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ANNUAL REPORT
OF GOALS AND
MEASURES
2012-2013
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
Im
proved
upon the
EOP Admission
process.
Improved
the English component of
Summer Bridge.
Improved
upon
first year/EOP Course Link components.
Improved
the EOP Career Fair as part of the
EOP/FYE.
Enhanced our
partnership with Craig Hall as a residential housing
option
for EOP students.
Contributed to an EOP Student Leadership Conference for CSU
campuses in the northern region.
Made improvements on the “Advisor” database system.
Enhanced services for second year and upper division students.
Student Accomplishments:
Tim Sain, recent EOP grad who also served
as an EOP intern
for two
years, received a
William Randolph Hearst/CSU
Trustee Outstanding Student Achievement Award.
Highlights:
Improved upon the EOP Admission process – This admission cycle,
each advisor was asked to give each EOP admit a ranking. Those ranked
1 or 2 were admitted immediately. Those ranked 3 or 4 were not admitted
until we had time to determine how many more admits we would be able
to accommodate. We were very close to hitting our desired numbers. AB
540 and foster youth applicants were taken into consideration as part of
the process.
Im
proved 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
3
also satisfied the Early Start Program requirements that the majority of
Summer Bridge participants were required to complete.
Improved 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 were 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 met with UNIV 101 instructors before the
start of the semester to discuss goals for the class and to share
information on our students. Josh Whittinghill was hired by FYE to act as
a UNIV 101 liaison. EOP Parapros sat in on classes throughout the
semester. Parapros acted as student role models, helped facilitate group
discussions, and provided support with other classroom activities. In
addition, the Parapro staff helped 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 continued to collaborate to improve upon our
stretch model for English. By taking UNIV 101 in the fall, students were
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 95.3% (142 out of 149 passed).
Im
proved the 2
nd
Annual EOP Career Fair as part of the EOP/FYE – In
collaboration with the campus FYE Coordinator and the UNIV 101
instructors, EOP hosted a second 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. This
year half of the students came at 2:00 p.m. and the other half came at
3:00 p.m. This helped the program run a lot smoother throughout the two
h
our program. Approximately 40 EOP Alumni participated in the event as
the career consultants and the feedback from students was again
overwhelmingly positive.
Enhanced 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 contract,
4
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 sponsored a number of workshops
at Craig Hall open to all EOP first year students. Craig Hall offered a $200
discount for early applicants and they made the same offer to Summer
Bridge participants who applied to Craig Hall while they were a participant
in Summer Bridge.
EOP Student Leadership Conference – A number of EOP Student
Leadership Conferences were held throughout the CSU system. Our EOP
Student Association attended the conference at CSU, Sonoma, which also
included students from Humboldt and Sacramento. The student leaders
spent the day together networking, learning about the history of EOP, and
participating in leadership development activities.
M
ade 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.
Enhanced services for second year and upper division students –
Second year students who came in the year before as freshmen were no
longer receiving the attention they had received in their first year, unless
they were not performing well academically. This year we began being
more intentional about how we provided services to this group. We also
incorporated more activities geared towards our upper division students.
We presented a series of workshops (Dress for Success, Graduate School
Preparation, and Internships 101). We took a number of upper division
students to the Graduate Diversity Forum that caters specifically to
underserved students.
III. Changes in Policies and Procedures
A
dmissions – Due to the large number of applications for fall 2012, this
was the second year we started ranking applications for EOP eligibility,
with our service area students and students involved with TRiO or other
support programs receiving priority. This year we were able to consider
both AB 540 and foster youth students for EOP admission.
Summer Bridge – We are utilizing social media a lot more as part of the
English component of Summer Bridge. This has increased
communication among students and professional staff, especially faculty.
The Summer Bridge English Component continues to satisfy the
requirement for the Early Start program. We plan to add a math
component to Summer Bridge in 2014.
5
IV. Resources Summary
Budget Summary:
EOP budget allocation for 2012-2013 $682,369
(no rollover from 2011-2012)
Work Study (includes SLC) 55,000
FYE Donation for EOP/FYE Closing Ceremony 200
Total allocation
737,569
Projected Annual Expense – EOP (646,458)
Unused Work Study (2)
Projected Annual Expense
–
Summer Bridge
(67,120)
Projected Rollover Balance $23,989
Staffing:
Paraprofessional 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 student staff to match the
number of female student staff. During the 2012-2013 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 has been the Craig Hall RA for
the past two years and has been hired to return as EOP Liaison again this
upcoming year.
A
new advisor, Dawn Frank, started June 2012. She has just completed
her first year as an EOP Advisor. Dawn has done an exceptional job and
has been given permanent status as part of our EOP family.
We were able to hire Kathleen McFarren last August to fill our ASA I
position. She is very skilled, eager to learn, and a welcome addition to our
staff. Her appointment is a temporary one; she has been re-appointed
through June 2014.
Facilities/Equipment:
N/A
6
V. Program Evaluation for Past Year
Primary Goals
1. EOP will provide assistance to first generation college students who are low-
income 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
services 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.
Annual Objectives 2012-2013
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)
In Progress – EOP advisors attempted to meet with all students in their
respective client groups who were on academic probation. Students who did
not respond to emails and/or phone calls were placed on hold and not
allowed to register for classes in the fall. The only probationary students that
have not met with an advisor are those few who have chosen not to register
for fall classes, and therefore have decided not to return in the fall. During the
fall 2013 semester, Thang will provide a link on Advisor that will be used
when working with students on academic probation.
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
Fall 2011
7
supplemental workshops for UNIV 101 (fall) and ENGL 130 (spring).
(Strategic priorities 1, 2, 3, 4, 5)
Met – The EOP/FYE Course Link, consisting of UNIV 101, CMST 132, ENGL
130, and MCGS 155, has been very successful. The largest percentage ever
(95.3%) of our students participating in the English “stretch” model passed
ENGL 130 on their first attempt.
3. EOP will develop a series of workshops geared toward helping upper division
students prepare for life after graduation. (Strategic priorities 1, 2, 3, 4, 5, 6)
Met – The following workshops were offered: “Dress for Success”, “Graduate
School Preparation”, and “Internships 101”. “Dress for Success” focused on
appropriate attire for professional internship placements and interviews.
“Graduate School Preparation” provided information about preparing for
graduate school, including GRE preparation, the application process, and
funding options. “Internships 101” informed students of the importance of
internships while in school, how to find internships, how to get paid for
int
e
rnsh
ips
,
e
tc.
VI. Ongoing Assessment Efforts
Breakdown by Admissions Category: EOP Bonafide Enrolled (Primary Goal 1)
Admissions Category
Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
Freshmen Exception
62
43
60
58
46
Freshmen Regular
132
174
149
176
168
Transfer Exception
0
0
0
0
0
Transfer Regular
33
43
42
59
58
Transfer Regular “S”
0
0
0
0
0
Total
227
260
251
293
272
Breakdown by Admissions Category: Non-bona Fide EOP Enrolled (Primary Goal 1)
Admissions Category
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Freshmen Exception
0
4
2
0
3
Freshmen Regular
9
6
5
4
1
Transfer Exception
0
0
0
0
0
Transfer Regular
0
0
1
0
0
Transfer Regular “S”
0
0
0
0
0
Total
9
10
8
4
4
EOP Ethnicity Of Enrolled Admits – Fall Semesters (Primary Goal 3)
Fall 2008 Fall 2009 Fall 2010
Fall 2012
Ethnicity
EXC
REG
EXC
REG
EXC
REG
EXC
REG
EXC
REG
African American
12
14
12
11
5
7
12
20
11
8
American Indian
1
2
0
10
1
5
0
3
0
3
Asian American
6
51
3
47
8
60
9
48
8
50
Filipino
1
0
0
0
0
0
0
0
0
0
8
Mexican American
34
65
24
109
37
88
34
125
27
114
Other Latino
4
19
0
0
0
0
0
0
0
0
Pacific Islander
2
2
0
1
0
1
0
2
0
1
White/Non-Latino
0
17
5
11
0
5
0
26
2
36
Unknown
2
45
3
34
6
24
1
6
0
10
2 or More
0
0
0
0
5
7
2
9
1
5
Ethnicities*
Totals
62
215
47
223
62
197
58
239
49
227
*Note: New data being reported since 2010.
Persistence Data for Freshmen (Primary Goal 2)
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%
Fall 2012
118
58%
Spring 2013
110
54%
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%
Fall 2012
162
71%
Spring 2013
163
72%
Cohort: Fall 2010
All EOP Freshmen
Total enrolled
% persistence
Fall 2010
215
Spring 2011
210
98%
Fall 2011
198
92%
Spring 2012
193
90%
Fall 2012
185
86%
Spring 2013
182
85%
Cohort: Fall 2011
All EOP Freshmen
Total enrolled
% persistence
Fall 2011
238
Spring 2012
234
98%
8
Ethnicity
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
African American
110
96
86
90
101
American Indian
13
19
18
17
5
Asian American
266
268
276
277
288
Filipino
10
3
4
1
0
Mexican American
387
442
463
518
555
Other Latino
84
30
19
16
44
Pacific Islander
7
7
6
6
5
Unknown
51
78
34
28
30
White\Non-Latino
148
145
127
125
122
2 or More Ethnicities*
0
0
45
40
33
Total
1076
1088
1078
1118
1183
Spring 2009
Spring 2010
Spring 2011
Spring 2012
Spring 2013
GPA
#
%
#
%
#
%
#
%
#
%
3.5 +
94
8
69
7
78
8
82
8
106
9
3.0 to 3.49
102
17
197
19
206
20
238
22
272
23
2.5 to 2.99
281
25
288
28
314
31
367
34
378
32
2.0 to 2.49
315
28
323
32
299
29
298
28
316
27
1.99 & below
157
14
144
14
125
12
94
9
94
8
Total
1039
100
1021
100
1021
100
1079
100
1166
100
2.0 or better*
86
86
88
91
92
Spring 2010
Spring 2011
Spring 2012
Spring 2013
GPA
#
%
#
%
#
%
#
%
3.5 +
12
5
19
9
17
7
37
17
3.0 to 3.49
37
17
59
28
65
28
59
28
2.5 to 2.99
58
26
65
31
71
30
49
23
2.0 to 2.49
69
31
43
20
46
20
46
22
1.99 & below
48
21
24
11
36
15
22
10
Total
224
100
210
100
234
100
213
100
2.0 or better**
79
89
85
90
9
Fall 2012
213
89%
Spring 2013
207
87%
Cohort: Fall 2012
All EOP Freshmen
Total enrolled
% persistence
Fall 2012
218
Spring 2013
213
98%
EOP Total Student Enrollment Ethnicity (Primary Goal 3)
*Note: New data being reported since 2010.
Total EOP Students by GPA (Primary Goal 2)
*Note: New category now being reported for analysis purposes.
EOP FTF Students by GPA* (Primary Goal 2)
*Note: This is a new table now being reported for analysis purposes. 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 and 2013 cohorts participated in a 7-day Summer Bridge.
10
**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 2009 Spring 2010 Spring 2011 Spring 2012 Spring 2013
#
%
#
%
#
%
#
%
#
%
Freshmen
236
21
254
25
252
23
237
23
246
21
Sophomore
191
17
196
19
228
21
236
23
235
20
Junior
213
19
202
20
258
24
197
19
297
25
Senior
399
36
369
36
341
32
362
34
388
33
Total
1039
1021
1079
1022
1166
Computer Lab Usage (Primary Goal 2)
Total Students that used
Computer Lab at Least Once
Total EOP Students
Total Percentage
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
Fall 2012
749
1207
62.05
Spring 2013
668
1175
56.85
Learning Outcomes
English “Stretch Model” - This is the third 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 two years of this effort were very
promising with 95.2% and then 91.3% of our students satisfying their English
requirement on their first attempt. This past year has been the best yet with
95.3% of our first year students passing ENGL 130 on their first attempt.
“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. Forty-four students were
required to attend the “Reality Check 101” workshop during the fall 2012
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:
Help
ing students reflect on their academic performance
Identifying what went wrong
11
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 44 students required to attend “Reality Check 101”, 42 participated in the
workshop, completing all the requirements. Fourteen of the 42 avoided
academic probation; 28 finished the fall 2012 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
inf
o
rm
ation 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:
Week 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 2013, 33 f
irst year students out of 218 were required to attend “Fresh
Start”. Twenty-five (11.4%) were on academic probation (compared to 13% in
spring 2012, 16% in spring 2011, and 20% in spring 2010). Eight were not on
academic probation. Of the 25 students on academic probation, 8 ended the
semester in good academic standing, 9 improved yet remain on academic
probation, 4 did not improve and remain on academic probation, while 4 others
withdrew during the spring 2013 semester. A total of 5 students are currently in
DQ range. Of the eight first students who were not on academic probation, all
eight improved their GPA.
VII. Analysis: What actions need to occur to move to the “next level”?
For m
any years now, “next level” meant retu
r
ning 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”
means continuing to hold on to what we have in terms of staff and
12
resources, and continuing to provide the best services we can to our
students.
EOP will need to continue to monitor the impact of a non-GE UNIV 101
course (UNIV 101 is not part of the new GE program). EOP first year
students will have to accept that they will be required to take an
additional course that does not satisfy any GE requirement but is
essential to their academic success.
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 volatile the budget
situation has been, 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.
W
e need to provide more resources for our second year students who
no longer get the constant attention that they received during their first
year within the EOP/FYE program.
We need to be more intentional about educating the campus
community on who are students are and the services we provide.
VIII. Goals for the next academic year
Annual Objectives 2013-20
014
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 will begin a campaign to educate the university about EOP students and
the services that EOP provides. (Strategic priorities 1, 2, 3, 4, 6)
3. EOP will expand the Summer Bridge Program and implement both a math
and study skills component. (Strategic priorities 1, 2, 3, 4, 5, 6)
13
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
S
uccessful implementation of an incentive program for students who
received a GPA of 2.8 or higher (iPad mini) and students who submitted
verification that they turned in their FAFSA (CSU Chico sweatshirt).
Of the 21 first-time students admitted, 19 (90%) are in good academic
standing which is 5% above our program objectives.
Student Accomplishments: Austin Grosch was part of the Geotechnical
Engineering team for CSU, Chico, which placed third nationally. This was
the first time that the team placed in the history of the university. Malen
(Kory) Acosta was elected Vice President of Facilities and Services for the
Associated Students; Maria Garcia was admitted to the NUFP Program;
Kyle Riddle is the student in charge of the Organic Farm; and Bianka
Perez received the Greek Life 2013 Archon Award. Jason Anson was
awarded an all-expenses paid trip to Cincinnati, OH to help run the
Students Advancement of Global Entrepreneurship USA Conference. He
was also invited to Nigeria to help with the SAGE World Cup competition.
Highlights:
S
tudent Leadership Conference – For the first time, the CSU, Chico
TRiO Alumni and TriO programs collaborated and hosted the NorCal
WESTOP Student Leadership Conference in February. There were 330
participants registered from 14 different institutions/programs. The
Student Support Services Leadership Council President and SSS Peer
Advisor, Maria Garcia, co-chaired the event.
S
ummer Graduate School Exploration – This summer, SSS will be
taking a tour of five different campuses in Northern California for those
students who are interested in attending graduate school. The campuses
include, UC Davis, San Jose State, UC Berkeley, and CSU, East Bay.
14
Greek Life and NALFO Award – Project Director, Caren Fernandez,
received the Greek Life 2013 Outstanding Advisor Award for CSU, Chico
and the National Association of Latino Fraternal Organizations
Outstanding Advisor Award for her role as advisor for Lambda Theta Nu
Sorority, Inc.
III. Changes in Policies and Procedures
N/A
IV. Resources Summary
Budget Summary:
SSS a
llocation for 2012-2013 $247,583
Rollover from 2011-2012 7,100
Total allocation for 2012-2013 254,693
Projected expenses
Projected carryover balance
(228,193)
$16,500
Note: Fiscal year is based on a September 1, 2012-August 31, 2013
timeline.
Staffing:
N/A
Facilities/Equipment:
N/A
V. Program Evaluation for Past Year
P
rimary 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 159 students enrolled in the fall 2012 semester, 139 have graduated or
hav
e registered for the fall 2013 semester (87%).
2. Good Academic Standing: 85% of all enrolled participants served by the SSS
Project will meet the performance of good academic standing (2.0 or above).
15
Of the 149 program participants in 2012-13, 136 or 91.2% 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 2005
Graduated
Persistence/Grad
Rate
40 admitted
27
68%
Grad 4 years
3
8%
Grad 5 years
13
33%
Grad 6 years
9
23%
Grad 7 years
1
3%
Grad 8 years
1
3%
Pending Work*
0
0%
Still Enrolled
2
5%
Total Persistence
29
73%
Cohort:
Admitted Fall 2006
Graduated
Persistence/Grad
Rate
23 admitted
14
61%
Grad 4 years
3
13%
Grad 5 years
7
30%
Grad 6 years
3
13%
Grad 7 years
1
4%
Pending Work*
1
4%
Still Enrolled
0
0%
Total Persistence
15
65%
Cohort:
Admitted Fall 2007
Graduated
Persistence/Grad
Rate
10 admitted
7
70%
Grad 4 years
2
20%
Grad 5 years
4
40%
Grad 6 years
1
10%
Pending Work*
1
10%
Still Enrolled
0
0%
Total Persistence
8
80%
Cohort:
Admitted Fall 2008
Graduated
Persistence/Grad
Rate
10 admitted
2
20%
Grad 4 years
0
0%
Grad 5 years
2
20%
Pending Work*
1
10%
16
Still Enrolled
6
60%
Total Persistence
9
90%
Cohort:
Admitted Fall 2009
Graduated
Persistence/Grad
Rate
34 admitted
4
12%
Grad 4 years**
4
12%
Pending Work*
1
3%
Still Enrolled
21
62%
Total Persistence
26
76%
Cohort:
Admitted Fall 2010
Graduated
Persistence/Grad
Rate
58 admitted
3
5%
Grad 4 years**
2
3%
Pending Work*
1
2%
Still Enrolled
46
79%
Total Persistence
49
84%
**Note: Entered CSU Chico in fall 2009 but did not enter SSS program until fall 2010.
Cohort:
Admitted Fall 2011
Graduated
Persistence/Grad
Rate
43 admitted
0
0%
Still Enrolled
37
86%
Total Persistence
37
86%
Cohort:
Admitted Fall 2012
Graduated
Persistence/Grad
Rate
25 admitted
0
0%
Still Enrolled
25
100%
Total Persistence
25
100%
*Note: The data now includes students who have applied for graduation but are “pending work”.
Annual Objectives 2012-2013
1. SSS will develop a scholarship resource guide for students. (Strategic
priorities 1, 3, 4, 5)
17
In Progress – A list of scholarships is currently available on the Student
Support Services website. The list of scholarships is updated on a regular
basis. Students are instructed to check the website on a regular basis for
updated scholarships.
2. SSS will develop a resource binder for students who plan on applying to
graduate school. (Strategic priorities 1, 3, 4, 5)
Met – A resource binder is available in the Project Director’s office. The
Project Director will work with students who are interested in attending
graduate school.
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)
Met – SSSLC, in collaboration with WESTOP NorCal Chapter, TRiO Alumni,
and TRiO Programs, co-hosted a leadership conference in February.
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 2012-2013 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
workshops, cultural activities, and an End of the Year Evaluation.
FOCUS: There were a total of 21 students who participated in the five-day
2012 summer program. Of the 19 who completed both the pre-assessment
and the post-assessment, 84.2% increased their knowledge of campus
resources; 89% felt more prepared for college; and 89.4% became more
confident in financial literacy.
18
End of the Year Evaluation: An email was sent out to 148 active
participants to evaluate the overall academic year of SSS. Of the 53 who
responded, 92.4% were very or moderately satisfied with the services they
received from SSS. Over 87.5% indicated that SSS was extremely or very
important in helping them remain enrolled and successful at Chico State.
Over one-third (35.8%) 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 – 76.6%
I improved my time management skills – 80.1%
I improved my self confidence and motivation – 91.5%
I improved my financial literacy skills – 70.2%
I was able to make good choices in my course selections – 87.2%
I received referrals to other services on campus when appropriate –
68.9%
I was able to effectively deal with any academic difficulties that I had –
78.7%
I received accurate information on SSS and other events in a timely
manner – 78.2%
I improved my ability to prepare for tests – 68.1%
I
received appropriate personal support – 91.5%
I received useful and appropriate information about financial aid –
80.6%
To ensure that the students respond to end of the year 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.
19
VIII. Goals for the next academic year
Annual Objectives 2013-2014
1. SSS will offer financial literacy and graduate school monthly workshops on
Blackboard. (Strategic priorities 1, 3, 4, 5)
2. SSS will offer alternative advising weekly through Blackboard, Skype, or
Google chat. (Strategic priorities 1, 3, 4, 5)
3. SSS will collaborate with the Student Learning Center to provide an
intensive writing workshop for 12 SSS participants. (Strategic priorities 1,
3, 4, 5)
20
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
In
the past five years, the Student Learning Center has experienced
tremendous and almost overwhelming growth. The number of students
using all four of our academic assistance programs has increased by 77%
and visits have increased by a staggering 173%.
For the third year in a row, the Student Learning Fee (SLF) Committee
has awarded funding to the Student Learning Center in recognition of the
expanding demand for services and the contribution the SLC makes in
improving student academic performance.
The Student Learning Center continues to attract excellent tutors who
make a difference in the lives of those they help. This year, writing tutor
Michael Bluing was given the Enhancing Multicultural Understanding
Award and the Conversations on Diversity Teach Back Award in
recognition of his work as a mentor tutor and his advocacy on behalf of
underrepresented populations.
Highlights:
21
This has been another banner year for the Student Learning Center. We
saw significant growth in the number of students using services:
and the number of visits:
Students also came in droves to sign up for appointments on the first day
of sign-ups in comparison to previous years:
22
This demonstrates a high degree of satisfaction with our services and
positive word of mouth. More students appear to be referred to the SLC by
their professors. We continue to gather both quantitative and qualitative
measures of student achievement and satisfaction. The main complaints
we get on our program surveys are that we do not have enough tutors,
enough subjects, or enough available appointments.
For the 2013-2014 academic year, the SLC requested SLF funding of
$37,980 to hire ten subject area tutors and five writing tutors and purchase
two new computers. Unfortunately, with an increase in requests for SLF
funds, the SLC was given $21,600 (the same amount received in the last
academic year), but $16,380 less than we had requested. The SLF
committee also awarded $15,400 to School of Business faculty to hire
tutors for SCMS, FINA, MINS, and ACCT. The Interim Dean of the College
of Business and the Director of Business Student Advising requested a
meeting with SLC staff to find out more about our tutoring model and to
request help with organizing their tutoring program. A tentative agreement
was reached to share some resources (see goals for 2013-2014).
Writing tutor Michael Bluing was one of the few non-English major writing
tutors in the SLC and the only African American writing tutor. He became
a mentor and role model by facilitating writing workshops for EOP
freshmen and students in a multicultural fraternity who needed to improve
their GPA’s. The students Michael worked with improved their grades, but
more importantly also grew in confidence, motivation, and persistence.
Michael was profiled in the commencement edition of
Inside Chico State.
23
III. Changes in Policies and Procedures
In spring 2013, the SLC began having students sign-up in advance online for
Study Skills Workshops to get a better idea of how many students planned to
attend, create a more accurate sign in process, and facilitate entering the visit
data into TutorTrac. We found that the number of students who signed up in
advance was an accurate predictor for the number of students who actually
attend workshops. Students who were signed up but did not attend were
replaced by those who signed up late and those who showed up without
advance notice. The advance sign-up (using a Google Docs form) also
allowed us to send an email reminder to students the night before, relocate a
workshop if the number who signed up exceeded the room capacity, and give
the presenter an idea of how many students would attend. EOP and SSS
students were given incentives to attend more workshops this year and the
advance sign-up process became a learning opportunity to help students plan
ahead and choose workshops that were most relevant for them. The day after
each workshop, students were emailed a link to an online workshop survey
which also served as their proof of attendance. This helped save paper and
staff data entry time compared to the previous procedure of having student
clerical staff enter information from paper workshop feedback forms.
IV. Resources Summary
Budget Summary:
SLC annual allocation (lottery dollars; this is $1,300 $11
9,464
less
than last year)
Rollover from 2011-2012 32,816
Student Learning Fee allocation (Gen eral Fund) 21,600
Total allocation for 2012-2013 173,880
Projected Annual Expense – SLC (175,758)
Projected Balance ($1,878)
Staffing:
In February 2011, the SLC hired Deanna Pierro as a .75 Writing and SI
Coordinator on a temporary appointment. In September 2011, the position
was expanded to full-time. In recognition of how vital the position is to the
ability of the SLC to meet the growing demand for services, the position has
recently been changed to probationary/permanent. Even with the expansion
of the position to full time and the position eventually becoming permanent,
adequate staffing continues to be a concern within the Student Learning
Center.
24
Facilities/Equipment:
The log in computers and computers used by tutors and students in the
SLC are now more than five years old and are showing extreme wear and
tear. They are slow and will not consistently run programs that students
need to complete assignments. In our 2013-2014 Student Learning Fee
request, we asked for funding to replace two of the aging computers to
expedite the log in process, but we received $16,380 less than we
requested. Paying tutors is our priority, so we will need to find other
sources of funds for much needed computer replacement.
Usage of SSC 304 increased again in 2012-2013. Last 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.
To secure the SLC equipment and facility, Facilities Reservations is now
supposed to restrict reservations by outside groups to SLC open hours
and the room is no longer supposed to be available to outside groups on
evenings, weekends or during the summer when the SLC is closed. Other
units are constantly requesting use of the room, regardless of whether the
SLC is open or not. If not granted access by Facilities Reservations
(which has happened and is not supposed to), other units go directly to
SLC staff or the EOP Director in hopes of going around the system. This
has caused conflict as other units cannot understand why the room is not
available.
E
arly in fall 2012, there was significant renovation/remodeling of the SLC
lobby/reception area based on requirements outlined by the Fire Marshal.
Traffic flow and appointment scheduling was negatively affected
throughout the fall semester. However, the waiting area was reconfigured
at the beginning of spring 2013 resulting in improved traffic flow and less
confusion by students about where to wait for tutors.
T
he 35,102 visits to the Student Learning Center this year has caused
quite a bit of wear and tear on whiteboards, furniture, computers, and the
walls around the whiteboards. We moved into the SSC five years ago and
have not been allowed to paint the walls during that time. The paint that
was used in the SSC absorbs marker ink, dirt, and anything that touches it
and cannot be cleaned without smearing or taking the paint off the walls. It
would be easier to maintain the SLC space if the paint could be changed
to a semi-gloss or something that could be cleaned.
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.
25
2. SLC will provide supplemental instruction for high-risk courses and EOP first
year students.
3. The SLC 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.
Annual Objectives 2012-2013
1. Pursue 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)
Met/Ongoing – With the help of Jim Aird in the Technology and Learning
Program, Deanna Pierro and Christine Connerly set up Blackboard Learn
pages for SLC student staff and for an online Writing Center. The Student
Learning Center BB Learn page allowed tutors and clerical staff to access
online forms (saving reams of paper as a result), communicate more easily,
access their schedules on TutorTrac from home using a Virtual Private
Network (VPN) program, and get SLC updates and announcements quickly.
Transitioning from Google Docs to Blackboard Learn has made online writing
tutoring much more accessible for students. After transitioning to Blackboard
Learn, online writing submissions increased 127% within the first semester.
The writing tutors find this system far more manageable and convenient when
responding to students’ work. In addition, we have been able to use
Blackboard Learn tools internally for writing tutors to collaborate intellectually,
exchange methodologies, and continuously improve their practice.
2. Implement an internship for Supplemental Instruction Leaders to help train
and evaluate potential new leaders. (Strategic priorities 1, 2, 5)
Met/Ongoing – The Supplemental Instruction internship program was
established in fall of 2012 and was made available to all prospective SI
leaders. Students who were interested in filling open positions were
encouraged to complete a semester-long internship in which they closely
shadowed the duties of our mentor leaders. As part of this internship,
prospective candidates were pre-exposed to the rigors and responsibilities of
being an SI leader, which include developing lesson plans, creating engaging
and interactive activities, and reporting their progress to the SI Coordinator
and the professor of the course. Through this program we have been able to
26
glean and groom six remarkable leaders who were better prepared to meet
the expectations of the position.
3. Pilot group tutoring sessions for writing to facilitate collaborative learning for
research writing. (Strategic priorities 1, 3, 4, 5)
Met/Ongoing – Group writing tutoring sessions were implemented in order to
provide ongoing assistance to students who are struggling with writing across
the curriculum. The sessions are designed to reach our ethnic minority
population by discussing writing with a cultural consciousness. Within the first
semester of piloting this program, 100% of students reported significant
increase in grade point averages. Since its inception, group writing tutoring
has helped 42 students, 76% of which identify as an ethnic minority.
According to our end-of-the-semester surveys, 100% of attendees reported
that they were “very satisfied” with the help they received. Because of the
high level of student satisfaction, group writing tutoring will be continuing
through the 2013-2014 academic year. In response to the success of the
group writing tutoring, the SLC will pilot a math mentor workshop program for
EOP freshmen starting in fall 2013.
Demographics
27
28
Tutorial
Number of students receiving tutorial services/Number of courses tutored (Primary Goal 1)
Note: The number of students using tutorial assistance has increased by 151% in the past five years, while
the number of visits has increased by 232%. At the end of 2011-2012 there were 575 students on the waitlist
for whom we were not able to provide tutoring. At the end of 2012-2013, there were 343 waitlisted students
we were not able to serve. Thanks to Student Learning Fee funds we were able to serve more students this
year, but the demand still significantly exceeded our ability to provide learning assistance to those seeking it.
Grade Outcomes for Students Attending Tutoring for Key Subjects
(Primary Goal 2)
29
Note: The subjects represented by this grade data include student visits for Biol 103, 104, 211, Chem 107,
108, Phil 102 (large section of 192 students), and Hist 130 (large section of 127 students). The number of
students represented in Not Attended: 858 students, 1 to 4 visits: 184 students, 5 to 7 visits: 59 students, 8
or more visits: 253.
Study Skills Workshops
Number of SLC study skills workshops and number of students in attendance (Primary Goal 1)
NOTE: Due to limited staffing in the SLC between 2009-2010 and 2010-2011, there were fewer workshops
offered and EOP and SSS students were no longer given incentives to attend workshops. Starting in 2011
-
2012, EOP and SSS students were again given extra credit for attending workshops. As a result, even
30
though the SLC offered fewer workshops than in previous years, attendance at the workshops has
increased significantly.
Online Study Skills Workshops
Note: Many of the SLC workshops have been made available to view online for the past three years thanks
to collaboration with Regional and Continuing Education.
In 2012-2013, the SLC sponsored study skills workshops on the following topics:
Avoiding Procrastination
Avoiding Test Anxiety
Beginning Prezi
Budgeting Your Money
Improving Exam Preparation
Mastering Study Skills
Memory & Concentration
Motivation
Outlining and Organizing Your Essay
Planning for Finals
Pre-Writing
Reading Strategies
Reading to Write
Research Methods
Stress Management
The Tech-Savvy Student
The Well Balanced Student
31
Time Management
Supplemental Instruction
Number of Students Attending Supplemental Instruction Sessions (Primary Goal 2)
Note: In Fall 2012 we changed our SI policy to require continuous SI attendance in order to be admitted into
test review sessions. This resulted in a decrease in visits as a substantial amount of overall visits come from
test review attendance. The policy change was in accordance to the SI model, which emphasizes
longitudinal learning and not “teaching to the test.” The effectiveness and success of this shift is reflected in
the GPA performance reported below.
Grade Outcomes for SI Students Receiving SI Tutorial (Primary Goal 2)
Note: This chart shows that students who attend SI eight or more times earn an average of 1.5 grade points
higher than those who do not attend SI and almost an entire grade point higher than those who only attend
1-4 times.
32
Writing Tutoring
Number of Students Participating In Writing Tutorials (Primary Goal 1)
Note: Over the past five years, the number of students seeking writing tutoring has increased by 68% and
the number of visits has increased by 240%, indicating a high level of student satisfaction with our writing
tutoring services, which now include drop-in, appointment, online, and group tutoring.
Learning Outcomes
2*
Top Five Study Skills Developed by Student Users (Learning Outcome 1)
Subject Tutoring
Supplemental
Instruction
Writing
Study Skills
Understanding of
Subject
Understanding of
Subject
Organize Ideas
Organization
Exam Preparation
Exam Preparation
Grammar
Motivation/Persistence
Asking Questions
Better Overall Study
Habits
Main Points
Better Overall Study
Habits
Memory Techniques
Memory Techniques
Introduction
Reading Skills
Confidence
Being Prepared for Class
Coherence
Preparing for Exams
Student Satisfaction Spring 2013
33
Top Five Professional Skills Developed by SLC Student Staff (all programs)
(Learning Outcome 2)
Student Satisfaction - Tutoring, Supplemental Instruction, Writing – Spring
2013
VII. Analysis: What actions need to occur to move to the “next level”?
The SI/Writing Coordinator position will be made a
probationary/permanent track position staring fiscal year 2013-2014
which acknowledges the improvement in program quality and student
usage since Deanna Pierro was hired in February of 2011. Writing
34
usage has increased by 223% since Deanna began as the Writing
Coordinator. This is definitely a step in the right direction!
The SLC has requested and been granted Student Learning Fees for
three consecutive years to help supplement the cost of increased
demand and offset the ongoing reduction of lottery funding over the
past several years. This year the SLF committee asked many
questions about whether we intend to continue to rely on Student
Learning Fee requests to fund the tutoring program or if we will have a
more stable and consistent source of funding. This year the committee
granted the SLC the same $21,600 that we requested last year, but not
the entire $37,980 that we requested to help cover additional tutors
and new computers to replace some of the more than five year old
computers used by students in the SLC. As the demand for services
has grown, the SLC has dipped into rollover lottery funds each year,
and the rollover amounts have been dwindling.
For the first time, the
SLC finished the year in the red and did not have rollover funds going
into the following fiscal year. In order to continue to address a growing
demand for services and maintain our high quality learning
environment outside of the classroom (Strategic Priority 1), the Student
Learning Center needs a consistent funding source to pay tutors,
upgrade equipment, and maintain our facility.
VIII. Goals for the next academic year
Annual Objectives 2013-2014
1. Build collection of “how to” screencast videos for TutorTrac and other
computer based processes for more consistent training of student clerical
and SLC career staff. (Strategic priorities 1, 2, 3, 4, 5)
2. Collaborate with Student Support Services (SSS) by developing weekly
writing workshops for SSS freshmen. (Strategic priorities 1, 4, 5)
3. Develop math mentoring workshop pilot program for EOP freshmen using
a similar model as the targeted writing workshops started in 2012-2013.
(Strategic priorities 1, 3, 4, 5)
4. Expand the number of study skills workshops to accommodate the larger
number of students attending now that EOP and SSS freshmen have
incentives to attend several during the semester. (Strategic priorities 1, 4)
5. Pursue collaboration requested by the College of Business for the SLC to
train business tutors paid for out of SLF funds requested by faculty.
(Strategic priorities 1, 2, 5)
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