I.
Background, Evaluation & Analysis
Program Description
The comprehensive college counseling program encourages the academic, personal, and career
development of students and community members through counseling, instruction, access to resources,
orientations, and various programs with distinct eligibility requirements and objectives such as the
International Student Program and the Puente Project. All programs and centers address the same range of
baseline counseling topics listed below, in addition to offering distinct services. Counseling services are
offered at the Aptos and Watsonville campuses. During the 2010-2011 academic year, counselors in Aptos
met with 10,823 students and community members through both appointments and drop in counseling
which equaled over 18,000 visits. In Watsonville, counselors met with 3,257 students and community
members which resulted in nearly 4,900 visits. In addition, we assist hundreds of students and community
members through online advising, email and telephone contacts each year. Counseling faculty teaches
courses and workshops in college success, career planning, study skills, essay writing, and transfer issues.
Counseling addresses the registration process; prerequisite equivalency and transcript evaluation;
academic and career-related goal setting and decision-making; requirements and application for
occupational certificates, degrees, and transfer to 4-year universities; and educational planning
(education plans). Counselors also foster student problem-solving and encourage students in their
accomplishments. Counseling is delivered via 30 minute sessions planned in advance, 10 minute meetings
scheduled the same day (express advising), online advising, and 60 minute sessions for career inventory
interpretation. Counseling is an integral part of many programs offered through the instructional divisions.
Staffing
We currently have 14 full time Master’s degree level counselors, including the International
Student and Puente counselor/coordinators who counsel 50% of their time, the Transfer/Career Center
coordinator whose counseling load is 40% and the Counseling Director who has a 25% counseling
assignment, resulting in 11.65 FTE. When the last program review was conducted (2001-02), we had 13.75
FTE plus a full time Transfer Center Director providing 50% counseling. Our counselor to student ratio is
1:1290. This does not include community members and other non-students who are currently able to
access counseling services (at no charge.) We currently have a pool of experienced adjunct counselors that
both teach and counsel, although we are not able to utilize all of them to meet student need due to budget
constraints. We have additionally identified a new pool of future adjunct counselors yet are unable to
utilize them due to the current budget. Many of these counselors have been identified to teach the new
Orientation to College classes listed in the Recommendations section.
In Aptos, there are four staff persons in Counseling and the Transfer/Career Center equaling 3.78
full time equivalent staff. Budget cuts planned for 2012/2013 have reduced the number of full time
equivalent staff to 3.54. In 2001/2002 there were 4.75 staff supporting the same functions. Counseling in
Watsonville is currently supported by two Enrollment Services staff people who also provide support for
Student Health Services in addition to performing Enrollment Services duties. This model has been effective
for students; however, recent cuts planned for the 2012/2013 academic year have reduced Watsonville
Center staffing by 50%. The plan for 2012/2013 has a similar arrangement with a hoped for increase in the
number of work-study students employed.
Transfer and Career Center (TCC)
The Transfer/Career Center’s (TCC) purpose is to increase the number of students, especially
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underrepresented students, prepared to transfer to baccalaureate-level institutions. It serves as a liaison
between those institutions and Cabrillo College regarding admission policies and transfer requirements and
informs the counselors and college community of relevant changes. The TCC coordinator handles complex
transfer cases and oversees transfer admission programs. The Center coordinates college tours and one-onone appointments between university admissions counselors and our students on our campus, and has a
lead role in the annual College and Career night event. The Transfer/Center houses a resource library with
both career and transfer resources.
In addition to the counseling and courses mentioned above, the Career Center offers career
assessment inventories, access to the most effective online and print resources used in self-assessment and
career planning; and resume and cover letter review.
International Student Program
The International Student Program (ISP) recruits, admits and serves students from around the
world and supports acculturation and integration into the college community. Services include assistance
with housing and immigration and detailed pre- and post-arrival orientation activities. The ISP ensures that
the college complies with relevant US Department of Homeland Security (DHS) regulations and processes
the many documents required along with the college application. It oversees student enrollment in medical
insurance as required by DHS; serves as liaison between the college, DHS departments, immigration
attorneys, and domestic and foreign agencies that address international student issues; and reports
regularly through SEVIS (DHS’ Student and Exchange Visitor Information System).
Puente
The Puente Project is yearlong and open to all students who intend to transfer and who will begin
English 100 in the fall term. This program is administered jointly by the Counseling and English
departments. It is a cohort program in which each incoming group of 29 students participates in the same
English 100 and English 1A sections in subsequent terms. A Counseling and Guidance course, “Introduction
to College” is included. Program participants are mostly from underserved groups in higher education.
Participants are matched with career-related mentors from the community. Ongoing educational planning
is a central component of this program.
Facilities
In Aptos, general counseling and the TCC are housed on two sides of the Enrollment Services
building 100, separated by a long hallway. There are staff persons and scheduling computers on each side,
with all counselors providing the same range of academic counseling. This physical arrangement is
awkward and confusing to students, with two entry points and no clear flow. It is difficult for staff to
collaborate to assist students and direct them to appropriate resources. This arrangement was intended to
be temporary when implemented in 2005; however, due to budget constraints, the planned building
remodel that would have created a one-stop center for counseling services in the 200 building did not take
place (see Facilities Master Plan).
In Watsonville, career, transfer and general counseling, along with Financial Aid and Student Health
Services, occupy the one-stop Student Resource Center (SRC).
Relationships
While the primary function of counseling is to enhance student success by providing direct counseling
and CG course instruction, these services do not take place in isolation. Counseling works as an integral part
of the college and community, participating in campus-wide shared governance and providing and
collaborating with various functions within Student Services (SS), and with Instruction, Information
Technology, and non-Cabrillo organizations.
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Campus-wide Shared Governance
As a faculty group that works with all students through all phases of their attendance at Cabrillo,
counselors provide a unique perspective to the shared governance process, advocating for student needs
and issues and contributing to sound college-wide decision-making and the setting and the identification,
revision and implementation of appropriate policies and procedures. Counseling faculty participate in over
20 official college groups. (Attachment 3)
Student Services (SS)
Within the SS component, Counseling works closely with both Admissions & Records
(A & R) and Financial Aid (FA), which have been combined to form Enrollment Services (ES). There is nearly
hourly collaboration with key areas of A & R. The two offices are connected in many processes including
registration, holds, degree petitions, Academic Renewal, the evaluation of transcripts, and the
documentation of prerequisites. There is ongoing dialogue among Counseling, evaluators in A & R, and
Articulation in an effort to clarify ever-changing requirements and policies.
Particularly in light of the drastic changes in Financial Aid requirements, collaboration between
Counseling and FA is crucial for student success. More than ever, small changes in a student’s education
plan, from course repetitions to number of units completed to the dropping of classes, can have significant
implications on benefits and eligibility. As many students are required to have a counselor-approved
education plan on file with FA, the two departments communicate to clarify the key components of such
plans. We have had to coordinate the timing and content of communication to students in an effort to
expedite the demand for education plans. The SRC at the Watsonville Center is an example of how counseling coordinates and integrates its
services with other student services. The SRC provides information and access to counseling, financial aid,
health services and information about other college services.
There are a number of programs within SS that provide direct counseling services, both from within
our pool of general counselors, and by program-specific counselors. Communication and collaboration
among all counselors is essential as policies and program requirements for both transfer and occupational
programs are usually in flux. These programs include Fast Track to Work (FTTW), Veterans (services include
a peer advising class, faculty sponsorship of the Veteran Student organization, and crisis intervention),
Cabrillo Advancement Program (CAP), EOPS and DSPS.
Instruction
Counseling provides support to all academic programs. The award of any skills certificate,
certificate of achievement, or associate degree requires the skills, knowledge, training, and involvement of
Counseling. Counselors clarify to students, issues such as catalog rights, degree and certificate
requirements, and repeat and grading policies, and work with students in the development of education
plans to reach personalized goals.
When there is a need to vary from the published core or approved elective courses, and course
substitutions are needed (particularly for our occupational programs), counselors and relevant Program
Chairs communicate with each other, often via email because it provides clear documentation that
is eventually attached to students’ degree and certificate petitions.
The sharing of information between Counseling and various areas of Instruction is critical for student
success. The Cabrillo catalog is a primary tool used by all to clarify myriad policies and requirements.
Beyond this, counselors participate in information sharing venues such as program-specific advisory
committees and the Salon Series. These efforts, along with a strong link between Counseling and
Articulation, are essential for counselors to provide accurate information about our occupational and
transfer pathways.
There is a particularly strong connection between Counseling and the Allied Health programs
(Medical Assisting, Nursing, Radiology Technology, and Dental Hygiene). All these programs have seen a
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dramatic increase in interest, and all but one (MA) have distinct prerequisites, application processes, and
waitlist procedures that require counselor involvement. The MA program is moving in the direction of a
cohort program that will also have specific application criteria and processes, requiring increased counselor
involvement. Counseling has long been dedicating resources to these programs, particularly in preparing
students for and the review of applications, and the preparation of degree petitions. Counselors worked
closely with these departments as they recently changed their application processes.
There are many programs within Instruction that provide direct counseling. Additional
collaborations include MESA, the Honors Transfer Program, Puente, Athletics (athletes are advised on NCAA
regulations), the CTE Teacher Preparation Pipeline, and the various learning community programs (ACE,
REAL, STARS). Basic Skills students receive more intensive, integrated counseling services through a number
of programs.
Most recently, the college developed two Transfer Pathway Associate Degrees, in anticipation of
two new learning-community groups. Students in these groups follow a prescribed education plan, ensuring
completion of transfer eligibility requirements in two years and enrollment in designated classes. Ideally,
given that all of their courses and sections are predetermined, these students will be less reliant on the
traditional education planning services provided by Counseling, freeing up the counselors to
provide information about the program to potential students, and to provide other educational support
interventions. On the Learning Community Programs summary sheet, Counseling is listed as the primary
contact.
Information Technology (IT)
Over the last few years, counselors have had to adapt to changes in accessing, retrieving and
sharing. Counselors’ computer desktops typically have open numerous software programs: SARS (to
schedule, cancel and otherwise keep track of student appointments and access the express counseling list
and counselor schedules); multiple web browsers (for access to essential online information sources such as
the ASSIST articulation website, College Source for online catalogs and various college websites, and to
maintain our Online Advisor service); an email interface; Datatel (for student records); and Excel (for the
generation and saving of electronic education plans). In addition, counselors currently work from students’
paper files containing non-Cabrillo transcripts, counseling notes, documentation of research that supports
transcript evaluation, AP, IB, EAP, and other colleges’ assessment test scores, and forms and handouts
necessary for accuracy in counseling.
The currently used technology provides the minimum that is necessary to serve students. There is
an immediate need to upgrade our technology to foster greater accountability and measurability. The
college is currently implementing a document imaging process that will change how counselors access
student transcripts and other incoming documentation. This requires the installation and maintenance
of additional software.
Additionally, partially in response to recommendations of the state-wide Student Success Task
Force and from Counseling’s internal dialogue around program improvement, the college is exploring two
new uses of technology: eSARS (an additional component of our SARS system that allows students to
schedule and verify counseling appointments online) and eAdvising (an additional component of Datatel
that will link student education plans to larger campus processes, “electronify” all education plans and
increase the sharing of information to better serve students.)
Just to maintain our current technology requires sound collaboration with IT. As we move toward
the implementation of new tools such as eSARS and eAdvising, the need for such collaboration will increase
dramatically. Already, a team from SS, including Counseling and IT, has formed to actualize the use of
these technologies at Cabrillo.
Other Organizations
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Counseling maintains strong relationships with our local high schools and transfer universities.
Counselors participate in the High School Articulation Council meetings and other events to act as
supportive contacts for our high school colleagues. There is a particularly strong bond between Cabrillo and
Delta High School, an alternative high school located on the Cabrillo campus, because Delta students
complete CG classes as part of their curriculum. Counseling was an integral part of the development of the
general online orientation, and we continue to provide in-person orientations and counseling appointments
to Running Start high school students on an as-needed basis. Our relationships with transfer institutions have become more critical as the transfer process has
become more competitive and complicated. The Transfer Center Advisory Committee meetings, held twice
per year, provide an excellent opportunity to stay current on transfer issues and maintain our positive
rapport with university admissions professionals who regularly participate.
Additionally, counselors participate in annual conferences designed to enhance the flow of
information relevant to our students’ needs. The annual UC/CSU Counselors’ Conferences and UC Ensuring
Transfer Success Conferences offer a chance to collaborate with our peers from other community colleges
and to learn from and be known by university representatives. Cabrillo Counseling, specifically, has been a
key participant in the development of the new statewide online TAG (Transfer Admission Guarantee)
process established by the UC.
Costs
As a generally high touch, face-to-face student-centered service program, the need for counselor
and administrative staff is high. Given that counselors have been flexible with their scheduling, counseling
has been offered during the regular semesters as well as during the winters and summers. This flexibility, in
combination with reduced FTEF, results in reduced counselor coverage all year round and a significant
increase in student wait time. Currently, students wait two to three weeks for appointments. To further
save costs, in 2010 and 2011 we reduced summer counseling by one week and in 2012 we are reducing it
by three. With the ever-present need to help students meet their educational goals, the hiring of more
counselors is paramount.
CG courses are an efficient means of instruction, as shown by the chart below. Proportionally, fewer
counselors teach more students in CG courses compared to the ratio in instruction. However, many CG
courses are offered by various departments and are not always in Counseling’s purview, so the WSCH data
does not capture the entire picture of this part of Counseling’s role at the College.
CG Data
Academic
Year
2006/07
2007/08
2008/09
2009/10
2010/11
FTES
Fall
49.5
53.2
61.8
62.4
41.8
WSCH
Spring
52.2
55.2
63.7
55.5
49.6
Fall
1,592.9
1,709.0
1,991.8
2,012.3
1,548.4
FTEF
Spring
1,683.0
1,777.6
2,060.5
1,796.2
1,818.0
Fall
2.1
1.9
2.2
2.0
1.4
Spring
2.6
2.8
2.5
1.9
2.1
WSCH/FTE
F = Load
Fall
747.8
884.0
891.8
989.6
1,080.3
Spring
655.7
642.5
824.2
962.2
865.7
5
College Totals
Academic
FTES
Year
Fall
2006/07
5,068.5
Spring
4,927.0
2007/08
5,405.1
5,248.1
2008/09
6,088.1
5,901.3
2009/10
5,978.4
5,666.0
2010/11
5,569.6
5,446.5
WSCH
CG Portion of College Totals
Academic
Percent of
Year
College
WSCH
Fall
2006/07
1.01%
2007/08
1.02%
2008/09
1.05%
2009/10
1.08%
2010/11
0.88%
Fall
157,687.
2
168,320.
7
189,534.
5
186,017.
0
175,542.
6
Spring
1.10%
1.09%
1.12%
1.01%
1.06%
FTEF
Spring
153,261.4
Fall
289.2
Spring
296.9
WSCH/FTE
F = Load
Fall
545.3
163,414.1
305.7
305.7
550.7
534.6
183,474.9
310.9
299.4
609.6
612.7
177,199.9
297.1
293.8
626.1
603.1
172,307.4
297.2
293.2
590.7
587.7
Percent of
College
FTEF
Fall
0.74%
0.63%
0.72%
0.68%
0.48%
Spring
516.2
Spring
0.86%
0.91%
0.83%
0.64%
0.72%
Other Cost Issues
The Puente counselor and English instructor each receive approximately 50% reassigned time for
Puente-related responsibilities. The college provides Puente a small annual budget of $6000 that is used
for field trips to four-year schools, student leadership conferences, student planners, equipment for the
Puente writing lab, and miscellaneous needs.
One financial challenge relates to the required extracurricular activities, such as cultural and
mentor/mentee events and motivational conferences, that are integral to the Puente Project. During these
functions we offer food. Given that policy does not allow the use of college funds for food, the project is
faced with the task of constant fundraising, which is a burden to students due to their limited time. It would
be of great help if some of the general funds could be used for hospitality events.
The International Program is managed by one half-time counselor with assistance from the Transfer
Center LIAs. Given the expansive responsibilities of the program, it would behoove the college to reconsider
the structure of the International Program by hiring a part time classified coordinator to handle the
administrative tasks necessary to run and maintain the program, thereby freeing the International
Counselor to devote more time and attention to counseling, culture shock training, and teaching CG 51. We
have not found another California community college that uses our current inefficient model.
The International Program has an annual budget of $9458 that pays for advertising, marketing,
recruiting, training, supplies, activities, and part-time hourly employees. International students pay nonresident fees that the college absorbs into the general fund. We believe a portion of the student fees
should be reinvested into the program. This would allow us to recruit more students. The program could
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grow and provide even more needed revenue that would be shared with the College. However, with the
growth of the program, services and funding for those services would need to increase. Given that
international students legally must enroll in a minimum of 12 units, fall 2012 revenue will be at least $3000
per student, with at least 50 to 60 international students expected.
In 2008, a plan for the Global Education Center was approved by the College, which provided funds
to form a center with extra services for international students. Due to the harsh budget situation, the funds
were not released and the plan was put on hold.
If the College decides to pursue increasing the number of international students, the plan for the Global
Education Center should be reexamined.
Student Services Learning Outcomes (SSLO)
Due to a number of issues (changes in leadership over the last five years, a college focus on
instructional SLOs, etc.), Counseling had not created and assessed program SSLOs. Not all course SSLOs had
been incorporated into formal course outlines nor had instructors’ assessments of SLOs been formally
reported. In the last two years, we have been working to catch up, meeting with the BRIC Advisory team to
finalize the program SSLO and conducting assessments in the spring of 2011 and 2012. The Counseling
Department SSLO is to ensure that all students create a plan to facilitate their educational and career
goals. Counseling administered a student survey given as a pre and post appointment questionnaire during
both spring terms to measure the effectiveness of counseling appointments in relation to this SSLO.
Program SSLO Survey Results
141 students were surveyed in 2011 and 148 were surveyed in 2012. We measured the change in
knowledge of needed “next steps” (to reach one’s educational and career goals) between the beginning
and end of each counseling session. Over two spring semester survey years, 98.5% (2011) and 97% (2012)
of the students who initially said that they did not know the next steps to reach their educational and
career goals claimed they did know them by the end of their counseling appointments.
Questions were based on a 1 to 5 scale with 1 being the lowest and 5 being the highest amount of
knowledge of “next steps.” In both 2011 and 2012, for those students who had very little knowledge
(scores of 1 and 2) before their counseling appointments, 100% replied that their knowledge increased by
the end of their appointments. In both years, 91% who had a self-identified level of knowledge of 3
increased to either 4 or 5 and 40% (2011) and 43% (2012) of students with a self-identified level of 4
increased to a 5. It was noted that 16.3% (2011) and 15.5% (2012) changed their educational or career
goals after their counseling appointments. (Attachment 1)
Overall, the surveys for both years showed that students are receiving guidance from counselors on
the steps that they need to take to meet their educational and career goals. Through departmental
discussions, it was discovered that during the survey period, students were more focused in the kinds of
questions they asked their counselors. This increased the effectiveness of the sessions. This realization led
to a decision to refine our communication with students prior to their appointments, in order to help them
focus better on their questions in order to enhance the sophistication and impact of the counseling
sessions. We now have signs in the waiting areas outlining a series of steps that guide students in making a
choice between express advising and counseling appointments. This list of considerations itself guides
students in better understanding the flow and progression of the services and articulating their needs. We
are discussing developing on an online questionnaire for students to take prior to their appointments to
clarify and establish clear expectations for counseling sessions. We will administer the same survey next
year in order to see whether our changes in communication, signage, and, possibly, the online
questionnaire, have an effect.
Course Level SLOs
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In fall 2011, all CG instructors met and finalized course and program SLOs for each CG course that is
remaining active. We held an SLO retreat in spring 2012 to discuss course assessments. Each course being
taught in spring 2012 is assessing its course SLOs as well as one of the Core 4 competencies of the
College. The SLOs, as well as the Core 4, will regularly be assessed. Detailed discussion of the assessment
will occur during the fall and spring flex week meetings and the next round of assessments will be
assigned. (Attachment 1)
Student Success
There has been a continual increase in success rates from spring 2007 through spring 2011.
These rates, on average, meet or exceed the college-wide rates.
The completion rate of all CG classes has similarly shown a continual increase from spring 2007 through
spring 2011. Although for most of the years shown, the CG completion rate was slightly below the college
wide rates, in spring 2011, the completion rate of CG classes was higher than the college wide rates. This is
likely due to the addition of CG 51 (Introduction to College) courses for the STARS learning community,
which offered additional counselor support for these students.
Success
CG classes
College
Spring 2007
66.4%
66.6%
Spring 2008
69.5%
67.8%
Spring 2009
71.1%
68.9%
Spring 2010
69.3%
70.6%
Spring 2011
74%
71.9%
Completion
CG classes
College
Spring 2007
79.7%
80.3%
Spring 2008
77%
82%
Spring 2009
81.6%
84.6%
Spring 2010
81%
84.7%
Spring 2011
88.6%
86.3%
Even though many counselors also teach, the vast majority of our time goes to direct student contact in a
different modality. Therefore, we need to look beyond traditional instructional measures of course success
and course completion in order to evaluate student success.
Counselors are directly involved in the educational planning and petition process for every skills certificate,
certificate of achievement, and associate degree awarded at Cabrillo. Additionally, students rely on the
advisement and educational planning services of counseling to become transfer-ready. For a variety of
financial and personal reasons unrelated to the quality of students’ experience at Cabrillo, not every
transfer-ready student follows through on transfer. As a result, the number of certificates and degrees
granted, TAGs written, and students who transfer are not an appropriate measure, as a whole, of student
success. During the 2010/2011 academic year, counselors wrote 1300 petitions for AA/AS degrees and
certificates. In 2011/2012 that number increased to 1600. In 2011/2012, 324 students wrote TAG/TAA
agreements to four year institutions.
Results of Student Survey
Cabrillo College Campus Climate Student Survey results of survey years 2001-2010 were
analyzed. The following should be noted:
1. On mean ratings of students’ overall experience with facilities, services and programs, significant
increases in ratings were shown for Career Planning/Career Counseling, Counseling, and the
Transfer Center between 2001/2003 and 2008. Overall ratings for these three services had dipped
slightly in 2010 but still remained higher than in 2001/2003 and the rating for Counseling still
showed a statistically significant increase in 2010.
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2. The percentage of students who rated these three services as “excellent” showed a significant
increase over 2001/2003 and for both Career Planning/Career Counseling and Counseling for both
2008 and 2010 survey years. The number of ratings of “excellent” for both areas doubled between
2001/2003 and 2008. Transfer Center ratings of “excellent” showed a significant increase in 2008
and dipped slightly in 2010.
3. The percentage of students who were “satisfied” with the overall experience, as measured by
ratings of “Excellent,” “Very Good,” “Good” or “Satisfactory,” was very high for all four areas across
all survey years, ranging from 89% to 98%.
4. For Counseling, a significant increase in satisfaction with Helpfulness and Attitude was shown
between 2001 and 2008 (80.1% - 87.4%); however, by 2010 the percentage had dropped to 83.2%.
Satisfaction with Service Location was consistently high (94.5% - 97.2%), but satisfaction with Wait
Time was significantly lower in 2010 than in 2008 (78% vs. 89%).
The most significant difference observed was the decrease in satisfaction with the wait time to see
a counselor between 2005 and 2010. This is not surprising given that the number of counselors has
declined during this time period due to retirements that have not been replaced. With fewer full-time and
adjunct counselors available, wait times for an appointment are longer, at a time when many students are
increasingly anxious about their educational and career choices, progress, and decision making.
It should be pointed out that in general, measures of all campus services showed a dip in
satisfaction between 2008 and 2010. However, the overall rating of counseling services in 2010 was still
significantly higher than in 2001 and 2003. One possible explanation for lower student satisfaction reported
campus wide between 2008 and 2010 was the overall decrease in the students’ and community’s sense of
well-being due to difficult economic times. Students came to us less satisfied and more stressed in their
lives and, therefore, overall results of satisfaction were less positive. Another factor can be assumed to be
the reduction in workforce that has taken place since 2008.
Instructional Planning Student Survey Spring 2012
In spring 2012, 141 students in three CG classes were surveyed on their CG course
experiences. Overall, students were satisfied. A few interesting points were that 81% stated that they
received excellent or satisfactory advice from faculty in the CG department and 80.3% stated that they
received excellent or satisfactory advice from counselors regarding the CG courses.
Curriculum Review
Counseling & Guidance (CG) courses are designed to increase student success by addressing topics
such as transitioning to college, study skills, career and educational planning, and peer counseling. Course
sections are offered to the general student population, and those in various learning communities, students
from Delta High School, student athletes, students with disabilities, and Puente and International students.
(Attachment 2)
Over the years, other programs and services outside of Counseling (primarily DSPS and the Fast
Track to Work program) developed and taught a number of CG classes. This contributed to a lack of clarity
in terms of “ownership.” A number of CG courses that had not been taught for many years remained active
in the system as there was no single party overseeing CG classes as a whole. With the merging of the
counseling division into a new C&ESS Division, the disparate groups that “owned” various parts of the CG
curriculum were brought together, and a CG curriculum committee was formed. This CG Curriculum
Committee reviewed CG courses during the 11/12 year. Additionally, a workshop was held in the fall of
2011 that included instructors of all active CG courses and the SLO Coordinator. As a result of these
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meetings, we inactivated classes that have not been offered for many years, updated descriptions, content,
objectives, and added existing and revised course-level SLOs into the formal course outlines.
At the spring 2012 campus-wide curriculum meetings, we inactivated 15 CG courses (52IIA, 52IIB,
52IIC, 57, 58, 59, 99A, 99B, 99C, 99E, 180S, 208, 211, 215, 280D) and an additional 7 CG 190 Special topics
courses (190AF, 190B, 190C, 190CAP, 190D, 190DB, 190WR).
The following CG courses remain active:
CG 1
CG 51
CG 52
CG 54
CG 60A
CG 60B
CG 65
CG 107
CG 190 A-Z
CG 205
CG 205L
CG 280 A-Z
CG 286
Modified course proposals were submitted prior to 3/15/12, with changes as indicated. (Attachment 4)
II.
New Directions
Structural: On July 1, 2011 a new division, Counseling and Educational Support Services, (C&ESS)
was formed under the former Dean of Instructional Development. The C&ESS Division is comprised of the
former Counseling Division and the following programs, which were previously part of Instructional
Development: Disabled Students Programs and Services, Learning Skills, Matriculation, and Outreach and
Assessment. Formation of the new Division has resulted in improved leadership, increased visibility across
campus, and greater access to resources for students.
Student Success Task Force: The recommendations of the Student Success Task Force prioritize a
complete educational plan for all students by the end of their second semester. Recent state legislation
limiting the number of times a student can repeat a class, and federal regulations further limiting the
number of semesters a student can receive Federal Pell Grant funding, combined with reduction in the
number of course offerings, have all increased the need for students to plan early in their college careers
and follow the course of study they have chosen. We are identifying different services for students with a
high need for in person contact/high engagement (high touch) from those who do not need that level of
interaction at all times and are more comfortable with technology and self-direction when it is appropriate.
For years, the Statewide Academic Senate (ASCCC) has recommended a counselor to student ratio of 1:900
in order to adequately counsel students in achieving their career and transfer goals. Cabrillo’s ratio is
1:1290. In 2003 the Academic Senate adopted the paper Consultation Council Task force on Counseling,
recommending a counselor to student ratio of 1:370. In spring 2010, the ASCCC passed a resolution to
work with the Chancellor’s Office to change Title 5 to define the minimum number of counseling faculty
required based on the recommended ratio of 1:370. Overlaid on top of this recommendation, the
recommendations of the Student Success Task Force mean even more counseling appointments will be
needed so that every student will have an education plan. Fewer counseling appointments available on a
weekly basis results in a longer wait time for students.
Enhancing Efficiency: To satisfy student needs more efficiently, the Counseling department is
looking into a number of changes. Some of these are focused on distinguishing high and low touch
services.
a.
We are researching online resources for career assessment, exploration, and planning, and
encouraging students to utilize these resources prior to enrolling and, when possible, prior to meeting with
a counselor. We are moving toward an online, initial career assessment that also helps students identify a
major. This would be required prior to seeing a counselor. The S4C initiative and Counseling are
collaborating on this effort.
b.
We are improving our screening process to more effectively direct students to the
appropriate counseling resources to better meet their needs and utilize resources more efficiently.
10
This process has involved research and staff input followed by improvements in signage, training
in methods of telephone and in-person screening, and upgrading of our electronic scheduling system (SARS
Grid and eSARS) which will require students to self-screen at a more sophisticated level prior to making a
counseling appointment. We have created a checklist of items and activities that students must have or
complete prior to scheduling a counseling appointment. We call this “BYMA (Before You Make an
Appointment).” The more prepared a student is for an appointment, the more productive that appointment
will be. (Attachment 5)
c.
We are also in the process of developing group information sessions designed to assist
various categories of students with preliminary information specific to their situations. In response to
inadequate staffing due to budget problems, this is an effort to reduce redundancy in our work and the
need for one-on-one appointments. Examples of the categories of students who will be offered group
sessions include: new, prospective allied health, re-entry, and senior high school students, students on
progress probation or dismissal, and students needing to create educational plans. We are already
conducting analogous workshops for students needing information on the topics of transfer application and
writing transfer essays. These are offered frequently during each university application period.
d.
Counseling is looking into the use of eAdvising modules to facilitate more active
participation of students in their educational planning prior to their counseling appointments. We are
researching appropriate use of express advising (unscheduled 10 minute walk-in sessions currently
available every day of the week), including appropriate topics, location, and method of delivery (in the
counseling office or at a counter, etc.).
e.
Counseling is working on the integration of our Frequently Asked Questions page and
Online Advisor function with an interactive Q & A site currently used by Enrollment Services. Linking these
services provides students with greater opportunity to obtain answers on their own by directing their
questions to the most appropriate sources of information. This is an example of a low touch service.
f.
We communicate by email with specific groups of students using the Communication
Management system at various “momentum points” throughout the year, advising them of important
deadlines, probation or dismissal status, or changes in policy that will affect their educational planning. The
TCC uses Facebook and Twitter to keep students informed of transfer deadlines and events.
g.
Counseling would like to establish mandatory CG 51 (Introduction to College) sections for
new students to reduce the redundancy of information in one-on-one counseling appointments (low
touch).
h.
As counselors rely on an increasing number of software programs and web pages during
each session, we would like to provide each counselor with either two monitors or larger monitor screens.
S4C: The Counseling department, along with the rest of the college, is participating in the Santa
Cruz County College Commitment (S4C) by increasing our collaboration with high school counselors. We
increased our participation in the monthly High School Articulation Council meetings in order to better
share ideas and information with our high school partners. Counselors attend the annual Counselor
Breakfast, a joint event with high school counselors. This March, Cabrillo sponsored a Counselor
Collaborative Dinner at which high school, Cabrillo and UC Transfer Partnerships counselors met together
to brainstorm resources and services available to assist students with differing needs and challenges.
Career Clusters: We have developed Career Clusters in which counselors are grouped under specific
career categories such as social sciences, technology, or health occupations. This allows for more
specialized training.
Blackboard: More or our CG classes are using Blackboard.
III.
Program Goals and Recommendations
Goal: Increase Student Access to Counseling and Student Success Services
Recommendations
11
1. Replace the three full-time counselor positions lost due to retirement or resignation Estimated
Cost, $273,336
The recommendations of the Student Success Task Force require students to have a complete
education plan by the end of their second semester. The Statewide Academic Senate (ASCCC)
recommended a counselor to student ratio of 1:370 before the new expectation was established that all
students would meet with counselors to make education plans. At Cabrillo, the counselor to student ratio
is 1:1290. Three additional full-time counseling faculty will bring the ratio closer to ASCCC
recommendations, assist in the goal of serving all the students who need full education plans, and shorten
student wait times. In addition, they will allow us to provide counseling directed towards the needs of Basic
Skills students. As the college moves forward with institutionalizing the Learning Communities programs, a
full-time counselor is needed to meet the needs of our basic skills student population (CMP Goal A5,
Student Success Task Force recommendations 2.2, 2.4, 2.5, Campus Climate Survey, SSLO assessment).
2. Implement a mandatory Orientation to College Course to increase student success (CG 51, .5 units).
Estimated Cost for 20 sections per semester, .5 units each, $1,735/TU =$34,700 annually.
CG 51 would be required of incoming students. It would provide students with basic information
needed for sound educational planning and knowledge of available resources. Subsequent counseling
appointments would, therefore, be more focused and productive, resulting in more meaningful educational
plans and discussions. (CMP Goal A5, SSTF recommendation 2.2, 2.4, 2.5)
3. Reinstate a classified program coordinator to support International Students Program (50%
position, Estimated Cost $32, 585).
This will place more of the administrative and clerical duties of the position with a staff person and
free the counselor’s time for counseling students again. It will also facilitate program growth and that, in
turn, brings in more revenue. 15-20% percent of the income generated by international student fees should
be reinvested in the program to support this position. This is in line with Student Success Task Force
recommendations (2.2, 2.4, 2.5,) and the College Master Plan Goal A3).
4. Implement eSars scheduling system to increase both student access to counseling and student selfscreening ability for direction to appropriate services. An additional server is needed for
implementation. Estimated Cost: TBD, for additional server required.
This will increase student access to counseling appointments and allow greater self-screening
ability for direction to appropriate college resources. A menu of options and required preparation (BYMA)
will lead to access to counseling appointments only when appropriate; students (and prospective students)
will otherwise be directed to other resources first. This will increase efficiency and allow those with both
high and low engagement needs more appropriate access while reducing impact on staff. This is important
due to staff reductions in 2012/2013. (CMP Goal A2, SSTF recommendation 2.3).
5. Organize Counseling’s and Transfer/Career Center’s physical space in the 100 building to create one
entrance with improved signage and screening systems. Estimated cost: $12,500
This will consolidate services in order to better serve the more than 18,000 students and
community members who utilize counseling services in Aptos each year. Reductions in staff beginning in
2012/2013 require even more efficient ways of serving students and encouraging them to be more selfdirected. This will also avoid duplication of effort (Facilities Master Plan, CMP Goal A2, SSTF rec. 2.2, 2.3,
2.4)
12
Goal: Improve Transfer Services and Resources for Students
Recommendations
1. Restore the current Career/Transfer Center Coordinator position to a Career /Transfer Director
position with a 185 day contract Estimated Net Cost: $600
The current College Master Plan calls for the college to increase the number of transfers and/or
transfer rates, and to “Create more transfer options for students by improving communication with
regional 4-year colleges and universities….” Cabrillo had a Transfer Center Director position from 1991 until
2006, at which time the position was reduced to a Career/Transfer Center Coordinator with a regular 175
day faculty contract. In order to keep up with the responsibilities of what should be a Director position, the
coordinator position has included two units of adjunct academic specialist pay per semester funded by
Counseling. At the same time, our TC Coordinator participates in the Statewide Transfer Center Director’s
Association and is currently serving as the Region IV representative and the college’s primary liaison with
four year institutions.
Restoring the position to that of a Director with a 185-day permanent contract will result in cost
savings of approximately $4400 to the Counseling department (the adjunct units currently allocated to the
position), allowing more students to be served by counselors (CMP Goal A4, Campus Climate Survey).
2.
Provide additional computers for Career/Transfer Center laboratory area. Estimated Cost:
$6000-10,000
These will facilitate students’ ability to research and develop career and educational plans in the lab
where other tools and resources are available. The desired plan would be to utilize two large conferencestyle tables in the center to house 12 additional computers. Because the Transfer/Career Center has been
slotted to be one of the four “1st phase testing locations” for the Virtual Desktop Infrastructure project on
campus (IT plans to provide the virtual stations in place of having to purchase additional computers), it is
imperative to be part of this VDI project due to cost effectiveness. This project will require additional
infrastructure (wiring and desk retrofitting) for the 12 new stations. (Technology Plan, CMP Goal A3, A4,
A5, SSTF rec. 2.2, 2.3, 2.4, 2.5)
3.
Obtain Internet access for the PC behind the Transfer Center desk that projects the Power
Point presentations onto the monitors in the Counseling Center and TCC. Estimated cost:
$1000
This would enable the Power Point presentations to be updated as needed rather than on a
delayed time frame. It would also enable the LIAs and counselors to do presentations to visiting student
groups in the TCC for tours, WebAdvisor, TAA/TAG, university applications and other information sessions.
(FMP, CMP Goal B3, SSTF recommendation 2.3)
Goal: Increase Efficiency of Service Delivery
Recommendations
4. Purchase additional computer monitors in order to implement Soft Docs and eAdvising
software. Each counseling office will need one widescreen monitor. Estimated cost for
12 - 24” monitors @ $265.00: $3180
In order to increase efficiency, eliminate paper files, and help students become more actively involved in
their educational planning, this software has already been purchased through the office of the VPSS. The
equipment necessary to implement its use is still needed. (Technology Plan, CMP Goal B3, SSTF
recommendations 2.2, 2.3, 2.4, 2.5)
13
Attachment 1- SSLO Data
List of CG Course SLOs
CG 1:
1. Demonstrate an understanding of the transfer process.
2. Utilize self-management and study skills techniques.
CG 51: Apply strategies to be successful in college
CG 52: 1. Demonstrate techniques for note taking, memorization, essay writing, reading, test taking, and
time management.
2. Investigate various student support resources and programs at Cabrillo that will improve student
success.
3. Analyze education goals and create a plan to fulfill them.
CG 54: Assess and analyze one's interests, values and skills and career options in order to make educational
and career decisions.
CG 60A: Act as a peer counselor.
CG 60B: Act as a peer counselor utilizing advanced helping skills.
CG 65: 1. Analyze an apply rules and principles of leadership to daily life experiences.
2. Assess and analyze his/her own leadership knowledge and skills.
CG 107: 1. Research, analyze, and assess career and/or transfer requirements and options.
2. Demonstrate career or transfer planning, job search, and/or transfer application skills.
CG 190A-Z: Complete a project in the special topic area.
CG 205: Demonstrate increased ability to utilize specific study skills to succeed academically.
CG 205L: Apply specific skills to succeed academically.
CG 212: 1. Analyze factors of positive self-esteem.
2. Evaluate strategies for raising self-esteem.
3. Demonstrate improvement in self-esteem.
CG 280 A-Z: Complete a project in the special topic area.
CG 286: 1. Access campus resources for academic success
2. Evaluate strategies for academic success
Course level SLOs and Core 4 Competencies were assessed in the following spring 2012 classes: CG 1, CG
52, CG 54, CG 107, CG 205, and CG 212. Individual faculty analyses have been completed with the
departmental analysis process to take place in September 2012.
14
Student Services Department SSLO Assessment Analysis Form
Use the form below to summarize the results of the department meeting in which you discussed the results
of your SSLO assessment.
Department
Counseling
Meeting Date
Counseling Retreat 3/29/12, Department meeting 9/13/12
Number of Staff
participating
4 staff, 12 Counseling faculty
% of department
SSLOs measured
89% of contract staff and faculty
Create a plan to facilitate educational and career goals.
Assessment Tool
(Briefly describe
assessment tool)
Pre and post test administered before and after 30 minute counseling appointments during
a two week window, in April 2011 and again in April 2012. Students were asked to rate
their level of knowledge of the next steps necessary to reach their educational and career
goals, on a self-report Likert scale. We measured the change in knowledge of next steps
between the beginning and the end of each counseling session.
Assessment Analysis
The pre and post tests were administered to 141 students in Spring 2011 and 148 students
in Spring 2012. 98.5% (2011) and 97% (2012) of the students who initially said that they did
not know the next steps necessary to reach their educational and career goals claimed they
did know them by the end of their counseling appointments.
(Summarize the
assessment results;
discuss what student
needs and issues were
revealed)
Next Steps
(How will you address
the needs and issues
revealed by the
assessment?)
Timeline for
Implementation
(Make a timeline for
how you will implement
the next steps outlined
above )
Overall, the surveys of both years showed that students are receiving guidance from
counselors on the steps that they need to take to meet their goals. Through departmental
discussions, it was determined that during the survey period, students were more focused
in the kinds of questions they asked their counselors. This increased the effectiveness of
the sessions. This realization led to a decision to refine our communication with students
prior to their appointments in order to help them focus their questions and in order to
enhance the sophistication and impact of the counseling sessions. We now have signs
outlining a series of steps that guide students in their choice between express advising and
counseling appointments. This list of considerations itself guides students in better
articulating their needs.
Development of a checklist/intake process as a way to help students focus and plan for
their educational and career goals (see attached checklists):
1) BYMA: “Before You Make an Appointment”
2) List of topics appropriate for 10 minute Express visits and 30 minute appointments
We are discussing developing an online questionnaire for students to take prior to their
appointments to facilitate their own clarity and to establish clear expectations for
counseling sessions. We will administer the same survey next year in order to see whether
our changes in communication, signage, and, possibly, the online questionnaire have an
effect.
Review, refine BYMA in Fall 2012, again in Fall 2013 (based upon Fall 2012 changes)
SSLO assessment, Spring 2013
15
Attachment 2 Catalog Pages
(Pages 109 – 112)
2011-2012 Cabrillo College Catalog (Counseling and Guidance specific pages):
COUNSELING AND GUIDANCE
Counseling Division
Margery Regalado Rodriguez: Dean, Educational
Support Services
Division Office, Building 100
Aptos Counselor: (831) 479-6274
Watsonville Counselor: (831) 786-4734
Call (831) 479-6385 for more information
http://www.cabrillo.edu/programs
Counseling and Guidance Courses
CG 1
College Success
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Integrates personal growth, learning
techniques, academic and career success, problem
solving, critical, and creative thinking. The course
focuses on the following topics: self evaluation and
assessment, goal setting, career decision making,
educational planning, time and financial management
techniques, instructor-student relationships, cultural
diversity, health maintenance, stress management,
campus resources, learning styles and strategies
including lecture note-taking, test taking, memory and
concentration. May be offered in a Distance-Learning
Format. Transfer Credit: Transfers to CSU, UC.
CG 51
Introduction to College
0.5 - 3 units; 0.5 hour Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Acquaints students with college and
university requirements, college services, educational
alternatives, and strategies for student success.
Transfer Credit: Transfers to CSU.
CG 52
College Study Skills
1 - 3 units; 1 hour Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. A course for the student who wants to
learn how to take lecture and reading notes, master
textbooks, manage time, concentrate, pass
examinations, research term papers and other general
college survival skills May be offered in a DistanceLearning Format. Transfer Credit: Transfers to CSU.
CG 52IIA
Individualized College Study Skills
1 unit; 1 hour Distance Education
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Repeatability: May be taken a total of 3
times. Learning how to learn is the subject of this selfpaced course. The basic skills of taking notes, time
management, classifying, problem solving, analysis,
logical thinking, creative thinking, test taking and
memory improvement are covered. The course is
divided into one unit modules, and is taken through the
Individualized Learning Center.
Transfer Credit: Transfers to CSU.
CG 52IIB
Individualized College Study Skills
1 unit; 1 hour Distance Education
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Repeatability: May be taken a total of 3
times. The basic skills of taking notes, time
management, classifying, problem solving, analysis,
logical thinking, creative thinking, test taking and
memory improvement. This is a self-paced course,
divided into one unit modules, and taken through the
Individualized Learning Center. Transfer Credit:
Transfers to CSU.
CG 52IIC
Individualized College Study Skills
1 unit; 1 hour Distance Education
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Repeatability: May be taken a total of 3
times. The basic skills of taking notes, time
management, classifying, problem solving, analysis,
logical thinking, creative thinking, test taking and
memory improvement. This is a self-paced course,
divided into one unit modules, and taken through the
Individualized Learning Center. Transfer Credit:
Transfers to CSU.
CG 54
Career Planning
1 - 3 units; 1 hour Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. A two-part class involving (1) selfanalysis through discussion and tests of aptitude,
interest, values and personality; (2) investigation of the
world of work. Student may choose either individual or
group counseling. May be offered in a DistanceLearning Format. Transfer Credit: Transfers to CSU.
CG 57
Guidance for Re-Entry Men and Women
2 units; 2 hours Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. A lecture/discussion guidance class
designed to meet the needs of men and women whose
formal education has been interrupted by family career
responsibilities or choice. Includes educational,
vocational, and individual counseling. Course open for
enrollment to all students. Transfer Credit: Transfers to
CSU.
16
CG 58
College Success for Re-Entry Men
CG 99B
Work Less, Live More
2 units; 2 hours Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Repeatability: May be taken a total of 4
times. A lecture/discussion guidance class designed to
meet the needs of men whose formal education has
been interrupted by family and/or career
responsibilities. Includes educational, vocational, and
individual counseling. Course open for enrollment to all
students. Transfer Credit: Transfers to CSU.
1 unit; 1 hour Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Examination of the historical, cultural
and economic influences on work hours. Exploration of
alternative work arrangements, and personal strategies
for balancing work with family and personal life. May be
offered in a Distance-Learning Format. Transfer Credit:
Transfers to CSU.
CG 59
College Success For Re-Entry Women
2 units; 2 hours Lecture
Prerequisite: Enrollment in Re-entry Program.
Recommended Preparation: Eligibility for ENGL 100
and READ 100. A guidance class designed to meet the
needs of the woman whose formal education has been
interrupted by family and/or career responsibilities.
includes educational, vocational and personal
counseling. Transfer Credit: Transfers to CSU.
CG 60A
Introduction to Peer Counseling
2 units; 2 hours Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Repeatability: May be taken a total of 2
times. A lecture discussion class in which students
learn techniques of effective peer counseling to assist a
diverse student population. Transfer Credit: Transfers to
CSU.
CG 60B
Introduction to Peer Counseling
2 units; 2 hours Lecture, 1 hour Laboratory
Prerequisite: CG 60A.
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Repeatability: May be taken a total of 3
times. A lecture/discussion class in which students
learn techniques of effective peer counseling to assist a
diverse student population. Transfer Credit: Transfers to
CSU.
CG 65
Leadership Development
2 units; 2 hours Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. A lecture/discussion class that
addresses issues of leadership in student government
and non-academic contexts. Course requires the
application of leadership skills in and out of class.
Topics include: parliamentary procedure, group
leadership techniques, project management, alliancebuilding, and conflict management. Transfer Credit:
Transfers to CSU.
CG 99A
Take Control of Your Success
1 unit; 1 hour Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Change ineffective behaviors in study,
personal life, communication, health, finances and
balancing school and family life. Practical application of
theory and techniques of self-directed behavioral
modification. Transfer Credit: Transfers to CSU.
CG 99C
Goal Setting
1 unit; 1 hour Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. Course will examine theories of
motivation, goal setting, motivators and methods for
overcoming obstacles. Students will analyze and apply
internal and external techniques for goal setting and
develop the skills for career and life success. Transfer
Credit: Transfers to CSU.
CG 99E
Personality Type and Learning Style
1 unit; 1 hour Lecture
Recommended Preparation: Eligibility for ENGL 100
and READ 100. A study of personality type and how it
affects learning and teaching styles. Personality theory
will be applied by students to enhance the balance of
school and life responsibilities. Transfer Credit:
Transfers to CSU.
CG 107
Career and Transfer Research Activities
0.5 - 3 units; 1.5 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100
and READ 100; Eligibility for MATH 154. Repeatability:
May be taken a total of 3 times. Provides opportunity for
research in career development and/or transfer
preparation. Includes research, observation and/or
experience relating to career development and/or
transfer preparation. Integrates self-analysis and
investigation of the world of work and/or transfer options
and will enhance the problem-solving, communication
and critical thinking skills necessary for career and
educational decision-making and success.
CG 190A-Z
Charting Your Career Path
0.5 - 5 units; 0.5 hour Lecture, 1.5 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100
and READ 100.
Repeatability: May be taken a total of 4 times. Presents
selected topics in Counseling and Guidance not
covered by regular course offerings. Each special topic
course will be announced, described and given its own
title and letter designation in the Schedule of Classes.
The structure and format of the class will vary
depending on the subject matter. May be offered in a
Distance-Learning Format.
17
CG 205
Academic Survival Skills
CG 212
Raising Self-Esteem
1 unit; 1 hour Lecture
Corequisite: CG 205L Concurrent enrollment for the first
semester taking CG 205. Repeatability: May be taken a
total of 4 times.
Assists students in developing college survival skills, to
include note taking, test taking, time management, and
studying effectively.
2 units; 2 hours Lecture
Recommended Preparation: Eligibility for Disabled
Student Programs and Services.
Repeatability: May be taken a total of 2 times.
Discusses factors affecting development of positive
self-esteem; evaluate strategies for raising self-esteem;
application of techniques to strengthen self-esteem in
daily life.
CG 205L
Academic Survival Skills Lab
1 - 3 units; 3 hours Laboratory
Corequisite: CG 205. CG 205 not required if repeated.
Repeatability: May be taken a total of 4 times. Assists
student to develop academic skills in a supervised
study environment by applying concepts and strategies
presented in CG 205.
CG 208
Job Hunting
1 unit; 1 hour Lecture
Repeatability: May be taken a total of 2 times. Students
will identify their job skills, interests, and objectives, as
well as an understanding of local job market, goal
setting, and job seeking skills.
CG 211
Career Planning for Special Needs
Students
1 - 3 units; 1 hour Lecture
Prerequisite: Eligibility for Disabled Student Programs
and Services. In-depth exploration into individual's
vocational interests, aptitude abilities, job environment
and market availability for placement. A general
overview of agency sources available to facilitate the
individual's needs.
CG 215
Counseling and Guidance for Students in
Non-Traditional Fields
2 units; 2 hours Lecture
A guidance class for students entering non-traditional
occupations. Topics include: assertive communication,
apprenticeships, mentoring, study skills, self-esteem,
career exploration and goal setting.
CG 280A-Z
Special Topics in Developmental Studies
1 - 3 units; 1 hour Lecture or 2 hours Laboratory
Recommended Preparation: Eligibility for Disabled
Student Programs and Services or an acquired brain
injury. Discussion of factors affecting self-esteem
techniques to raise self-esteem; application of
techniques in daily life.
CG 286
Transition to College
2 units; 2 hours Lecture
Repeatability: May be repeated. This course is
designed for students who have a psychological
disability and are eligible for services through Disabled
Student programs and Services. Addresses issues and
concerns related to students with psychological
disabilities as they affect vocational, academic and
interpersonal situations occurring in a college
environment.
18
Attachment 3: Campus-wide Shared Governance Committees
Accreditation Self-Evaluation Committee
Academic Council
Basic Skills and Learning Community Advisory
Committee
CCFT
College Planning Council
Council for Instructional Planning
Various CTE advisory committees
Curriculum Committee
Discipline Committee
Faculty Senate
High School Articulation Council
Honors Advisory Committee
Instruction Council
Program Planning Committee
Sabbatical Leave Review Board
Santa Cruz County College Commitment
(S4C) Committee
Scholarship Committee
Selection committees
Sexual Harassment Committee
Transfer Advisory Committee
19
Attachment 4- CG curriculum updates submitted 3/15/12 for fall 2012
CG 1 (3 units) College Success
Updated course description, objectives, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SLOs
Updated textbook
CG 51 (.5 – 3 units) Introduction to College
Updated course description, objectives, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SLOs
Updated textbook
CG 52 (1 – 3 units) College Study Skills
Updated course description, objectives, content,
assignments, and evaluation
Changed variable unit to .5 – 3 units
Identified Core Competencies
Revised and updated SLOs
Updated textbook
CG 54 (1 – 3 units) Career Planning
Updated course description, objectives, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SSLOs
Updated textbook
CG 60A (2 units) Introduction to Peer Counseling
Updated course description, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SLOs
Updated textbook
CG 60B (2 units) Introduction to Peer Counseling
Updated course description, objectives, content,
assignments, and evaluation
Removed lab component
Identified Core Competencies
Revised and updated SLOs
Updated textbook
CG 65 (2 units) Leadership Development
Updated course description, objectives, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SLOs
Updated textbook
CG 107 (.5 – 3 units) Career and Transfer
Research Activities
No updates submitted
Has identified Core Competencies and SLOs
CG 190A-Z (.5 – 5 units) Special Topics in
Counseling and Guidance
Updated course description, objectives, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SLOs
CG 190A (.5 unit) Charting Your Career Path
No updates submitted
Course to be inactivated in 12/13
CG 190A2 (.5 unit) Charting Your Career Path II
No updates submitted
Course to be inactivated in 12/13
CG 190F Financial Literacy
Updated course description, objectives, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SLOs
Updated textbook
New course may be developed in 12/13 allowing
for inactivation of 190F
CG 205 (1 unit) Academic Survival Skills
Updated assignments and evaluation
Identified Core Competencies
Revised and updated SLOs
Updated textbook
CG 205L (1 – 3 units) Academic Survival Skills Lab
Updated assignments
Identified Core Competencies
Revised and updated SLOs
CG 212 (2 units) Raising Self-Esteem
No updates submitted
Has identified Core Competencies and SLOs
20
CG 280A-Z (1 – 3 units) Special Topics in
Developmental Studies
Updated course description, objectives, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SLOs
CG 286 (2 units) Transition to College
Updated course description, objectives, content,
assignments, and evaluation
Identified Core Competencies
Revised and updated SLOs
Updated textbook
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Attachment 5 - BYMA Checklist(s)
1. Submit an online application for admissions to Cabrillo.
 Go to CCCApply.org
 You must have an email address. Create a free one through CCCApply if needed.
 Within 24 hours you will receive confirmation of your application.
 Within 7 days you will receive your student ID #.
 For questions regarding admission or registration, go to Enrollment Services.
2. Complete an online orientation.
 Go to Cabrillo home page and click on Orientation.
3. Complete math and English assessments at the Cabrillo Assessment
Office (SAC West)
 Submit assessment scores from other colleges if you have tested elsewhere.
 Submit official transcripts to Admissions Office of any coursework completed at other
colleges.
 Schedules and practice tests are located on the Assessment web page.
4. Apply for financial aid EARLY.
 Go to Financial Aid web page or www.FAFSA.gov
 For questions regarding financial aid, go to Financial Aid.
5. Read the online Counseling Q&A (questions and answers) before you
make an appointment.
Your needed information may already be there. This may save you a visit.
6.
you may be ready to schedule an appointment with a
counselor.
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 A drop-in 10 minute “Express” visit is for:
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Clearing a course prerequisite with documentation that supports your request
Petitioning to “Repeat a Class”
Requesting permission to take 19 or more units
Obtaining a counselor’s signature on a High School Release form (if needed)
Asking specific questions relating to a limited topic
Processing assessment scores from other colleges
 During most weeks:
M-Th.10am–noon; 1–3pm
Fri. 10am-noon (hours can change)
 A 30 minute counseling appointment is for:
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Developing an Education Plan
Submitting Graduation Petitions (know the required deadlines).
Requesting a signature for an “Academic Renewal” or Academic Dismissal
Career advising
Transcript evaluation
Assistance with TAAs or TAGs (Transfer Agreements)
 Appointments available in Aptos 479-6274 & Watsonville 786-4734
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