Program Review Update – TRIO-ACES SSS
2013-14
(REPORT DUE: October 15, 2014)
Program/Service Description: Include Description/Mission Statement/Number of Years at COD/Benefits/Contact (source: Faculty/Dir/Coord/Dean)
Description: ACES is a Student Support Services (SSS) Program that has been federally funded by the U.S. Department of Education to provide services to 175 low-income, first generation and students with disabilities. ACES is designed to assist participants to meet the challenges of graduating from COD and or transferring to a four-year university and therefore; provides academic, personal and career counseling support and financial aid/scholarship assistance to eligible participants to help them meet their goals.
Mission Statement: The Academic Counseling and Educational Services (ACES) is designed to assist the low-income and first generation college students and individuals with disabilities in the graduation and transfer process from College of the Desert and to strengthen their preparation for the successful completion of the Bachelor’s Degree goal.
Number of Years at COD: Since 1996
Program Services and Benefits:
· One-on-One -Counselor
· Priority One Registration
· Graduation Assistance
· University/College Transfer Assistance
· Student Educational Plan
· “Free” In-House and On-Campus Tutoring in all subjects (as required)
· Workshops: Financial Aid and Literacy/Scholarships, Study Skills, Career/Major Admissions Applications and Web Advisor/Email
· ACES grant in aid awards (pending available funding and meeting grant in aid criteria)
· In-House Computer Lab (with 6 desktops and 2 printers)
· Laptop and Scientific Calculator Loan Program
· College Visits and Cultural Events
Contact Person/Title:
Adell B. Bynum, Project Director/Counselor Phone: (760) 776-7204
Scott Cooper, Director Education Centers Phone: (760) 773-2590
Population Served: Include Number/Eligibility (source: Faculty/Dir/Coord/Dean)
Number of Students Served 2013-14: 170
Student Eligibility:
Must meet all criteria below:
· First Generation College Student
· Financial Need (Low-income/per family size based on Federal Income guidelines)
· Have Academic Need
· Academic Standing (2.5 min. gpa and at least 24 transferable units)
· Plan to graduate and to transfer to 4-year university/college
· Enrolled in and can stay enrolled full-time (12 units or more/each semester)
· U.S. Citizen or permanent resident of the U.S.
· Students with disabilities are eligible if low-income or first generation
A
Program Requirements from outside agencies (source: Faculty/Dir/Coord/Dean)ACES Program Requirements, Operation and Implementing Guidelines 9 via the TRIO Department of Education located specifically in Title 34 Code of Federal Regulations (CFR) part 642 and the Education Department General Administrative Regulations (EDGAR) 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 84, 85, 86, 97, 98 and 99. Fiscal regulations detailed in the Office of Management and Budget (OMB) Grants Management Circulars A-21, A-110 and A-133.
Program/Service Outcomes (source: Faculty/Dir/Coord/Dean – from OAC Coordinator)
OVERARCHING PROGRAM LEVEL OUTCOMES
STUDENT SUPPORT SERVICES
1 - PERSONAL DEVELOPMENT AND RESPONSIBILITY
Students utilizing this program/service will demonstrate an ability to:
· display habits of intellectual exploration, personal responsibility, and physical well-being.
· develop individual responsibility, personal integrity, and respect for diverse people and
cultures.
· value and accept people with different cultural and linguistic backgrounds and abilities.
· understand ethical issues to make sound judgments and decisions.
2 – SELF-AWARENESS, SELF-UNDERSTANDING, AND SELF-ADVOCACY
Students utilizing this program/service will demonstrate an ability to:
· evaluate their own knowledge, skills, and abilities.
· display three components of an effective self-advocate:
1. Self knowledge.
2. Define their own needs.
3. The ability to get what they need.
· develop realistic goals.
· appreciate the value of feedback.
· adapt to challenging situations.
· recognize that knowledge is the key to self-advocacy.
· teach the people around them.
3 – SELF-SUFFICIENCY AND INDEPENDENT LEARNING
Students utilizing this program/service will demonstrate an ability to:
· identify and utilize services, programs, and resources to become life-long learners including,
but not limited to:
1. Study/Learning Labs
2. Supplemental Instruction
3. Computer-aided tutorials/instruction
4. Learning Communities
5. Student Development Courses
6. Tutorial Assistance
7. Counseling Services
8. Special Programs for Student Success
9. Admissions and Records
10. Business Services
11. Financial Aid
12. Scholarship information
13. Career/Transfer Services Resources
PROGRAM/SERVICE SPECIFIC OUTCOMES
ACES
STUDENT LEARNING OUTCOMES/STUDENT SERVICE OUTCOMES
1. The ACES students will become self-advocates.
PROGRAMS AND SERVICES ASSESSMENT SCHEDULE
(Source: STSV OAC Coordinator)
Cycle I / CommentsAssessment / Report & Discuss / Implement Changes
ACES / 08/SP / 08/FA / 09/SP / AR Completed
Cycle II / Comments
Assessment / Report & Discuss / Implement Changes
ACES / 11/SP / 11/FA / 12/SP / AR Completed
Cycle III / Comments
Assessment / Report & Discuss / Implement Changes
ACES / 12/FA / 13/SP / 13/FA / AR Completed
Cycle IV / Comments
Assessment / Report & Discuss / Implement Changes
ACES / 14/SP / 14/FA / 15/SP
Results from most recent Assessment from schedule above– (state SLO assessed and results of assessment)
1) Student Service/ Learning Outcome(s)
SSOs/SLOs / ACES Students will become self-advocates.
2) Identify Assessment Tool(s) to implement / ACES Program Student Satisfaction Survey was completed. (on file). Survey was distributed beginning Fall 2013 and collected thru Spring 2014 to 90 students. 75 students returned the completed survey and the responses were tallied for this report and the results were placed on the enclosed Excel Graphs.
3a) Expected level of achievement
(Refer to rubric)
3b) Actual results
/ 3a.1 80% of the enrolled students in the ACES program for more than 2 semesters as of Fall 13 and through Spring 2014 will complete the ACES Program Student Satisfaction Survey.
Results: 83% of the respondents completed the Survey.
3a.2 80% of the enrolled students in the ACES program for more than 2 semesters as of Fall 2013 through Spring 2014 will receive timely assistance from the ACES program for their academic and personal needs. (Survey statement #3).
Results: 97% of the students responded yes (73 out of 75 respondents) to the survey statement.
3a.3 80% of the enrolled students in the ACES program for more than 2 semesters as of Fall 2013 through Spring 2014 will be receive helpful transfer assistance from the ACES counselors. (Survey statement # 14).
Results: 96% of the student responded yes to the survey statement.
Note: There were 90 students who were enrolled for than 2 semesters as of Fall 2013 and they were mailed a survey and some completed them in the office. 75 students completed and returned the survey.
3a.1 Exceeded target
3a.2 Exceeded target
3a.3 Exceeded target
4) Explain how collected data was analyzed and evaluated. / Data was collected from the survey and results were tallied and prepared on an Excel graph.
5) Identify gaps between expected and actual results. / Students were selected by cohort years and ACES enrollment dates so that we would capture students that had been enrolled more than 2 semesters as of Fall 2013 and were graduating Spring 2014. These students had been provided assistance to prepare the SEP, had received Transfer and Graduation assistance and had learned how and when to complete the Application to Graduate Form. The gap in the number of students who were given a survey to complete is smaller than the total number enrolled for the school year because the newly enrolled students (enrolled less than a year) would not have received sufficient counseling services and benefits to answer the survey statements that pertained to their satisfaction and knowledge of academic services received (i.e. Transfer and Graduation assistance).
6) Document results and outline needed changes. / Overall, based on the ACES Program Student Satisfaction Survey and the tallied results from 4 statements related to the Student Education Plan (SEP), the Application to Graduate Form and Transfer Assistance, my assessment is that the ACES students are becoming strong self-advocates. However, we will continue to stress to the ACES students the importance of getting timely and frequent (at least 2 visits/per semester) to receive academic and transfer counseling and to have their SEP prepared within a semester of their ACES enrollment.
RESOURCES
Staffing for Program/Service: Include Funding Budget Level/Current Staffing Level
(source: Faculty/ Dir/Coord/Dean)
2013-14 Funding/Budget Level:
Salaries & Benefits / $223,160
Discretionary Costs / $ 6,126
Equipment / $ 4,500
Training/Travel Activities / $ 4,500
Student Grant-in-Aid / $ 15,000
Indirect Cost / $ 13,500
Total General/Unrestricted Funds / $0
Total Categorical/Restricted Funds / $266,786
Current Staffing Level
Position / # / Full/part time / Funding Source
Coordinator/Counselor / 1 / Full Time / 100% Grant funded
Counselors / 1 / Part-Time / 100% Grant funded
Secretary / 1 / Part-time / 100% Grant funded
Facilities (source: Faculty/ Dir/Coord/Dean)
1) List of all facilities (Please indicate if any of these were added last year):
The ACES Program office is located in the TRIO Programs Center, 2nd floor in the Cravens Student Services Center. ACES program staff shares the Center with the Upward Bound Program staff. The Center includes 5 offices, two open area offices for 2 secretaries (UB and ACES), a Receptionist/front counter area and a Computer Lab (for 6 desktop PC’s and 2 printers). The Center also has an area designated for Tutoring (desk/table and 2 chairs) and a shared Work Room which houses the Copier, Printer, and Fax machines and several cabinets for storage of office supplies.
2) Assessment of adequacy of current facilities:
The TRIO Center is centrally located in the Cravens Student Services Center (CSSC) which gives the ACES students an excellent opportunity to have full access to all of the various Student Services offices and programs without having to leave the building. In addition, they have full view of an array of resources to assist them such as the Career and Transfer Center major/career and financial workshops that are offered in the CSSC.
Office space for the adjunct counselors is “manageable” however; since they are not assigned a permanent office, they have to sometimes relocate and share office space. The TRiO office has a mini computer lab, but there is not enough space for students to congregate for group study, socializing and networking.
Equipment and Supplies (source: Faculty/ Dir/Coord/Dean)
All equipment and supplies (copier paper, printing cartridges, postage and general office supplies) are purchased through ACES DOE funds only.
The ACES Program utilizes the following equipment:
7 Desktops and 3 printers (in the Computer Lab and Tutor’s Desk Area)
3 individual office PC’s and HP printers
5 Cisco telephones
1 Copier and Fax machine (shared with UB)
1 Laser Jet Photo Copier
1 Desk for In-House Tutors
12 Dell Laptops (with large steel cabinet for storage)
6 Dell Notebooks for ACES students workshops meetings (for in-house use)
18 Calculators
3 medium sized office cabinets
1 medium sized paper shredder
Summary - Narrative Interpretation (source: Faculty/Dir/Coord/Dean)
Funding/Budget
The ACES Program Director is responsible for the overall management of the program under the direction of Scott Cooper, Director, Education Centers. The Program Director also works in collaboration with the campus Business Office staff in all areas related to the funding from the Department of Education (DOE) to operate the ACES SSS program. In addition, the Program Director and the Director of Education Centers are familiar with the distinctions between the Department of Education’s and the COD campus requirements to operate the ACES program.
COURSE INFORMATION
(Complete only if Applicable)
Course Level Assessment Completed (source: Faculty & OAC Coordinator) N/A
Changes Implemented as a Result of the Assessments (source: Faculty/Dir/Coord/Dean) N/A
Summary - Narrative Interpretation (source: Faculty/Dir/Coord/Dean) N/A
GOALS/ACHIEVEMENTS/CHALLENGES
Program/Service Goal Summary for year: 2013-14 (source: Faculty/Dir/Coord/Dean)
1. Help all of the enrolled ACES students to become financially literate so they can understand their Finances provided to them via the Pell Grant, Cal Grant and Work Study during their College-Life and beyond. Met. During 2013-14 school year the current students completed the Financial 101 Literacy course during Fall 2013 and Spring 2014. The students also attended Financial Aid presentations during their ACES Welcome Back Meetings (August 2013) and received detailed information about the Financial Aid process to include completing the FAFSA and the COD Scholarships and meeting the established deadlines and how their funds are allocated in respect to them meeting Satisfactory Academic Progress.2. Assist enrolled ACES students with understanding the UC TAG and the new AS-T and AA-T degrees to enhance their chances for a successful university admission acceptance. On-going. For the students in which the AS-T and the AA-T is appropriate for their major (and the transfer universities of interest) and for the students’ applying to the UC campuses that accept the TAG, as we update their Student Educational Plan and use the Unofficial Degree Evaluation we counsel them so they can better understand both and become self-advocates.
Program/Service Achievements 2013-14 (source: Faculty/Dir/Coord/Dean)
· Served/enrolled and retained 173 students (approved due to the budget cuts to serve only 170 for this year).· Provided comprehensive counseling to include academic, transfer, career and personal counseling.
· ACES Academic Achievers’ (AAA) Recognition held November 6, 2013 honored and recognized 32 students on the Honor Roll and 43 students who were on the Dean’s List (12 of the 75 achieved a 4.0 gpa) during Spring 2013.
· AAA Recognition held on March 13, 2014 for 24 students on the Honor Roll and 40 who were on the Dean’s List (8 of the 64 achieved a 4.0 gpa) during Fall 2013.
· 87% of the students stayed in good academic standing during the 2013/14 school year. Exceeding the TRiO (SSS) ACES grant’s 75% objective.
· 75% of the students persisted from Fall 13 to Spring 2014. Exceeding the Student Support Services (TRiO SSS) ACES grant’s 70% objective.
· Graduates and Transfers: During Fall 2013, Spring and Summer 2014, ACES graduated and transferred 42 out of 173 enrolled students.
· TRiO SSS ACES co-hosted with the 2 other SSS Programs (TRiO MT/EVC and TRiO DSPS) a Graduation and Transfer Ceremony for 102 students on May 15, 2014.
· Completed SEP’s for all students by the end of Spring 2014.
· The majority of all enrolled students had met their requirement to meet at least 2 times during each semester.
· ACES Program held 2 ACES students Welcome Back Meetings.
· $15,000 Grant-in-Aid scholarships issued to 25 students during Spring 2014.
Program/Service Challenges (source: Faculty/Dir/Coord/Dean)
1. The ACES Program is funded for 5-years (2010-2015). The Program received level funding for the five-year grant cycle beginning September 2010/11 from the Department of Education (DOE). The first year the appropriated amount was received, however, for the last two years (2011-2013), the budget was cut 3%. In addition, beginning 2012/13, the Health Benefits costs for the Director had to become part of the Grant’s budget expenses. Therefore with this additional cost of approximately $20,000 the budget deficit was much more devastating. During 2013/14, the Program’s operating budget was reduced 8% by the Department of Education and the Grant Award was reduced to $266,786. Staffing was greatly impacted since there was not enough funds to maintain the salary of 2 adjunct counselors.
2. Due to the above significant budget cuts, there was less money to operate the program with the same amount of counseling hours.
The impact in the reduction was evident in that the one remaining adjunct counselor’s student caseload increased in respect to more meetings/appointments necessary for the steady new student enrollment necessary to maintain the 170 number (Department of Education approved the 170 reduction in the number of students versus the original 175) of students funded to serve.
3. The decrease in the budget funds also caused a reduction in the ACES students “free” one-on-one tutoring hours from 3 to 2 per week for assistance at the TASC.
There was also not sufficient funds in the budget to increase the ACES part-time secretary hours above 29 per week, thus the lack of secretarial support caused an interruption in the secretarial services necessary to assist students and visitors in the TRiO Office. Occasionally, the counselor and Program Director/Counselor had to interrupt their appointments to assist.
4. The ACES office extended evening hours of 5:00 – 6:00 was primarily the schedule of the Program Director since the Adjunct counselor hours were not consistent Monday – Thursday to help maintain this service for students who needed evening counseling and access to the computer lab.
An ACES Program Student Satisfaction Survey was distributed to 90 ACES students (that had been enrolled for at least a year by Fall 2013 through Spring 2014. 75 of the students returned the survey and some graphs were made of the results.
The following graphs pertain to the 2013/14 Assessment cycle listed above in the document and some pertain to the comments about the students’ overall satisfaction with the ACES Program.
Program/Service Objectives/Goals for 2014-15 (source: Faculty/Dir/Coord/Dean)
1. Continue to increase the ACES students Persistence percentage above 70% from Fall to Spring.
2. Increase the number of students returning the ACES SEP and or the ACES Satisfaction Survey when it is issued for the PRU or Assessment Reports.
Program/Service Objectives/Goals for 2015-16 (source: Faculty/Dir/Coord/Dean)
1.1
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1. During the counseling appointments, increase the ACES students’ understanding and knowledge of, and skills to prepare the on-line Student Educational Plan (SEP).
2. During the counseling appointments, increase the ACES students’ understanding of how to use assist.org for the major requirements for their transfer Universities of interest.
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