP professional staff will maintain currency in the fields of college student
retention and issues facing non-traditional college students through
memberships in professional organizations, reading in appropriate research
journals, and professional development opportunities.
6. EOP will encourage student participation and involvement in the CSU, Chico
campus community and the community of Chico as a whole.
6
Annual Objectives 2011-2012
1. With the loss of the temporary EOP First Year Experience (FYE) Coordinator,
EOP will revise the roles of the EOP advising staff to absorb all of the
components of FYE. (Strategic priorities 1, 2, 3, 4, 5)
Met/Ongoing – The most essential EOP/FYE Coordinator responsibilities
were given to Cecilia and the rest of the FYE Coordinator duties were split up
among the other EOP advisors.
2. EOP will again implement a year long Course Link, in conjunction with the
u
n
iversity FYE staff and the English Department. The EOP staff will provide
supplemental workshops for UNIV 101 (fall) and ENGL 130 (spring).
(Strategic priorities 1, 2, 3 4, 5)
Met/Ongoing – UNIV 101 was part of the EOP Course Link during the fall
semester. The EOP staff presented four workshops throughout the semester
with attendance counting for 10% of the course grade. In addition, the
curriculum of UNIV 101 was changed somewhat from the previous year to
provide first year EOP students with the skills and practices needed to do well
in ENGL 130.
3. EOP will continue to monitor the impact of the changes in the EOP FYE
prog
ram offerings on its students and, if needed, propose alternative forms of
service delivery. (Strategic priorities 1, 2, 3, 4, 5)
Met/Ongoing - Not being able to meet with our first year students on a regular
basis (teaching a year-long orientation course) has not been an ideal method
for delivering services. We will continue to work with other departments to
create a viable first year program for EOP students. We will continue to report
(in the next section) the GPA’s of our first year students. There has been a
significant decrease in the number of first year students being on academic
probation at the end of their spring semester. Having an EOP RA working
with our first year students living in Craig Hall helped provide the EOP staff
with more opportunities for ongoing contact with that specific population.
VI. Ongoing Assessment Efforts
Breakdown by Admissions Category: EOP Bonafide Enrolled (Primary Goal 1)
Admissions Category
Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Freshmen Exception
58
62
43
60
58
Freshmen Regular
133
132
174
149
176
Transfer Exception
0
0
0
0
0
Transfer Regular
69
33
43
42
59
Transfer Regular “S”
0
0
0
0
0
Total
260
227
260
251
293
Fall 2010
7
Breakdown by Admissions Category: Non-bona Fide EOP Enrolled (Primary Goal 1)
Admissions Category
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Freshmen Exception
4
0
4
2
0
Freshmen Regular
13
9
6
5
4
Transfer Exception
0
0
0
0
0
Transfer Regular
0
0
0
1
0
Transfer Regular “S”
0
0
0
0
0
Total
17
9
10
8
4
EOP Ethnicity Of Enrolled Admits – Fall Semesters (Primary Goal 3)
Fall 2007 Fall 2008 Fall 2009
Fall 2011
Ethnicity
EXC
REG
EXC
REG
EXC
REG
EXC
REG
EXC
REG
African American
17
16
12
14
12
11
5
7
12
20
American Indian
0
2
1
2
0
10
1
5
0
3
Asian American
7
46
6
51
3
47
8
60
9
48
Filipino
0
0
1
0
0
0
0
0
0
0
Mexican American
23
53
34
65
24
109
37
88
34
125
Other Latino
9
13
4
19
0
0
0
0
0
0
Pacific Islander
0
1
2
2
0
1
0
1
0
2
White/Non-Latino
2
33
0
17
5
11
0
5
0
26
Unknown
4
9
2
45
3
34
6
24
1
6
2 or More
0
0
0
0
0
0
5
7
2
9
Ethnicities*
Totals
62
173
62
215
47
223
62
197
58
239
*Note: New data now being reported from PeopleSoft.
Persistence Data for Freshmen (Primary Goal 2)
Cohort: Fall 2007
All EOP Freshmen
Total enrolled
% persistence
Fall 2007
208
Spring 2008
199
96%
Fall 2008
170
82%
Spring 2009
162
78%
Fall 2009
137
66%
Spring 2010
137
66%
Fall 2010
126
61%
Spring 2011
121
58%
Fall 2011
101
49%
Spring 2012
88
42%
Cohort: Fall 2008
All EOP Freshmen
Total enrolled
% persistence
Fall 2008
204
Spring 2009
197
97%
Fall 2009
172
84%
Spring 2010
164
80%
Fall 2010
149
73%
Spring 2011
146
72%
Fall 2011
130
64%
Spring 2012
128
63%
8
Cohort: Fall 2009
All EOP Freshmen
Total enrolled
% persistence
Fall 2009
227
Spring 2010
223
98%
Fall 2010
200
88%
Spring 2011
192
85%
Fall 2011
167
74%
Spring 2012
167
74%
Cohort: Fall 2010
All EOP Freshmen
Total enrolled
% persistence
Fall 2010
215
Spring 2011
210
98%
Fall 2011
198
92%
Spring 2012
193
90%
Cohort: Fall 2011
All EOP Freshmen
Total enrolled
% persistence
Fall 2011
238
Spring 2012
234
98%
EOP Total Student Enrollment Ethnicity (Primary Goal 3)
Ethnicity Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
African American
100
110
96
86
90
American Indian
15
13
19
18
17
Asian American
278
266
268
276
277
Filipino
10
10
3
4
1
Mexican American
444
387
442
463
518
Other Latino
75
84
30
19
16
Pacific Islander
6
7
7
6
6
Unknown
76
51
78
34
28
White\Non-Latino
167
148
145
127
125
2 or More Ethnicities*
0
0
0
45
40
Total
1171
1076
1088
1078
1118
*Note: New data now being reported from PeopleSoft.
Total EOP Students by GPA (Primary Goal 2)
Spring 2008
Spring 2009
Spring 2010
Spring 2011
Spring 2012
GPA
#
%
#
%
#
%
#
%
#
%
3.5 +
106
10
94
8
69
7
78
8
82
8
3.0 to 3.49
203
18
192
17
197
19
206
20
238
22
2.5 to 2.99
315
28
281
25
288
28
314
31
367
34
2.0 to 2.49
311
28
315
28
323
32
299
29
298
28
1.99 & below
180
16
157
14
144
14
125
12
94
9
Total
1039
100
1039
100
1021
100
1022
100
1079
100
2.0 or better*
84
86
86
88
91
*Note: New category now being reported for analysis purposes.
8
9
EOP FTF Students by GPA* (Primary Goal 2)
Spring 2009
Spring 2010 Spring 2011 Spring 2012
GPA
#
%
#
%
#
%
#
%
3.5 +
15
8
12
5
19
9
17
7
3.0 to 3.49
33
17
37
17
59
28
65
28
2.5 to 2.99
61
31
58
26
65
31
71
30
2.0 to 2.49
34
17
69
31
43
20
46
20
1.99 & below
52
27
48
21
24
11
35
15
Total
195
100
224
100
210
100
234
100
2.0 or better**
73
79
89
85
*Note: This is a new table now being reported for analysis purposes. Spring 2009 was the baseline; Spring
2010 cohort participated in a 3-day Summer Bridge program (due to budget cuts); Spring 2011 cohort
participated in a 6-day Summer Bridge program; Spring 2012 cohort participated in a 7-day Summer Bridge.
**Note: New category now being reported for analysis purposes. Progress within this area has been very
positive.
Total EOP Students by Class Level (Primary Goal 2)
Spring 2008 Spring 2009 Spring 2010 Spring 2011 Spring 2012
#
%
#
%
#
%
#
%
#
%
Freshmen
243
22
236
21
254
25
237
23
252
23
Sophomore
216
19
191
17
196
19
236
23
228
21
Junior
234
21
213
19
202
20
197
19
258
24
Senior
422
38
399
36
369
36
362
34
341
32
Total
1115
1039
1021
1022
1079
Computer Lab Usage (Primary Goal 2)
Total Students that used
Computer Lab at Least Once
Total EOP Students
Total Percentage
Fall 2007
438
1170
37.44
Spring 2008
418
1115
37.49
Fall 2008
468
1108
42.24
Spring 2009
417
1042
40.02
Fall 2009
427
1105
38.64
Spring 2010
430
1026
41.91
Fall 2010
538
1081
49.77
Spring 2011
457
1026
44.54
Fall 2011
596
1117
53.36
Spring 2012
504
1063
47.41
Learning Outcomes
English “Stretch Model” - This is the second year that ENGL 130 was moved to
the spring semester. English faculty collaborated with the campus FYE program
to create an English “stretch model” for students enrolled in the EOP Course Link
for the fall and spring semesters. The first year of this effort was very promising
with 95.2% of our students satisfying their English requirement on their first
attempt. This past year has also been successful with 91.3% of our first year
students passing ENGL 130 on their first attempt.
10
“Reality Check 101” - EOP staff are constantly looking for ways to provide
earlier intervention for students having academic difficulty. During the fall
semester, students receiving two or more negative progress reports (C- or below)
had a “hold” placed on their accounts. This hold was not released until they
signed up for the “Reality Check 101” workshop. Thirty-nine students were
required to attend the “Reality Check 101” workshop during the fall 2011
semester. This one hour workshop, facilitated by EOP Advisors, was held in the
fall and designed to strengthen academic performance and avoid academic
probation at the end of the semester. Some of the workshop activities included:
Helping students reflect on their academic performance
Id
entifying what went wrong
Discussing academic probation (Chico or cumulative GPA below 2.0)
Discussing reality of disqualification (Chico or cumulative GPA below 1.5
for students with less than 30 units)
Goal setting by identifying three things the students will change to raise
their grades.
Of the 39 students required to attend “Reality Check 101”, 38 participated in the
workshop, completing all the requirements. Seventeen of the 38 avoided
academic probation; 22 finished the fall 2011 semester on academic probation.
“Fresh Start” – In
the past, EOP first year students with below a 2.0 after their
first semester were required to attend a series of workshops called “Fresh Start”
in the spring. The purpose of “Fresh Start” is to present a structured set of
workshops that provide students on academic probation university policy
information and an opportunity for personal self-assessment so they can clear
their academic standing with the university. Because there were fewer first year
students on academic probation after the first semester, we extended the
requirement to students with a GPA below 2.3. Students in this category are
generally barely making it and it was felt they would benefit from participating in
the program. Two hour workshops were held for four weeks and facilitated by
EOP Advisors and Paraprofessional Advisors. Workshop activities included:
W
eek 1 –
Reflection – How did I get here?/AP and DQ information
Week 2 – Study Skills and Learning Styles
Week 3 – Navigating Campus Resources
Week 4 – Goal Setting
In spring 2012, 43 first year students out of 236 (18.2%) were required to attend
“Fresh Start”. Thirty-two (13.5%) were on academic probation (compared to 16%
in spring 2011 and 20% in spring 2010). Eleven were not on academic
probation. Forty-two first year students participated and completed all
workshops. Of the 32 students on academic probation, 9 ended the semester in
good academic standing, 11 improved yet remain on academic probation, 12 did
not improve and remain on academic probation (5 of which are in DQ range). Of
11
the 11 first students who were not on academic probation, 9 improved their GPA
and 2 ended up on academic probation.
VII. Analysis: What actions need to occur to move to the “next level”?
First of all, “next level” in the past really meant getting back to our
previous level of service delivery. We have lost staff, financial
resources, the ability to meet regularly with our students in the
classroom, and the ability to offer community-building activities (due to
limited staff and financial resources and more restrictive policies). At
this point, “next level” just means holding on to what we have in terms
of staff and resources, and continuing to provide the best services we
can to our students.
EOP will need to
monitor the impact of a non-GE UNIV 101 course
(UNIV 101 is not part of
the new GE program). EOP students will not
be happy with having to take an “extra” course though our data
suggests it is essential to the success of the
first year experience.
EOP will need to continue to collaborate with other units. We will need
to continue to collaborate with FYE and English to offer a year-long
Course Link for our first year students. We have a commitment from
FYE to continue to offer UNIV 101 (which is not part of the new GE
program) for EOP students. However, knowing how grave the budget
situation is, we know this could change at any time. We will also need
to continue to pay attention to our relationship with Craig Hall. With
more first year students choosing to live there than ever before, and a
dedicated RA, we have a huge opportunity to positively impact their
transition to college life.
VIII. Goals for the next academic year
Annual Objectives 2012-20
013
1. EOP will meet with all continuing students who are on academic probation
and post their Academic Plan of Action (APA) on Advisor. (Strategic priorities
1, 2, 3, 4, 5)
2. EOP, in conjunction with the campus FYE staff and the English department,
will again implement a year-long Course Link. The EOP staff will provide
supplemental workshops for UNIV 101 (fall) and ENGL 130 (spring).
(Strategic priorities 1, 2, 3, 4, 5)
3. EOP will develop a series of workshops geared toward helping upper division
stu
dents prepare for life after graduation. (Strategic priorities 1, 2, 3, 4, 5, 6)
12
STUDENT SUPPORT SERVICES
Note: Student Support Services is a TRiO program funded by the United States
Department of Education to provide academic support services to low-income,
first generation college students. The mission statement and program goals
(objectives in the U.S. Department of Education framework) are specified by
federal regulations and policies and cannot be altered without approval from a
program officer at the U.S. Department of Education.
I. Mission Statement
The mission of Student Support Services (SSS) is to improve the retention,
graduation, and graduate and professional school enrollment rates of eligible
students who are receiving project services.
II. Departmental Accomplishments
Successful implementation of SSS mentor training.
Successful proposals were submitted for additional sources of funding
from the Council for Opportunity in Education (COE) and the Student
Learning Fee.
Fir
st SSS Freshmen Retreat at Camping at the Presidio (CAP) in San
Francisco.
Student Accomplishments: Austin Grosch received a campus
undergraduate research grant to travel to New York, Spain, and Paris to
conduct research about the Spanish Civil War with Professor Char Prieto.
Cecilia Fernandez was offered an internship with the Department of
Narcotics for Mexico City (U.S. Department of State). Pablo Trenado, Jr.
received the Outstanding Student Leader Award for the College of
Humanities and Fine Arts and was the Keynote Speaker for CSU, Chico’s
Upward Bound Graduation and the Latino Graduation Celebration.
Vanesha Chaka was accepted to CSU, Bakersfield’s graduate program in
Social Work.
Highlights:
S
SS Mentor Training – For the first time, SSS collaborated with the
Department of Recreation and Parks Management to provide a service
learning experience for SSS mentors. Mentors earned two university
credits while learning about the National Parks, volunteerism, and various
theories of leadership and how to live as members of a community.
Mentors spent three days exploring the Golden Gate National Park and
participated in community service for the National Parks.
13
Successful funding proposals – SSS received a $10,000 award from
the Council for Opportunity in Education for Best TRiO Practices in the
states of California, Indiana, Illinois, Maryland, and Mississippi. SSS was
chosen because of the success of its peer mentoring program and
Freshman Orientation Concentrating on University Success (FOCUS)
summer program. In addition, SSS and the Department of Recreation and
Parks Management received Student Learning Fee dollars in the amount
of $2,275 to continue their collaboration to provide peer mentor training
and opportunities for SSS participants to experience the national parks.
Freshmen Retreat – Thirty-eight first year students attended a freshmen
retreat at Camping at the Presidio (CAP) in San Francisco. Each student,
including the student mentors, provided four hours of community service
to the national parks.
III. Changes in Policies and Procedures
N/A
IV. Resources Summary
Budget Summary:
SSS allocation for 2011-201
2 $247,583*
Rollover from 2010-2011 $2,346
Total allocation for 2011-2012 249,929
Projected expenses
Projected carryover balance
(241,429)
$8,500
*The allocation for 2011-2012 reflects a 3% budget decrease for all TRiO
programs.
Note: Fiscal year is based on a September 1, 2011-August 31, 2012
time
li
ne.
Staffing:
N/A
Facilities/Equipment:
N/A
14
V. Program Evaluation for Past Year
Primary Goals
1. Persistence: 85% of all students served by the SSS Project will persist from
one academic year to the beginning of the next academic year or graduate.
Of the active students in 2010-2011(117; does not include students who
graduated), 92.3% (108) returned in 2011-2012.
2. Good Academic Standing: 85% of all enrolled participants served by the SSS
Pro
ject
will meet the performance of good academic standing (2.0 or above).
Of the 152 program participants in 2011-12, 133 or 87.5% of them remained
in good academic standing (GPA above 2.0) by the end of the academic year.
3. Graduation: 65% of new participants served each year will graduate within
six years.
Cohort:
Admitted Fall 2004
Graduated
Persistence/Grad
Rate
100 admitted
71
71%
Grad 3 years
1
1%
Grad 4 years
11
11%
Grad 5 years
31
31%
Grad 6 years
25
25%
Grad 7 years
1
1%
Grad 8 years
2
2%
Pending Work*
0
0%
Still Enrolled
3
3%
Total Persistence
74
74%
Cohort:
Admitted Fall 2005
Graduated
Persistence/Grad
Rate
40 admitted
17
43%
Grad 4 years
3
8%
Grad 5 years
13
33%
Grad 6 years
9
23%
Grad 7 years
1
3%
Pending Work*
0
0%
Still Enrolled
2
5%
Total Persistence
28
70%
15
Cohort:
Admitted Fall 2006
Graduated
Persistence/Grad
Rate
23 admitted
11
48%
Grad 4 years
3
13%
Grad 5 years
7
30%
Grad 6 years
1
4%
Pending Work*
2
9%
Still Enrolled
2
9%
Total Persistence
15
65%
Cohort:
Admitted Fall 2007
Graduated
Persistence/Grad
Rate
10 admitted
23
30%
Grad 4 years
2
20%
Grad 5 years
1
10%
Pending Work*
3
10%
Still Enrolled
2
20%
Total Persistence
8
80%
Cohort:
Admitted Fall 2008
Graduated
Persistence/Grad
Rate
10 admitted
0
0%
Grad 4 years
0
0%
Pending Work*
2
20%
Still Enrolled
8
80%
Total Persistence
10
100%
*Note: The data now includes students who have applied for graduation but are “pending work”.
Annual Objectives 2011-2012
1. Collaborate with the Department of Recreation Administration on a
co
m
munity service project restoring trails at Golden Gate National Park,
specifically for first year students. (Strategic priorities 1, 3, 4, 6)
Met – Thirty-eight first year students and twelve mentors participated in the
service project. During the fall semester, the participants traveled to San
Francisco where they engaged in service learning by volunteering at the
parks that surround the Bay Area. They learned about national parks through
stewardship, site visits, and a camp fire program.
2. SSS will develop academic assistance programs for first year students
utili
zing upper class mentors. (Strategic priorities 1, 2, 3, 4, 5)
16
Met – Twelve mentors were selected and enrolled in a RECR 190 course that
focused on community support for SSS participants. During the course, the
mentors learned about mentoring and also facilitated life skills workshops
(financial literacy, time management, budgeting, etc.) for the first year
students. The mentors also accompanied SSS first year students to San
Francisco where they facilitated teambuilding activities and also participated
in community service.
3. Students who participate in the SSS Leadership Council will pledge to commit
various community hours and activities. (Strategic priorities 1, 3, 4, 6)
Met – A
ll students who were members of the SSS Leadership Council
participated in various community service activities, including participating in
Up Till Dawn and the Breast Cancer Awareness Walk, and volunteering at the
Jesus Center.
VI. Ongoing Assessment Efforts
See responses under “Primary Goals”.
Other Assessments
1. A
needs assessment instrument, the Learning and Study Strategies Inventory
(LASSI), was administered to all participants who were accepted into SSS for
the 2011-2012 academic year. The assessment process evaluated the
students’ learning styles, academic skills, and study habits. It also included
individual student interviews, transcripts, standardized test scores, and
personal assessments. The information collected is used to develop
workshops geared towards the needs of our students, including financial
literacy, career exploration, study skills, time management, healthy decision
making, and graduate school preparation.
2. Student Voice was used to assess the effectiveness of FOCUS, various
w
orkshops, cultural activities, and an End of the Year Evaluation.
FOCUS: There were a total of 39 students who participated in the four-day
2011 summer program. Of the 39 who completed both the pre-assessment
and the post-assessment, 87.80% increased their knowledge of campus
resources; 82.92% felt more prepared for college; and 68.29% became more
confident in financial literacy.
End of the Year Evaluation: An email was sent out to 155 active
participants to evaluate the overall academic year of SSS. Of the 54 who
responded, 89% were very or moderately satisfied with the services they
17
received from SSS. Over 82% indicated that SSS was extremely or very
important in helping them remain enrolled and successful at Chico State.
Over one-third (35%) received assistance (including meetings, advising,
workshops, cultural activities and/or participated in the leadership council)
more than 20 times this year.
Student Learning Outcomes: Participants strongly or moderately agreed
with the following statements, “As a result of working with the SSS staff…”
I improved my study skills – 80%
I improved my time management skills – 78%
I improved my self confidence and motivation – 84%
I improved my financial literacy skills – 78%
I was able to make good choices in my course selections – 86%
I received referrals to other services on campus when appropriate –
82%
I was able to effectively deal with any academic
difficulties that I had
–
92%
I received accurate information
on SSS
and
other events in a timely
manner –
88%
I improved
my ability to prepare
for tests –
66%
I received appropriate
personal support –
92%
I received useful and appropriate information about financial aid – 83%
To ensure that the students respond to future assessments, SSS will utilize
the
iPad and have an exit interview for the semester during the last month of
the spring semester.
VII. Analysis: What actions need to occur to move to the “next level”?
The program needs to monitor the students who are on academic
probation (AP) more closely and hold the students more accountable.
The program needs to advertise more on the monthly study skills
workshops.
VIII. Goals for the next academic year
Annual Objectives 2012-20
13
1. S
SS will develop a scholarship resource guide for students. (Strategic
priorities 1, 3, 4, 5)
2. SSS will develop a resource binder for students who plan on applying to
grad
uate school. (Strategic priorities 1, 3, 4, 5)
18
3. The SSSLC will engage in professional development activities and will attend
and/or host a leadership conference in collaboration with WESTOP NorCal
Chapter. (Strategic priorities 1, 3, 4, 6)
STUDENT LEARNING CENTER
I. Mission Statement
The mission of the Student Learning Center (SLC) is to provide services that will
assist CSU, Chico students to become independent learners. The SLC prepares
and supports students in their college course work by offering a variety of
programs and resources to meet student needs. The SLC facilitates the
academic transition and retention of students from high schools and community
colleges by providing study strategy information, content subject tutoring, writing
assistance, and supplemental instruction.
II. Departmental Accomplishments
Com
pared to the previous year, increases in overall visits (24%) to the
SLC, significant increases in visits for Supplemental Instruction (98%) and
Writing (83%), and visits by students of color (58%)
Awarded
$21,600
Student Learning Fee Allocation
to
hire ten subject area
tutors for 2012-2013
Granted five year recertification of the International Tutor Certification
Program by the College Reading and Learning Association
Highlights:
The SLC experienced an increase of 217 more student users and 5463
more visits for all programs in 2011-2012 compared to the previous year.
A record 435 appointments were scheduled on the first day of tutoring
sign-ups in spring 2012. The first full year of having a professional SI and
Writing Coordinator resulted in significant increases in visits for
Supplemental Instruction (98%) and Writing tutoring (83%). The 58%
increase in visits to the SLC by students of color in 2011-12 could be
due to a variety factors. SLC staff focused on diversity this year by piloting
a bi-weekly writing workshop sponsored by the Black Faculty and Staff
Association, recruiting EOP students to work at the front desk, and
offering diversity training workshops for tutors both fall and spring
semesters. Writing and SI Coordinator, Deanna Pierro, facilitated a
Conversations On Diversity session entitled “It’s Because I’m Black” which
was attended by most of the EOP freshmen enrolled in Multicultural and
Gender Studies. Both EOP and SSS first year students were given
19
incentives to attend SLC study skills workshops which resulted in large
and diverse turnouts for almost all of the workshops.
The SLC was awarded $21,600 in Student Learning Fee dollars to fund
the hiring of ten subject area tutors. This was the second highest award
allocated by the committee and validated the increase in demand and the
recognition that the SLC could not accommodate all of the students
seeking tutoring appointments. There were 575 unmet tutoring requests
for fall 2011 and spring 2012 combined.
In
January 2012, the C
ollege Reading and Learning Association
granted the Student Learning Center a five year recertification of its
tutor training program. Since the first year of certification in 2002, 600
certificates have been awarded to tutors completing the training program.
A feature article in Inside Chico State highlighted the recertification and
the experience tutors gain from working in the Student Learning Center.
III. Changes in Policies and Procedures
Over the past three years, the SLC has moved most of its assessments and
many of its forms online. Currently, the only student evaluations that are not
online through Student Voice are for study skills workshops. This year the
SLC moved most of the forms used by tutors to Google Docs.
IV. Resources Summary
Budget Summary:
SLC annual allocation (lottery dollars; this is a $20,882 $12
0,764
reduction in allocation from the CO)
Rollover from 2010-2011 60,426
S
tudent Learning Fee allocation (General Fund)
Total allocation for 2011-2012
7,056
188,246
Projected Annual Expense
–
SLC
(155,488)
Projected Rollover Balance $32,758
Staffing:
In February 2011, the SLC was able to hire a .75 Writing and SI Coordinator.
This was a temporary appointment through December 2011. In September
2011, the position was expanded to full-time and extended through June 30,
2012. This May, the position was re-appointed through June 2013. This
position is vital to the ability of the SLC to meet the growing demands in the
SLC (see “Highlights”).
20
Facilities/Equipment:
The SLC Purchased a new printer for WildCat GoPrint services using
leftover funds from the Student Learning Fee for Online Writing Tutoring.
The new printer is a wireless, color printer that should increase the usage
of the GoPrint service by making it possible for students to print from their
laptops.
Usage of SSC 304 increased again for SI, tutoring and study skills
workshops. Midway through the year, Facilities Management changed
one of the doors leading from 304 into the Student Learning Center so that
it would not lock and could be opened at any time. Currently, any outside
groups reserving SSC 304 would have access to the SLC. As a result,
Facilities Reservations has allowed reservations by outside groups only
during SLC open hours and closed availability of the room for evenings
and weekends.
T
his summer there will be significant renovation/remodeling of the SLC
lobby/reception area based on requirements outlined by the current Fire
Marshal. In order to bring the area into compliance with the code, staff
work space needs to move into the main area of SSC 340 and the
reception area will need to be completely re-configured. It is yet to be
determined what impact this will have on traffic flow and providing
customer service to students wanting to sign up for appointments.
V. Program Evaluation for Past Year
Primary Goals
1. SLC will provide individual and small group tutorials in undergraduate subject
co
ntent areas, writing, and in learning strategies.
2. SLC will provide supplemental instruction for high-risk courses and EOP first
year students.
3. The S
LC staff will cultivate working relationships with students, faculty, and
staff that encourage effective communication and that are conducive to the
delivery of services to students, faculty, and staff.
4. The SLC staff will maintain top quality and current expertise in the field of
learning assistance and supplemental instruction through professional
reading, mediated resources, and other opportunities for professional
development.
21
Annual Objectives 2011-2012
1. Create online writing tutoring program to expand access to writing assistance.
(Strategic priorities 1, 2, 3, 4, 5, 6)
Met – The SLC was awarded a $7,056 Student Learning Fee allocation to
start an online writing tutoring program in 2011-12. The program was created
and implemented successfully. In fall 2011, the program generated 36
submissions, which increased by 37% in the spring. 100% of the students
who responded to a Student Voice survey about the program said they would
use the online writing service for help with future writing assignments or
recommend it to others. This service has allowed us to accommodate our
distance learners, adult learners and, overall, increase the number of
students we assist while maximizing our paid tutor hours. We are currently
investigating the possibility of using the Blackboard Learning Management
System for online writing tutoring beginning fall 2012 (see Annual Objectives
2012-2013).
2. Present CELT workshop to increase awareness of SLC services and foster
co
mmunication with faculty. (Strategic priorities 1, 2)
Met – S
LC staff presented a CELT workshop titled “The Power of Peers” on
October 7th. Those who attended responded favorably to the workshop.
Unfortunately, it was scheduled at the same time as an intensive faculty
workshop with the CELT keynote speaker, so attendance was low and mostly
consisted of staff rather than faculty. SLC staff will continue to pursue other
ways to reach out to faculty and make connections.
3. Reduce printing costs by implementing Wildcat GoPrint student paid printing
service and post SLC forms though Google Docs. (Strategic priorities 1, 2, 3,
4, 5)
Met – S
tudents working with writing tutors were able to print out final drafts of
their papers and paid for it out of their own funds. The program generated
enough money to purchase several reams of paper at the end of the year. A
new wireless printer purchased with leftover SLF funds will allow students to
print directly from their laptops which should significantly increase the usage
of this service. Another cost and paper saving measure implemented this year
was moving almost all of the forms used by tutors and front desk staff to
online forms using Google Docs. This made the forms more accessible after
hours and on weekends and significantly reduced printing costs and paper
usage.
22
4. Begin tracking demographic information to evaluate the diversity of students
using the SLC and address how we can best reach out to diverse populations
of students. (Strategic priorities 1, 2, 3)
Met - SLC visits by students of color increased by 58% in 2011-12. The most
notable increases were for black (66%) and Hispanic (56%) students. We
attribute much of that increase to several programs created to attract students
of color. One of the most successful programs was “In Other Words” – a bi-
weekly writing workshop encouraging the attendance of students of color.
Over 30 students attended the workshops during the spring semester. SLC
staff also conducted in-class presentations in EOP Course Link courses that
explained the services offered at the SLC. These presentations included a 30
minute workshop on the most important elements of academic writing. In
addition, after asking tutors for input on how to reach out to underrepresented
populations, SLC hours were extended to 6:00 pm Monday through Thursday,
which served both to increase accessibility for students who work during the
day and also to reduce congestion in the SLC by spreading appointments out
over a longer time period.
5. Collaborate with Chris Fosen to implement a writing internship through ENGL
431. (Strategic priorities 1, 2, 4)
Met – T
he SI and Writing Coordinator worked closely with Chris Fosen to re-
establish a writing internship by recruiting students from ENGL 431 who
receive academic credit for their work as writing tutors. The internship serves
to prepare future writing tutors and to provide greater coverage for writing
drop in hours. Interns attended all of the writing tutor weekly staff meetings
and reported that they learned a great deal about writing and teaching.
6. Publish online PDF Publication of tutor and SI leader reflective essays.
(Strategic priorities 1, 2, 3, 6)
Met – T
he first annual publication “Writing from the Center” was posted on the
SLC website in fall 2011. The purpose of the publication is not only to make
the campus aware of what writing tutoring entails, but also to train new hires
by giving them a writing tutor perspective on the challenges and learning
opportunities of the work. The publication has also proven to be a tremendous
asset in honing tutor writing skills, as it presents the perfect opportunity for the
supervisor to give feedback and work one-on-one with tutors on areas that
need improvement.
23
Demographics
24
Tutorial
Number of students receiving tutorial services/Number of courses tutored (Primary Goal 1)
Note: Decrease in student usage after spring 2008 was due to budget cuts and reduced hours, as increase
in student usage for fall 2009-spring 2011 was partially funded through federal stimulus dollars. The demand
25
for tutoring increased in 2011-12, but due to funding limitations, we were not able to meet some requests for
services. As a result, the unmet waitlist requests for tutoring totaled 575 by the end of spring 2012.
Study Skills Workshops
Number of SLC study skills workshops and number of students in attendance (Primary Goal 1)
NOTE: In 2011-12 EOP and SSS students were given extra credit for attending study skills workshops. As
a result, even though the SLC offered fewer workshops than in previous years, attendance at the workshops
almost doubled.
26
Online Study Skills Workshops
Note: Many of the SLC workshops have been made available to view online for the past two years thanks to
collaboration with Regional and Continuing Education. The number of views has tripled since last year.
In 2011-2012, the SLC presented study skills workshops on the following topics:
Mastering Study Skills
Time Management
Reading Strategies
Budgeting Your Money
Avoiding Procrastination
Improving Exam Preparation
Learn How to Learn
Becoming a Tech-Savvy Student
Memory & Concentration
Motivation
Paragraph Organization and Coherence
Writing Made Easy
Synthesizing Sources for Research Papers
Planning Your Study Time
Avoiding Test Anxiety
27
Planning for Finals
Stress Management
Supplemental Instruction
Number of Students Attending Supplemental Instruction Sessions (Primary Goal 2)
Note: An SI/Writing Coordinator was hired at .75 in February 2011 and the position was
increased to 1.0 fall 2011.
Grade Outcomes for SI Students Receiving SI Tutorial (Primary Goal 2)
Note: This chart shows that students who attend SI earn, on average, more than half a
grade higher than those who do not attend SI.
28
Note: This chart shows that students who attend SI eight or more times earn a full grade
point average higher than those who do not attend SI and more than half a grade higher
than those who only attend 1-4 times.
Writing Tutorial
Number of Students Participating In Writing Tutorials (Primary Goal 1)
Note: The number of students and visits continues to increase, indicating a high level of
student satisfaction with writing tutoring.
Student Satisfaction Spring 2012
29
Learning Outcomes
Top Five Study Skills Developed by Student Users (Learning Outcome 1)
Tutorial
Supplemental
Instruction
Study Skills
Workshops
Writing
Better understanding
of course material
Better understanding of
course material
Better overall study
habits
Organize ideas
Preparing for exams
Preparing for exams
Time management
Grammar
Memory techniques
Memory techniques
Organization
Coherence
Asking questions
Better overall study
habits
Preparing for exams
Punctuation
Better overall study
habits
Motivation/Persistence
Concentration
Unity
Top Five Professional Skills Developed by SLC Student Staff (all programs)
(Learning Outcome 2)
Better understanding of academic subject areas tutored
Patience
Teaching/Training skills
Communication skills
Confidence
Student Satisfaction - Tutoring, Supplemental Instruction, Writing – Spring
2012
30
VII. Analysis: What actions need to occur to move to the “next level”?
The hiring of a SI/Writing Coordinator has increased the extent and
quality of writing tutoring and SI offerings. This staffing issue has been
addressed through June 2013. Given the current budgetary
challenges within the CSU system, it is unknown how the temporary
status of the SI/Writing Coordinator position will be impacted. If, for
some reason, this position is not maintained, the SLC would be
eliminating writing tutoring and SI services which would be taking it in
the opposite direction of moving to the “next level”.
VIII. Goals for the next academic year
Annual Objectives 2012-20
13
1. P
ursue using Blackboard Learning Management System to enhance online
tutor communication and collaboration and to make online writing tutoring
more accessible. (Strategic priorities 1, 2, 3, 4, 6)
2. Implement an internship for Supplemental Instruction Leaders to help train
an
d evaluate potential new leaders. (Strategic priorities 1, 2, 5)
3. Pilot group tutoring sessions for writing to facilitate collaborative learning for
research writing. (Strategic priorities 1, 3, 4, 5)
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