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Integrated Student Success Committee

Updates from this year's work of the ISSC and the Student Equity & Achievement (SEA) Program

The Integrated Student Success Committee Commonly known as ISSC, take a new look at the committee's work explore the new Committee website

The SEA Program / ISSC Committee website is a resource for the SRJC Community. The site contains the work of the committee for the last few years and resources and data for independent research. The committee encourages exploration of this rich work and data to better inform the community.

Explore the committee orientation

Interested in the past work of the committee that has influenced our college's approach to out work with students? Go through the committee's orientation page where you can walk through many of the important contributions of the group's work. You can find the orientation at: Scan the QR code to the right to access the website.


The integrated student success committee

General Information

The ISSC has evolved since the time of inception as state legislation on various categorical programs have changed. The information below details the current form of the committee.

Committee functions

Committee Charge

The mission of the Integrated Student Success Committee is to advance equitable student access, success, and completion at Santa Rosa Junior College through the creation and development of integrated goals. The Committee will provide a platform for collaboration and communication across the District that results in the integration of student success efforts including, but not limited to the programs under the Student Equity & Achievement program (formerly the Student Success and Support Program (SSSP), the Student Equity (SE) Program, and the Basic Skills Initiative (BSI)).



As the diagram below illustrates, four separate programs and initiatives have been combined into one Student Equity and Achievement program, which is represented at SRJC as the Integrated Student Success Committee.

shared governance membership

10 Administrators

  • ​Vice President, Student Services (Co-Chair), or designee*
  • Dean of Students, or designee*
  • Dean, Language Arts & Academic Foundations*
  • Executive Dean, SRJC Petaluma, or designee*
  • Noncredit SSSP Manager*
  • Director, Office of Institutional Research*
  • 2 Additional Student Services Managers appointed by VPSS
  • 2 Additional Academic Affairs Managers appointed by VPAA

13 Faculty

  • Academic Senate President or designee (co-chair)*
  • Student Equity Faculty Coordinator*
  • BSI Faculty Coordinator*
  • Whenever Possible the remaining faculty will include:
  • College Skills, Counseling, CTE, DRD, English, ESL, Library, Math, Noncredit faculty, Transfer Center

4 Classified

  • 2 SEIU;
  • 2 Classified Senate

4 Students

1 Ex-officio - by Position

  • Information Technology


Student Equity & Achievement (SEA) program

The ISSC is the committee responsible for carrying out the college's SEA program. The state's legislated categorical SEA program outlines requirements, areas of outcome measurement, as well as disproportionately impacted groups for the college to address. Read on to find out more!

SEA Program requirements

Ed Code 78222b

As a condition of the receipt of funds for purposes of this section, a district shall comply with all of the following:​

  • Maintain a student equity plan pursuant to Section 78220 to ensure equal educational opportunities and to promote student success for all students, regardless of race, gender, age, disability, or economic circumstances.​
  • Provide matriculation services (orientation, counseling and advising, referral to specialized student support services, and other education planning services needed to assist a student in making informed decisions about his or her educational goal and course of study and in developing an education plan). ​
  • Adopt and implement AB 705​
  • Provide all non-exempt* students with an education plan

Overall SRJC Student Retention (Fall to Spring) : 69.7%

SRJC Groups that fall below the 2% threshold for disproportionate impact

SRJC baseline data for the retention metric

  • Native American (Female): 58.4% ​
  • African American (Male): 60.3% ​
  • Latinx (Male): 66.4% ​
  • White(Male): 67.7%​
  • First Generation (Female): 67.7% ​
  • First Generation (Male): 65.3% ​
  • Foster Youth (Male): 61.6% ​
  • Veteran (Female): 63.3% ​
  • Veteran (Male): 60.7%


Within the SEA program goals, the state has identified consistently disproportionately impacted goals for which each college is responsible for addressing. These groups include:

  • Low Income/First Gen​
  • Ethnic/Racial Groups​
  • LGBTQ​
  • Veterans​
  • Homeless​
  • Students with disabilities​
  • Current and former Foster Youth


As a part of the SEA program, each college monitors the outcomes of various groups in the following areas:

  • Access​ (rates of conversion from application to registration)
  • Retention (Fall to Spring)​
  • Transfer-level Math and English in first year​
  • Transfer​
  • Vision goals (degree and certificates)

Sea-funded programs

The SRJC SEA Program funds dozens of projects and programs. The six general categories are named below: concerted outreach, student development & disability support services, matriculation and completion, instructional programming, program coordination, and integrated support.

Check out each of the individual programs at

welcome, guided, engaged

the values and qualities of student success

Based on the work of Student Support (Re)defined, ISSC created a model of success which aims to create the conditions and qualities of success centered on the student experience.

Defining a logic model

In a previous year, the ISSC created a logic model that defined the qualities and characteristics of success. Scan the QR code and take a look!

Invited & Welcomed

  • All students feel a sense of belonging and a part of the SRJC Community
  • All students are introduced to campus activities, support services, and academic programs
  • All students' skills, talents, abilities & experiences are recognized
  • All students have the opportunity to contribute on campus and feel their contributions are appreciated

Guided & Supported

  • All students know about and utilize services and supports that help them form an opinion, make a decision, and stay on track
  • All students have a goal and know how to achieve it
  • All students stay on track- keeping their eyes on the prize

Engaged & Empowered

  • All students actively contribute to the college community
  • All students feel they are reflected and represented in the campus culture and motivated to contribute
  • All students actively participate in class and extracurricular activities
  • All students feel someone at the college wants to help them succeed


SEA program aims

Program goal cover sheet

Each year SEA-funded programs complete a goals cover sheet to identify their intended impact on certain disproportionately impacted groups, and their intended outcome metrics. Read more details below.

View a sample cover sheet

Interested in seeing how the cover sheet works? Check out a real sample by scanning the QR code to the right --->


cover sheet information

What are you addressing?

  • Target Group & Outcomes (Metrics)

What is your Program Process?

  • Resources (Personal, Materials, etc.)
  • Activities (Academic support, Matriculation, Outreach, etc.)
  • SEA-funded & Overall

What are intended Results?

  • Academic (Course Success, Retention, etc.)
  • Knowledge, Competence, Engagement, etc.

What is impact?

  • SEA Funds
  • Number of Students served
  • Proportion of program

SEA program outcomes

Annual tracking of outcomes

With the required collection of student ID numbers by each of the programs, the Office of Institutional Research is able to provide intermediate outcome data to SEA-funded programs. Scan the QR code to the right to explore more.

Areas of outcome assessment

With the collection of student ID numbers, programs receive OIR data which shows rates of course completion, course retention, fall-to-spring persistence (one semester), and fall-to-fall persistence (one year).

Programs also receive information on students' self-reported indicates of social/emotional areas of feeling Invited & Welcomed, Guided & Supported, and Engaged & Empowered.

Programs can compare their outcomes against District averages.


With the OIR tool, you can explore the effects of individual programs on groups with different characteristics.

one example: Laptop loan

Students who utilized the SEA-funded Laptop Loan program have shown significant improvements in rates of course completion, course retention, and one semester and one year persistence.

Similarly, those students reported higher rates of social/emotional outcomes in the three areas of impact sought by the colleges DI work.

SEA program evaluation

program evaluation

Each year SEA-funded programs complete a goals cover sheet to identify their intended impact on certain disproportionately impacted groups, and their intended outcome metrics. Read more details below.

program evaluation process

Written description of program outcomes

  • Based on received data

Reflection for improvements

  • Request of needs

Supplementary data

  • Catalog events with headcounts

View a sample of program evaluation

Interested in seeing a program evaluation? Check out a real sample by scanning the QR code to the right.

Institutional research support

The Office of Institutional Research (OIR) continues to actively support ISSC in the collection and analysis of data. Throughout spring 2021, OIR has provided valuable data in support of all ISSC Actions Teams (Part-Time Students, Barriers to Participation, Students in Remote Instruction).

One example of ISSC data utilization was the analysis of full-time student status and adult learners. Spring 2021 data showed that students who identify with ethnically diverse backgrounds tend to have a full-time schedule and tend to be under the age of 25 years.

Additionally, the Office of Institutional Research also provided ISSC team members with training on developing actionable guiding and research questions that will measurably impact equity. The training helped each action team development measurable goals for tracking the impact of ISSC projects.

Data continues to be a crucial part of addressing equity gaps and disproportionate impact. OIR will continue ISSC support with valuable data and analysis. The 2020-21 might be coming to an end, but the work will continue in 2021-22.

For further information contact dr. Jeremy Smotherman, Senior Director of Institutional Effectiveness, Research, and Planning

ISSC Action Teams

What are they and how do they work?

ISSC exploration of disproportinate impact

For the last few years, the ISSC has engaged in action research on topics related to our disproportionately affected students, aiming to make changes that will reduce equity gaps in student access and success. In 2020-2021, the committee established the following three areas to explore:

Part-time students

Part-time students comprise 75% of SRJC students. While full-time students do not show disproportionate impact, part-time student do. How can we make the college ready for part-time student success?

Barriers to participation

Students who participate in SEA programs show significant gains in persistence and other outcome measures. How can we engage all students to be involved in activities that eliminate disproportionate impact?

Students in remote instruction

The unprecedented move to all online college instruction may have differential impact on our students. Has disproportionate impact changed or significantly heightened during this period of all online instruction?

the approach of inquiry based design

ISSC Action Teams are using the model of inquiry-based design (IBD) to approach their topic areas. The general phases of IBD are described below.

Part-time students

ISSC Action Team

context and background

SRJC is designed for the success of full-time students, and gives the message that students should be full-time. Furthermore, students who attend the community college have varied goals, from preparation for a four-year degree and graduate work to career development, workforce preparation, career education and personal development. However part-time students comprise 75% of SRJC students, and has for decades. While full-time students do not show disproportionate impact, part-time student do. The disproportionate impact is different among groups within part-time students as well. Within the very recent past, some eligibility requirements have been changed to make more financial assistance available to part-time students.

why it matters

Due to many reasons, including work, family obligations, learning styles and other reasons, students choose or are obliged to attend part-time. The college needs to face the reality that most students are part-time and that will not change. With some exception (DRD and EOPS), the college is not designed for the success of part-time students, from services to instruction. Without changes in practices, policies, and attitudes, part-time students will continue to achieve at lower rates than full-time students, and the college will not attract and retain as many students, thus not fulfilling the promise of social and economic mobility for which the community colleges are known.

aims and objectives

The aim of this inquiry is to identify the college’s systems, policies and culture creates obstacles and barriers to the success of part-time students. The method of exploration will include examining the DI groups within part-time students and the identification of both risk and success variables for part-time students at the college.

The ultimate aim of this research is to change the college to be inclusive as a part-time student success ready college.

  • Support systems
  • Changing mindset/culture/awareness
  • Changing actual systems of delivery

Problem Statement

Persistence and completion rates are lower for part-time students compared to full-time students at SRJC.


Completion: successful completion of a course (A, B, or C)

Persistence: Enrolling the following semester/year

Retention: remaining in a course until end of term (includes D, F)

Research Question

How does utilization of counseling impact Part Time students’ persistence and/or completion compared of PT students who do not utilize the services?


barriers to participation

ISSC Action Team

context and background

Data show a positive association between students who participate in SEA funded programs and students who show significant gains in persistence and other outcome measures. At SRJC, SEA programs and activities are designed to reduce several identified equity gaps; however, not all students participate and engage in SEA programs or other projects that help support student success. For example, during 2018-19, there were 32,000 student engagements SEA programs and activities. In order to ensure all students have access to these programs, we need to identify barriers students may face when it comes to participating and engaging in these programs. Moreover, participation and engagement in these programs do not happen equally among all student groups. There have been some effective attempts at engaging students with SEA activities, such as learning communities, academic support, and co-curricular activities.

why it matters

To become a student-ready college, we need to better understand how to meet our students’ needs so our programs can be relevant and accessible to all students. Understanding the barriers that students may experience helps us design more effective outreach so we can connect students to programs directly. In addition, ensuring our SEA programs are student-ready and accessible helps increase community knowledge of the many programs SRJC offers to support student success and learning. Improving outreach and reducing barriers to these programs will ultimately help with college-wide enrollment and retention.

SEA programs are designed to help participating students stay on track with their short- and long-term goals at our college, and it is especially important that students in groups who are disproportionately impacted by barriers to success be connected with the projects and programs designed to support them. If these students do not receive the support they need to be successful, they may continue to experience barriers and obstacles to learning and success. SRJC wants to support students holistically, inside and outside of the classroom, by welcoming and inviting, guiding and supporting, and engaging and empowering them.

problem statement

A common barrier students face is simply that they don’t know about a program’s existence, or they don’t know how a program can help them. How are students connected with or recruited into SEA programs? What are the strategies students are using to come into SEA programs?

solutions: Transfer center OUtreach

The Transfer Center uses the enrollment report in SIS for targeted outreach efforts. The TC identifies students who have a goal of transfer and lack comprehensive education plans and are members of disproportionately impacted groups, such as Latinx, Black/African American, Native, and/or low income. The TC then outreaches to thousands of DI students each year so they create firm ed plans and complete their transfer goals.

aims and objectives

The objectives of this study are threefold: 1) to better understand how students are learning about SEA programs, 2) to provide more clarity on the barriers some students may face to participating in SEA programs, and 3) to make recommendations for interventions so that these programs can better meet students’ needs. By shedding more light on who the non-participating students are, we will be better able to investigate specific shared characteristics among this group of students that will then lead us to propose specific interventions and actions to support these groups. In doing this work, we aim to investigate the mystery of non-participation by identifying systems, policies, and attitudes at our college that hinder participation and engagement in SEA-funded programs, and recommending changes that will directly increase participation in SEA programs and activities.

solutions: A common application for services

Nearly two dozen programs are creating a common application for students to pre-qualify for services. The form will pull data from SIS and inform students of their options.

research question

Would a common application be helpful for students to access and participate in SEA-funded programs and activities?

students in remote instruction

ISSC Action Team

context and background

In spring 2020, SRJC was forced into remote learning and services due to COVID-19 and will continue to operate in this manner at least through summer 2021. It is critical to know the impact this is having on the success of SRJC students, especially DI groups. We seek to learn the specific challenges students are facing in this new reality and what the District is doing to assist students with these challenges. And we hope to identify equity gaps that might surface, or are resurfacing because of remote learning.

why it matters

Through discovery, we hope to implement strategies to support students through the duration of the remote learning period. Though face to face instruction will resume one day, it has been said that SRJC’s online offerings may be at a much higher proportion than what was in place prior to the pandemic. This period of fully online learning provides an opportunity for us to research, begin to identify, and mitigate growing areas of achievement gaps so that we may begin a process to improve the students’ remote/online learning experience and systems of support.

aims and objectives

The aim is to learn how SRJC can adapt our systems to meet the needs of students in the remote environment. Through review of literature and survey responses, we hope to identify preferred methods of outreach to disseminate offers of assistance, the changes we need to make in our service delivery to serve students in the remote environment, and how to support students so they do not give up in the midst of non-ideal learning environment. We hope that the research reveals how we might address different learning/communication styles in the online environment.

research question

How are material, environmental, and psychological barriers impacting student success and engagement in remote learning? Are these factors disproportionately affecting students of color, and specifically Black students? (white vs non-white and then specifically Black students).


Communities of Practice

What SEA-Funded CoPs have in store

The SEA Program is funding several Communities of Practice in the upcoming months. Six CoPs were created using SEA funding. Read more about each one of these amazing projects below.

UMOJA Supported Class, Creating Black Equity: Action Beyond Solidarity Statements

Facilitated by Jesekah Loggins & Byron Reaves. Tuesdays, June 1st and 15, from 9 – 1;

Building on the interest developed from the Umoja PDA session and the Creating Black Equity: Action Beyond Solidarity Statements, this community of practice will train faculty that are interested in the Umoja Supported Program. For those that are unfamiliar with Umoja, it is modeled after SRJC’s learning communities and follows the state-wide Umoja practices. Umoja actively seeks to welcome, engage, and empower all of its students—with a particular focus on Black students—through a curriculum and pedagogy responsive to the legacy of African and African American cultures. We combine an ethic of love with intrusive counselling in a culturally competent environment. The Umoja Supported Program is modeled after state-wide efforts to expand successful Umoja practices. This is a two-fold opportunity. First, it is an opportunity to provide faculty and staff with access to high quality professional development around Umoja best practices, and two, it is an opportunity to expand Black student’s access to a wider range of GE courses beyond to English and Counseling courses we traditionally offer.

African and African American students are among our most disproportionately impacted students, according to SRJC Equity report, State-wide data from the Chancellor's office, as well as highly respected academic research institutions that focus on African American student success, such as the Community College Equity Assessment Lab (CCEAL) at San Diego State University. There is substantial evidence, both at the state-level and at SRJC, that students who are in the Umoja program have higher retention, persistence, and success rates. This is in large part due to the training Umoja faculty and staff receive in Umoja practices. The Umoja Supported Program seeks to train a larger group of faculty in these practices.

Creating Black Equity in the Classroom: Pedagogy, Policy, Practice

Facilitated by Byron Reaves & Dr. George Sellu. June 21, and W, June 23, from 10 a.m. – 2 p.m.

At the heart of rehabilitating the harm that institutions have inflicted on Black students rest anti-racist practices. This CoP will look to healing the harm done by taking a closer look at pedagogy and policies from an equity and anti-racist lens. The purpose of this CoP is to move closer to creating equity for Black students in the classroom by focusing on the Black student experience.

Communities of Practice

What SEA-Funded CoPs have in store

Tutorial Center

Facilitators: Amy Roscielle Flores & Pattie Myers. This is CoP is taking place 9-1 on Fridays, June 18 & 25

Academic support is a valuable asset in any educational institution. At SRJC, we have the Santa Rosa and Petaluma Tutorial Centers, Writing Center, Math Lab, and ESL Lab. Faculty, instructional assistants, and student workers provide the academic support in these different centers and labs. Our instructional assistants specifically are the backbones of our academic support who provide support to both students and faculty. They are instrumental not only in reinforcing the content but are passionate in incorporating college/soft skills in their dealings with students. Students visit the tutorial center for help from various disciplines at different levels. With the AB 705 implementation, they are constantly faced with students being clueless with the subject matter they bring to the table. This leads to the dilemma between tutoring and teaching. Our timekeeper reports show students spending more time during tutoring sessions, an indication the extra support they need.

The goal of this Community of Practice for academic support is to allow and interested faculty members, especially those from different academic support departments the opportunity and time to gather as a group to celebrate the beauty, but at the same time identify, understand the diverse but rich and unique needs and experiences of our students, acknowledge, and address the challenges that tutors encounter in their sessions with students. With the change in student demographics in addition to the impacts of different education reforms, our colleagues who provide academic support are also in need of our support to be more effective in their tutoring sessions as well keep abreast with the diverse needs and changes in the academe. In addition, this event will hopefully be the beginning of more connections and collaboration among our academic support centers and labs. The insights coming directly from faculty tutors will help plant a seed on the support and trainings to be offered to PALS and MESA tutors.

POC Synergy

Facilitators: Lori Kuwabara & Lauren Servais. June 8, 9-noon; W, June 9, 9-noon; Th, June 10, 9-11

Professor Mary Louise Pratt defines contact zones as “social spaces where cultures meet, clash and grapple with each other, often in highly asymmetrical relations of power.” This is our common reality at SRJC, in our classrooms, departments, and committees. Apart from these contact zones, Pratt says, there is a need for what she calls “safe houses”: “social and intellectual spaces” where groups with similar backgrounds come together to strengthen their identities, unify in common purpose or understanding, and problem solve collaboratively. The focus of this CoP is to provide a safe house for POC faculty to come together and discover common goals, purposes, and projects including, but not limited to, the creation of our new Black/Ethnic Studies Department. We’ll call our CoP “POC Synergy.”

SRJC is not always a safe space for faculty of color. A gulf exists between our professed value of antiracism and actual practice. While this CoP is open to all faculty, we seek to cultivate a space where POC faculty can come together to learn, build community, and design transformative spaces and coalitions that forward learning and conversations about race and invite direct action to end racism. Through our collaboration, we will seek to move SRJC to equity, diversity, inclusion, and anti-racism in ways that are rooted in our lived experiences and cultural ways of knowing. If we are to build the equitable ecosystem of our dreams, where our students are invited to learn and grow in the fullness of who they are, then we need to hold a space that allows POC faculty to express ourselves in the fullness of who we are.

Communities of Practice

What SEA-Funded CoPs have in store

Learn the tools of data analysis to deepen conversations about equity gaps in classes impacted by AB705 that require high levels of writing

Facilitators: Michael Hale and Roam Romagnoli. This is CoP is taking place 10-12 on Fridays, June 4, 11, 18, 25

Interested faculty in departments that are impacted by AB705, and that require high levels of writing, learn the tools of data analysis to deepen their conversations about equity gaps, discuss which metrics are most important for our departments and disciplines to evaluate disproportionate impact in order to develop targeted and effective student interventions.

KC Greaney taught us that a major part of understanding equity is in discovering how to disaggregate the data effectively to discover disproportionate impact that often hides in plain sight. While AB705’s reforms have increased the success of students in English 1A, more work can be done looking at multi-factor data analysis to discover lingering pockets of disproportionate impact. We will attempt to accomplish this over four weeks by 1) Learning the basic tools of data analysis from OIR. 2) Reviewing the data around access, retention, persistence, and success using an intersectional lens that seeks to look for multiple, interlocking sites of disproportionate impact. 3) Studying the “engagement effect.”

Are students who engage in student support services at SRJC more successful? 4) Discussing how do we use data analysis to set 1-5 year individual instructor and department goals to increase retention, persistence, and success?

Before AB705, the vast majority of students who tested 3-levels below transfer-level English never made it past English 1A, and since these students were disproportionately students of color, low income students, and/or DRD students, this impacted the student demographic in every course that requires 1A as a pre-rec. Increasing the success rate of students in English 1A will do more to increase the diversity and inclusion of transfer-level courses at SRJC than we can probably imagine right now.

Math, Engineering, and Physics (MeP)

Facilitators: Vince Bertsch and Jan Kmetko. 12-1:30 on Fridays: April 16 & 30, May 14 & 28

The purpose of this project is to bring together SRJC STEM faculty to develop improved instruction and student support strategies for STEM students in the math, engineering, and physics pathways. A primary focus will be on sharing pedagogical best practices to address the changing English and math backgrounds caused by the rollout of AB705's mandated pathway changes as well as the college's demographic shifts. The intertwined math, engineering, and physics education pathways depend heavily on student foundational competence. A secondary focus is to develop student support strategies to bridge the diversity gaps in professional as well as education skills for STEM students.

Communities of Practice

What SEA-Funded COPs have in store

Teaching, Assessing, and Engaging Multilingual Students Across Disciplines

Facilitators: Bita Bookman & April Oliver. This is CoP is taking place F, April 30, 12-3; F, May 14, 12-3; F, May 21, 12-2

This hands-on CoP will focus on research-based, multimodal approaches to 1) provide comprehensible input by using a variety of scaffolding strategies 2) move toward culturally-responsive and more equitable assessments, and 3) increase multilingual students’ engagement in online classrooms across disciplines.

Post AB-705 teaching and learning: At SRJC, as a Hispanic-serving institution, there are many bilingual and bicultural students who have been impacted by the implementation of AB 705 which eliminated English placement tests. Consequently, SRJC instructors across all disciplines are seeing a larger number of students with a lower English proficiency and academic preparedness. In this CoP, instructors from different disciplines will develop and use strategies to meet the needs of diverse students and to increase student retention and success rates.

Online Design & Engagement

Facilitators: L. Dawn Lukas & Lauren Nahas. 2-4 on Tuesdays, June 1, 8, 15, & 22

This CoP will focus on the ways we can use Canvas specifically (and to a lesser extent, technology in general) to support equitable learning and teaching. We will look at course design overall as well as having a specific focus on designing, evaluating, and creating online assignments and/or resources for use in fully online courses, hybrid courses, and face-to-face courses using Canvas as a supplement. There will be a focus on equitable design within the online environment, which has been shown to increase the success of all students. Topics will include Mastery Paths/Outcome-based design, general online course design, converting face-to-face activities into online formats successfully, equity and Universal Design for Learning, increasing student engagement and buy-in, and more!

With an increasingly diverse student population, both demographically as well as due to AB705 changes, it is imperative that instructors be able to leverage the available online tools to provide targeted, responsive, and effective instruction. In this CoP, we want to create a community that is focused on creating content that is more responsive to student needs. EDI principles such as differentiation strategies, student engagement, and guided practice fit in well with an equity-based mindset and mastery-focused instruction, all of which will be an underlying focus of discussions on course, lesson and assessment design and use. The AB705 restructuring within the English Department, which Dawn Lukas was heavily involved in, surfaced a plethora of excellent ideas and insights about teaching a more diverse population, and Michele Larkey has extensive experience with equity design and has been an Instructional Designer for approx. 20 years, while Lauren Nahas has been involved in both. Lauren and Dawn are also veteran online instructors, each with about 15 years of online teaching experience.

Student Impact

What is the effect of our SEA program?

Sea programs outcomes

Intermediate outcomes of course success, course retention and college persistence influence student goal completion.

What are the outcomes?

Students who participate in SEA-funded programs tend to have higher course success (obtaining a C grade or better), higher course retention (staying in the course for a grade), and much higher college persistence (completing the semester and taking courses in the next).

Counseling outcomes

The college's investment in Counseling has paid off in the number of students who have completed educational plans, a prominent goal of SEA legislation. From 2014 to 2019, rates of educational plan creation increased dramatically from 43% to 93%.

Comments or questions on this update? Email or