Counseling/Advising Annual Program Review 2012/13
Section 1 - Program Information
1.0 Name of Program: Counseling and Advising
1.1 Program Review Authors: Caylor Cuevas , Lisa Liken, Juana Tabares, Ron McQueen, DaVita Fraser, Barry Tucker, Lyn Geck-Moeller,
Jennifer Knight, David Gonsalves and input from Geisce Ly and Anita Janis
Date: October 19, 2012
1.2 Program Director Signature: N/A
Date:
1.3 Vice President Signature: Keith Snow-Flamer
Date: October 19, 2012
December 21, 2012 (revised)
1.4 Program mission: Mission Statement: As partners in education, we are committed to student success. We provide information, support and
guidance to assist each student in the developmental process of becoming responsible, self-directed, self-sufficient learners.
The purpose of Counseling and Advising is to provide information, support, and guidance to all potential and enrolled students regarding the
matriculation process, support services, and "successful student" qualities.
1.4.1 State briefly how the program mission supports the college mission: The Counseling/Advising district-wide mission puts students first by
supporting student progress and achievement through the transfer and vocational curriculum.
1.4.2 Program goals: Increase the number of students with an informed educational goal, increase certificate and degree completion, increase
transfer rates to four year institutions.
1.4.3 Describe how the program goals support institutional planning and goals (Strategic Plan, Education Master Plan, Enrollment Management
Plan, etc.): The goals, plans, learning outcomes, and operational decisions of the Counseling/Advising program directly supports the
strategic direction expressed in the:
Annual Institutional Plan: Developing a First Year Experience program, Developing mandatory student orientation for face-to-face and
on-line students and including incorporating Student Education Plan (SEP) development into all new student orientations.
Strategic Plan objectives 1.1 Match student readiness with educational pathways; 1.2 Continuously assess and evaluate programs to
provide effective educational programs and services for all learners; 1.3 Students will be able to complete their desired educational goals;
1.4 Enhance student support and student engagement; and 1.5 Improve basic skills success.
Education Master Plan objectives 1.1 Provide structured academic pathways; 1.2 Improve support for students; 1.3 Improve
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effectiveness of basic skills education; 1.4 Increase transfers and degree and certificate completions; 1.5 Professional development
programs will be focused on improvement of educational effectiveness; and 1.6 Improve success among underrepresented populations.
Section 2 - Data Analysis
2.0 Program Staffing/Budget Data and Indicators
(Past years)
Provide information to show changes over time (steady, increasing, decreasing, etc.). Insert additional rows as needed for your key performance
indicators (KPI’s), such as program services, functions, student contacts, etc.
2010/11
2011/12
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
FTE Faculty and Staff
Eureka
8.61
Eureka
7.61 The staffing has been steady from 2010 through
Del Norte 0.93
Del Norte 0.93 2011. The Dean of Students position was
Mendocino 0.95
Mendocino 0.95 eliminated in 2011-12. A few observations are
Total
10.49
Total
9.49 appropriate as we move into the 2012-13 year:



FTE Additional Workforce
Eureka
.50
12/21/2012
Eureka
.50
The district funded counselor in Del Norte
fully retired at the end of the 2011-12
academic year. An advisor from Eureka
transferred to Del Norte in the summer of
2012 to address the student development
needs of the CRDN campus. However a
counselor to address the academic, personal,
and career needs of the CRDN campus is still
needed. We also are without anyone to
evaluation transcripts and handle graduation
petitions.
The Eureka advising staff was reduced by one
FTEF due to a voluntary transfer to Del Norte
in Summer of 2012.
A counselor’s funding was moved from
special programs to district to accommodate
the retirement of the district funded counselor
responsible for articulation. The Eureka
campus has one counselor.
No real changes of note.
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Personnel (Dollars)
Discretionary (Dollars)
Eureka
Counseling
Transfer
Career
Total
$668,649
$149,169
$32,962
$850,780
Eureka
Counseling
Transfer
Career
Total
Change due to loss of administrative position.
$538,649
$149,169
$32,962
$850,780
Del Norte Paid by Site
Mendocino Paid by Site
Eureka
Counseling
$3,938.46
Transfer
$1,131.07
Career
$1,527.61
Total
$6,597.01
Del Norte Paid by Site
Mendocino Paid by Site
Eureka
Counseling
$3,938.46
Transfer
$1,131.07
Career
$1,527.61
Total
$6,597.01
Del Norte Paid by Site
Mendocino Paid by Site
Del Norte Paid by Site
Mendocino Paid by Site
Del Norte
KT
Eureka area
Mendocino
829
392
10,296
1,154
Del Norte
KT
Eureka area
Mendocino
3,450
706
8,388
1,031
Del Norte
KT
Eureka area
Mendocino
Del Norte
KT
Eureka area
Mendocino
Del Norte
KT
Eureka area
Mendocino
176
93
991
178
348
315
408
81
27
79
265
159
Del Norte
KT
Eureka area
Mendocino
Del Norte
KT
Eureka area
Mendocino
Del Norte
KT
Eureka area
Mendocino
309
84
904
136
421
292
425
137
21
112
9
120
Other
2.2 Program Indicators
Number of student contacts—
general advising
Number of student contacts—
Orientation
Number of student contacts--SEPs
Number of Personal Issue
Counseling
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Further research has been conducted to find out
why the number of General Advising contacts for
Del Norte increased by 2,621 in one year while
the number of contacts in Eureka area fell by
1,908.
The decrease in the number of personal issue
contacts in Eureka may be indicative of the lack
of reporting, the effectiveness of the Behavioral
Intervention Team (BIT), or a combination of the
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two.
2.3 Describe how these changes affect students and/or the program: The increased number of advising and orientation contacts coupled with the
static number of counseling and advising support show that staff and faculty are more focused and are increasing efficiency.
2.4 Provide any other relevant information, or recent changes, that affect the program: The changes in the department are a result of assessment
results, response to the institution’s planning initiatives and as a result of the successful passage of the Student Success initiatives. The successful
passage of the Student Success Initiatives has caused community colleges to move from a position of the “right to fail” to the “right to succeed” For
example, requiring students to have a Student Educational Plan will help ensure that students make well-informed decisions based on their career and
educational goals.
The assessment of two program review indicators (number of general advising contacts and the SEP completion district-wide) indicate a potential
problem either in the method we use to track contacts or whether the numbers are duplicated or unduplicated. Clearly this will affect the college’s
MIS data. Therefore, staff will be provide training on SARS tracking system and will develop common tracking process that will be used district
wide.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
(2011/2012)
3.1 Summarize the conclusions drawn from the data and the experience of staff working to achieve the outcomes:
The department assessment four learning outcomes in 2011-12:
SLO/PO #1 As a result of an academic advising session, students will understand the requirements necessary to reach their educational goal as
demonstrated by the collaborative development of an education plan.
Findings: Over half of all respondents reported using an SEP. CTE had the highest percentage of students reporting the use of an SEP at 66%.
SLO/PO #2 (SLO) Students who use the transfer center will demonstrate an understanding of the transfer requirements.
Findings: To the question: 67% of students indicated that they are pursuing a CSU transfer pattern, 11 % IGETC, and 22% indicated “I don’t know”.
To the question: How many units do you need to transfer to as an upper division transfer student? 75% of students answered correctly that the
minimum is 60 units and maximum is 70 units; 12.5 % said less than 45 units; and 12.5 said “I don’t know.”
SLO/PO #3 (SLO) Students will select an informed academic program based on career assessments
Findings: Of the fifty-one students who participated in individual career assessments, 65% created a SEP that reflected an informed choice regarding
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their educational goals and chosen academic program. This was a total increase of 13% over the previous year. Implementation of career workshops
was a result of the previous year’s recommendation and resulted in 100% assessment/SEP creation for that cohort (12 students). Seventy-eight
percent (78%) of the students assessed by CR and not in the career workshops also completed an SEP, an increase of 20%.
SLO/PO #4 (PO) Develop a process and procedures to ensure matriculating students receive English and math placement testing prior to registering
for classes.
Findings: The data shows that 14% of all matriculating students in 2011-12 completed either math and/or English assessment –
compared to 12% in 2010-11 and 13% 2009-10. Also, results of SLO #4 indicated that the majority of students will not take the math or English
placement test upon initial enrollment in the college if given the choice.
3.2 Summarize how assessments have led to improvement in Student Learning and Service Area Outcomes:
The assessment results of SLO #1 and #3, coupled with the GS-6 SLO assessment results, show the importance of requiring student education plans
for student success and progression. Inclusion of SEP completion has risen in importance to the institutional level and references to the completions
of SEPs have been included in the Strategic Plan, Education Master Plan and the Enrollment Management Plan. A task force was created to develop a
common SEP form on the WebAdvisor platform and develop a process for successful completion of the SEP in the first semester of a students’
educational journey.
The finding in SLO #4 led to inclusion of mandatory placement as an action in the three year Enrollment Management Plan, revision of advising
protocols to reflect the need for students to enroll in math and English courses during their first semester, and revision of AP 5055 Enrollment
Priorities to give students who complete the matriculation process a higher priority in the enrollment process.
3.3 (Optional) Describe unusual assessment findings/observations that may require further research or institutional support:
Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in previous program reviews and their current status. What measurable outcomes were achieved due to
actions completed.
Actions
Current Status
Inclusion of SEP language in institutional
planning initiatives
Complete
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Outcomes
Language relative to the completion of
student education plans and support for
student success was included in the
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institutional planning initiatives:
Strategic Plan
Obj 1.1 Match student readiness with
educational pathways.
Obj 1.2 Continuously assess and evaluate
programs to provide effective educational
programs and services for all learners.
Obj 1.3 Students will be able to complete
their desired educational goals.
Education Master Plan
Obj 1.1 Provide structured academic
pathways
Obj 1.2 Improve support for students
Enrollment Management Plan
Obj 3.1 Develop Academic Pathways
Annual Plan Initiatives
Obj I.C. Include SEP development into all
new student orientations and refine SEP
format
Create an FYE based on Math Jam Project
and expand to other core subjects
Increase number of students with an informed
education goal
Complete
A framework for an FYE program which
incorporates the Math Jam Project, has been
developed as a result of a grant from the
Basic Skills Committee.
Complete
The number of Student Education Plans
increased from 1152 to 1275 district wide
from 2010 to 2012. As mentioned above,
completion of SEPs has been included in
overall institutional planning initiatives.
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement:
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Section – 5 Planning
5.0 Plan for Future Improvements
(2012/2013)
Based on institutional plans, data analysis, student learning outcomes, program outcomes, the assessment of those outcomes, and your critical
reflections, describe the program’s Action Plan for the 2012/13 academic year. If more than one plan, add rows. Include necessary resources.
(Only a list of resources is needed here. Provide detailed line item budgets, timelines, supporting data or other justifications in the Resource
Request).
(link to two year assessment plan)
5.1 Program Plans
Action to be taken:
Create a more user-friendly Counseling and Advising
website that clearly delineates the matriculation
process.
Relationship to
Institutional
Plans
This initiative
supports
Education Master
Plan Goal 1
Continue the use and the improvement of EVAL and
the WebAdvisor based SEP.
This initiative
supports
Education Master
Plan Goal 1
Develop a First Year Experience program:
1. Form FYE steering committee (Spring 2012)
2. Develop Framework for FYE Program (Sept
2012)
3. Develop budget/ costs for FYE (Sept 2012)
4. Develop and publish materials (Feb 2013)
5. Provide staff training (March 2013)
This initiative
supports
Strategic Plan
Goal 1,
Education Master
Plan Goal 1, and
Enrollment
Management
Plan Goals 3, 4
and 5.
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Relationship to
Assessment
Expected Impact on
Student Learning or
Service Area Outcomes
Increase student, parent,
and community partner
satisfaction with services
and provide a clearly
understood matriculation
process.
Students will better
understand the courses
they need to complete
their degree and make
better choices in
completing their SEPs.
The program will help
students develop college
skills and support them in
basic skills classes, instill
a feeling of school
connectedness, foster an
interest for lifelong
learning, and develop a
career direction. As a
result of implementing the
program, retention,
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Resources Needed
Staff Time
Staff Time
Operational funds
of $47,000
Instruction Funds
(GS1 and GS6) of
$51,300 (12
sections)
Develop mandatory student orientations for face-toface and on-line students
1. Develop/ refine orientation format (Fall 2012)
2. Pilot new orientation format (Spring 2013)
3. Implement as mandatory (assumes BOG action
taken) (Fall 2013)
Incorporate SEP development into all new student
orientations
1. Refine SEP format (Sept 2012)
2. Review with staff and Enrollment Management
Cmte. (Oct 2012)
3. Full implementation (Spring 2013)
Embed advisors into RDG 360, GS 1, GS 6 and
Guidance 8 classes (Fall 2012 and Spring 2013)
In collaboration with the VP of Instruction, aggregate
student education plan data to inform course schedule
development
1. Develop process for aggregating SEP data (Nov
This initiative
supports
Strategic Plan
Goal 1,
Education Master
Plan Goal 1, and
Enrollment
Management
Plan Goal 1.
This initiative
supports
Strategic Plan
Goal 1,
Education Master
Plan Goal 1, and
Enrollment
Management
Plan Goals 2, 3
and 4.
This initiative
supports
Strategic Plan
Goal 1,
Education Master
Plan Goal 1, and
Enrollment
Management
Plan Goals 1 and
2.
This initiative
supports Goals 3
and 4 in the
Strategic Plan
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persistence, and degree
completion rates will
increase.
Students will be able to
understand the college
processes, degree
requirements, and the
importance of selecting an
educational degree pattern.
Staff Time
The degree completion
rate should increase and
time to degree completion
should decrease.
Staff Time
Increase persistence rate.
Staff Time
The college will be able to
more accurately build an
annual schedule, further
reduce the course
Staff Time
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2012)
2. Pilot process for development of Fall 2013
schedule (Feb 2013)
3. Process refinement and full implementation (Apr
2013 for Spring 2014 schedule)
and Enrollment
Management
Plan Goals 2, 3
and 4.
cancellation rates and
improve student
progression through the
degree and certificate
curriculum patterns.
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanation if necessary.
Section 6 - Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests . Requests must be submitted with rationale, plan linkage and
estimated costs.
Request
Check One
Amount
Recurring
Rational
$
Cost Y/N
Linkage
Planning Operational Personnel
Transcript Evaluator
X
$54,500
Y
Strategic Plan
Obj 1.3 Students will be
able to complete their
desired educational goals.
Education Master Plan
General Counselor Eureka
X
$86,500
Y
Obj 1.2 Improve support for
students
Strategic Plan
Obj 1.1 Match student
readiness with educational
pathways.
Obj 1.3 Students will be
able to complete their
desired educational goals.
Education Master Plan
Obj 1.1 Provide structured
academic pathways
Obj 1.2 Improve support for
students
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Enrollment Management
Plan
General Counselor Del Norte
X
$86,500
Y
Obj 3.1 Develop Academic
Pathways
Strategic Plan
Obj 1.1 Match student
readiness with educational
pathways.
Obj 1.3 Students will be
able to complete their
desired educational goals.
Education Master Plan
Obj 1.1 Provide structured
academic pathways
Obj 1.2 Improve support for
students
Enrollment Management
Plan
Obj 3.1 Develop Academic
Pathways
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Student Development Advisor Eureka
X
$54,500
Y
Strategic Plan
Obj 1.1 Match student
readiness with educational
pathways.
Obj 1.3 Students will be
able to complete their
desired educational goals.
Education Master Plan
Obj 1.1 Provide structured
academic pathways
Obj 1.2 Improve support for
students
FYE Program Funding
X
$49,316
Y
Enrollment Management
Plan
Obj 3.1 Develop Academic
Pathways
Strategic Plan
Obj 1.1 Match student
readiness with educational
pathways.
Obj 1.3 Students will be
able to complete their
desired educational goals.
Education Master Plan
Obj 1.1 Provide structured
academic pathways
Obj 1.2 Improve support for
students
Enrollment Management
Plan
Obj 3.1 Develop Academic
Pathways
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FYE Program Instructional Costs
X
$51,300
Y
Annual Plan Initiatives
Obj I.C. Include SEP
development into all new
student orientations and
refine SEP format
Strategic Plan
Obj 1.1 Match student
readiness with educational
pathways.
Obj 1.3 Students will be
able to complete their
desired educational goals.
Education Master Plan
Obj 1.1 Provide structured
academic pathways
Obj 1.2 Improve support for
students
Enrollment Management
Plan
Obj 3.1 Develop Academic
Pathways
Annual Plan Initiatives
Obj I.C. Incorporate SEP
development into all new
student orientations and
refine SEP format
Orientation Student Ambassadors
X
$8,000
Y
Strategic Plan
Obj 1.3 Students will be
able to complete their
desired educational goals.
Education Master Plan
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Obj 1.2 Improve support for
students
Obj. 5.1 Improve student
engagement among all
students.
Enrollment Management
Plan
Obj 3.1 Develop Academic
Pathways
Annual Plan Initiatives
Obj I.C. Include SEP
development into all new
student orientations and
refine SEP format
Section 7- PRC Response by section (completed by PRC after reviewing the program review)
7.0 The response will be forwarded to the author and the supervising Director and Vice President:
S.1. Program Information: Program supports the mission
S.2. Data Analysis: error in 2010/11 total incorrect ($130,000 reduction); request numbers cleanup, section 2.1(Discretionary dollar total is
$6597.14)
S.3. Critical Reflection of Assessment Activities: The PRC recommended noting the number of students that underwent BIT intervention in
section 2.2. Well done on the critical reflection for all SLO/PLOs.
S.4. Evaluation of Previous Plans: Good, All identified plans have been completed.
S.5. Planning: Good
S.6. Resource Requests: Linked to planning
Review approve with the request to correct data analysis error.
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