Planning, Review and
Budget Council
Counseling Division Dean’s Summary – Fall 2013 Update
This Counseling Division Dean’s Summary outlines the planning efforts, trends, needs, budget priorities
and new strategies developed in the Counseling Division, guided by our Strategic Plan, new Title 5
regulations (SSSP), accreditation mandates and response to our diverse communities. Therefore, the
trends consider both institutional and environmental catalysts for change, and the budget priorities are
with consideration of both institutional changes and new state-wide mandates. New initiatives include
responding to the rapidly accelerating online instructional and student services needs of the students and
institution.
Part A – Trends: Describe the broad trends you see within your division/area. Cite specific internal or
external data when necessary. Please include any trends you see in technology and staff
development/training needs.
I. Broad initiatives responding to trends emerging in Counseling Division
a. Transformative counseling services to accommodate continually changing federal and state
regulations as well as new technologies
i. Front Desk Counseling & ”triage” services
ii. Customized SEP formats for Financial Aid, new students, re-entry workers, etc.
iii. Group and online service delivery formats (e.g. SEP & AA-T/AS-T Workshops)
iv. “Embedded” counseling services (e.g. HPN, TAACCCT, MESA, CIN)
b. Continued commitment to service area high school constituencies by preserving Early Decision and
counselor liaison activities
c. Responding to acute needs of the student body and community including:
i. Diminishing transfer opportunities to public CA colleges/universities
ii. Increasing need for mental health services
iii. Employment and re-training services for dislocated/unemployed workers
iv. Veteran students returning from active duty
d. Increasing online services including online advising and other student services
e. Increasing college-wide role in institutional planning of class schedule, meeting FTES
Enrollment targets, student success, and new areas of administrative responsibility including
Community Education, Student Life, Health Center and grants such as the Trade Adjustment
Assistance Community College to Career Training and Medi-Cal Administrative Activities
revenue-generation/student retention program as well as HPN and CTE Collaborative
II. Areas of need to address these broad initiatives and trends emerging
a. Restoration of counseling faculty and classified professional positions lost in last four years
b. Online counseling platform – Update – SARS Grid now has “eAdvising” feature we are piloting
this Fall term that allows for user authentication for more comprehensive “ask a counselor”
services
c. Institutional support for Degree Works (scribing up to current catalog and transfer general ed)
d. Increased mental health services – Just received notice from current Adjunct MFT; will need to
hire replacement MFT 16 hours/week paid from Health Fee
e. Increase in PSCN FTEF for First Year/Semester Experience Courses in partnership with
variety of discipline faculty – Please see proposal in Program Review
f. Information Technology support for registration priority changes, mandatory matriculation
Registration hold for new, non-exempt students, and Degree Works maintenance
g. Student Center refurbishment proposal to facilities committee using Student Body Fee Fund
h. Assessment and Online Services labs connection door to facilitate large groups – managing
without and do not expect this to be prioritized at this point
Part B – Staffing Priorities: Prioritize the most urgent and immediate staffing requests that need to be
fulfilled.
1. Full-time Transfer Counselor/Coordinator – Out of compliance with Education Code; Top Priority
a. Requested through FPC process from General Fund
2. Full-time Mental Health Counselor/Coordinator – Currently getting by with .75 FTE
Counselor/Coordinator paid from Student Health Fees
3. Full-time Student Success and Support Programs (Student Success Act) Counselor/Coordinator
a. Requested through FPC process from General Fund assigned to SSSP
4. Full-time Counselor/Instructor to replace Retiring Counselor/Instructor from General Fund
5. Half-time Counselor Assistant II for “Student Follow-up” – paid from SSSP
6. Half-time Counselor Assistant II for Assessment - paid from SSSP
7. Half-time Student Counseling Assistant I for Evening Support – paid from SSSP
8. Full-time Director of Student Life – Posted for Recruitment
Part C – Enrollment Management Priorities: Describe the changes or adjustments that need to be
made to enrollment management and FTEF allocations.
The Psychology-Counseling discipline provides instruction for three Associate Degrees (Liberal Arts,
Liberal Studies, Human Services) and several Certificates (Case Management, Multicultural Awareness
(2), CSU-GE Breadth, IGETC). The Human Services Associate Degree and three Certificates in Human
Services are Career-Technical Education Programs as defined by the CCCCO, and the Liberal Arts
Degree program is the largest major/degree program on campus. The Liberal Studies degree program is
articulated with the CSU to provide a pathway for the teaching profession. The CSU-GE Breadth and
IGETC transfer certificates provide a vehicle to “graduate/certify” students who are transferring with a
Chabot College credential, contributing to our certification/graduation rates of students who would
otherwise transfer without obtaining any Chabot College Certificate or Associates Degree.
The PSCN discipline is the smallest discipline with a current allocation of just over 3.0 FTEF. This reduced
allocation is down from a 5.0 FTEF just two years prior. This reduction represents a near 40% cut to the
FTEF for PSCN. This reduction has been made in spite of the strategic directions of the PSCN discipline
to certify and graduate more transfer students and maintain CTE pathways per the direction of the
CCCCO. Additionally, all of the PSCN discipline courses are taught within load, so reducing sections does not
reduce adjunct instruction expenses as it would if the courses were taught by adjuncts. Reductions to the
PSCN discipline only allow for less adjunct reductions in other instructional divisions, several of which
have non-CTE, non-Transfer G.E., non-basic skills course sections that were being preserved while the
CTE, Transfer and basic skills supporting PSCN courses were reduced. These factors should be
considered when the CEMC is making decisions about enrollment management in regards to PSCN.
Additionally, the Counseling Division has a strategic role in the new FYE program proposal
in its discipline leadership contributions in this effort to better meet our mission, values, goals and
objectives including preserving CTE, Transfer and basic skills courses for matriculating students, and
increasing graduation/certification rates. The Division is also leading the AA-T/AS-T movement.
Therefore, the PSCN discipline is requesting FTEF of close to 3.0 for FY 14-15, and 2.0 for FY 15-16.
Part D – Supplies, Services and Equipment Priorities (4000, 5000 & 6000 categories): Please
include your spreadsheet indicating your priorities (i.e. Priority 1, 2 or 3).
Please attach spreadsheet
Part E – Challenges and New Initiatives: Describe current challenges and most promising new
initiatives in your area.
The Counseling Division has been a leader in several new initiatives:
 Preserving counseling access through continually evolving Front Desk Counseling format
 Partnering with BSI, PRBC, Title III, HIS, HPN, MESA & ACWIB to enhance supports for
new students & workers
 Developing new priority registration system to respond to budget reductions and the newly
legislated Student Success Act
 Streamlining a variety of counseling administrative practices to increase service capacity
 Developing grants and revenue streams to aid the division and institution as a whole
 Updating website resources “in-house” to enhance online student experience and effectiveness
 Positioning the college for future HSI grant resources through supports for Chicano/Latino
Community
The main challenges are:
 Lack of support staff, counseling faculty and technological support for website and online
counseling services
 More and more students, increasingly underprepared for college and seeking counseling
services that cannot be provided due to severe and disproportional budget reductions to
Counseling and Matriculation
 Student Success Act legislation that requires more Counseling services and interventions
without identifying requisite resources; Re-casting of Matriculation into SSSP
 Reductions in PSCN discipline sections taught within load that do not contribute to adjunct
expense savings
 Lack of Matriculation hold on new, non-exempt students causing half of all new, matriculating
to easily avoid assessment, orientation and program planning that has documented success in
Increasing student persistence
 Lack of common course numbering between colleges causing un-necessarily burden on
Counseling resources to determine “equivalencies” between college discipline courses
 Lack of consistent Academic Policy Council to efficiently deal with policy issues
 Increased regulatory requirements for Financial Aid, Athletes, Veterans and other special
populations that impact the significantly reduced counseling resources
 Lack of staff to scribe Degree Works data
Part F – Was there anything else that you feel needs to be included that was not already included?
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Chabot College Counseling Division directly contributes as a key institutional player in the
Student success and equity mission of the college, but has suffered over $700,000 per year reductions to
the general fund and matriculation over the past four years.
Through innovative service structures and continuous improvement strategies, Counseling
at Chabot serves far more students than our bay area counterparts, and this proven level of
outstanding service should be rewarded with more institutional support
Counseling faculty teach important Certificate, Associate Degree and Transfer curriculum, and
these instructional programs should be recognized and supported by the CEMC
Counseling has developed resources that have contributed hundreds of thousands of dollars to
the college bottom-line general fund; these contributions should be rewarded with institutional
support for FTEF and Classified Professional staffing priorities identified through this review
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The Counseling Dean has taken on additional areas of administrative responsibility, saving
The college hundreds of thousands of dollars per year; these contributions should be rewarded
with institutional support for FTEF and Classified Professional staffing priorities identified
through this review