Survey of Entering Student Engagement (SENSE) Results SAC Research May 30, 2019 Presentation Overview Background and Overview of SENSE

Total Page:16

File Type:pdf, Size:1020Kb

Survey of Entering Student Engagement (SENSE) Results SAC Research May 30, 2019 Presentation Overview Background and Overview of SENSE Survey of Entering Student Engagement (SENSE) Results SAC Research May 30, 2019 Presentation Overview Background and overview of SENSE Student respondent characteristics and SENSE Results Part 1 Faculty and staff predictions activity SENSE Results Part 2 Summary Next steps 3 Background What is student engagement? • Quality and quantity of students’ interaction with faculty, staff, and peers, as well as their involvement in the subject matter. Why is student engagement important? • Previous research has shown positive relationships between student engagement and student success. • Retention • Course success • Educational goal completion Purpose of SENSE at SAC Assess students’ early experiences and improve institutional practices that affect student success in the first year of college (and beyond). SENSE as a Tool SENSE helps us ◦ Understand students' critical early experiences ◦ Identify and learn from practices that engage entering students ◦ Identify areas in which we can improve Basic principles ◦ Grounded in research about what works to retain and support entering students ◦ Reports data publicly ◦ Is committed to using data for improvement 7 SENSE Core survey ◦ 38 core questions ◦ Interactions with faculty, staff, and other students ◦ Student services ◦ Course-taking behaviors ◦ Academic behaviors Two special-focus add-on modules ◦ Financial assistance (12 questions) ◦ Pathways (12 questions) – questions related to the Guided Pathways framework. ◦ Academic advising ◦ Help choosing a major/program ◦ Following an academic plan ◦ Major/program changing Survey Administration SAC participated in the survey for the first time last fall! ◦ Use the results as baseline for future comparisons. Student participation and faculty, staff, and management involvement were all key to the success of the survey. Administered during the 4th & 5th weeks of fall 2018 ◦ First-time freshmen in English, math, and counseling courses. Subject Total Nbr Sections CNSL 15 ENGL 28 MATH 42 Grand Total 85 HUGE Thank You! All students Dr. Linda Rose Dr. Vaniethia Hubbard Diem Pham Maria Aguilar Beltran Mary Huebsch Dr. Michelle Priest and faculty! Matthew Beyersdorf Shelly Jaffray Martha Ramirez Kyle Bradley Tyler Johnson Kelly Ro Monica Bustamante Paula Kincaid Raquel Serratos Lorena Chavez Alicia Kruizenga Tatyana Shirman Richard Corp Dr. Jeffrey Lamb Christa Solheid Jennifer Davis Janice Love John Steffens Maria Dela Cruz Kimberly Mathews Maria Taylor Jennifer De La Rosa Lisa McKowan Justin Tolentino Ali Fahmy Teresa Mercado-Cota Melissa Utsuki Amanda Farah Becky Miller Reyes Vazquez Madeline Grant Amit Mishal Lithia Williams Pam Hernandez Dr. Veronica Oforlea Monica Zarske Dr. Bart Hoffman Suanne Oh Cristina Zamora Student Respondents 1709 student respondents ◦ 1676 “valid” surveys Focus of today’s results ◦ 834 “Entering” (First-time Freshman) respondents presentation ◦ 842 “Not Entering” (Not First-time Freshman) respondents 9 Excluded Respondents The following respondents were excluded from reporting: ◦ Respondent was under the age of 18 ◦ Respondent indicated previous survey submission ◦ Respondent did not indicate enrollment status ◦ Respondent did not indicate whether he or she was an entering or returning student ◦ Respondent returned an invalid survey 9 Student Respondent Characteristics Enrollment Status & Gender 100% 100% 90% 90% 80% 74% 80% 70% 66% 70% 60% 60% 56% 50% 50% 50% 47% 44% 40% 34% 40% 30% 26% 30% 20% 20% 10% 10% 0% 0% Part-Time Full-Time Male Female SAC SENSE 2018 Cohort SAC SENSE 2018 Cohort Source: 2018 SENSE data 11 Age 100% 90% 88% 80% 70% 60% 50% 46% 40% 30% 20% 16% 14% 13% 10% 4% 6% 4% 3% 2% 1% 0% 0% 18-21 22-24 25-29 30-39 40-49 >= 50 SAC SENSE 2018 Cohort Source: 2018 SENSE data 13 Race 4% White 44% 71% Hispanic, Latino, Spanish 31% 1% Black or African American 13% 4% Asian, Asian American, or Pacific Islander 6% 2% American Indian or Native American 1% 2% Other 4% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% SAC SENSE 2018 Cohort Source: 2018 SENSE data 13 First-Generation Status 25% First-Generation Not First-Generation 75% Source: 2018 SENSE data 14 Employment More than 30 hours 21% 21-30 hours 11% 11-20 hours 11% 6-10 hours 9% 1-5 hours 10% None 37% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Source: 2018 SENSE data 18 Educational Goals Complete a certificate 65% Obtain an Associate degree 80% Transfer to a four-year college or 85% university 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Source: 2018 SENSE data 19 SENSE Results Part 1 SENSE Benchmarks of Effective Practice with Entering Students The 6 SENSE benchmarks are: • Early Connections • High Expectations and Aspirations • Clear Academic Plan and Pathway • Effective Track to College Readiness • Engaged Learning • Academic and Social Support Network 22 Comparison group for benchmarks – Extra-large colleges Year of Adjusted Targeted Number Percent of College Participation Survey Count of Surveys Target Fresno City College 2016 948 1500 63% Los Angeles Valley College 2016 758 1200 63% Riverside City College 2018 743 1200 62% Rio Hondo College 2018 700 1200 58% Santa Ana College 2018 834 1500 56% Santa Barbara City College 2018 676 1200 56% Sacramento City College 2017 792 1500 53% Long Beach City College 2018 734 1500 49% Chaffey College 2018 725 1500 48% San Joaquin Delta College 2018 568 1200 47% College of the Canyons 2018 516 1200 43% El Camino College 2018 543 1500 36% Grossmont College 2018 393 1200 33% Southwestern College 2018 358 1200 30% American River College 2018 376 1500 25% 22 Overall Performance by Benchmarks 100 90 80 70 60 49.5 47.4 49.6 47.6 47.7 50 44.3 45.7 46.3 46.7 43.4 44.1 39.7 40 30 20 Standardized Score 10 0 Early High Clear Effective Track Engaged Academic and Connections Expectations Academic Plan to College Learning Social Support and and Pathway Readiness Network Aspirations SAC Other Ex-Large Colleges Source: 2018 SENSE data 24 Faculty/Staff Predictions Activity SENSE Early Connections * Source: 2018 SENSE data *p < .001, d = - 0.22 24 SENSE High Expectations and Aspirations * * Source: 2018 SENSE data *p < .001, d > - 0.20 24 SENSE High Expectations and Aspirations * * * Source: 2018 SENSE data *p < .001, d > 0.20 24 SENSE Clear Academic Plan and Pathway * Source: 2018 SENSE data *p < .001, d = - 0.26 24 SENSE Effective Track to College Readiness Source: 2018 SENSE data 24 SENSE Engaged Learning All related to student interactions outside of class * Source: 2018 SENSE data *p < .001, d = - 0.22 24 SENSE Engaged Learning * Source: 2018 SENSE data *p < .001, d = - 0.22 24 SENSE Engaged Learning * * Source: 2018 SENSE data *p < .001, d > - 0.20 24 SENSE Academic and Social Support Network * Source: 2018 SENSE data *p < .001, d = - 0.22 24 How did SAC students feel about their experiences with various student services? How satisfied were you with the following services? 3 * 2.5 2.3 2.4 2.4 2.4 2.4 2.1 2.2 1.9 2 1.8 1 Academic Career counseling Job placement Face-to-face Online tutoring advising/planning assistance tutoring SAC Ex-Large Colleges Source: 2018 SENSE data *p < .001, d = - 0.56 24 Satisfaction with Services How satisfied were you with the following services? * * * * 3 2.5 2.6 2.3 2.4 2.4 2.3 2.3 2.4 2.2 2.1 2.2 2.2 2 1 Writing, math, Financial Computer lab Student Transfer credit Services to or other skill lab assistance organizations assistance students with advising disabilities SAC Ex-Large Colleges Source: 2018 SENSE data *p < .001, d > - 0.30 24 What has been your MAIN source of academic advising (help with academic goal-setting, planning, course recommendations, graduation requirements, etc.)? 100% 90% 80% 70% 60% 50% 46%47% 40% 28% 30% 25% 20% 12%14% 6% 8% 7% 10% 1% 2% 4% 0% Instructors College staff Friends, Computerized College Web Other college (not family, or degree advisor site materials instructors) other students system SAC Ex-Large Colleges 22 Would you recommend this college to a friend or family member? 100% 93% 95% 90% 80% 70% 60% 50% 40% 30% 20% 10% 7% 5% 0% Yes No SAC Ex-Large Colleges Guided Pathways Module Results Did a staff member at this college help you decide on a program, major, or pathway of study? 100% 90% 80% 70% 60% 50% 35% 36% 40% 30% 34% 30% 21% 20% 20% 13% 11% 10% 0% Yes Already decided on Talked with staff about No program, major, or possible programs, pathway of study on my majors, and pathways of own study, but have not decided on one SAC Ex-Large Colleges At this college, are you required to follow an academic plan that specifies which courses you are required to take? 100% 90% 80% 66% 70% 62% 60% 50% 40% 30% 21% 19% 20% 17% 15% 10% 0% Yes I do not have an No academic plan SAC Ex-Large Colleges If you were interested in changing your program, major, or pathway of study at this college, do you know how to go about doing this? 100% 90% 80% 70% 60% 50% 42% 40% 36% 34% 32% 31% 30% 27% 20% 10% 0% Yes I am not sure No SAC Ex-Large Colleges Financial Aid Module Results Which one of the following best describes the source from which you originally learned about the process for applying for financial assistance to help pay for college? 100% 90% 80% 70% 65% 60% 50% 40% 30% 20% 16% 9% 10% 7% 4% 0% Parents or other High school College Friend or other Did not learn family members counselor or employee/staff student about financial teacher member assistance application process Please pick the response that best describes your situation.
Recommended publications
  • (ITEP) Application for Admission in 2020
    Integrated Teacher Education Program (ITEP) Application For Admission in 2020 Name: Last First Middle Former Address: Number and Street City Zip Code Telephone: Cell Home Email: Date of Birth: Semester you expect to complete Associate’s degree: Semester that you expect to start at CSUF: Accepted Early Childhood Special CSUF Applied, no response yet Credential Education (ECSE) application Applied, waitlisted Sought: Mild/Moderate status: Not yet applied Moderate/Severe Please indicate your completion status for the following classes (see equivalents on next page): Equivalents to Required Your Equivalent CSUF Classes Community College Course Status CAS 101: Intro to Child Completed Development (required for In Progress all applicants) Not Yet Enrolled CAS 201: Child Family Completed Community (required for In Progress all applicants) Not Yet Enrolled SPED 371: Exceptional Completed Individual (required for all In Progress applicants) Not Yet Enrolled CAS 250: Intro to EC Completed Curriculum (required for In Progress ECSE) Not Yet Enrolled CAS 306: Health, Safety, & Completed Nutrition (required for In Progress ECSE) Not Yet Enrolled MATH 303A: Math for Completed Elementary (required for In Progress Mild/Mod & Mod/Severe) Not Yet Enrolled ENGL 341: Children’s Completed Literature (required for In Progress Mild/Mod & Mod/Severe) Not Yet Enrolled Completed GE Certification In Progress Not Yet Enrolled Please attach an unofficial transcript from all community colleges and/or universities that you have attended. Submit materials to EC 503 at CSUF or [email protected] Integrated Teacher Education Program (ITEP) Application For Admission in 2020 Credential Early Childhood (ECSE) Mild/Moderate Moderate/Severe Core Classes: Core Classes: Core Classes: 1.
    [Show full text]
  • Riverside City College, Norco College and Moreno Valley College Affordable, High-Quality Education for Local Students
    Riverside City College, Norco College and Moreno Valley College Affordable, High-Quality Education for Local Students As the cost of attending Cal State or UC becomes more expensive, many students, especially those from middle class and lower income families, start their education at community colleges. Nearly 40% of all local high school graduates rely on our local community colleges for higher education. Serving Our Community and Local Economy Riverside City College, Norco College and Moreno Valley College are vital community resources, providing career technical education to the healthcare professionals, law enforcement officers, firefighters and skilled workers who serve us. We are proud to provide a high-quality, affordable education opportunity to thousands of students who become future personnel for the local industries, companies and services that serve our communities. Last year alone, our colleges added nearly $1 billion to the local economy and supported nearly 13,000 jobs. Helping Veterans The District is also one of the most important Veterans’ services institutions in California, providing job placement, job training and counseling to about 1,800 vets every day. Upgrading Classrooms and Labs to Prepare Students for Careers While our colleges have had some updates over the years, student demand and academic standards continue to rise. To remain competitive and serve our students and communities for decades to come, we need to repair and upgrade our local college classrooms and labs to help prepare students for future success. You can find each college’s Facilities Master Plan and learn more about planned projects at www.rccd.edu/potentialmeasure. Local Funding to Support Student Success To continue providing affordable, high-quality education, the RCCD Board of Trustees is considering a local bond measure.
    [Show full text]
  • Santiago Canyon College Men's Basketball Newsletter
    Santiago Canyon College Men’s Basketball Newsletter Date: 1/15/18 – 1/21/18 Volume 1 Issue 10 This past week was an exciting one in the Orange Empire Conference. The league is as tight as possible from top to bottom. We had two great games against Saddleback College and Fullerton College. The Wednesday game was at Saddleback and went down to the wire as we lost by 2 points. On Friday, we turned it around and beat Fullerton at home by one point. We hung on to the victory after leading by 13 in the second half. We have been battling through some injuries and sickness. We are looking forward to getting back to full strength in about a week, but we have two tough games this week with Santa Ana and Riverside City College. SCC Men’s Basketball Fast Facts • 4th in California in points per game: 89.9 • 9th in California in free throw percentage: 73.6% • 1st in California in free throws made and 2nd in attempted: 447/607 • 7th in California in 3-point field goal percentage: 39.0% • Massey Rating (as of 1/15/18) = #17 in California • CCCMBCA Poll (as of 1/15/18) = #14 in Southern California • Rocket Henderson is 1st in points scored in California with 537 points • Rocket Henderson is leading the state in scoring during conference play: 33.4 pts/game • AJ Garrity is averaging 16.8 points per game in conference • 46.7% as a team from the 3-point link in conference • 2 Tournament Championships (SCC/SAC Tournament & Pasadena City Tournament) • Conference Record (as of 1/7/18): 2 – 3 • Overall Record (as of 1/7/18): 15 – 6 Game #21: Game Summary - Friday, January 19, 2018 Opponent: Fullerton College Score: SCC 70 Fullerton 69 Santiago Canyon College welcomed first place Fullerton College to Santiago Canyon on Friday in an Orange Empire Conference game and it was the Hawks who came away with a thrilling 70-69 victory.
    [Show full text]
  • Nursing Student Guidebook 2020-2021
    NURSING STUDENT GUIDEBOOK 2020/2021 Santa Ana College Revised: May 2020 Contents W E L C O M E ................................................................................................................................................ 4 RSCCD Administrative Organizational Chart ............................................................................................... 5 Nursing Program Organizational Chart ....................................................................................................... 6 Nursing Department Committee Structure Chart ....................................................................................... 7 Clinical Affiliations Chart .............................................................................................................................. 8 History of Nursing at Santa Ana College ..................................................................................................... 9 Mission, College Institutional Learning Outcomes, and Program Learning Outcomes ........................... 10 Responsibilities of Director of the R.N. Program....................................................................................... 14 Responsibilities of Assistant Director of the R.N. Program....................................................................... 16 Responsibilities of Department Chair ........................................................................................................ 18 Administration ...........................................................................................................................................
    [Show full text]
  • Rancho Santiago Community College District Sustainability Plan
    Rancho Santiago Community College District Sustainability Plan Produced by February 2015 ACKNOWLEDGMENTS Trustees Claudia C. Alvarez Arianna P. Barrios John R. Hanna Lawrence R. “Larry” Labrado Jose Solorio Nelida Mendoza Yanez Phillip E. Yarbrough Alana V. Voechting, Student Trustee Chancellor Raúl Rodríguez, Ph.D. Presidents Erlinda Martinez, Ed.D., – Santa Ana College John Weispfenning, Ph.D., – Santiago Canyon College Sustainable RSCCD Committee Members Delmis Alvarado, Classified Staff Kelsey Bain, Classified Staff Michael Collins, Ed.D., Vice President – Santa Ana College Douglas Deaver, Ph.D., Associate Professor Philosophy Leah Freidenrich, Professor Library & Information Science Peter Hardash, Vice Chancellor – Business Operations & Fiscal Services Judy Iannaccone, Director – Public Affairs & Publications Steve Kawa, Vice President – Santiago Canyon College James Kennedy, Vice President – Centennial Education Center Laurene Lugo, Classified Staff Carri Matsumoto, Assistant Vice Chancellor – Facilities Lisa McKowan-Bourguignon, Asst. Professor Mathematics Kimo Morris, Ph.D., Asst. Professor Biology Kyle Murphy, Student Representative – Santa Ana College Elisabeth Pechs – Orange County SBDC Jose Vargas, Vice President – Orange Education Center Nathan Sunderwood, Student Representative – Santiago Canyon College Other Contributors Matt Sullivan, Consultant – Newcomb Anderson McCormick Danielle Moultak, Project Manager – Newcomb Anderson McCormick Sustainability Plan i TABLE OF CONTENTS SECTION 1. EXECUTIVE
    [Show full text]
  • ACCREDITING COMMISSION for COMMUNITY and JUNIOR COLLEGES Western Association of Schools and Colleges
    ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges COMMISSION ACTIONS ON INSTITUTIONS At its January 6-8, 2016 meeting, the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges, took the following institutional actions on the accredited status of institutions: REAFFIRMED ACCREDITATION FOR 18 MONTHS ON THE BASIS OF A COMPREHENSIVE EVALUATION American River College Cosumnes River Folsom Lake College Sacramento City College Chabot College Las Positas College Citrus College Napa Valley College Santa Barbara City College Taft College ISSUED WARNING ON THE BASIS OF A COMPREHENSIVE EVALUATION Southwestern College REMOVED FROM WARNING ON THE BASIS OF A FOLLOW-UP REPORT WITH VISIT The Salvation Army College for Officer Training at Crestmont REMOVED SHOW CAUSE AND ISSUED WARNING ON THE BASIS OF A SHOW CAUSE REPORT WITH VISIT American Samoa Community College ELIGIBILITY DENIED California Preparatory College Accrediting Commission for Community and Junior Colleges January 2016 Commission Actions on Institutions THE COMMISSION REVIEWED THE FOLLOWING INSTITUTIONS AND CONTINUED THEIR ACCREDITED STATUS: MIDTERM REPORT Bakersfield College Cerro Coso Community College Porterville College College of the Sequoias Hawai’i Community College Honolulu Community College Kapi’olani Community College Kauai Community College Leeward Community College Windward Community College Woodland Community College Yuba College FOLLOW-UP REPORT Antelope Valley College De Anza College Foothill College Santa Ana College Windward Community College FOLLOW-UP REPORT WITH VISIT Contra Costa College Diablo Valley College Los Medanos College El Camino College Moreno Valley College Norco College Riverside City College Rio Hondo College .
    [Show full text]
  • Meeting Agenda
    GROSSMONT COLLEGE Staffing Committee April 15, 2021 | 3:00 p.m. – 4:30 p.m. Zoom Meeting MINUTES Purpose: The Staffing Committee is responsible for drafting Grossmont College’s multi-year Staffing Plan based on Educational Master Plan and Strategic Plan goals, and for monitoring the implementation of Staffing Plan to promote employment equity and diversity consistent with the college’s mission, vision and values. The Grossmont College Staffing Committee is responsible for prioritization of faculty and classified staffing requests from annual unit plans. CO-CHAIRS ASSOCIATED STUDENTS OF ADVISORY GROSSMONT COLLEGE ☒ Aaron Starck ☒ Michael Jennings ☐ Joan Ahrens ☒ Bryan Lam ☐ King Wong ☐ Lida Rafia ☐ Diego Osuna (Proxy) ACADEMIC SENATE CLASSIFIED SENATE ADMINISTRATORS’ ASSOCIATION ☒ Janette Diaz ☒ Bryan Lam ☐ Barbara Gallego ☒ Evan Wirig ☒ Nadia Almaguer ☐ Sara Varghese ☒ Marion de Koning ☒ Patty Sparks ☒ Shawn Hicks EX OFFICIO RECORDER MEMBERS from CSPC and/or FSPC ☒ Bill McGreevy (VPAS) ☒Graylin Clavell ☐ ☒ Marshall Fulbright (FSPC & CSPC) GUESTS ☐ ☒ Brodney (John) Fitzgerald (FSPC) ☐ ☐ ☐ Luma Shamon (CSPC) ☐ ROUTINE BUSINESS 1. Welcome and Introductions The meeting began at 3:06pm. 2. Establish Quorum (50% + 1) Quorum reached. 3. Public Comments N/A 4. Additions/Deletions to Agenda Aaron announced that the Interim President, Dr. Marsha Gable is still waiting for some things to iron out on the new budget before proceeding with positions that were submitted to her via the College Council in December. 5. Approve Meeting Summary & 2.18.21 Meeting Minutes Follow-up 3.18.21 Meeting was cancelled due to low attendance. A couple of committee members were mentioned that they were sent a cancellation notice of this meeting and then it was rescinded.
    [Show full text]
  • Transferable Lab Science Courses* Currently Enrolled Students Must Take On-Site Labs
    Transferable Lab Science Courses* Currently enrolled students must take on-site labs. No online, tv, or distance learning labs will transfer for currently enrolled students. College Course Number Title Units Antelope Valley College ASTR 101 & 101L Astronomy & Lab 4 Antelope Valley College BIOL 101 General Biology 4 Antelope Valley College BIOL 102 Human Biology 4 Antelope Valley College BIOL 103 Intro to Botany 4 Antelope Valley College BIOL 110 General Molecular Cell Biology 4 Antelope Valley College BIOL 201 General Human Anatomy 4 Antelope Valley College BIOL 202 General Human Physiology 4 Antelope Valley College CHEM 101 Intro to Chemistry 5 Antelope Valley College CHEM 102 Intro to Chemistry (Organis) 4 Antelope Valley College CHEM 110 General Chemistry 5 Antelope Valley College GEOG 101 & 101L Physical Geography I & Lab 4 Antelope Valley College GEOG 102 & 102L Physical Geography II & Lab 4 Antelope Valley College GEOL 101 & 101L Physical Geology & Lab 4 Antelope Valley College PHYS 102 Introductory Physics 4 Antelope Valley College PHYS 110 General Physics I 5 Antelope Valley College PHYS 120 General Physics II 5 Bellevue Comm College: Lab sciences are taken for 6 quarter credits (q.c.) which transfers as 4 semester units to VU Bellevue Comm College BIOL 100 Introductory Biology 6 q.c. Bellevue Comm College BIOL 260 or 261 Anatomy & Physiology I or II 6 q.c. Bellevue Comm College BOTAN 110 Introductory Botany 6 q.c. Bellevue Comm College CHEM 101 Introduction to Chemistry 6 q.c. Bellevue Comm College ENVSC 207 Field & Lab Environmental Science 6 q.c. Bellevue Comm College GEOG 206 Landforms & Landform Processes 6 q.c.
    [Show full text]
  • 2Nd Read Riverside City College Esthetician Certificate- 20 Units
    Desert Regional Consortium- 2nd Read Riverside City College Esthetician Certificate- 20 units 1. Overview of program being proposed: The Esthetics program (COS-62A and COS-62B) are designed to prepare the student for a career in skin care, make-up, and hair removal. The Esthetician program consists of 600 hours total, divided into two semesters. The program is designed to prepare the student for the California State Board of Barbering and Cosmetology Esthetics exam. The program contains the California State Board rules and regulations, Cosmetology Act, related chemistry, bacteriology, disinfection and sanitation, safety data sheets, first aid, ergonomics, hazardous chemicals, client protection and safety, anatomy, physiology, histology of the skin, manual facials, electrical facials, chemical facials, make-up, eyebrow arching, hair removal (including wax, tweezers, and depilatories, artificial lashes, and predisposition test). Program Goal and Objective: Career Technical Education Completion of the esthetician courses would entitle the student to an Esthetician certificate and eligibility for the California State Board of Barbering and Cosmetology licensing exam. This program prepares individuals to provide professional skin care services in spas, salons, resorts, casinos, dermatologist’s offices and other related industry establishments. This includes courses in health and safety, skin care, makeup, hair removal, sanitation, management, customer service, and preparation for practicing as licensed estheticians in the state of California. Courses in applicable professional labor laws and regulations in the esthetics industry, physiology, anatomy, electricity and ergonomics are also covered in depth. Emphasis is placed on passing state licensing exam and industry entry skills. Catalog Description: The CTE Esthetics Certificate will encompass a variety of skin care concepts, such as, California Board of Barbering and Cosmetology Act and regulations, skin care related sciences, and the practice of skin care principles.
    [Show full text]
  • The College Promise in California: a Collection of Program Profiles
    The College Promise in California A Collection of Program Profiles AUGUST 2016 About REL West The Regional Educational Laboratory West (REL West) at WestEd, serving Arizona, California, Nevada, and Utah, is part of a national network of 10 RELs whose mission is to provide research, analytic support, and resources that increase the use of high‑quality data and evidence in education decision‑making. Most REL West work is carried out in partnership with educators—from state and local decision‑makers to district and school support providers and practitioners—through eight regional research alliances. This booklet can be found online at: https://relwest.wested.org/resources/221 For more information, contact [email protected] This booklet was developed for the Institute of Education Sciences (IES) under Contract ED-IES-12-C-0002 by Regional Educational Laboratory West administered by WestEd. The content of the booklet does not necessarily reflect the views or policies of IES or the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorse- ment by the U.S. Government. This REL West booklet is in the public domain. Table of Contents Map of California College Promise Programs — August 2016 1 Introduction to California College Promise Program Profiles 3 Adopt a Fifth Grader Program ........................................................... 5 Cabrillo Commitment S4C Scholarships ........................................ 7 Cerritos Complete ...............................................................................
    [Show full text]
  • Riverside City College Affordable, High-Quality Education for Local Students
    Riverside City College Affordable, High-Quality Education for Local Students As the cost of attending Cal State or UC becomes more expensive, many students, especially those from middle class and lower income families, start their education at community colleges. Nearly 40% of all local high school graduates seek higher education at local community colleges like Riverside City College (RCC) and others in the Riverside Community College District. Serving Our Community and Local Economy Riverside City College, Norco College and Moreno Valley College are vital community resources, providing career technical education to the healthcare professionals, law enforcement officers, firefighters and skilled workers who serve us. We are proud to provide a high-quality, affordable education opportunity to thousands of students who become future personnel for the local industries, companies and services that serve our communities. Last year alone, our colleges added nearly $1 billion to the local economy and supported nearly 13,000 jobs. Helping Veterans RCC joins the other RCCD colleges to collectively provide job placement, job training and counseling to about 1,800 vets every day. Upgrading Classrooms and Labs to Prepare Students for Careers While our campus has had some updates over the years, student demand and academic standards continue to rise. To remain competitive and serve our students and communities for decades to come, we need to repair and upgrade RCC classrooms and labs to help prepare students for future success. You can find the RCC Facilities Master Plan and learn more about planned projects at www.rccd.edu/potentialmeasure. Local Funding to Support Student Success To continue providing affordable, high-quality education, the RCCD Board of Trustees is considering a local bond measure.
    [Show full text]
  • Apply for a $500 SCHEC Need Help with Expenses After You Transfer?
    Need help with expenses after you The South Coast Higher Education Council (SCHEC) is pleased to be offering several $500 scholarships for the 2017-2018 academic year. Transfer? Those who meet the following criteria are invited to . apply for a SCHEC Scholarship: Currently enrolled in a SCHEC institution and will be transferring as a full-time student to a SCHEC four-year college/university* Apply during the 2017-2018 academic year for a Have a 3.0 or higher cumulative GPA Applications must be postmarked no later than $500 March 10, 2017! SCHEC Application materials can be found at: http://www.schec.net Questions? Contact: Scholarship Melissa Sinclair at CSU Fullerton: [email protected] Carmen Di Padova at Alliant International University: [email protected] Alliant International University CSU Long Beach Rio Hondo College The following colleges, Argosy University Cypress College Saddleback College universities and Azusa Pacific University DeVry University Santa Ana College Biola University El Camino College Santiago Canyon College professional schools Brandman University Fullerton College Southern California University are members of the Cerritos College Golden West College Trident University International South Coast Higher Chapman University Hope International University Trinity Law School Citrus College Irvine Valley College UC, Irvine Education Council Coastline College Loma Linda University UC, Riverside (SCHEC): Concordia University Long Beach City College University of La Verne Columbia University Mt. San Antonio College University of Redlands CSPU, Pomona National University Vanguard University CSU, Dominguez Hills Orange Coast College Webster University CSU, Fullerton Pepperdine University—Irvine Whittier College .
    [Show full text]