STUDENT AFFAIRS ANNUAL REPORT 2017-2018 SS Annual Report (FINAL Rev.).pdfroster on the first day of class. Accomplishment #2: Degree Audit Development for the Purposes of Student Planning

STUDENT AFFAIRS ANNUAL REPORT

2017-2018

Prepared by The Office of Student Affairs

Revised October 24, 2018

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TABLE OF CONTENTS

1. Admissions and Records . . . . . . . . 4 A. Welcome Center . . . . . . . . 7

2. College Police Department . . . . . . . 13

3. Counseling Division A. General Counseling & SSSP . . . . . . . 15 B. Articulation . . . . . . . . 20 C. Career Center . . . . . . . . 22 D. Human Services . . . . . . . . 28 E. Student Support Services (SSS) TRIO Program . . . . 30 F. Transfer Center . . . . . . . . 33

4. Disability Support Programs & Services (DSPS) . . . . . 35

5. Equity and Inclusivity . . . . . . . . 39

6. Financial Aid/EOPS/CARE/CalWORKs/Veterans/Foster Youth/Scholarships . 43 A. Educational Talent Search (TRIO Program) . . . . 50

7. STEM/MESA . . . . . . . . . 53

8. Office of Student Affairs . . . . . . . 55 9. Project RISE . . . . . . . . . 60 10. Student Health Services . . . . . . . . 62

11. Student Life/Associated Students of NVC . . . . . 65

12. Testing and Tutoring Center . . . . . . . 70

13. UMOJA Program . . . . . . . . . 75

ADDENDUM

A. Career Center Outreach Power Point Presentation . . . 79 B. Transfer Center Data . . . . . . . 83

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ADMISSIONS AND RECORDS (Report submitted by Jessica Erickson, Associate Dean, Enrollment and Outreach Services)

1. What are two or three of the greatest accomplishments of your unit this past year (2017-

2018)?

Accomplishment #1: New Automatic Enrollment from Waitlist Process The greatest accomplishment of the 2017-2018 year was the design, development, and implementation of a new automatic enrollment from waitlist process. Collaborating with Academic Affairs, the Admissions and Records (A&R) department was able to move this initiative forward and provide timely implementation to students. This new process allows waitlisted students to be automatically enrolled by the system into a waitlisted course when an opening becomes available. Once enrolled, the student receives an automated message in their student email account, notifying the student of the enrollment. This process has eliminated the need for the student to have to wait for permission to register and then having to register themselves, an additional step formerly required of students. The results of this new process are a decreased amount of time that spaces in courses are unfilled, and a more streamlined approach to waitlist enrollment. Overall, this new process has simplified the waitlist enrollment process for students. As a result of the new process, on the first day of the fall semester, the number of students who were still waiting on a waitlist was nearly half the number from the previous fall semester. This new process reduced the number of students who would have been required to obtain an add code from the instructor and register using an add code. This process also allows for faculty to have a more accurate roster on the first day of class.

Accomplishment #2: Degree Audit Development for the Purposes of Student Planning Implementation In collaboration with Academic Affairs and the Articulation Officer from Counseling, the Admissions and Records department has been developing the Degree Audit system to enhance the user experience in Student Planning. Student Planning is the online educational planning product by Ellucian which we have chosen to meet the educational planning needs of our students. Degree Audit is the system that runs in the background of Student Planning to inform the user interface of the specific requirements for all programs offered by Napa Valley College. The software provides a visual representation of the student’s work and their accomplishments toward their educational goals. To accomplish the implementation of this tool, a Degree Audit team was assembled. The team consists of two members from the Admissions and Records department, two members from the Scheduling department, one member from the Counseling department, and an independent consultant to facilitate the team.

Fall 2018 Waitlisted Student Count Term Students

Fall 2017 1,616 Fall 2018 893

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Since the team began this project, the team has overcome many system limitations and have leveraged features to make this a functional tool. Outcomes of the team effort have been updating all programs and requirements, refining the process of transferring-in external coursework, and a Student Planning Maintenance Guide to ensure the team is all working from the same frame of reference. This new educational planning software was implemented with Counselors in Fall 2017, and is being tailored to meet the needs of students and counselors. Student Planning is expected to be available to all students by Spring 2019.

Accomplishment #3: Transcript Evaluation for Educational Planning Development and Improvements Over the course of the past 5 years, the capacity for course evaluation has increased dramatically. During a 5-year span, the A&R capacity for course evaluation has more than tripled. This increased capacity, along with the work of the A&R staff responsible for maintaining Degree Audit, has made it possible for progress in Student Planning. A&R Evaluators have been working closely with the Degree Audit team members to fine-tune how coursework is transferred in and used by Student Planning. The team is gearing up for the Spring 2019 implementation of Student Planning for students. Student Planning is already available and being used by counselors.

5-Year Course Evaluations Report

Academic Year Courses Evaluated 2013-2014 1,687 2014-2015 2,594 2015-2016 4,505 2016-2017 6,363 2017-2018 6,656

2. What one or two areas need greatest improvement or what goals were you unable to accomplish for some reason (state reason)?

An area that needs to be improved is our electronic document processing. This will be accomplished with the implementation of the OnBase document imaging system. This will allow the Admissions and Records department to provide students with the opportunity to submit documents electronically, and then will provide an electronic workflow process that will make processing more efficient as well.

3. Do you have any innovative ideas (i.e. “let’s try it” suggestions) for your unit?

There are two specific innovations that I would like to see us pursue this year. First, I would like to see us investigate Colleague Analytics software to enable more efficient and effective use of our data in order to understand our students and the student processes. Second, I would like to explore the possible implementation of a College Scheduling tool that would be imbedded in Student Planning and will allow students to build schedules in a more efficient manner.

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4. How many students did your unit serve in the 2017-2018 academic year?

5. Is there any other information you think it is important to note? It is important to note that the implementation of the OnBase document imaging system will allow the Admissions and Records department to implement and develop more efficient electronic forms and workflow, which will ease the current paper processing of forms. It is our hope that this new system can be implemented as soon as possible.

2017-2018 Credit Enrollment Term Student Headcount

Summer 2017 2,464 Fall 2017 6,304

Spring 2018 6,143

2017-2018 High School Dual Enrollment Term Student Headcount

Summer 2017 237 Fall 2017 189

Spring 2018 283

Duplicated Enrollment by Registration Type Fall Term Online Registration In Person Registration Fall 2017 21,265 3,570 Fall 2016 21,313 4,143 Fall 2015 19,241 6,653

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Welcome Center (Report submitted by Jolie SanClair, Supervisor/Coordinator, Welcome Center)


2018)? A. DEVELOPMENT OF ONLINE STUDENT HELP FORM

Welcome Center Website Update – Created and updated the process for online student assistance. The Welcome Center continues to experience high volumes of student issues concerning login assistance with WebAdvisor, CANVAS, and Office 365 (MyNVC Portal). The Student Help Form is an online request that allows students to submit a “help ticket” directly to us providing detailed information on the issue. Since the implementation of the single sign-on system students continue to encounter various obstacles in order to obtain basic log-in information. The online form allows us to troubleshoot the issue efficiently with the IT Department and the Distance Ed Technician, creating shorter turnarounds in resolving student accounts, thus allowing students to complete the matriculation process. The increase of students using online help forms, in general, indicates that students are aware of the various methods of assistance available to them.

B. REVISION OF ENROLLMENT PACKET FOR OUTREACH Previously identified as an innovative idea in 2016-2017, we have revised and updated the Five Steps to Successfully Enroll packet to include current website and application screenshots. This is a useful tool when assisting prospective students through the enrollment process. As we guide them through the steps, they are able to view clear systematic instructions to proceed to the next phase. The information in the packet includes common questions/inquiries received in the Welcome Center, whether it be in person, email, or phone. Outreach staff currently use this document for assistance with dual enrollment workshops at local high schools. Some of the information contained in this packet was used to create the new Student Resources Manuals that will be shared with students during the Student Affairs Week in the Fall 2018.

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C. UPDATED/IMPROVED PROCESS FOR REQUESTING TOURS A clear process was developed to simplify the tour request process for on-campus visits. Based on data collected from previous tours, we have created a menu of tour options that allows for better planning and collaboration with departments. This allows student direct interaction with instructors and current students to create the feeling of the “real college experience” as a student. Requestors have reported extreme satisfaction with this method as they received information based on their selected interests.

2. What one or two areas need greatest improvement or what goals were you unable to

accomplish for some reason (state reason)?

A. DEVELOPMENT OF CUSTOMER SERVICE TRAINING MODULE We have been working to create a training module for Student Ambassadors that will address topics such as dealing with difficult people, soft skills training, and general office etiquette. The targeted audience will include part-time hourly, all student workers, as well as Student Ambassadors. Feedback received from previous trainings suggests a desire for more interaction with other departments, more interactive/hands-on training, and team-building. We will need to develop fall and spring training timelines to address process updates within Student Affairs. There needs to be collaboration with the Work Study Program to develop a general Student Worker New Hire Orientation for all student workers within Student Affairs departments. This could be accomplished by developing training pathways with training modules to address general/basic work skills, specific work skills (based on department function), and soft skills (introductions, communication styles). The challenge will be figuring out how to bring everyone together to ensure that all student workers participate in the training.

B. REDEVELOPMENT OF STUDENT AMBASSADOR PROGRAM

The 2017-2018 planning priorities for the Welcome Center included ongoing training for Welcome Center staff and Student Ambassadors. The addition of Canvas and Office360 has increased the complexity of knowledge required to address the student demand for assistance with accessing Canvas and the MyNVC Portal. Ongoing training will allow staff to provide clear and effective instructions to students in order to facilitate a seamless registration process. This will ensure that students receive correct and consistent information regarding changes to Institutional Policies and Procedures. Because Student Ambassadors have limited access within many of the College’s database systems, we need to develop a job description for a permanent Part-time Hourly position, as staff will need general access to Datatel/Colleague. We also need to consider developing a Lead Ambassador role that would serve as a Team Leader or Floor Manager for Student Ambassadors. Recent changes to the Work Study Program dictated that all Student Workers be paid the same salary ($12.25/hour). However, based on the level of complexity of work performed in the Welcome Center, an Ambassador pay level raise should be considered to increase by an additional $3.32 per hour (for a total of $15.57/hour), as that would accurately reflect the current Part-time Hourly rate for an Admissions and Records Clerk. The skill sets and level of experience required for Student Ambassadors are the same as duties performed by Part-time Hourly staff who work with the

Count of Tour Visitors Semester Attendees Fall 2017 764

Spring 2018 786 Summer 2018 53

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Admissions process. Additional duties routinely performed by Student Ambassadors include participation in outreach/in-reach activities, frequent contact with sensitive student information, troubleshooting student account issues, and they must have ability to analyze and interpret procedure regulations for registration.

3. Do you have any innovative ideas (i.e. “let’s try it” suggestion) for your unit?

A. DEVELOPMENT OF PEER MENTOR PROGRAM I am collaborating with NVC Health Services staff to develop a Peer Mentoring Training Program for Student Ambassadors and other Student Worker staff. The overall goal of the program would be to create training modules for Student Ambassadors that would provide them with entry-level skills in recognizing Mental Health issues, Dating/Relationship and Domestic Violence signs in students so that they may provide appropriate referrals to Health Care Professionals. There are still many details to address, such as qualifications for delivering training, scheduling of training for all Student Workers within the Student Affairs departments, and development of a training timeline. We have discussed creating modules based on number of hours completed that could possibly lead to a certificate, and/or Work Experience hours that count for college credit. We have set a goal to offer at least one training to students this current semester (Fall 2018) that will focus on the peer mentoring process.

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B. IMPLEMENTATION OF WELCOME WEEK EVENTS In the Fall 2018 semester, staff from various Student Affairs departments will pilot a mini-Student Resource Fair in conjunction with Club Rush activities. This three-day event titled as “Student Affairs Week” will consist of Club Rush, Student Resources Day, and Transfer Day. The intent and/or goal of this event is to provide all students with a direct awareness of services that are available for their success. This will also allow us to establish face-to-face connections with students so that they are more inclined to seek out services. Additionally, this event will serve as a “pilot” to determine outcomes for possible future events that will take place at the beginning of each semester. We are currently looking at coordinating a “Welcome Week” for the beginning of the Spring 2019 semester.

C. VIDEO PROJECTS

Beginning in the Spring 2018 semester, Student Ambassadors created informational videos that are viewable live in our new YouTube channel, https://www.youtube.com/channel/UCTcaFLtfxDCoXXPOBTsTnZg. These are:

• How to Register and Pay for Classes • How to Login to MyNVC • How to Drop a Class • How to Register Using an Add Code • How to Get a Parking Permit • How to View Your 1098-T Form • How to Troubleshoot Issues with Web Advisor, Canvas and Office 365


A. SIGN-IN SHEETS

We are currently using sign sheets to capture the number of students assisted on a daily basis. We have continued to experience a high volume of students with inquires related to the upgraded single sign-on system since its launch. During Fall 2017 through Spring 2018, we worked to address approximately 3,047 WebAdvisor issues and 1,589 CANVAS issues alone. One of the areas in which we have noted a big increase of inquiries is CANVAS login issues. The total number of students served between Fall 2017 to Spring 2018 was 8,097, which includes new and current students who came to the Welcome Center in person.

*Note: Assistance provided to students who use computers directly across from the Admissions and Records counter are not captured. This is due to physical separation from actual Welcome Center Office area.

Walk-in/In-Person Assistance Summer 2017 Fall 2017 Spring 2018 Year Total

CANVAS 221 800 789 1810 WebAdvisor 288 1319 1728 3335 Applications 117 708 833 1658 General Services 389 1314 1416 3119

Semester Total 1015 4141 4766 *9922

https://www.youtube.com/channel/UCTcaFLtfxDCoXXPOBTsTnZg

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C. OTHER SERVICES Due to the increase in volume of help request for troubleshooting MyNVC Portal issues, we began to log students’ contact information along with the status of the issue for the purpose of communicating efficiently with both the student and NVC IT support.

* MyNVC Issues involved various technical problems with student accounts, and required resolution by the IT Department.

Increase of Students Served 2016-2017 2017-2018 CANVAS 717 1810 WebAdvisor 3796 3335 Applications 729 1658 General Services 2613 3119

Total 7855 9922 Approximately 26.3% Increase

B. EMAIL REQUESTS FOR ASSISTANCE

Emails are an essential tool for the day-to-day operations and can be accessed by any Welcome Staff including Student Ambassadors. Students are able to remotely connect with staff for assistance and information. This is the best method of communication for Tour Requests and MyNVC Help Request forms. In spring 2018 the Welcome Center began to keep track of voicemails to assist with tracking student contact and ensure each individual received a response.

Summer 2017 Fall 2017 Spring 2018 Year Total Emails N/A 523 779 1302 Phone N/A N/A 300 300

Semester Total N/A 523 79 1889

MyNVC Portal Issues* Summer 2017-Spring 2018 849

We have started to assist students with more issues such as:

Registration using an Add Code

Ordering Transcripts Purchasing a Parking Permit Registration Student Email Trouble shooting account

login issues New Student Orientation Printing Services

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D. CAMPUS TOURS Schools that are seeking a Napa Valley College Campus Tour for their students may do so by submitting a Tour Request Form directly to the Welcome Center. Large groups ranging from 50 – 200 students will typically receive a tour that is one to two hours long, depending on interests indicated on request forms. Based on the size of the group and information requested, we collaborate with various departments/program areas to schedule presentations/workshops. In-person and face-to-face interactions with current students and instructors allow visitors to visualize themselves as college students.

5. Is there any other information you think it is important to note? As previously reported in the 2016-2017 End-of-the-Year Annual Report, the physical layout and lack of adequate furniture in the Welcome Center remain the greatest challenges to being able to serve students in a one-on-one format. The current setup of the Welcome Center and Admissions and Records Lobby areas does not allow for a strategic peer-to-peer assistance, nor does it allow for the privacy of confidential discussion or disclosure. Furthermore, the space is problematic because there is insufficient room for student materials or personal items. Students who need to fill out paperwork do not have adequate writing space to do so as there is limited desktop space between each station. Lastly, Welcome Center staff need additional working space as well. There needs to be adequate furniture in the waiting areas with additional seating located throughout the 1300 building. Students accompanied by family members (sometimes with small/infant children) have nowhere to sit other than the two couches that are presently located in the Admissions and Records Lobby area. Establishment of a Concierge or Triage Station would be extremely valuable in controlling and directing the daily traffic flow of visitors to the Welcome Center and other Student Affairs areas. A space within the Lobby of the Admissions Office could also function as additional office space for Student Ambassadors to have room to work on various projects, as well as space to hold their personal items or to take breaks when necessary. Implementing this would require the purchase of a “Reception-style” desk with file cabinets for storage, and may require the construction of a retaining wall.

Campus Group Tour Attendee Counts Summer 2017 Fall 2017 Spring 2018 Total Attendees 60 740 695 1,495

Campus Individual Tour Attendee Counts Summer 2017 Fall 2017 Spring 2018 Total Attendees 0 45 23 68

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COLLEGE POLICE DEPARTMENT (Report submitted by Ken Arnold, Chief of Police)

1. What are two or three of the greatest accomplishments of your unit this past year (2017-2018)? Wild-Fires: The College Police, as well as other departments, supported the community of Napa from October 9 – 22, 2017, by acting as an emergency shelter during the Napa Complex Fires. The College assisted approximately 780 people in three separate shelter spaces; operated an animal shelter for evacuees; coordinated a significant number of spontaneous community donations; and hosted the Napa County Emergency Volunteer Center, along with numerous other government and civilian assistance groups.

Parking/Traffic: The ballfield parking lot (Parking Lot J) is now a fully digital parking lot, with the removal of the broken daily parking permit machine and the design and installation of new signs. As the daily parking permit machines fail, they will also be removed, and the associated parking lot converted to a “digital” lot. The plan calls for keeping one daily parking permit machine near the flag-poles. The College Police, in coordination with Risk Management, has become responsible for behind the wheel safety training for college staff that want to drive the College vans. As a direct result of this training, the College’s accident rate has dropped significantly (there were no accidents in 2017) along with the amount of money the College spent on repairing people’s cars damaged by NVC drivers.

2. What one or two areas needed greatest improvement, or what goals were you unable to accomplish for some reason (state reason)? While the level of staffing continues to improve, the College Police Department is still understaffed and needs to add at least two additional police officers and campus service officers.


Violence Risk Assessment: This is becoming an important and time-consuming issue here on our campus, and on all other college campuses around the world. Currently the college police are the only people that do any official violence risk assessment. With our limited staffing, it is often difficult to put enough time and effort necessary to make this task successful. Lt. Wade has created an assessment team that will meet on a regular basis and evaluate people who are showing concerning behaviors. She is also finalizing a “See Something ~ Say Something” awareness campaign, which includes classes for staff and students on behaviors of concern, personal safety, and where to go for help. Technology: Currently the College does not have a good way for faculty and staff who are in a classroom to call for help. The College Police is hoping to fix that by working with a company named SafeGuard on an in-classroom safety application that would allow faculty to summon help from their smartphone by pushing a button. When they push the button, the application will tell the responding officers who is calling for help, where they are located, and the general type of problem they are having.

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During the fiscal year 2017-18, the College Police responded to 15,463 calls for service, which represents a 1% increase from the previous year. In addition to the calls for service, the College Police provided direct service to 1,004 people at our service window; a 34% decrease. Staff also provided $16,800 worth of assistance to students and staff in the form of fingerprint services and motorist assistance. Lastly, the Department handled 433 lost items, returning 32% of them.

5. Is there any other information you think it’s important to note? The College Police continues to be involved with the Napa community both on and off campus. We participate in the “Shop with a Cop” program and the “Special Olympics Torch Run” on an annual basis. For the past three years, we raised enough money to have our small department name printed on the Northern California Special Olympics Torch Run t-shirt. Additionally, Women’s Self-Defense and Pepper-Spray classes continue to be very popular, and in 2018 we added a class on how to respond to an Active Shooter situation.

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COUNSELING DIVISION (Report submitted by Howard Willis, Dean, Counseling Services and Student Success)


2018)?

It is important to distinguish a key success and strength of the Counseling Department is the dual duties/roles provided by Counseling faculty. This includes instructional (teaching counseling courses) and student counseling (student contact, academic, career and personal). This is a highly regarded success factor within the Counseling department and division. Some notable successes from the Counseling Program Review for 2018, evidenced by RIPE analysis data below, include: • Fill rates within the General Counseling program tend to be higher than fill rates at the institutional

level. Compare program-level rate of 82.3% to institution-level rate of 78.4% over the past three years.

• Retention and successful course completion rates for the General Counseling Program exceeded the rates at the institutional level (combined over the past three years).

• Successful course completion rates among African American/Black, Hispanic, and male students within the General Counseling Program are significantly higher than the institution-level rates among these three subpopulations. This pattern reflects the relationship between successful course completion rates at the program level and the institutional level (with the program rate exceeding the institutional rate). (See Section II.D for successful course completion rates at program level.)

• Learning Outcomes Assessment: 100% of courses listed in the Program Review have completed SLO’s in the 4 and 6 year time frames.

Counseling 100: College Success saw an increase in enrollment of 16.8% while course-section offerings remained stable. Implementation of new a Student Planning system is in collaboration with IT, Business & Finance, Financial Aid, Admissions & Records, Counseling, Office of Instruction (now Academic Affairs). In Spring 2018, a Student Planning Workgroup led by Articulation Officer, Melinda Tran, and Jerry Somerville, SSSP Consultant, was formed to test Student Planning along with identified Counseling faculty. Counselors implemented Ellucian Student Planning program for Ed Plans and compliance for SSSP mandates. At this time only Counselors are using the program, and a pilot launch for students is tentatively planned for Spring 2019. Implemented COUN 92 – Orientation to College Courses were held at the Napa High School campus and NVC main campus with great success. There was a 70% average enrollment in both courses. These were late start courses offered in Spring 2018. • Camille Creek students enrolled in Counseling 92

Camille Creek Community School is an accredited alternate school for students who have not been successful at the larger comprehensive schools and need more individualized, nurturing environment.

• Adelante students enrolled in Counseling 92 summer course The Adelante summer academic enrichment program is offered by mutual agreement with the Napa Valley Unified School District. This is a joint program consisting of college noncredit instruction with NVUSD and Migrant Education.

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Academic Counseling Workshops offered this year: • Ed Planning Workshops for incoming Freshman Students • High School Ed Planning Workshops • Academic Success (Probation) Workshops SSSP has two Counselors dedicated to providing Education Plan Workshops at the high schools in conjunction with outreach efforts. High Schools include Vintage, Napa, Justin Siena, St. Helena, American Canyon, and New Technology. SARS program upgrade – In March, 2018 we performed a major upgrade to our SARS student appointment system software program and added supplementary modules to maximize use of SARS program to help meet SSSP mandates. • SARS Anywhere – Primary, base product – SARS Anywhere is an easy-to-use web-based

appointment scheduling and reporting software package.

Counseling Webpages: The Departments within the Counseling Division took time and effort over the 2017-2018 academic year to update and revamp webpages.

2. What one or two areas needed greatest improvement, or what goals were you unable to


• Continuing to develop our advertising efforts in order to increase the amount of student appointments and various workshop enrollments.

• Increase enrollment in workshops and add support efforts for students on academic and progress probation.

• Streamline challenge petition and course substitution processes.

• Continue to improve integration with other departments on mutual services such as transcript evaluation processes

• The online advising subcommittee has continued to meet and explore Online Advising Software programs in an effort to comply with accreditation recommendations for Distance Education. One of the areas in which we are unable to accomplish is the development and implementation of online counseling via online webcam. We are continuing to work with NVC IT to figure out what companies provide services best-suited to our needs. We are currently offering online counseling through email and phone. We hope to develop and implement Online Counseling for students and distance education students in the 2018-2019 academic year.

• Early Alert System is one of the big projects that we will be exploring and developing in the upcoming year. This is through the Student Success and Standards Committee (SSSC).

Once SARS Anywhere is fully implemented the following features will be available:

• SARS Messages (Email and Text) – Automated messaging system used by Counseling and other

Student Affairs locations to send appointment reminders and broadcast messages to students via email or text messaging. These alerts will improve appointment attendance and result in a higher number of educational plans, which in turn will increase our SSSP funding.

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• Early Alert – Referral system to promote student success and retention. This web-based software enables faculty members to identify students who are having difficulties, connect them with campus services that can provide appropriate interventions, and receive feedback on actions taken. This module is not active at this point, pending consultation from campus faculty constituency group for a campus-wide implementation.

• SARS Plan – Software program which enables administrators to establish work requirements for upcoming terms with minimum and maximum coverage needs. SARS Plan can build detailed advisor schedules into SARS Anywhere, eliminating the need to manually enter their schedules into SARS Anywhere. This program will result in cost savings to the college by utilizing analytics and forecasting schedule needs.

• SARS Flag – Identifies specific program students (i.e. Athlete students, EOPS, TRIO, etc)


• Hire a Retention Counselor (full time) based on annual number of academic probation students

• Analyze Counseling Course offerings at the high school(s)

• Hire a full time Athletic Counselor

• Explore the development and implementation of a First Year Experience program (including associated academic courses and services) to increase the retention and success rates of 1st year students at the college.

• Develop curriculum for additional Counseling classes

• Develop degrees and certificates offered by the General Counseling Department 4. How many students did your unit serve in the 2017-2018 academic year?

Education Plans and SSSP Mandates Education Plans is one of the mandated services through SSSP. Community Colleges are required to provide new incoming students with an abbreviated education plan (1-2 semester plan), and students with 15 or more units with a comprehensive education plan (3-4 semester plan).

Counseling Faculty have provided 7,070 abbreviated education plans and 2,546 comprehensive educational plans for the 2017-2018 academic year.

The Counseling Department served 18,237 students (duplicated) in 2017 – 2018. Data includes General Counseling, Career Center, Transfer Center and Project RISE locations. This is an increase of 2,196 students (duplicated) over the 2016 – 2017 reporting period.

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5. Is there any other information you think is important to note? • Online Orientations for new students completed:

• The number of graduation petitions and certificate of achievements completed by Counseling Faculty and Student Services Specialists:

Graduation Petitions/Certificates of Achievements

Fall 2017 214 Spring 2017 714

Summer 2018 62 Total Students 990

• This year we had over 3,000 responses to General Counseling via phone and email.

Student Contact via Front Desk 2017-2018

Phone Messages Replied To 1,152 Emails Responded To 1,921

Total Phone/Email Contacts: 3,073

• Courses taught by Counseling Department for the 2017-2018 Academic year: FA 2017 COUN 97 Managing the College Experience COUN 100 College Success (x4 sections) COUN 105 Planning for Transfer COUN 110 Career/Life Plan (x2 sections) COUN 120 Intro to Human Services COUN 122 Helping Skills in Human Services COUN 130 Crisis Intervention in Human Services

SP 2018 COUN 92 Orientation to College (x2 sections) COUN 97 Managing the College Experience COUN 100 College Success (x3 sections) COUN 105 Planning for Transfer (x2 sections) COUN 110 Career/Life Plan (x4 sections) COUN 120 Intro to Human Services COUN 124 Work w/Diverse Pop COUN 126 Case Management in Human Services COUN 128 Intro to Substance Abuse Studies

Online Orientations Completed Semester 2017-2018 2016-2017

Fall 565 980 Spring 1141 1646

Summer 497 553 Total Students 2203 3179

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SU 2018 COUN 92 Orientation to College COUN 97 Managing the College Experience (x2 sections) COUN 100 College Success COUN 101 College Discovery COUN 110 Career/Life Plan

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ARTICULATION (Report submitted by Howard Willis, Dean, Counseling Services and Student Success and

Melinda Tran, Articulation Officer) 1. What are two or three of the greatest accomplishments of your unit this past year (2017-

2018)? • A part-time secretary was hired to provide clerical support to the Articulation Officer

• A full-time specialist was assigned to provide analytical and technical support work for the Articulation Officer for 6 months (Nov 1- April 30)

• Collaboration with faculty for development of new programs: Addiction Studies Certificate, Addiction Studies A.S., and Dance A.A.

• Developed and updated articulation agreements with two independent universities

• Revisions to the Psychology, Sociology, and several AA-T degrees

• The Articulation Officer trained Counseling Division on Student Planning for educational planning

• Developed two forms for Articulation Course and Project requests

• The Articulation Officer met with Transfer Counselor/Coordinator to coordinate Transfer and Articulation priorities.



The Articulation Officer is the sole individual on campus who works on articulation matters, with minimal secretarial support. One of the areas of need of high priority is additional staffing to support the Articulation Officer role.

Increased staffing would help the Articulation Officer with the following: • Developing a database of all course approvals • Updating Articulation website information • Developing and maintaining agreements with independent schools • Facilitating completion of degrees in development: Ethnic Studies AA-T, Hospitality AS-T,

Philosophy AA-T, and Social Work AA-T • Assist with revisions of current ADTs • Revision to the Course Substitution process


Due to the continued substantial increase in articulation and curriculum changes, a staffing need for a full-time Articulation Specialist has been recognized, and this aligns with most California Community College Articulation structure.

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Curriculum development ideas for our division includes creating an online counseling course, COUN discipline-specific courses, and certificates of achievement for COUN course completion.

Revitalizing degrees that belong to the Counseling Department


The Articulation Office serves all Napa Valley College transfer students. In addition, the Articulation Officer also has Counseling contact with students (see chart below).

5. Is there any other information you think is important to note?

Further training and professional development is needed in evaluation of international transcripts.

Appointment Status Individual Contacts Drop-ins 55 Other Unscheduled Student Contact - # of students 6 Total # of Students Contacted 61

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CAREER CENTER (Report submitted by Howard Willis, Dean, Counseling Services and Student Success

and Dr. Sherry Tennyson, Consultant, Career Center) 1. What are two or three of the greatest accomplishments of your unit this past year (2017-

2018)?

The greatest accomplishment for academic year 2017 – 2018 was the continued process of the development and implementation of the Napa Valley College’s Career Center in partnership with American Canyon Family Resource Center (ACFRC). ACFRC Career Center team, Dr. Sherry Tennyson and Edward Beanes increased access to resources for NVC students and local businesses and provided the following services: Student Services, Business Engagement, and Program Development activities. In our first full year of implementation, we established the Career Center as part of the overall comprehensive Student Affairs resources for students, alumni and employers.

Student Services: Dr. Tennyson, the NVC Career Advisor provided individual career advising sessions in the Career/Transfer Center; appointments and activities were tracked in the SARS data system. Students were assessed for job readiness skills, career interests and work/academic plans. Individual sessions included: Career Exploration and Assessments/Goal Setting, Resume Development, Career Planning, and Referrals. Students were referred to employers for internship positions, employment opportunities, and informational interviews. Students were also assessed and referred to internal programs (including):

• Career Assessments (Reed Davis, NVC Adjunct Career Counselor) • Counseling Faculty • MESA, DSPS and other Academic Programs • Student Health Center • NVC Human Resources • Transfer Center workshops

We collaborated with Counseling Services and provided internship assistance for students pursuing the Human Services Certificate. In addition, the Career Advisor created presentations that were offered in the Career Center and classroom settings. The topics included:

• Napa Valley College Career Center Services • Creating the Professional Network • Building an Effective Resume • Everything regarding jobs and more (career exploration activities)

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Outreach Efforts: The Career Center staff developed ongoing outreach and recruitment strategies to reach NVC students. We created fliers for all our events, coordinated “on campus recruitment” events, maintained the Job Board, and provided Hot Job Sheets two times per month (via email). We promoted our activities on the NVC website and weekly Calendar of events. Hiring events and employment opportunities information was sent to all NVC faculty, students and staff.

Recruitment Opportunities included partnering with more than 200 employers to recruit NVC students during the academic year: On Campus Recruitment, Hiring Events, and a Spring Job Fair. We offered 3 Virtual Presentations with the following employers:

• Dolby Laboratories • Intel • Besame Cosmetics

Students participated in local and regional business events as part of their Career Development activities (including):

• Chamber Mixers, Business events (Latino Leaders Roundtable, NVC Legislative Breakfast), and Community Workshops. The Career Center Advisor also advised NVC alumni and provided assessments, resume development and review, interview skills, and job search and placement activities (permanent placements included the US Post Office, Meritage Resorts, State Farm Insurance, and Solano County).

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As part of the Career Center, the American Canyon Resource Center (ACFRC) Consultant evaluated NVC’s online presence by updating CSO/Grad Leaders services for students and employers. For the upcoming year, we have entered into a contract with College Central for our online presence and will launch early fall. College Central is an interactive tool that links employers with prospective jobs through college-based Career Centers. This new partnership will ensure easy access for students, alumni and employers (see below).

Employer Engagement: The Career Center staff continued to promote and establish partnerships with local and regional businesses, and successfully reached more than 200 businesses to coordinate an employment pipeline and to create internships, apprenticeships, and short and long term employment opportunities with North Bay and regional employers. Many of these employers have committed to future recruitment events and workshops to support efforts in preparing NVC students in the areas of career exploration and job placement.

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During the report period, the NVC/ACFRC Career Center coordinated 3 Hiring Events, 1 Spring Job Fair, and 10 On-site Recruitment activities. The NVC/ACFRC Career Center coordinated on Campus Recruitment Opportunities, including the following businesses: Meritage Resort, Senior Helpers, Nike, Napa County Office of Education, Kaman Arts, Thomas Keller, In Shape, Bouchon Bakery, Napa Sanitation. In addition, we partnered with Dolby Laboratories, Intel and Besame Cosmetics to provide Virtual Presentations.

We continue to partner with Solano and Napa Chambers of Commerce, Napa County Hispanic Chamber of Commerce, Workforce Investment Boards, Department of Rehabilitation, Veteran Services, and Health and Human Services to promote NVC Career Center services with local employers. During the report period, we began working with employers to develop internships opportunities for our students; several internships became permanent paid positions.

In February, we hosted the Hispanic Associations for Colleges and Universities in providing information regarding local and national internship opportunities; 33 students participated in the event.

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Program Development: Key to this project, the ACFRC continues to build relationships with students, faculty and agency partners through targeted outreach and participation in community events and other opportunities (including Job Fairs and Chamber of Commerce events). As part of the promotion and marketing for the NVC student body and community, the ACFRC Career Services team has developed outreach materials to increase our social media and online presence both through our NVC webpage and Facebook (see Power Point presentation attachment). With the assistance of Lai S., PT hourly secretary, we maintain the Job Board and our Career Center Services webpage. The ACFRC Career Services team maintains partnerships with local, Bay Area and state/national providers and funders. We are part of the United Way Bay Area and work with several local community colleges to share resources and best practice models.


accomplish for some reason (state reason)? The ACFRC Career Center Services team will continue to increase our visibility for students, NVC campus and community. We will continue to assess our strategies so that we create effective outreach activities and program services to increase access for NVC campus.


In 2017, we identified the following strategies that will enhance services. We will expand these activities in the upcoming year.

Career Exploration Activities – Students benefit from learning about jobs and career opportunities by meeting employers:

• Onsite campus mixers (students and local businesses)/Informational Sessions) • In-classroom presentations by representatives from the field • Field Trips to employer sites • Career Mentorship opportunities

Business Engagement:

• Develop employer resources for NVC students o Identify area(s) of concentration (based on company’s focus) that align(s) with NVC

degrees and certification programs and placement opportunities o Identify and sponsor Recruitment Activities for NVC campus (Job Fair, On-Campus

Recruitment, Workshops, Field Trips

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4. How many students did you unit serve in the 2017-2018 academic year?

Appointment Status Individual Group Appointments Attended 342 486

Reason Code Number of Student Contacts Career 760

Employment 65 Job Place 56 Job Ready 24 Resume 82

Workshop Employment 18

*Fifty-six students were placed in part or full time positions (paid) and internships (paid and unpaid). 5. Is there any other information you think is important to note?

Dr. Sherry Tennyson, our consultant is actively engaged in Napa and Solano County communities and business relationships. She sits on several boards and participates at many community activities to enhance Napa Valley College Career Center partnerships and resources for students. The American Canyon Family Resource Center (ACFRC) has a successful track record of providing a continuum of programs and resources in 4 strategic areas:

• Basic Needs (emergency safety net resources, case management, child development activities, parent education)

• Economic Self Sufficiency (free tax preparation assistance, financial education and coaching, and workforce development)

• Community Health Access (Public Benefits assistance, health education) • Community Engagement (holiday events, community outreach events)

As part of our Napa Valley College partnership with the ACFRC, many of these services are available for NVC students and their families. The ACFRC has been a partner with NVC since 2013 and has provided our Financial Coaching Services (FCS), SparkPoint. We partnered with the Associated Students of Napa Valley College to provide emergency food bags, and offered our Financial Coaching services. Since 2015, the FRC has provided Tax Clinics (Volunteer Income Tax Assistance) at Napa Valley College. In 2018, United Way Bay Area funded our efforts to expand our clinics to 2 times per week for eight weeks. The project successfully reached 91 tax filers.

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HUMAN SERVICES (Report submitted by Howard Willis, Dean, Counseling Services and Student Success)

1. What are two or three of the greatest accomplishments of your unit this past year (2017-2018)?

• One of the greatest accomplishments is the hiring of our first ever full-time, tenure-track Human

Services Instructor at Napa Valley College. The Human Services program was taught primarily by adjunct faculty in the past. Many of the adjunct faculty who taught the Human Services courses were experienced in the social work and human services field.

• We re-instated the Human Services Advisory Committee, whom, as mandated, was to review and recommend Addiction Studies course offerings.

• The Chancellor’s Office approved our Addiction Studies Associate of Science Degree and Addiction Studies Certificate Program in late spring.

• The Addiction Studies Certificate and AS Degree Program (Human Services) is designed for students pursuing employment as a Certified Alcohol and Other Drug (AOD) Counselor in the State of California. AOD Counselors help individuals deal with substance use and dependency issues. AOD Counselors can work in private non-profit and/or public substance use treatment agencies and other related areas.

• We updated the Human Services webpage to meet the most updated terminology in the field of Human Services, including providing the course sequence listing for the Human Services, Addiction Studies Degree and Certificate program.



• There has never been any secretarial support for the Human Services Program. This secretarial position was approved Summer of 2017 in a re-class of the Secretary II, part-time position for Career Center, to a Secretary III, full-time position for Career Center and Human Services.

• We need to continue to have the Human Services Advisory Board Committee and the Articulation Officer work on the California Association for Alcohol & Drug Educators (CAADE) re-accreditation; to review any changes to the Human Services Program offering; and develop community relationships. CAADE is to be submitted Fall 2018.

• Now that we have the Addiction Studies classes approved, we will be completing the required steps for Addiction Studies classes to be offered under HSRV (new discipline).

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• Develop a relationship with Napa Valley College Career Center to develop Human Services internships.

• Currently we have over 20 MOU’s with various agencies for our Human Services Internships. o Update and create more internship sites and continue to get referrals for internship sites o Develop a liaison role to assist in the relationship between agencies and Napa Valley College

• Under the new CAADE requirements, we will be developing an ethics course and a human services/addiction studies work experience course.


Human Services Courses Fall 2017 Spring 2018 COUN 120: Intro Human Services 31 students 24 students COUN 122: Helping Skills in Human Services 20 students COUN 124: Working with Diverse Populations 19 students COUN 126: Case Management in Human Services 20 students COUN 128: Introduction to Substance Abuse Studies 26 students COUN 130: Crisis Intervention in Human Services 23 students WOEXP 193: Work Experience (Internship) 18 students 20 students


It is important to note that we are reviewing course time offerings to try to meet the needs of students and the working community, especially those working in the Human Services field.

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STUDENT SUPPORT SERVICES (SSS) TRIO (Report submitted by Howard Willis, Dean, Counseling Services and Student Success,

and Interim SSS Director)

1. What are two or three of the greatest accomplishments of your unit this past year (2017-2018)? Firstly, we want to celebrate the accomplishments of our SSS TRIO students. This year, fifty-two SSS TRIO students graduated with a degree and/or certificate. Forty-six (88%) of whom will be transferring on to a CSU or UC Institution.

SSS TRIO Graduates and Transfers

# Students Achievement

39 Degree, Certificate, and Transfer to 4-yr 3 Degree and Transfer to 4-yr 2 Certificate and Transfer to 4-yr 4 Transfer Only

2 students – Transfer to 2-yr institution 3 Degree only 1 Degree and Certificate

52 Graduates

The 10th Annual SSS TRIO Awards Ceremony was held on May 11, 2018 at Napa Valley College with over 200 parents, students, alumni, Napa Valley College Board of Trustees, faculty and staff present. We celebrated fifty-two SSS TRIO graduate and/or transfer students. They received a SSS TRIO Medallion, an Excellence Certificate, and a Certificate of Special Congressional Recognition from the office of Congressional Representative Mike Thompson.

10th Annual SSS TRIO Awards Ceremony, May 11, 2018

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Laura Gustafson Scholarship Since 2005, the SSS TRIO staff has selected a student every year that embodies Laura Gustafson’s passion for student success. Laura was a passionate and caring person who founded and directed the SSS TRIO program at Napa Valley College (1997-2003). Her generosity and determination to help 180 low-income and first-generation college students every year continues to be a part of the heart behind the SSS TRIO program. Laura’s passion enabled her students to reach far and beyond anything they thought possible. In Laura Gustafson’s memory, the 2016-2017 year’s scholarship recipient is Violet Awwad. Summer Internships We are excited that the following students were accepted into Summer 2018 internships:

o Joaquin Borrayo – Accepted into the NASA Internship: Rising Data Program o Destany Barnett – Accepted into the Maternal and Child Health Careers/Research Initiative for

Student Enhancement Internship o Cristoval Martinez – Accepted into the Architecture Summer Internship with Quattrocchi

(Kwa-tro-ki) Kwok Architects in Santa Rosa

2. What one or two areas needed greatest improvement, or what goals were you unable to accomplish for some reason (state reason)?

The SSS TRIO staff will be looking into attending federal TRIO training and refreshing knowledge-base in the objectives and mandates of the SSS TRIO program. The goal is to continually improve programmatic areas including visits and appointments attended, attendance in academic trips, workshops, tutoring, project required services and referrals.

Tutoring Services

• Our tutoring services are mandated and required as a program service. Tutoring was provided 1:1 in Fall of 2017 and Spring of 2018 in the SSS TRIO student lab. The staff continue to refer students to campus programs for additional tutoring and academic support. Tutoring continues to be a programmatic area to improve.


A collaborative 4-year university college tour between EOPS, SSS TRIO, and UMOJA occurred in the spring. This allowed programs to work together for a common event. Providing a two-day orientation for SSS TRIO students would allow to build more cohesive relationships with SSS TRIO staff, and TRIO Alumni. The orientation also helps students build social capital. The overall purpose of the orientation is to increase retention and build community amongst the SSS TRIO participants.

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Student Support Services TRIO is a federally funded grant program that serves 185 students each academic year who are income-eligible, first-generation students and individuals with disabilities; according to ratios and guidelines set forth by the U.S. Department of Education. The SSS TRIO program admitted 62 new students for the academic year (2017-2018 cohort).


The Secretary for SSS TRIO accepted a transfer opportunity in late spring. We anticipate the hiring of a full-time Secretary in 2018-2019.

Academic Visits to 4-year Institutions

Academic Visits Date University of California, Berkeley September 15th, 2017 University of California, Davis October 17th, 2017 University of California, Davis February 23, 2018 Dominican University April 6, 2018 Stanford University April 13, 2018 University of California, Berkeley April 21, 2018

SSS TRIO “Foot Traffic” Data (SARS Kiosk)* September 1, 2017 – August 24, 2018

*Foot Traffic is defined by the number of official SSS TRIO students that come into the office to receive SSS TRIO Services. This number is duplicative as the same student can come into our office multiple times

throughout the day either to use computer/printing services, appointment services, etc.

Appointment Services in the SSS TRIO Office* September 1, 2017 – August 24, 2018

*Appointment Services is the number of times a student has met and attended their one-on-one appointment with their Counselor or Student Specialist in the academic year.

2017-2018 Total Visits

TRIO Services 2,796

students (duplicated)

2017-2018 Total Appointments:

Scheduled & Attended 1,190

student appointments

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TRANSFER CENTER (Report submitted by Howard Willis, Dean, Counseling Services and Student Success

and Marci Sanchez, Coordinator/Counselor, Transfer Center) 1. What are two or three of the greatest accomplishments of your unit this past year (2017-

2018)? • We hired and filled the Secretary III and Student Service Specialist positions.

• In November 2018, for the first time, we hosted the Historically Black Colleges and Universities (HBCU), California Community College partnership, College Caravan fair. Twenty-two (22) HBCU’s were in attendance and over 300 high School and college students attended.

• Hosted our 43rd Annual Transfer Day which included 58 college reps and over 300 students.

• Our Transfer Celebration has outgrown our indoor event and this year we celebrated transfer as an outdoor event to continue to create the culture of transfer across the institution.

• Created Social Media accounts to increase marketing (Instagram and Twitter).

• Increased classroom presentations from previous year.

CELEBRATE Transfer! May 2018


accomplish for some reason (state reason)? • Update Transfer and Career Center furniture and layout

• Increase online presence.

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3. Do you have any innovative ideas (i.e. “let’s try it” suggestions) for your unit? • Increase online presence through YouTube and Transfer Center webpage.

o Will film workshops and post them

• Continue utilizing social media outlets.


Counseling/Advising Contacts:

Transfer Advising: 5,849 (duplicated) (SARS Data) For more additional information and statistics, please see the Transfer Center Data report in the Addendum section.


• With full staffing levels we can increase on and off-campus presence for the Transfer Center. • The Transfer Center Coordinator is also part of the Enrollment Management and Guided Pathways

workgroups which will continue to keep transfer issues at the forefront of campus decision-making.

Transfer Counselor/Coordinator, Marci Sanchez Appointments 172

Drop-Ins 195 Education Plans Comprehensive 52

Abbreviated 45

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DISABILITY SUPPORT PROGRAMS & SERVICES (Report submitted by Sheryl Fernandez, Interim Coordinator/Counselor for DSPS)

1. What are two or three of the greatest accomplishments of your unit this past year (2017-2018)? DSPS and Learning Services Space Merger: The DSPS Coordinator navigated the merge and blend of these two departments into one office space with the coordinator of Learning Services. This affords the students more of a “one-stop” center for services. Moreover, this merger allowed DSPS and Learning Services to reduce two administrative support positions to one support person. This reduction was due to the hiring of a full-time secretary and merging of office space.

Computer Equipment: It is very important for our staff and students to have up-to-date computer equipment while working together; this also assists in students’ academic achievement and educational goals. Computer laptops were purchased for key staff positions to assist students while working in the field, having greater mobility in reaching out to students, and flexibility in their office with students. Additionally, these tablet-style laptops have apps and programs that students can use, which assist in their learning process. Campus Community Outreach and Collaboration: At the beginning of Fall 2018, the DSPS Coordinator/Director gave a Power Point presentation and had an educational discussion with the Science Department. This imparted a better general understanding of services to students with disabilities; included a history of our DSPS program on campus; and discussed federal and state laws, Chancellors Office requirements, and best practices to follow. The issues of concern from faculty were addressed and resolved. From this dialog, the Coordinator/Director revised the Faculty Syllabus statement and legal documentations used in DSPS/LS, explicitly stating instructions to follow for Science Lab classes. Our DSPS Counselor, increased efforts with our Athletic Department and Veterans Center by making presentations about common conditions and learning challenges that are more prevalent to athletes and veterans. Both of these groups are an important population to reach out to for a variety of reasons. By doing this, athletes and veterans can gain a better understanding about themselves, insight about conditions to be aware of, and learn how DSPS and Learning Services can be of assistance, including the process in seeking services. Learning strategies, assistive technology, and alternative media (along with other academic adjustments) are some of the areas to assist a student. Regarding our veterans, there was a presentation from several programs and services. In a follow-up survey, results showed a very positive outcome regarding the specific tools and services from DSPS and Learning Services that could benefit them. These close collaborative efforts and lock-step referral system have been one year in-the-making. Student contact appointments with athletes and veterans have increased. Both departments anticipate to continue this process, allowing great flexibility in meeting the needs of/serving our veterans. With the change in staff, there will be a continued effort to do the same.

Community Development and Civic Involvement: The DSPS Coordinator/Director completed an MOU between Department of Rehabilitation (DOR) and NVC at the end of the Spring 2018 semester. This project was waylaid for some time, but, recognized as an important relationship to foster, enhancing services for their clients and DSPS/Learning Services students. Currently, a DOR counselor is on campus on a weekly basis within DSPS/LS area to assisting students. They offer help with program eligibility, support students attending college, as well as finding employment thereafter. This is an important

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component since oftentimes students miss the opportunity of DOR assistance when it is located off campus.

Non-Credit Community Programs: NVC DSPS bridged further communication and visits with Products Services & Industries (PSI) and Napa Valley Support Services (NVSS) noncredit programs. DSPS assisted with purchasing equipment (IPads) for the needs of their student/clients to enhance their development and educational involvement. The DSPS Coordinator/Director and Accommodation Specialist are working with the Director at NVSS to develop an Educational Plan for non-credit. As state regulations require all student to have an Educational Plan under SSSP, we want to adapt an Educational Plan to fit the needs of NVSS and PSI noncredit students. Student and Community Outreach: DSPS staff developed a testimonial video with assistance from NVC Media Services. It includes 4-5 students showcasing how they have been helped by DSPS and Learning Services staff. It is ready to post on NVC DSPS/LS website pending the final stages of editing. This video illustrates current (and future) students’ experiences with DSPS and Learning Services; how their educational endeavor has improved with specific assistance from DSPS/LS; and highlights participants’ future goals at NVC, transfer and career decisions.


Napa Valley Adult School: The DSPS Coordinator/Director is working on refining and improving collaboration with the Napa Valley Adult School Counselor. For approximately 8 months, our working plan included office space in DSPS/LS with an open student contact schedule to serve a specific population of students with disabilities. The Napa Valley Adult School Counselor identified that many of their students seem to have educational limitations and possible disabilities. Also, there are some students not thriving at NVC, even with intensive intervention, and are in need of foundational coursework. These students could be assisted through several possible options, starting with increasing students’ elementary life skills or basic skills with potential co-enrollment and transition to NVC, or from NVC to Napa Valley Adult School.

DSPS Counselor: in accordance with SSSP, all students need to have an educational plan, including DSPS/LS students. It is important for the department to staff two full time DSPS Counselors in order to handle the work flow of our DSPS students. Not only does the student seek counseling services for a required Educational Plan, but also for specialized services involving general academic planning, career counseling, disability management, personal counseling, and to expand high school transition counseling. Currently students are moved to a general counselor where the student does not receive the depth and breadth of a specialized counselor, including a holistic review of their needs toward success.

3. Do you have any innovative ideas (i.e. “let’s try it” suggestions) for your unit? Enhancing Alternative Media: With the hiring of an Alternative Media Specialist, there will be further development with an increase of students learning assistive technology. Some ideas include more innovative modalities such as apps for phones; working with faculty for instructional purposes; creating fillable online forms to have contact with our Access Technology Center; this specialist can be a liaison to address any college-wide accessibility 508 issues, working to ensure all content, videos, documents and images are accessible.

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DSPS Tutoring Program: The DSPS Specialist has taken the lead in developing strategies to build a tutoring program for students with disabilities. She has been working with the Testing and Tutoring Center and several departments in order to get viable tutors and all essential elements in place. It is an important endeavor as many DSPS/LS students have difficulty accessing standard tutors at our centers on campus for various reasons. One example is that a more in-depth one-on-one tutoring session is needed. Electronic Signature Pads: The Coordinator has been researching the best device for electronic signature pads for student signatures/staff signatures related to the application and other legal documents when applying for DSPS services. This would increase ease of use for all stakeholders, streamline the process for students and staff, and reduce unnecessary hardcopy paper.


Our DSPS Accommodation Specialist works with compliance issues, data retrieval, and pertinent statistics related to student outcomes. This relevant data is quintessential to in-depth tracking in analyzing the rates of students served.

0

100

200

300

400

500

600

700

800

900

Summer 2017 Fall 2017 Spring 2018

Credit and Non-Credit Students Served

Total Number of Students Served Total Number of Credit Students Total Number of Non-Credit Students

Term Total Number of Students Served

Total Number of Credit Students

Total Number of Non-Credit Students

Summer 2017 496 240 256

Fall 2017 784 525 259

Spring 2018 774 512 262

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Academic Affairs to Student Affairs: This is the first year of my tenure directing and managing DSPS. It was also recently brought back to Student Affairs after being under Academic Affairs for approximately 8 years. The Coordinator identified areas that needed attention and has begun taking action to improve these areas along with the Assistant Superintendent/VP of Student Affairs. High School Transition to College: This was the first year that the Coordinator was asked to join the general NVC Outreach Team to our local high schools in Napa County. The Assistant Superintendent/Vice President of Student Affairs wanted DSPS to gain visibility with transitioning students. Important factors were discussed which brought awareness and understanding to counselors, and principals and vice principals at the high schools. In particular, this past year, highlighting the Section 504 students who often get overlooked, and tools and technology that could assist students. Positions in DSPS: The Coordinator assisted in the hiring of the following key positions: tenure track DSPS Counselor, full-time Student Services Specialist, full-time DSPS/LS secretary, and full time Alternative Media Specialist. These positions will allow for a more robust department in serving our students and meeting their needs. In addition, DSPS/LS held the DSPS Region II Committee meeting at the Upper Valley Campus (UVC) in April 2018. This is a monthly meeting in which different colleges within region II sponsor this event. NVC had sponsored this meeting in the past, but not in several years. It was held at the UVC featuring Napa Valley College’s Cooking School. Representatives from 10 colleges and approximately 25 - 30 participants attended the meeting. The highlighted agenda items including the most prevalent issues emerging in the state and how DSPS departments plan to meet new legal requirements on the horizon.

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EQUITY AND INCLUSIVITY (Report submitted by Craig John Alimo, Director for Equity and Inclusivity)

1. What are two or three of the greatest accomplishments of your unit this past year (2017-2018)? A. Our efforts in facilitating the administration of the Community College Equity Assessment Lab’s

(CCEAL) student survey yielded the collection of over 1000 surveys that were completed by students in randomly selected class sections during the spring semester of 2018. Despite our oversampling efforts, we sadly did not collect enough completed surveys from our Black/African American Students. We will work with CCEAL to conduct focus groups during the fall semester of 2019 to remedy this shortcoming.

B. I have been happy with engagements with community partners such as with:

i. Napa County Health and Human Services/Government Alliance on Racial Equity work. I have been able to consult on assessment, as well as on design and facilitation of race equity workshops, setting a model for Napa County government professional developmental interventions.

ii. Suscol Intertribal council: o Worked with last year’s Pow-Wow in Yountville o Water Symposium: engaged students and community members in conversations

about management of the local environment with an indigenous lens. This was a particularly salient topic in the context of the Napa Wildfires from the Fall of 2017.

iii. NVUSD equity committee involvement and engagement with professional development; served on the NVUSD committee and presented a pre-school year workshop on unconscious bias for teachers and administrators in August of 2017.

iv. Napa MLK Day of Service v. Engagement with Napa Dream Team, the Napa-Sonoma Rapid Response Network and the

International Immigration Bay Area collaborations on several DACA renewal and educational workshops

C. Building infrastructure for the NVC Student Food Program, both in terms of staffing and facilities.



A. Budget: I continued to receive great guidance from Martha Navarro and Sandy Barros during the school year. Sandy, in particular, pointed out a number of problems with the Equity budget that I, in turn, made to others on campus to resolve these problems. There were a great deal of delays and obfuscation on the part of a number of our colleagues to seek clarity on where funds associated with the Student Equity Plan (SEP) were going. Some tools have been provided by the Business Office during the summer of 2018 to shed light on some of these concerns. SEP funds need to be moved from programs and FTEs that are not supporting the students that we have identified in our SEP. SEP funds need to be directed to these populations that have the largest equity gaps on the student success indicators identified in the December 2015 SEP. For example, more supports need to go to the UMOJA program, as our Black/African American students were identified in the SEP with the largest equity gaps on the most number of success indicators. I still have many questions as

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to how these funds are being appropriately used. Because of the lack of data provided, there was difficulty in making informed budgetary decisions. There continues to be charges made against the Student Equity Program budget that have not been approved by me, as the manager of the SEP budget.

A. The Fall 2017 Napa Wildfires delayed a number of activities that were supposed to happen. These included:

i. The administration of the CCEAL Survey for Faculty; administration of both the faculty and the student surveys during the fall semester of 2017.

ii. The development and implementation of an “Equity Literacy Series” for faculty and staff; this series was supposed to follow the administration of the student and faculty surveys.

iii. Planning for further institutional climate assessment regarding baseline information for Title IX government requirements, as well as institutional knowledge regarding respect and safety.


A. Equity Literacy Series: While this idea is not new, as it was included in the 2017 SSSSP/SEP/BSI Integrated Plan, additional components to this series are already underway:

i. Training of Trainers for the Equity Literacy series. After several of our colleagues attended the NCORE conference this summer, a few of them had asked me how they could help move equity initiatives forward. Two of our colleagues have already started investing time and money in training them to facilitate workshops on the campus along with the Director for Equity and Inclusivity.

a. Assessment plan: Activity has begun to establish a thorough assessment plan for this workshop series. Qualtrics will be used to facilitate this process, both for enrollment for the workshops, as well as administration of pre- and post-workshop surveys to assess the efficacy of the workshops.

B. Institutional climate assessment: The CCEAL Institutional Assessment Package focuses on student success, but not comprehensively assess the campus climate for diversity. The College should enlist the support of Sue Rankin and Associates (https://rankin-consulting.com) to do a comprehensive assessment of the campus climate for diversity for multiple reasons. The College needs to execute a Title IX climate assessment to be in compliance with Title IX directives from the US Department of Education/Office for Civil Rights. Since we need to do this anyway, assessment tools offered by Rankin and Associates can do this, plus assess the climate for other historically marginalized groups. Services provided by folks like Rankin and Associates provide a validated assessment tool used on other community college campuses, measures the climate in accordance with Title IX directives which includes measures levels of respect, safety and incidences of discriminatory behaviors across different social identity groups on the campus. While there is a small portion of overlap with the CCEAL efforts, the work of Ranking and Associates will give us more info than what CCEAL’s surveys do. The problem with this is to work it into our institutional “schedule” of assessments happening at NVC. We need not over-survey the community, AND, we need this information for the federal government to stay in compliance with Title IX requirements. Since Ranking and Associates are doing the best work in the country in this area, I would recommend dedicating the approximate $90k to bring their services to the NVC campus and have them assess for the climate across identity groups (inclusive of Title IX measures).

https://rankin-consulting.com/

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Depending on how you count: 353

NVUSD Students at the 4/27/2018 In Lak’Ech Summit

Date Topic NVC Students

NVUSD Students

17/18 Acad year Discrimination related concerns/processes 18 17/18 Acad Year Non-discrimination student meetings 5 17/18 Acad year UMOJA Students 25 17/18 Acad year Students engaged in civic engagement activities 2

8/8-9/2017 Project RISE student orientation to cultural center 40 8/29/2017 Fireside Chat LGBTQ 30 10/1/2017 Bracero Appreciation Day 3 2/3/2018 DACA Renewal event 3

2/21/2018 Black History Month Celebration approx. students 40 3/1/2018 Disability Day of Mourning 2 4/6/2018 SSS Fieldtrip to Dominican University 25

4/24/2018 Title IX Student workshop 0 4/27/2018 In Lak’Ech Summit at NVC 10 67 5/8/2018 Education Talent Search Event 50

5/18/2018 Legacy Program Celebration at NVC 100 Approximate Subtotal: 203 150

TOTAL: 353

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The nature of having a new position on campus, such as the Director for Equity and Inclusivity (DEI), is to continue to work out the boundaries and clarify the expectations for the role. There continues to be a lack of clarity as to what NVC community expectations are in comparison to the functions that are assigned to the position. While the historical work of the Diversity Task Force has communicated a set of expectations they wished to have be a part of the responsibilities of the DEI, the funding source of the position (the CCCCO’s Student Equity Program) dictates a different set of directives for the campus. These varied expectations do not help create an environment for this position to be efficacious. One example that illustrates this problem: there is a perception that the DEI is a resource on campus that has some authority in the context of the resolution of conflict, particularly as it relates to our non-discrimination policy. This created confusion as recently as the August 2018 Flex Day training on Hate Crimes. Another example of this dynamic during the 2017-2018 academic year was with Title IX coordination. The DEI was expected to have the responsibility to serve in this role this past year without the authority outlined by the US Department of Education-Office for Civil Rights1. A sexual harassment complaint brought to the DEI during this time period amplified this problem. The DEI has no authority sanctioned through policy nor practices documented in any institutional “handbooks” to communicate role/function/responsibilities to the campus. If the President’s Cabinet, the Council of Presidents or other entities on campus wish to assign the DEI with the responsibilities that are in the position’s job description, it should also grant the authority to do so. These decision-making bodies should also associate a budget to be able to enact these responsibilities efficaciously as the only source of funds for this position are the Student Equity Program funds, which are not permitted to be used for things like Title IX compliance nor other activities. The College has entered an auspicious time in regards to a review of all of our policies and procedures. If the College wishes to institutionalize the functions of a College Diversity Officer, it should do so via this time period. This decision should align with the College’s values. The expectations should also be clearly communicated to the campus community.

1 See https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201504-title-ix-coordinators.pdf This “Dear Colleague Letter” is still in effect, even after the updated guidance from the US Department of Education/Office for Civil Rights September 2017 guidance https://www2.ed.gov/about/offices/list/ocr/docs/qa-title-ix-201709.pdf

https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201504-title-ix-coordinators.pdf

https://www2.ed.gov/about/offices/list/ocr/docs/qa-title-ix-201709.pdf

https://www2.ed.gov/about/offices/list/ocr/docs/qa-title-ix-201709.pdf

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Financial Aid/EOPS/CARE/CalWORKs/Veterans/Scholarships (Report submitted by Patti Morgan, Dean Financial Aid/EOPS/Pre-College TRIO Programs)


A. FINANCIAL AID

• Made 7,986 awards to students totaling $10,360,597 from all financial aid sources. This is a 2.28% decrease in number of students receiving financial aid, but a 1.93% increase in amount of aid paid to students over the prior year.

• NVC disbursed $4,686,911 in Federal Pell Grant funds to 1,354 students. This is a 7% reduction in the number of students and a 0.7% decrease in funds disbursed. These continuing decreases can be attributed to the 6-year lifetime Pell Grant limit as well as the fact that unemployment is low, so people are working more.

• California College Promise Grants, formerly BOG Fee Waivers (BOGFW), were used by 4,006 students, for a total of $3,093,676 in fees waived. The number of BOGFW recipients decreased by 3.4% and the amount of fees waived decreased by 1.14 %.

• Placed 107 students in work study jobs on campus, who altogether earned $355,994. Students were funded under the following programs: Federal Work Study, 39; District Work Study, 93; and CalWORKs, 4. Due to the change in California minimum wage, work study pay rates increased to $11.25 per hour.

• Financial Aid/EOPS offered 16 English and Spanish outreach and college awareness events. Cash for College financial aid awareness events were held October through February in Napa and Solano Counties for high schools seniors and their parents. The “It’s Not Too Late” financial aid awareness event was held on April 26, 2018. Travis Credit Union again participated as a sponsor for these financial aid awareness events by donating Fire Tablets to be awarded at each event. In addition, Travis Credit union donated a Dell laptop computer, which was awarded to a student who attended one of the 16 Cash for College events.

• Revised Work Study Processes and Procedures. Changes will be implemented Fall 2018.

• Financial Aid Self-Service and Student Finance Self-Service implemented for all NVC students to access through WebAdvisor.

• Filled the open Financial Aid Technician position in January, 2018 semester. Welcome Manuel Zamudio Meza!

$5,856,785$3,093,676

$520,593

$410,532$367,250 $104,861 $6,900

2017-2018 Financial Aid to Students

Grants

Fee Waivers

Loans

Scholarships

Work Study

Book Vouchers

Other

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• SARS Anywhere Program went live on March 22, 2018.

• The Financial Aid, EOPS, Veterans Services, and Educational Talent Search staff participated in the NVC 75th Anniversary Open House in April 2018.

• Co-sponsored the Travis Credit Union “Mad City Money” financial literacy event for Napa County teens and young adults ages 14-24. The event was held in the Performing Arts Center during Summer 2018.

• Attended the Federal Student Aid Training

Conference, CCC Student Financial Aid Administrators Association (CCCSFAAA) Conference, Region II training, and Federal, State, and NASFAA webinars.

B. Extended Opportunity Programs and Services (EOPS)

• 462 EOPS applications were submitted and processed for 2017-2018 Academic Year.

• Served 305 EOPS students.

• 64 EOPS students graduated this year (receiving Certificates and Associate Degrees).

• 206 students received EOPS Cash Grants, totaling $50,700.

• 307 students received book vouchers, totaling $81,923.

• Paid 38 EOPS student Phi Theta Kappa (PTK) memberships at $95.00 each.

• EOPS program continues offering tutoring Monday through Thursday. Three tutors mentored our EOPS and CARE students in Math, Physics, Psychology, Calculus, and English.

• Alejandro Guerrero and Maricel Ignacio attended the 4th Annual Napa XITO (Xicano Institute for Teaching and Organizing) Institute at NVC last October, 2017. This was a great experience.

• The EOPS Program and LEGACY programs continue collaborating to help facilitate the transition from high school to college for those students who are participating in the LEGACY Youth Project. We are now currently working on enrolling all LEGACY 2018 graduates into ASPIRE and EOPS.

• EOPS worked in partnership with the LEGACY Youth Project, Mariposa, Puente Program, NVC Equity and Inclusivity, and Bridging Brothers, to organize the 3rd annual In Lak’Ech Youth Summit for high school students. Sixty-eight high school student from the various programs attended the summit.

• EOPS collaborated with the Mariposa Program. Flor Martin-Del Campo participated in a Spanish presentation for parents at Puertas Abiertas about higher education and financial aid for high school seniors.

• Migrant Education Program and the High School Equivalency Program invited EOPS to talk to their students about Napa Valley College and student services.

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• Offered four field trips to the EOPS students during the 2017-2018 academic year. Two in the Fall: University of California Davis and California State University, East Bay; and two in the Spring, to University of California Davis and Dominican University.

• Offered the following three student success workshops to EOPS/CARE/CalWORKs students during 2017-2018 Academic Year: “Resume Writing”, presented by Wayne Nask from Napa County; “Funding your Education”, presented by Maricel Ignacio; and “Goal-Setting”, presented by Alejandro Guerrero.

• Filled the EOPS Secretary Position vacated by Amanda Frost in May 2018. Welcome Corrinne Wicks!

• Offered three empowerment groups meetings to EOPS/CARE students during the Spring 2018 semester. These were facilitated by Counselors Mary Salceda, Alejandro Guerrero, and Maricel Ignacio.

• EOPS/CARE/CalWORKs students were invited to celebrate the end of the school year by attending a field trip to Muir Woods National Monument.

• Held the annual EOPS/CARE/CalWORKs Student Recognition Dinner in the NVC Student Activity Center.

• We once again offered a summer bridge ‘ASPIRE’ class (COUN 101), which Alejandro Guerrero taught for two weeks during the Summer 2018 semester.

• A Fall 2017 Advisory Committee Meeting for EOPS, CARE was held on December 6, 2017 and was attended by Mary Salceda-Nuñez, Alex Guerrero, Maricel Ignacio, Flor Martin-Del Campo, Patti Morgan, Ramon Salceda, Margarita Ceja, Ain-Tei Echauri, Alfredo Hernandez, Gerard Perez, Graciela Rodriguez Garcia, Ben Quesada, Cindy Johnson and her intern, Caitlin, Maria Ortiz, and Corrinne Wicks. This meeting was following the devastating fires in the Napa County and surrounding area. EOPS staff are doing everything they can to identify the needs of students in trauma including referring student to mental health professionals available to them here on campus. A handout outlined this semester’s most recent stats for EOPS, CARE & CalWORKs programs, as well as reflected back on highlights and events from last Spring and Summer 2018, and mentioned Fall 2018 upcoming Events. EOPS staff invited the Advisory Committee members to the NVC 75th anniversary on April 14, 2018.

• A Spring 2018 Advisory Committee Meeting for EOPS, CARE was held on April 12, 2018 and was attended by Mary Salceda-Nuñez, Alex Guerrero, Maricel Ignacio, Flor Martin-Del Campo, Craig Alimo, Margarita Ceja, Ain-Tei Echauri, Gerard Perez, Cynthia Simon, Ralph Cadriel, Denise Kaufman (new), Ben Quesada, Cindy Johnson, Maria Ortiz, and Corrinne Wicks. A handout spelled out this semester’s most recent stats for EOPS, CARE & CalWORKs programs; reflected back on highlights & events from Fall 2017; and included upcoming Events. Alex and Flor shared briefly about the number attended and impact of the In Lak’Ech Youth Summit. Maricel shared the stories of two former NVC students who overcame significant difficulties: Jessica graduated from Berkeley after being homeless in Oakland for some time; and Daniel was a single dad with 2 children who graduated from Sacramento State with a 4.0 GPA in the Nursing Program. Ralph Cadriel, Solano County caseworker, introduced his colleague, Denise Kaufman, who was newly added to this Advisory Committee and present for the first time; she gave a PowerPoint demonstration of the Solano County Kick Off for Welfare to Work done in the past with Family Feud Game Show exercise.

• EOPS Counselor, Alex Guerrero received his doctorate degree from San Francisco State University! Congratulations, Dr. Alejandro Guerrero!

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C. CARE and CalWORKs • Served 11 students in CARE and 23 students in CalWORKs.

• Awarded 9 CARE Grants, totaling $7,000. Thirteen Book Vouchers, totaling $4,011.

• Placed 4 students in CalWORKs on-campus work study jobs.

• 2 students were served with child care needs at the NVC Child Development Center with Child Care allocation from the CalWORKs program.

• Maricel Ignacio attended CalWORKs Association Training in April 2018.

• CalWORKs student were also invited to workshops that the EOPS program provided as well as the annual EOPS/CARE/CalWORKs Student Appreciation Dinner.

D. Scholarships • Received and processed 605 applications through AwardSpring; 338 Scholarships were awarded.

• Awarded $282,562 in scholarships to 246 students (not including high school students).

• Held the Napa Valley College Scholarship Ceremony in the Performing Arts Center on May 23, 2018. Included donors on stage to congratulate their scholarship recipients.

• Processed outside scholarships for 49 students, for a total of $75,214.

• Awarded $30,825 to 37 local high school students in 10 Napa County high schools, sending NVC representatives and Foundation Board Members to all ten ceremonies.

E. Veterans Services

• Served 320 student veterans and 275 veteran dependents during the 2017-2018 academic year.

• Awarded 68 veteran-specific fee waivers.

• Summer 2017: Served 197 veterans and their dependents. Of that number, 112 veterans and 85 dependents were eligible for Veterans Benefits.

• Fall 2017: Served 385 veterans and their dependents. Of that number, 208 veterans and 177 dependents were eligible for Veterans Benefits.

• Spring 2018: Served 394 veterans and their dependents. Of that number, 202 veterans and 192 dependents were eligible for Veterans Benefits.

• Created packets to streamline the certification process.

• Lynette Cortes, Patti Morgan, and Lynda Monger attended the CCC Veterans Summit in Pomona, CA. Lynette also attended the WAVES conference in Phoenix, AZ, Veterans Regional meetings, and a region supported Veterans Resources Center conference.

• Held both Memorial Day and Veterans Day events with lunch provided for campus veterans and veteran dependents.

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• Lynette Cortes, Veterans Services Specialist, attended the NVC 75th Anniversary Open House (April 2018) with Olivia, her Canine Guardians puppy in training. Olivia eagerly participated by providing “puppy kisses” to visitors who stopped by the Veterans table. The Canine Guardians Assistance Dogs organization provides specially-trained service dogs to disabled veterans and their families at no cost to the veteran. They also provide service dogs to children with cancer and others with disabilities.

Accomplishments for Veterans Club/Student Veterans Organization:

o Attended Memorial Day Event at the Presidio in San Francisco.

o Hosted a movie night for veterans and dependents.

o Stocked and maintained a “Soda Mess” in which veterans can buy water and snacks at the Veterans Resource Center (VRC). The proceeds go back into the Veterans Club Fund.

o Organized Veterans Benefits meeting in which presenters from on campus and off campus organizations discussed available support for veterans.

o Collaborated with VA health care personnel for the “Open VA ID Healthcare Enrollment” program where veterans can apply for health care and get a VA identification card on the same day.

o Had 4 student veterans participate in the annual Cycle for Sights, in which more than $250,000 dollars were raised for Enchanted Hills, a camp for the blind and veterans with severe PTSD.

o Orchestrated end of summer MLB event at AT&T Stadium.

o The Veterans Club raised over $2,500 throughout the course of the year.

o Hosted a game night in the Veterans Resource Center.

F. Foster Youth

• Served 283 Foster Youth.

• CHAFEE Grant awarded to 11 students for a total of $27,500.

• Continued with ongoing assistance to increase foster youth retention.

• Managed the CHAFEE Grant program. Reviewed and certified eligibility for CHAFEE Grant applicants.



• There are two Financial Aid Specialist positions that have been unoccupied: One is vacant due to a disability retirement (and subsequent death), and the other is due to a workplace injury that has kept the employee out for months. The duties normally performed by those critical two positions have been shifted to current staff and the Dean, making their own normal workloads more difficult to manage. The vacant Specialist position will open for hire in September/October

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2018. The other Specialist remains unable to return to work, so those duties must remain with other staff.

• We began the expansion of the Financial Aid/EOPS Office computer lab to add additional computers for student use, but technology infrastructure issues in building 1100 and the heavy Facilities workload have delayed the project. We are working with Institutional Technology to correct the technological issues, and with Facilities timelines to proceed with the project during the 2018-2019 academic year.


• We will be using an online, artificial intelligence chat feature to provide fast, 24/7/365 NVC Financial Aid/EOPS/Veterans/Promise information for students. The Financial Aid/EOPS/Veterans department has been trying to develop FAQs for a number of years, but the task is daunting. However, Financial Aid TV (FATV), the company that has provided us with Financial Aid information videos for a number of years now, has developed a “Chatbot” that uses artificial intelligence and an information database with 15 years of data to simulate human interaction and provide answers to student questions. The Chatbot can improve customer service by providing information to students whenever and wherever they want it, and it can be customized for other Student Affairs areas later. The Chatbot will reside as a floating button on our website and is mobile-friendly. We are in the setup phase now, and expect to have the Chatbot available for students to use in November 2018.

• It is time to utilize Colleague customized programming to automate new state program processes that are time-intensive and reduce the amount of time staff can spend helping students. The Financial Aid unit has been managing the high impact of complex, new Federal and State regulations regarding the administration of financial aid programs for many years. However, the complexity of new State-funded programs, along with changes to current Federal and State programs, required us to develop a new, but manual, process in order to appropriately administer programs, award funds to students, and comply with regulatory requirements. Programs and processes to be reviewed for customized programming are: Cal Grant (complete unfinished customizations); Student Success Completion Grant (new program) proration subroutine and awarding process; CA Dream Act Application upload, import, and Dreamer identification; online student forms submission with electronic signature; and a more automated Federal verification review.

• We are looking for a larger space to house the Veterans Resource Center (VRC) as our space has become too small to adequately provided services and hold meetings. There are no staff permanently located in the VRC due to its size. We have a new VA Health Services Counselor, Andrea Vanderlugt, LICSW, but the single office in the VRC is not private enough to use for sessions, and there is no space available in Counseling or the Career/Transfer Center. Currently Andrea is using Lynette Cortes’ office in the Financial Aid/EOPS Office when she has a counseling appointment with a veteran or veterans dependent.

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Students Served FAFSAs Received 5,719 BOGW A,B,F Applications 899 CA Dream Applications 214 EOPS/CARE Applications 462 EOPS/CARE PTK (Phi Theta Kapa) 38 EOPS/CARE ABG (Alpha Beta Gamma) 0 Scholarship Applications 605 Veterans & Veterans Dependents 595 Foster Youth 283 Work Study Placements 165 Financial Aid Student Request Emails 1,912 EOPS/CARE/CalWORKs Appointments 2,252 FA/Veterans Appointments 1,656 Front Counter Contacts 22,141 Financial Aid Outreach Events 334 Student Served (duplicated count) 37,275

Comparison of Financial Aid Recipients to Overall Student Headcount July 1 – June 30

5. Is there any other information you think is important to note? None at this time.

8639 89259924

1116210300

4162 4485 4868 5181 4739

48.2% 50.3% 49.1% 46.4% 46.0%

2017-2018 2016-2017 2015-2016 2014-2015 2013-2014

Financial Aid Recipients5-Year Headcount Comparison

Headcount: # Students Enrolled in any Credit Course between July 1 and June 30

FA Recipients: # Enrolled Students Awarded any Type of Aid

% of Headcount

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EDUCATIONAL TALENT SEARCH (Report submitted by Ramon Salceda, ETS Director)


2018)?

A. The Educational Talent Search (ETS) Program had a very successful year. Noted below are a few samples of the year’s highlights:

• 64 seniors graduated • 2 Student Graduation Speakers: Evelyn Dyaz (Napa High School) and Citlaly Mendoza

Gonzalez (Vintage High School) • Our graduates from Napa and Vintage High Schools will be attending various California State

Universities, Universities of California, Private Colleges and Community Colleges throughout the nation.

• Numerous students were recipients of a variety of public and private scholarships and awards.

• Many of our students are participating in various NVC programs and classes such as EOPS, SSS, MESA, ASPIRE/COUN 101 Summer Class, NVC Summer Orientation and others.

• We were able to expose students to the following educational activities: University of California, Berkeley, Sacramento State University, NVC STEM Fair and the NVC Career Exploration Day.

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B. The ETS 2016-2017 Annual Performance Report (APR) was successfully completed and submitted. The program met and exceeded all of the Department of Education’s federal objectives, resulting in receiving the maximum of 15 Prior Experience (PE) points. See chart below for APR Summary.

C. After exploring various web-based and interactive tutoring options, we are happy to report that we

have been able to implement our stand-alone ETS tutorial services. We are now offering tutorial services to our students via the Khan Academy, which offers a personalized dashboard, practice exercises and instructional videos at no cost.



A. It has become more challenging to recruit students into the program, as more student support programs are entering the schools that the ETS program services. Therefore, we will attempt to begin our recruitment campaign earlier in the school year in order to allow us more time to assist potential ETS students in completing the recruitment process.

B. Even though we remained under-staffed due to the inability to hire a full-time Student Services Specialist during the school year, we are very happy to report that we did hire our ETS Specialist during the summer. We are looking forward to having our Specialist begin providing services to our students and families.

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With the majority of our graduating seniors choosing to attend Napa Valley College, we are looking to incorporate summer NVC transition activities. Some possible options would be workshops, classes or other formats that would ease the transition from high school to NVC and reinforce our current pipeline.


The TRIO Educational Talent Search Program is federally funded to provide annual academic services to 668 first-generation, low-income middle and high school students from the following Napa Valley Unified School District (NVUSD) schools:

• Harvest Middle School • Redwood Middle School • Silverado Middle School • Napa High School • Vintage High School


There has been an increase from off-campus student support services personnel at our designated high schools. This combined with changes, such as the concept of Napa High School’s Wellness Center, has created an office space shortage for ETS staff. Our NHS ETS Office will be moved from Room H-7 to the College and Career Center in Room C-4.

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STEM/MESA (Reports submitted by Luis Alcazar, Associate Dean, STEM/MESA)


• Annually supporting over 206 MESA and STEM students with free tutoring, and connecting students with scholarship opportunities and other services.

• The hiring of a full-time Associate Dean of MESA/STEM.

• Thirty-nine (39) MESA and seven (7) ASEM members (confirmed) transferred to a 4-year university. MESA will conduct verification via the “Clearance House” Fall 2018 on both MESA and ASEM members. We may find that others have transferred but failed to notify the MESA/STEM Staff.



• MESA Program will continue to work with RPIE Research Analyst staff to collect and analyze MIS data for consistency. MESA will require the assistance of RPIE on an ongoing basis to help review our survey instruments and collect enrollment trends, retention and transfer data.

• MESA/STEM Center requires building/aesthetic improvements to make the Center more welcoming, and for effective usage of space; office space needed for improved staff communication; sound absorbing panels for tutor/study areas; and paint/artwork.


• Development of MOU’s with organizations that contribute to the success of our STEM participants.

MESA/STEM Graduating Class 2018

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• Development of STEM Speaker Series.

• Building of MESA/STEM Advisor Board.

All these will allow for professional mentorship, internships, job opportunities, funding/fundraising opportunities for our students and STEM Programs.


MESA served a total of 206 students in the 2017-18 academic year. This includes 149 MESA members and 57 declared STEM students. Of these students, 119 (57%) are Hispanic. Serving a large amount of students helps achieve the goal of MESA and STEM, which is to increase the number of STEM students.


• In 2017-2018, over 900 hours of free STEM tutoring were provided.

• The Napa Valley College Foundation Scholarship awarded 46 MESA/STEM participants a total of 69 scholarships this academic year.

• MESA/STEM students/staff participated in 78 STEM related activities: field trips, mentorship, cultural activities, outreach, and university/college activities, with a total of 1,413 participants (some students participated in multiple activities and were counted more than once).

• 388 STEM students participated in an internship, research, mentorship and/or leadership development activities (some students participated in multiple activities and were counted more than once)

• A MESA/STEM Secretary job opening was announced Summer 2018 and this position is expected to be filled by Fall 2018.

• STEM Summer Bridge 2019 was approved via the NVC Unit Planning Process.

• Applied with S-STEM Grant Spring 2018 in collaboration with SME Faculty and Dean.

MESA/SHPE Breakfast at NVC with Professional Engineers on December 2, 2017

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OFFICE OF STUDENT AFFAIRS (Report submitted by Oscar De Haro, Asst. Superintendent/Vice President of Student Affairs)


2018)?

• Luis Alcázar was hired as the Associate Dean of MESA/STEM in February 2018. This position had been vacant since June of 2017, when Jose Hernandez retired from this position. The search was successful; we found a well-qualified candidate in Luis Alcázar, whose experience will provide the continuity of exceptional services offered by this office.

• The “Latino Hub”, originated in and by the Office of the Assistant Superintendent/Vice President, Student Affairs, is where Hispanic/Latino-related events, activities and collaborations begin as well as solicitations for collaboration, partnerships by/from off-campus agencies, etc. One such successful partnership was with the Smithsonian Institution in Washington D.C. The Smithsonian’s Bracero History Project Exhibition was brought to Napa in October 2017. The exhibit lasted over ten weeks at the Napa Valley Museum, and included a local Bracero history exhibit as well. This effort was a great success to bringing educational cultural knowledge to the community.

• NVC and MENTIS MOU: In collaboration with MENTIS Health Services of Napa County, Student Affairs was able to provide a bilingual mental health therapist to Napa Valley College students. The outcome of this new collaboration proved to be successful, and resulted in the need to consider expanding services from one to two days per week for the 2018-2019 school year.



The International Student Program continues to need better traction. Although we maintained our international student enrollments of 25-30, what we provide is still not sufficient. It is anticipated that the 2018-2019 year will include the hiring of a position or consultant to assist with this effort.


The Office of Student Affairs would like to host a college/university Mariachi Music Festival to continue the honor of the designation as a federally recognized Hispanic-Serving Institution (HSI). This project will be in collaboration with the NVC Performing Arts Department, Associated Students of Napa Valley College (ASNVC) and community organizations, such as the Napa County Hispanic Network, Hispanic Chamber of Commerce, Up Valley Resource Centers and the Latinos Unidos of Napa/Solano, among other non-Latino contributors. We will be inviting student Mariachi groups from the following colleges/universities: Stanford, UC Berkeley, UCLA and Southwestern College.

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A. Tracking of Student Contacts via our Access Student Database: The Office of Student Affairs served 268 people/students in the 2017-2018 academic year, with issues relating to: appeals to the Vice President of Student Affairs, complaints, discipline cases, grievances, incidences on campus, meeting requests with the Vice President of Student Affairs, questions regarding Admissions and Records procedures, general questions, verification letters of student enrollment, and faculty consultations regarding student issues. (A detailed list of the “Types of Issues Addressed” is included in the table found on the next page.) This number does not include consultations with staff members but it does include consultations with faculty members on student issues.

The table below shows the yearly totals for the last three years.

Students Served by the Office of student Affairs Academic Year Summer Fall Spring Yearly Total

2015-2016 37 117 105 260 2016-2017 22 92 118 232 2017-2018 30 137 100 268

In 2017-2018, there was an increase of 36 student contacts compared to the 2016-2017 academic year. The majority of our student contacts are centered on 6 main categories: 1) discipline cases, 2) faculty seeking advice on student issues, 3) students requesting a meeting with Oscar, 4) students seeking help on A&R issue/procedure 5) people seeking help on something general, and 6) verification letters of disciplinary background. See the breakdown table on the next page. In last year’s report, we noted that the number of students requesting a meeting with Oscar doubled in 2016-17 compared to the previous year, and once again, that number increased by 19 more students in 2017-18 (from 32 to 51) with the increase being mostly in the Fall 2017 semester. The following table titled “Students Served by the Office of Student Affairs” shows the breakdown of issues addressed in these 268 student contacts.

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Students Served by the Office of Student Affairs June 1, 2017 – May 31, 2018 (Summer 2017- Spring 2018)

*These numbers do not reflect approximately 300 drop-ins and phone inquiries the office received in the 2017-2018 year.

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B. Tracking of the Talk-to-Us Feedback Forms The Office of Student Affairs continues to track the Talk-to-Us online customer service feedback forms submitted via the Talk-to-Us website (www.napavalley.talktous). The Talk-to-Us survey form allows a student, parent, or community member to submit a compliment, complaint, or a suggestion via this online form. The executive assistant in the Office of Student Affairs receives the form and records it. Then she sends it to the appropriate area manager for follow-up, if requested by the person who submitted it. The Assistant Superintendent/Vice President of Student Affairs often gets copies of these forms depending on the type of feedback submitted. The Talk-to-Us Form was a very widely used form when it was first implemented in January 2014, but the number of forms submitted has diminished quite a lot in the last two years. In Spring 2014, the first semester that it was implemented, we received 112 forms vs. 44 for this past year in 2017-18. The Talk-to-Us feedback form/website seems to be used mostly for 3-4 main areas/departments (i.e., the Welcome Center, Admissions and Records, Financial Aid/EOPS and the Counseling Center) but not so much for other Student Affairs offices/areas. The online form is also, now, being used mostly for asking questions and not providing feedback on our services. We need to determine if the Talk-to-Us feedback form is still serving the purpose for what it was created or if we should discontinue its use, and/or if we should engage in another campaign to promote the Talk-to-Us form for student feedback.

* Please note that a “Questions” column was included in the table though the feedback form only has 3 options for feedback (i.e., compliment, complaint, and suggestion). This is done because users often use the Talk-to-Us form as a “Contact Us” form, where they complete the form selecting the option of “suggestion” when in reality they have a question they want to ask us.

http://www.napavalley.talktous)/

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In Spring 2018, the Office of Student Affairs began the process of hiring a full-time secretary to assist in the office, as the office continues to be impacted by many unexpected drop-ins which take time away from the only administrative assistant in the office. We are optimistic that we will have a new full-time secretary on board by the end of the Fall 2018 semester.

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Project RISE (Report submitted by Christopher Farmer, Director Project RISE)


2018)?

• In Fall 2017, Project RISE on-boarded its first cohort of newly graduated high school students into Napa Valley College. The first cohort (246 students) were those students with which NVC outreach services had made contact while they were seniors in high school. Cohort 1 is comprised of students from Napa High School, Vintage High School, New Technology High School, Saint Helena High School, Valley Oak High School, Calistoga Junior/Senior High School, and American Canyon High School. These students were presented with a variety of services prior to their enrollment at NVC, including application workshops, orientations, assessment testing at their high school campus, and educational planning sessions. Following their enrollment at NVC, each student was assigned an academic coach who tracked them through their first year. The goal of this program is to increase the fall-to-fall retention rate of new, incoming students at NVC. As of the writing of this report, cohort 1 claims an 85% fall-to-fall retention rate, versus a 67% retention rate among members of a comparison cohort.

• In addition to tracking cohort 1 into the school, Project RISE also amplified its presence at high school centers in our service area, with academic coaches spending substantial hours on a weekly basis at each of the three major feeder high schools in Napa County (American Canyon High School, Napa High School, and Vintage High School). This, in conjunction with other outreach personnel, ensured a substantial increase in the hours NVC personnel worked at the high school sites, preparing seniors for their transition to NVC. Cohort 2 promises to be considerably larger than cohort 1.

• Working through our HSI Math coordinator, the mathematics department established a new set of multiple measures regarding placement into NVC’s math sequence based on Math III – filling the articulation vacancy left when NVUSD moved away from the Algebra I/II sequence in their high school curriculum. In addition, it was also established that Pre-Calculus from any California high school would satisfy the pre-requisite equivalency for placement into NVC mathematics sequence.



The dual-language sequence in biology, as sponsored by Project RISE continues its slow developmental pace. While the grant has provided substantial resources in the form of tutoring, supplemental instruction, and lab renovations, little improvement has been observed in the success of students in

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Biology 105, the target class – particularly in the closing of the identified equity gaps in the student success seen in historical analyses of the health occupations biology sequence.


A. We do not consider it innovative, but we continue to encourage increased access for outreach personnel to technological resources. The ability of outreach personnel to retrieve student information while off site saves students and staff time and effort. This would include Virtual Private Network (VPN) access for Datatel use, as well as access to the new Student Planning module being piloted by Counseling to assist students with retrieving information related to beginning their educational plans.

B. We would like to expand our services beyond the current cohorts identified. In year 2 of Project RISE, we have expanded the offer of services to Vallejo City Unified graduates – but there are still many new students we are unable to reach. Areas that we are hopeful to expand into are adding assistance to dual-enrollment students, as well as other Solano County students.


It is difficult to quantify this number. Project RISE cohort 1 was 246 students, however more than 300 students attended a Project RISE sponsored event in their high schools, including at least one of the 5 Steps to Enroll workshops offered. Project RISE emailed 3,732 students in danger of being de-registered from their courses in the past year. Project RISE reached out to 6,141 new applicants, offering assistance with the matriculation process, (intended as a matriculation ‘nudge’). These ‘nudges’ contained links to how-to videos that garnered 2,653 views altogether. Project RISE-sponsored tutoring and supplemental instruction assisted more than 400 unique students enrolled in biology courses in the past academic year – including summer. Finally, 249 students enrolled in Fall 2018 took advantage of the newly revised Math III multiple measures placements established through the grant project.


As we conclude year 3 of the HSI Grant Project (Project RISE) and head into year 4, beginning in October 2018, it is imperative that Napa Valley College continues to integrate services that Project RISE offers into the institution’s regular business. This includes the two full-time classified staff currently supported by grant funds.

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STUDENT HEALTH SERVICES (Report submitted by Nancy Tamarisk, Director, Student Health Services)

Our Services

At NVC we are lucky in employing a full time Nurse Practitioner, and a full time Marriage and Family Therapist. Our services include both crisis and extended mental health therapy, medical treatment of acute illnesses and injuries, and a wide array of birth control methods including the long-acting Nexplanon implant. The athletic and health occupations programs rely on us for required student physicals and testing. We are available to do presentations on health topics for classes. The following example illustrates how our medical and mental health clinicians collaborate to provide comprehensive care, while linking students to outside resources: A student struggling with depression was being treated by the on-campus Mentis therapist. The therapist thought she might be helped by anti-depressant medication, so she referred her to our nurse practitioner for evaluation. Later, when the spring term ended, she referred the student to our MFT so that there would be no break in her therapy sessions over the summertime. 1. What are two or three of the greatest accomplishments of your unit this past year (2017-

2018)? A. Implementation of Patient Electronic Portal: This allows students to input health history forms

directly into their computerized health records. This change substantially decreases the amount of time that our staff needs to spend scanning documents into the health record, and allow us to compile data on aspects of student health. Furthermore, this accomplishment required a substantial investment in time designing and testing electronic forms, and collaboration with Athletic and Health Occupations staff.

B. Training Counseling Staff in Psychological First AID. This training was requested by NVC academic counselors to refresh their skills in dealing with students suffering from psychological distress or disorders. Students not infrequently present with these problems during academic counseling

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sessions. The Psychological First Aid skills improve the counselors’ ability to respond helpfully in these situations, and to recognize when students might benefit from referral to therapists or other mental health resources. Our training occurred just before the October fires, which was providential in helping to meet the needs of traumatized students.

C. Providing personnel and material assistance to the NVC Wildfire Evacuation Shelter: When NVC

opened the fire shelter for 9 days in October 2017, the Student Health Center personnel made vital contributions to the operation. Our Nurse Practitioner assisted with coordination of medical teams and provided direct medical care, while our MFT provided therapeutic support to evacuees.



Initiation of Medi Cal LEA program: This was stalled due to regulatory issues at the state level. We still hope to enroll in this program. (This goal has now been on hold for two years.) The LEA program has been implemented for many years in California’s K-12 schools, and has now been extended to colleges. It will allow the health center to bill Medi-Cal for services provided to students who have this insurance. The money raised will be ear-marked to improve or expand our student health services. Eventually, the program can be broadened to bill for case management services in such programs as DSPS, benefitting students with a wide variety of needs.


A. We are still working on transformation of one of our exam rooms to a relaxation room.

B. Train students in Peer Support.

C. Offer training in hands-only CPR to the campus community.

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Aug 2017 - Dec 2017

Jan 2018 - July 2018 Total for Year

Medical Encounters 367 323 690 Sports Physicals*

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FamilyPACT*

57 TB tests*

116

Mental Health Encounters 192 240 432 Window Encounters 716 624 1340


A. We collaborate with other departments and outside agencies on events and outreach efforts, including:

o On-campus health insurance enrollment event with CHI (Community Health Initiative) o Blood drive (with Blood Centers of the Pacific) o Tabling and activities for Sexual Assault Awareness Month, Mental Health Awareness

month, Domestic Violence Awareness Month o Offering several sessions of the QPR suicide prevention class

B. Participating in Vallejo’s Bethel High School family night by offering a presentation on teen mental

health

C. Assisting New Tech High Students in crafting a mental health outreach project

D. We are building ties with County Mental Health Services. These efforts include our therapist’s on-going attendance at the Mental Health Stakeholders’ group – She is now a member of the County’s Suicide Prevention Task Force.

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STUDENT LIFE/ASSOCIATED STUDENT OF NVC (Report submitted by Benjamin Quesada, Coordinator of Student Life)


2018)?

A. The office of Student Life started tracking the attendance, certified training, and event participation of Student Government to track the progress of educating the group.

B. The Associated Students of Napa Valley College (ASNVC) finished their 5 year legacy project which allowed them to create a furnished Student Activities Center in building 900 for students. This area allows students to have a weather-proof location to gather, socialize and dine. The furnishings are built to be mobile, which allows the location to be a multiuse building for events.

C. The Office of Student Life and the ASNVC attended their first conference outside of California in the

last 10 years. The American Student Association of Community Colleges Leadership Conference was held in February of 2018 in Washington DC. Activities included visiting Diane Feinstein’s office and Mike Thompson’s office to advocate for legislation for students; workshops on student advocacy; listening to congressional speakers; and touring governmental buildings.


accomplish for some reason (state reason)? A. Attempts to track event participation in Student Government was a real challenge. Students who

signed up to work events often-times did not show up, and those who did not sign up would show up, participate in the event and then complain about not getting credit for participating. We will need to find a more accurate way of tracking event participation.

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B. Due to staffing, in the spring we made the Student Food Basket (Food Bank) an appointment based system. This system failed to adequately serve the students’ needs since participation in the program drastically dropped in the Spring 2018 semester. That, on top of little advertising, were the prime contributors to the drastic fall in student participation in the Student Food Basket.


The plan is to increase and track educational training throughout the year as opposed to only training Student Government via retreats twice a year. On top of the Winter Break retreats, there will be a Myers Briggs training, as well as converting the monthly student/advisor meetings into training sessions.


The Student Life/ASNVC office served roughly 1,509 students with purchasing ID cards, answering student resource questions, providing food for students experiencing food inequality, and providing assistance with club paperwork.


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Total Identification Cards Issued Fall 2017 348 Total Identification Cards Issued

Spring 2018 273

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ID Cards Provided to Students: Organized by Degree

Napa Valley College Student Food Basket 2017-2018 Academic Year

*These students submitted applications to the Office of Student Life and wished to receive food at a later

date. These students did not attained their first allotment.

Semester Enrolled in Program

Returned Once

Returned Twice

Returned Three+ Times

Not Enrolled at NVC

Enrolled Without Allotment*

Fall 2017 47 15 5 1 2 6 Spring 2018 15 6 4 0 0 0

Key:

ADN: Associate Degree in Nursing LVN: Licensed Vocational Nursing RT: Respiratory Care PT: Psychiatric Technician EMT: Emergency Medical Services Training Program

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Emergency Food Assistance for Academic Year 2017-2018: Office Food Pantry

Fall Semester 2017 Month New Students Returning Students* Total Served August 14 3 17

September 11 11 22 October 4 9 13

November 2 13 15 December 1 8 9

Total 32 44 76

Spring Semester 2018 Month New Students Returning Students Total Served January 8 2 10

February 10 9 19 March 4 17 21 April 3 25 28 May 5 13 18 Total 30 66 96

* Students who have previously asked for assistance.

Office of Student Life Business Document Processing

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Testing and Tutoring Center (Report Submitted By Michele Villante, Coordinator, Testing and Tutoring Center)


2018)?

• Reviewing High School Transcripts for Math Placement: Thanks to the hard work of the math faculty, high school level math III was approved as an acceptable prerequisite. Seeing the increased demand for high school transcript evaluation, the Testing Center offered to assist in reviewing high school transcripts for math placement. Over a four-month period, the Testing Center staff reviewed and, if appropriate, cleared prerequisites for 969 incoming freshmen. Napa Valley Unified shared all graduating seniors’ high school transcripts, constituting 88% of the transcripts reviewed by the Testing Center. With the help of Project RISE, we notified students of their math placement using their Napa Valley College student email.

Additionally, when a student arrived to take an assessment test we shared with them the possibility of using high school transcripts for math placement. To expedite the process, the student attached their high school transcript to a prerequisite waiver form. The Testing Center Technician reviewed, cleared the prerequisite, and notified the student via email, often in less than 24 hours. The Center’s staff accomplished this additional task while still administering over 2,600 assessment tests.

High Schools PLACEMENT RECEIVED

No Placement Math 94

Math 106/232 Math 120 Total

Adapt 1 1 0 0 2 American Canyon HS 66 38 57 55 216 Independent Study 15 8 4 2 29 Justin Siena HS 3 0 9 1 13 Legacy HS 6 0 0 0 6 Napa HS 80 67 41 42 230 New Technology HS 26 15 15 23 79 St Helena HS 13 4 1 0 18 Valley Oak HS 32 3 2 0 37 Vintage HS 140 45 36 38 259 Out of District Schools 4 18 37 21 80

TOTAL 386 199 202 182 969

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• We Continue to Improve Services to DSPS Students: One of the Testing Center’s purposes is to provide a calm and supportive environment for DSPS students to take their academic exams. The atmosphere of the Center should be warm, welcoming, and accessible. Availability of testing rooms and keeping the Center quiet during heavy testing periods, such as finals week, can add to academic success of DSPS students. One focus of the Testing Center was to decrease the number of non-DSPS students, including online students, taking academic exams during finals week. By doing this, we hoped to see a decrease in both the number of DSPS students who had to wait for a testing room and, a decrease in the average time DSPS students had to wait for an available room.

We Met Both of These Goals:

o The number of DSPS students in Fall 2017 that waited for a testing room was 66, compared to 90 in Fall 2016; a 26% decrease. Spring semester saw a more dramatic reduction: the number of DSPS students who waited for a testing room in Spring 2017 was 47, compared to 19 in Spring 2018; a 59% decrease.

o There was a 30% decrease in average wait time from Fall 2016 (42 minutes), to Fall 2017 (29 minutes), and a 37% decrease from Spring 2017 (27 minutes) to Spring 2017 (17 minutes).

These results indicate our practice of requesting faculty to refrain from sending non-DSPS students to the Center during heavy testing periods is both successful and valid.

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• Space and Staffing to Assist with Non-DSPS and Online Academic Exams:

In academic year 2016-2017, 49% of academic exams administered were to non-DSPS students. In academic year 2017-2018, there was a slight decrease, but still 43.6% of academic exams administered were to non-DSPS students.

The Testing Center reserves one of its rooms (with four seats) for non-DSPS students. The remaining eight are individual, distraction-reduced rooms and are reserved for our DSPS population. At times, especially during midterms and finals, non-DSPS students must wait a long time for an available testing seat.

The Testing Center simply lacks the space to accommodate the number of students who are utilizing the Center for exams. Additionally, the space available to non-DSPS students is often times loud and distracting. This current method simply provides poor customer service to our non-DSPS students, and can cause undue stress during exam time.

• Notifying Counseling of Prerequisite Waiver: The Testing Center, after reviewing, clearing, and notifying students of their placement, sends the high school transcript and prerequisite petition waiver to Admissions & Records. The student often will visit a counselor before the transcript arrives at A&R, and therefore, is not yet visible in Hershey. Counselors face the difficulty in completing an Ed Plan because they do not know the students math placement.

51.0%

28.3%

20.7%

Percent of Academic Exams Administered by Type - Academic Year: 2016-2017

DSPS ExamsMake/Early ExamsOnline Exams

56.4%22.7%

20.9%

Percent of Academic Exams Administered by Type - Academic Year 17.18

DSPS ExamsMake/Early ExamsOnline Exams

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With the TTC taking on the role of reviewing and clearing math and, possibly in the future, English class placement there is a delay in getting a copy of the transcripts into Hershey. I believe, Counselors use Hershey to view high school transcripts to complete student Ed Plans. Two possible solutions:

(1) Train Testing Center staff to scan and copy high school transcripts into Hershey so it is more likely the transcripts are visible during Ed Planning.

(2) Give counselors the ability in Colleague to view prerequisite waivers.


• Reserve a Classroom for the Purpose of Administering Online Class Exams: In an attempt to offer better customer service to non-DSPS online students, during heavy testing periods, reserve a classroom specifically for online students to take their exam. It would be necessary for faculty to coordinate the days and times the test would be available.

• Week Before Fall and Spring Semesters Assign a Student Service Specialist to the Testing Center to Meet with Students to Complete an Abbreviated Education Plan:

The week before school begins, and especially during flex day(s), the Counseling Center is very busy and newly registered students are unable to meet with a counselor to complete an educational plan and, therefore, these students may not register for classes. This population of students, who register late, are typically high-risk students whose families are unable to direct a higher education goal. Having a Student Service Specialist readily available will better serve this high-risk population.


The Testing Center tracks the number of tests administered. We serve both current and incoming Napa Valley College students by administering academic exams and assessment tests. Academic exams include tests administered to Napa Valley College DSPS students; make-up/early exams when students have a scheduling conflict or illness; and Napa Valley College online classes whose students take their exams at the Testing Center. Assessment tests include computer-based tests administered on campus and at the Upper Valley Campus, and paper/pencil tests administered at local high schools. In the 2017-2018 academic year the Testing Center administered 8,542 tests; 4,286 were academic exams and 4,256 were assessment tests.

ACADEMIC EXAMS ADMINISTERED

Type of Student Summer 2017 Fall 2017 Spring 2018 Total

Number Percent Number Percent Number Percent Number Percent DSPS 174 38.2% 968 55.0% 1276 61.7% 2418 56.4% Makeup/Early Exam 48 10.5% 475 27.0% 450 21.7% 973 22.7% Online Class 234 51.3% 318 18.1% 343 16.6% 895 20.9%

TOTAL 456 1761 2069 4286

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ASSESSMENT TESTS ADMINISTERED Type of Test Sumer/Fall 2017 Spring 2018 Total English (CTEP) 1343 430 1773 ESL (CELSA) 49 26 75 Math (MDTP) 1447 365 1812 Offsite Testing 0 596 596

TOTAL 2839 1417 4256 5. Is there any other information you think is important to note?

The Testing Center is aware of, and eager to embrace, upcoming changes due to the implementation of AB705. The future of assessment for placement may dramatically change beginning in the upcoming Fall 2019 semester. The Testing Center staff will be ready to execute this change.

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UMOJA PROGRAM (Report submitted by Jeannette McClendon, Program Coordinator; Counselor/Instructor)


2018)?

As UMOJA entered its 10th year at Napa Valley College, it is a pleasure to note a few of the many accomplishments this past year (2017-18). Listed below are a few notables: A. Peer Resource Advisor: With the assistance of Doris Jones from Sacramento State University (CSUS),

the UMOJA program formed a partnership with CSUS in providing a resource advisor to assist students. The students benefited from the resource advisor’s expertise and guidance in resources on and off campus.

B. MENTOR ME Project – Dr. Tia Madison, UMOJA Program founder and Comm. Studies professor,

paired students with a mentor throughout the semester. C. We conducted a retreat with faculty, administrators and staff on campus to introduce UMOJA as a

two year program. This means offering a “guided pathway” for students with additional courses, tutoring, support services, culturally relevant activities, and counseling (personal and academic).



A. Student’s attendance is still an area that is in need of improvement. Many students are tardy and complain that the transportation system is the main reason for their tardiness.

B. I was again unable to accomplish the book loan program as I would have liked. I wanted to provide students in the two linked classes (COUN and SPCOM) books for the classes. The books were quite expensive and a financial hardship, if purchased (reasons given). As an alternative, Craig Alimo (Director of Equity and Inclusivity) purchased 6 textbooks that UMOJA uses to loan to students who consider buying the book a hardship.


A. One goal is to Increase the peer tutoring component. Provide more tutoring in the UMOJA Village.

B. Another goal is to provide weekly “Porch Talks” in the UMOJA Lounge. This will allow dialogue and group participation/interaction within the UMOJA family and Friends of UMOJA (FOU).

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*Students used computers, printers, paper, scantrons, microwave, and refrigerator, and participated in

tutoring and homework assistance. 5. Is there any other information you think is important to note?

N/A

Former Students/Touches* Fall 2017 69

String 2018 62 Total 131

Students in the Cohort Fall 2017 29

Spring 2018 23 Total 52

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ADDENDUM

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(BLANK PAGE)

Choosing a Career

RULE#1: Choose a career that is something

you really like to do.

RULE#2: Do your research and choose carefully and thoughtfully.

RULE#3: Make it meaningful to you.

One of the hardest—and most exciting—choices you’ll ever make is your career. Although chance may play a part, come prepared!

You owe it to yourself to look for work that is meaningful and rewarding!

Choose Career Options That Match Your Values

• Knowing what you value most will helpyou refine your career search and choice:– Helping others

– Prestige

– High income

– Flexible work hours

• Establish and align values, career choice,and career goals for motivation.

Surviving in a Fast Economy

• You will always have some control overyour career.

• You must accept risks and plan for thefuture to advance your career.

• A college degree does not guaranteeemployment.

• A commitment to lifelong learning will help keep you employable.

Factors to Consider

Do:• explore a number of

careers and majors• get involved • Get advice from

people in your target occupation

• follow your passion• Dare to try

something new

Don’t:• focus on a major

just to get a careerout of it

• select a major just because it is “cool” or seems to promise prestige

• let someone else push you into a job

• Assume that you have it all figured out

Factors Affecting Career Choices

• Interests

• Skills

• Aptitudes

• People skills

• Experience

• Familytraditions

• Personality• Life goals

and workvalues

Exploring Your Interests

Holland’s Hexagonal Model of Career Fields

Investigative

Artistic

Social

Realistic

Conventional

Enterprising

A. Career Center Outreach Power Point Presentation 1 of 4

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Where to Go for Help• Career center

• Faculty

• Upper-classstudents

• Studentorganizations

• Placementservices

Become Knowledgeable About Careers

• Explore the Occupational Outlook Handbook athttp://www.bls.gov/oco/

• Research several careers, not just one

• Browse the Careers section of a local bookstore

• See a career counselor

• Scope out Internet resources

• Network--many people love to talk about

their jobs!

Explore the Occupational Outlook Handbookhttp://www.bls.gov/oco/

• Keep up with the occupational outlook for various fields.

• Get to know which ones are adding jobs and which ones are losing them.

• The Occupational Outlook Handbook is an excellent source, and is updated every two years.

• Good news! Over the next few years, jobs requiring college degrees will be the fastest-growing and highest paying.

What to Look for in a Career

• Major career field target• Preferred type of work• Income requirements• Geographical requirements• Special needs• Industry preferences• Stress level• Level of interaction with other

people• Indoor vs. outdoor• Amount of independence• Balance between creative and

conventional tasks

• The type of people you would interact with

• Physical requirements• Local/national/international

organization• Benefits and perks• Advancement opportunities• A good boss• Training• Industry outlook• Reputation of the firm in the

industry

Select Several Careers,Not Just One

• It’s a good idea to have several careers in mindrather than just one in your first year of college.

• Approximately 60% of students change theirmajor at some point during their college career.

• It pays to be knowledgeable about more thanjust one career field. The average graduatechanges their job seven times in their life.

• It also pays to develop a wide variety of generalskills, particular those related to communication.

Network• Check with people you know about career

information.• Networking can lead to meeting someone

who may be able to answer your questions about a specific career or company.

• It is an effective way to learn about the type of training necessary for a particular position, what it took to get into the field, and the positive and negative aspects of the work.

• More and more professionals are active on online networks such as LinkedIn.com and Doostang.com. Some professionals even use Facebook to get in touch with others in their field…as well as research potential candidates.

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Assess Your Skills Academic Strengths

Reading, Writing, Speaking, and ListeningMathCreative Thinking Problem Solving and Decision Making

Personal Qualities Self-Esteem, Self-Management,

Responsibility

People Skills Social, Negotiation, Leadership,

Teamwork

See a Career Counselor• The career counselors at your college

are trained professionals who can helpyou– discover your strengths and

weaknesses– evaluate your values and goals– sort through what type of career you

want• They will not tell you what to do, they

will simply help identify what factorsmay lead to successful and interestingcareer options.

Questions for Academic Advisors

• What classes should I take this term and next?

• What sequence of classes should I take?• Am I taking too many difficult classes in one

term?• What electives do you

recommend?• What career • opportunities

are there if I studymainly _____?

Getting Experience• Volunteer or service

learning• Study abroad• Internships/co-ops• On-campus employment• Student

projects/competitions• Research• On-the-job training• Apprenticeships

Research the Job• Identify the skills and

experience necessary toperform the job you want.

• Determine the generalrequirements of the job.

• Learn about the day-to-daytasks and responsibilities.

• Research the company andemployer.

• Determine the company’sphilosophy.

• The more you know about thejob, the stronger thecandidate you will become.

How big will my

office be?

Explore Relevant Part-Time and Summer Jobs

• Students benefit when their jobs are on campus.

• Investigate if there exists a part-time job in the department of your major.

• Advanced planning will help you obtain a summer job with a company related to your field.

• If you can’t find a related job, you can still demonstrate work-related skills and a work ethic that will impress prospective employers.

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Internet Career JourneyActivity 13.2 --Web Resources

Occupational Outlook Handbook

11_Careers_new.ppt

Career Resource Center http://www.careers.org/

Job Hunt http://www.job-hunt.org

The Catapult on Job Webhttp://www.job-hunt.org/

The Riley Guide: Employment Opportunities and Job Resources on the Internet

www.rileyguide.com

Monster.com

http://www.monster.com/

Quintessential Careershttp://www.quintcareers.com/inde

x.html

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B. Transfer Center Data Page 1 of 5

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In addition to the appointments and drop-in contacts listed, the Transfer Center has served students through these events, programs and workshops on and off-campus.

Transfer Center Data July 1, 2017 to June 30, 2018

Associate Degree for Transfer (ADT) e-Verify

Subject # of Students

Student on the SP’18 CSU list 174 Students e-verified 132 Paper verified (these are not always logged and may be a duplicated number those e-verified) NA Students who petitioned for ADT w/ NVC (SP18) 155 Students who petitioned for ADT w/ NVC (FA17) 18 Students who petitioned for ADT w/ NVC (SU17) 1

Transfer Admission Guarantee (TAG) Program

Subject # of Students

TAGs submitted by student 139 TAGs requiring NVC Counselor Review (UC Davis & UC Santa Cruz apps) 118 TAGs review completed 89 TAGs UC approved 89 Number of students accepted to UC N/A for Fall 18

as of 8/3/18


As of 8/1/18

Transfer Related Degrees and Certificates: SU 2017, FA 2017, SP 2018

Degree/Certificate 17/SU 17/FA 18/SP Overall CSU GE/CERT 13 40 136 189

IGETC/CERT 2 3 0 5

IGETC COMBO 1 1 43 45

IGETC CSU/CERT 0 1 8 9

IGETC UC/CERT 3 6 48 57

ADMJ.AST 4 7 21 32

ANTHRO.AAT 0 0 8 8

ARTH.AAT 0 0 1 1

BUSIAD.AST 1 11 35 47

COMMSTUD.AAT 1 2 17 20

EARLYCHILD.AST 0 1 3 4

ENGLISH.AAT 0 1 6 7

HIST.AAT 0 6 5 11

KINESIOLOGY.AAT 0 0 0 0

MATH.AST 1 2 13 16

MUSIC.AAT 0 0 2 2

POLI.AAT 1 2 8 11

PSYC.AAT 2 11 37 50

SOCIOLOGY.AAT 0 4 33 37

SPAN.AAT 0 0 5 5

STUDIOARTS.AAT 0 1 3 4

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As of 8/1/18

Transfer Workshops

Type # Presented # of Students Attended

UC Workshops & Open Labs 15 105 CSU Workshops & Open Labs 9 104 TAG 2 15 Private App 2 1 Out-of-State – WICHE/WUE 2 1 HBCU 2 0 Next Steps 12 32 Start Here 4 Transfer 4 2 ADT Open Labs 2 2 Transfer Options 6 2 Spring '19 Admissions 4 6

Totals: 60 270

College/University Representative Visits

Subject Number

Colleges/Universities visits 55 Total Students served by appointments and drop-ins 373

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As of 8/1/18

Classroom Presentations

Subject Number

Total Classroom Visits: 18 18 Number of students attended 534

Mass Student Emails

Subject Number of Students

ADT email 117 Celebrate Transfer 1300 CSU ADT E-Verification Last Notice for FA18 52 Discover UC Davis 890 Dominican Rep Visit Appointments Available 399 Fall ’18 Transfer Application Deadline 2094 Invitation to the CCCO HBCU Caravan 346 Open Labs 45 Representative Visits and Workshop for Summer 2018 (update) 1495 Representative Visits for Summer 2018 1495 Review CSU/UC Transfer applications 143 Transfer Academy 1495 Transfer Center Update – Open Appointments 497 Transfer Representatives Visiting in Spring ‘18 2415 Transfer Event at NVC Featuring HBCU Campuses 1020 Transfer Center This Week 10/30 - 11/3 139 Transfer Workshops in April & May 2018 493 Reminder about UC TAG 77

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As of 8/1/18

Transfer In-reach Programs:

Name Attendees Student Contacts

Club Rush (8/30 & 8/31) N/A

43rd Annual Transfer Day (9/7/17) 58 College Representatives 300+

UC Admission Panel & Financial Aid Workshop (9/7/17) 4 College Representatives

35 (students and family members)

HBCU Caravan (November 2017) 22 Campuses attended 8 High Schools Attended 300

13th Annual High School Breakfast Breakout Sessions

79 High School guests 66 NVC guests N/A

Transfer Celebration (May 2018) 8 Campuses participated 6 NVC services provided tables 2 NVC departments participated

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Transfer Specialist Outreach & Tours:

Name Attendees Presentation Type

N/A – Hired in June 2018

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Documents

STUDENT AFFAIRS ANNUAL REPORT 2017-2018 SS Annual Report (FINAL Rev.).pdfroster on the first day of class. Accomplishment #2: Degree Audit Development for the Purposes of Student Planning