the Service Area

associate degrees, and transfer goals each academic year through the implementation of Guided Pathways.”

• Institutional Objective 1.3: “In accordance with CCCCO Vision for Success Goal 2*, increase the number of students who transfer and/or are transfer prepared annually.” (*The CCCCO Vision for Success Goal 2 is to “Increase by 35 percent the number of

CCC students transferring annually to a UC or CSU by 2022.”)

Institutional Goal 2 states that “Shasta-Tehama-Trinity Joint Community College District will use technology and other innovations to provide students with improved access to instruction and student services across the District’s large geographically varied area.” Institutional Goal 3 states that “Shasta-Tehama-Trinity Joint Community College District will increase students’ academic and career success through civic and community engagement with educational institutions, businesses and organizations.” A vision is presented of extending higher education opportunities across the 10,000-square mile district (Educational Master Plan p. 5, Strategic Plan pp. 7–12).

Shasta College strives to provide a plethora of meaningful educational opportunities to residents throughout the district. Therefore, academic programs for the Tehama Campus closely follow what is achievable in Redding without replicating resource intensive Career Technical Education programs. Tehama Campus academic programs are determined by student demand and courses available online. Regular enrollment studies examine population trends, demographics, employment trends, student success rates, retention rates, student persistence, and perceptions about Shasta College. Continual examination of researched data identifies and informs planning. Geographic barriers and lack of supporting infrastructure (i.e. lack of broadband coverage in rural areas, poverty, etc.) are examples of identified obstacles for students (Educational Master Plan, Ch. 2, Appendix E). The Tehama Campus was established to provide higher education opportunities for Tehama County residents (Educational Master Plan, p. 5; Strategic Plan, Institutional Goal 2). It is planned that the Tehama Campus will eventually become a full college, expanding Shasta College into a multi-college district (Educational Master Plan, p. 106; Strategic Master Plan, Institutional Objective 2.1, p. 10). The Tehama Campus began with the consolidation of leased facilities in multiple locations and has capacity for expansion on-site (Facilities Master Plan, pp. 7, 17). The Tehama Campus is considered vital to the District by providing local access to education and support services to a significant geographic area (Facilities Master Plan, pp. 18 & 20). Thorough planning and operational efforts have positioned the Tehama Campus to meet Educational Center Status requirements and continue steady growth over time.

The CCCCO approved the submitted Letter of Intent (LOI) and provided a list of criteria to be examined in this Needs Assessment. All items are addressed throughout this document with supplemental information provided in the appendices. The Letter of Intent and CCCCO approval letter are provided in Appendix C. The original requested submittal date of July 31, 2020 was extended a year due to the global pandemic. The modified submittal date is July 31, 2021.

1.4B – Identify Preferences for Community College Programs on the Part of Individuals in the Service Area

The Tehama Campus has a 12-year record of providing community college programs that meet the preferences of individuals in the community. Shasta College regularly examines graduation data and incoming students’ declared majors for guidance in determining programs to offer. The Tehama Campus mirrors the data for the rest of the college. Based on Shasta College total incoming student data, 40% did not identify an educational goal and 25% identified their desire to transfer to a four-year school either with or without an associate degree. Incoming students’ interest in attaining a local degree, vocational degree, or certificate decreased from 11% in 2006 to 9% in 2011 (Educational Master Plan, p. 30). Approximately 80% of student enrollments are in transferable courses, with another 15% in degree applicable courses. Credit and noncredit Basic Skills enrollments accounted for 4% of enrollment in 2010–2011 (Educational Master Plan, p. 40).

The Tehama Campus collects data on self-declared majors and completed programs of study. A threeyear average of incoming students’ self-declared majors at the Tehama Campus revealed the 10 most desired programs as Nursing, Business, Medical Assisting, Administration of Justice, Art, Psychology, CSU General Education, Early Childhood Education, Health, and Agriculture. The top completed programs of study by Tehama Campus graduates are Social Sciences, Psychology, Allied Health, Natural Sciences, Business Administra-