Santiago Canyon CollegeStudentEquity
ExecutiveSummary
2015-2016
SantiagoCanyonCollegerecognizestheimportanceofstudent equity.Thecollegeiscommittedto ensuring equity tenets are paramount tothedevelopment andintegrationofallcampus-wideplans, procedures, andpolicies. Thecollege establisheda StudentEquity Committeeandwaspartofthe participatory governancestructure.In 2015,thisStudent Equity CommitteeandtheStudent Success Committeemergedto provideamoreseamlessandcollaborativeeffortbetweentheStudentEquityand StudentSuccess and SupportProgram,creatingtheStudentSuccessandEquityCommittee(SS&EC). Withsupport fromthe SS&EC,campusresearchersidentifieddisproportionateimpactwithinthestate- mandatedtarget populations asvalidatedwithdatacollectedandanalyzedby ourOfficeofInstitutional Effectiveness.Thisdatawasthenusedinthedevelopmentofstrategiesthatwilladdress the gapsfound underthefivesuccessindicators.SCC’sStudentEquityplan willremainalivingdocumentthatdirectsus
annuallyto providestudentswithspecializedservices toguidethem towardtheir academicgoals.
Target Populations
SantiagoCanyonCollegealigneditsresearchondisproportionateimpactwiththosestudentsidentifiedin thestudentequity plantemplate.Using boththe“80%Rule”andthe“percentagegapindex asthebase metric, multiplegroups were foundtoachievesuccess atsignificantly lowerratesthanthosewhoarein thehighestperforminggroups.Asaresult,goalsandactivitieswerecreatedtoaddressthegaps forthe
followingstudentgroups:
STUDENTGROUPSIDENTIFIED
Students whoidentifyas:AfricanAmerican,Asian,Filipino,PacificIslander,Latino/a,White,Native
American/Alaskan,Male,FosterYouth, Veterans,Low-Income.
Students whomarked“Other/Declinetostate”,or“Morethanonerace” ontheirCC Application. Students whohaveadocumenteddisability.
Itshould benotedthat whiledisproportionateimpactcouldnotbemeasuredforspecificstudentgroups (i.e.Students whoareAfrican American,NativeAmerican/Alaskan,foster youth,andveterans), because theirnumbersaretoosmallunderafew successindicators,SCC acknowledgesthesestudents’place withinthestatelegislation,and willcontinuetomonitorandprovideservicesto ensuretheirsuccessinall areas identified.
Goals
Oncetheresearchteamidentifieddisproportionateimpactwithineachsuccessindicator,goalswere establishedtoguidestrategies thatwill raise achievementratesforall students identifiedinthe plan.
Access
SCCwillmaintainacommitmenttoincreasingaccessforstudentsidentifiedintheequityplanthrough strategic andcontinuous planningand evaluation.
CourseCompletion
SCCwillincreasethecoursecompletionratesamongstudentsidentifiedintheequityplanandcontinue tomonitor andaddressdisparities identifiedamongthesestudents.
ESL and BasicSkillsCompletion
SCCwilldevelopandimplementeducationalstrategiesthatincreasestudentsuccessinACE(ESL)and basic skills courses inMath,English andReadingfor students identifiedinthestudentequityplan.
Degreeand CertificateCompletion
SCC will increase degreeandcertificatecompletion rates inunderrepresentedstudent groups to achieve anequitablebalance of degreeandcertificateattainmentacross all targetedstudent equity groups.
Transfer
SCC will increasetransfers to4-year institutions amongtargeted equity groups.
Activities
SantiagoCanyonCollege has developedactivities usinganarrayofcurrentlyimplementedprograms,as wellasbyidentifyingareaswherenew supportservices,professionaldevelopment,andcurriculum enhancementmay be neededin ordertoaddressthe disproportionateimpactsthatthe datarevealed. Thefollowingactivitiesarenotedforeachindicator:
Access(A)
A1.Conduct research to identify potential barriers and recruitment strategies for equity groups demonstratingdisparities in access.
A2.Identifyfactors contributingtolower level placementacross disciplinesfor equitygroups.
A3.Createamedia-marketingcampaigntosupportoutreachandrecruitmentofstudentsinequity groups, as well as promoteandmaintainSCC as aHispanic ServingInstitution.
A4. Providematerialsandsupplies tostrengthenoutreach andrecruitment to disproportionately impactedgroups.
A5. ExploretheexpansionofEarly Welcome,FamilyNight,andDiscoverSCCwhichwillorientnew studentsinunderrepresentedequitygroupstocollege-widespecializedservicesthataddresstheir uniqueneeds.
A6. Hireadedicatedpart-timestaffmembertosupportHighSchoolandCommunity Outreach operationsandactivities relatedtoequitygroups.
A7. DevelopateamofStudentAmbassadorstosupportcommunityoutreachtoidentifiedstudent equitygroups.
A8. ProvidesupplementalsupporttotheUpwardBoundProgramstudentstakingSCCcollegecourses throughtheCareer Advanced PlacementProgram.
A9.Holdcommunity-basedfoster youth eventshighlightingSCC programs andservices
A10. Provideresourcesandsupplementalsupportintheformofbooks,instructionalsupplies,gascards, and buspassesetc.tostudentswhoidentify as fosteryouthto eliminate barrierstoenrollmentat SCC.
A11. Provideresources andsupplemental supportintheform ofinstructional supplies andgas cards to veteranstudents toeliminatebarriers ofaccess.
A12. Provideoutreachmaterialsandspecializedorientationprogrammingforstudentswithidentified disabilities.
A13. DevelopanAcademicSuccessAcademy courseforhighschoolstudentswithdisabilities transitioningto SCC.
A14. Explorethe developmentofabridge or transitionprogram from highschooltocollegefor students identifiedintheaccesssection oftheequityplan.
CourseCompletion (B)
B1.Evaluatetheutilizationofin-personandE-advisingcounselingservices byequitygroups.
B2. Identify disparitiesamongstudentsparticipatingincounselinginterventionworkshopsrequiredfor studentsafter theirfirstsemesteronacademic and/or progress probation.
B3. Exploreadditionalinterventionsforstudent equitygroupsonacademicandprogressprobationto helpthemdevelopstrategiesfor improvingtheir academicperformance.
B4. Provide supplementalsupport to College Assistance Migrant Program (CAMP) by providing students with 20laptopcomputersfor studentuseinCAMPstudyspace.
B5. Develop and Implement DSPS ProbationWorkshopsforstudentson all levelsof probation/dismissal.
B6.Offer aNewFacultyWorkshoponbestpracticesfor supportingDSPSstudentsuccess. B7.CreateanAutism/Asperger’s SupportGroup.
B8.PilotCalculator LoanProgramincollaborationwiththebookstoreandMathDepartment.
ESL and BasicSkillsCompletion (C)
C1. Workwithfacultytoidentifyandimplementeffective research-basedcurriculumenhancementand academic supportservicesfor students enrolledinACE,ESLand basic skills classes.
C2. Conduct research todetermine if any equity group is less likely to enroll in and complete subsequentcourses intheACE,ESLandbasic skills sequence.
C3.Coordinateclass schedulingbetweenACEandbasic skills classes.
C4. Providestudentswithindividualizedcomputer-assistedinstructionthroughinstructional support centersandservices to helpthem improvetheir basic skills.
C5. Examineonlinesoftwarefor assessing andremediatingcollegeandcareer-readiness skillsin reading,writing,math,ESL,andstudyskills for useinlearning resourcecenters oncampus.
C6. Holdapre-registrationeventtoensurefosteryouthareaware of priorityregistrationdatesandare preparedto register.
C7. Exploretheexpansion ofSCC’sbasicskillspreparationactivitieswhichhaveahistoryofsuccess inimprovingtheplacementtestscoresforequity-identifiedstudents,andorpreparingthemforthe classwork.
C8.Explore providingspecializedtest preparationprogram for studentswithidentifieddisabilities.
C9. Exploreinstructionalmethodsandpractices thataccommodatestudentdiversityandareshownto increasesuccessfor equity-identifiedstudent groups.
Degreeand CertificateCompletion (D)
D1. Explorejointly fundingDSPSCounselorforthedevelopmentofabbreviatedandcomprehensive educationplansfor studentswith disabilities seekingtoearnacertificate,AAdegree or transfer to a 4-year university.
D2. Offer, assess and expand academiccoaching andspecializedtutoringtostudents withdisabilities throughtheDSPS Program.
D3. Conductresearchtoevaluatetheparticipationandsuccessratesofequitygroupswhousecampus learningresourcesi.e.MathStudyHall(MaSH), WritingCenter, TutoringCenter,STARCenter, andAcademicSuccess Centerandexploreutilizingequityfunds toexpandoncenters.
D4.Offerprioritycounselingappointments toveterans andlow-incomestudentsneedingFinancial Aid
CounselorApprovals.
D5. Ensure foster youth have access to an academic counselor for the development of a comprehensive education plan.
D6. Contact andcounsel fosteryouthatriskfor notmakingsatisfactory progresstoensuretheyknow howto accessinterventionservices.
Transfer(E)
E1. Provideprofessional developmentopportunitiestofacultyandstaffonimprovingstudent engagement,successandtransfer,particularlyamongunderrepresentedstudentgroups.
E2. DeveloparesearchagendatoidentifytransferbarriersforLatino/aDSPS,andlow-income students.
E3. Offerspecializedtransferworkshopsandtransferevents forfosteryouth,veterans,DSPS, EOPS/CARE/CalWORKs,and CAMPstudents, including visitsto 4-year universitieseach semester.
E4.Providematerials andsuppliestosupportin-reachand marketingtoequity-identifiedgroups. E5. Offer DSPSLunchLearnTransferWorkshops.
E6.Explore participationinSummer ScholarsTransfer Institute attheUniversityofCaliforniaIrvine.
OtherCollege- orDistrict-wideInitiativesAffecting SeveralIndicators
F1.ContinuefundingofdirectortooverseetheOfficeofStudentEquityandSuccess,aswellas
StudentEquityPlanimplementationand evaluation.
F2.Continuejointlyfundingafull-timeResearchAnalyst throughStudent EquityandSSSP.
F3. Continuefundingadedicatedpart-timeBudgetSpecialisttosupportStudentEquity Office operationsandactivities.
F4. Providefaculty,staff, administrators, andstudentswithprofessionaldevelopment opportunities relatedtoequity-mindedness,culturalcompetenceanduniversaldesign,andinstructionalmethods to accommodatestudent diversityandsupportthedevelopment ofequity-basedcurriculum.
F5. Createopportunitiestoengageinacollege-widedialogueaboutstrategiestoaddressstudent equitygroupdisparitiesinAccess,CourseCompletion,BSIandESLCourseCompletion, Degree andCertificateCompletion,andTransfer.
F6. Integrateastudentportalthatwillenhanceourcurrentapplicationprocess,serveasaonestop resourcefor students,andtargettheneeds of underrepresentedstudents.
F7.Utilizeanindependentcontractortosupporttheinstallationandmaintenanceofthestudentportal.
F8.Explore expansion of supplemental instruction (SI) and faculty mentoring to foster studentengagementandsuccess incourses across thecurriculum.
F9. Provideadditional fundingfortextbooks,transportationandchildcaretolow-incomestudents throughtheEOPS/CARE/CalWORKSprograms.
F10. Hireadedicated part-timestaffmembertoprovideoutreach, andwraparoundsupporttostudents whoidentifyasfoster youth.
F11. Formanadvisorygroupcomprisedofcommunity-basedfosteryouthserviceprovidersandcollege faculty,staffandadministratorstoprovideguidanceanddirectioninthedevelopmentoffoster youthservices.
F12. Designateafoster youthliaisonin eachStudentService officetofacilitatethe provisionofsupport services tothis studentpopulation.
F13.Hireadedicatedfull-timestaffmembertosupportoutreach,logisticsandoperationsofthe
Veteran’s Services Office.
F14. Hireadedicatedpart-timestaffmembertosupportprogramdevelopmentoftheOfficeofStudent LifeandLeadership,soastoexpandonleadership,diversity training,andprofessional developmentandto activities oncampusfor students inequitygroups.
F15. Provide releasetimetofaculty,tocreate low-cost andoropensourceclassesacrossdepartments anddivisions.
F16.FundtwostudentequityfacultycoordinatorstoworkcollaborativelywiththeStudentEquityDirector.
F17.FunddivisionstudentequityfacultyteamleaderstoworkwithStudentEquityFacultyCoordinators. F18. Usingnewresearchsoftware,integrateanddisaggregatestudentachievementdataintofuture
Academic andStudentServices ProgramReviews.
F19.Pilotembeddedtutoringservices for coursesacross disciplines.
F20. Explorethe developmentofanInstructional DesignCenter thatwillsupportfacultyin offeringhigh quality instructiontostudentsintheclassroomand online. TheCenterwill providetraining, workshops,andtechnologicalsupporttofaculty forthe purposeofevaluating andrefining instructionalmethods toaccommodateSCC’sdiversestudentpopulation, aswell asdiverse learning styleswithintheclassroom,and supporttheemergenceofpersonalizedlearning experiences throughadaptivelearningmethods.
Contact Information
Joseph (714) 628-5040