Counseling Department Program Plan SLO Addendum
April 12, 2013
(Program Plan completed June 2012, reviewed by CIP on March 29, 2013.)
Assessment Overview
The Counseling Program Plan was completed and reviewed by the Student Services Council in
spring 2012. In spring 2011 and 2012, Counseling assessed our program Student Learning
Outcome: Create a Plan to Facilitate Educational and Career Goals. We discussed the results of
our spring 2011 assessment at a Counseling retreat on March 29, 2012, and it is also discussed
in our Program Plan.
The following information regarding assessment of our Spring 2012 Program SLO and CG
Course SLO and Core 4 Competencies assessment was not included in our June 2012 Counseling
Program Plan.
A department meeting was held on September 13, 2012 to discuss the spring 2012 Program
SLO assessment results (see below.)
In addition, during spring 2012, the Counseling Department completed our first formal
assessment of both course SLOs and Core 4 Competencies, conducting assessments in a
majority of our CG course offerings. We held a department meeting on September 27, 2012 to
discuss the results of our assessment process. We continued to assess course SLOs in fall 2012,
and have scheduled a meeting on May 9, 2013 to discuss our fall 2012 assessment results.
The following forms are attached to this addendum:
Student Services Department SLO Assessment Analysis Form, summarizing program SLO
assessment results for spring 2011 and spring 2012 (also included in the spring 2012 Program
Plan
Transfer and Basic Skills Departmental Assessment Analysis Form for CG course SLOs-Spring
2012
Transfer and Basic Skills Departmental Assessment Analysis Form for Core 4 Competency
assessment results- spring 2012
Pre and Post Test administered in spring 2011 and spring 2012
Program SLO results:
Our assessment of the Counseling program SLO was conducted during a two week period in
April 2011 and again in April 2012. Students were given a pre and post test, to be administered
before and after the 30 minute counseling appointment, which asked them to rate their
knowledge of the next steps necessary to reach their educational and career goals, on a selfreport Likert scale. A copy of the assessment instrument is attached for review.
Results were consistent over the two assessment years. In 2011, 98.5% and in 2012 97% of
students who initially did not know the next steps to reach their educational and career goals
stated that after the appointment they now knew what to do.
Through department discussions, it was observed that during the survey period, the students
who completed the pre and post survey were more focused than those who did not. This
increased the effectiveness of the sessions. We realized that having more directed
communication with students prior to their appointments was an important tool for a
productive and impactful counseling session. Following this discussion, the Counseling
Department has implemented a series of focused steps, which are outlined in large posters
placed at the entrances to the Counseling areas in both Aptos and Watsonville, as well as on
our website. These steps are called “Before you Make an Appointment” (BYMA), and cause
students to focus on the items or steps needed in order to make the counseling session more
productive, as well as whether their issue is more appropriate for a 30 minute appointment or
10 minute Express (walk-in) advising session. The BYMA charts and concept were reviewed at a
department meeting in fall 2012, and revised for greater clarity and effectiveness for students.
These steps have increased the effectiveness of counseling appointments. However, in
preparation for our spring 2013 program SLO assessment, we realized that our survey data,
reflecting students’ opinions of their knowledge of the next steps necessary to reach their
goals, did not provide us with sufficient information to guide us in making program
improvements. While it was valid and informative to discover that increasing communication
about the counseling session improved the sessions, we also needed information on the
specific, measurable knowledge and information that students had gained during the
counseling session.
Our Counseling SLO committee met with the SLO Coordinator on April 11, 2013 to review and
refine our assessment tool in preparation for the upcoming spring 2013 program SLO
assessment. We decided to add the following measurable and verifiable elements to the pre
and post test:
1) Do you have an Educational Plan? (Y/N/I don’t know)
2) What is your next English course (list of choices including N/A and “I don’t know”
3) What is your next math course (same as above)
4) What are your next steps after meeting with a counselor today? (List of 8-10 choices
including “other”, with counselor to review at completion of session.)
The spring 2013 assessment instrument will be reviewed and refined by the Counseling
Department prior to implementation, and results will be discussed in the spring 2013 Student
Services Program Planning Annual Update.
CG Course SLO results:
In spring 2012, Student Learning Outcomes were assessed for the following courses:
CG1-College Success
CG 51-Introduction to College
CG 52-College Study Skills
CG 54-Career Planning
CG 107-Career and Transfer Research Activities
A department meeting was held on September 27, 2012 to discuss the results. Assessment
results were mixed with competency ranging from 50 to 90% depending on the assessment. It
was clear throughout the assessments that many students have issues with procrastination and
time management and both of these issues have been identified to address in the Probation
and Dismissal Workshops that we will begin offering in summer 2013. It was interesting that
90% of students in CG 1 who did not plan to transfer are now planning continued education and
transfer. It was also noted by our students throughout that more frequent and ongoing contact
with counselors is needed to maximize success in reaching their goals. In line with our Program
Plan goals and recommendations, Fall 2013 will bring additional sections of CG 51 and students
will have the opportunity to meet with their CG instructor during both course and appointment
formats. Being able to attend workshops, seminars and other training opportunities was the
most frequently stated request. Also, counselors noted that increasing opportunities to share
ideas about teaching activities and ideas was helpful. This has resulted in weekly meetings and
a deeper and more regular collaboration between CG51 instructors.
There are several CG courses that are offered by instructors outside of the Counseling
Department:
CG 205 and 205L: Academic Survival Skills and lab (taught through the Tutorials program)
CG 65: Leadership Development: (taught by Dean of Student Services and required for Cabrillo
Student Senators)
CG 212: Raising Self-Esteem (taught through Disabled Students Programs and Services)
CG 286: Transition to College (taught through Disabled Students Programs and Services)
These courses were not included in our department analysis, as the instructors were not part of
the Counseling Department. In the future, we plan to include these instructors and courses in
our department discussions.
Core Four Assessment Results
In spring 2012, all Core Four Competencies were assessed in CG courses. At the department
meeting of September 27, 2012, three of the Core Four were reviewed and discussed:
Communication
Critical Thinking and Information Competency
Personal Responsibility and Professional Development
It was discovered that Global Awareness was mapped only to one CG course, CG 212- Raising
Self Esteem, which is taught through Disabled Students Programs and Services. While
competency in Global Awareness was assessed in this class, the instructor retired in spring 2012
and we were unable to obtain the assessment results. In addition, we realized that many of
our CG courses should be mapped to Global Awareness as well, and we plan to submit revised
course outlines reflecting this to the Curriculum Committee prior to the October 2013 deadline.
This information is also reflected on the attached Departmental Assessment Analysis Form for
Core Four.
Student assessment revealed good skills in Critical Thinking, for those who undertook the
Critical Thinking assignment. Students were surprised by the amount of insight gained from a
critical self-analysis of their skills and areas for improvement. Students varied in their
presentation skills, and it was determined that additional instruction in the use of effective
communication techniques was needed. In the area of Personal Responsibility, students
realized they used “victim” language more often than they realized, and achieved a greater
awareness of how to take responsibility for their own actions and outcomes.
From the results of this discussion, CG instructors determined that stating goals and objectives
more explicitly, providing more supporting activities, and providing more frequent feedback to
students would lead to greater student achievement in Core Four Competencies. Counselors
were interested in attending On Course and other workshops on teaching methods, and having
increased opportunities to discuss teaching methods with other CG faculty. As a result,
additional department meetings have been held, and smaller committees of instructors
teaching the same CG course have been formed.
Student Services Department SLO Assessment Analysis Form
Use the form below to summarize the results of the department meeting in which you discussed the results of
your SLO 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
89% of contract staff and faculty
SLOs measured
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.
Timeline for
Development of
Assessment Tool
Assessment Analysis
The assessment tool was developed in conjunction with the BRIC team in Spring
2011.
(Summarize the
assessment results;
discuss what student
needs and issues were
revealed)
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.
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.
Next Steps
(How will you address
the needs and issues
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”
revealed by the
assessment?)
2) List of topics appropriate for 10 minute Express visits and 30 minute
appointments
Timeline for
Implementation
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.
(Make a timeline for
how you will
implement the next
steps outlined above )
Review, refine BYMA in Fall 2012, again in Fall 2013 (based upon Fall 2012
changes)
SLO assessment, Spring 2013
Pre-Test Spring 2011 and Spring 2012
1. What is your reason for seeing a Counselor today?
 Identify educational or career goals
 I know what my educational or career goals are, but need to identify next steps to achieving them
 Other _______________________________________________________________
2. What is your educational or career goal?
 AA/AS without transfer
 Transfer to a 4-year university
 Career Certificate Program
 Acquire Job Skills
 Update Job Skills
 Basic English/Math Skills
 Other _______________________________________________________________
3. Do you know what the next steps are toward reaching your educational or career goal?
 Yes
 No
4. Rate your knowledge of your next steps below by circling the appropriate number
1
2
3
4
5
poor
fair
good
very good
excellent
Post-Test Spring 2011 and Spring 2012
1. What is your educational or career goal?
 AA/AS without transfer
 Transfer to a 4-year university
 Career Certificate Program
 Acquire Job Skills
 Update Job Skills
 Basic English/Math Skills
 Other _______________________________________________________________
2. Do you know what the next steps are toward reaching your educational or career goal?
 Yes
 No
3. Rate your knowledge of your next steps below by circling the appropriate number
1
2
3
4
5
poor
fair
good
very good
excellent
Pre-Test Spring 2013
1. Do you have an Educational Plan?
 Yes

No

I don’t know
2. What is your next English course?
 ESL Level:_______________
 English 255
 English 100
 English 1A
 Other _______________________________________________________________
 I don’t know
 Not Applicable/Not needed for my educational goal
3. What is your next Math course?
 Math 254CM

Math 254A

Math 254B
 Math 154

Math 154A

Math 154B
 Math 152

Math 152A

Math 152B
 Other _______________________________________________________________
 I don’t know
 Not Applicable/Not needed for my educational goal
4. What are your next steps after meeting with a counselor today?
 Take the Math/English Assessment
 Research transfer universities
 Enroll in classes
 Research career options
 Choose a major
 Enroll in CG 54
 Choose the appropriate General
 Schedule follow up appointment
Education Pattern
 Other _____________________________________________________
Post-Test Spring 2013
1. What is your next English course?
 ESL Level:_______________
 English 255
 English 100
 English 1A
 Other _______________________________________________________________
 I don’t know
 Not Applicable/Not needed for my educational goal
2. What is your next Math course?
 Math 254CM

Math 254A

Math 254B
 Math 154

Math 154A

Math 154B
 Math 152

Math 152A

Math 152B
 Other _____________________
 I don’t know
 Not Applicable/Not needed for my educational goal
3. What are your next steps after meeting with a counselor today?
 Take the Math/English Assessment
 Research transfer universities
 Enroll in classes
 Research career options
 Choose a major
 Enroll in CG 54
 Choose the appropriate General
 Schedule follow up appointment
Education Pattern
 Other _____________________________________________________
Transfer and Basic Skills
Departmental Assessment Analysis Form
Note: Individual Assessment Form precedes this form.
Use the form below to summarize the results of the department meeting in
which you discussed the core competency assessment process or the
assessment of course SLOs. Append this form to your Instructional Plan and
incorporate the results into the narrative of your plan.
Department
Counseling
Meeting Date
9/27/12-Core Four Assessment-Spring 12
Number of Faculty/Staff
participating in dialogue
FULLTIME
9 FT, 2 adjunct
Number of Faculty/Staff sharing
Assessment Results
4 FT, 2 adjunct
Total number of faculty/staff in
department
14 FT, 5 adjunct
Core Competency or Course
SLOs measured
ADJUNCT
What student needs and issues
were revealed?
Communication
Critical Thinking
Personal Responsibility and Professional
Development
Communication: final presentation on a student
service, selected, researched and visited by the
student.
Critical Thinking: an individual analysis of study
skills, identifying strengths and weaknesses, and
creating plans for improvement.
Personal Responsibility and Professional
Development: In a written paper, students perform
personal analysis and assess themselves based on 9
different areas of subject matter learned in class and
describe the skills and techniques they will utilize in
the future.
Students could benefit from additional explanation of
effective communication techniques. Presenters
varied in their ability to convey subject matter in a
concise and articulate manner, and to hold the
attention of their audience.
Were there any areas where
Students who participated in critical analysis of their
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
Revised 7/20/07
student performance was
outstanding?
Any areas where it can be
improved?
study skills, strengths and weakness did excellent
work, and were surprised at the insights gained by
participation in this activity.
Students revealed that they used “victim” language
more often than they realized and needed to take
more responsibility for their actions.
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Revised 7/20/07
Through analysis of our CG courses, we realized that
many courses are not mapped to Global Awareness as
they should be. This is incorrect, and revised course
outlines will be submitted at the next opportunity to
reflect this Core 4 Competency.
One CG course, CG 212, Raising Self-Esteem, is
mapped to Global Awareness. This course is taught
through Disabled Student Programs and Services,
and while the competency was assessed, the instructor
retired in spring 2012 and we were unable to obtain
the assessment result. The course has not been taught
again since spring 2012.
o State goals or objectives of assignment/activity more
explicitly
o Revise activities leading up to and/or supporting
assignment/activities
o Increase in-class discussions and activities
o Increase student collaboration and/or peer review
o Provide more frequent or more comprehensive
feedback on student progress
o Increase guidance for students as they work on
assignments
o State criteria for grading more explicitly
o
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Consult teaching and learning experts about teaching
methods
o Encourage faculty to share activities that foster
competency
o Have binder available for rubrics and results
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Stating the goals of the assignment and grading
criteria more explicitly
Revise activities leading up to and/or supporting
assignment/activities
Increase student collaboration and/or peer review
Attend On-course training
Implementation
(List the departmental plans to
implement these priorities)
Revise CG course outlines to include Global
Awareness as a Core 4 Competency that is being
taught across the department.
Provide increased opportunities for CG instructors
and counselors to attend On Course training.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
The Annual Update to our Program Plan will reflect
additional assessment data on our CG courses.
Beginning in spring 2013, CG instructors are meeting
more frequently to discuss ideas and align
assignments where appropriate.
In addition to those already trained, one additional
CG instructor has attended On Course training in
spring 2013. Others are incorporating more of this
curriculum into the classroom.
Revised CG course outlines mapping Global
Awareness to many of our courses will be submitted
in fall 2013.
Revised 7/20/07
Transfer and Basic Skills
Departmental Assessment Analysis Form
Note: Individual Assessment Form precedes this form.
Use the form below to summarize the results of the department meeting in
which you discussed the core competency assessment process or the
assessment of course SLOs. Append this form to your Instructional Plan and
incorporate the results into the narrative of your plan.
Department
Counseling
Meeting Date
9/27/12- SLO Discussion of Spring 12
Number of Faculty/Staff
participating in dialogue
9 FT, 2 adjunct
FULLTIME
Number of Faculty/Staff sharing
Assessment Results
4 FT, 2 adjunct
Total number of faculty/staff in
department
14 FT, 5 adjunct
Core Competency or Course
SLOs measured
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Revised 7/20/07
ADJUNCT
CG 1: Demonstrate an understanding of the transfer
process.
Utilize self-management and study skills techniques.
CG 51: Apply strategies to be successful in college.
CG 52: Demonstrate techniques for note taking,
memorization, essay writing, reading test taking, and
time management.
CG 54: Assess and analyze one’s interests, values and
skills and career options in order to make educational
and career decisions.
CG 107: Research, analyze and assess career and/or
transfer requirements and options.
Demonstrate career or transfer planning, job search,
and/or transfer application skills.
CG 1: Final project-students answered questions
referencing the text, Your College Experience, stating
how they planned to apply the skills learned in the
future. Students evaluated themselves and developed
ongoing plans for success.
CG 51: Final group presentation using description
and grading rubric.
CG 52: Library research project used to assess
students’ ability to investigate student support
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
resources and programs.
Assessment results were mixed, with competency
ranging from 50 to 90% depending on the assessment.
Many students have issues with procrastination and
time management
Career decision making is based primarily on
internal factors vs. external influences
For CG1 College Success: Of students not planning to
transfer at the beginning of class, 90% changed their
minds and are now planning continued education and
transfer.
Students need more frequent and ongoing contact
with counselor to maximize success in reaching their
goals.
o State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Revise activities leading up to and/or supporting
assignment/activities
o Increase student collaboration and/or peer review
o Increase guidance for students as they work on
assignments
o Collect more data
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Revised 7/20/07
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Consult teaching and learning experts about teaching
methods
o Encourage faculty to share activities that foster
competency
o Create bibliography of resource material
Attendance at seminars and workshops about
teaching methods.
Consulting teaching and learning experts about
teaching methods
Encouraging faculty to share activities that foster
competency
Collecting more data
Implementing a required CG 51 Introduction to
College course for all new students.
Implementation
(List the departmental plans to
implement these priorities)
Facilitate participation in On Course and other
trainings for more CG instructors
Increase the number of meetings and discussions
about CG curriculum, thereby increasing the
dialogue and sharing of teaching methods and
activities.
Obtain funding for 28 sections of a mandatory CG 51,
Orientation to College course.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Revised 7/20/07
Increase opportunities for collaboration and training
over the 2012/2013 academic year.
Implement a required Introduction to College course
by Fall 2013