MATRICULATION PROGRAM REVIEW July 2009

Transcription

1 MATRICULATION PROGRAM REVIEW July 2009

2 Matriculation Program Review Executive Summary The Matriculation program planning efforts were initiated in fall 2008 with participation from the matriculation advisory committee and individuals with direct responsibility in the components of matriculation including the Director of Admissions & Records, the Director of the Tutoring and Learning Center, two fulltime counselors, one fulltime faculty, Director of Planning and Research, and the Dean of Student Services. Matriculation is a multidimensional program that encompasses activities in a number of other longstanding college programs and services including admissions, orientation, assessment, counseling, and follow-up. The goal of this process was to identify the effectiveness of the college s efforts relative to the matriculation regulations and by so doing, to update the college matriculation plan. The culmination of those efforts has resulted in this program review document including the team s recommendations for enhanced effectiveness and future development. Program Philosophy and Mission As stated in the LTCC catalog, Matriculation is a process which brings a college and a student who enrolls for credit into an agreement for the purpose of realizing the student s educational objective. The agreement acknowledges responsibilities of both parties to attain those objectives through the college s established programs, policies, and requirements. On the college s part, the agreement includes providing an admission process; an orientation to college programs, services and procedures; pre-enrollment assessment and a suitable curriculum or program of courses; follow up on student progress with referral to support services when needed; and a program of institutional research and evaluation. On the student s part, the agreement includes expression of at least a broad educational intent at entrance and willingness to declare a specific educational objective within a reasonable period of enrollment. Program Goals and Objectives The overall intent of the Matriculation Act is to ensure equitable access and the opportunity for success to all students attending a California community college. The official goals and objectives include, but are not limited to: 1. Student Success. To increase the extent to which students attain their educational objectives by: a. Enabling students to make wise educational choices concerning the programs and courses to pursue based upon clear and sensitive appraisals

3 of their skill, interests, and aptitudes in relation to the programs and courses offered. b. Enabling students to complete the units they attempt with satisfactory grades and to persist from term to term. c. Identifying the support services that students need to succeed (such as financial aid or child care), and by assisting students to meet those needs. d. Strengthening student motivation to success through the above and by providing more frequent performance feedback and encouragement. 2. Institutional Effectiveness. To increase the efficacy with which colleges and districts deliver their educational programs and services by: a. Enabling them to further strengthen partnerships among instructional, service, and administrative staff based upon restructuring of roles and responsibilities as locally determined to be necessary for implementing matriculation. b. Enabling them to increase collection and utilization of student, curriculum, and services information for purposes of systematic planning, monitoring and evaluation. Program Outcomes: Student Learning and Success Matriculation encompasses college programs in the areas of admissions, assessment, counseling, and research. These programs undergo individual program planning and address within them the manner in which the individual service(s) contributes to student learning and success. On a broad program level, students who participate in matriculation services will: Increase the extent to which students attain their educational goals. Demonstrate an awareness of the support services available to assist them to succeed. Identify personal academic skill levels in English and math and the implications on their educational plan and selection of courses. Develop an educational plan that outlines the steps they must follow to reach their goals. Recommendations The internal review of each component of matriculation conducted as part of preparing this document has resulted in a series of recommendations to enhance matriculation services at LTCC. Overall college matriculation services are well developed and institutionalized, especially in the services provided prior to enrollment. While not meant to be exclusive, the following recommendations have been identified by the program planning team to

4 enhance the effectiveness of the program. These recommendations have been incorporated into the goals and/or activities for each component: General Update official Matriculation Plan. Admissions Implement Datatel ERP system. Orientation Develop model of online orientation specific to the online student. Regularly track effectiveness of orientation services. Assessment Develop ability to administer computerized assessments at local high schools. Regularly solicit student input regarding assessment process. Improve data collection process to enhance ability to measure effectiveness of assessment process. Counseling Enhance and maintain web page. Enhance and increase awareness of online counseling. Follow-up Increase outreach regarding the Early Alert program to part-time faculty. Better track student outcomes related to Early Alert. Review use of services after students receive letters, as well as overall success rates of classes participating in the program. Expand the personalized follow-up provided to students. For example, phone calls to students who receive Early Alert letters and/or to those who are on probation. Coordination and Training Provide training as needed to Instruction Office and Admissions and Records staff regarding changes in matriculation procedures. Research Develop the ability to identify matriculants, services received by matriculants, and persistence and success of students participating in matriculation services. Include consultation with Matriculation Coordinator in reviewing and submitting MIS data. Develop list and timelines for creation of matriculation reports. Regularly analyze student referrals and follow-up.

5 MATRICULATION PROGRAM REVIEW TABLE OF CONTENTS A. Introduction..1 B. Program Philosophy and Mission 2 C. Goals and Objectives...2 D. Response to Recommendations from Previous Program Review...3 E. Accreditation Self-Study.6 F. Program History..7 G. Curriculum / Services...8 H. Review of Documents. 9 I. Student Demographics....9 J. Student Learning and Success...9 K. Assessing Student Learning Outcomes..9 L. Staff Development/Professional Growth...10 M. Final Recommendations 10

6 Introduction The Matriculation program planning efforts were initiated in fall 2008 with participation from the matriculation advisory committee and individuals with direct responsibility in the components of matriculation including the Director of Admissions & Records, the Director of the Tutoring and Learning Center, two fulltime counselors, one fulltime faculty, Director of Planning and Research, and the Dean of Student Services. Matriculation is a multidimensional program that encompasses activities in a number of other longstanding college programs and services including admissions, orientation, assessment, counseling, and follow-up. The goal of this process was to identify the effectiveness of the college s efforts relative to the matriculation regulations and by so doing, to update the college matriculation plan. The culmination of those efforts has resulted in this program review document including the team s recommendations for enhanced effectiveness and future development. 1

7 Program Philosophy and Mission As stated in the LTCC catalog, Matriculation is a process which brings a college and a student who enrolls for credit into an agreement for the purpose of realizing the student s educational objective. The agreement acknowledges responsibilities of both parties to attain those objectives through the college s established programs, policies, and requirements. On the college s part, the agreement includes providing an admission process; an orientation to college programs, services and procedures; pre-enrollment assessment and a suitable curriculum or program of courses; follow up on student progress with referral to support services when needed; and a program of institutional research and evaluation. On the student s part, the agreement includes expression of at least a broad educational intent at entrance and willingness to declare a specific educational objective within a reasonable period of enrollment. Program Goals and Objectives The overall intent of the Matriculation Act is to ensure equitable access and the opportunity for success to all students attending a California community college. The official goals and objectives include, but are not limited to: 1. Student Success. To increase the extent to which students attain their educational objectives by: a. Enabling students to make wise educational choices concerning the programs and courses to pursue based upon clear and sensitive appraisals of their skill, interests, and aptitudes in relation to the programs and courses offered. b. Enabling students to complete the units they attempt with satisfactory grades and to persist from term to term. c. Identifying the support services that students need to succeed (such as financial aid or child care), and by assisting students to meet those needs. d. Strengthening student motivation to success through the above and by providing more frequent performance feedback and encouragement. 2. Institutional Effectiveness. To increase the efficacy with which colleges and districts deliver their educational programs and services by: a. Enabling them to further strengthen partnerships among instructional, service, and administrative staff based upon restructuring of roles and responsibilities as locally determined to be necessary for implementing matriculation. 2

8 b. Enabling them to increase collection and utilization of student, curriculum, and services information for purposes of systematic planning, monitoring and evaluation. General Response to Recommendations from Previous Program Plan Modify the process by which a student challenges the components of matriculation. Insert in relevant documents the statement Students wishing to challenge matriculation requirements, or file a complaint regarding the application of matriculation regulations, may do so in writing to the Dean of Student Services. The rationale and any relevant documentation to justify an exception to the requirements must be included in the student s request. A response will be provided within three working days. Records of all challenges will be maintained in the Student Services office for three years. Status: Completed. Scheduled for inclusion in 2009/10 catalog. Revise matriculation handbook Status: Completed Admissions Implement an automated registration system that is user friendly and provides fast and easy access for students to application and registration, records, grades, schedules, the catalog, and class schedule. Status: Completed Orientation Include optional campus tours as part of orientation Status: Completed Add information on student rights and responsibilities, policies and procedures for challenging the matriculation process, for alleging unlawful discrimination, and for appealing prerequisite requirements to the college website Status: Completed. The LTCC catalog is available online and contains this information. Explore feasibility of online orientation Status: Incomplete. The college is currently revising the in-person orientation and including elements that will transition to an online environment. A model of online orientation specific to the online student is under consideration. Regularly administer student questionnaire regarding effectiveness of orientation services Status: Limited progress. Questionnaire was distributed in 2005 and will be reestablished following the revision of orientation currently in process. Assessment Create an environment for assessment that is free of noise and distraction 3

9 Status: A separate testing room housing 18 computers used solely for the purpose of assessment administration was created as part of Tutoring & Learning Center remodel. In addition, a small, quiet testing room was also included in the remodel for students who require even less distraction than the general testing room. Implement writing sample Status: A decision was made to not include a writing sample in the assessment process due to the expense of scoring and the overall satisfaction with placement utilizing the existing assessment process. Develop ability to administer computerized assessments at local high schools Status: Under development. Previously online assessments were administered at the high school, but technical difficulties resulted in an inefficient process. A new model is being explored. Establish user-friendly procedures for a smooth ESL assessment process Status: Complete. Regularly solicit student input regarding assessment process Status: Incomplete; a survey will be developed and administered during fall quarter assessments to gather student feedback regarding the assessment process. Improve data collection process to enhance ability to measure effectiveness of assessment process Status: Under development. The current assessment products have limited research capabilities but efforts are underway to enhance the data that can be made available to track student placement and success. Establish regular post-registration meetings with Learning Support Complex Director, proctors and counseling representatives to address areas of concern Status: Incomplete; does not take place at a regularly scheduled time, but rather on an asneeded basis. Locate assessments closer to Student Services Status: Completed. With the relocation of the assessment room completed in winter 2008, this objective has been accomplished. Counseling Enhance and maintain web page Status: Ongoing; major updates and improvement in design and content have taken place. Develop formalized online counseling Status: In progress. The department piloted a live chat version of online counseling in 2007/08 but limited hours of availability diminished its effectiveness. Currently students can access a counselor online in two ways: through a counselor on the website or through scheduling an online appointment in a modified live chat mode. Enhance educational planning by: o Utilizing individual appointments for educational plan development rather than group settings o Revising educational plan forms o Educating students and staff about the value of educational plans through more active marketing Status: Completed; ongoing efforts to stress the value of educational planning are in place. 4

10 Develop methods to ensure consistency of information provided to students Status: Ongoing. Through development of a counseling intranet, updated information is provided to counselors immediately. This ensures that when counselors check that source, the information is as up-to-date as possible. Provide information to students and staff regarding services available Status: Unclear goal; information is provided both formally and informally on an ongoing basis Follow-up Develop faculty partnership teams aimed at increasing communication and professional collaboration among faculty thereby improving the services provided to students. Counselors will work closely with instructional faculty to facilitate information sharing about curriculum, classroom issues, career information, student issues, support services, counseling, etc. Status: Implemented. Increase outreach regarding the Early Alert program to part-time faculty. Status: Incomplete. While adjunct faculty are informed of Early Alert, outreach was not increased. Better track student outcomes related to Early Alert. Review use of services after students receive letters, as well as overall success rates of classes participating in the program. Status: No progress due to lack of tracking capability. Expand the personalized follow-up provided to students. For example, phone calls to students who receive Early Alert letters and/or to those who are on probation. Status: Incomplete. Personalized follow-up with each fall early alert student, or students on academic probation, has been sporadic due to staffing limitations. Expand tutor training to incorporate a mentoring element as a means to enhance tutor s skills in working with students. Review the possibility of recruiting qualified tutors into a peer mentoring program. Status: In progress. A pilot mentoring program was initiated in winter Explore the development of learning communities in basic skills classes. Status: Because of the small numbers of students enrolled in classes at LTCC, offering a standard learning community class where students are required to enroll in dual sections has been unrealistic due to student schedules, work schedules, etc. Implement comprehensive probationary intervention and follow-up procedures to provide support and encouragement to probationary students. Status: Implemented in

11 Coordination and Training Provide training to Instruction Office staff in assessment and prerequisite standards and procedures Status: Incomplete. Formal training with other departments has not taken place; informal efforts are ongoing. Provide training to Admissions & Records staff in probationary student procedures Status: Incomplete. Formal training with other departments has not taken place; informal efforts are ongoing. Familiarize new faculty with matriculation program and services Status: Ongoing. New faculty are made aware of matriculation during their official orientation and again when they meet with the Dean of Student Services during their first quarter at the college. Research Provide a smooth process for the acquisition and analysis of data to assist in college-wide decision making Status: Incomplete. Prior to fall 2008, the college did not employ a fulltime researcher so efforts to gather and analyze data were severely limited. Develop list and timelines for creation of matriculation reports Status: Incomplete. With the addition of a fulltime researcher, efforts are underway to establish systematic reporting of matriculation components. Regularly analyze student referrals and follow-up Status: No progress due to lack of tracking capability. Institutionalize assessment testing validation process Status: Complete. Assessment validation studies are up to date. Accreditation Self-Study The 2005 accreditation self-study and the visiting team s evaluation report were reviewed with respect to the activities and goals of the Matriculation program. The plans of action and subsequent progress relative to matriculation included: The College will enhance its efforts to publicize all services and provide comprehensive, appropriate, and reliable services to students at off-campus locations, particularly at the noncredit ESL sites. Efforts to provide services to off-campus locations, particularly at the noncredit ESL site have been enhanced. A bilingual counselor is onsite three days per week during the registration and assessment period. During the mid-quarter, the bilingual counselor is onsite hours per 6

12 week in addition to being present at most special events, the college tour, and end of the quarter celebrations. The bilingual Outreach Program Technician is onsite daily at the off-campus ESL site. Financial aid forms and assistance are provided onsite by the counselor. Each quarter a large group of noncredit ESL students comes to the college for a very popular campus tour, a college ID card, and an opportunity to meet bilingual staff in Admissions & Records, Financial Aid, and Student Services, to hear about programs and services, and to become familiar with the college environment. The College will research ways to enhance and improve data collection and student tracking in an effort to improve follow-up services. Limited improvement has been made in this area due to the college s cumbersome data collection and research capabilities. However, an institutional researcher was hired in September 2008 and the Student Services department will be working closely with that individual in developing an approach to better track the success rate of students utilizing support services. Within the counseling department, the ability to track services has been improved through more effective use of automated scheduling software. With the implementation of a new ERP scheduled to begin in July 2009, it is anticipated that access to data will be improved. The visiting team made a general recommendation for Student Services under which matriculation would be included: To ensure substantial compliance with Standard II, it is recommended Student Services develop and implement SLOs for all its component units, assess those measures, analyze the data, link the process to planning and budgeting, and use the results for continuous program improvement. Action taken: The Student Services programs were involved in campus-wide trainings conducted by the college and program-specific trainings attended by staff on the identification and measurement of student learning outcomes. The matriculation program established program student learning outcomes in spring Program History The origins for the Matriculation program began in 1986 with the passage of the Seymour- Campbell bill, otherwise known as AB 3. This legislation mandated that all colleges include the components required by the matriculation legislation including: Admissions Orientation Assessment Counseling and advisement Student follow-up Institutional research and evaluation Coordination and training 7

13 Each component has its own separate standards, goals, and activities and colleges were required to establish plans indicating how they intended to address the components of matriculation. Lake Tahoe Community College submitted its first matriculation plan in January, The plan has revised three times: in 1990, 1992, and As part of this current program review process, a revised and updated plan has been developed. Matriculation funds have allowed the college to provide students with a smooth transition to college in a manner designed to enhance their likelihood of success. The process whereby students apply to the college, attend an orientation, take an assessment test, and meet with a counselor for schedule development and educational planning is well established and runs very smoothly. Over the years the college has established an early alert program and undergone a thorough revision of probationary procedures which are focused on intervention with students who are at risk in order to provide support to enhance the likelihood of persistence and success. In addition, a web based registration process was implemented in spring 2004 and has provided a smooth and accessible registration process. Three areas of development for the college will directly impact the matriculation program: 1. With the acquisition of funding from the Basic Skills Initiative, the college has been able to dedicate efforts to intervene and follow up with basic skills students. These efforts began in 2007/08 and as those efforts progress; the impact will be reviewed and analyzed to institutionalize those that are proving effective. 2. In 2008 the college hired a fulltime research position and this should result in much better data regarding program effectiveness. 3. The college was awarded a two million dollar Title III grant to implement a new ERP system. This will result in an increase in services to students, improve the ability to provide better research and follow up, and streamline many of the cumbersome procedures currently in place. Curriculum/Services A comprehensive list of activities contained within each of the components of matriculation can be found in the activities section of the matriculation plan. In summary by component: Admissions The college provides a smooth process by which students may enroll in classes at LTCC via online or walk-in processes. Orientation The counseling department provides numerous 2 hour orientations each quarter to new matriculants. Assessment All new matriculants and students wishing to enroll in math or English and who lack the prerequisite course are required to take an approved assessment test prior to initial enrollment. LTCC uses the MDTP for math and ACT s COMPASS for English. 8

14 Counseling New matriculants meet with a counselor prior to their first quarter of enrollment for review of assessment results and educational goals in order to establish an approved schedule of classes and to begin the process of educational planning. Follow-up Students who are at risk academically are identified and offered assistance through the college Early Alert program. In addition, students on probation are identified, required to meet with a counselor prior to enrollment, and offered assistance through the college support services. Coordination and training Efforts to enhance the awareness and implementation of matriculation procedures and services are ongoing. In addition, matriculation funds staff training in a variety of areas to ensure professional and student-focused services are provided to students. Research and evaluation Efforts to gather and analyze data in a way to measure student success and the effectiveness of programs and services are ongoing. Review of Documents The catalog, schedule, student handbook, website, brochures, and flyers were reviewed to determine whether information about matriculation services was accurate, clear and comprehensive. With the exception of needing to add a method for appealing matriculation, all were found to be satisfactory. Student Demographics Due to limitations in the college s ability to access data, this information is not available. Program Outcomes: Student Learning and Success Matriculation encompasses college programs in the areas of admissions, assessment, counseling, and research. These programs undergo individual program planning and address within them the manner in which the individual service(s) contributes to student learning and success. On a broad program level, students who participate in matriculation services will: Increase the extent to which students attain their educational goals. Demonstrate an awareness of the support services available to assist them to succeed. Identify personal academic skill levels in English and math and the implications on their educational plan and selection of courses. Develop an educational plan that outlines the steps they must follow to reach their goals. Assessing Student Learning Outcomes Matriculation encompasses college programs in the areas of admissions, assessment, counseling, and research and each of these programs have established individual student learning outcomes. 9

15 In the program review process undertaken every six years, the assessment results of the level to which the departments are achieving their student learning outcomes is reviewed and analyzed. Staff Development/Professional Growth Matriculation funds have supported staff development across several departments for opportunities and training to enhance the ability to successfully address the goals of matriculation. Recommendations The internal review of each component of matriculation conducted as part of preparing this document has resulted in a series of recommendations to enhance matriculation services at LTCC. Overall college matriculation services are well developed and institutionalized, especially in the services provided prior to enrollment. While not meant to be exclusive, the following recommendations have been identified by the program planning team to enhance the effectiveness of the program. These recommendations have been incorporated into the goals and/or activities for each component: General Update official Matriculation Plan. Admissions Implement Datatel ERP system. Orientation Develop model of online orientation specific to the online student. Regularly track effectiveness of orientation services. Assessment Develop ability to administer computerized assessments at local high schools. Regularly solicit student input regarding assessment process. Improve data collection process to enhance ability to measure effectiveness of assessment process. Counseling Enhance and maintain web page. Enhance and increase awareness of online counseling. Follow-up Increase outreach regarding the Early Alert program to part-time faculty. 10

16 Better track student outcomes related to Early Alert. Review use of services after students receive letters, as well as overall success rates of classes participating in the program. Expand the personalized follow-up provided to students. For example, phone calls to students who receive Early Alert letters and/or to those who are on probation. Coordination and Training Provide training as needed to Instruction Office and Admissions and Records staff regarding changes in matriculation procedures. Research Develop the ability to identify matriculants, services received by matriculants, and persistence and success of students participating in matriculation services. Include consultation with Matriculation Coordinator in reviewing and submitting MIS data. Develop list and timelines for creation of matriculation reports. Regularly analyze student referrals and follow-up. 11