DOCUMENT RESUME JC 960 702 AUTHOR Baylard, Dana Reece; … · 2014. 5. 14. · DOCUMENT RESUME. ED 401 964 JC 960 702. AUTHOR Baylard, Dana Reece; And Others TITLE Mt. San Jacinto

DOCUMENT RESUME

ED 401 964 JC 960 702

AUTHOR Baylard, Dana Reece; And OthersTITLE Mt. San Jacinto College Student Equity Plan

Update.INSTITUTION Mount San Jacinto Coll., San Jacinto, Calif.PUB DATE Sep 96NOTE 99p.; For the original 1995 Plan, see ED 389 356.PUB TYPE Statistical Data (110) Reports Descriptive (141)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Access to Education; *Affirmative Action; *College

Planning; Community Colleges; EducationalOpportunities; Educational Policy; EducationalQuality; *Equal Education; *Ethnic Groups; MinorityGroups; *School Demography; Two Year Colleges

IDENTIFIERS *Mount San Jacinto College CA

ABSTRACTThe Student Equity Plan developed by California's

Mount San Jacinto College (MSJC) is intended to assure equal accessof historically underrepresented and ethnic minority students whilemaintaining excellence in academic standards. This update providescurrent information on the goals and activities involved in the Plan.An executive summary reviews state legislation mandating thedevelopment of student equity plans, the goals and initiatives of thePlan, and student equity indicators used at MSJC. The second sectionprovides background information to the development of the plan, whilethe third provides tables of results from surveys of faculty, staff,and students regarding the campus climate. The fourth sectiondisctisses student access at MSJC, providing data on the percentagesof ethnic groups in the college service area and student body andsuggesting that the college's funding be increased in order toadequately serve all the students. Sections five through eight thenprovide data by ethnic group and gender on basic skills completion,successful course completion, degree and certificate completion, andtransfer. The final section describes MSJC's annual review model.Each section includes tables which detail the barriers pertaining tothat section, and implementation strategies for each barrier.(AJL)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Mt. San Jacinto CollegeStudent Equity. Plan Update

U.S. DEPARTMENT OF EDUCATION.' "PERMISSION TO REPRODUCE THIS

Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY

EDUCATIONAL RESOURCES INFORMATION I

CENTER (ERIC)

his document has been reproduced aseived from the person or organization

originating it.O Minor changes have been made to improve

reproduction duality.

O

Points of view or opinions stated in this docu-ment do not necessarily represent officialOERI Oosition or policy.

D.R. Baylard

TO THE EDUCATIONAL RESOURCESn INFORMATION CENTER (ERIC)."

September 19962

BEST COPY AVAILABLE

AL San Jacinto ColleeeStudent faulty Flan

Update

Roy B. Mason II, Ph.D.Superintendent/President

Board of TrusteesEugene Kadow

Ann MotteKelly Roberts

Gwen SchlangeWayne Stuart

Submitted byMt. San Jacinto Community College

September 1996

3

Acknowledgments

Mt. San Jacinto College DistrictStudent Equity Committee

Co-Chairs

Superintendent/PresidentDr. Roy B. Mason

Vice President of Student ServicesMichael Tausig

Coordinator/CounselorDisabled Student Program

Debbi May

Committee MembersPamala Bowser, Counselor

Althaea Flicek, DSPKathi Jaffke, Human Resources

Mary Segreto, Student RepresentativeJoyce Thomas, EOPS

Juanita Velarde, Student Representative

Director of ResearchDana Reece Bay lard

4

I.

II.

Mt. San Jacinto CollegeStudent Equity Plan Update

Table of Contents

Executive Summary 1

Introduction and Background 3

III. Campus Climate 4

IV. Access 13

V. ESL/Basic Skills Completion 27

VI. Successful Course Completion 39

VII Degree and Certificate Completion 47

VIII. Transfer 52

IX. Annual Review Model 58

5

,9t is the mission ofMt. San Jacinto College toprovide excellent academic,career and life-long learningprograms in a student-centeredenvironment while meeting theneeds of the diverse communitiesand populations served, and to

promote the cultural and ethnicdiversity of students and staff.As a major community resource,the college also provides

programsfor personalenrichment and culturalopportunities foY theentire co

ADOPTED BY THE MT. SAN JACINTO COLLEGE BOARD OF TRUSTEES ON MAY 10. 1994

Executive Summary

LegislationThe Student Equity Policy adopted by the Board of Governors in September 1992 requiresdistricts in the community college system to develop student equity plans. The intent is toassure that the college population reflects the diversity of the college's demographic area andto increase the access, success, transfer, and completion of degrees and certificates ofhistorically underrepresented and ethnic minority students. During Spring 1993, theChancellor's Office of the California Community Colleges established regulations on studentequity, mandating the development of student equity plans. The definition of "Student Equity"can be found in Subchapter 4, section 54220, Division 6 of Title 5 of the California Code ofRegulations.

Goals and InitiativesThe majority of historically underrepresented students currently enrolled in higher educationare enrolled in community colleges. Consequently, the success of these students depends uponthe community college system's ability to retain and educate them. After seeking input fromall college sectors, the Student Equity Committee has identified barriers and set goals in orderto assure that all students and potential students of Mt. San Jacinto College, specifically thosewho have been historically underrepresented in higher education, feel welcome and have equalopportunities for educational success.

The Student Equity Plan Update addresses the following indicators: Campus Climate, Access,Basic Skills and ESL, Course Completion, Degrees and Certificates, and Transfer. Eachsection of the plan begins with a chart which includes and explains the research. Followingeach chart is a section entitled Research Implications which summarizes the data. Then theGoals are presented with charts which identify barriers, implementation strategies,accountability, timelines, resources, and evaluation benchmarks. To complete the review ofBarriers established by the College for the Student Equity Plan Update, all employees,departments, and committees named in the report received highlighted sections of the reportfor their review. Several follow-up reminders were then sent, as well as a generalmemorandum to all college employees allowing those not named in the reports' accountabilitysections to contribute.

The following goals serve as student equity indicators:

Campus Climate:To enhance the campus climate at MSJC so that all students and employees feelwelcome; To increase awareness of and sensitivity toward historically underrepresentedgroups among all students and employees

Access:To establish an ethnic distribution of enrollment that reflects the adult population of ourservice area by 2000; To increase college funding base so that all students, specificallyhistorically underrepresented students, have access to college

7

Basic Skills:To improve by 5% a year the percentage of students who successfully completethe degree-applicable course in English within six semesters of having completed thefinal ESL course; To improve by 5% a year the percentage of students whosuccessfully complete the degree-applicable course in English and math within sixsemesters of having completed the final basic skills course

Successful Course Completion:To increase completion rates by 5% a year for each historically underrepresentedgroup; To reduce the difference between all groups to a maximum of 10% by 2000; Tomaintain standards of rigor throughout the process

Degree and Certificate Completion:To increase the total number of degrees and certificates awarded by 10% a year;To ensure that the ethnic distribution of degree and certificate recipients is equal to theenrollments four years earlier

Transfer:To increase by 5% a year the number of students who transfer; To ensure that theethnic distribution of transfer students is within 2% of the enrollments four yearsearlier

The Student Equity Committee oversees efforts to achieve these goals.

ResourcesThe offices and departments responsible for the implementation of goals are responsible forseeking appropriate funding avenues for the achievement of these goals. The Student EquityCommittee monitors implementation, accountability, target completion dates, and evaluationbenchmarks.

ConclusionIt is the mission of Mt. San Jacinto College to provide excellent academic, career and life-longlearning programs in a student-centered environment while meeting the needs of the diversecommunities and populations served, and to promote the cultural and ethnic diversity ofstudents and staff. As a major community resource, the college also provides programs forpersonal enrichment and cultural opportunities for the entire community.

The Student Equity Plan reflects the college community's involvement in and commitment tothis purpose.

For additional information about Mt. San Jacinto College's Student Equity Plan, please contact Dana Reece Bay lard in theOffice of Research.

Introduction and Background

Plan DevelapmentThis plan exemplifies the collaborative work of representatives from all college constituencies,led by the Student Equity Committee, a committee comprised of students, faculty, staff, andmanagement. The initial charge of the committee was to develop a Student Equity Plan thatwould be reviewed and revised within the college's shared governance procedure.

Mt. San Jacinto College has designated student equity as a significant part of the ongoingplanning agenda coordinated by the Office of Research to insure wide range involvement of allsegments of the campus. The focus of the Student Equity Committee has been to assure equalaccess while maintaining excellence in academic standards.

Methadology_amLLimitationsThe State recommended student equity indicators were utilized to guide student equity researchat Mt. San Jacinto College. Research focused on area demographics, student bodydemographics, ESL and basic skills completion rates, successful course completion rates,degree and certificate completion rates, and transfer rates.

39

Campus Climate

Research ImplicationsThe California Postsecondary Education Commission (CPEC) published three documents (1990-1992) in which it examined the relationship between campus climate and student equity. Thesedocuments respond in part to Assembly Bill 4071 (Vasconcellos, 1988), which directed theCommission to investigate the feasibility of developing an educational assessment system forCalifornia higher education. CPEC recommends that all California institutions of higher educationassess campus climate as it relates to equity in order to assure that all historically underrepresentedstudents feel welcome and supported in their pursuit of educational advancement.

The purpose of Campus Climate research at Mt. San Jacinto College was to assess the extent towhich MSJC campuses provide a welcome and supportive environment for students of specialgroups. These groups include ethnic groups, racial groups, women, disabled students, and avariety of groups which were addressed less comprehensively, including gays and lesbians and agegroups.

In 1995, questionnaires were administered to students in two ways: by mail (former, current, andpotential students) and in classrooms (Summer, 1995). Questionnaires for full-time faculty andall staff were administered during the Fall Pre-College meeting (1995), and additional surveyswere distributed to all offices to assure that all staff were able to participate.

Additionally, a memorandum was sent to all managers, faculty, staff, ASB, and student clubsinviting suggestions for enhancing campus climate, and interviews were conducted of faculty andstaff who could provide additional information in relation to the assessment of campus climate.The suggestions generated by the interviews and memorandum were incorporated into theBarriers, Implementation Strategy, and Accountability sections of the report.

o

Research Summary

Questions:Does Mt. San Jacinto College provide a welcoming and supportive environment?

Do students experience bias?

Is the campus climate friendly and welcoming to faculty and staff?

Do faculty and staff (including administrators and managers) provide a friendly andwelcoming environment?

Conclusions:

Mt. San Jacinto College is a friendly and welcoming place for most students andfaculty according to questionnaire responses.

Most students from special groups expressed a need for further multi-culturalenrichment.

Significant discrepancies exist within faculty concerning demographic representation,equality for student groups, and sexist and racist behaviors.

A significant number of faculty respondents expressed a distinct disinterest in attendingworkshops concerning special groups.

A significant portion of staff respondents expressed that disparaging comments, sexistand racist behavior, and rude treatment existed within faculty, staff, andadministration.

Assessment of campus climate was more neutral for staff.

Goal: To enhance the campus climate at MSJC so that all students andemployees feel welcome.

Goal: To increase awareness of and sensitivity toward historicallyunderrepresented groups among all students and employees.

5

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for

recn

iitm

ent

effo

rts

whi

ch r

esul

t in

a m

ore

dive

rse

appl

ican

t poo

l for

facu

lty/s

taff

/man

agem

ent

posi

tions

6.a

Subm

it jo

b op

port

unity

info

rmat

ion

toor

gani

zatio

ns/s

earc

h se

rvic

e or

gani

zatio

nsw

hich

sup

port

an

ethn

ical

ly d

iver

seap

plic

ant p

ool.

Que

ry o

ther

col

lege

s ab

out p

oten

tial s

ourc

esfo

r in

crea

sed

dive

rsity

in a

pplic

ant p

ool.

Mai

ntai

n A

ffir

mat

ive

Act

ion

reco

rds

whi

chat

test

to d

iver

sity

of

appl

ican

t poo

l.

6.b

Hum

an R

esou

rces

Hum

an R

esou

rces

6.c

Cur

rent

--

ongo

ing

6.d

Incr

ease

in e

thni

c di

vers

ityw

ithin

dis

tric

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ploy

ee p

opul

atio

n

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ug, 1

997

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rent

ongo

ing

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rent

--

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uct p

llit

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ait

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oyee

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ty

.1A

ff.«

iatia

e A

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ff 1

uU

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reat

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mpl

oyee

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e. H

uman

Res

ourc

es

BE

ST C

OPY

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AIL

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LE

,

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arri

ers

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emen

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n St

rate

gy..

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.

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ount

abili

ty,

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get b

ate:

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luat

iori

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le M

arC

. Nee

d fo

r m

ore

ethn

ic7.

a R

evie

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ours

e of

feri

ngs

of o

ther

7.c

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ng, 1

996

7.d

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ort p

rese

nted

to7.

b S

ttee

AD

stud

ies

cultu

ral d

iver

sity

-co

llege

s.H

OC

Gro

upcr

eate

dR

epor

t to

beC

urri

culu

m C

omm

ittee

rela

ted

cour

ses

by th

e C

urri

culu

mpr

esen

ted

in F

all,

1996

Com

mitt

ee fu

i t L

is

pulp

use

Upd

ate

curr

icul

um to

incl

ude

grea

ter

All

acad

emic

dep

artm

ents

Fall,

199

5 --

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rse

desc

ript

ions

:ou

tline

s an

ddi

vers

ity.

ongo

ing

colle

ge c

atal

og. U

nder

way

,tim

elin

e is

app

ropr

iate

.T

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ll ac

adem

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rogr

am R

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w m

odel

app

rove

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dd e

tluiic

stud

ies

cultu

ral d

iver

sity

-rel

ated

cour

ses

to c

urri

culu

m.

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ricu

lum

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mitt

eefo

r th

e 96

/97

acad

emic

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rect

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ddre

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h

prog

ram

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22

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emen

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rate

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996

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g tim

es).

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ide

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l upd

ates

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area

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part

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ts

ongo

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Spri

ng, 1

996

--

depa

rtm

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iles

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ke p

lace

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dent

outs

ide

the

depa

rtm

ent (

e.g.

, dep

artm

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ies

and

polic

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ange

s).

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ance

cou

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dulin

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natio

nbe

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adem

ic d

epar

tmen

ts.

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ice

of I

nstr

uctio

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ll de

part

men

t cha

irs

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ing

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199

6 --

ongo

ing

depa

rtm

ent f

iles

Off

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rse

sche

dule

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ctor

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crea

se d

ialo

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coor

dina

tion

betw

een

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rela

ted/

inte

rdep

ende

ntSp

ring

, 199

6 --

Com

mun

icat

ions

bet

wee

nsi

gnifi

cant

reo

rgan

izat

ion

toen

hanc

e co

mm

unic

atio

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llco

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, inc

ludi

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tego

rical

ly fu

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selo

rs, a

re n

ow w

orki

ng

rela

ted/

inte

rdep

ende

nt d

epar

tmen

ts (

e.g.

,co

unse

ling

and

DSP

; cou

nsel

ing

and

acad

emic

facu

lty, D

SP a

nd f

acili

ties)

.

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ide

both

cam

puse

s w

ith c

omm

unic

atio

n

depa

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inis

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ion,

fac

ulty

,an

d st

aff

.

Off

ice

of th

e Pr

esid

ent

ongo

ing

Fall,

199

6

depa

rtm

ents

will

be

mai

ntai

ned

inde

part

men

t/are

a fi

les

Impl

emen

tatio

n of

com

mun

icat

ions

unde

r a

Div

isio

n D

irect

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n D

irect

or is

elec

ted

by th

e co

unse

ling

staf

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lead

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ip is

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pons

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to th

e co

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and

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e ad

min

istr

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n.

tech

nolo

gy s

o th

at m

eetin

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hich

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pers

onne

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atte

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artm

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nth

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need

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Stud

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199

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syst

em.

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ongo

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pute

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ent

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mitt

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ring

, 199

619

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ong

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...... Bar

rier

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plet

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tabi

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arge

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dmin

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goin

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datio

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tinue

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taff

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lege

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inis

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ion

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rent

--

ongo

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desc

ript

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ay, t

ime

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ies

in a

ccor

danc

e w

ith

com

pens

atio

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lass

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ll, 1

995

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b de

scri

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yond

reg

ular

ass

ignm

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e.g.

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ngua

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aff

who

pro

vide

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nce

to n

on-E

nglis

hsp

eake

rs o

n be

half

of

othe

r

depa

rtm

ents

/are

as).

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ssif

ied

Sena

teon

goin

gPa

yiol

l (aL

cess

ible

pen

ing

empl

oyee

pei

tniS

siuu

) T

his

topi

cne

eds

to b

e be

tter

focu

sed

on it

sim

pact

on

stud

ent e

quity

issu

es.

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ever

, the

Dis

tric

t mad

e gr

eat

stri

des

in th

is a

rea

by a

dopt

ing

asi

ngle

une

d sa

lary

sch

edul

e in

Spri

ng 1

996.

Are

as s

uch

asad

ditio

nal p

ay f

or b

iling

ual s

taff

can

only

be

addr

esse

d in

the

nego

tiatin

g en

viro

nmen

t. In

addi

tion,

the

entir

e cl

assi

fica

tion

syst

em f

or c

lass

ifie

d st

aff

was

revi

ewed

, with

one

-hal

f of

the

pane

l com

ing

from

the

clas

sifi

edst

aff

rank

s.

C. N

eed

for

addi

tiona

l10

.a C

ontin

ue to

lobb

y fo

r al

loca

tion

of10

.b O

ffic

e of

the

10.c

Fal

l, 19

95 -

-10

.d C

orre

spon

denc

e w

ithst

affi

ng to

pre

vent

exc

essi

vefu

nds

whi

ch c

oord

inat

e di

stri

ctPr

esid

ent

ongo

ing

Stat

e /G

over

nmen

t Off

icia

lsem

ploy

ee s

tres

s an

d st

uden

tpo

pula

tion/

grow

th r

ate

with

FT

E.

Bus

ines

s Se

rvic

esfr

ustr

atio

nB

oard

of

Tru

stee

sIn

crea

se in

fun

ding

allo

catio

nT

he B

oard

of

Tru

stee

s ha

sen

dors

ed th

is M

SJC

legi

slat

ive

agen

da. T

he in

crea

se in

fun

ding

awar

ded

to M

SJC

has

res

ulte

d in

addi

tiona

l hir

es in

fac

ulty

, sta

ffan

d m

anag

emen

t.

2425

Student Access at MSJC

Access ResearchThe comparison of the percentage of each group that is enrolled to the percentageof each group in the adult population within the community served.

Area Population Percentages

Asian 2.93%

African American 3.42%

Hispanic 19.68%

Native American 1.24%

White 83.44%

Female 51.89%

Area population is based on projection of the 1990 census by zip codes within service area. As MSJC service area isdetermined by trustee areas (comprised of census tracts) instead of zip codes, these data cannot be considered entirelyrepresentative.

Hispanic grouping has been projected as an ethnicity and may therefore overlap with other race categories. Therefore,comparisons between area Hispanic population and MSJC Hispanic population cannot be considered entirely representative.Disabled data are unavailable.

Spring, 1995

MSJC.population Male ee:: : :Fmat To' Total

Asian 0.89% n=056 0.95% n=060 1.84% n=116

African American 1.76% n=111 1.52% n=096 3.29% n=207

Filipino 0.64% n=040 0.81% n=051 1.44% n=091

Hispanic 6.70% n=422 11.05% n=696 17.75% n=1118

Native American 0.86% n=054 1.62% n=102 2.48% n =156

White 24.43% n=1539 44.79% n=2821 69.23% n=4360

Pacific Islander 0.11% n=007 0.14% n=009 0.25% n=016

Disabled 1.89% n =119 2.56% n=161 4.44% n=280

Female 63% n=3996

MSJC Population represents Spring 1995 enrollment

11" = the total number of students

(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students utilizing the Disabled Students Programand may therefore not be entirely representative.)

16

Research Implications, 1995California Community Colleges are designed to provide open access to all Californians who havegraduated from high school as well as those who have not graduated but who are 18 years of ageor older and can benefit from instruction. Mt. San Jacinto College, due to an enrollment capwhich did not'reflect its status as the second fastest growing district in the state, has been unableto adequately serve its community, which is growing rapidly and becoming increasingly diverse.According to projections of the 1990 census, the community Mt. San Jacinto College serves hasgrown by ten to twelve percent with a fairly even distribution by ethnicity and race.Consequently, ten to twelve percent of the population, regardless of ethnicity or race, has notbeen served. Due to increased funding for the 1996-97 year, Mt. San Jacinto College expects toexperience rapid growth and to begin to serve that population.

Although Mt. San Jacinto College's enrollment appears to reflect the diversity of the communityfairly well, the College is concerned that because of rapid growth in the service area, the censusprojection may not adequately reflect the diversity of the community. Funding limitationsimpacted outreach and recruitment efforts; however, the College is now working hard to expandthese efforts.

Community representation of Asians, when compared to college enrollment of Asians, Filipinos,and Pacific Islanders, is slightly below (.13%) their representation in the community. Hispanicsare 1.93% below their representation in the college; however, as Hispanic (as an ethnicity)overlaps with race categories, this number may not be entirely representative. Native Americansare represented at 1.24% above their numbers in the community. Women are represented at 12%above their numbers in the community.

Goal: To establish an ethnic distribution of enrollment that reflects theadult population of our service area by 2000

Goal: To increase college funding base so that all students, specificallyhistorically underrepresented students, have access to college

14

27

Spring, 1996

:MSJC Population e Female Total

Asian/Pacific Islander 1.04% n=60 1.14% n=66 2.18% n =126

African American 1.84% n =106 1.52% n=111 3..36% n=217

Filipino 0.85% n=49 0.83% n=48 1.68% n=97

Hispanic 7.44% n=430 11.15% n=644 18.59% n=1074

Native American 1.00% n=56 1.80% n =102 2.80% n =158

White 22.54% n=1302 42.76% n=2470 65.30% n=3772

Disabled 2.10% n=19 2.90% n =170 5.00% n=289

Female 60% n=3441

(MSJC Population) represents Spring 1996 enrollment

('h") = the total number of students


Research Implications, 1996Mt. San Jacinto College is still concerned that the census projection may not adequately reflectthe diversity of the community and is hence planning to incorporate additional factors into acensus projection slated for next year.

College representative of Asians and Pacific Islanders, African Americans, Filipinos, Hispanics,and Native Americans has risen slightly, with the greatest gains made by the Hispanic population(0.84%). The Disabled Student population has also increased slightly (0.56%). The gain inhistorically underrepresented students represents a 3.93% increase in diversity for the Collegestudent body.

While the College is pleased that it has made progress toward both of its Access goals, increasingstudent diversity and increasing the college funding base are still considered to be of primaryimportance.

15

28

AC

CE

SS

Bar

rier

sIm

plem

enta

tion

Stra

tegy

.

Acc

ount

abili

ty_

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arge

t OA

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eed

for

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ease

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ndin

gba

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crea

sed

cour

seof

feri

ngs

so th

at d

istr

ict

popu

latio

n ca

n be

ade

quat

ely

serv

ed.

La

Con

tinue

to lo

bby

for

allo

catio

n of

fun

dsw

hich

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rdin

ate

dist

rict

pop

ulat

ion/

grow

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te w

ith F

TE

.

1.b

Off

ice

of th

ePr

esid

ent

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ines

s Se

rvic

esB

oard

of T

rust

ees

1.c

Fall

1995

--

ongo

ing

1.d

ecn

iN

IL',

ence

-with

Stat

e/G

over

nmen

t-of

fici

als

Incr

ease

in fu

ndin

g al

loca

tion.

The

Boa

rd o

f Tru

stee

s ha

s en

dors

edth

is M

SJC

legi

slat

ive

agen

da. T

hein

crea

se in

fund

ing

awar

ded

toM

SJC

has

res

ulte

d in

an

addi

tiona

lba

se w

hich

will

allo

w th

e co

llege

tose

rve

its d

istr

ict p

opul

atio

n m

ore

adeq

uate

ly.

A. N

eed

for

bette

r te

leph

one

acce

ss to

bot

h co

llege

site

s an

dbe

twee

n si

tes

2.a

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ith te

leph

one

serv

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ease

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phon

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stem

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ll, 1

995;

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l, 19

972.

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Fall,

199

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lls.

2.9

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ampu

s, m

ore

clea

rly

'ilai

lies'

orSt

uden

t-Se

rvic

esan

amee

-ori

deitt

ifie

rsde

sign

atio

rrof

-bui

ldin

gm

arke

d bu

ildin

gs, a

ndad

ditio

nal d

oors

with

labe

lsad

ditio

nal-

iden

tifie

rs r

.Pl

anni

ngC

--om

mitt

ee

Det

erm

ine

area

s/fu

ndin

g fo

r ad

ditio

nal s

igns

Bus

ines

s Se

rvic

esF

all,

1996

Add

ition

al s

igns

on

both

site

s.to

bot

h ca

mpu

ses

and

begi

n ad

ditio

nal s

ign

Stud

ent S

ervi

ces

Bui

ldin

gs o

n th

e S

an J

acin

toin

stal

latio

n.Pl

anni

ng-C

-om

mitt

eeF

acili

ties

Cam

pus

are

now

cle

arly

mar

ked

with

a b

uild

ing

num

ber

whi

chco

rres

pond

s w

ith th

e ro

omnu

mbe

rs w

ithin

the

build

ing.

The

Men

ifee

Val

ley

Cam

pus

need

s to

have

the

sam

e sy

stem

put

in p

lace

.

.St

rate

gik.

. Pla

rmin

g--D

ocum

ents

A. N

eed

for

bette

r m

arqu

ee5.

a C

oord

inat

e m

arqu

ee u

sage

on

the

SJC

5.b

Stud

ent-

Serv

ices

5.c

Spri

ng, 1

996

--5.

d In

form

atio

n O

ffic

er R

epor

t.us

age

or n

ew m

arqu

ee o

n SJ

Cm

id r

esea

rch

new

mar

quee

pos

sibi

litie

s.A

SBon

goin

gT

he P

ublic

Info

rmat

ion

Offi

ce h

asca

mpu

s; n

eed

for

mar

quee

for

MV

CIn

form

atio

n O

ffic

erta

ken

over

put

ting

up in

form

atio

non

the

sout

h m

arqu

ee. T

he n

orth

mar

quee

now

cov

ers

spor

ts, t

he a

rtga

llery

, spe

aker

s an

d ge

nera

ldi

stric

t eve

nts.

New

lette

rs a

rebe

ing

purc

hase

d to

rep

lace

thos

est

olen

or

brok

en.

Secu

re a

mar

quee

for

MV

C a

nd id

eally

aIn

form

atio

n O

ffic

erFa

ll, 1

998

Add

ition

al m

arqu

ee(s

) in

pla

ce. A

new

mar

quee

for

SJC

Fac

ilitie

sne

w S

JC m

arqu

ee a

nd a

n M

VC

mar

quee

are

def

inite

ly n

eede

d.T

he In

form

atio

n O

ffice

r is

wor

king

with

Fac

ilitie

s on

this

.

3132

arri

ers

Impl

emen

tatio

n St

rate

gyA

ccou

ntab

ility

Tar

get D

ate

Eva

luat

ion

Ben

chm

arks

A. N

eed

for

switc

hboa

rd6.

a D

esig

n an

d im

plem

ent a

met

hod

of6.

b In

form

atio

n O

ffic

er6.

c C

urre

nt -

-6.

d In

form

atio

n fo

rm.

The

Pub

licop

erat

or a

war

enes

s of

all

corr

espo

nden

ce b

etw

een

all o

ffic

es/a

reas

ASB

ongo

ing,

enh

ance

dIn

form

atio

n O

ffice

pro

vide

sco

llege

eve

nts/

activ

ities

and

ASB

, and

the

switc

hboa

rdsw

itchb

oard

son

bot

h ca

mpu

ses

with

info

rmat

ion

rece

ived

, mon

thly

cale

ndar

s of

eve

nts,

cop

ies

of n

ews

rele

ases

, etc

., to

kee

p cu

rren

t.E

ffort

to im

prov

e th

at is

ong

oing

,es

peci

ally

in th

e ar

ea o

f ath

letic

sw

here

wea

ther

and

oth

erci

rcum

stan

ces

chan

ge d

ates

and

loca

tions

of e

vent

s. A

n in

form

atio

nfo

rm e

xist

s fo

r us

e by

clu

bs,

grou

ps, a

nd d

epar

tmen

ts to

giv

ein

form

atio

n to

the

Pub

licIn

form

atio

n O

ffice

, whi

ch th

engi

ves

it to

the

switc

hboa

rds.

Iqfo

rmat

ion

can

be fu

nnel

edth

roug

h th

e P

ublic

Info

rmat

ion

Offi

ce to

sw

itch

boar

ds to

avo

idco

nfus

ion.

A. N

eed

for

mor

e ef

fect

ive

7.a

Prov

ide

asse

ssm

ent a

t all

area

hig

h7.

b St

uden

t Ser

vice

s7.

c Fa

ilrf9

967.

d R

ecru

ituie

ut O

ffic

es n

ew h

ue)

coor

dina

tion

amon

g hi

ghsc

hool

s.R

ecru

itmen

t-O

ffic

ercu

rren

t --

All

high

sch

ools

in th

e S

JC s

ervi

cesc

hool

and

com

mun

ity c

olle

gest

aff

and

facu

ltyC

ouns

elor

son

goin

gar

ea a

re b

eing

don

e ea

ch s

prin

g.M

VC

has

mad

e th

e of

fer

to a

ll its

high

sch

ools

and

will

do

Per

ris.

Coo

rdin

ate

incr

ease

d co

mm

unic

atio

nSt

uden

t Ser

vice

sR

eciu

it[ne

nt O

ffic

e R

epu,

tth

roug

h ac

tiviti

es/m

eetin

gs b

etw

een

high

Mee

tings

occ

ur r

egul

arly

bet

wee

nR

ecitr

itrue

ot O

ffic

essc

hool

and

com

mun

ity c

olle

ge s

taff

and

facu

lty.

Cou

nsel

ors

coun

selo

rs a

t the

two

leve

ls.

Mee

tings

/act

iviti

es b

etw

een

high

scho

ol a

nd c

omm

unity

col

lege

sta

ffan

d fa

culty

343.

3

..

Bie

rier

Ittit

ilem

enta

tiori

Ste

ateg

yhA

CC

Otin

tabi

lity.

.... :

.....

.....

Tae

ga D

ate.

....

.E*a

ltiat

ion,

enc

hitta

rks

A. N

eed

for

addi

tiona

l8.

a Se

ek a

venu

es f

or in

crea

sing

com

mun

ity8.

b St

uden

t Ser

vice

s8.

c Fa

ll, 1

997

--8.

dlu

i ii

iii

1 (n

ew li

ne)

know

ledg

e am

ong

com

mun

ityaw

aren

ess

of e

duca

tiona

l opp

ortu

nitie

s an

don

goin

gR

ey r

nitn

ieut

IC.

1R

eclu

itine

nt O

ffic

e R

epor

tm

embe

rs r

egar

ding

MSJ

Cco

mm

unity

act

iviti

es.

Publ

ic I

nfor

mat

ion

Rec

ords

. The

Cow

isel

uib

educ

atio

nal o

ppor

tuni

ties

and

Tec

h Pr

ep C

oord

inat

orPu

blic

Inf

orm

atio

n O

ffic

e ha

sco

mm

unity

act

iviti

esPu

blic

Inf

orm

atio

n O

ffic

erex

pand

ed it

s m

edia

and

oth

erou

tlets

to in

clud

e re

gion

alm

agaz

ines

and

rad

io, h

asen

hanc

ed r

elat

ions

with

med

iaw

ithin

the

dist

rict

, has

take

n pa

rtin

trad

e fa

irs

and

othe

r ev

ents

with

in th

e co

mm

uniti

es M

SJC

serv

ices

.

Coo

rdin

ate

com

mun

icat

ion

with

the

switc

hboa

rd s

o th

at in

com

ing

calls

reg

ardi

ngev

ents

/act

iviti

es a

re e

ffec

tivel

y ha

ndle

d.

Info

rmat

ion

Off

icer

Switc

hboa

rdC

urre

nt -

- on

goin

g,en

hanc

edT

he I

nfor

mat

ion

Off

icer

will

mai

ntai

ns a

file

on

com

mun

ityco

ntac

ts/p

ress

rel

ease

s an

d ar

ticle

s..

The

Pub

lic I

nfor

mat

ion

Off

ice

prov

ides

sw

itchb

oard

s on

bot

hca

mpu

ses

with

info

rmat

ion

rece

ived

, mon

thly

cal

enda

rs o

fev

ents

, cop

ies

of n

ews

rele

ases

,et

c., t

o ke

ep c

urre

nt. E

ffor

t to

impr

ove

that

is o

ngoi

ng, e

spec

ially

in th

e ar

ea o

f at

hlet

ics

whe

rew

eath

er a

nd o

ther

cir

cum

stan

ces

chan

ge d

ates

and

loca

tions

of

even

ts. A

n in

form

atio

n fo

rm e

xist

sfo

r us

e by

clu

bs, g

roup

s, a

ndde

part

men

ts to

giv

e in

form

atio

n to

the

Publ

ic I

nfor

mat

ion

Off

ice,

whi

ch th

en g

ives

it to

the

switc

hboa

rds.

Inf

orm

atio

n ca

n be

funn

eled

thro

ugh

the

Publ

icIn

form

atio

n O

ffic

e to

sw

itch

boar

dsto

avo

id c

onfu

sion

.

3536

Bar

rier

s.

.

linco

lem

enta

tion

Stra

tegy

Acc

ount

abili

ty..

:Tar

get D

ate

..:E

valn

atio

n B

ench

mar

ks...

,

A. N

eed

for

incr

ease

d'k

now

ledg

e am

ong

K-1

2st

uden

ts a

nd th

eir

pare

nts

rega

rdin

g co

llege

opp

ortu

nitie

san

d th

e hi

gher

edu

catio

nsy

stem

9.a

Prov

ide

K-1

2 st

uden

ts a

nd th

eir

pare

nts

Col

lege

Nig

ht p

rogr

ams

at a

rea

high

scho

ols

Prov

ide

Ope

n H

ouse

for

K-1

2 st

uden

ts a

ndth

eir

pare

nts

to to

ur c

ampu

s, m

eet s

taff

and

facu

lty, a

nd le

arn

of c

olle

ge o

ppor

tuni

ties

and

offe

ring

s.

Seek

gra

nt f

undi

ng to

incr

ease

out

reac

h.

9.c

Falir

.f99

7C

urre

nt -

-on

goin

g

.9.

b R

Gcl

i,;tn

lcllt

Off

icer

Cou

nsel

ors

Are

a H

igh

Scho

ols

9.d

Off

ices

vi

Ruc

initi

nent

Off

ice

Ref

/cut

Cou

nsel

ing

Off

ice

Rec

ords

. We

now

pro

vide

:1)

A C

olle

ge D

ay o

n ca

mpu

s fo

rju

nior

s an

d se

nior

s w

here

we

and

colle

ge r

epre

sent

ativ

es f

rom

oth

ersc

hool

s ar

e av

aila

ble.

2) I

nvita

tions

to 5

th g

rade

rs to

com

e an

d to

ur3)

We

have

als

o as

ked

the

pres

iden

t to

desi

gnat

e a

scho

ol d

ay(m

id-w

eek,

spr

ing)

as

a fa

culty

in-

serv

ice

day

for

an o

pen

hous

e.T

hen

all f

acul

ty a

nd s

taff

wou

ld b

ehe

re a

nd a

vaila

ble

for

moc

kcl

asse

s.

Rec

iuitn

lcnt

Off

iul

Cou

nsel

ors

Inst

ruct

iona

l Fac

ulty

Are

a H

igh

Scho

ols

Off

ice

of R

esea

rch

Fail,

199

7 C

urre

nt--

ong

oing

RIl

ritu

lellt

Off

icer

(ne

w h

ole)

Rec

ruiti

nellt

Off

ice

Rup

ult

Fund

ing/

gran

t rec

ords

Res

earc

h an

d D

evel

opm

ent R

epor

t.St

uden

t Ser

vice

s or

its

desi

gnat

edco

mm

ittee

will

pro

vide

a r

epor

t of

its f

indi

ngs.

Thr

ee g

rant

s an

d on

eco

nsor

tium

gra

nt h

ave

been

subm

itted

thro

ugh

the

Off

ice

ofR

esea

rch.

Oth

ers

are

in p

rogr

ess.

Spi j

ug, 1

996

Cur

rent

--

ongo

ing

Dea

n of

Dev

elup

itiet

itIn

stitu

tiona

l Adv

ance

men

t

A. N

eed

for

incr

ease

dre

crui

tmen

t eff

orts

/out

reac

h10

.a C

olle

ge N

ight

/Ope

n H

ouse

(Se

e A

.9.

a).

Seek

gra

nt f

undi

ng to

incr

ease

out

reac

h.

10.b

Stu

dent

Ser

vice

sR

ecru

itmen

t Off

icer

Off

ice

of R

esea

rch

Dea

n of

Dev

elop

nleu

tIn

stitu

tiona

l Adv

ance

men

t

10.c

Fal

l199

-7C

urre

nt -

- on

goin

g

Cur

rent

ongo

ing

10.d

Rec

ruitm

ent O

ffic

e R

epor

t

Res

earc

h an

d D

cvel

opul

eut

Rep

uit U

pdat

e. T

hree

gra

nts

and

one

cons

ortiu

m g

rant

hav

e be

ensu

bmitt

ed th

roug

h th

e O

ffic

e of

Res

earc

h. O

ther

s ar

e in

pro

gres

s.

BE

ST C

OPY

AV

AIL

AB

LE

Bar

rier

sIm

plem

enta

tion

Stra

tegy

AC

coim

itabi

lity

Tar

get

Eva

luat

ion

Ben

chm

arks

A. N

eed

for

stud

ents

to f

eel a

grea

ter

sens

e of

bel

ongi

ng o

r"m

atte

ring

" to

MSJ

Cco

mm

unity

12.a

Dev

elop

an

inte

rnal

fol

low

-up

syst

emfo

r ne

w/a

t ris

k st

uden

ts th

at ta

kes

plac

epr

ior

to f

irst

cen

sus.

Des

ign

and

impl

emen

t men

tori

ng s

yste

m f

orne

w/a

t ris

k st

uden

ts.

Prov

ide

stud

ents

with

a b

ookm

ark

listin

g al

lar

ea/d

epar

tmen

t per

sonn

el a

nd th

eir

resp

onsi

bilit

ies

and

phon

e nu

mbe

rs.

Prov

ide

Stud

ent H

andb

ooks

in S

tude

ntSe

rvic

es a

nd A

dmis

sion

s an

d R

ecor

dsof

fice

s.

Seek

stu

dent

inpu

t on

offi

ce/a

rea

orga

niza

tion.

12.b

Stu

dent

Ser

vice

sO

ffic

e of

Res

earc

h12

.c F

all,

f997

1998

--

ongo

ing

Fall,

199

7 --

ongo

ing

Fall,

199

6 --

ongo

ing

Fall,

199

6 --

ongo

ing

Fall,

199

7 --

ongo

ing

12.d

Fol

low

-up

syst

em d

esig

ned

and

in p

lace

.T

his

proc

ess

is n

ow u

nder

way

inth

e O

ffic

e of

Res

earc

h.

Men

tori

ng s

yste

m d

esig

ned

and

inpl

ace

Boo

kmar

k

Stud

ent h

andb

ooks

in d

esig

nate

dar

eas

Stud

ent E

quity

Rep

ort

Inst

itutio

nal R

esea

rch

Upd

ate.

In p

rogr

ess/

timel

ine

isap

prop

riat

e.

hstiu

ctiv

nal F

ai.,u

lty

Stud

ent S

ervi

ceIn

stru

ctio

nal F

acul

ty

Stud

ent S

ervi

ces

Stud

ent S

ervi

ces

Stud

ent S

ervi

ces

Off

ice

of R

esea

rch

A. N

eed

for

incr

ease

din

terc

ampu

s co

ordi

natio

n of

curr

icul

um-b

ased

and

stu

dent

serv

ices

pro

gram

s

13.a

Est

ablis

h a

proc

ess

to d

evel

op s

tude

ntaw

aren

ess

and

know

ledg

e of

voc

atio

nal a

ndce

rtif

icat

e pr

ogra

ms

(cla

ssro

ompr

esen

tatio

ns, i

nfor

mat

ion

tabl

es, e

tc...

).

Est

ablis

h a

com

pute

rize

d sy

stem

to id

entif

yan

d m

onito

r st

uden

t pro

gres

s an

d to

faci

litat

e th

eir

tran

sitio

n fr

om n

on-c

redi

t to

cred

it co

urse

s.

13.b

Tec

h-Pr

epC

oord

inat

orSt

uden

t Ser

vice

sFa

culty

Off

ice

of R

esea

rch

Stud

ent S

ervi

ces

13.c

Fal

l, 19

9719

98 -

- on

goin

g13

.d T

ech-

Prep

Rep

ort

Incr

ease

d tr

ansf

er r

ate

from

nonc

redi

t to

cred

it co

urse

s

Inst

itutio

nal R

esea

rch

Upd

ate

Mat

iicul

atiu

u D

uc,u

meu

tatiu

itC

urre

ntly

und

er a

sses

smen

t.

A. N

eed

for

asse

ssm

ent o

fvo

catio

nal c

ours

e of

feri

ngs

inre

latio

n to

com

mun

ity n

eeds

14.a

Ass

ess

the

com

mun

ity a

nd p

rese

ntvo

catio

nal c

ours

e of

feri

ngs

base

d on

rese

arch

fin

ding

s.

14.b

Off

ice

of I

nstr

uctio

n14

.c F

all,

1997

--

ongo

ing

14.d

lip R

cpoi

t

Inst

itutio

nal R

esea

rch

Upd

ate.

Und

erw

ay, i

n pr

ogre

ss. T

imel

ine

is a

ppro

pria

te.

1- 'o

p C

ooi l

ivat

orO

ffic

e of

Res

earc

hD

ean

of I

nstr

uctio

n/V

ocat

iona

l Edu

catio

n

3940

N.) 4i

Bar

rier

s: .

Impl

emen

tatio

n St

rate

gyA

ccou

ntab

ility

Tar

get D

ate

:-.

:.:.:'

::.::i

::::i:

:::ii:

:::;i:

::':':

.:::::

:i?i..

::::::

.:::::

P:',.

.j::::

:::.-

.--

Eva

luat

ion

Ben

chm

arks

A. N

eed

for

addi

tiona

l,on

goin

g re

sear

ch o

f ar

eade

mog

raph

ics/

stud

ent b

ody

dem

ogra

phic

s

15.a

Con

duct

ong

oing

res

earc

h of

are

ade

mog

raph

ics/

stud

ent b

ody

dem

ogra

phic

san

d pr

ovid

e fi

ndin

gs to

Stu

dent

Ser

vice

s,In

stru

ctio

n, a

nd C

omm

unity

Edu

catio

n.

15.b

Off

ice

of R

esea

rch

15.c

Spr

ing,

199

7 -

- on

goin

g15

.d I

nstit

utio

nal R

esea

rch

Rep

ort

Stud

ent E

quity

Rep

ort

Des

ign

is in

pro

gres

s. T

imel

ine

isap

prop

riat

e.

A. N

eed

for

info

rmat

ion

diss

emin

atio

n/te

leph

one

serv

ices

in S

pani

sh

16.a

Ass

ess

area

s/de

part

men

ts/ p

rogr

ams

ofne

ed.

Wor

k w

ith te

leph

one

serv

ice

vend

or to

disc

uss

impl

emen

tatio

n of

pho

ne s

ervi

ce in

Span

ish

in d

esig

nate

d ar

eas.

16.b

Stu

dent

Ser

vice

s-

or -

Des

igna

ted

Com

mitt

ee

Bus

ines

s Se

rvic

es

16.c

Fal

l, 19

96

Fall,

199

7

16.d

Stu

dent

Ser

vice

s or

its

desi

gnat

ed c

omm

ittee

will

pro

vide

a re

port

of

its f

indi

ngs

Est

ablis

hmen

t of

phon

e se

rvic

es in

Span

ish

A. N

eed

for

addi

tiona

lSp

anis

h-sp

eaki

ng s

taff

17.a

Req

uest

all

stud

ent-

cont

act

area

s/de

part

men

ts/p

rogr

ams

to a

sses

s ne

edof

Spa

nish

spe

aker

s.

17.b

Stu

dent

Ser

vice

s17

.c S

prin

g, 1

996

17.d

Stu

dent

Ser

vice

s m

emo

to a

llst

uden

t-co

ntac

t are

as/

depa

rtm

ents

/pro

gram

sSt

uden

t Ser

vice

s ha

s be

gun

usin

g'b

iling

ual i

n E

nglis

h an

d Sp

anis

hde

sira

ble"

in a

ll jo

ban

noun

cem

ents

.

Aie

as/d

epar

tinei

its/p

iogi

anis

will

pie

sent

MI

ale

Sep

aitio

el, b

SUM

Ille

l , 1

996

Fall,

199

7 --

ongo

ing

Fall,

199

6

All

SW e

llt-t

AJ1

1 ac

t aie

as/

thei

l pi l

ul it

iLed

fui

diiig

s H

i WI

itiiig

to1.

710g

1 al

llb

Col

lege

Adm

inis

trat

ion

Hum

an R

esou

rces

Stud

ent S

ervi

ces

de1r

aitii

ieut

s/pi

ugiiu

us' W

I itt

eil

Stud

ent

Hir

e, r

eass

ign,

or

trai

n st

aff

as n

eede

d.

Prov

ide

all s

tude

nt c

onta

ct o

ffic

es w

ith a

list

of S

pani

sh s

peak

ing

pers

onne

l who

can

assi

st th

em u

ntil

addi

tiona

l hir

es/tr

aini

ng is

com

plet

e.

fuid

iiigs

Hir

ing

reco

rds/

Tra

inin

g pr

ogra

min

pla

ce. T

he p

rim

ary

need

for

Span

ish

spea

king

em

ploy

ees

is a

tfr

ont c

ount

ers

and

on te

leph

ones

whe

re c

omm

unity

mem

bers

mak

eth

eir

firs

t con

tact

with

the

colle

ge.

Thi

s is

gra

dual

ly ta

king

pla

ce a

sne

w s

taff

are

hir

ed.

Lis

t of

cont

act p

erso

nnel

that

incl

udes

pro

cedu

ral o

utlin

e

Bar

rier

sIi

ntile

itlen

tatio

Stra

tegy

Acc

onnt

abili

ty: !

..T

arge

t Dat

eE

valu

atio

n B

ench

mar

A. N

eed

for

incr

ease

d co

llege

-w

ide

use

of m

ultip

le m

easu

res

for

stud

ent p

lace

men

t

18.a

Eng

lish

and

Mat

h D

epar

tmen

ts w

illw

ork

with

Stu

dent

Ser

vice

s to

ass

ess

plac

emen

t tes

ts a

nd r

evis

e as

nee

ded

18.b

Stu

dent

Ser

vice

sE

nglis

h D

epar

tmen

tM

ath

Dep

artm

ent

18.c

Fal

l, 19

9718

.d R

epor

t of

depa

rtm

ent f

indi

ngs

Rev

ised

ass

essm

ent t

ests

(as

need

ed)

A. N

eed

for

incr

ease

din

stitu

tiona

l inp

ut to

orie

ntat

ion

and

regi

stra

tion

proc

esse

s

19.a

Exp

and

mul

ti-lin

gual

com

mun

icat

ion

capa

bilit

ies

(see

#14

& 1

5).

Mai

ntai

n re

gist

ratio

n op

enin

gs f

or a

ll sp

ecia

lgr

oups

(i.e

., E

OPS

, CA

RE

, dis

able

d, e

tc.)

Ass

ess

need

and

incr

ease

cre

dit c

ours

eof

feri

ngs

for

limite

d E

nglis

h sp

eaki

ngst

uden

ts.

Impr

ove

coor

dina

tion

betw

een

facu

lty a

ndst

aff

rega

rdin

g op

en c

lass

es, s

peci

al c

ours

eop

port

uniti

es f

or s

tude

nts,

and

occ

upat

iona

ltr

aini

ng/C

omm

unity

Ed.

cou

rses

.

19.b

Stu

dent

Ser

vice

sB

usin

ess

Serv

ices

Stud

ent S

ervi

ces

Off

ice

of I

nstr

uctio

nD

ean

of A

dmis

sion

s an

dR

ecor

ds

Off

ice

of I

nstr

uctio

nO

ffic

e of

Res

earc

h

Stud

ent S

ervi

ces

Off

ice

of I

nstr

uctio

nC

omm

unity

Edu

catio

n

19.c

Fal

l, 19

97

Ong

oing

Spri

ng, 1

997

--on

goin

g

Fall,

199

6 --

ongo

ing,

enh

ance

d

1

19.d

Exp

ansi

on o

f co

mm

unic

atio

nca

pabi

litie

s. U

nder

way

. Tim

elin

eis

app

ropr

iate

.

Stud

ent S

ervi

ces

repo

rt o

f fi

ndin

gs(s

ee A

.14

a& 1

5).

Reg

istr

atio

n op

enin

gs in

pla

ce

Inst

itutio

nal R

esea

rch

Upd

ate

Cur

ricu

lum

Com

mitt

ee M

inut

esR

esea

rch

desi

gn is

und

erw

ay.

Tim

elin

e is

app

ropr

iate

for

asse

ssm

ent.

For

cour

se a

ppro

val:

Fall,

199

7.

Coo

rdin

atio

n el

emen

ts in

pla

ce

A. N

eed

for

mor

e in

form

atio

nab

out r

eten

tion

fact

ors

20.b

Off

ice

of R

esea

rch

20.c

Spr

ing,

199

6 -

- on

goin

g20

.d I

nstit

utio

nal R

esea

rch

Upd

ate.

Und

erw

ay. T

imel

ine

isap

prop

riat

e.

20.a

Per

form

iitia

l and

luug

itudi

nal s

tudi

esex

amin

ing

rete

ntio

n fa

ctor

s.

Mat

iicul

atiu

n D

ot.,t

uneu

tutiu

u

43

44

Bar

rier

sIm

plem

enta

tion

Stra

tegy

Acc

ount

abili

tyT

arge

t Da

e..

.

va n

atio

n'en

chin

arks

A. N

eed

for

incr

ease

d le

vels

21.a

Inc

reas

e ou

trea

ch e

ffor

ts (

see

#9 a

nd21

.b S

tude

nt S

ervi

ces

21.c

Fal

l, 19

97 -

-21

.d R

ecru

itmen

t Off

ice

Rep

ort

of a

cces

s/ed

ucat

iona

lop

port

uniti

es f

or v

ario

usun

derr

epre

sent

ed g

roup

s

#10)

.C

ouns

elor

sIn

stru

ctio

nal F

acul

tyon

goin

g

Dev

elop

bili

ngua

l res

ourc

e lis

t to

prov

ide

bilin

gual

ser

vice

s to

stu

dent

s.St

uden

t Ser

vice

sFa

ll, 1

997

Res

ourc

e L

ist

Seek

gra

nt f

undi

ng a

nd r

esea

rch

outr

each

prog

ram

s to

ass

ist t

he C

olle

ge in

Off

ice

of R

esea

rch

Dea

n of

Dev

elop

men

tFa

ll, 1

997

Spri

ng,

1996

--

ongo

ing

Res

earc

h a,

iil D

evu

opul

ent R

epv,

tU

pdat

e.re

crui

tmen

t/ret

entio

n of

his

tori

cally

unde

rrep

rese

nted

stu

dent

s.In

stitu

tiona

l Adv

ance

men

tFu

ndin

g/gr

and

reco

rds.

Thr

eegr

ants

and

one

con

sort

ium

gra

ntha

ve b

een

subm

itted

thro

ugh

the

Off

ice

of R

esea

rch.

Mor

e ar

eun

derw

ay.

Est

ablis

h PU

EN

TE

on

the

MV

C c

ampu

s.C

ouns

elin

g D

epar

tmen

tFa

ll, 1

996

PUE

NT

E P

rogr

am in

pla

ce.

Eng

lish

Dep

artm

ent

Thi

s go

al h

as b

een

acco

mpl

ishe

d.T

he P

UE

NT

E p

rogr

am is

in p

lace

on th

e M

enif

ee C

ampu

s an

d th

eC

olle

ge p

lans

to e

stab

lish

the

prog

ram

on

the

San

Jaci

nto

Cam

pus.

Dev

elop

par

tner

ship

s w

ith a

genc

ies

serv

ing

disa

bled

citi

zens

to c

ondu

ct o

utre

ach

to th

eco

mm

unity

dis

able

d po

pula

tion.

Dis

able

d St

uden

t Ser

vice

sFa

ll, 1

996

Dis

able

d St

uden

t Ser

vice

s R

epor

t

Prod

uce

vide

os a

bout

the

Col

lege

and

its

Stud

ent S

ervi

ces

Fall,

199

7V

ideo

s. T

he P

ublic

Inf

orm

atio

npr

ogra

ms

and

serv

ices

. Dis

trib

ute

vide

osC

ouns

elor

sO

ffic

e ha

s pr

epar

ed a

pro

posa

l for

thro

ugho

ut th

e se

rvic

e ar

ea to

eth

nic

vari

ous

type

s of

vid

eos,

dep

endi

ngR

ecn,

itine

ut1.

.eco

mm

unity

and

cul

tura

l cen

ters

, pub

liclib

rari

es, a

nd h

igh

scho

ol c

ente

rs.

Info

rmat

ion

Off

icer

on th

e au

dien

ce. T

he ta

rget

dat

e is

appr

opri

ate,

giv

en b

udge

t and

prop

osal

app

rova

l.

Est

ablis

h a

pilo

t men

tori

ng p

rogr

am w

ithSt

uden

t Ser

vice

sFa

ll, 1

997

Rec

rait,

ueut

Off

ice

Rep

ort.

min

ority

mem

bers

of

the

com

mun

ity,

facu

lty, s

taff

, and

stu

dent

s to

pro

vide

supp

ort a

nd r

ole

mod

els

(see

#10

).

Men

tori

ng P

rogr

am in

pla

ce.

Rec

raitu

ieut

OfG

c,ei

Facu

ltyC

omm

unity

Org

aniz

atio

ns

Bar

rier

sIn

iple

men

tatit

itt, S

trat

egy

, AC

cOun

tabi

lity

: Tar

get .

0ate

:E

valu

atio

n B

enC

limar

A. N

eed

for

incr

ease

d di

sabl

ed22

.a I

nsta

ll an

ele

ctri

c do

or o

r be

ll fo

r D

SP22

.b S

tude

nt S

ervi

ces

22.c

Fal

l, 19

9822

.d E

lect

ric

door

or

bell

in p

lace

.st

uden

t acc

ess

to c

olle

gefa

cilit

ies

build

ing

entr

y po

ints

.D

isab

led

Stud

ent S

ervi

ces

Faci

lity

chan

ges

bein

g co

nsid

ered

prov

ide

bette

r ac

cess

.

Cre

ate

DSP

test

ing

spac

e at

MV

C.

Stud

ent S

ervi

ces

Dis

able

d St

uden

t Ser

vice

sFa

ll, 1

997

Tes

ting

spac

e de

term

ined

and

utili

zed.

Fac

ility

cha

nges

bei

ngco

nsid

ered

pro

vide

bet

ter

acce

ss.

A. N

eed

for

met

hods

to a

ssis

tst

uden

ts f

rom

low

23.a

Inc

reas

e st

uden

t and

fac

ulty

aw

aren

ess

of g

rant

fun

ding

/fin

anci

al a

id a

vaila

bilit

y by

23.b

Dea

n of

Dev

elop

men

t23

.d U

pdat

ed g

rant

info

rmat

ion

inlib

rari

es23

.c T

all,

Spri

ng, 1

997

soci

oeco

nom

ic b

ackg

roun

ds to

plac

ing

gran

t inf

orm

atio

n in

bot

h ca

mpu

sIn

stitu

tiona

l Adv

ance

men

ton

goin

gbe

com

e aw

are

of c

olle

ge a

s an

optio

n, to

enr

oll i

n co

llege

,an

d to

suc

ceed

in c

olle

ge

libra

ries

and

by

prov

idin

g fu

ndin

g up

date

sto

fac

ulty

.Fi

nanc

ial A

id

Prov

ide

addi

tiona

l ass

ista

nce

with

gra

ntFi

nanc

ial A

idFa

ll, 1

996

--Fu

ndin

g/gr

ant r

ecor

dsfu

ndin

g/fm

anci

al a

id a

pplic

atio

n pa

cket

s.A

SB S

tude

nt V

olun

teer

son

goin

g, p

endi

ng

Seek

gra

nd f

undi

ng to

incr

ease

acc

ess

toD

ean

of D

evel

upill

ent

Fall,

199

6 --

Incr

ease

d gr

ant a

pplic

atio

ns/g

rant

colle

ge f

or s

tude

nts

from

low

soc

ioec

onom

icIn

stitu

tiona

l Adv

ance

men

ton

goin

gfu

ndin

g. T

hree

gra

nts

and

one

back

grou

nds.

Facu

ltyco

nsor

tium

gra

nt h

ave

been

subm

itted

thro

ugh

the

Off

ice

ofR

esea

rch.

Mor

e ar

e un

derw

ay.

Res

earc

h pr

ogra

ms

desi

gned

to r

ecru

it an

dac

clim

ate

non

trad

ition

al s

tude

nts

to th

eD

ean

of D

evel

opul

ent

Inst

itutio

nal A

dvan

cem

ent

Fail-

;--f

99-7

Spr

ing,

1996

ongo

ing

Inst

itutio

nal R

esea

rch

Upd

ate

Fund

ing/

gran

t rec

ords

. Gra

nts

are

colle

ge e

nvir

onm

ent.

Off

ice

of R

esea

rch

unde

rway

. Pro

gram

res

earc

hde

laye

d un

til D

ean

of I

nstit

utio

nal

Adv

ance

men

t hir

ed.

Exp

and

child

care

fac

ilitie

s an

d ac

cess

at

Stud

ent S

ervi

ces

Fall,

199

9E

stab

lishm

ent o

f M

VC

fac

ilitie

s;SJ

C, a

nd e

stab

lish

child

care

fac

ilitie

s at

Chi

ldca

re C

ente

rin

crea

sed

SJC

hou

rs/e

mpl

oyee

s.M

VC

.T

his

stra

tegy

is a

ppro

pria

te, a

ndfu

ndin

g ha

s be

en a

ppro

ved

bySa

cram

ento

.

Bar

rier

s.:.

.:I

mpl

emen

tatio

n :S

trat

egy

.

Acc

ount

abili

tyT

arge

t Dat

e:E

valU

atio

n-B

ench

mar

ks

A. N

eed

for

incr

ease

d st

udy

skill

s /c

olle

ge li

fe a

mon

gin

com

ing

stud

ents

in g

ener

al,

spec

ific

ally

his

tori

cally

unde

rrep

rese

nted

and

stu

dent

sfr

om lo

w s

ocio

econ

omic

back

grou

nds

24.b

Sub

co«u

u;ttr

e24

.c S

prin

g, 1

996

1997

Fall,

199

7

Fall,

199

7

24.a

Res

eaiL

h fe

asib

ility

of

eg

a11

Skal

lege

life

24.d

Rep

ort p

iepi

ued

bySu

bcuu

unitt

ee. C

ours

e C

atal

og.

The

res

truc

turi

ng o

f E

nglis

hof

feri

ngs

to a

fou

r un

it fo

rmat

will

adva

nce

thes

e go

als

mor

eef

fect

ivel

y. T

here

fore

, cou

rse

wor

kdu

plic

atio

n in

the

Rea

ding

pro

gram

and

Gui

danc

e of

feri

ngs

will

not

occu

r.

Rep

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.

4950

Basic Skills Completion Rates at MSJC

Basic Math Completion Rates Research, Spring 1995The percentage of students who completed the degree-applicable course (Math90) within two semesters of having completed the final basic skills course(Math 51).

Population 1992 enrolled % in Math 51 % in Math 90

Asian 1.92% n=175 8.0% n=14 35.7% n=05

African American 2.66% n=243 16.1% n=39 30.8 n=12

Filipino 0.93% n=085 25.9% n=22 22.7% n=05

Hispanic 19.18% n=1751 13.3% n=233 31.8% n=74

Native American 2.57% n=235 25.1% n=59 22.0% n=13

White 68.10% n=6215 26.3% n=1072 46.2% n=383


Disabled 0.02% n=193 0.0% n=0 0.0% n=0

Females 62.94% n=5738 19.82% n=1137 35.62% n=405

1992 enrolled signifies opening course enrollment

% in Math 51 represents a subset of 1992 enrolled: students who enrolled in Math 51 during their academic career

% in Math 90 represents the subset of % in Math 51 enrolled who completed Math 90 within two semesters of havingtaken Math 51

"n" = the total number of students


5127

Basic English Completion Rates Research, Spring 1995The percentage of students who completed the degree-applicable course(English 98) within two semesters of having completed the final basic skillscourse (English 60;64).

ii Population . 1992 enrolled % Eng. 60/64 % Eng. 98

Asian 1.92% n =175 39.4% n=69 23.2% n=16


Filipino 0.93% n=085 38.8% n=33 30.3% n=10

Hispanic 19.18% n=1751 19.6% n=343 27.4% n=94


White 68.10% n=6215 12.1% n=754 32.5% n=245


Disabled 0.02% n =193 0.0% n=0 0.0% n=0

Female 62.94% n=5738 15.68% n=900 23.0% n=207


% Eng. 60/64 represents a subset of 1992 enrolled: students who enrolled in English 60 during their academic career

% English 98 represents the subset of % Eng. 60/64 students who completed English 98 within two semesters of havingtaken either English 60 or English 64


(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%)

52

28

Research Implications, 1995Successful completion rates in ESL/basic skills courses are an important indicator of studentsuccess, specifically for historically underrepresented student populations. Statewide basic skillscourse completion rates tend to be lower than completion rates in all other course work areas.According toMeacnres (April, 1995), Statewide completion rates were 4.4% for ESL courses and 9.3% forremediation/basic skills courses for Fall 1992. Presumably, the statewide rates for successfulcompletion of degree-applicable course work in the discipline within a given number of semestersof having completed the final basic skills course would be significantly lower. Mt. San JacintoCollege found that the lack of transfer level ESL course offerings compromised accurateassessment of student progress in ESL. Completion rates from final ESL courses (English53/54), which are non-transferable, to the degree-applicable English course (English 98) arevirtually non-existent, with 0.0006% being the highest average (Hispanic) for all ethnicgroupings.

I I . II 11 11 I II 1 -.I " r es . I

Basic skills course completion rates in English (within two semesters) are fairly evenlydistributed, with a mean of 29.1%. Successful completion rates are highest for Pacific Islanders,whites, and African Americans, in that order. Completion rates are lowest for Asians, females,Native Americans, and Hispanics, in that order. The range between all groupings is 10.1%. Therange between all groupings except for Pacific Islanders, whose group is comprised of threeindividuals and hence skews the sample, is.9.3%. No disabled students enrolled.

Successful course completion rates in math (within two semesters) have a range of 44.7%, with amean completion rate of 36.6%. Distribution reflects significantly higher completion rates forPacific Islanders, whose grouping is comprised of three individuals and hence skews thesampling. The range without this grouping is 24.2%. Whites have the second highestcompletion rate, though they fall 20.5% below Pacific Islanders. Asians and females are third atapproximately 10.5% lower than whites. Lowest completion rates are held by Filipinos andNative Americans, whose rates differ by only 0.7%. These results display the importance ofbreaking Asians into as many categories as possible, as their success rates as well as their culturesdiffer widely. No disabled students enrolled in Math 51.

Goal: To improve by 5% a year the percentage of students who successfullycomplete the degree-applicable course in English (English 98) within sixsemesters of having completed the final ESL course

Goal: To improve by 5% a year the percentage of students who successfullycomplete the degree-applicable course (English 98) within two semesters ofhaving completed the final basic skills course (English 60)

Goal: To improve by 5% a year the percentage of students who successfullycomplete the degree-applicable course (Math 90) in the discipline withintwo semesters of having completed the final basic skills course (Math 51)

5329

Basic Math Completion Rates Research, Spring 1996The percentage of students who completed the degree-applicable course (Math90) within two semesters of having completed the final basic skills course(Math 51).

Population 1993 enrolled % in Math 51 ,i % in Math 90

Asian 2.02% n=146 9.59% n=14 35.71% n=5


Filipino 1.13% n=82 24.39% n=20 25.00% n=5

Hispanic 16.39% n=1186 21.75% n=258 34.88% n=90

Native American 2.56% n =185 26.49% n=49 28.57% n=14

White 70.31% n=5089 19.73 % n=1004 38.45% n=386


Disabled 3.19% n=231 40.69% n=94 38.30% n=36

Females 62.59% n=4530 24.13% n=1093 37.79% n=413


% in Math 51 represents a subset of 1993 enrolled: students who enrolled in Math 51 during their academic career

% in Math 90 represents the subset of % in Math 51 enrolled who completed Math 90 within two semesters of havingtaken Math 51



54

30

Basic English Completion Rates Research, Spring 1996The percentage of students who completed the degree-applicable course(English 98) within two semesters of having completed the final basic skillscourse (English 60;64).

Population 1993 enrolled % Eng. 60/64 % Eng. 98

Asian 2.02% n =146 36.30% n=53 35.85% n=19


Filipino 1.13% n=82 35.37% n=29 34.48% n=10

Hispanic 16.39% n =1186 22.77% n=270 28.89% n=78

Native American 2.56% n =185 14.59% n=27 33.33% n=9

White 70.31% n=5089 11.30% n=575 37.57% n=216


Disabled 3.19% n=231 45.45% n=105 34.29% n=36

Female 62.59% n=4530 15.43% n=699 33.62% n=235


% Eng. 60/64 represents a subset of 1993 enrolled: students who enrolled in English 60 during their academic career

% English 98 represents the subset of % Eng. 60/64 students who completed English 98 within two semesters of havingtaken either English 60 or English 64


(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%)

5531

Research Implications, 1996

Basic math completion rates for Asians have remained within 1% of 1995 percentages. AfricanAmericans (at 3.14%) and Whites at (7.75%) both experienced a drop in completion rates,whereas gains were made by disabled students (38.30%), Native Americans (6.57%), Hispanics(3.08%), Filipinos (2.3%), and female students 2.17%).

Basic English completion rates for African Americans fell by 6.36%, whereas gains were madeby disabled students (34.39%), female students (10.62%), Native Americans (8.33%), Whites(5.07%), Filipinos (4.18%), and Hispanics (1.49%).

While the goal of increasing successful completion has been surpassed by disabled students andmet by Native Americans in math and English and by Whites in English, the College needs toincrease retention efforts. The drop in successful completion rates experienced by AfricanAmericans in both math and English is cause for concern.

56

32

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6768

Successful Course Completion at MSJC

Successful Course Completion Research, Spring 1995The ratio of the number of courses that students successfully complete (A, B,C, Cr) to the number of courses in which students are enrolled on the censusday of the term.

Grouping Total Population Courses Enrolled Courses Completed

Asian 1.84% n =116 n=276 75% n=207

African American 3.29% n=207 n=617 51% n=317

Filipino 1.44% n=091 n=201 75% n=150

Hispanic 17.75% n=1118 n=2569 60% n =1553

Native American 2.48% n =156 n=386 60% n=220

White 69.23% n=4360 n=9250 69% n=6392

Pacific Islander 0.25% n=016 n=030 53% n=016

Disabled 4.43% n=279 n=873 62% n=519

Female 62.79% n=3955 n=8367 69% n=5792

Total Population represents Spring 1995 enrollment

Courses Enrolled represents the total number of courses taken by each grouping

"= the total number of students

(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students enrolled in the Disabled Students Programand may therefore not be entirely representative.)

39

69

Successful Course Completion Research, Spring 1996The ratio of the number of courses that students successfully complete (A, B,C, Cr) to the number of courses in which students are enrolled on the censusday of the term.

Grouping Total Population Courses Courses Completed

Asian 1.7% n =127 n=294 71.77% n=211

African American 3.2% n=239 n=717 52.16% n=374

Filipino 1.45% n =108 n=241 62.66% n=151

Hispanic 16.1% n=1,198 n=2,801 61.91 % n =1,734

Native American 2.32% n=173 n=430 56.74% n=244

White 58.2% n=4,343 n=9,592 67.96% n=6,519

Pacific Islander 0.23% n =17 n=37 45.95% n=17

Disabled 3.85% n=287 n=859 60.42% n=519

Female 55.37% n=4,130 n=9,170 67.96% n=6,232

Total Population represents Spring 1996 enrollment (by start-date, including Commuter and Late Start classes)

Courses Enrolled represents the total number of courses taken by each grouping

"= the total number of students

(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the seven ethnicity/racegroupings does not equal 100%. Disabled data represent only those students enrolled in the Disabled Students Programand may therefore not be entirely representative.)

40 7 0

Research Implications, 1995Successful course completion is an important measure of equity. Mt. San Jacinto College'ssuccessful course completion rates are highest for Asians and Filipinos, who share a 75 % successrate. Successful course completion rates are second highest for whites and females at 69%.Disabled students succeed at 62%. Hispanics and Native Americans share a success rate of 60%.Lowest completion rates are held by disabled students, who succeed at 57%, by Pacific Islanders,who succeed at 53%, and by African Americans, who succeed at 51%. The range between allgroupings is 24%.

Goal: To increase completion rates by 5% for each group

Goal: To reduce the difference between all groups to a maximum of 10%by 2000

Goal: To maintain standards of rigor throughout the process


Successful course completion rates are up slightly for African Americans (1.16%) and Hispanics(1.91%) and down slightly for Whites (1.04%), Females (1.04%), and disabled students(1.58%). Asians and Native Americans are both down by three percent. Pacific Islanderssucceed at 7.05% below last year, and Filipinos succeed at 12.34% below last year.

The reasons for these drops is not clear and will need to be examined further. These results willbe distributed college wide for discussion and input.

4171

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riet

y of

MSJ

C 's

stu

dent

popu

latio

n

3.a

Prov

ide

flex

act

ivity

bus

trip

s th

roug

hse

rvic

e ar

eas,

spe

cifi

cally

rur

al a

nd lo

win

com

e ar

eas

so th

at f

acul

ty/f

ront

line

pers

onne

l can

be

mor

e aw

are

of a

ndse

nsiti

ve to

the

need

s of

all

MSJ

C s

tude

nts.

Prov

ide

stud

ent p

rese

ntat

ions

/for

ums

for

facu

lty/f

ront

line

per

sonn

el.

3.b

Flex

Com

mitt

eeFa

culty

ASB

Stud

ent C

lubs

3.c

Spri

ng, 1

997

--on

goin

g

Fall,

199

6 --

ongo

ing

3.d

Flex

Han

dboo

k. B

us to

urs

have

bee

n co

nduc

ted

twic

e be

fore

as p

art o

f th

e Ja

nuar

y Fl

expr

ogra

m. T

hese

tour

s w

ere

cond

ucte

d, th

ough

, whe

n M

SJC

still

ope

rate

d its

ow

n bu

s. T

his

serv

ice

has

been

sus

pend

ed a

tM

SJC

, and

bus

es, c

ontr

acte

d el

sew

here

, cos

t app

roxi

mat

ely

$500

per

day,

a p

rice

y su

m f

or a

sin

gle

Flex

act

ivity

. How

ever

, the

Fle

xC

omm

ittee

will

look

into

sec

urin

gfu

nds

for

just

suc

h an

act

ivity

inlig

ht o

f th

e St

uden

t Equ

ityC

omm

ittee

's c

harg

e an

dre

com

men

datio

n.

Flex

Han

dboo

kPr

esen

tatio

n in

form

atio

n w

ill b

em

aint

aine

d in

col

lege

file

s

S. N

eed

for

incr

ease

dse

nsiti

vity

to c

ultu

ral/a

bilit

ydi

ffer

ence

s

4.a

Prov

ide

flex

act

iviti

es/P

re-C

olle

ge D

ayac

tiviti

es d

esig

ned

to e

nhan

ce a

war

enes

s of

cultu

ral/a

bilit

y di

ffer

ence

s.

4.b

Facu

ltyD

isab

led

Stud

ent S

ervi

ces

4.c

Spri

ng, 1

997

--on

goin

g4.

d Fl

ex H

andb

ook

Pre-

Col

lege

Day

act

iviti

es r

ecor

ds

S. N

eed

for

incr

ease

dac

know

ledg

men

t and

reco

gniti

on o

f th

e ac

adem

icac

hiev

emen

ts o

f hi

stor

ical

lyun

derr

epre

sent

ed s

tude

nts

5.a

Dev

elop

and

exp

and

exis

ting

stud

ent

reco

gniti

on p

rogr

ams,

5.b

Stud

ent S

ervi

ces

5.c

Cur

rent

--

ongo

ing,

enh

ance

d5.

d St

uden

t Ser

vice

s re

cord

sR

ecog

nitio

n pr

ogra

ms

in p

lace

Rec

ogni

tion

prog

ram

s re

cord

s

7677

,:,.,:

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:'::

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rier

s:'.

.:.:..

:..::.

:..:

.

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:.::::

::::::

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i,:::.

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irile

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ount

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.

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luA

tiori

:Ben

chri

tArk

s

S. N

eed

for

incr

ease

d su

ppor

tfo

r fa

culty

to m

aint

ain

curr

ency

in th

eir

disc

iplin

es

...

6.a

Mai

ntai

n an

d ex

pand

cur

renc

y in

lear

ning

mat

eria

ls/e

quip

men

t.

Incr

ease

fac

ulty

ski

lls/k

now

ledg

e.Pr

ovid

e co

mpu

ter

and

mul

ti-m

edia

pres

enta

tion

trai

ning

,

Prov

ide

reim

burs

emen

t and

rec

ogni

tion

for

colle

ge c

ours

e w

ork

rela

ted

to a

rea

ofse

rvic

e.

6.b

Flex

Com

mitt

eeFa

culty

Flex

Com

mitt

eeFa

culty

Off

ice

of I

nstr

uctio

nSa

lary

Adv

ance

men

tC

omm

ittee

6.c

Cur

rent

--

ongo

ing

Cur

rent

--

ongo

ing

Cur

rent

--

ongo

ing,

enha

nced

6.d

Flex

Han

dboo

k

Flex

Han

dboo

kO

ne o

f th

e Fl

ex C

omm

ittee

's m

ain

char

ges

is to

aid

inst

ruct

ors

inm

aint

aini

ng c

urre

ncy

in th

eir

disc

iplin

es, a

nd th

is is

in p

art

acco

mpl

ishe

d by

mai

ntai

ning

and

expa

ndin

g cu

rren

cy in

lear

ning

mat

eria

ls/e

quip

men

t and

by

incr

easi

ng f

acul

ty s

kills

/kno

wle

dge.

Past

and

pre

sent

Fle

x sc

hedu

les

show

that

any

num

ber

ofw

orks

hops

sat

isfy

thes

e go

als.

The

Flex

Com

mitt

ee w

ill m

aint

ain

this

focu

s.

Sala

ry A

dvan

cem

ent C

omm

ittee

Min

utes

S. N

eed

for

low

enr

ollm

ent

tran

sfer

leve

l/deg

ree-

appl

icab

le c

ours

es to

be

sust

aine

d so

that

stu

dent

s ar

eno

t pre

vent

ed f

rom

tran

sfer

or

degr

ee c

ompl

etio

n in

a ti

mel

ym

anne

r

7.a

Ass

ess

feas

ibili

ty o

f co

nver

ting

sele

cted

tran

sfer

leve

l/deg

ree-

appl

icab

le c

ours

es to

Om

ega

stat

us.

7.b

Off

ice

of I

nstr

uctio

nA

cade

mic

Dep

artm

ents

Cur

ricu

lum

Com

mitt

ee

7.c

Fall,

199

6 --

ongo

ing

7.d

Cur

ricu

lum

Com

mitt

eeM

inut

esT

he C

urri

culu

m C

omm

ittee

will

addr

ess

this

issu

e w

hen

it co

mes

forw

ard.

Cou

rse

Out

lines

S. N

eed

for

grea

ter

stud

ent

acce

ss to

reg

ular

cou

rse

offe

ring

s/co

urse

sch

edul

e

8.a

Cre

ate

grea

ter

cons

iste

ncy

of c

ours

eof

feri

ngs

so th

at s

ched

ulin

g ch

ange

s ar

em

inim

ized

(e.

g., p

reve

nt la

st m

inut

e ad

d or

dele

tion

of c

ours

e of

feri

ngs

whe

n po

ssib

le).

Prov

ide

fina

l exa

m s

ched

ule

in s

ched

ule

ofcl

asse

s so

that

stu

dent

s ca

n co

ordi

nate

thei

rM

SJC

sem

este

r sc

hedu

les

with

out

side

com

mitm

ents

.

8.b

Off

ice

of I

nstr

uctio

n8.

c Fa

ll, 1

996

--on

goin

g

Fall,

-1-

997

1996

--on

goin

g

8.d

Sche

dule

of

clas

ses

Off

ice

of I

nstr

uctio

n re

cord

s-of

Div

isio

n D

izeU

ois

Inst

ruct

iona

l Dea

nsD

epar

tmen

t Cha

irs

Off

ice

of I

nstr

uctio

n

t..U

lll S

e C

luui

gs

Sche

dule

of

clas

ses

The

fin

al e

xam

sch

edul

e is

now

inpl

ace

in th

e sc

hedu

le o

f cl

asse

s.

7879

.B

arri

ers

.Im

plem

enta

tion

Stra

tegy

..A

ccou

ntab

ility

Tar

get D

ate

Eva

luat

ion

Ben

chm

arks

S. N

eed

for

vari

ed9.

a E

ncou

rage

fac

ulty

to te

ach/

coun

sel

9.b

Aca

dem

ic9.

c Sp

ring

, 199

6 --

9.d

Sche

dule

of

clas

ses

staf

f/fa

culty

hou

rs s

o th

atdu

ring

aft

erno

on a

nd e

veni

ng h

ours

.D

epar

tmen

tson

goin

gSc

hedu

le o

f co

unse

ling

nigh

t/par

t tim

e st

uden

ts h

ave

Off

ice

of I

nstr

uctio

nap

poin

tmen

ts.

incr

ease

d ac

cess

to s

tude

ntA

sses

s fe

asib

ility

of

offe

ring

var

ied

wor

kSt

uden

t Ser

vice

sFa

ll, 1

996

Cou

nsel

ing

offe

rs s

ervi

ces

at b

oth

serv

ices

sche

dule

s fo

r st

aff.

All

stud

ent c

onta

ct s

ervi

cear

eas

ongo

ing

cam

puse

s 5

days

per

wee

k an

d 4

even

ings

per

wee

k. M

any

full-

time

facu

lty te

ach

in th

e ev

enin

gs T

his

goal

has

ther

efor

e be

en m

et.

All

stud

ent c

onta

ct s

ervi

ce a

rea

reco

rds

S. N

eed

for

Adm

issi

ons

and

10.a

Mov

e A

dmis

sion

s an

d R

ecor

ds a

nd10

.b O

ffic

e of

the

10.c

Fal

l, 19

9610

.d L

ocat

ion

of o

ffic

es/c

ampu

sR

ecor

ds a

nd S

tude

nt S

ervi

ces

Stud

ent S

ervi

ces

to p

rovi

de a

cen

tral

ized

Pres

iden

tm

aps.

to b

e ce

ntra

lized

and

bet

ter

loca

tion.

Adm

issi

ons

and

Rec

ords

Adm

issi

ons

and

Rec

ords

is n

owco

ordi

nate

dSt

uden

t Ser

vice

sho

used

with

in th

e St

uden

t Suc

cess

Mai

ntai

n re

gula

rly

sche

dule

d m

eetin

gsFa

ll, 1

996

Cen

ter,

alo

ng w

ith a

ll St

uden

tbe

twee

n A

dmis

sion

s an

d R

ecor

ds a

ndA

dmis

sion

's a

nd R

ecor

dson

goin

gSe

rvic

es. T

his

goal

has

bee

n m

et.

Stud

ent S

ervi

ces

adm

inis

trat

ors,

fac

ulty

, and

staf

f.St

uden

t Ser

vice

s

Min

utes

of

mee

tings

8180

Degree and Certificate Completion at MSJC

Degree and Certificate Research, Fall 1994The total number of degrees and certificates awarded and the ethnicdistribution of the recipients.

MSJC Population Degrees Certificates Total

Asian 2.69% n=12 1.37% n=02 2.35% n=14


Filipino 0.67% n=03 4.80% n=07 1.68% n =10

Hispanic 9.56% n=43 11.64% n=17 10.07% n=60


White 83.33% n=375 78.10% n=114 82.05% n=489


Female 75.11% n=338 74.70% n=109 75% n=447

MSJC Population represents the students who were enrolled during Fall, 1994.

`h" = the total number of students

Disabled data are currently unavailable

Research Implications, 1995Degree and certificate completion rates are consequential measures of student success and equity.At Mt. San Jacinto College, Asians, Native Americans, Filipinos, and Pacific Islanders receivedegrees and certificates within .5% of their representation in the college. African Americansreceive degrees and certificates at 1.78% below their representation; Hispanics, at 7.68% belowtheir representation. Females receive degrees and certificates at 12% above their representationin the college.

Goal: To increase by 10% a year the total number of degrees andcertificates awarded

Goal: To ensure that the ethnic distribution of degree and certificaterecipients is within 2% of the enrollments four years earlier

47 82

Degree and Certificate Research, Fall 1995The total number of degrees and certificates awarded and the ethnicdistribution of the recipients.

MSJC Population Degrees Certificates Total

Asian - 1.90% n=17 0.67% n=2 1.59% n=19


Filipino 0.89% n=8 2.34% n=7 1.26% n=15

Hispanic 9.15% n=82 7.69% n=23 8.79% n=105.


White 41.07% n=368 41.47% n=124 41.17% n=492


Female 40.74% n=365 39.80% n=119 40.50% n=484

Disabled 3.35% n=30 4.01% n=12 3.51% n=42

MSJC Population represents the students who registered for Fall, 1995 classes.

`h" = the total number of students

Disabled data represent only those students utilizing the Disabled Students Program and maytherefore not be entirely representative.

Research ImplicationsDegree and certificate completion rates are consequential measures of student success and equity.At Mt. San Jacinto College, Asians, Native Americans, Filipinos, and Pacific Islanders receivedegrees and certificates within .5% of their representation in the college. African Americansreceive degrees and certificates at 1.78% below their representation; Hispanics, at 7.68% belowtheir representation. Females receive degrees and certificates at 12% above their representationin the college.

Goal: To increase by 10% a year the total number of degrees and certificatesawarded

Goal: To ensure that the ethnic distribution of degree and certificate recipients iswithin 2% of the enrollments four years earlier

48 $3


Degree and certificate completion rates are down slightly (about 1%) for Asians, AfricanAmericans, Filipinos, and Hispanics. Whites and females experienced substantial drops at40.88% and 34.5% respectively. Native Americans experienced a very slight increase of 0.08%.Disabled Student data were unavailable last year.

These data display that the College fell far short of its degree and certificate completion goal ofincreasing by 10% a year for the total number of degrees and certificates awarded.Consequently, the College will need to distribute and discuss these data and make expandedefforts to increase degree and certificate completion rates.

8449

DE

GR

EE

AN

D C

ER

TIF

ICA

TE

CO

MPL

ET

ION

arri

ers

Impl

emen

tatio

n St

rate

gyA

ccou

ntab

ility

Tar

get D

ate

Eva

luat

ion

Ben

chm

arks

D. N

eed

for

grea

ter

awar

enes

s am

ong

stud

ents

/pot

entia

l stu

dent

sre

gard

ing

degr

ee a

ndce

rtif

icat

e op

tions

1.a

Prep

are

broc

hure

that

out

lines

deg

ree

and

cert

ific

ate

offe

ring

s fo

r cl

assr

oom

,co

unse

ling

offi

ce, a

nd c

omm

unity

diss

emin

atio

n.

Prov

ide

com

preh

ensi

ve C

aree

r C

ente

rse

rvic

es o

n th

e M

VC

.

Incr

ease

iufu

mia

tiou

awar

enes

s ab

out

Car

eer

Cen

ter

serv

ices

.

Rev

iew

and

rev

ise

orie

ntat

ion

proc

ess

toen

hanc

e hi

gh c

onta

ct, m

ultip

le a

rea

intr

oduc

tion

to M

SJC

and

its

serv

ices

.

Edu

cate

bus

ines

s co

mm

unity

reg

ardi

ngsc

ope

of c

ertif

icat

es a

vaila

ble.

1.b

Tec

h-Pr

epC

oord

inat

orO

ffic

e of

Ins

truc

tion

Car

eer

Cen

ter

Car

eer

Cen

ter

Stud

ent S

ervi

ces

Off

ice

of I

nstr

uctio

n

Tec

h-Pr

ep C

oord

inat

orM

arke

ting

Com

mitt

ee

1.c

Fall,

199

6

Fall,

199

7

Cur

rent

--

ongo

ing

Fall,

199

7 --

ongo

ing

Cur

rent

--

ongo

ing

1.d

Bro

chur

esT

ech-

Prep

Rep

ort

.

Est

ablis

hmen

t of

com

preh

ensi

veC

aree

r C

ente

r se

rvic

es o

n M

VC

Cut

e, C

eiite

law

lpd

tt C

S

Cla

ssro

om p

rese

ntat

ions

.

aon

Do<

.un,

CU

tatiu

iiC

ouns

elin

g R

ecor

ds

Tec

h-Pr

ep R

epor

t

D. N

eed

for

grea

ter

acce

ssib

ility

to p

rogr

amsc

hedu

le

2.a

Exp

lore

sch

edul

ing

alte

rnat

ives

toau

gmen

t reg

ular

16

wee

k se

mes

ter

cour

ses.

Tra

ck s

tude

nt s

ched

ules

sem

este

r to

sem

este

r to

det

erm

ine

whe

ther

deg

rees

and

cert

ific

ates

can

be

obta

ined

in a

tim

ely

man

ner

(i.e

., ar

e st

uden

ts a

ble

to c

ompl

ete

degr

ee p

rogr

ams

base

d on

cou

rse

time/

day

avai

labi

lity?

)

2.b

Off

ice

of I

nstr

uctio

n2.

c Fa

ilTl9

9-7

Spri

ng 1

996

Fall,

199

7

2.d

Sche

dule

of

Cou

rse

Off

erin

gsC

ours

e O

utlin

esU

nder

way

. Cur

rent

ly, t

he C

olle

geof

fers

late

sta

rt' c

ours

es a

nd is

expa

ndin

g af

tern

oon

and

Satu

rday

offe

ring

s.

Inst

itutio

nal R

esea

rch

Upd

ate

Des

ign

is in

pro

gres

s.

Aca

dem

ic F

acul

ty

Off

ice

of R

esea

rch

D. N

eed

for

grea

ter

acad

emic

supp

ort

3.a

Exp

and

tuto

ring

ava

ilabi

lity.

Prov

ide

tuto

ring

for

voc

atio

nal c

ours

es.

3.b

Stud

ent S

ervi

ces

Stud

ent S

ervi

ces

Dea

n of

Ins

truc

tion

3.c

Fall,

199

7

Spri

ng, 1

997

3.d

Rep

ort b

y D

ean

of I

nstr

uctio

n

Tec

h-Pr

ep R

epor

t

85

Bar

rier

sIm

plem

enta

tion

Stra

tegy

Acc

ount

abili

ty.

Tar

get D

ate

Eva

luat

ion

Ben

chm

arks

D. N

eed

for

asse

ssm

ent o

fde

gree

and

cer

tific

ate

offe

ring

sto

det

erm

ine

how

MSJ

C m

eets

degr

ee a

nd c

ertif

icat

e ne

eds

ofits

ser

vice

are

a (e

.g.,

busi

ness

need

s)

4.a

Tra

ck e

mpl

oym

ent p

lace

men

t rat

e to

dete

rmin

e pr

ogra

m s

ucce

ss.

Wor

k w

ith c

omm

unity

/bus

ines

s le

ader

s to

asse

ss p

rogr

am o

ffer

ings

.

4.b

Off

ice

of R

esea

rch

Dea

n of

Inst

ruct

ionN

ocat

iona

lE

duca

tion

Tec

h-Pr

ep C

oord

inat

orM

arke

ting

Com

mitt

ee

4.c

Fall,

199

7 --

ongo

ing

4.d

Inst

itutio

nal R

esea

rch

Upd

ate

Des

ign

is in

pro

gres

s.

Tec

h-Pr

ep R

epor

t

D. N

eed

for

rese

arch

tode

term

ine

disa

bled

deg

ree

and

cert

ific

ate

com

plet

ion

rate

s

5.a

Res

earc

h di

sabl

ed d

egre

e an

dce

rtif

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tes.

5.b

Off

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of R

esea

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5.c

Fal1

,-19

96C

urre

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goin

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d St

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.

'88

Transfer at MSJC

Transfer Research Results, 1995The percentage of each group that is enrolled to the percentage who transfer toa CSU or a UC campus each year and the ethnic distribution of these transferstudents.

% MSJC population 91/92 92/93 93/94

Asian/Pacific Islander 2.3% 2.3% 2.5%

African American 2.7% 3.2% 3.3%

Filipino 0.9% 1.1% 1.1%

Hispanic 14.2% . 15.3% 16.5%

Native American 2.7% 2.8% 2.6%

White 74.7% 71.3% 69.7%

(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the six groups does not equal100%. As Disabled and Female rates are currently unavailable, they are not displayed in MSJC population.)

% MSJC transfer rates 91/92 92/93 93/94

Asian/Pacific Islander 2.5% 5.5% 4.2%

African American 4.2% 6.4% 3.1%

Filipino 0.0% 1.8% 0.52%

Hispanic 11.8% 13.6% 18.2%

Native American 0.8% 0.9% 0.0%

White 74.0% 55.5% 61.5%

(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the six groups does not equal100%. These data are provided by CPEC. Disabled and Female population data are currently unavailable.)

8952

Transfer at MSJC

Transfer Research Results, 1996The percentage of each group that is enrolled to the percentage who transfer toa CSU or a UC campus four years later and the ethnic distribution of thesetransfer students.

% MSJC population 91/92

Asian/Pacific Islander 2.3%


Filipino 0.9%

Hispanic 14.2%


White 74.7%

(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the six groups does not equal100%. As Disabled and Female rates are currently unavailable, they are not displayed in MSJC population.)

% MSJC transfer rates 94/95

Asian/Pacific Islander 3.6%


Filipino 0.0%

Hispanic 13.2%


White 64.5%

(Benchmark figures exclude Unknown and Decline to State categories; therefore, the total of the six groups does not equal100%. These data are provided by CPEC. Disabled and Female population data are currently unavailable.)

9053

Research Implications, 1995Education Code section 51027 requires that the governing board of each community college districtrecognize transfer as one of its primary missions, and that an emphasis shall be placed on thepreparation and transfer of underrepresented students. Mt. San Jacinto College found that althoughit places great importance on transfer, and has established a successful Transfer Center, more needsto be done to increase transfer rates, specifically among historically underrepresented groups andethnic minorities, as defined by Division 6 of Title 5, Subchapter 4, Section 54220.

At. Mt. San Jacinto College, Asians and Pacific Islanders are transferring at slightly higher rates thantheir representation in the community and at the college. African Americans are transferring on parwith their representation (1993/94) though transfer rates are below representation figures for the twoproceeding years. African Americans are also transferring at slightly higher rates than theirrepresentation in the community. Filipinos are transferring at rates very slightly under theirrepresentation in the college. Their representative percentage in the community cannot bedetermined from current census data. Hispanics are transferring at rates very slightly under theirrepresentation in the college and slightly below their representation in the community. NativeAmericans are transferring at much lower rates than their representation in the college and slightlybelow their representation in the community, though their representation in the college is slightlyhigher than within the community. Whites transfer at rates slightly lower than their representation inthe college.

Goal: To increase by 5% a year the number of students who transfer

Goal: To ensure the ethnic distribution of transfer students is within 2% of theenrollments four years earlier

Research Implications, 1996Transfer rates are up less than 1% for African Americans and down less than 1% for Asian/PacificIslanders and Filipinos. Hispanics experienced a 5% drop in transfer. Whites experienced a 3%increase in transfer. Although the College met its goal of ensuring the ethnic distribution of transferstudents is within 2% of the enrollments four years earlier, the goal of increasing by 5% a year thenumber of students who transfer has not been met. The College must consequently increase itstransfer efforts.

9154

TR

AN

SFE

RB

arri

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tatio

n St

rate

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for

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wid

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aren

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The

tran

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will

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act s

heet

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and

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c Sp

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Fall,

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7 --

ongo

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4.d

Tra

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Incr

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up

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cul

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pers

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for

incr

ease

dcu

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off

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ass

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that

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eet G

Ere

quir

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t MSJ

C in

ava

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dis

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5.a

The

Off

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of I

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stud

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req

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ours

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at C

alif

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a co

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unity

col

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s in

ord

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asse

ss M

SJC

cou

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s.

5.b

Off

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of I

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c A

ugus

t, 19

975.

d Pr

esen

tatio

n of

stu

dy to

all

colle

ge f

acul

ty/a

dmin

istr

ator

s

T. N

eed

for

data

base

toid

entif

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ospe

ctiv

e tr

ansf

erst

uden

ts

6.a

The

Off

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of R

esea

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will

wor

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ata-

Proc

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form

atio

n S

ervi

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and

the

Tra

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ente

r to

est

ablis

h a

data

base

to id

entif

y tr

ansf

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tude

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and

pote

ntia

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ansf

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tude

nts

and

to e

valu

ate

MSJ

C's

tran

sfer

eff

orts

. The

Off

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and

the

Tra

nsfe

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ente

r w

ill p

rodu

ce a

join

tre

port

on

thei

r fi

ndin

gs.

5.b

Off

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of R

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Dat

a-Pr

oces

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Info

rmat

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Ser

vice

sT

rans

fer

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6.c

June

; -19

97C

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oduc

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of O

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Res

earc

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rans

fer

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ter

Rep

ort

Tra

nsfe

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ente

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ave

been

eval

uate

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relim

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sear

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-eva

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the

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ench

mar

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eed

for

tran

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orie

ntat

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7.a

The

Tra

nsfe

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ente

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ill o

ffer

tran

sfer

orie

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7.b

Tra

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ente

r7.

c Sp

ring

, 199

6on

goin

g7.

d T

rans

fer

Cen

ter

Ann

ual R

epor

t

T. N

eed

for

coor

dina

tion

oftr

ansf

er f

unct

ions

with

fou

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olle

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and

univ

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8.a

The

Tra

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ork

toco

ordi

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tran

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fun

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ith f

our

year

colle

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and

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8.b

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c Sp

ring

, 199

6 --

ongo

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8.d

Tra

nsfe

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nnua

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ort

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view

of

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Stat

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9.a

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man

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s9.

b T

rans

fer

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9.c

Spri

ng, 1

996

ongo

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Tra

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ente

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nnua

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T. N

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for

recl

assi

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ofth

e T

rans

fer

Cen

ter

Spec

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assi

fied

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Cer

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pos

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10.a

The

Tra

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ente

r Sp

ecia

list w

illco

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proc

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10.b

Off

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of th

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Stud

ent S

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ces

10.c

Fal

l, 19

9510

.d R

ecla

ssif

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Tra

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Thi

s go

al h

as b

een

met

.

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for

impl

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tatio

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a lo

cal a

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mitt

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at c

onsi

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of s

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cam

pus,

and

fou

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ork

toim

plem

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11.b

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port

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for

the

esta

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hmen

tof

inst

itutio

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esea

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for

ongo

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inte

rnal

eva

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ofth

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fect

iven

ess

of th

eco

llege

's tr

ansf

er e

ffor

ts a

ndth

e ac

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t of

its T

rans

fer

Cen

ter

Plan

12.a

The

Off

ice

of R

esea

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and

Dat

a12

.c J

une,

199

7 --

ongo

ing

12.d

Tra

nsfe

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ente

r A

nnua

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epor

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esea

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Upd

ate.

Tra

nsfe

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ente

r Se

rvic

es h

ave

been

eval

uate

d. P

relim

inar

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sear

chre

eval

uatin

g th

e tr

ansf

er b

asel

ine

has

been

con

duct

ed.

12.b

Dat

a PL

OC

eSsi

il g

Info

rmat

ion

Serv

ices

Off

ice

of R

esea

rch

Tra

nsfe

r C

ente

r

Pioc

usbi

ng I

nfor

mat

ion

Serv

ices

will

wor

kw

ith th

e T

rans

fer

Cen

ter

to a

ssis

t in

this

inte

rnal

eva

luat

ion;

the

Tra

nsfe

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ente

r w

illun

dert

ake

the

impl

emen

tatio

n of

the

Tra

nsfe

r C

ente

r Pl

an w

ith th

e su

ppor

ting

docu

men

tatio

n pr

ovid

ed,

T. N

eed

for

stud

ent o

n-si

teex

posu

re to

fou

r ye

ar c

olle

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d un

iver

sity

exp

erie

nce

13.a

The

Tra

nsfe

r C

ente

r w

ill w

ork

with

all

coun

selo

rs to

incr

ease

on-

site

tour

s to

fou

rye

ar c

olle

ges

and

univ

ersi

ties

for

MSJ

Cst

uden

ts.

The

Tra

nsfe

r C

ente

r w

ill w

ork

with

coun

selo

rs to

est

ablis

h su

mm

er p

lace

men

ton

loca

l col

lege

and

uni

vers

ity c

ampu

ses.

13.b

Stu

dent

Ser

vice

sC

ouns

elin

g D

epar

tmen

tT

rans

fer

Cen

ter

Cou

nsel

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Dep

artm

ent

Tra

nsfe

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ente

r

13.c

Fal

l, 19

96 -

-on

goin

g

Sum

mer

, 199

7on

goin

g

13.d

Tra

nsfe

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ente

r A

nnua

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epor

t; in

crea

se in

num

ber

of o

n-si

te v

isits

as

docu

men

ted

bySt

uden

t Ser

vice

s

Tra

nsfe

r C

ente

r A

nnua

l Rep

ort

Bar

rier

s i

:'*i:]

::Itti

plei

nent

atio

tC S

trat

egy

Acc

ount

abili

ty ii

:::::

Tar

get D

ate

Eva

luat

ion

Ben

chm

arks

T. N

eed

for

tran

spor

tatio

n to

take

stu

dent

s on

tour

s of

fou

rye

ar c

olle

ge a

nd u

nive

rsity

cam

puse

s

14.a

The

Off

ice

of th

e Pr

esid

ent w

ill w

ork

with

the

Tra

nsfe

r C

ente

r to

sec

ure

tran

spor

tatio

n to

take

stu

dent

s on

cam

pus

tour

s.

14.b

Off

ice

of th

ePr

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ent

Tra

nsfe

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ente

r

14.c

Spr

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+99

619

97 -

- on

goin

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cle

Tra

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ente

r A

nnua

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ort

Incr

ease

d st

uden

t tou

rs

T. N

eed

for

grea

ter

stud

ent

acce

ss to

tran

sfer

ser

vice

s15

.a T

he T

rans

fer

Cen

ter

will

wor

k w

ith th

eV

ice

Pres

iden

t of

Stud

ent S

ervi

ces

and

the

Off

ice

of th

e Pr

esid

ent t

o se

cure

incr

ease

dtr

ansf

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ente

r sp

ace,

incr

ease

tran

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cent

er s

uppo

rt s

taff

, and

incr

ease

tran

sfer

cent

er h

ours

on

both

col

lege

cam

puse

s.

15.b

Vic

e Pr

esid

ent o

fSt

uden

t Ser

vice

sO

ffic

e of

the

Pres

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rans

fer

Cen

ter

15.c

Fal

l, 19

96 -

-on

goin

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.d S

trat

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Pla

nnin

g R

epor

tT

rans

fer

Cen

ter

Ann

ual R

epor

tT

his

proc

ess

is u

nder

way

.

T. N

eed

for

Tra

nsfe

r C

ente

rac

cess

to a

ll st

uden

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nscr

ipts

16.a

Dat

a-Pr

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wcr

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16.c

Fal

l, 19

9716

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on-M

SJC

stu

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tran

scri

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nfra

me

16.b

Dat

a Pi

v..e

bbtn

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form

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SJC

btu

deut

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m-1

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tu th

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ainf

iam

e.In

form

atio

n Se

rvic

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ill w

ork

with

Stu

dent

Serv

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and

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Tra

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r to

esta

blis

h th

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etho

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to in

put n

on-

MSJ

C tr

ansc

ript

s.

T. N

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for

rese

arch

dat

a on

tran

sfer

rat

es f

or f

emal

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ddi

sabl

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opul

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ns

17.a

Res

earc

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mpl

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n ra

tes

and

tran

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stat

us f

or f

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nd f

or d

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stud

ents

.17

.b O

ffic

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Res

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h17

.c S

prin

g, 1

997

--

ongo

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17.d

Ins

titut

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pdat

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Stud

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quity

Rep

ort

96

BE

ST C

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AV

AIL

AB

LE

'97

MSJC Annual Review Model

Student Equity goals and activities have become a component of MSJC'sregular program review process. Each year, the Student Equity Committee,aided by the Office of Research, produces a Student Equity Report based onongoing research and assessment of campus climate, access, and success.The Student Equity Committee seeks input from all college areas andmaintains representative membership.

58

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