Annual Program Review Update
*Be sure to include information from all three campuses.
Program: Counseling and Career Center
Name
Jennifer Bailey, Becky Blatnick, David
Gonsalves, Melissa Green, Michael Regan
Date: 1/10/09
Email/Phone
Melissa-green@redwoods.edu; x4153
1. State your program’s mission and it’s relation to the mission of the college.
Counseling and Advising services: 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 Mission of the Career Center is to empower students to develop and implement
life-long career development activities and goals.
This mission statement supports the College’s mission in maximizing students’ success in
reaching their educational goals and in developing an appreciation for life-long learning
2. Program Changes
Have there been any changes in your program or area since your last Program
Review?
No ____ (go to next question)
Yes ___x_ Describe the changes below:
Eureka campus:
Trained A&R staff to conduct "triage" for counseling, A&R and financial aid during
summer, 2008. Staff registered students, received financial aid paperwork, made
counseling appointments, referred students to testing and orientation and placed
students on "drop-in" SARS request/notification.
Hired one, part-time "crisis" counselor (who has since exhausted the number of hours
he can work as a part-time faculty member and have not renewed that position at this
time) and one, part-time "athletic" counselor addresses 2007-2008 program review
recommendation, "Several instructional programs noted a need for …increased
academic and crises counseling support and advising services." However, due to
limited number of hours and funding, crisis counselor position is on hold at this
moment.
- 1 -
Appointment of David Gonsalves as Articulation Officer for the District addresses
2007-2008 program review recommendation, "Several instructional programs noted a
need for… articulation services.” However, David Gonsalves was released from this
role when the Mendocino campus student development advisor resigned.
Effective 2007-2008, career counseling and university transfer information
sharing/training is part of District wide counseling meetings in response to program
review.
Chancellor's Office MIS reporting and funding changes require all matriculatio
services to be documented in Datatel. Matriculation funding will be dependent upon
MIS data reported by CR. That increased the need to record all student information
and increase the number of different student served (increase head count)
New Liberal Arts degree will require District wide training of counselors and advisors
of this program.
Mendocino Campus
The CR Mendocino’ student development advisor position has been empty since March
2008 due to staff maternity leave. It was anticipated that return part-time (temporarily),
with the goal of returning to work full-time in the near future was denied by the interim
campus vice president and the interim president. The Student Development Advisor
resigned during the summer. Shortly thereafter, the process to rehire the position was
initiated. In August, the District froze plans to rehire this position. This has resulted in a
50% loss of counseling/advising staff at the CR – Mendocino campus (the counselor is
the only staff on duty at this campus); including no counseling/advising coverage on site
during the month of July. This lack of coverage, prior to our busiest registration period,
may have negatively impacted CRMC enrollment.
Del Norte Campus
Our full-time district funded counselor has been temporarily replaced by a 19 hour
student development advisor. Therefore, there is not adequate counseling available for
general population students (those not in special programs, such as the Student Support
Services Trio Grant). Currently, the date of the full-time counselor to return to this job is
unknown. As a result, there is limited staff for outreach.
CRDN also has new degrees in Liberal Arts and has started a Medical Assisting
certificate and degree. DRDN increased the number of basic care students from
approximately 30 to 75.
Eureka Career Center
- 2 -
An Action Plan to enable career resources check-out is being implemented in the 08-09
school year. One outreach activity to students (weekly career center booth in cafeteria)
was discontinued due to extremely low student usage.
3. Program Trends
If applicable, describe how external or internal changes are impacting your program
and describe efforts within your area to address these impacts. Include supporting
data from Institutional Research or other sources in your discussion.
Eureka Student Contact
1600
1400
Number of contacts
1200
1000
Appts
Drop-in
Group
800
600
400
200
20
06
20 -A
06 ug
20 Sep
06 t
20 -O
06 ct
20 -No
06 v
20 De
07 c
20 -Ja
07 n
20 -Fe
07 b
20 Ma
07 r
20 -A
07 pr
20 Ma
07 y
20 Jun
0
20 7-J
07 ul
20 -A
07 ug
20 Sep
07 t
20 -O
07 ct
20 -No
07 v
20 -De
08 c
20 -Ja
08 n
20 -Fe
08 b
20 Ma
08 r
20 -A
08 pr
20 Ma
08 y
20 Jun
08
20 -J
08 ul
20 -A
08 ug
20 Sep
08 t
20 -O
08 ct
-N
ov
0
Month/Year
(Enlarged graph, Appendix A)
Appts = Appointments with counselors or advisors
Drop-in = Students who walk-in to office without an appointment. These students
are seen primarily by classified Student Development Advisors
Group = Redwood Days, Group Orientations, Transfer Center Activities, other group
contacts
Eureka campus,
The increase in sections offered at Eureka Downtown site resulted in a demand for
advising services at that site. However, by attendeding to this need, fewer advisors are
available at the main canpus.
- 3 -
The Eureka campus averages 722 student drop-ins per month, since August 2006.
Student walk-in traffic peaks in August and January, which are the weeks before the start
of fall and winter semesters.
More student appointments were made in August, 2008, which accounts for the decline in
walk-in consultations compared to previous years.
The Chancellor’s Office has stated we need to record the number of academic probation
and dismissal letters as a student contact. This practice started fall, 2008, which accounts
for the high number of “group” contacts for September, 2008. Admissions and Records
Office sends letters to students who are on Academic Probation that term, and alerted
them to see a counselor or advisor regarding their academic standing.
70
60
50
40
30
20
10
0
Advisors
Counselors
or
te
el
N
re
ka
D
M
en
Eu
do
cin
o
Headcount %
•
•
•
Mendocino has 1 counselor, no classified advisors, and 786 headcount,
which is 8% of total headcount. (1 staff to 786)
Eureka has 0.50 counselor, 3 classified advisors, and 6076 headcount,
which is 66% of total headcount. .(3.5 staff to 6076, or 1 to 1736)
Del Norte has 0 counselors, 0.40 classified advisor, and 935 headcount,
which is 10% of total headcount. (0.40 staff to 935)
Mendocino campus
The new Dean, (Geisce) really desires to redouble outreach activities locally; the advisor
position historically performed many of those activites. With the loss of that position,
this may be difficult to achieve.
Del Norte campus
Del Norte has increased enrollment for fall, 2008. This has increased the need for
counselor for the general student population, especially during the summer. Placement
testing continues to be done by counselors and advisors.
- 4 -
Eureka Career Center
The trend with the Career Center has been to maintain quality career development and
employment services with minimal staffing (.5 administrative assistant and .4 program
director).
Research (Orndorff & Herr, 1996; Tinto, 1993) suggests that having a career goal aids in
persistence and retention. Data gathered during Math/English assessment sessions
suggest approximately 42% of potential CR students are still open-minded (undecided)
regarding career/education goals. Institutional Research data for the Eureka campus Fall
2007 headcount (4269) suggests about 1707.6 students might benefit from career
exploration activities to identify career/educational goals. In Fall 2007, we were able to
individually serve 70…about 4% of those who might benefit. It is important to note that
only categorically funded students (EOPS, DSPS) and Veterans complete SEPs or career
assessments, for the most part, because of minimally funded District counseling services.
In order to better serve the career development needs of the entire student body, a Career
Planning class (Guidance 8) is taught. Currently, one online course per semester is
offered. Over the last three academic years (05-06 to 07-08), enrollments in the Guidance
8 classes had declined and then increased again when an online version of the course was
instituted (88-64-89). Retention data indicated fairly consistent retention of students
(90%-91%-85%). Success data indicated consistency the first two years but a concerning
drop in the third year (70%-69%-55%). This may have been due to a new associate
faculty being hired in that 3rd year who may not have used the same strategies to ensure
success as did the previous faculty member who taught the classes for over 6 years. To
counter that downward success trend, new faculty will be counseled as to the importance
of early interventions to ensure student success.
Enrollment management state mandated needs/requirements for educational goal
selection during the matriculation process is another current trend. Since an education
goal presupposes a career direction, the implication is that career assessment for
undecided students needs to be done very early. No career assessment/counseling is
available for non-categorical students, other than the Guidance 8 class, since there is no
District funded Career Counselor at the Eureka campus.
4. Budget Resources
List your department’s budget for the following categories in the table below.
Restricted funds have a sponsor/grantor/donor (federal, state, local government, etc).
The funds are restricted by the sponsor/grantor/donor. Everything else (including
action plans) is unrestricted.
Category
Unrestricted Funds
Supply and printing budget 3899
Equipment replacement
0
and repair budget
- 5 -
Restricted Funds
Professional Development
Work-study funding
Additional Budget Items
Other (i.e. Collections)
600
0
260 (service contract –
SARS)
0
Is the funding for these areas adequate? No.
If not, describe the impact of unaddressed needs on your program outcomes and
ability to serve students and the community.
Budget does not allow for travel for recruitment activities, conferences, and training for
advisors. There are no workstudy funds. No funds to update computers, printers, and
other office equipment. No funds to purchase recruitment materials or promotional
materials. Budget barely covers interoffice printing. Counseling printing expenditures
high due to need to print materials for HS Counselor Day, Redwood Days, advising
materials, and orientation sessions.
Eureka Career Center
Category
Unrestricted Funds
Restricted Funds
Supply and printing budget
250.00
Equipment replacement and
0.00
repair budget
Professional Development
200.00
Work-study funding
$3,000.00
Additional Budget Items
687.00
(Books/Periodicals/Postage)
Other (Action Plan for
350.00
equipment & supplies; 0809 only)
Is the funding for these areas adequate? No
If not, describe the impact of unaddressed needs on your program outcomes and
ability to serve students and the community.
The current budget does not allow for the renewal of the Career Development and
Exploration software that includes career assessments. Without those assessments,
students cannot efficiently identify, from over 20,000 choices, careers that may fit for
them.
5. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time
staff). This does not include faculty, managers, or administrative positions. If a staff
position is shared with other areas, estimate the fraction of their workload dedicated to
- 6 -
your area.
Staff Employed in the Program
Full-time staff
Assigned Area
(classified and
management)
(give number)
Eureka Counseling/Eureka
1 – full- time
temp
counseling
asst.
2 - full-time
perm.
classified
advisors.
1 - full-time
Counseling/Mendocino SSSIV (who
now works at
campus
Student
Assistance
Counseling/Del Norte Center)
campus
None
Career Center
1 full-time
advisor,
1 full-time
admin sec for
SSSP Services
0
Part-time
staff (give
number)
Eureka - 1 1/2 time temp
counseling
asst.
Gains over
Prior Year
Eureka –
none
None
None
Losses over Prior
Year (give
reason:
retirement,
reassignment,
health, etc.)
Eureka - loss of
2 perm. full-time
advisors due to
reassignment and
resignation.
Mendocino –
loss of 1 perm.
Full-time advisor
.
Del Norte – loss
of full-time
counselor due to
reassignment to
administration.
2
0
0
Do you need more full-time or part-time classified staff? If yes, explain why.
Eureka- Yes, due to current advisor to student ratio (1 to 2000, approximate
headcount), need to replace and increase number of advisors in order to increase
the number of students served, increase recruitment and outreach by providing
pre-enrollment services and improve intervention efforts for "at-risk" and Basic
Skills students.
Also, the Counseling Office has been without clerical/administrative support since
the retirement of Neena Olson, over 5 years ago. This office would benefit from
someone to assist with budget monitoring, order supplies, answer the phone, data
entry, maintenance of forms, and assist the Dean with budget management,
- 7 -
schedule meetings and appointments, process work requests, maintain files,
process and monitor timesheets, assist with correspondence, and triage phone
calls.
6. Work study Resources
Work study students employed in the program
Assigned Area How many?
“Type” of
Gains over
(give number) workstudy(federal, Prior Year
Calworks, EOPS)
Losses over Prior
Year
Eureka
0
n/a
0
2
1
Federal
0
0
Mendocino
Del Norte
Career Center
Do you need more work study student help? If yes, explain why.
Eureka campus: Yes. Need assistance with “check-in” and to answer phone.
There is no receptionist or secretary for this department. These students could
also mentor Basic Skills students, and become part of Learning Communities.
7. Facilities and Technology
Are facilities adequate for achieving the outcomes of this department/program?
( ) Yes (x ) No
If No was checked, complete the following grid for each space that does not meet the
needs of this department/program:
Eureka Counseling
List space (classroom, instructional, office) name/number:
Check if any of the following are not adequate:
()
( ) ADA ( ) Number (x)Technology
Ventilation / access
of seats /
(computers,
room temp
work
projectors,
stations
internet)
1) Computers,
printers and copy
machines several
years old and are
- 8 -
( ) Other (briefly
describe):
slow. All
counseling staff
use this equipment
daily to serve
students.
6 PCs for student
use
2) Document
imaging system
Describe the specific action and estimated cost (if available) to make this space
adequate for your needs:
1) Computers/PC’s and copy machines are used on a daily basis to review transcripts,
create education plans, remove holds, and enter data. Six PC’s are available for
student use. These PC’s are used for teaching students how to use Webadvisor for
class search and registration, updating student records, and for career assessments.
2) This notation is to validate the need of Admissions and Records request for the
Document Imaging System. Currently, transcripts are hard copies only. If a
department (EOPS, Counseling, Financial Aid) want to review the transcript, a hard
copy must be made for each department. If that hard copy is not kept, another copy is
made. Document imaging system will allow the District to review transcripts at
multiple departments and sites which will improve efficiency and reduce copy costs.
If applicable, list the average number of discipline/program sections scheduled in this
room each semester, and the total number of students enrolled in these sections.
Sections: n/a
Students: All students past and future
(older transcripts will be scanned into
system)
Eureka Career Center
List space (classroom, instructional, office) name/number: AD 205, AD 205B, AD
205C
Check if any of the following are not adequate:
()
( ) ADA ( ) Number (x) Technology
( ) Other (briefly
Ventilation / access
of seats /
(computers,
describe):
room temp
work
document
stations
imaging)
Describe the specific action and estimated cost (if available) to make this space
adequate for your needs:
1. Computers: All 5 computers in the Career Center are outdated or will be
- 9 -
within one year. Dates purchased: 3/28/00; 1/29/01; 4/18/02; 4/14/04;
6/15/04. One IT employee quipped, while unsuccessfully trying to access CR
system data: “This may be the oldest computer on campus.”
a. Replace three (3) computers (00, 01, 02) in the first year; replace the
remaining two computers (04) in the second year.
b. Replacement Cost: Approximately $1100.00/computer for a total of
approximately $5500.00
2. Document Imaging Equipment: Time spent assembling, or tracking down,
documents necessary for developing student education plans, determining
progress toward degree completion, and transcripts from other institutions
cuts into very limited student contact time.
a. Acquire, for the Admissions and Records office, a document imaging
system.
b. Acquisition Cost: Ballpark figure is $100,000.00 depending upon the
size of the school.
If applicable, list the average number of discipline/program sections scheduled in this
room each semester, and the total number of students enrolled in these sections.
Sections:
Students:
8. Equipment
Is the available equipment adequate to achieve the outcomes of the
department/program?
( x) Yes () No
If No was checked in Item 8, complete the following grid for each piece of
equipment being requested for this department/program:
Equipment
Approximate
Price
Number of
students using
equipment each
semester (if
applicable)
Describe how the equipment
allows achievement of program
outcomes
Equipment Repair
Is the equipment used for your department/program in need of repair, which is
outside your current budget allotment? This does not include classroom specific
equipment repair described in the facilities section. ( ) Yes ( ) No
If Yes was checked, provide the following information to justify a budget allotment
request:
Equipment
Repair Cost /
Number of
- 10 -
Describe how the equipment
requiring repair
Annual
maintenance
cost
students using
equipment each
semester (if
applicable)
allows achievement of program
outcomes
9. Faculty Resource Needs (If applicable)
If applicable, complete the Faculty Employment Grids below (please list full- and
part-time faculty numbers in separate rows):
Faculty Load Distribution in the Program
% of
Total
Load by
FullTime
Faculty
Discipline
Name
(e.g.,
Counseling,
EOPS,
Library)
Total
Load for
fall 2007
term
Counseling
- Eureka
campus
0.5 District Eureka
campus
for
- .5
Transfer,
0.5 for
Athletes,
and 0.5
"crisis
counselor."
Total: 1.5
for Eureka
campus
Counseling
Mendocino
Campus
District
total 1 fte
Counseling
Del Norte
Campus
% of
Total
Load by
PartTime
Faculty
Eureka
campus 1.0
%
Change
from fall
2006
%
Change
from fall
2005
Explanations
and
Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
Eureka retirement of
Jerry Phillips
-50%
05-06
Eureka decrease
in fulltime
faculty 1 fte
CRM
100%
CRDN
District – 0 –0
CRM 0
CRM None
CRDN None
CRDN 0
Guidance:
3 TLU
0
100
- 11 -
0
Career
Center
decrease due
to Associate
Faculty costcutting
measures and
change from
in-person to
online
delivery
Faculty Load Distribution in the Program
Discipline
Name
(e.g.,
Counseling,
EOPS,
Library)
Total
Load for
Spring
2008
term
% of
Total
Load by
FullTime
Faculty
% of
Total
Load by
Part-Time
Faculty
%
Change
from
Spring
2007
%
Change
from
Spring
2006
Guidance:
Career
Center
3 TLU
0
100
0
0
Explanations
and
Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
a. If you are requesting a full-time faculty position develop an attachment to this
report that addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
• Current availability of associate faculty
• Relation to program review recommendations
• Effect on diversity of the faculty
• Effect on academic offerings and ability to serve students and the community
• Effect on the vitality and future direction of a program and/or the college
• Effect on student learning
b. If your Associate Faculty needs are not being met, describe your efforts to
recruit Associate faculty and/or describe barriers or limitations that prevent
retaining or recruiting Associate Faculty.
Since counselors are non-teaching faculty, there are no categorical funds to hire associate
counselors for non-special programs students. Part-time counselors are paid out of the
District budget. There is a need for District funding for part-time counselors.
Plans to add sections of Guidance 8 (Career Planning) were discontinued for the Fall
2008 semester. It is difficult to find Associate Faculty who have online teaching
- 12 -
experience (or willingness to obtain Blackboard training at their own expense) and have
the requisite minimal qualifications. The Eureka campus Associate Faculty member
teaching Guidance 8 Career Planning (Fall 2008) takes a pay reduction in order to teach
the online class (TLU time against the 60% rule for associate faculty pays less per hour
than the same class/level pay rate for associate faculty counselor).
Plans for finding Guidance 8 (Career Planning) faculty for online classes for
Spring 2009 will include using non-local sources.
10. Learning Outcomes Assessment Report
List all expected program-level outcomes, whether you have completed the
assessment loop or not. For each outcome, identify the means of assessment and the
criteria for success. Summarize the data that have been collected in the ‘Assessment
Results’ column. If no data have been collected and analyzed for a particular
outcome, use the ‘Assessment Results’ column to clarify when these data will be
collected and analyzed. In the fourth column, indicate how the assessment results are
being used to improve the program.
Counseling
Program Outcomes
(may be operational for
some student service and
administrative areas)
Enable student attainment
of educational goals.
Objective 1: reduce
barriers to persistance
Means of
Assessment
and
Performance
Criteria
MIS
Matriculation
data for 20082009 academic
year will show
increase in the
number (head
count) of
students who
received some
form of
counseling
services.
Assessment Results
Summary
Use of Results
Chancellor’s Office
“Data Mart” has this
information for the
2007-2008 academic
year. This information
will be used as a
baseline for 2008-2009.
System analysis of how
data is collected and
stored is in process.
Once it’s been
determined that the
system is accurate, will
review delivery of
services system with
the intent to increase
the number of students
served.
Student
Satisfaction
Survey will
show increase
in mean
satisfaction of
Student satisfaction
Survey was completed
spring, 2007. Results
were posted on IR
website. This
information is used as
- 13 -
Review of survey
showed areas that were
rated the lowest was
knowledge of
career/academic
Ensure student access.
Objective 1: enable
degree and certificate
completion in a timely
manner
advising.
a baseline.
MIS
Matriculation
data for 20082009 academic
year will show
increase in the
number (head
count) of
students who
received a
Student
Education Plan
(SEP).
Chancellor’s Office
“Data Mart” has this
information for the
2007-2008 academic
year. This information
will be used as a
baseline for 2008-2009.
Student
Satisfaction
Survey will
show increase
in satisfaction
of knowledge
of academic
programs.
Student
Satisfaction
Survey will
show increase
in satisfaction
of knowledge
of transfer.
Student satisfaction
Survey was completed
spring, 2007. Results
on IR website. This
information will be
used as a baseline.
Student satisfaction
Survey was completed
spring, 2007. Results
on IR website. This
information will be
used as a baseline.
Career Center
- 14 -
program and transfer
information. As a
result, Career and
Transfer information
sharing/training at
District Wide
counseling meeting
System analysis of how
data is collected and
stored is in process.
Once it’s been
determined that the
system is accurate, will
review delivery of
services system to
increase the number of
students who receive
SEP’s..
For 2007-2008, the
Career Center Director
has had, and will
continue to have,
standing agenda items
on the District wide
counseling meetings
with the intent of
increasing knowledge
of academic program
and career information.
For 2007-2008, the
Transfer Center
Director has had, and
will continue to have,
standing agenda items
on the District wide
counseling meetings
with the intent of
increasing knowledge
of transfer
information.
Program Outcomes
(may be operational for
some student service and
administrative areas)
Determine learner
satisfaction with Career
Center activities.
Expand the delivery of
career development
process to Counseling
personnel
Conduct outreach
activities to students
Means of
Assessment
and
Performance
Criteria
Student
Services
Satisfaction
Survey (SSSS)
which is being
administered
on an everyother-year
basis. The
survey was 1st
administered in
Spring ’07.
Assessment Results
Summary
The Spring 2007 SSSS
did not directly address
satisfaction with Career
Center activities. It did,
however, address
“Advisors Knowledge
of Career
Opportunities.” This
activity had the 3rd
highest level of
dissatisfaction (12.8%)
among the subcategories of Advising
Services.
Documentation Documentation review
(meeting
confirmed career
agendas and
related activities were
minutes) of
presented at all
career related
Counselor/Advisory
training
meetings from Oct ’07
sessions at
to June ’08.. Review of
regularly
the Career Counseling
scheduled
related activities
Counselor
reported by
meetings from Counselors/Advisors on
October 2007
the SARS reporting
through June
system (7/2/07 –
2008.
6/30/08) indicated
minimal career related
activities by Counselors
or Advisors other than
Career Center
Director/EOPS
Counselor (a combined
position).
A Career
Center booth
was set-up in
the CR Eureka
A total of three (3)
students used the
service over a 5 week
period during Oct-Nov
- 15 -
Use of Results
A standing Career
Center agenda item for
all CR
Counselor/Advisor
meetings was instituted
in October 2007.
Training in career
development processes
and career center
resources are
addressed.
Analysis of the
assessment results
resulted in two
conclusions: 1) a need
for training regarding
Counselor/Advisor
SARS code
documentation, and 2)
diminished
Counselor/Advisor
staffing levels
precluded conducting
career related activities
in place of academic
advising
responsibilities.
Assessment data
resulted in SARS code
training session and a
Career Center annual
review request for a
full-time Career
Counselor position.
As a result of the low
usage, the activity was
discontinued. During
the spring of ’08,
’07.
cafeteria
during high
traffic times
and manned by
a student
worker to
provide
information
regarding
career
resources and
activities. A
count of
students
utilizing the
service was
conducted.
discussions with
students, faculty, and
staff were conducted to
identify other outreach
activities with a higher
potential for student
usage within the
staffing constraints of
the Career Center.
Classroom
presentations, EOPS
cohort
presentations/referrals,
Career Center resource
materials check-out,
and early career
assessments for
incoming undecided
students were identified
as potential activities.
List all course-level student learning outcomes for which some assessment activity
(assessment, analysis, or use of results) has taken place since the most recent program
review, and complete the table below as appropriate
Counseling
Student Learning
Outcomes (course-level)
As a result of counseling
and advising sessions,
students will be able to
demonstrate knowledge
their ability to use
WebAdvisor for their
registration and student
records needs.
As a result of counseling
Means of
Assessment
and
Performance
Criteria
Director will
monitor work
with IR and
ITS to record
and monitor
the number of
Webadvisor
registration
trends, which
will show an
increase over
time.
MIS
Assessment Results
Summary
Use of Results
Review of MIS
Working with ITS to
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and advising sessions,
students will be able to
select appropriate courses
to obtain their certificate
or degree plans, based on
completed Student
Education Plan.
Matriculation
data for 20082009 academic
year will show
increase in the
number (head
count) of
students who
received a
Student
Education Plan
over 20072008.
Matriculation data for
2007-2008 academic
year demonstrated a
need to analyze the
number of Student
Education Plans
determine if the data is
recorded correctly.
Once that’s been
determined, will review
system in place for SEP
creation with the intent
of increasing the
number of SEP’s and to
increase student
knowledge and
understanding of the
purpose of the SEP.
Career Center
Student Learning
Outcomes (course-level)
Students select an
educational goal based
upon knowledge of their
career interests, abilities,
and values.
Students demonstrate skill
in locating career
assessment tools in
written and/or internet
form.
Means of
Assessment
and
Performance
Criteria
Comparison of
career
assessment
results with
education goal
selection as
reflected in
their Student
Education
Plan: (SEP)
Completion of
Guidance 8
class
assignments
and/or
counselor
Assessment Results
Summary
Use of Results
Eureka Campus
Baseline data: Of the
students completing
individual career
assessments (91) during
the 07-08 academic
year, 70% (64) also
have a completed SEP.
Of that number, 88%
(56) of the education
goals match the
students’ career
assessment results. Of
the total served, only 11
were non-categorical
students. On-going
assessment to be
conducted semiannually (July/January).
Eureka Campus
Baseline data: 84% of
students who were
instructed in accessing
assessment tools
demonstrated their
Develop an action plan
during the 08-09 school
year, in consultation
with the
Counseling/Advising
office, to increase the
number of noncategorical students
completing both the
career assessments and
SEPs in the 2009-2010
school year.
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Developed action plan
(Spring 2008) to
increase student access
to Career Center
Library materials
through library type
session
documented
observation in
SARS notes.
ability to access those
tools.
check-out system.
Discuss the extent to which part-time faculty (if applicable) have been involved in the
dialogue about assessing student learning outcomes:
11. Curriculum Update (if applicable)
Identify curricular revisions and innovations undertaken
a.
in the last year.
b.
planned for the coming year.
Complete the grid below
Course
Extended
orientation
Year Course Outline Year Next
Last Updated
Update
Expected
n/a
2009 planned
Was the course
added or
deleted?
To be
determined.
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
Identify curricular revisions and innovations undertaken
c.
in the last year. N/A
d.
planned for the coming year.
Complete the grid below
Course
Guidance 8 (Career
Planning)
Year Course Outline Year Next
Last Updated
Update
Expected
9/6/06
9/2011
Was the course
added or
deleted?
No
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why. N/A
12. Communication
Are the current lines of administrative, faculty, and staff communication adequate to
meet the needs of this department/program? Describe representative example of
effective or ineffective communication.
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District Wide counseling meetings are held twice a month via telephone
conferencing. The Counseling department cannot use video conference due to
“feedback” and delay issues that occur during the meeting. Other information is
disseminated via email correspondence. One-on-one telephone conversations as
needed. Counseling staff at Del Norte and Mendocino have stated a level of
dissatisfaction with teleconference system. Going to the other sites is possible, but
the Counseling department does not have the funding for travel.
Current reporting structure at other campuses is unclear, which causes problems with
assurance of compliance with policies and procedures.
13. Action Plans
List any action plans submitted since your last annual update. Describe the status of
the plans. If they were approved, describe how they have improved your
department/program.
Eureka campus: Ron McQueen and Melissa Green submitted an Action Plan for
extended orientation for students who test into Read 360 and English 350. Action
Plan was not funded.
Career Center: An action plan titled “Enabling Access to Career Information” was
submitted and approved at the end of the 07-08 year. The Career Center action plan
partners, the LRC and IT, completed their preparation activities two weeks prior to
the proposed completion date. Documentation of improved student/staff/faculty
access to the Career Center resource materials is in progress for the 08-09 school
year. (See attached Action Plan Update Report)
14. Department Goals Report
List goals the department will attempt to accomplish in the next three years. Each
year, you will be asked to update the Goals Report to make adjustments to the goals
the program enters this year.
Division Goal
College Strategic
Plan Goal
Goal 1: Enable
student attainment of
educational goals.
Objective 1.1:
reduce barriers to
persistance
Department Goals FY2008-11
1) Increase the number of
students who obtain counseling
and advising services over 20072008 baseline.
2) Work with faculty in Basic
Skills areas to identify and reduce
barriers to persistence.
Goal 5: Ensure
student access.
Objective 5.2:
3) Increase the number of Student
- 19 -
Education Plans over 2007-2008
baseline year.
enable degree and
certificate
completion in a
timely manner.
Objective 5.4:
Improve K-12
outreach
Objective 5.5
Increase prograrms
for senior citizens
Objective 5.6 –
Increase distance
and online
educational
opportunities
Objective 5.7
Reduce or remove
fanancial barriers for
students
15. Quality Improvement Plan (QIP)
The QIP is intended to assist the program in thinking and planning for a minimum
of the next three years. Many factors that influence the implementation of the
department/program’s plans can and do change over time. Each year, you will be
asked to update the QIP to make adjustments to the plans the program enters
this year.
Because this document will be used to inform planning processes, it is very
important that all the requested information be provided. The form has been
designed to elicit the information needed for this process. Each “block” on the
form is for a single recommendation; thus, the department/program should
complete all the fields for each of the recommendations.
Quality Improvement Plan
The Student and Administrative Services Program Annual Updates did not
include Quality Improvement Plans for the previous year. Listed below are the
plans for the 2008-2011 years.
- 20 -
Counseling: Action 1
Category
Department Goal the Action is
Connected
Recommendation Number and Title
Descriptions
Work with faculty in Basic Skills areas to
identify and reduce barriers to persistence.
N/A
Planned Implementation Date
January 12, 2009
Estimated Completion Date
Ongoing
Action/Tasks
•
•
•
Measure of Success/Desired Outcome
•
Estimated Cost(s)
?
Monthly meetings with Basic Skills
faculty members under the direction of
Dean Green
Identify basic skills students through
assessments. Survey those students
upon completion of basic skills courses
Identify students who assessed into
remedial courses but did not complete
the semester
Look at persistence rates over two
semester time period for those who test
into remedial courses and compare
those to past years
Who is responsible?
Counseling and Advising department under
the direction of Dean Green
Consequence if not funded
Retention rates may decline of those
students who are in the basic skills courses
External Accreditation Recommendations N/A
(if applicable)
Action 2
Category
Department Goal the Action is
Connected
Recommendation Number and Title
Descriptions
Increase enrollment, student access and
ensure student success
N/A
Planned Implementation Date
January 12, 2009
- 21 -
Estimated Completion Date
Ongoing
Action/Tasks
•
•
•
•
•
•
•
•
Explore PSAT costs
Identify at risk indicators
Develop 1 week pre collegiate
orientation/bridge
Vocational/technical program focus
Native American /special population
identifiers
College 101 (First Year Experience)
Late fall, early spring family
orientations to demystify the system
Address last minute first time
registration by designing cohort groups,
late start courses and room
management
Measure this through enrollment
figures and retention rates through IR
and compare them to the last academic
year
Measure of Success/Desired Outcome
•
Estimated Cost(s)
?
Who is responsible?
Student Services
Consequence if not funded
Decline in enrollment and retention
specifically special populations
External Accreditation Recommendations N/A
(if applicable)
Action 3
Category
Department Goal the Action is
Connected
Recommendation Number and Title
Descriptions
Increase the number of Student Education
Plans over 2007-2008 baseline year and
number of students who obtain counseling
and advising services over 2007-2008
baseline
N/A
Planned Implementation Date
January 12, 2009
Estimated Completion Date
Ongoing
Action/Tasks
•
- 22 -
Require student educational plans for
•
Measure of Success/Desired Outcome
•
•
Estimated Cost(s)
all students receiving any sort of
service on campus (i.e. financial aid,
EOPS, DSPS, etc)
Require the general population of
students meet with a counselor/advisor
once a semester
Increase in student educational plans
for the 2008-2009 baseline year (track
this through SARS)
Increase student traffic(track this by
using SARS and comparing data of
student traffic from 2007-2008 baseline
year
?
Who is responsible?
Counseling and Advising department under
the direction of Dean Green
Consequence if not funded
• Attrition rates will increase
• Enrollment rates may decline
External Accreditation Recommendations N/A
(if applicable)
Action 4
Category
Department Goal the Action is
Connected
Descriptions
Increase appropriate staffing, resources,
and expectations
Recommendation Number and Title
N/A
Planned Implementation Date
?
Estimated Completion Date
?
Action/Tasks
•
Measure of Success/Desired Outcome
•
•
•
•
•
- 23 -
Hire three counselors and two new
advisors to meet the needs of GOAL 3
for the general population of students
Hire outreach person
Students will receive the services they
need in a timely manner
Events will be appropriately staffed
Office will be appropriately staffed
This will be measured by a student
satisfaction survey and compare results
to last year’s student satisfaction survey
Estimated Cost(s)
?
Who is responsible?
Melissa Green and Jennifer Bailey
Consequence if not funded
General population of students will
continue to go underserved
External Accreditation Recommendations N/A
(if applicable)
Career Center – Action 1
Category
Department Goal the Action is
Connected
Recommendation Number and Title
Descriptions
Goals 1 & 2
N/A
Planned Implementation Date
September 2008
Estimated Completion Date
May 2009
Action/Tasks
Develop a plan (FY2008-2009), in
cooperation with the
Counseling/Advising office, to increase
the number of non-categorical students
who receive career assessments.
Measure of Success/Desired Outcome
Estimated Cost(s)
Increased number of students obtaining
career assessments
N/A
Who is responsible?
Michael Regan
Consequence if not funded
N/A
External Accreditation Recommendations
(if applicable)
Action 2
Category
Department Goal the Action is
Connected
Descriptions
Goal 1
- 24 -
Recommendation Number and Title
N/A
Planned Implementation Date
July 2009
Estimated Completion Date
May 2010
Action/Tasks
Increase, in FY2009-2010, the number
of non-categorical students whose SEP
education goal matches their career
assessment results.
Measure of Success/Desired Outcome
Increased number of non-categorical
students obtaining SEPs that match their
career assessment results.
• 50% Career Counselor salary
• $950 for Careeer Planning website
renewal fee
Estimated Cost(s)
Who is responsible?
Michael Regan
Consequence if not funded
Continued lack of education and goal
direction for non-categorical students.
External Accreditation Recommendations
(if applicable)
Action 3
Category
Department Goal the Action is
Connected
Recommendation Number and Title
Descriptions
Goals 1 & 2
N/A
Planned Implementation Date
September 2008
Estimated Completion Date
May 2009
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Increase the number of sections of
online Guidance 8 (Career Planning)
classes during FY2008-2009.
Increased number of students obtaining
career assessments
3-6 TLU on the Associate Faculty salary
schedule
- 25 -
Who is responsible?
Michael Regan
Consequence if not funded
Continuing lack of career and education
goals for the 40-42% of students attending
CR.
External Accreditation Recommendations
(if applicable)
- 26 -
Rationale Form for Faculty Position
Department: Eureka campus – Counseling
Division: Student Services Division
Division Chair/Program Director Signature:______________________________
Position Description and Priority
The counselor position is critical to the support of the mission of the College, as indicated
by the Mission Statement, “In support of these primary missions, the District will provide
the appropriate level of information, programs, and activities to assist students in:
1. Assessing their interests and educational goals and developing plans that will help
them achieve these goals;
2. Using current technological resources, innovative instructional resources,
personalized tutorial services, and broad-based research tools; and
3. Choosing coursework preparatory to college-level work, if necessary—
specifically, pre-collegiate math and English courses and courses in English as a
second language (ESL).
1. Substantive are of the discipline that will be covered: The counselor will be able
to provide career, transfer, academic and crisis counseling for the general (noncategorical) student population of the campus, which is approximately 2,000
students.
2. Expertise: The counselor has the necessary skills and education that will help
prospective and current students assess their interests, goals, create education
plans, teach students to use CR technological resources and make appropriate
referrals. And choose appropriate coursework based on foundational skill level,
and assist students in crisis, which hinders their academic progress. For example,
many of our students enter CR as “undecided” students. A certificated counselor
is needed to help a student explore career interests and values, as interpret career
assessment results and make appropriate referrals. Additionally, if there is a
student who is in “crisis,” a certificated counselor with expertise and training in
crisis intervention will be able to successfully ascertain the level of crisis and take
appropriate intervention actions and referrals.
3. The demand for individuals with this expertise. Although the Eureka campus
currently has 2 permanent, competent student development advisors, these
positions do not require a degree in counseling, psychology, social work, or other
related areas. At the Eureka campus, there are only 0.40 counselors to address the
needs of 2,000 students. Due to the recent layoffs in Mervyns and the pulp mills,
there will be an influx of prospective students who will need career, academic,
and emotional counseling. Our current lone counselor cannot physically meet
these demands.
4. Load. Since categorically funded students have the right to see any counselor
he/she chooses, these counselors will have a load of over 2,000 to one, and
provide career, academic, and crisis intervention counselor for all students and
prospective students. These services will be limited to faculty contract hours.
Quantitative Information by Discipline;
Current District funded counselor ratio to student by campus (Fall 2007):
Campus
Del Norte
Eureka
Mendocino
Counselor
0
0.40
1
Student Headcount
591
4,283
223
Discipline needs
1. Availability of qualified part-time faculty
a. Specialized degree/training needed. Counselors need a master’s degree in
counseling, social work, psychology, or other related field. Counselors’ need to
understand career counseling theory, student development theory, Maslow’s
hierarchy of need, learning styles, graduation and transfer requirements, and crisis
intervention strategies and referrals. Although there are many perspective
counselors with social work or marriage and family therapists’ degrees, they often
lack the academic and career education and knowledge needed.
b. Specialized experience. Counselors need to have academic, career, and crisis
counseling experience in order to successfully create student education plans,
evaluate transcripts, assist students with transfer to a university, make appropriate
course recommendations based on student skill set and make recommendations
and referrals to other student services or outside agencies.
c. Emerging/rapidly changing technology. It is expected that counselors have
knowledge of the ASSIST database (articulation), be able to provide “e-advising”,
use and train on WebAdvisor, review and monitor records on Datatel (or another
integrative database), as well as use the web for research, Outlook, SARS, and
other office technology.
d. Recruitment efforts. The Human Resources department has recruited part-time
faculty via their webpage and the Times Standard. However, the faculty contract
limits the number of hours part-time faculty can work during each semester,
which limits service.
District/Department/Discipline Goals
From 2006-2007 Annual Program Review Update:
B. Department Goals Report
College
Strategic Plan
Goal
Goal 1 –
Enable student
attainment of
educational
goals.
Division Goal
Provide research
based learnercentered
services that
support access
and student
engagement
from
matriculation to
goal attainment
Department
Goal FY200708
Provide an array
of holistic
student
development,
liaison and
instructional
support services
students through
the use of
proactive and
innovative
strategies.
Action Plan
Hire part-time
“crisis
counselor” at
Eureka campus.
Create and
implement
referral process
for students in
personal or
emotional crisis
in order to
increase
retention. Also,
as per
recommended
improvement
from 1994-1995
program review.
Status of each
action item
Completed
In Progress
Eureka had a
part-time crisis
counselor, but
has “run out of
hours” per
CRFO contract.
Collaboration
Partners
Director of
Residence Life,
Director of
Security,
Department and
Division
Chairs/Directors,
DIABISAS
committee.
Resources
Needed /
Reallocated
Staff
Staff Time
New Money
Reallocated
$
Space
Equipment
Other:
From 2008 Program Review Annual Update
CR Strategic Goal: Ensure
student access. Objective 1:
enable degree and certificate
completion in a timely manner
MIS
Matriculation data
for 2008-2009
academic year
will show increase
in the number
(head count) of
students who
received a Student
Education Plan
(SEP).
Chancellor’s Office “Data
Mart” has this information
for the 2007-2008 academic
year. This information will
be used as a baseline for
2008-2009.
System analysis of how data
is collected and stored is in
process. Once it’s been
determined that the system
is accurate, will review
delivery of services system
to increase the number of
students who receive SEP’s.
External Requirements or Standards
The American School Counselor Association (ASCA, 2005) recommends a. ratio of 1
counselor to 250 students. In April 1993, the California Community College Counselors
Association created a formula to estimate the direct counseling/advising full-time
equivalent (FTE) to student ratio at each college. Additionally, a survey was mailed to the
counseling departments at all California community colleges, and 63 responded. They
found that the median ratio was 1 counselor/advisor to 1,418 students. Even with two
District funded counselors, the Eureka campus would still not meet the median ratio.