There are a variety ways in which counselors collaborate with instructional faculty. “Frisco Day” brings up to 1,500 high school seniors to CCSF for a day showcasing CCSF’s various programs and services while also providing matriculation services so that high school students can feel excited and confident about their choice to attend CCSF. The Academic Counseling Department along with the Matriculation administration have been the primary organizers of this event. The success of the Frisco day can be attributed to the successful collaboration between CCSF’s counselors, instructional faculty and administration and the counselors, instructional faculty and administration of the San Francisco Unified School District. To cite a more specific example of collaboration between CCSF counselors and instructional departments on Frisco Day, the English and Math departments have worked closely with student service faculty to implement the inclusion of expanded variables within the matriculation assessment (i.e. EAP scores, individual assessments, high school transcripts and attendance records) for San Francisco’s high school seniors . Counselors are embedded in the design of joint instructional and student service programs as is the case with the Puente program and the Math Bridge program. These programs serve many “at risk” students who benefit from the active presence of counseling services within the program. Counselors work closely with the instructional faculty to identify students who are struggling academically and to help students to develop academic goals. In this way, counselors are vital to the success of these programs in fostering students who are successful, motivated and confident in their Math and English skills. In a similar fashion, counselors have been hired to work with high school drop outs who are participating in the Gateway program. Because many of these students face ongoing obstacles to remaining enrolled in college, the counselors and instructors work together to provide individual assistance to students who are struggling to succeed. A full time counselor is housed in the Physical Education Department to counsel student athletes. The counselors work closely with the departments instructors and coaches to ensure that students are meeting their eligibility requirements for the athletic programs and to ensure that students qualify for specialized recruitment opportunities. A counselor is assigned to work with the Child Development department to advise students about careers within education and to develop educational plans to meet their transfer goals. In a similar fashion, a counselor has been assigned to work within the BioTech program to help students who are developing their academic skills and background for a career within biotechnology and who need help with educational planning. Other counselors volunteer as liaisons to instructional departments such as the Social Science and the Radiation Therapy Department. They attend department meetings and update their fellow counselors about changes in department offerings and requirements. They attend department meetings and provide pertinent transfer updates and changes in CCSF protocols. Counselors who volunteer has unofficial case loads of students who have been referred to them by the program’s faculty for academic counseling. The Academic Counseling Department has a grant funded program called Gateway that provides college and high school credit for San Francisco’s high school drop outs. This program involves coordination and communication with between counselors and the instructional faculty who participate in the program. Counselors have also worked within the Child Development, Architecture, English and Business departments to identify learning outcomes and assessment tools. Specialized counseling programs such as EOPS, DSPS, the Transfer Center are located in locations throughout the Ocean Campus while general academic counseling was formerly located in Conlan Hall. In order to increase collaboration with faculty and to increase the visibility of counseling services for students, the location of these services has been divided into four separate locations throughout the campus: Conlan Hall, Cloud Hall, the Arts building and the Multi Use building. Instructional faculty have appreciated the convenience of having counseling offices located in buildings that are primarily used for instructional purposes. The increase of communication between counselors and instructional faculty has grown as evidenced by increased faculty referrals and more collaboration and communication between instructional and student service faculty. Because counselors also teach classes (currently AAPS 102, 103 and 1111, credit and non-­‐credit classes including Lern 50 and 52) counselors have first hand experience with classroom dynamics and instructional concerns. Therefore instructors who refer students to counseling can be assured that counselors are knowledgeable about problematic student behaviors within classroom settings.