Ver 2012-09-20
Annual Program Review Form
Fall 2012
To complete this form you will be “Looking at last year to plan for next year.” Complete by
December 7, 2012 to inform the College’s plans and budgets for 2013-2014. Guidelines and
other resources are available at this link: www.ccsf.edu/program_review
As you complete the form, please cite linkages to Board priorities and/or Board-approved
college plans.
Department:
Contact Person:
Date:
New Student Counseling Department
Maria Heredia, Chair
December 11, 2012
Please check this box to certify that faculty and staff in your unit discussed the unit’s major
planning objectives: X
1. Description of Programs and Services and their Locations
I) MISSION STATEMENT*
The New Student Counseling Department (NSCD) strives to provide educational programs and
services that promote successful learning and student achievement to meet the needs of our
diverse community. Our Department offers academic, career/vocational and personal
counseling services to credit and non-credit prospective, new, and continuing students. Our
department goal is to assist students in navigating the educational system through individual
counseling, orientation, educational planning, courses that promote student development and
growth, topical workshops and referrals as appropriate. Through these services we support
students in making informed choices related to their educational goals: transfer to baccalaureate
institutions, achievement of associate degrees, and acquisition of certificates and
career/technical skills. In addition, the New Student Counseling Department is committed to
supporting students to acquire the necessary basic skills to be successful at CCSF.
*Our Mission Statement was revised to reflect changes in the institutional Mission Statement.
II) LEARNING OUTCOMES
1. Students are able to navigate educational and student support services to enhance their
success.
2. Students are able to make decisions related to their educational and personal goals.
III) DESCRIPTION OF PROGRAMS AND SERVICES AND THEIR LOCATIONS
Our Department currently provides orientations, courses, workshops, counseling services, and
referrals to promote student success at the Ocean Campus and the following educational
centers: Chinatown North/Beach, Civic Center, Downtown, Evans, John Adams, Mission, and
Southeast. Services at educational centers are tailored to address the specific needs of the
neighboring student populations.
A) New Student Orientations:
Our Department currently provides orientation services to new students entering both credit and
non-credit programs. Orientations are tailored to suit both native and non-native speakers.
Credit students also have the option to complete an orientation online. Bilingual orientations
conducted in Spanish, Mandarin, and Cantonese are offered to credit and non-credit students.
B) Courses
AAPS 100 – Achieving an Academic Attitude (3 units)
AAPS 101 – College Orientation (.5 unit) for graduating high school seniors, new students, and
students transitioning from non-credit to credit. A Cantonese bilingual section is
offered at Chinatown/North Beach Educational Center.
AAPS 102 -- Introduction to College (1 unit)
AAPS 103 -- Orientation to College Transfer (3 units) designated for students in the PUENTE
Program
AAPS 104 – Student Success Seminar (.5 unit)
AAPS 1111 -- Orientation to Noncredit Certificate Programs (15 hours)
LDST 101 – Foundations of Leadership (3 units)
*SL 10 – Student Government (1 unit)
*SL 12 – Leadership Skills (3 units)
*SL 12A – Leadership Skills: Independent Study (3 units)
*Courses are offered by the Student Activities Office but affiliated with the New Student
Counseling Department.
C) Workshops
NSCD offers a number of topical workshops for students throughout the district at various
educational centers. Specific workshops offered by the department include such topics as:
 major choice and career decision making
 Steps to Credit, a workshop that teaches the difference between credit and noncredit courses/ programs and assists students with the credit matriculation process
 Path to Success, an educational planning workshop addressing certificate,
Associate degree, and transfer requirements
 immigrant acculturation
 writing personal statements
 applying for scholarships
These topical workshops/presentations are offered in partnership with other student
development and instructional departments including but not limited to financial aid, child
development, business, student health and Culinary Arts programs.
D) Outreach/In-reach and Collaborative Services:
Our department provides outreach to SFUSD and various community-based agencies such as
the Public Health Centers, Job Corps, The Center for Young Women, Women’s Transitional
Housing, Hilton Hotels, City and County of San Francisco, Employment Development
Department (EDD), and UCSF. Our Department also collaborates with other CCSF departments
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such as Matriculation, Financial Aid, Career Center , Office of Outreach and Recruitment,
Transitional Studies, Learning Assistance, DSPS, and various academic departments.
E) Counseling Services
NSCD provides services to new, continuing, prospective, and concurrently enrolled credit and
non-credit students. These services include academic, career/vocational, and personal
counseling. Bilingual/bicultural counseling services are available for students in the following
languages: Mandarin, Cantonese, Spanish and Vietnamese. Specific services provided by our
department include:
Individual counseling
 Educational assessment and course advisement
 Exploring educational goals in credit and noncredit certificate programs and majors
 Developing education plans
 Discussing study strategies and time management
 Discussing personal concerns or problems with classes or staying on track
 Referrals to essential support services on campus and in the community
 Referrals to Medi-Cal eligible services
 Counseling for students in classes offered by the department
 Student advocacy – letters of recommendations, references and appeals.
 Scholarship Programs – recruitment, evaluation of applications, and selection, monitoring
of student progress, follow-up for continued eligibility, funds distribution and budget
management, retention counseling, referrals to various scholarship programs
 Case load intervention for probationary students
Follow-up
After the initial counselor session all credit students are mailed an invitation to return for a
follow-up counseling appointment to discuss their academic progress, personal concerns, and
develop an educational plan.
2. Please provide reflections on the data trends for your department. If you have
additional data that you would like to provide, please also include that here.
More students are choosing to complete orientation online rather than in-person. Counselors
have observed that many students who complete orientation online have not fully acquired the
information necessary to successfully complete the goals of the matriculation process and
require more time in their initial and follow-up counseling sessions.
The Data (2011-12 CCC Data Mart) reflects that the current decrease in counseling contacts in
the college as a whole has a direct correlation to the decrease in enrollment in the college in
both credit and non-credit divisions. With the trend of declined enrollment, our department will
join the college-wide outreach effort.
The CCSF Credit Student Opinion Survey reflects a positive trend from 2004-05 to 2010-11
showing an 11% increase of “excellent” rating of counseling services provided by our
department.
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Credit Student Opinion Survey
New Student
Counseling
Number
Poor
232
Fair
364
Good
495
Excellent
179
2004-05
2010-11
Percent
18.3
28.7
39.0
14.1
Number
259
373
561
407
Percent
16.2
23.3
35.1
25.4
Our department student satisfaction survey SLO conducted in Fall 2012 also showed strong
positive results (see Appendix A). Please see examples below.
Questions
The counselor created a supportive and caring
environment
Overall, I was satisfied with the counseling
session
Average Student response
4=Strongly Agree…1= Strongly
Disagree
3.67
3.70
SARS Grid reflects inaccurate appointment counts for NSCD. Our department serves students
at seven educational centers, and those non-credit students are more inclined to drop in for
counseling services rather than to schedule appointments. Educational centers do not have
adequate clerical support/equipment to capture accurate student contact information on SARS
Grid (i.e., Civic and Evans Educational Centers). In addition, the inability to accurately report
student contacts, in particular the numbers of prospective students in both credit and non-credit
served, is the result of a data retrieval system that does not adequately address the intricacies
of the service delivery in student development. Thus the current data retrieval system, focused
on appointments, undervalues the work done at these educational centers.
A data retrieval system that gives significant weight/attention to counseling sessions based on
scheduled appointments and lessens the value of drop in sessions creates an unbalanced
picture of the work performed by our department. For example, at the beginning, end of each
semester, and during the summer our department sees students on a drop in basis only. It is
during this time that students are completing the matriculation process and registering for
courses. The department’s capacity to meet student demand increases the need to have
additional counseling faculty available to work with large numbers of students coming in for
counseling services. Additionally, our department provides other services and group activities
such as workshops, in-person orientations, caseload management, outreach/in-reach activities,
etc. While these types of contacts are recorded on our SARS grid, they are not “scheduled
appointments.” Therefore, the weight of this data is not considered equally and impacts how our
service delivery is reflected and creates a challenge when requesting funding allocations for our
department.
Since our last program review, the number of course sections offered by our department
continues to decrease due to continued and even greater budget cuts. Due to these cuts,
department courses are taught in-load rather than overload. Data since our last program review
reflects an increase in productivity and apportionment for our courses.
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3. Please describe any internal or external developments affecting your department since
the last program review.
1. CCSF continues to struggle with the current fiscal deficit and the “show cause” sanction
from ACCJC accreditation report. The New Student Counseling Department continues to
be challenged with the inability to replace faculty and staff due to attrition. In addition,
there have been a number of extended medical leaves without replacement.
2. Due to newly negotiated changes dictated by the dire fiscal situation, classified staff must
now take accrued time and furlough days, impacting the day-to-day delivery of services
to students.
3. Some classes that had been previously taught out of load are now taught in load. While
FTES enrollment has increased in our classes, over 800 counseling hours per semester
were lost.
Courses
AAPS 100
AAPS 101
AAPS 102
AAPS 103
AAPS 104
AAPS 1111
LDST 101
Total Counseling
Hours Lost
Counseling Hours Per Semester Lost
Fall 2011
Spring 2012
420
420
48
48
32
64
420
Not offered
112
80
90
90
140
140
Fall 2012
420
Not offered
60
420
80
60
140
1,262
1,180
842
4. Huge state-wide budget cuts, have continuously impacted services for in person
orientations and the loss of extended evening, Saturday, and summer counseling hours
to serve students.
5. Counseling positions are threatened due to a large decrease in State funding.
6. Two positions, one consolidated counselor position created from unfilled part-time hours
and one replacement position initially allocated to the P.E. department as an Athletic
Advising position was approved by FPAC and PBC three times. These positions were
given the lowest priority and, due to the current hiring freeze, were not funded.
7. Due to the hiring freeze, we are unable to backfill 3.5 classified positions and 3.2 faculty
positions. This staff shortage thus creates challenges for planning, training, and
providing adequate coverage and service at Ocean Campus and all of the seven
educational centers.
8. AAPS 1111 which is now required for some non-credit certificate programs is being
taught at Chinatown, John Adams and Downtown educational centers.
9. NSCD continues to work on a number of instructional and student services SLO projects
as well as accreditation initiatives (e.g., ESL Credit Orientation SLO Assessment Project,
Case-loading, Departmental student survey, AAPS and LDST classes, etc.)
10. The ongoing uncertainty created by the fiscal crisis and accreditation, has increased the
workload and stress levels of faculty and staff.
11. Continue training all faculty and staff on Medi-Cal Administrative Activities (MAA)
annually, a referral system for Medi-Cal eligible students. Implementation of MAA
activities will continue on a quarterly basis throughout the school year.
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12. Another challenge has been to continue offering the same level of services at Ocean
Campus and all educational centers while counseling and staff hours are being reduced.
4. Summarize overall departmental directions taken as a result of the assessment of
learning outcomes. If your unit does not offer courses or direct service to students,
summarize improvements made based on the assessment of your administrative unit
outcomes.
I) Course SLOs:
Our department courses are currently at various stages of assessment and will be revised as
appropriate.
II) Student Services SLOs
a) Case-loading SLO: Student’s persistence rates and GPA’s will increase as a result of regular
meetings with their counselor and utilization of recommended support services.
Through our caseload management system, counselors continue to send email invitations to
probation students with less than 2.0 GPA, to meet with their counselor as well as attend a
Student Success Seminar (AAPS 104) course. In addition to inviting students on probationary
status to participate in the class, students are required to see a counselor during a follow-up
counseling session to complete a comprehensive Action Plan and an educational goal writing
assignment.
b) ESL Credit Orientation SLO: Upon completion of the ESL Credit Orientation, students will be
able to navigate educational and student support services to enhance their success.
The newly improved orientation has been developed and will be piloted in November and
December, 2012. Data from the pre- and post-orientation tests will be collected and analyzed
to provide further recommendations.
c) Departmental SLOs:
1. Students are able to navigate the educational and student support services to enhance
their success.
2. Students are able to make decisions related to their educational and personal goals.
Survey Findings:
 There were 10 items that students responded to either agreeing or disagreeing with the
statements.
 Students responses to these items were placed on a four point scale with a score of 4
assigned for “strongly agree” responses and a score of 1 for “strongly disagree
responses”. Based on this scale students average scores ranged from 3.58- 3.72 for the
10 items.
 The question regarding front desk/phone staff yielded average responses from 3.21-3.88
depending upon the location.
 With regard to the question asking students if they preferred to be counseled in a
language other than English, 102 out of 329 responded that they would prefer to be
counseled in a language other than English.
The responses to the question regarding “Front Desk/Phone Staff” show some variance
when broken down by location with average responses ranging from 3.88 to 3.21. The data
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suggests that, although all of the locations received favorable responses regarding their
“front desk/phone staff”, there is the possibility for improvement with this group. Thus, in
Spring 2013, customer service training will be for the front desk/phone staff. The New
Student Counseling Department will continue to refine, improve, and administer a student
survey on an on-going basis, at different times of the semester and for a longer duration to
capture a larger sample.
d) PUENTE Program SLO:
Increase the number of under-represented students who transfer to four-year colleges and
universities.
Findings and Discussion:
We will have met a total of three times this semester: Once in September, once in November,
and once in mid December. We have also met weekly with our teams of one English Instructor
and one counselor to discuss SLOs as well as best practices in the classroom.
Past data that we have received from the Puente statewide office has shown that Puente indeed
is effectively helping underrepresented students transfer to four year universities (See attached
data). Specifically, below are some bulleted points of data that can be found in the attached data
packet:
-
6 year transfer rates from 03/04 – 08/09 show that 58% of Puente students are transferring
which compares favorably to the general Latino student transfer rate at CCSF of 30%, 46%
transfer rate of White students, and matches the 58% transfer rate of Asian students.
-
The 6 year Puente student transfer rates also compares favorably when in comparison to
the aggregate CCSF student population:
o 00/01
All CCSF Students = 50%
Puente Students = 65%
o 01/02
All CCSF Students = 46%
Puente Students = 70%
o 02/03
All CCSF Students = 46%
Puente Students = 68%
o 03/04
All CCSF Students = 45%
Puente Students = 58%
In addition, we are currently gathering the quantitative transfer data, which will include results
from this team’s original Phase 1 cohorts from Fall 2009.
Continuous Quality Improvement:
When we have determined the major obstacles to transfer for our Puente students, we will put in
place a number of measures to increase their success. One expectation we have is that
students who complete Phase 1 and Phase 2 (the first two semesters of Puente) lose their close
ties with the counseling support that Puente provides. We hope to develop a new method of
tracking such students so that they can be pulled in at least once each semester, ideally before
registration for the following term, to determine if they are still on track to transfer and, if that
isn’t the case, how Puente can support them in getting back on track to meet their goals. With
the anticipation that more contact, both electronic and in-person will help students stay on track,
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we are currently working with Admissions and Records to enroll students in the spring semester
for fall Puente classes. We also plan to identify from the student focus groups which aspects of
the program were most helpful in their successful transfer so that we can continue to implement
and strengthen those critical program aspects. In addition, we plan to identify areas that
students felt they could have received further support to facilitate their transfer preparation. We
can utilize this data and feedback to enhance the services students gain from their participation
in the Puente Program and to continue to increase the transfer rates of Puente students.
5. Summarize your department’s progress to date on the major planning objectives
identified in the last program review (excluding progress already cited in #4).
1
2
3
4
5
6
Developmental Unit Objectives
Provide new tenure track faculty with training related to
work with students, understanding the college system,
and departmental issues.
Continue to train/update faculty on CCSF certificate,
graduation requirements, transfer requirements, and
CCSF student services through the Counselors
Academy for both credit and noncredit.
Continue organization, implementation of shared
department informational drive and add new content.
Continue to offer sections of AAPS 1111 for students in
non credit certificate programs at some educational
centers served by NSCD.
As training facility becomes available, continue to train
faculty on the use of the electronic educational plan,
SARS Grid, Banner, and other electronic counseling
tools.
Continue to update the NSCD website.
7
Continue to offer a Chinese bilingual section of AAPS
101 and 102.
8
Provide outreach and in-reach to underrepresented
populations at Ocean Campus and all educational
centers served by NSCD.
Continue to participate in district wide committee
activities and work groups within the department and/or
the student development division.
Provide credit orientations in collaboration with the
Testing Office at designated educational centers served
by NSCD.
Continue to implement and review case loading system
specifically outreaching to students who place into basic
skill levels in English and Math as well as students who
are on probationary status.
Continue the process of SLO assessment/evaluation
9
10
11
12
Page 8 of 17
Progress on planning objective
New tenure Track Faculty
completed the training program.
The Counselors Academy is an
ongoing in-service training activity.
This is an ongoing activity.
Sections of AAPS 1111 are
currently alternated among three
educational centers.
Identification of a training facility
continues to be problem.
Department priority for training will
be for SARS and Banner use.
The content of the website will be
updated, as needed, on a
continuing basis.
A Chinese bilingual section of
AAPS 101 and 102 continues to be
offered.
This effort is an ongoing activity.
NSCD counseling faculty continue
to serve on committees and work
groups.
This is an ongoing activity.
This is an ongoing activity.
This is an ongoing activity.
13
14
15
16
17
18
19
and planning for all NSCD courses.
Continue to strengthen and expand liaisons with
faculty/schools/departments in areas of instruction,
students support and student services
Continue to maintain high standards of excellence in
counseling services provided to our diverse student
populations through active participation in professional
development activities both within and outside of the
college.
Explore ways by which contacts with prospective
students, particularly those in non credit, can be
appropriately recorded in SARS.
Continue to explore and modify orientation delivery
using different strategies such as orientation class
(AAPS 101), online orientation, and in person
orientation.
Implement changes to the ESL credit orientation as
evidenced by the SLO study.
Continue to develop and strengthen services that
support students who transition from non-credit to
credit.
Continue to train and update all faculty and staff on
Medi-Cal Administrative Activities (MAA, a referral
system for Medi-Cal eligible students) annually.
Implementation of MAA activities will continue.
This is an ongoing activity.
This is an ongoing activity.
This is an ongoing activity.
This is an ongoing activity.
This objective is in the Proficiency
stage. Revisions and pilot in
progress.
This is an ongoing activity.
This is an ongoing activity.
6. Assuming a status quo budget for your unit, indicate your department’s major
planning objectives for next year (2013-14). Include objectives that utilize status quo
resources as well as objectives that do not require new resources.
1
2
3
4
5
13/14 Developmental Unit Objectives
Board’s Planning
Priorities for 2013-14
Develop and implement “in-reach” (outreach to students on
campus) strategies to inform students of NSCD services available
to them.
Collaborate with instructional faculty to offer “in class”
presentations and workshops for students.
As the budget permits, NSCD’s commitment and priority will be to
reinstate counseling services to new students that includes
evening and on Saturday hours.
Increase enrollment, student preparation, and success, through
crucial NSCD summer services including orientation, counseling,
and educational planning
Continue professional development activities for faculty and staff,
including conferences, planning and training meetings, and ongoing counselor academy. Offer additional in-service training in
#1, 2, 3, 4
Page 9 of 17
#1, 2, 3, 4, 5,
#1, 2, 3, 4, 5, 6
#1, 2, 3, 4, 5, 6,
#3, 4, 8, 10,
6
7
8
9
the areas of technology, new initiatives/projects, cross-training
(credit/non-credit) etc. for faculty and staff.
Strengthen and expand current department programs and
services such as peer advising, orientation, Puente, etc.
Continue to coordinate College Readiness, a basic skills
scholarship program that serves students from recruitment
through selection, counseling, and follow up.
Continue to participate in the district initiated Bridge to Success
(B2S) program, a partnership with SFSUSD, the Mayor’s Office
and the Gates Foundation, and additional partnerships.
Develop a case loading component for students enrolled in all
NSCD department courses.
#1, 2, 3, 8, 10
#1, 2, 3, 4, 5, 6,
#1, 2, 3, 4, 5, 6
#1, 2, 3, 4, 6, 8, 10
7. If your department faced a reduction in your overall departmental budget for next year
(2013-2014), indicate the changes that would be made to the delivery of courses and/or
services to adjust to the new allocation.
If our department is faced with a reduction in our allocation, below are the changes to our
services:
1. Reduce counseling office hours (for example, closing offices on Fridays) across the
college.
2. Reduce class offering in our department.
3. Reduce release time per counselor for committee work.
4. Cancel workshops with low attendance.
5. Reduce summer counseling calendar days to provide maximum per day coverage
(adequate number of counselors)
8. If additional funds become available, indicate your department’s top priorities for
resource allocation. Include new projects and/or requests to reverse specific reductions
made during the last few years of fiscal austerity. Put your projects in order of priority.
Add additional projects as necessary, including indication of priority order.
First Priority
X This is a new request
Project Title:
Brief Project
Description:
Timeline:
Rationale:
We initially made this request in our ___Program Review
Technology enhanced in-person orientation and counseling services
Research, develop, and implement a hybrid, interactive online
orientation for incoming students to facilitate educational goal planning
and to provide workshops to assist students with online access to
class schedule and registration.
2013-14 Research and Development; 2014-15 Pilot; 2015-16 Full
Implementation
Because students respond positively to technological information
tools, New Student Counseling Department proposes a technology
enhanced in-person orientation (hybrid) in order to blend human
interaction for enhanced student learning. In addition, our department
Page 10 of 17
Links to
Priorities/Plans:
Staffing Needs:
Equipment Needs:
Supply Needs:
Facility Needs:
Request for Additional
Units:
will provide counseling services such as workshops and follow-up
counseling sessions.
The above meets the requirement mandated by SB 1456: SeymourCampbell Student Success Act of 2012 and the Student Success Task
Force Recommendation 3.1 on system level enrollment priorities.
Board’s Planning Priorities for 2013-14 #1, 2, 3, 6, 8
-- Increase counseling hours and staffing (classified staff and student
lab aides) to facilitate the workshops and/or orientation sessions
including evening and weekend hours.
-- Hire bilingual and bicultural counselors to meet students’ needs.
-- Funding for planning and training for faculty and staff
Computers, projectors, laser pointers, white board, internet access,
phone,
Funding to create and update materials, such as, department
brochures, orientation folders and handouts.
A smart classroom/computer lab
Two counselor positions and two classified staff positions
Second Priority
X This is a new request
Project Title:
Brief Project
Description:
Timeline:
Rationale:
Links to
Priorities/Plans:
We initially made this request in our ____ Program Review
College Freshmen Experience – AAPS 101: Orientation to College
The Orientation to College course is designed for graduating high
school seniors and students transitioning from non-credit to credit.
Students benefit by getting 0.5 unit of college credit, early registration,
and receiving a comprehensive student orientation which includes a
campus tour. Follow-up services include individual counseling and
development of an educational plan.
2013-14
A comprehensive alternative to meet matriculation requirements.
Students will complete a comprehensive educational plan upon
completion of the AAPS 101 class. Our experience indicates that
support and information students receive at the beginning of their
college career will increase student success and retention.
The above meets the requirement mandated by SB 1456: SeymourCampbell Student Success Act of 2012 and the Student Success Task
Force Recommendation 3.1 on system level enrollment priorities.
Board’s Planning Priorities for 2013-14 #1, 3, 5, 8
Page 11 of 17
Staffing Needs:
Equipment Needs:
Supply Needs:
Facility Needs:
Request for Additional
Units:
Counseling faculty for teaching, clerical and peer support.
Funding for planning and training for faculty and staff
laptops, projectors, pointers, screen, internet cable,
Office supplies, funding to create and update materials, such as,
department brochures, course readers, and handouts
Smart classrooms
FTE funding for 10 course sections, total of 5 units of credit
Page 12 of 17
Appendix A
New Student Counseling Department
Student Satisfaction Survey
Fall 2012 Semester
Page 13 of 17
A student satisfaction survey was conducted in the Fall Semester of 2012 by the New Student Counseling
Department (NSCD) to assess departmental student learning outcomes.


Students are able to navigate the educational and student support services to enhance their
success.
Students are able to make decisions related to their educational and personal goals.
The survey also addressed questions regarding counselors support, clear communication, and the front
desk/phone staff to further evaluate our services and provide areas for improvements. The survey was
translated into Chinese and Spanish to best serve the needs of our ESL students. Copies of each version
are included at the end of this report as Appendices A - C.
Surveys were administered, during a three week period in October, at the Ocean Campus as well as
Chinatown, John Adams, Downtown, Mission, Southeast, Evans, and Civic Educational Centers. A total
of 353 students were surveyed in the Counseling Office of the campus or center where they received
individual counseling services.
Results
Survey responses were recorded on scantron forms which were coded by a scantron form reader
onto an Excel file used to record the raw data. The reader was unable to interpret some of the responses
on individual scantron forms and thus recorded a character indicating this in the raw data. These unclear
responses are estimated to represent less than one percent of the total responses and are not included in the
analysis below.
Tables 1 and 2 below show the results that are related to the NSCD student learning outcomes:
Table 1
Questions Relating to the “Navigate” SLO
Questions relating to SLO “Students are able to navigate the educational and student support
services to enhance their success.”
Question
Average Student response
4=Strongly Agree… 1= Strongly
Disagree
6. The counselor gave me referrals that were helpful 3.58
9. I now know what to do next
3.63
Table 2
Questions Relating to the “Choice” SLO
Questions relating to SLO “Students are able to make decisions related to their educational and
personal goals.”
Question
Average Student response
4=Strongly Agree… 1= Strongly
Disagree
1. The counselor gave me information to help choose 3.72
an educational goal
5. The counselor was able to help me with choices
3.62
related to my personal goals or concerns
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The remaining evaluative responses are listed below in Table 3
Table 3
Evaluative Non-SLO Questions
Question
2. The Counselor understood my concerns
3. The counselor created a supportive and caring
environment
4. The counselor communicated the information
clearly
7. The front desk/phone staff was efficient and
courteous
8. I was able to see a counselor within a reasonable
time
10. Overall, I was satisfied with the counseling
session
Average Student response
4=Strongly Agree…1= Strongly Disagree
3.66
3.67
3.71
3.66
3.71
3.70
The counts of student responses to the non-evaluative questions are listed below in Tables 4-7.
Table 4
Counseling Session Type
What type of counseling session did you have today?
Drop-In
202
Appointment (30 minutes)
77
Appointment (60 minutes)
56
Table 5
Information Type (Credit/Non-Credit)
What information did you receive?
Credit Classes
Non-Credit Classes
Both
150
121
62
Table 6
Counseling Language
Would you have been more comfortable being counseled in a language other than English?
Yes
102
No
182
I was counseled in my native language (other
45
than English)
Page 15 of 17
Table 7
Campus
On which campus did you meet with your counselor?
Chinatown/Northbeach
69
Civic Center
27
Downtown
20
Evans
10
John Adams
37
Mission
62
Ocean
123
Southeast
4
Total Responding 352
Tables 8 and 9 display students’ overall satisfaction with counseling, broken down by location and the
type of information that students received, credit or non-credit information. Table 10 displays students’
satisfaction with the front desk/phone staff broken down by location.
Table 8
Students’ Overall Satisfaction with Counseling Session by Location.
Overall I was satisfied with the counseling session
Campus
Average Student response
4=Strongly Agree…1=
Strongly Disagree
Chinatown/Northbeach
3.70
Civic Center
3.44
Downtown
3.47
Evans
3.8
John Adams
3.78
Mission
3.69
Ocean
3.76
Southeast
3.67
Total Responding 3.70
Number of Students
Responding to question
68
27
19
10
37
62
122
3
348
Table 9
Students’ Overall Satisfaction with Counseling Session by Information Received
Credit vs Non-Credit Course Information
Overall I was satisfied with the counseling session
What type of Information did you receive? Average Student response
4=Strongly Agree…1= Strongly Disagree
Credit Class 3.73
Non-Credit Classes 3.59
Both 3.77
Table 10
Students Satisfaction with Front Desk/Phone Staff by Location.
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The Front desk/phone staff was efficient and courteous
Location
Average Student response
4=Strongly Agree…1=
Strongly Disagree
Chinatown/Northbeach
3.65
Civic Center
3.88
Downtown
3.21
Evans
3.28
John Adams
3.49
Mission
3.78
Ocean
3.71
Southeast
3.5
Total Responding 3.58
Number of Students
Responding to question
69
25
19
7
35
60
120
4
339
Discussion & Plans for Improvement
The results indicate that students are satisfied with the services that New Student Counseling
Department provides. In the evaluative questions, 1-10, students average responses ranged from 3.58 –
3.72 on a 4 point scale. A score of 3 would indicate that a student agrees with the positive statement
regarding counseling services, 4 would indicate that the student strongly agrees with this statement, and 1
would indicate a response of strongly disagree. Specific to our student learning outcomes, the results
indicate high satisfaction with a range of 3.72 for information helping students to choose an educational
goal to 3.58 for counseling referrals. While students who receive counseling services from our
department indicate high level of satisfaction, our department is committed to continue to provide
excellent services.
For the question pertaining to whether students would prefer to be counseled in a language other
than English, 102 students out of 329 responded yes. As this is almost a third of the students surveyed this
response is of significant interest to the NSCD. Further investigation is needed to understand how NSCD
can best respond to this information and such investigation is planned by the department during the 20132014 academic year.
The responses to the question regarding “Front Desk/Phone Staff” show some variance when
broken down by location with average responses ranging from 3.88 to 3.21. The data suggests that,
although all of the locations received favorable responses regarding their “front desk/phone staff”, there is
the possibility for improvement with this group. Thus, in Spring 2013, customer service training will be
for the front desk/phone staff.
The overall survey responses were positive. It is possible that the differences in location responses
can be attributed to differing administration conditions, used at each location, due to the diverse physical
characteristics of each counseling office or sampling error.
Based on the findings of this student survey, the New Student Counseling Department will refine,
improve, and administer a student survey on an on-going basis, at different times of the semester and for a
longer duration to capture a larger sample.
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