Student Development Division Annual Program Review Update 2013/14
Section 1 - Program Information
1.0 Name of Program: Counseling and Advising
1.1 Program Review Authors:
Sheila Hall, Jennifer Bailey, DaVita Fraser, Ron McQueen, Jay Dragten, Angela Winkle, Lyn Geck-Moeller,
Caylor Cuevas, David Gonsalves, Becky Blatnick, Rory Johnson, Melissa Ruiz.
Date: October 31, 2013
1.2 Program Director Signature:
Sheila Hall
Date: October 31, 2013
1.3 Vice President Signature:
Keith Snow-Flamer
Date: November 5, 2013
1.4 Program mission:
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.
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 Provide a brief description of the program’s primary function:
The primary function 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" characteristics.
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.
2011/12
2012/13
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
Eureka
4.61
Student Development Advisor moved to DN in
FTE Faculty and Staff
Eureka
7.61
Del Norte
1.93
summer 2012.
Del Norte
0.93
Mendocino
0.95
Three Student Development Advisor positions were
Mendocino
0.95
eliminated in December 2012.
Total
9.49
Total
7.49
As part of the reorganization, Assistant Director
EOPS moved to district Counseling & Advising in
February 2013.
General full-time counselor in Eureka resigned in
r3/12/12 pg 1 May 2013.
Veteran’s Affairs Specialist position was revised to
include advising responsibilities in June 2012.
FTE Additional Workforce
Personnel (Dollars)
Discretionary (Dollars)
Eureka
Eureka:
Counseling
Transfer
Career
Total
.50
$ 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
Eureka:
Counseling $ 473,376
Transfer
$ 156,594
Career
$
0__
Total
$ 629,970
Eureka:
Counseling $ 3,854
Transfer
$ 317
Career
$ 210
Total
$ 4,381
Del Norte Paid by Site
Mendocino Paid by Site
Other
2.2 Program Indicators
Number of student contacts—
general advising
Number of student contacts—
Orientation
Del Norte 3,450
KT
706
Eureka area 8,388
Mendocino 1,031
Del Norte:
KT:
Eureka:
Mendocino:
Del Norte 309
KT
84
Eureka area 904
Mendocino 136
Del Norte:
KT:
Eureka:
4,929
826
8,047
835
150
22
375 indiv.
557 group
Mendocino: 80
Del Norte location includes all DN staff such as
DSPS, TRiO, and Special Programs.
Advising contacts from the DSPS and Special
Programs locations are included in the Eureka
location totals.
General advising contacts remain fairly consistent.
Distinction is made between individual and group
orientation sessions for the Eureka location (includes
DSPS and Special Programs).
The decline in orientation contacts for the Del Norte
location is likely a result of inconsistencies in
tracking.
r3/12/12 pg 2 Number of student contacts--SEPs
Number of Personal Issue
Counseling
Del Norte
KT
Eureka area
Mendocino
421
292
425
137
Del Norte
21
KT
112
Eureka area 9
Mendocino 120
Del Norte:
475
KT:
349
Eureka:
1,059
Mendocino: 128
Del Norte: N/A
KT:
64
Eureka:
87
Mendocino: 78
SEP contacts from the DSPS and Special Programs
locations are included in the Eureka location totals.
As more SEP’s are created within Web Advisor, data
from Colleague will need to be included (in addition
to SARS reporting).
The personal counseling reason code is not used
consistently across locations, or at all by some.
Recommendation to eliminate this indicator from
future reviews. Academic follow-up may be a better
indicator as it will also be a required service per
SSSP regulations.
2.3 Describe how the changes in indicators have impacted student achievement and learning:
The increase in student contacts for SEP’s supports overall institutional planning initiatives and SSSP regulations including enrollment priorities
and mandated services. Data on SEP use will continue to be collected and analyzed to determine short- and long-term impacts on student
achievement and learning. In 2012-2013, for each location, SARS reason codes were limited to only those used for MIS or internal reporting
purposes. Training was provided and tracking processes will continue to be evaluated for consistency district-wide.
2.4 Provide any other relevant information that may have contributed to changes (improvement, increase, decline, barrier) for the population
served by the program:
 Reorganization, elimination of positions, and other staffing changes have had a negative impact on counseling and advising services provided
throughout the district, such as reducing the ability to provide outreach services.


The following positions were eliminated at CRMC during Spring 2013 (all F/T unless noted otherwise): Tech Support person (50%); Dean;
Admin Asst; Library Technician; Financial Aid specialist; Office Manager; ISS for Art (40%). Additionally the Counselor has been reassigned
to 50% campus coordination. In reality, this has required closer to 75% of his time, leaving students minimally served. The loss of these
positions has had a direct impact on access to the campus: enrollment services hours reduced; counseling hours significantly reduced; closure
of CRMC’s Library; IT issues must wait until staff from Eureka come down to resolve (once a month on average); significantly reduced
science lab support; no high-school outreach activities this semester; less placement test opportunities. This loss of services and staff will also
most likely translate into decreased retention and persistence, as there are not the resources to actively follow up with struggling students (as
identified by staff/faculty). Students are demoralized and frustrated at the extreme transformation and – what they see as—steady dismantling
of infrastructure at the Mendocino campus; not to mention the reduction in offerings. Many students are choosing to go elsewhere (ie,
Mendocino College in Ukiah).
The availability of course syllabi on the website is an improvement to educational planning – allowing counselors/advisors and students to
make more informed decisions on class selection.
r3/12/12 pg 3 2.5 Student Equity. Please comment on any current outcomes or initiatives related to increasing outreach, retention and student success of
underrepresented students in your program.
Continued involvement in LatinoNET Health Fair and other outreach events for the ESL population. Wider distribution of marketing materials in
Spanish and English, for the Dream Act and ESL credit and non-credit courses.
Continued improvements to the math and English placement process for ESL students.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
(2012/2013)
3.1 What changes have been made to the program based on assessment findings?
As described in the Student Development Assessment Summary (November 2012):





Student Education Plan (SEP) development, facilitated by Counseling & Advising faculty and staff, is a required component of the general
studies courses (GS 1, GS 6, and Guid 8 as part of the First Year Experience program).
Abbreviated SEP development is a required component of in-person new student orientations.
Increased use of program evaluation (degree audit) and the development of Web Advisor SEP’s.
New students were advised into a “prescriptive” first semester schedule that included math and/or English, GE, and GS courses specific to
their educational goal, academic program, and English placement.
Counselors and advisors are updated regarding academic program changes and information.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support:
3.3 Provide any additional explanations for items described in section 3.
Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to
actions completed?
Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why.
Actions
Current Status
Impact of Action (describe all relevant data
used to evaluate the impact)
Create a more user-friendly Counseling and
In progress.
The matriculation process is described step-
r3/12/12 pg 4 Advising website that clearly delineates the
matriculation process.
by-step on the counseling website and is
consistent with the Admissions website,
student letter, and catalog information.
Updates will continue as we implement
mandated services of orientation/advising,
assessment, and student education plans.
Continue the use and the improvement of
EVAL and the WebAdvisor based SEP.
In progress.
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)
Complete.
Develop mandatory student orientations for
face-to-face 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)
In 2012-2013, the FYE committee focused on
improving matriculation processes and
communication to students.
Assessment continues to determine if students
have a better understanding of the courses
they need to complete their academic
programs.
As a result of implementing the program,
retention, persistence, and degree completion
rates will increase. Initial data will be
available at the end of Fall 2013.
FYE has completed an instructional program
review to include the core courses of GS 1, GS
6, and Guid 8.
Complete.
Revisions to face-to-face and online orientations
are complete and were implemented for new
student registration beginning May 13, 2013.
The target population includes students who
identify an education goal of degree, certificate,
or transfer.
Implementation as “mandatory” has been
delayed and will be moved to 2013-2014 to
align with SSSP regulations and timeline.
Students will be able to understand the
college processes, degree requirements, and
the importance of selecting an educational
degree pattern.
Complete.
SEP development was included in all new
student orientations for fall 2013. Advising staff
are using the SEP and program evaluation
functions within Web Advisor. Orientations are
being evaluated for effectiveness. Furthermore,
The degree completion rate should increase
and time to degree completion should
decrease.
Initial data will be available at the end of Fall
2013.
Initial data will be available at the end of Fall
2013.
r3/12/12 pg 5 3. Full implementation (Spring 2013)
electronic implementation of education plans
has been added to the 2013-2014 annual plan.
There are limitations to electronic SEP’s due to
the approval of the academic calendar. At this
time, Web Advisor only allows for an
abbreviated SEP (one-year).
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 2012)
2. Pilot process for development of Fall 2013
schedule (Feb 2013)
3. Process refinement and full implementation
(Apr 2013 for Spring 2014 schedule)
Complete.
Counseling & Advising staff provide additional
support to students in Reading 260/360, GS, and
Guid 8 courses. Continued collaboration with
Advising staff and GS faculty is incorporated
within FYE programming.
In progress. SEP’s for continuing students are
being entered into the electronic Web Advisor
SEP module to inform course schedule
development.
The college will be able to more accurately
build an annual schedule, further reduce the
course cancellation rates and improve student
progression through the degree and certificate
curriculum patterns.
4.2 (If applicable) Describe how funds provided in support of the prior year plan(s) contributed to program improvement:
Section – 5 Planning
5.1 Program Plans
(2013/2014)
Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions
to be taken for the 2013/14 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions.
Please number all rows that you add.
Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your
needs and their importance.
*Not all items in this program plan section may require resources, but all resource requests must be linked to this section.
r3/12/12 pg 6 Action
#
Action to be taken:
List the specific action to
be taken in enough detail
so that someone outside of
your area can understand.
Implement mandatory
orientation/advising,
assessment, and SEP
development per SSSP
1 regulations.
Continue the use and the
improvement of program
evaluation and the Web
2 Advisor based SEP.
Relationship to
Institutional Plans
5.1 Program Plans
Expected Impact on
Program/Student Learning
Include the specific plan and
action item relevant to your
action to be taken.
For example: Annual Plan
2013-2014 Theme: Persistence;
or
Goal 1: Student Success:
EP.1.6.2 Develop a plan for
narrowing the achievement gap
for underrepresented student
populations.
Describe the expected impact in
a way that someone outside the
program can understand. The
impact should be measurable.
EP.1.2.1
SP.1.4.1
Increase retention,
persistence, success, and
degree and certificate
completions/transfer
preparedness.
SP.4.4.1
SP.4.5.1
AP.4.4
Identify undeclared
students and develop
intervention strategies to
assist them in selecting
education and career goals
EP.1.1.1
SP. 1.4.1
AP 1.1
Develop degree plans with
course pathways based
SP.1.1.1
AP.1.1
Include all assessment
results that indicate that
this action will yield the
desired impact on the
program. If the
assessment has yet to be
conducted, explain when
and how it will be
conducted.
Resources Needed
(Y/N)
A yes here requires a
corresponding
request in the next
section.
Y
Students will better understand
the courses they need to
complete their degree and make
better choices in completing
their SEPs.
Y
Improve support for students.
Increase transfers and degree and
certificate completion.
3
4
Relationship to
Assessment
Y
Provide structured academic
pathways.
Y
r3/12/12 pg 7 5
upon students entering at
various math and English
placement levels.
Students will better understand
the courses they need to
complete their educational goals.
Develop district-wide
outreach plan and calendar
of events
Increase involvement in outreach
initiatives with local high
schools.
Increase local high school
capture rate.
AP.5.4
Surveyed Counselors Day
district-wide distribution
list. Survey analysis will
be conducted in Fall 2013
for activity calendar in
spring 2014.
Y
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
SEP = Student Education Plan
SSSP = Student Success Support Program, formerly matriculation
Section 6 - Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section.
Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs.
If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at
inside.redwoods.edu/program review. Submit one form for each request.
Additional Instructions:



Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual
Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of
$30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might
show an Amount of $800 and a recurring cost of $0.
If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount that is
expected to be covered by the other source and if the other source covers any of the annual recurring costs.
Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary.
Type of Request (Check One)
Action
#
use #
above
Planning
To be
reviewed by
Operational
Personnel
Professional
Development
$
Amount
$
Annual
Recurri
ng
Costs
Contact
Person
(Name,
email,
phone)
r3/12/12 pg 8 Request
Describe your request here in a way
that someone outside the program can
understand.
1,2,3,4
1,2,3,4
1,2,3,4
5
5
Transcript evaluator
Repeat request since 2009
General Counselor - Del Norte
Repeat request since 2010
General Counselor - Eureka
Repeat request since 2010
Student Services Specialist/Outreach District
Student Ambassadors – Eureka
Repeat request since last year
Prioritizatio
n
Committees
of the
Budget
Planning
Committee
To be reviewed
and grouped by
Associate
Deans.
To be
reviewed by
Faculty
Prioritizatio
n
Committee.
To be
reviewed by
the
Professional
Development
Committee
X
$54,500
$54,500
X
$86,500
$86,500
X
$86,500
$86,500
X
$30,000
$30,000
$8,000
$8,000
X
Section 7‐ Author Feedback Provide any constructive feedback about how this template or datasets could be improved.
It would be helpful to have similar datasets for Student Development as available for Instruction (i.e. FTE faculty and staff).
How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Neutral
Agree
Agree
This year’s program review was valuable in
[X]
[]
[]
planning for the ongoing improvement of my
program.
Analysis of the program review data was useful in
assessing my program.
[]
[X]
Somewhat
Disagree
Strongly
Disagree
[]
[]
[]
[]
[]
Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: r3/12/12 pg 9 S.1. Program Information: Completed. S.2. Data Analysis: Satisfactory with two recommendations: Use reason code consistently at all locations and to track the online orientations S.3. Critical Reflection of Assessment Activities: Completed S.4. Evaluation of Previous Plans: Completed. S.5. Planning: Satisfactory. Plans linked to Institutional Plans S.6. Resource Requests: Completed r3/12/12 pg 10