2015-2016 EOP&S PROGRAM REVIEW
Transcript of 2015-2016 EOP&S PROGRAM REVIEW
2015-2016 EOP&S PROGRAM REVIEW
Section 1: Program/Department Information and Summary
1. List those who participated in the writing or reviewing of this document
Employee Name Participated in Writing Participated in Reviewing Michael McCandless, Ed.D., Dean
X X
Y Mario Cordova, Ph.D., Director
X X
Debbie Cox, Counselor, Los Banos X X Y Amir Falahi, Counselor X X Lou Ferguson, Counselor X X
Isabel Cambridge, Counselor X X
Cristina Garcia, Ed.D., Counselor
Sabrina Frias, Counselor X X
Eugene K. Her, Student Services Asst. (SSA)
John C. Her, Student Services Asst. (SSA)
Himmelda Luna, Administrative Asst. X X
Nora Martinez, Program Asst./Care Coordinator X X
Joseph Ortiz, Student Services Asst. (SSA)
Delia Regalado, Student Services Asst. (SSA) Los Banos X X
Leticia Rodriguez, Counselor, Los Banos X X
2. Program Mission Statement
The EOPS’ mission, in collaboration with instruction, instructional support units, student services, and
external constituents, is to facilitate very low-income and historically underrepresented students’ goal
attainments be they Career & Technical Education programs (CTE), or Associate degrees, or Associate
transfer degrees by helping remove language, social, and economic barriers to success.
3. Briefly Describe the Purpose of your Program
(Note: Identify how your area serves the mission of the institution. Please limit to a single, brief paragraph.)
Extended Opportunity Program and Services (EOPS) offers services that enable financially and
academically disadvantaged Merced College students to reach their academic goals. In addition, the
Cooperative Agencies Resources for Education Program (CARE), EOPS’ companion program, provides
resources to EOPS eligible single head of household parents who are currently receiving TANF and who
have children under 14 years of age.
4. Service Area Outcomes and/or Student Learning Outcomes / Means of Assessment (synonymous with instruction “Program Learning
Outcomes”)
COMPLETED AT THE BEGINNING OF THE YEAR COMPLETED AT THE END OF THE YEAR
Service Area Outcomes and/or Student Learning Outcomes
Link to Service Goal/Campus Goal/Strategic Initiative/Student Equity Plan/Other
Means of Assessment (i.e. survey, focus group, research, best practices of other institutions, etc.)
Completion (or anticipated completion) / Assessment Data and Results
Analysis and Interpretation of Results (include benchmarks, what did you discover, etc.)
Plans for Improvement (recommendations, next steps, etc.)
1
As a result of participating in the EOPS/CARE “Getting Ready to Transfer” workshop series, CARE participants will correctly identify the requirements for transferring to a CSU or UC. Benchmark 80% of participants will correctly identify the requirements for transferring to CSU or UC.
The proposed SAO is aligned with the colleges, 2015-16 Institutional Student Learning Outcomes (ISLO) on Cognition: Use critical thinking skills to analyze, synthesize, and evaluate ideas and information. Item 1: Evaluate information and incorporate it into appropriate tasks, Personal Develop and
A Student survey will measure knowledge regarding the requirements for transferring to a CSU and UC.
Fall 2015 - 52 out of 81 active CARE students attended the CARE “Get Ready to Transfer” workshop. 80 % of students were able to correctly identify 2 of 6 the requirements for transfer to a CSU or UC. Under 80% of student who attend the workshop could correctly identify 4 of 6 requirements needed to transfer to a CSU or UC. See attachment A for full results.
For students that attended the workshop: During the workshop several students had many questions. They did not understand how important an educational plan is to their overall educational accomplishment. They also were not aware of what exactly were the requirements for graduation or transferring to a CSU or UC. As a result of this workshop 7 students scheduled
We think the importance of producing a comprehensive educational plan and understanding the requirements for transferring to a CSU and UC has been relayed. However, given the findings it will be necessary to reiterate transfer requirements during follow up counseling sessions. Students will be accountable for the decisions they make towards their academic and career goals by attending additional
Life-long learning, Item 1: Analyze and apply interpersonal skills and Item 2: Demonstrate an understanding of lifelong learning. Merced College 2014-16 Strategic Plan, Objective 1.1
a follow up counseling session with an EOPS counselor to review comprehensive education plan and remaining requirements for completion of their educational goal. 3 out of the 7 students who originally did not understand their educational plan, left the counseling session plan with a revised comprehensive educational plan.
Please see attachment A for SAO/SLO survey results.
workshops on degree planning, general education breadth, and transfer requirements. To provide a consistent message in the educational planning process, counselors will participate in a counselor retreat to discuss different counseling pedagogical approaches, transfer requirements, and to create a checklist of talking points for the EOPS/CARE counseling sessions.
2
Students will be retained in EOPS by maintaining good standing through fulfillment of the EOPS Mutual Responsibility Contract (MRC).
The proposed SAO is aligned with the colleges’ 2013-14 Institutional Student Learning Outcomes
Pull information from colleague database for 2015-2016 EOPS students.
For fall 2015 EOPS served 931 students. Enrolled in 12 units = 89% 2.0 GPA = 77% Three counselor contacts = 67% CEP = 100%
The benchmark was met. Program requires that 90% or more students be enrolled in 12 or more units. For GPA the benchmark was not
By the end of Spring 2016 an MRC Task Force will be formulated to create an updated MRC. The MRC Task force will report their findings to all EOPS
80% of the students will fulfill each of the four core components of the MRC including: 1. Enroll in 12 units each semester. 2. Maintain cumulative 2.0 GPA. 3. Complete three counselor contacts each semester. 4. Complete Comprehensive Educational Plan (CEP) by the end of first semester.
(ISLO) on Personal Development and Life-long learning, Item 1: Analyze and apply interpersonal skills and Item 2: Demonstrate an understanding of lifelong learning. Merced College’s 2014-16 Strategic Plan, Objective 1.1
met. Only 77% maintained a 2.0 GPA. The benchmark was not for three counselor contacts. Only 67% met with a counselor 3 or more times. Benchmark met. 100% of students have a completed comprehensive educational plan.
staff to improve the current MRC. The director needs to evaluate the process in which student are admitted in less than 12 units. Standardized and make more efficient process at viewing student progress reports. Consider group counseling session for student who missed their appointment.
5. The dialogue that occurred while planning assessments, evaluating data results, and determining plans took
place…
☒…with others in my program/department during (department meetings, small groups, etc.)
☒…during on-campus workshops, flex, etc.
☒…over email or some other form of electronic communication
☒…in consultation and work meetings with the Student Services Program Review Coordinator
☐…with colleagues from other campuses
☒…with my dean/director and/or colleagues in my division
☐…other
☐…no dialogue occurred
Section 2: Program Summary (i.e. services offered to students) 6. Please provide your program service level data/number of contacts from the two previous program years
(2013-2014 and 2014-2015) as the basis of your analysis for this annual program review cycle.
Note: Current year’s data is no longer needed to complete program review. The analysis from this section is now the
last two years of data from your program.
Table 1: General Program Data (all students; aggregated)
Service Offered 2013-2014 Merced
2013-2014 Los Banos
2013-2014 Total
2014-2015 Merced
2014-2015 Los Banos
2014-2015 Total
EOP&S
3-Counseling Sessions 917 147 1064 1010 170 1180
Book Service 879 100 979 850 100 950
Grants 43 7 50 16 2 18
New Student Orientations
487 67 554 464 34 154
Textbook Loans 27 0 27
K-12 Outreach 23 0 23 5 0 5
College Outreach 7 0 7 29 0 29
Community Outreach 0 0 0 9 0 9
CARE Services
Book Services 32 3 35 86 4 90
Grants 54 2 56 149 3 152
Meal Cards 835 0 835 941 0 941
Transportation Cards 251 10 261 605 23 628
Parking Permits 27 3 30 55 1 56
School Supplies 49 5 54 83 4 87
Table 2: Student Equity Data (all students; disaggregated) Choose one service offered and disaggregate the data by each of the listed targeted population Note: The Office of Student Equity will assist in completing this portion of your program review.
Service Offered:
EOPS
Students with
Comprehensive Ed Plan
% with Comprehensi
ve Ed Plan
EOPS student population for Spring
2016
% of EOPS student
population
Percentage Point
Difference (ppg)
African-American 62 6.67 62 6.5 0.17
American Indian 2 .2 2 .2 0
Asian 87 9.36 87 9.2 0.16
Hispanic 640 68.89 659 69.4 -0.51
Multi-Ethnic 20 2.15 21 2.2 -0.05
Pacific Islander 2 .2 2 .2 0
White, Non-Hispanic 116 12.49 116 12.2 0.29
Female 662 71.26 674 71.0 0.26
Male 267 28.74 275 29.0 -0.26
TOTAL 929 949
7. What trends, if any, did you identify from the data for your program?
CARE Book Service – Increase correlates with increase of CARE students.
Transportation Cards – Due to an increase of CARE student intake. Workshops provided to bring
awareness of program services.
8. Are there any factors influencing student access to services/programs, particularly when analyzing Table 2
(i.e. do disproportionate impacts exist)? If so, how will these barriers be addressed to reduce the gap in
service to the impacted student population group(s)?
No group of students exceeded the -3.00 threshold to be disproportionately impacted. Meaning all ethnic
and gender groups are completing Comprehensive Educational Plans and there are no gaps in this service.
Currently 949 students are enrolled in EOPS. Of these students, 929 have completed a Comprehensive
Educational Plan which is 97.9% of the EOPS student population.
9. Is there anything else you would like to be considered in the annual planning document, please describe (i.e.
community needs, targeted population needs, service areas, changes in policies/procedures/regulations,
etc.).
Section 3: Planning Goals Describe the service area's planning goals—short and long term—up to a 5 year period. Explain, where applicable, how the goal supports Merced College's Strategic Plan, other Master Plans, Institutional Learning Outcomes, Student Learning Outcomes, and/or Service Area Outcomes. 10. Please list the current planning goals for your program in order of priority. Please state all continuous goals
from the previous years’ Program Review and each new goal for the academic year.
Planning Goal Action Plan Timeline Resources Plan Status Update
1
Provide the full range of counseling services in Los Banos to EOPS students.
Hire a full-time EOPS counselor for Los Banos.
Fall 2016 EOPS/CARE Funding Restoration & Allocations EOPS Counselors
Provide EOPS students with support systems, programs, and development opportunities to maximize success. Los Banos has a one half-time 15 hour full-time counselor whose position is split between EOPS and DSPS. Accommodations are made with the assistance of an EOPS adjunct counselor. EOPS Los Banos cannot accommodate any more than 125 students at the present time. The plan is to increase enrollment to 150 but the needs of the students far exceed the number of EOPS counseling hours available.
2
Develop the use of electronic counseling services (E-counseling) as another means of communication with EOPS students for quick questions.
Make E-counseling part of all EOPS counselors’ responsibility
Fall 2016 No cost to EOPS expenditure EOPS Counselors
Reach out to all EOPS students, especially those who need to ask quick questions and who do not necessarily have to do drop-ins. Electronic counseling is a new service that will be provided to students. The EOPS program has not utilized E-counseling as another means of communicating with EOPS students.
3
Increase EOPS student enrollment in 2015-16 to 1200 students.
1. Schedule recruitment visitations with Merced County high schools, and continuation schools. 2. Carry-out recruitment sessions at schools. 3. Recruit eligible Merced College returning and continuing students.
Spring 2016 Counselors, SSA’s, Admin. Asst., Program Asst., Director SSA’s, Counselors, program materials SSA’s, program materials
High schools and continuation schools contacted and visits established. The program has continuous on-going contacts of schools Fall 2015 and Spring 2016. The department attended multiple events on campus to promote the program.
11. Is the program/department on target to meet its Planning Goals? ☐ Yes ☒ No
12. If no, explain.
We want to make E-counseling part of all the EOPS counselors’ load and block a few hours of our daily load
to accommodate E-counseling. As far as the recruitment and eventually enrollment of future EOPS
students, discussions have been made regarding participation and presentation of orientations by EOPS
counselors.
13. Have there been any changes in your program over the last years which have had a significant impact on
your program's goals and/or effectiveness? If so, please explain the changes that have occurred and how the
changes have impacted your program.
EOPS has undergone substantial change during the 2015-2016 academic year. Predominately, statewide
EOPS funding was fully restored to previous levels. This revenue increase has allowed for further
opportunity for programmatic growth and change. Merced College EOPS can utilize the funds to better
serve students, but first must increase enrollment numbers in the program. While the CARE student
population has increased to over 100 students, representing double the number of CARE students at the end of
spring 2014, there is still substantial room to grow in EOPS. Secondly, the EOPS program is now aligned
with Student Equity. This alignment should help EOPS to further leverage resources for student benefit.
Section 4: Resource Allocation/Needs Assessment
14. Complete the table for each resource request. Please rank in order of priority according to your program assessment results.
Type of Resource
(staffing, equipment,
facilities, prof. dev,
safety needs, supplies,
technology, other)
Brief Description Link to SAO/SLO/
Program Goal/
Student Equity
Link to
Institutional
SLO/General
Education Learning
Outcome
Is this resource for…
Safety
Critical
Compliance
Other
Impact to the
Program/Dept
and Services to
Students
Estimated Cost
1 Equipment
Need to replace
shared Los Banos
copy machine.
Goal 2: Provide
support services in
Los Banos to EOPS
students to meet
their needs and
demands.
Critical
The copy machine
in Los Banos is 8
years old. It is a
shared copy
machine used by
Admissions &
Records, Financial
Aid, DSP&S,
EOP&S,
Counseling,
Student Health,
and Veterans
Services. Due to
the age of the
machine and the
high demand of
usage we expect
the copy machine
to give out any
day.
2 Equipment
Need to replace
shared Los Banos
shredding
machine.
Goal 2: Provide
support services in
Los Banos to EOPS
students to meet
their needs and
demands.
Critical
The shredding
machine in Los
Banos is 8 years
old. It is a shared
copy machine used
by Admissions &
Records, Financial
Aid, DSP&S,
EOP&S,
Counseling,
Student Health,
and Veterans
Services. Due to
the age of the
machine and the
high demand of
usage we expect
the copy machine
to give out any
day.
15. Were any of the resource allocation request fulfilled in the last year? ☐ Yes ☒ No ☐ N/A
If yes, explain why the item was needed, how it affected student success and you measured student success
related to the requested resource.
EOPS did not have any resource allocation requests in the 2015-2016 resource allocation cycle.
16. How is your program/department leveraging other resources?
The EOPS Department works closely with following programs and departments on and off campus:
Student Equity
General Counseling
Career Counseling
Personal Counseling
Collaboration and outreach with local high schools
VCC (Valley Crisis Center)
INSPPIRE (Inviting Students to Promote Prevention, Intervention, and Rape Education)
CARE (Cooperative Agencies Resources for Education)
DSP&S (Disabled Students Program & Services)
CalWORKs (California Work Opportunity and Responsibility to Kids)
Veterans Resource Center
Student Health Services
Child Development Center
Admissions and Records
Assessment Lab
International Student Services
Financial Aid
Student Fees
STEM (Science, Technology, Engineering & Mathematics)
Student Success Programs (Tutorial Center, Math Lab, Study Central, Supplemental Instruction,
Learning Communities, and Student Success Workshops)
California Mini Corps
Job Opportunity Services
Book store
EOPS works collaboratively with both DSPS, CalWORKs, and Student Success to provide workshops
to students. These resources help students navigate the obstacles with which they are confronted
in academia. Moreover, EOPS students can utilize all manner of counseling available through
Merced College Student Services (general counseling, career counseling, and personal
counseling). EOPS students are also introduced to job opportunities and child care through the Child
Development Center, and are made aware of helpful information from both the Health Center and
the Valley Crisis Center. EOPS also works collaboratively with the Merced College bookstore to
ensure students have the texts and materials for required classes. Furthermore, Financial Aid and
EOPS Director and classified professionals work in tandem to identify qualifying students and
provide appropriate services. The EOPS Director also serves as the MECHA club advisor helping to
facilitate student academic and social integration. Finally, Student Equity funding has been used to
augment services and programmatic changes in the EOPS program.
The EOPS program is also aligned with a number of community initiatives and routinely leverages
these resources to better support student need. Collaborative work between EOPS and programs
such as Merced County Office of Migrant Education, Yosemite Continuation School, and The Grove
Apartments represent a few of the various informal partnerships used to provide students with
information and resources to help them in their academic pursuits.
Section 5: Additional Information 17. Is there anything else you would like to be considered in your annual planning document, please describe it
here?
18. Please list any attachments to this Program Review below and attach the documents accordingly:
ATTACHMENT A SAO/SLO Survey Results
ATTACHMENT B Dialogue Evidence
ATTACHMENT C
ATTACHMENT D
ATTACHMENT E
Attachment A SAO/SLO Survey
Fall 2015 - 52 out of 81 active CARE students attended the CARE “Getting Ready to Transfer” workshop.
Pre-Test Results
75% of CARE students correctly answered 60 units to the question “What are the minimum degree applicable units needed for graduation?”
34% of CARE students correctly answered 70 units to the question “What are the maximum
transferable units you may transfer to a CSU or UC?”
68% of CARE students correctly answered 60 units to the question “What are the minimum
transferable needed to transfer to a CSU or UC?”
53% of CARE students correctly answered Oral Communication, Written Communication, Critical
Thinking and Mathematics/Quantitative to the question “What are the Golden Four?”
34% of CARE students correctly answered IGETC “What general education pattern will you follow
for transferring to either a CSU or UC?”
42% of CARE students correctly answered www.assist.org “What website shows articulation
agreements between the CSU or UC system and Merced College?”
Post-Test Results
91% of CARE students correctly answered 60 units to the question “What are the minimum degree applicable units needed for graduation?”
77% of CARE students correctly answered 70 units to the question “What are the maximum
transferable units you may transfer to a CSU or UC?”
74% of CARE students correctly answered 60 units to the question “What are the minimum
transferable needed to transfer to a CSU or UC?”
91% of CARE students correctly answered Oral Communication, Written Communication, Critical
Thinking and Mathematics/Quantitative to the question “What are the Golden Four?”
49% of CARE students correctly answered IGETC “What general education pattern will you follow
for transferring to either a CSU or UC?”
68% of CARE students correctly answered www.assist.org “What website shows articulation
agreements between the CSU or UC system and Merced College
Attachment B
Date Location Group Meeting What’s Due
10/29/15 SCI -142 10a-11a
EOP&S Program Review Task Force Each workgroup sends 1st draft to Sabrina via email
11/4/15 L – 309 11a-12p
All Staff EOP&S Weekly Meeting Sabrina will email out full assembled document.
After this meeting please look over PR with a critical eye and provide feedback electronically by 11/18/15
11/18/15 L – 309 11a-12a
All Staff EOP&S Weekly Meeting Deadline to submit feedback for program review.
12/3/15 Sci – 142 EOP&S Program Review Task Force Sabrina will email out complied EOP&S program review.
Develop plan for spring 2016.
12/9/15 L – 309 11a-12p
EOP&S Program Review Task Force Final EOP&S Program Review document emailed to coordinator and all EOP&S staff
Next opportunity to provide feedback will be for next draft - TBD Spring 2016
Date Location Group Meeting What’s Due 1/2016 ASSESS
LAB Program Review templet training
Training will be mandatory for department head and program review leads.
01/29/2016 ASSESS LAB
Program Review working meeting
Training will be mandatory for department head and program review leads.
2/04/2016
By email Review items due to Program Review Coordinator on 3/11/16
02/24/2016 SCI-142 All Staff EOP&S Weekly Meeting
Sabrina will report out – On 3/2/16 Sabrina will provide electronic draft to whole department requesting feedback
03/02/2016
SCI-142 All Staff EOP&S Weekly Meeting
Sabrina will provide a reminder
Final date for feedback regarding 03/11/2016 submission
03/11/2016 No Meeting First draft of completed document due to Program Review Coordinator
04/06/2016 SCI-142 All Staff EOP&S Weekly Meeting
Sabrina will report out and provide an electronic draft to whole department requesting feedback.
04/07/2016 LRC - 157 11-12 am
EOP&S Program Review Task Force
Review items due to Program Review Coordinator on 04/15/2016
04/12/2016 No Meeting Final date for feedback regarding 04/15/2016 submission
04/15/2016 No Meeting Final draft due to Program Review Coordinator
05/04/2016 SCI-142 All Staff EOP&S Weekly Meeting
Sabrina will report out and provide an electronic draft to whole department requesting feedback.
05/05/2016 LRC - 157 11-12 am
EOP&S Program Review Task Force
Review items due to Program Review Coordinator on 05/13/2016
05/10/2016 No Meeting Final date for feedback regarding 05/13/2016 submission
05/13/2016 No Meeting Final document due to Program Review Coordinator
EOPS All Staff Meeting- MINUTES Wednesday, February 24, 2016
11a-12p, SCI-142
Attendees: Isabel Cambridge, Dr. Mario Cordova, Amir Falahi, Lou Ferguson, Sabrina Frias,
Cristina Garcia, John Her, Eugene Her, Himmelda Luna (Recorder), and Joseph Ortiz
Absent: Debbie Cox (No Polycom), Nora Martinez (Stayed to supervise Work Study), Dr.
Michael McCandless, Delia Regalado (No Polycom), and Leticia Rodriguez (No
Polycom)
Pre-Meeting Recognition
Regina Coletto and Shannon Gragg: EOPS Program Review Recognition
Recognition for EOPS Program Review Task Force Program Review
The EOPS Program Review Task Force members from the Los Banos campus received recognition as well
Old Business
Approval of February 10th minutes after below corrections were noted
-Correction on the Feb. 10th minutes:
o Counselor Overload: Lou and Isabel were out the day counselor’s did overload
o Social Media for Los Banos: confirmation with Debbie about Social Media being part of the EOPs
Program Review Goals
o Summer Bridge: nobody replied when asked who was interested
Summer Bridge 2016
Dr. Cordova envisions a more inclusive Summer Bridge Program or Guidance
What criteria should we use?
Preference?
o Recently graduated high school students?
o Predominant Merced College continuing student
Item on agenda for next meeting
Dr. Cordova wants to have more All Staff meetings
Counselor slots vs number of EOPS students
Conversation about counselors having group sessions for students that have not had their first counselor
appointment at this point
A monthly count of students numbers to determine the need for more staff or counselors
1110 student now: a total of 1500 next year
A need for additional months for off-contract classified professionals
Make 60/40 counselor’s full time
The possibility of making the 60/40 counselor’s full time hasn’t been looking promising and nothing in
its respect has come up. In the past EOPS has served about 1500 students and considered the largest
counseling staff.
Are we being efficient with students?
Why is there not a balance between cost of salary/benefits and direct student services?
In the past we had 4 adjuncts
We need to look at numbers to see if there is a need for additional staff
Merced College wants mentors to go out to high school (SSSP)
EOPS counselors once went out to the high schools
We have to work around student’s scheduled classes when scheduling them counselor appts
A lot of students haven’t had chance to get their first appointment
We’ve been trying to integrate phone contacts in order to accommodate students that must be moved
for one reason or another
In February many students missed their appointment
With the Grade Point Average and Bogg Fee waiver new rules we can lose a lot of students
Maybe we can filter those students that are level 2 or dismissal for after April and leave slots for level 1:
Luis Flores might be able to run report of students in level 2
Run a check to see which students are not enrolled any longer
Some students are getting through EOPS orientation and they haven’t gotten their student planning step
done
Personal Necessity
Dr. Cordova shared that lately a lot of staff have been using Personal Necessity and this slows down the
train.
Isabel explained that Personal Necessity is in the contract and when she takes leave she also uses Sick or
Exchange time
Dr. Cordova expressed there being too much Personal Necessity used with the Classified Professionals
and himself
When Classified Professionals are out not many staff is available to mind the front desk
EOPS 2015-16 Program Review
Meeting location for Program Review will be switch for Polycom accommodations
All the information has been switched to the new template
New template will be sent to everyone
send it out to all of us
April 7th and May 5th the next EOPS Program Review Task Force Meetings
Wrap up
Pushing hard and advocating for full restoration
Create new faculty
Five full time counselors
Preapprovals will be disbursed next week.
April 1st first priority group
Adjourned: 12:00p
Attachment A SAO/SLO Survey
Fall 2015 - 52 out of 81 active CARE students attended the CARE “Getting Ready to Transfer” workshop.
Pre-Test Results
75% of CARE students correctly answered 60 units to the question “What are the minimum degree applicable units needed for graduation?”
34% of CARE students correctly answered 70 units to the question “What are the maximum
transferable units you may transfer to a CSU or UC?”
68% of CARE students correctly answered 60 units to the question “What are the minimum
transferable needed to transfer to a CSU or UC?”
53% of CARE students correctly answered Oral Communication, Written Communication, Critical
Thinking and Mathematics/Quantitative to the question “What are the Golden Four?”
34% of CARE students correctly answered IGETC “What general education pattern will you follow
for transferring to either a CSU or UC?”
42% of CARE students correctly answered www.assist.org “What website shows articulation
agreements between the CSU or UC system and Merced College?”
Post-Test Results
91% of CARE students correctly answered 60 units to the question “What are the minimum degree applicable units needed for graduation?”
77% of CARE students correctly answered 70 units to the question “What are the maximum
transferable units you may transfer to a CSU or UC?”
74% of CARE students correctly answered 60 units to the question “What are the minimum
transferable needed to transfer to a CSU or UC?”
91% of CARE students correctly answered Oral Communication, Written Communication, Critical
Thinking and Mathematics/Quantitative to the question “What are the Golden Four?”
49% of CARE students correctly answered IGETC “What general education pattern will you follow
for transferring to either a CSU or UC?”
68% of CARE students correctly answered www.assist.org “What website shows articulation
agreements between the CSU or UC system and Merced College
Attachment B
Date Location Group Meeting What’s Due
10/29/15 SCI -142 10a-11a
EOP&S Program Review Task Force Each workgroup sends 1st draft to Sabrina via email
11/4/15 L – 309 11a-12p
All Staff EOP&S Weekly Meeting Sabrina will email out full assembled document.
After this meeting please look over PR with a critical eye and provide feedback electronically by 11/18/15
11/18/15 L – 309 11a-12a
All Staff EOP&S Weekly Meeting Deadline to submit feedback for program review.
12/3/15 Sci – 142 EOP&S Program Review Task Force Sabrina will email out complied EOP&S program review.
Develop plan for spring 2016.
12/9/15 L – 309 11a-12p
EOP&S Program Review Task Force Final EOP&S Program Review document emailed to coordinator and all EOP&S staff
Next opportunity to provide feedback will be for next draft - TBD Spring 2016
Date Location Group Meeting What’s Due 1/2016 ASSESS
LAB Program Review templet training
Training will be mandatory for department head and program review leads.
01/29/2016 ASSESS LAB
Program Review working meeting
Training will be mandatory for department head and program review leads.
2/04/2016
By email Review items due to Program Review Coordinator on 3/11/16
02/24/2016 SCI-142 All Staff EOP&S Weekly Meeting
Sabrina will report out – On 3/2/16 Sabrina will provide electronic draft to whole department requesting feedback
03/02/2016
SCI-142 All Staff EOP&S Weekly Meeting
Sabrina will provide a reminder
Final date for feedback regarding 03/11/2016 submission
03/11/2016 No Meeting First draft of completed document due to Program Review Coordinator
04/06/2016 SCI-142 All Staff EOP&S Weekly Meeting
Sabrina will report out and provide an electronic draft to whole department requesting feedback.
04/07/2016 LRC - 157 11-12 am
EOP&S Program Review Task Force
Review items due to Program Review Coordinator on 04/15/2016
04/12/2016 No Meeting Final date for feedback regarding 04/15/2016 submission
04/15/2016 No Meeting Final draft due to Program Review Coordinator
05/04/2016 SCI-142 All Staff EOP&S Weekly Meeting
Sabrina will report out and provide an electronic draft to whole department requesting feedback.
05/05/2016 LRC - 157 11-12 am
EOP&S Program Review Task Force
Review items due to Program Review Coordinator on 05/13/2016
05/10/2016 No Meeting Final date for feedback regarding 05/13/2016 submission
05/13/2016 No Meeting Final document due to Program Review Coordinator
EOPS All Staff Meeting- MINUTES Wednesday, February 24, 2016
11a-12p, SCI-142
Attendees: Isabel Cambridge, Dr. Mario Cordova, Amir Falahi, Lou Ferguson, Sabrina Frias,
Cristina Garcia, John Her, Eugene Her, Himmelda Luna (Recorder), and Joseph Ortiz
Absent: Debbie Cox (No Polycom), Nora Martinez (Stayed to supervise Work Study), Dr.
Michael McCandless, Delia Regalado (No Polycom), and Leticia Rodriguez (No
Polycom)
Pre-Meeting Recognition
Regina Coletto and Shannon Gragg: EOPS Program Review Recognition
Recognition for EOPS Program Review Task Force Program Review
The EOPS Program Review Task Force members from the Los Banos campus received recognition as well
Old Business
Approval of February 10th minutes after below corrections were noted
-Correction on the Feb. 10th minutes:
o Counselor Overload: Lou and Isabel were out the day counselor’s did overload
o Social Media for Los Banos: confirmation with Debbie about Social Media being part of the EOPs
Program Review Goals
o Summer Bridge: nobody replied when asked who was interested
Summer Bridge 2016
Dr. Cordova envisions a more inclusive Summer Bridge Program or Guidance
What criteria should we use?
Preference?
o Recently graduated high school students?
o Predominant Merced College continuing student
Item on agenda for next meeting
Dr. Cordova wants to have more All Staff meetings
Counselor slots vs number of EOPS students
Conversation about counselors having group sessions for students that have not had their first counselor
appointment at this point
A monthly count of students numbers to determine the need for more staff or counselors
1110 student now: a total of 1500 next year
A need for additional months for off-contract classified professionals
Make 60/40 counselor’s full time
The possibility of making the 60/40 counselor’s full time hasn’t been looking promising and nothing in
its respect has come up. In the past EOPS has served about 1500 students and considered the largest
counseling staff.
Are we being efficient with students?
Why is there not a balance between cost of salary/benefits and direct student services?
In the past we had 4 adjuncts
We need to look at numbers to see if there is a need for additional staff
Merced College wants mentors to go out to high school (SSSP)
EOPS counselors once went out to the high schools
We have to work around student’s scheduled classes when scheduling them counselor appts
A lot of students haven’t had chance to get their first appointment
We’ve been trying to integrate phone contacts in order to accommodate students that must be moved
for one reason or another
In February many students missed their appointment
With the Grade Point Average and Bogg Fee waiver new rules we can lose a lot of students
Maybe we can filter those students that are level 2 or dismissal for after April and leave slots for level 1:
Luis Flores might be able to run report of students in level 2
Run a check to see which students are not enrolled any longer
Some students are getting through EOPS orientation and they haven’t gotten their student planning step
done
Personal Necessity
Dr. Cordova shared that lately a lot of staff have been using Personal Necessity and this slows down the
train.
Isabel explained that Personal Necessity is in the contract and when she takes leave she also uses Sick or
Exchange time
Dr. Cordova expressed there being too much Personal Necessity used with the Classified Professionals
and himself
When Classified Professionals are out not many staff is available to mind the front desk
EOPS 2015-16 Program Review
Meeting location for Program Review will be switch for Polycom accommodations
All the information has been switched to the new template
New template will be sent to everyone
send it out to all of us
April 7th and May 5th the next EOPS Program Review Task Force Meetings
Wrap up
Pushing hard and advocating for full restoration
Create new faculty
Five full time counselors
Preapprovals will be disbursed next week.
April 1st first priority group
Adjourned: 12:00p