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The college does a good job providing students with access to appropriate, comprehensive, and reliable services regardless of service location or delivery. The student service programs increasingly rely on student contact data as a means of assessing the needs of its population; given the college's fiscal situation, this assessment is critical. For example, the Student Health Center , Counseling, Tutoring Center , and the Assessment Office have all used student contact data to convince the college to allocate additional operational funds (IIB-21). These data verify that the number of students taking advantage of student services, especially during peak registration times, has grown faster than student enrollment for the same period of time. For example, placement testing increased 34 percent-from 1,997 students in 2001 to 3,038 students in 2003. (IIB-22 ) For the same time period, college enrollment increased two percent. These data verify the need to either redistribute the flow of students during peak registration periods, or to absorb the increase in new ways.
Technical problems affected the accuracy of some of the data collected. Breakdowns in the computerized scheduling system (SARS Grid) often occur at peak usage, resulting in the under-reporting of data. The college needs to upgrade the SARS system to increase its reliability. Given the restructuring of services, the Transfer and Career Centers must implement a consistent student contact data collection system and incorporate it into their regular program review process.
The college Assessment Program has improved accessibility to assessment at the East Campus as well as on campus by increasing the number of test sessions, and expanding testing hours. The Assessment Center has expanded its visibility by advertising on the college Web site. By moving alternative testing for students with disabilities to the college Assessment Center , the college has improved the efficiency of testing services. The Assessment Center , which has been identified for the first time as a program subject to review, completed its report in spring 2004 (IIB-22).
Uploading student test results and sample test questions to the college Web site would enhance the Assessment Center 's services . The staff participated in planning for the new Student Services facility, helping to identify computerized assessment instruments for the computer assessment lab, which will allow for drop-by assessment testing.
Orientation is the most systematic way students learn about campus student support services. The standard method of providing new students with college orientation information has been the College Orientation Workshop (GW V02A). However, the college has not systematically evaluated student retention , and counselors are concerned about low enrollments in orientation sessions. Anecdotal information suggests that many new students who have completed orientation ask questions in the advisement sessions that were already addressed. Counseling needs to consider improving this vital service.
In addition to student contact data, the EAC uses student surveys to evaluate its schedule of services. This resulted in an increase in evening office hours. The EAC also relies on qualitative student feedback through its "Lunch with the Coordinator" events. The EAC needs to refine its plan to improve employment services for students with disabilities.
The Re-entry and Women's Center uses student contact data to provide demographics to assess student needs, and to apply for and secure additional resources, i.e. grants and donations.
The college's Early Alert System, until recently, had been computerized. This information was uploaded into the district computer system, which generated letters to at-risk students. Since fall 2003, funding and technical support for the program was cut. In response, the Matriculation Program drafted a letter that faculty could give to their at-risk students. The number of faculty participating in the last Early Alert CAPS cycle decreased significantly from the previous years.
The district Student Success Committee has initiated discussion with district IT staff to study the feasibility of implementing new automated Early Alert software compatible with the Banner system (IIB-23). The district and the college need to evaluate the potential and feasibility of the proposed system and develop a campaign to increase faculty participation in the existing early alert process.
The new computerized probation system is only a semester old; however, the Counseling Department's preliminary logs show that students are phoning to clarify their status and/or to make counseling appointments. The college must continue to monitor and record student response to the probation alert system, measure its impact on department resources, and work with the District Research Office to measure the effectiveness of the new probation system, including retention and persistence.
The Assessment Center staff and appropriate instructional staff will create a task force to review, evaluate and identify computerized assessment instruments to improve student access to assessment testing and to math and English courses by spring 2005.
The EAC will work with appropriate local agencies, such as the Department of Rehabilitation, to assess the feasibility of implementing a job and career program for Ventura College students with disabilities and present a plan to the Student Success Team by the end of spring 2005.
The matriculation staff will work with the district Student Success Committee to promote the implementation of a new computerized student Early Alert system. The matriculation and assessment staff will work with appropriate faculty to assure adequate participation by faculty in the new system. The Matriculation staff will work with the district research office to measure the effectiveness of the Early Alert system on student success, and submit a research project request to Office of Student Learning by fall 2005.
The counseling staff will work with the district researcher and the district Student Success Committee to develop a research design to track and evaluate the effectiveness of the probation letter project. A research project request will be submitted to Office of Student Learning in fall 2004.
By the end of spring 2004, the Counseling staff will have created a task force to evaluate the effectiveness of the guidance workshop orientation class, evaluate workshop enrollments, and consider alternative delivery modes that will maximize the efficiency of campus and staff resources and student learning.
Financial Aid Office, Counseling, Assessment Center, and Transfer Center staff will work together to develop a plan that will, by the end of fall 2004, streamline services at peak registration times while encouraging more use at non-peak hours, and initiate a task force to explore changing the schedule production and registration calendars in order to begin registration earlier.
Financial Aid and Counseling staff will seek incentives to encourage continuing students to get services-i.e. financial aid certifications, student educational plans, and probation appointments-prior to peak registration, discuss the use of students and paraprofessionals to provide more accessible and efficient assistance to students seeking financial aid, and submit recommendations to the above task force by end of fall 2004.
b. The institution provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for all of its students.
Ventura College provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development of its students in and out the classroom. The college fosters exploration of teaching methods that require students to take responsibility for their own education. A number of faculty use the Classroom Assessment Techniques to encourage students to become more responsible for mastering course content. Some faculty are experimenting with collaborative learning to promote student responsibility for learning, and for development of interpersonal skills. The team-taught, interdisciplinary course in Ethics, for example, uses curriculum to promote understanding of complex social issues, creative thinking, and an appreciation of the interrelationships among disciplines.
Faculty also encourage student development outside the classroom. Many instructors offer extra credit to students who support events such as college plays, visiting speakers, and One Book/ One Campus project. The college also provides students with opportunities to participate in community service projects through the Sociology and Psychology departments, and community work experience through the Internship Program.
Student Service staff encourage involvement in these activities by emphasizing that they enrich learning while increasing the chances of transfer to the institution of choice. By stressing the number of state universities that require enrollment in political science, counselors encourage students to broaden their understanding of civic responsibility. In addition, students are encouraged to study social issues from a variety of perspectives. Recommended classes often include Political Science, International Studies and Speech.
Student Services recognizes its responsibility to promote student personal development and civic responsibility. At its December 2003 meeting, the Student Success Team dialogued about what Student Service staff expects Ventura College students to know and accomplish. This was followed by a session identifying how Ventura College Student Support Services promote these goals (IIB-24). The Student Success Team achieved consensus that college services should promote student's leadership skills and abilities, and that students should participate in their own governance, identify personal goals, and find appropriate resources to assure their success. In addition, the SST strongly believes students should learn to work and live in a diverse community, learn new technology, achieve fiscal responsibility, and effectively communicate and solve problems.
Ventura College students are provided a collegial environment that promotes personal and civic responsibility by offering a variety of extracurricular activities; these include internships, student government, leadership classes, clubs, campus committees, membership and participation in national and state conferences and organizations. The Work Experience program encourages students to participate in a work setting related to their college education and career goals (IIB-25).
The Associated Students of Ventura College (ASVC), student clubs, and student organizations encourage student participation and provide access on both the main campus and at East Campus in Santa Paula . The ASVC Executive Board, in particular, recognizes its role in the development of student leadership (IIB-26). The monthly Club Days provide an inviting venue for students to meet others with shared interests and goals. As of fall 2004, an East Campus student representative position on the ASVC Board has been open. Every year, a districtwide election designates a student trustee who sits on the Ventura County Community Colleges Board.
During the year, club fairs, student elections and individual events sponsored by various clubs encourage student participation. Located in the quad area, the centrally located outdoor stage features a variety of student-sponsored concerts, barbecues and exhibitions. The ASVC has also sponsored candidate forums for local elections, educational speakers, and cultural events.
The politically active ASVC encourages student participation in statewide events such as the "Keep the Doors Open" rally at the State Capitol. They also traveled to national and statewide leadership conferences, such as the national conference for American Student Association of Community Colleges (ASACC) in New Orleans , and California Student Association of Community Colleges (CALSACC) in Los Angeles . The ASVC actively supported the passage of Proposition S, the local bond supporting capital improvements for the Community College District. In fall 2002, the ASVC successfully carried out a campaign for the passage of the Student Center Fee to improve and remodel the Student Center Building . This group received statewide attention for its voluntary donation of $25,000 to protect the college's summer school program (IIB-27 ). At the ASACC conference in March 2004, the ASVC Executive Board will be representing Ventura College students in a national movement to reduce textbook prices and keep college tuition fees down.
The college provides and encourages personal and civic responsibility by helping students set goals, and by providing them with information regarding requirements for the completion of degrees, certificates and graduation.
Encouraging students to accept responsibility for their choices and actions both in and out of the classroom is consistent with campus policies. Student contracts that identify expectations and responsibilities can be found in the classroom and in student service programs such as EOPS. Prior to enrollment, minors are required to meet with the registrar to learn about their student responsibilities. Policies and standards for academic progress and student conduct, along with due process rights, are published in the catalog. Guidelines for student responsibilities related to student loans and financial aid are clearly written and enforced. Deadlines for graduation, scholarships, dropping classes, payment of fees, etc., appear in the schedule of classes, on the Web, and on posters and flyers . Special efforts are made to inform students of changes in policies.
Student Services promotes student responsibility for learning. Counselors work with students to communicate the importance of their own behavior and decision making in their academic success. B ased on the recommendation of Counseling Department members, and supported by instructional members of the Teaching Techniques Exchange Group, the college invited a nationally renowned speaker on student retention to speak at the fall 2003 Mandatory Flex Day.
Counselors also worked with an expanded group of faculty and administrators committed to increasing the college's participation in the national teaching/learning and student outcomes research. In spring 2004, Student Services staff attended an audio conference that inspired continued dialogue on the importance of building bridges between Academic Affairs and Student Affairs to promote student learning.
The college recognizes its role in encouraging students' personal and civic responsibility as well as intellectual, aesthetic and personal development. The college provides a variety of diverse cultural experiences and opportunities for its students and staff. The college encourages various student groups, such as the ASVC and clubs, to sponsor ongoing activities and special events. For the most part, students learn about co-curricular activities through flyers, posters, and the campus newspaper. Though it is not widely used by students, a college calendar is posted on the Web. The college needs to identify, evaluate, and select more systematic ways to inform students about co-curricular opportunities.
The college understands that students benefit from a positive and collaborative working relationship between Student Services and Instruction. This relationship exists in many areas, including the Administrative Council, the Department Chairs Council, and within the Nursing, EAC, and Athletic programs. The college must identify and celebrate existing collaborative activities between Student Services and Instruction and expand other programs that could benefit from a closer working relationship; it should also assess the benefits and feasibility of formalizing the relationship between Instruction and Student Services.
The college must implement strategies to communicate that participation in leadership opportunities and in co-curricular activities promote student learning, individual and civic responsibility, and improve student retention. Options to be considered include co-curricular portfolios, co-curricular transcripts, leadership certificates, and co-sponsored classes and workshops.
In new teacher orientation programs, the college needs to incorporate the value and practices of the teaching/learning pedagogy, the importance of student support services, and the positive impact of co-curricular learning.
In cooperation with the Staff Development Committee, the Student Success Team will research and share current literature on the rate of student participation in co-curricular activities and the level of student success. Beginning in fall 2004, some research will be shared at each Student Success meeting, and a plan for opening a campuswide discussion will be developed by the end of fall 2004.
Student Services staff and appropriate instructional faculty will conduct a dialogue to identify and prioritize ways to increase the participation of students in co-curricular activities. A recommendation will be sent to Administrative Council to support formal recognition of student learning and achievement in leadership and participation in co-curricular activities that build individual and civic responsibility.
Student Services will work with the Associated Students to better publicize student leadership opportunities and to improve participation in co-curricular activities. The Student Success Team will submit a recommendation by the end of spring 2006, at the latest.
c. The institution designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function.
The college designs, maintains, and evaluates counseling to support student development and success through three programs: the Counseling Department, EOPS and EAC (refer to II.B.3.a. for description of counseling activities and student access). Counselors for these programs provide students with accurate information on certificate and degree requirements as well as requirements for transfer and program majors. All three program counselors meet bi-weekly to update information related to campus programs as well as changes in articulation agreements and transfer requirements. The bi-weekly meetings may also include colleague's reports from other campus service areas, faculty presentations, or visits with four-year college and university reps. In fall 2003, supervisors and staff from Financial Aid and Admissions and Records addressed process concerns and clarified procedures.
Counselors meet separately within their respective programs to discuss operational issues and resolve concerns. The Counseling Department reserves one day a month for in-service training. This time is used to visit colleges and universities that receive our transfer students, and to attend conferences related to transfer issues, teambuilding, or evaluation and planning. Individual counselors have used sabbaticals and foundation staff development grants to support special projects and interests. The full-time articulation officer regularly communicates changes in how Ventura College courses meet four-year college and university requirements.
To promote communication between the Counseling Department and the instructional program, counselors act as liaisons for specific instructional divisions. In addition, each counselor is responsible for visiting, coordinating recruitment, and providing new student services for one or more of the local high schools. The department hosts an annual County Counselor Exchange Day to maintain communication and receive feedback from local high school counselors. Opportunities for discussions and social time promote positive, informal working relationships (IIB-28).
The Counseling Department, EOPS and the EAC each conduct program review and unit planning. In addition to the districtwide student perception surveys conducted by district staff, each student service area conducts its own surveys to measure student satisfaction with services (IIB-29). The last program review for Counseling was completed in January 2002. The Counseling Department invited the district researcher to discuss the results of the spring 2000 Student Perception Survey. Concerned with lower than expected satisfaction levels, counselors worked with the district researcher to collect more specific information and develop three new surveys specific to the different modes of counseling: one for students who meet with counselors by appointment, one for students who use drop-by services, and one for students who have used group counseling. These surveys are scheduled to be distributed spring 2004.
To better serve students during peak registration, the department has increased the number of workshops in the Transfer Center; participated in the Student Success Team's efforts to advertise and refer students to campus services; revised the narrative in the class schedule; created banners and posters encouraging students to seek counseling during "slower" months; and initiated a welcome table at the Counseling Center to help direct students to specific services during peak registration.
Beginning spring 2004, Counseling piloted a new method for serving students at peak registration times. New students waiting for drop-by appointments were identified and guided to the Transfer Center where they received group counseling, including course selection advisement, by the Transfer Center Coordinator. Using the Center's computers, students were introduced to the new Web-based orientation materials and assisted in completing the online application-tools that will help them enroll in college and access appropriate services. P reliminary feedback from counselors indicates that this approach has potential for reducing students' wait time at drop-by counseling.
Concerned about decreased hours, counselors have considered non-traditional counselor schedules and submitted a request to the Academic Senate Staffing Priorities Committee for an additional counselor.
Recruitment that targets high school seniors remains a top priority. In addition to providing assessment, orientation, and group advisement, counselors work with local high school career centers to provide motivational presentations designed to encourage high school retention and increase the number of seniors taking classes in English and math.
In spring 2002, the Counseling Department organized three community focus groups to examine strategies to improve recruitment of high-risk students (IIB-30). Neighborhoods identified by census data as serving at-risk students sent representatives from middle schools, high schools, city recreational programs and the county's rehabilitation agencies. Participants shared what they knew about the college and what they would like to know. The feedback was used to develop new materials for community members and college counselors to recruit at-risk high school students and adult clients in community rehabilitation agencies.
The counseling staff prides itself in distributing the most accurate information to students. The department is developing a Web-based site to better organize resources and to provide on-the-job training for new counselors. Through the support of a College Foundation grant, counselors will construct an "e-binder"-a Web site containing one-stop access to all major documents, including transfer agreements with other colleges, commonly used forms, graduation requirements, and links to statewide articulation sites.
Ventura College evaluates the academic advising program through faculty evaluations, program review, and student perception surveys. In addition, the Counseling Department has piloted the use of focus groups to obtain feedback on its recruitment materials.
At the time of this writing, the college has just received the results of the spring 2003 survey . Preliminary results suggest that student satisfaction with counseling services has increased since the 2000 Survey. For example, students reporting they were satisfied to very satisfied with counselor clarity of information increased from 40.9 percent to 50.4 percent; students reporting that they were satisfied to very satisfied for accuracy of information increased from 42.4 percent to 49.5 percent. Results were similar for staff's responsiveness to needs, which increased from 42.2 percent to 53.1 percent (IIB-14).
A decrease in the counselor availability is one of the main areas of concern . In 1990, the department had 14 full-time counselors; now it has 11. The counselor-to-student ratio is approximately 1/1000-hence the high 16.5 percent dissatisfaction level for the availability of counselor appointments. Though the spring 2003 Student Survey shows an overall increase in satisfaction with counseling services, cuts since then may affect this positive trend. Recent cuts have eliminated all hourly counseling. This equates to losing three additional full-time counselors. In the fall 2003 semester, the Scheduling and Reporting System (SARS) Grid reports show students waited as long as two hours for drop-by counseling. Although the Counseling Department has been fortunate to receive a full-time position for fall 2004, it still needs to assess how it will best serve students during the peak fall registration.
The department will continue its efforts to increase counseling hours, but it will need to restructure to provide quality services to students. The Counseling Department Program Review identifies a need for the exploration of alternative delivery systems, including group advisement, orientation courses and workshops, Internet classes, distance learning classes, and faculty/counseling workshops.
The Counseling Department needs to assess, and, if desirable, expand the use of small group counseling piloted during spring 2003 and the effectiveness of online orientation materials as part of this process. It must define more fully the purpose of the small groups to the staff and students and identify a better system for attracting new students into group counseling to alleviate the long waits for a drop-by counselor. Finally, the department needs to get quantitative and qualitative student feedback on the helpfulness and timeliness of the service process.
Counselors are exploring ways to redistribute services during the year. Using the computerized appointment system (SARS Grid), the Counseling Department reviewed and evaluated the report identifying the type of services students seek (IIB-31). This resulted in the idea of working with the Financial Aid Office to serve close to 260 students who come for financial aid certification-most of whom come at the peak registration time. Other ideas included more group counseling for the same or similar majors, and altering the registration calendar to offer earlier registration-prior to the end of spring semester-for continuing students.
College reports show that as many as 15 percent of students seeking counseling services during registration are financial aid students needing counseling certification approving an appropriate student plan. The Financial Aid Office is working with counselors to find more effective ways to provide the certifications required by financial aid students prior to registering. Ideas include sending letters to encourage students to get counseling earlier in the semester, working with financial aid students in small groups, and providing additional training for counselors, Financial Aid staff and student workers. The Counseling Department and Financial Aid Office need to finalize a more effective plan to provide students financial aid assistance prior to peak registration.
As mentioned, the Counseling Department must maximize the resources of available counselors and identify majors for which it can pilot group counseling at non-peak times during the semester.
Counselors work closely with instructional programs and staff to support student success. Instructional departments working closely with Counseling include the Nursing and Paramedic Programs, PE and Athletics, Biotechnology and the Math, Science and Engineering Achievement Program (MESA) for at-risk students. Some counselors have also worked with campuswide initiatives to improve student learning, such as the Multi-Cultural Learning Communities Committee. The Counseling Department needs to identify other instructional programs that would improve student learning outcomes through cooperative efforts between instructional and student services; and with those departments, identify measures of learning outcomes as part of their planning.
The Counseling Department will develop a plan to improve services to students and the welfare of counselors during peak registration periods by considering the following:
Working with appropriate Admissions staff, instructional management, and Financial Aid staff to identify and implement a plan to increase the number of students receiving counseling prior to peak registration periods.
Identifying students that could be served by group counseling in the same or similar majors prior to peak registration.
Expanding and evaluating the process of pulling students from drop-by counseling during peak registration, placing them in group counseling and introduction to online orientation.
Evaluating the current annual calendars and semester schedules to improve service and counseling availability on and off campus.
Initiating discussion with the Office of Student Learning, Admissions and Records, and the Administrative Council to assess the feasibility of altering the schedule production and registration calendars to allow earlier registration, reducing the strain of peak registration.
These recommendations will be submitted to the Office of Student Learning by the end of fall 2004.
By May 2004, the Counseling Department will have submitted a request for additional counselors and counseling hours for 2004-2005.
The Counseling Department will identify at least one additional instructional program that could benefit from a closer working relationship with Counseling, and will initiate discussion with key members of the program by the end of spring 2005.
By the end of spring 2004, the Counseling Department will have upgraded the SARS Grid system to provide more consistent information on student contacts with counseling and to assist in better student services.
The Counseling Department will conduct a more thorough analysis of the results of the spring 2003 Student Perception Survey and will have conducted its own program surveys in spring 2004.
By the end of spring 2005, the Counseling Department will conduct a feasibility study of resources required to initiate and assess online counseling services; a pilot will be conducted by the end of fall 2005.
d. The institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity.
Ventura College promotes programs, practices and services that support and enhance student understanding and appreciation of diversity. The college's commitment to supporting our diverse student body is articulated in the college's nine values recently revised for the master education plan.
The college offers more than 60 courses supporting the Women and Ethnic Studies requirement for the AA degree. These courses are taught in a variety of disciplines, including American Ethnic Studies, Anthropology, Art, Chicano Studies, English, History, Music, Political Science, Psychology, Reading , Sociology and Spanish Literature.
In addition, the political science, economics and business faculty have written international study courses introducing global perspectives into much of the general education curriculum.
The college boasts a United Nations Club that provides students the opportunity to become involved with international politics and world peace. Student also benefit from the expertise of college faculty who have been invited to speak at international conferences promoting peace.
The college sponsors international education courses in Europe , Mexico , Costa Rica , and Cuba . This latter culminated in a student photography show highlighting Cuban culture.
The Re-Entry and Women's Center and the Women's Concerns Council sponsor Women's History Month with a full calendar of events, including Women's Awareness Day, which offers student access to over a dozen community resources for women.
The college is fortunate to have an ethnically diverse student body that includes foreign students from more than a dozen countries (IIB-32). A recent edition of Hispanic Outlook reported that Ventura College is ranked 38 th nationwide among all two-year Hispanic serving institutions (IIB-33). The Student Body sponsors events such as concerts, the Cultural Faire, and Cinco de Mayo celebrations. The college responds to historical events, like the September 11 th commemoration, with perspectives from many cultures.
Extracurricular and community events hosted at the college promote cultural, gender, and economic diversity. The Educational Assistance Center 's award programs acknowledge the success of students with disabilities. Celebrations of diversity can also be seen in the art shows produced in the two art galleries, and in campus murals created by art students. Many of the art gallery programs have celebrated different cultures or focused gender issues, political propaganda, stereotypes, and AIDS. Special diversity funds have recently been transferred to Student Activities that will allow for staff and students to submit proposals that promote cultural diversity on campus.
Grant funds such as federal Title 5 funds provide staff development activities to encourage faculty to incorporate cultural diversity into their curricula, and to assist in incorporating teaching techniques designed to facilitate learning and retention of a diverse student population.
Dialogue within the Student Success Team focused on the effectiveness of the college in increasing student awareness of and appreciation for cultural diversity. Many College activities promote appreciation for cultural diversity among faculty and staff. Many mainstream core college classes include this theme. Some Student Services staff observed that courses emphasizing one cultural group are predominantly attended by students of that same cultural group. Obviously, campus clubs providing support for an ethnic group have a membership that is predominantly from that group. The college would benefit from a campuswide effort to encourage increased interaction among students and staff from diverse cultures-both in and outside the classroom.
Some of the most effective programs have incorporated classroom and co-curricular support. In cooperation with the Social Science and Liberal Arts Divisions, the Theater Department regularly produces plays emphasizing themes that celebrate or explore issues of diversity. Faculty initiated the Multicultural Learning Community (MCLC) project that provided a year of grant-funded staff development to incorporate diversity into their curriculum. Mandatory Flex Days have featured distinguished speakers, invited by faculty, to lead in-services on including diverse cultural perspectives into the curriculum.
These activities have been further supported by in-services focused on diverse learning styles, such as the Mandatory Flex Day speaker for fall 2003, Vincent Tinto.
The college needs to formalize information on co-curricular activities that promote student learning and diversity, and more formally recognize the contributions of co-curricular activities that promote cultural sensitivity, positive self-identity and civic responsibility.
The college needs to also formally communicate to students the value of participating in co-curricular activities. Student Services and Instruction need to develop campuswide dialogues to explore co-curricular projects. The dialogue should be supported by research on institutions that have been effective in increasing student awareness and appreciation of diversity.
The college needs to conduct research on campus activities that increase the understanding of cultural diversity and provide for cross-cultural interaction. The Student Success Team will submit a research request to the Office of Instruction by mid fall 2004.
The Student Success Team will expand its discussion of the effectiveness of culturally diverse co-curricular activities with the Executive Vice President, the Department Chairs, and the Associated Student Body. This discussion will examine ways in which the college develops understanding of cultural diversity, and seek to identify additional ideas to include more students and staff in culturally diverse events and activities. A plan will be developed in spring and summer 2005 to be submitted to Staff Development and the Office of Student Learning by end of spring 2006.
e. The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.