Chabot College Program Review
Student Services Program Review Summary
Unit/Area: Matriculation/General Counseling Division
Division/Area to Which You Report: General Counseling
Author(s) of this Unit Plan: Carey Harbin, Katrin Field, Stacey Moore
Today’s Date: 2/15/11
School Year Program Review Completed: 2008-09 in March, 2009 (3/13/09)
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
Purpose: To provide evidence of progress on from previous year and to provide input into planning for subsequent years.
Instructions: If you have completed your unit plan last year, please update your timeline and answer the questions below. If you are updating/changing
your timeline, list the appropriate year in which revisions were made.
1A. Problem Statement: Summarize your original Program Review conclusions (or if this was done in last year’s unit plan, please update).
1B. Analysis: What was the basis for these new and/or continuing conclusions?
1A. Matriculation is a state mandated service. The Seymour-Campbell Matriculation Act of 1986 provided funding for community colleges
to provide a series of services to students to increase the number of those students who matriculate or pass through the community
college and into the universities, complete a Certificate or Associates Degree, OR achieve their educational goals. In FY 2010-11,
matriculation funding was cut 62%. This extreme cut in California state funding resulted in great pressure on Chabot College to continue
providing the mandated services of Assessment, Orientation, Counseling, and Follow-up (the other mandated service is Application which
is primarily covered by A&R). Enrollment growth and increased basic skills populations coupled with all the budget reduction efforts
further complicate and stress the provision of these mandated services by Chabot College.
The Early Decision program has been expanded in recent years to improve access to higher education for underrepresented students,
especially African-American, Chicano/Latino-American, Southeast Asian-American, Pacific Islander-American, Native-American, first
generation college students, and low income students. Early Decision focuses on local feeder high school graduating seniors with special
attention to those underrepresented groups noted above. The vast majority of resources used for the Early Decision Program and services
are drawn from the Matriculation service area. An increase in Early Decision participation of 15% over FY 07-08 was noted in FY 08-09 on
the previous program review & unit plan submitted 3-13-09.
Staffing limitations create barriers to the ongoing delivery of mandated Matriculation services. For example:
1. Assessment cannot be offered sufficiently at the local high schools for Early Decision due to lack of available staffing to keep the
on-campus center open simultaneously.
2. Orientation automation cannot be fully accomplished for all students due to lack of technical and support staffing time to set up
and monitor ongoing completion.
3. Counseling services are limited due to lack of professional Counseling positions.
4. Follow-Up and Probation for each student on academic and/or progress probation cannot be accomplished due to lack of funding
for professional Counselors to meet with student one-on-one, as needed due to confidentiality.
5. Matriculation coordination cannot be achieved due to lack of funding for staff time to properly coordinate these mandated services.
Chabot College Program Review
Previous goals were:
1. Continued increase in Early Decision participation with funding to support
2. Expanding retention and follow-up services to include ALL students on academic probation/progress probation/dismissal status
with funding to support
3. Increasing the number of students completing the mandated Matriculation services of Assessment, Orientation, and Counseling
4. Achieving mandatory Matriculation services of Assessment, Orientation, and Counseling for all new, first time college students
5. Developing a fully functional on-line Orientation.
1B. The 62% cut to the Matriculation Budget by the State of California is the basis for the economic difficulties noted above. The
Matriculation Act mandates delivery of these services but the accreditation of Chabot College is also impacted by the inability or lack of
provision of these mandated services. In addition to the passed budget cuts, it is anticipated more funding cuts will be imposed in the
future and these cuts would further impact the ability of Chabot College to provide these mandated services.
2. Student Learning Outcomes Inventory
a. What percentage of courses in your discipline have Student Learning Outcomes developed? _n/a____
b. How many Student Learning Outcomes are there on average per course? __n/a___
c. What percentage of course SLOs in your discipline have been assessed? _n/a____
d. What percentage of courses in your discipline have had the assessments reflected upon, or discussed with colleagues, or discussed with the
college at large? __n/a___
e. Has your discipline determined any actions that might be taken as a result of this data, or insights? n/a
If your area does not use SLOs, please use data from Service Area Outcomes.
Refer to the PSCN Curriculum Unit/Area Plan
Chabot College Program Review
3. List your accomplishments. How do they relate to your program review, unit planning and SAO/SLO work? Please cite any relevant data
elements (e.g., efficiency, persistence, FT/PT faculty ratios, SAO/SLO assessment results, external accreditation demands, etc.).
1. The Assessment Center has a varied and effective series of testing sessions where the following results have been achieved,
despite the 62% budget cut to Matriculation:
In 2010:
a. 10587 math and English assessments have been proctored, a 43.5% increase over the past 5 years (see attached chart)
b. 204 ATB tests have been proctored, a 191.5 % increase over the past 5 years (see attached chart)
c. 2019 students attended PSCN25 (transition to college), a 67.5% increase over the past 4 years (see attached chart)
d. 574 students completed the 2010 Early Decision program and registered for courses totaling 7339 units, a 56% increase from
2008 (see attached chart)
With no additional staffing, the enormous increase in assessments could only be achieved by the staff’s tremendous effort and
dedication to organize and streamline the assessment process and schedule.
2. The Orientation has been adjusted to add a greater degree of automation. This includes adding stopping points at which each
student must answer a series of questions before they can proceed to the next section of the orientation. This major modification
more ensures students do not just click through the orientation without actually being exposed to the information.
3. The Orientation now captures the student’s name and ID number using a modification of the SARS Appointment System, as a result
of coordination between Katrin Field, Assessment Coordinator, and the Chabot College plus District IT professionals. This change
should allow us to have a more accurate count of the students completing the On-Line Orientation AND improve the reporting to
BANNER for priority registration status allocation.
4. PSCN 25, the group academic planning service for new, first time college students has been maintained at an acceptable level, due
to the coordinated efforts of Katrin Field, Stacey Moore, and Carey Harbin. At Assessment, new, first-time college students are
screened and given a printed “passport” which provides information on the URL for the On-Line Orientation PLUS the student is
given the opportunity to chose a 2 hour, group academic planning session from a prescribed list, which as been coordinated with
the Office of Instruction. New, first-time college students then receive .5 units of CSU transferable credit for PSCN 25 based on the
completion of the Matriculation requirements and the appropriate academic time required to do them (Application, Assessment,
Orientation, and Counseling.)
5. Follow-up has been improved by adding an additional letter to all continuing students on AD, PD, AP2, AP1, PP2, or PP1. These
letters are IN ADDITION to the official notification sent via A&R to each student. The letters are color coded and inform the
student of their required course of action
6. Notations (SARS ALERTS) are being entered into SARS by the Acting Matriculation Coordinator, after reviewing each probation
contract. This is being done to try to minimize duplication and maximize access to individual counseling appointments for students
on appropriate probation statuses.
7. Innovations have been tried by the Acting Matriculation Coordinator to help minimize the impact of Probation Students on the very
limited Counseling resources. These include:
a) Eliminating required appointments for students on Progress Probation 1 and Progress Probation 2 status
b) Developing detailed information to be sent to PP1 and PP2 students regarding the impact on their academic planning
c) Offering Academic Probation 1 students the ability to complete their contract via e-mail. This effort was discontinued due to
the intense amount of man hours needed to monitor and approve the contracts PLUS the inefficiency of student follow-up
Chabot College Program Review
d) Development of brochures for Academic Probation and Progress Probation which summarize significant information about
the impact of these statuses. The brochures are used as handouts by Counselors and professional staff as needed
e) Offering AP1 students the opportunity to complete their probation contract via a self-reported format but only under time
constraints, due to the information learned during the via e-mail option in 2009.
4. List your new and continuing unit goals. Based upon what you accomplished, do you have any changes you are making to your goals or
timeline? Please make any revisions to the timeline on the next page.
Continuing goals (if you did not do a unit plan, skip to the next box):
1. Assessment of all students at the beginning of their academic career at Chabot College
2. Completion of Assessment, Orientation, and Counseling for all new, first-time college students attending Chabot College
3. Individualized Counseling services for every returning student to Chabot College who is on any probation status
4. Development of a campus wide, standard process for Pre-requisite Challenges
5. Oversight and coordination of all Matriculation Services per the intent of the Seymour Campbell Matriculation Act of 1986
New goals:
1. Increase staffing in the Assessment Center to support the increased demand for testing, including English/Math; Chemistry; Ability
to Benefit; and Vocational Testing Services
2. Maintain the accurate and timely reporting of the Assessment Component to BANNER
3. Improve the automation of the On-Line Orientation’s student name and Id collection process
4. Improve the reporting of students who have completed the Orientation Component to BANNER
5. Improve the reporting of students who have completed the Counseling Component to BANNER
6. Maintain the Early Decision Program for new students directly from high schools in the local catchment area
7. Acquire permanent staffing to coordinate Matriculation Services at Chabot College
8. Acquire permanent and dedicated Counselors to target probation students as a caseload
9. Acquire permanent and dedicated professional classified staff to support Matriculation and the probation students as a caseload
10. Maintain Chabot College’s commitment to providing the required Matriculation services to students
5. Discuss how these goals support the college Strategic Plan goals and/or strategies.
Chabot College Program Review
Continuing goals (if you did not do a unit plan, skip to the next box):
All goals of Matriculation support the Strategic Plan goals:
1. Strengthening Basic Skills
2. Support Programs and Initiatives that Increase Success for All Students in Our Diverse Community
3. Improvement of Institutional Effectiveness
4. Streamlining Academic and Support Services
New goals:
All goals of Matriculation support the Strategic Plan goals:
1. Strengthening Basic Skills
2. Support Programs and Initiatives that Increase Success for All Students in Our Diverse Community
3. Improvement of Institutional Effectiveness
4. Streamlining Academic and Support Services
6. Solution: Cut and paste your previous timeline and update the “Accomplished?” column, if necessary. Detail the plan for accomplish
your goals. If you are making revisions to your activities or timeline, please indicate that in the “Revised?” column.
Unit Action Plan Timeline
No.
Timeline
Milestone Activity
Person(s)
Responsible
Accomplished?
Yes/No/
In Progress*
Revised?
Yes / No
If yes, list
revision year
Do you need
additional funds
to support this
activity?
Yes/No
If, yes, what
type?**
1
May 2009
Initiate Request for New Hire – Counseling Assistant 1 – Assessment
Matt/Joe K
No
No
Yes-funding
2
May 2009
Initiate Request for New Hire – Counseling Assistant 1 – Probation
Matt/Carey H
No
No
Yes-funding
3
May 2011
Initiate Request for New Hire – Counseling Assistant 2 – Assessment
Matt/Carey H
IP
No
Yes-funding
4
May 2011
Initiate Request for New Hire – Matriculation Coordinator
Matt
IP
No
Yes-funding
5
May 2011
Initiate Request for New Hire – Matriculation Technology Specialist
Mattt
IP
No
Yes-funding
6
May 2011
Assessment Licenses and Materials (including Ability to Benefit
Matt/Katrin F
IP
No
Yes-funding
Chabot College Program Review
No.
Timeline
Milestone Activity
Person(s)
Responsible
Accomplished?
Yes/No/
In Progress*
Revised?
Yes / No
If yes, list
revision year
Do you need
additional funds
to support this
activity?
Yes/No
If, yes, what
type?**
resources and expenses)
7
May 2012
Initiate Request for New Hire – Counseling Assistant 1 – Front Desk
Matt/Stacey M
IP
No
* Note: As you may be carrying over or planning new activities for this planning cycle, this column should list that all activities are “In Progress.”
** List types such as “equipment,” “supplies,” “staffing,” “contractual services,” etc…
Yes-fuding
Chabot College Program Review
Increase in ATB tests over the past 5 years = 191.5%
Chabot College Program Review
Increase in English/Math assessments over the past 5 years = 43.5 %
Chabot College Program Review
Increase in PSCN 25 attendance over the past 4 years = 67.5%
Chabot College Program Review