STUDENT SERVICES PROGRAM REVIEW WORKSHEET
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- Junior Hoover
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1 STUDENT SERVICES PROGRAM REVIEW WORKSHEET Student Services Area: Counseling Prepared by: David Payan, Zina Chacon, Nicholas Franco, John Moore, Marissa Iliscupidez Academic Year: I. Student Services Area Overview 1. Mission Statement (Catalog ) The mission of the Norco College Counseling Department is to foster and promote the intellectual, emotional, social and cultural development of students by offering a wide range of counseling, career, consultation, instructional and educational services. Our services assist students in acquiring the skills, attitudes, abilities, and knowledge that will enable them to take full advantage of their college experience and achieve success. 2. Philosophy Statement Counseling supports the academic goals of the college through consultation and collaboration with faculty, staff, and campus organizations. We offer comprehensive guidance courses and counseling services reflective of our diverse population and evolving student needs. 3. Summary Counselors advise students in planning and achieving their personal, educational, and career/vocational goals through: Individual counseling appointments, express/walk-in counseling, online counseling Orientation Student Educational Plans (SEPs) Academic probation/dismissal counseling Transfer course selection Certificate and associate degree requirements Instruction of guidance courses Assessment and Interpretation of career inventories Referrals to other support services Career exploration 4. Strengths 1. Counseling provides Student Educational Plans based on the most up-to-date and accurate information. 2. Counseling uses online resources to provide appointment scheduling and counseling services to Norco students.
2 3. Counselors communicate and maintain relationships with instructional faculty to keep abreast of new curriculum and career trends. 4. Counselors serve a large volume of students through appointments and express counseling. 5. Active involvement in student clubs and activities -3 counselors advisors for organizations (Honors, Puente, T3p, AGS) and continue to collaborate with various departments and programs to promote student success (Veterans, CalWORKS, Articulation, Curriculum, TAG, EOPS, etc) 5. Students Served As of Fall 2011, the student headcount was 9,636. The full-time equivalent student (FTES) count was 2, There is 3.75 FTE (Fall 2011) of counselor time available for counseling of the general population. Taking into consideration reassigned time, the counseling department functions at a counselor to student ratio of 1: Under Title 5 section student services standards are addressed related to program based funding specifications that may be used to calculate the number of counselors needed at the community colleges. In 2004, using the standards provided under this section, the Statewide Community College Senate Task Force calculated that a counselor/student ratio of 1:900 would comply with Title 5 standards. The past school year has seen a measured increase in the time counselors are required to commit to various non-counseling projects. As Norco College continues to grow into a full-fledged independent community college, the demand for counselors to be involved with special programs and projects will also grow. Therefore, it is apparent that Norco Counseling will require two additional full time counselors to maintain a quality level of service for both the students as well as the institution and to be more in compliance with Title V standards regarding student to counselor ratios. Counseling Appointment Summary: 4,124 Norco College students scheduled counseling appointments during the academic year (July 2011 June 2012). This was a decrease of over 624 appointments scheduled compared to the previous school year (4,748 appointments scheduled). When comparing vs , there was a 13.14% decrease in the appointments scheduled. Counseling Appointment Show-rate: 3211students showed to their appointment during the academic year (July 2011-June 2012), thus the counseling appointment show rate is 77.86%. During the academic year, 3560 students showed to their appointment (74.97% show-rate). Walk-In/Express Advisement Summary: 6,686 students attended Express Advisement during the academic year (July 2011 June 2012). This was a decrease of over 2,582 walk-in contacts compared to the previous school year (9,268 walk-in contacts). When comparing vs , there was a 27.80% decrease in walk-in contacts. There may be several factors that explain the decrease in student contact: 1. The decrease in FTES overall at Norco College
3 2. Counseling services were significantly affected by secondary affects. The Counseling Department was temporarily relocated to the Early Childhood Education Building from September April The institutionalization of an application deadline II. Assessing Outcomes 1. Report on Assessment Plan and Objectives for Student Services Area: COUNSELING Objectives: Note: List about 5 of your service area objectives. Your objectives must be related to a strategic initiative, student services goal, or campus goal AND have one or more measurable outcome. 1. Objective 1, 2, 3 Student Learning Outcome (SLO) or Service Area Outcome (SAO) Students utilizing counseling services will continue to persist and succeed at higher rates than the general population. (SLO) Linked to Student Service Goal/ Campus Goal/ Strategic Initiative/ Student Equity Plan Norco Strategic Plan Goal 1: Increase student retention, persistence, and success Goal 2: Improve the quality of student life Goal 3: Increase student access Matriculation/Equity Plan (COUN/ADVISEMENT) Goal 1: Require all first time matriculants to create a onesemester educational plan through the online WebAdvisor portal. Counseling, or advisement, will be available through individual express or appointment settings for all matriculated students Assessment Criteria (Specify Target Performance Level) 10 Fall students who receive counseling services (at least 2 appointments) will persist at a higher rate into Spring 2011 than students who make no appointment. Assessment Measure Datatel query and SARS Completion (or anticipate completion)/ Findings 92% of students who made at least 2 appointments persisted into the Spring 2011 semester. 9,026 students were recorded as having no appointments. This does not seem accurate and needs to be reexamined. Improvement Recommendations (next step) Data needs to be examined on the relationships between persistence and students who receive some form of counseling: 2 or more appointments; 1 appointment; express advisement only; no counseling contact Describe how you used outcome data for programmatic modifications Revise assessment criteria to: 11 Fall students who receive counseling services (at least one appointment) will persist at a higher rate into Spring 2012 than students who make no appointment.
4 (including exempt students), with regard to course placement. Goal 2: Offer all matriculated students the opportunity to develop a full educational plan (SEP) that identifies an educational objective and the courses, services, and programs to be used to achieve the objective. Goal 3: Provide students an opportunity to meet with a counselor to monitor and update SEP s to reflect accurate and appropriate progress. Goal 4: Provide supplemental counseling and advising for targeted groups of students to support student success. Goal 5: Provide counseling follow-up for students on academic probation/dismissal status. Goal 6: Maintain a means of systematic documentation of student use of counseling services (SARS). Goal 7: Utilize technology to access information about students and on behalf of students in pursuit of educational objective.
5 2. Counseling services will provide informative, quality counseling appointments. (SLO) Norco Strategic Plan Goal 1: Increase student retention, persistence, and success Goal 2: Improve the quality of student life Goal 3: Increase student access Matriculation/Equity Plan (COUN/ADVISEMENT) Goal 1: Require all first time matriculants to create a onesemester educational plan through the online WebAdvisor portal. Counseling, or advisement, will be available through individual express or appointment settings for all matriculated students (including exempt students), with regard to course placement. A 3 question survey will be distributed May 1-15 to determine student satisfaction with information provided by counseling faculty. 85% will be satisfied with counseling from a FT counselor. Post Survey Postpone for program review Revise assessment Counseling implemented a SLO questionnaire in Spring 2012 to assess what was learned in counseling appointments. Goal 2: Offer all matriculated students the opportunity to develop a full educational plan (SEP) that identifies an educational objective and the courses, services, and programs to be used to achieve the objective. Goal 3: Provide students an opportunity to meet with a counselor to monitor and update SEP s to reflect accurate and appropriate progress. Goal 4: Provide supplemental counseling
6 and advising for targeted groups of students to support student success. Goal 5: Provide counseling follow-up for students on academic probation/dismissal status. Goal 6: Maintain a means of systematic documentation of student use of counseling services (SARS). Goal 7: Utilize technology to access information about students and on behalf of students in pursuit of educational objective New college students who complete the Online Orientation will have a satisfying experience. (SLO) Students participating in counseling services will fulfill their counseling commitments. (SAO) Norco Strategic Plan Goal 1: Increase student retention, persistence, and success Goal 3: Increase student access A 5 question survey will be distributed during the winter and start of spring 2011 to examine the effectiveness of the online orientation. 75% of students, who make an appointment during the fall semester of 2010, will show up. Survey SARS Results of the survey were inconclusive due to low student response. Possible reasons include timing of survey compared to when students actually completed the orientation. 75% of students showed to their counseling appointment. This figure could be attributed to the automated phone A new orientation format with an embedded survey will be in place by Fall This SAO is based on our face to face appointments. The next program review will include our online counseling show rate. Delay in Norco Website and Orientation Video. Postpone for program review. Initial data on online appointment show rate is poor. Counseling department will look into interventions to improve online show rate. New change in appointment
7 5. Counseling services will continue to meet the growing counseling demand of students at Norco College Norco Strategic Plan Goal 1: Increase student retention, persistence, and success Goal 2: Improve the quality of student life Goal 3: Increase student access Matriculation/Equity Plan (COUN/ADVISEMENT) Goal 1: Require all first time matriculants to create a onesemester educational plan through the online WebAdvisor portal. Counseling, or advisement, will be available through individual express or appointment settings for all matriculated students (including exempt students), with regard to course placement. Amount of time a student has to wait to see a counselor and number of attempts by students who can t get an appointment in 2 weeks Average amount of time a student has to wait to see a counselor and number of phone calls by students who can t get an appointment in 2 weeks call/ reminders. Some Instructional Faculty have required students to complete a student educational plan with a counselor which also enhances the importance of counseling for students. Pre Survey from May 1-15 Sample was based on 50 students. More students need to be surveyed. The pre-survey was also available but received a poor response rate (N=3) scheduling for online appointments in Spring 2012: **Description of online appointment procedure will be provided in Assessment Plan. Description of program modification will be provided in Assessment Plan. Counseling piloted Frontline Counseling during the Winter 2012 Intercession.
8 Goal 2: Offer all matriculated students the opportunity to develop a full educational plan (SEP) that identifies an educational objective and the courses, services, and programs to be used to achieve the objective. Goal 3: Provide students an opportunity to meet with a counselor to monitor and update SEP s to reflect accurate and appropriate progress. Goal 4: Provide supplemental counseling and advising for targeted groups of students to support student success. Goal 5: Provide counseling follow-up for students on academic probation/dismissal status. Goal 6: Maintain a means of systematic documentation of student use of counseling services (SARS). Goal 7: Utilize technology to access information about students and on behalf of students in pursuit of educational objective.
9 Assessment Plan for Student Services Area: COUNSELING Objectives: 11 Fall students who receive counseling services (at least 1 appointment) will persist at a higher rate into Spring 2012 New online appointment procedures will increase the online counseling show rate. Average show rate for the past two semesters is 28.5%. Students will understand requirements pertaining to their educational goal. Complete direct assessment on two SLOs from the GUI 47 COR.
10 1. Objective 11 Fall students who receive counseling services (at least 1 appointment) will persist at a higher rate into Spring 2012 than students who make no appointment. Student Learning Outcome (SLO) or Service Area Outcome (SAO) Students utilizing counseling services will continue to persist at higher rates than the general population. (SLO) Linked to Student Service Goal/ Campus Goal/ Strategic Initiative/ Student Equity Plan Norco Strategic Plan Goal 1: Increase student retention, persistence, and success Goal 2: Improve the quality of student life Goal 3: Increase student access Matriculation/Equity Plan (COUN/ADVISEMENT) Goal 1: Require all first time matriculants to create a one-semester educational plan through the online WebAdvisor portal. Counseling, or advisement, will be available through individual express or appointment settings for all matriculated students (including exempt students), with regard to course placement. Goal 2: Offer all matriculated students the opportunity to develop a full educational plan (SEP) that identifies an educational objective and the courses, services, and programs to be used to achieve the objective. Assessment Criteria (Specify Target Performance Level) Students who receive counseling services (at least one appointment) will be enrolled in a Spring 2012 class. (Enrollment used to measure persistence) Assessment Measure (Measurement tool) SARS and Datatel Completion (or anticipate completion)/ Findings* The persistence rate of students who had at least one counseling appointment (Fall 11 to Spring 12) was 73.8%. The persistence rate of the general student population (Fall 11 to Spring 12) at Norco was 66.8%. Improvement Recommendations (next step)* The persistence rate of students who saw a counselor was higher than those who didn t see a counselor. The counseling department will continue to promote the importance of making an appointment to see a counselor at least once a semester. Goal 3: Provide students an opportunity to meet with a counselor to monitor and update SEP s to reflect accurate and appropriate progress. Goal 4: Provide supplemental counseling and advising for targeted groups of students to support student success. Goal 5: Provide counseling follow-up for students on academic probation/dismissal status. Goal 6: Maintain a means of systematic documentation of student use of counseling services (SARS). Goal 7: Utilize technology to access information about students and on behalf of students in pursuit of educational objective.
11 2. Students will understand requirements pertaining to their educational goal. Counseling services will provide informative, quality counseling appointments. (SAO) Norco Strategic Plan Goal 1: Increase student retention, persistence, and success Goal 3: Increase student access Matriculation/Equity Plan (COUN/ADVISEMENT) Goal 1: Require all first time matriculants to create a one-semester educational plan through the online WebAdvisor portal. Counseling, or advisement, will be available through individual express or appointment settings for all matriculated students (including exempt students), with regard to course placement. Goal 2: Offer all matriculated students the opportunity to develop a full educational plan (SEP) that identifies an educational objective and the courses, services, and programs to be used to achieve the objective. A 4 item questionnaire will be distributed April 23 rd - May 4 th to determine student what students learn in counseling appointments. 70% of students will understand requirements pertaining to their educational goal. Questionnair e (in electronic format) will given to students after their appointment A Questionnaire given to students April 23-May 18. The data shows that students are well-informed and knowledgeable about basic AA/AS and Transfer requirements after making an appointment with a counselor. Counselors will continue to stay abreast of AA/AS and Transfer policies that affect Norco College students. Goal 3: Provide students an opportunity to meet with a counselor to monitor and update SEP s to reflect accurate and appropriate progress. Goal 4: Provide supplemental counseling and advising for targeted groups of students to support student success. Goal 5: Provide counseling follow-up for students on academic probation/dismissal status. Goal 6: Maintain a means of systematic documentation of student use of counseling services (SARS). Goal 7: Utilize technology to access information about students and on behalf of students in pursuit of educational objective.
12 3. New online appointment procedures will increase the online counseling show rate. Average show rate for the past two semesters is 28.5%. Students participating in counseling services will attend their (ONLINE) counseling commitments. (SAO) Norco Strategic Plan Goal 1: Increase student retention, persistence, and success 40% of students, who make an online appointment during the spring semester of 2012, will show up. This data will be gathered from SARS SARS Counseling implemented a change in online appointment scheduling. See more details in Assessment Plan/Findings Our Spring 2012 Online appointment show rate was 31.8%. There were 44 online appointments made and 14 students attended. In we will explore how to increase the online appointment show rate. 4. Complete direct assessment on two SLOs from the GUI 47 COR. Guidance 47 students will demonstrate: 1. Demonstrate the ability to apply research skills to gather information about labor market, occupations and careers 2. Identify individual personality type and explain the relation of personality and temperament to career planning Mission: Equip our students with the knowledge and skills to attain their goals in higher, career/technical, and continuing education; workforce development; and personal enrichment As a continuing process we listen to our community and respond to its needs while engaging in self-examination, learning outcome assessment, ongoing dialogue, planning and improvement. Norco Strategic Plan Goal 1: Increase student retention, persistence, and success Goal 2: Improve the quality of student life Goal 3: Increase student access The common assessment agreed upon by the counselors in attendance is a Career Interview Presentation (worth 100 points). Students will present, through various types of media, what they have learned about a career they are interested in. Students will take a personality assessment that will identify possible career paths related to their type. After doing research on the career, students will present their findings. Students Common Assessment Guidance 47 Instructors assigned the common assessment during Spring Three Guidance 47 sections were assessed. Please see assessment report included at the end of program review.
13 will also validate how their personality type relates to the career they presented on. Detail on following page * Assessment Plan Findings/Data Analysis & Improvement Recommendations (Detail for II.2. Assessment Plan) SLO #1: Students utilizing counseling services will continue to persist and succeed at higher rates than the general population. (SLO) Findings/Data Analysis: The persistence rate of students who had at least one counseling appointment (Fall 11 to Spring 12) was 73.8%. The persistence rate of the general student population (Fall 11 to Spring 12) at Norco was 66.8%. Improvement Recommendations: The persistence rate of students who saw a counselor was higher than those who didn t see a counselor. The counseling department will continue to promote the importance of making an appointment to see a counselor at least once a semester. During Summer 2012, the counseling department will facilitate Semester Planning/WebAdvisor Tutorial Workshops for Summer Advantage participants. During these workshops, Counselors will encourage students to make an appointment with a counselor to develop an SEP. SAO #2: Counseling services will provide informative, quality counseling appointments. (SAO) Findings/Data Analysis: Data from Survey Monkey Students (General Counseling and EOPS) were given a 5 item questionnaire to determine what they learned in their counseling appointment. There were two versions of the questionnaire. One for those who received counseling with regard to an Associate Degree and one for those who received counseling with regard to Transfer. Transfer Questionnaire (79 student participants) 1. TRUE OR FALSE: General Education is required for transfer 94.9% of the students answered this question correctly (79 responses) 94.9% answered TRUE (75 responses) 5.1% answered FALSE (4 responses)
14 2. How many units are required for transfer to a CSU/UC? 91.1% of the students answered this question correctly 3.8% answered 40 units (3 responses) 1.3% answered 50 units (1 response) 91.1% answered 60 units (72 responses) 3.8% answered 70 units (3 responses) 3. Which is the minimum English required for transfer to a CSU/UC? 92.4% of the students answered this question correctly 92.4% answered English 1A (73 responses) 1.3% answered English 50 (1 response) 1.3% answered English 60A (1 response) 5.1% answered English 60B (4 responses) 4. I have a greater understanding of what is required to meet my educational goal. Overall 95.3% of the students felt they had a greater understanding of what is required to meet their educational goal. 70.9% felt they strongly agree with the statement above (56 responses) 25.3% felt they agree with the statement above (20 responses) 2.5% felt neutral about the statement above (2 responses) 1.3% felt they strongly disagreed with the statement above (1 response) Student Comments: Thank you for counseling us and keeping us on our toes. Thank you for counseling us and keeping us on our toes. All my counseling appointments were great. Great experience overall I just want to say that im very thankful for you all and i really appriciate all that you have done im blessed to have you all in my life thank youn again EOPS is awesome You guys are doing a fantastic job! I am so glad Eops has been there for me I am greatful I dont know if I would keep going without them
15 You people are doing a good job. All counseling programs should be designed exactly as the EOPS is to ensure students develop a trusting and caring relationship with a counselor. More students would spend less time taking courses they don't need. The counseling department is awesome! They take forecer dont care for students This program is great! Thanks Thank you for additional support It is great having someone you can get a hold of eaisly wihout a set schedule and to feel familair with the next step required that is required to accomplish goals. My experience at my counseling appointment today was very helpful. It was great i learned a lot Excellent experience, very helpful. Got a lot of information on what is required on a few different schools I was looking into for BUS/CIS and ART. great help!! great couselor Payan The advisor is extremely helpful. Everything was in good clarity and my questions were answered in detailed. this visit was very informational and helping. thanks she really helped me answer all my questions.
16 Puente and T3P students were given the Transfer Questionnaire. Please see their results below: Puente Students 1. TRUE OR FALSE: General Education is required for transfer 89.3% of the students answered this question correctly (28 responses; 4skipped questions) 89.3% answered TRUE (25 responses) 10.7% answered FALSE (3 responses) 2. How many units are required for transfer to a CSU/UC? 96.9% of the students answered this question correctly (31 responses) 96.9% answered 60 units (1 response) 3.1% answered 70 units 3. Which is the minimum English required for transfer to a CSU/UC? (32 responses) 100% of the students answered this question correctly 100% answered English 1A 4. I have a greater understanding of what is required to meet my educational goal. (13 responses) 41.9% felt they strongly agree with the statement above (13 responses) 41.9% felt they agree with the statement above (5 responses) 16.1% felt neutral about the statement above T3P Students 1. TRUE OR FALSE: General Education is required for transfer 100% of the students answered this question correctly (29 responses) 100% answered TRUE (2 skipped questions) 2. How many units are required for transfer to a CSU/UC? 74.2% of the students answered this question correctly (23 responses) 74.2% answered 60 units (3 responses) 9.7% answered 70 units
17 (3 responses) 9.7% answered 50 units (2 responses) 6.5% answered 40 units 3. Which is the minimum English required for transfer to a CSU/UC? 100% of the students answered this question correctly (31 responses) 100% answered English 1A 4. I have a greater understanding of what is required to meet my educational goal. (13 responses) 41.9% felt they strongly agree with the statement above (13 responses) 41.9% felt they agree with the statement above (5 responses) 16.1% felt neutral about the statement above Associate Degree Questionnaire (38 student participants) 5. TRUE OR FALSE: General Education is required for an Associate Degree 94.7% of the students answered this question correctly 94.7% answered TRUE (36 responses) 5.3% answered FALSE (4 responses) 6. How many units are required for the Associate Degree? 89.5% of the students answered this question correctly 5.3% answered 40 units (2 responses) 89.5% answered 60 units (34 responses) 5.3% answered 70 units (2 responses) 7. Which is the minimum English required for the Associate Degree? 89.5% of the students answered this question correctly 89.5% answered English 1A (34 responses) 7.9% answered English 50 (3 response) 2.6% answered English 60A (1 response) 8. I have a greater understanding of what is required to meet my educational goal. Overall 92.1% of the students felt they had a greater understanding of what is required to meet their educational goal. 60.5% felt they strongly agree with the statement above (23 responses) 31.6% felt they agree with the statement above (12 responses)
18 5.3% felt neutral about the statement above (2 responses) 2.6% felt they disagreed with the statement above (1 response) Student Comments: sometimes there is just not enough time. I never felt I understood exactly how many units and classes I needed to finish great counseling experience Marissa was one of the best counselors I have seen at RCC. My couseler was extremely kind and helpful. The counseling department was well organized and informative. I felt confident in what classes i needed to take. Very helpful on answering my questions, i feel more confident towards reaching my goals. My counsler was great! I was able to understand the requirements for an AA. Improvement Recommendations: The data shows that students are well-informed and knowledgeable about basic AA/AS and Transfer requirements after making an appointment with a counselor. Counselors will continue to stay abreast of AA/AS and Transfer policies that affect Norco College students. SAO #3: Students participating in counseling services will attend their (ONLINE) counseling appointments. (SAO) Findings/Data Analysis: Online Counseling Appointment show rates have been low. The average show-rate for online counseling appointments for the past two semesters was 28.5%. Prior to Spring 2012, students made their counseling appointment and received a reminder (via and SARS call). Counseling implemented a new online counseling appointment process Spring It is as follows: 1) Students cannot book online counseling appointments more than one week in advance. 2) Students receive an reply of their appointment. The states the following: a. In order to keep your appointment, you must confirm your appointment by calling Norco Counseling at or rita.perez@norcocollege.edu. If you do not respond after three days of receiving this , your appointment will be cancelled.
19 3) After they receive that , the student must call or Counseling that they will attend the online appointment. 4) 48 hours after the , a counseling clerk will call the student to confirm the appointment. If the student is not present, a message will be left to the student that they must call back in order to keep the appointment or it will be cancelled. 5) Appointments that are not confirmed at least 24 hours before their appointment will be cancelled. The Spring 2012 Online Counseling show-rate was 31.8%. There were 44 online appointments scheduled and 14 students attended their online appointment. Although there was an increase in the online appointment show-rate (Fall 2011: 28.5%; Spring 2012: 31.8%), the online show-rate is still poor. We have discussed this concern with other faculty who teach online and this trend seems to mirror what is going in online classes. Improvement Recommendations: Currently online appointments are only available to students enrolled in online classes. Counselors will consider providing access to online appointments to the general student population. Counselors will also look into an alternate online appointment format that is more use-friendly. SLO #4: Guidance 47 students will demonstrate: 1. Demonstrate the ability to apply research skills to gather information about labor market, occupations and careers 2. Identify individual personality type and explain the relation of personality and temperament to career planning Findings/Data Analysis: Three Guidance 47 instructors implemented a common assessment. Three sections of Guidance 47 were assessed. Please see Guidance Instructors Assessment Report. Improvement Recommendations Please see Guidance Instructors Assessment Report.
20 III. Needs Assessment 1. Staffing Level STAFFING LEVEL & PROFILE 1.24 FTES Dedicated to Special Programs/ Instruction 3.76 FTES Dedicated to General Students Dr. Monica Green Interim Vice President of Student Services David Payan (1.0 FTE) Assistant Chair (.12 Reassign time) Veterans Liaison Nicholas Franco (1.0 FTE) Articulation (.20 Reassign time) Articulation Liaison Dr. Rosina Chacon (1.0 FTE) Puente (.50 Reassign time) CalWORKs Liaison John Moore (1.0 FTE) Guidance Instructor (.20 TA &.10 Reassign time) T3p Liaison Marissa Iliscupidez (1.0 FTE) Guidance Instructor (.12 TA FALL 2011) Honors Liaison ADJUNCT: J. Hill *Substitute SUPPORT Cynthia Acosta FT Counseling Clerk III Rita Perez FT Counseling Clerk II Janice Arredondo PPT College Receptionist FRONT Stephanie Valtierra PPT College Receptionist
21 2. Staffing Profile Staffing Levels for Each of the Previous Five Years Anticipated total staff needed Position Administration Classified Staff FT Classified Staff PT PTP 2PTP 3PTP 2PTP 19 hours per 19 hours per 19 hours per 19 hours per week each week each week each week each Confidential Staff FT Hourly Staff Student Workers Faculty FTE Full time Faculty FTE Part time Total Full Time Equivalent Staff Improvement Areas As of Fall 2011, the student headcount was 9,636. The full-time equivalent student (FTES) count was 2, There is 3.75 FTE (Fall 2011) of counselor time available for counseling of the general population. Taking into consideration reassigned time, the counseling department functions at a counselor to student ratio of 1: Currently counselors are assigned to work with special populations, which reduced the amount of time for the general student population. One counselor has.2 reassigned time for articulation duties. Historically, the articulation officer at Riverside City College had a.7 articulation reassignment. A Moreno Valley College Counselor/Articulation Officer has been given a.40 reassignment for articulation duties ( ). The.2 articulation reassignment is the lowest of any articulation officer in Region 9 and possibly the state. It is much lower than the articulation reassignment at the other two colleges in RCCD. Most of the Region 9 counselors have a minimum.5 reassignment. 73% of articulation officers in CCC s are at least half-time or full-time. The limited reassignment for articulation has slowed the production of college based transfer major sheets, Student Educational Plan templates, and course to course articulation. ***Several of the recommendations of the Student Success Task Force touch upon the need for Counseling and Guidance Courses: Recommendation 2.2: Require all incoming community college students to: (1) participate in diagnostic assessment and
22 orientation and (2) develop an education plan. Recommendation 2.4: Require students whose diagnostic assessments show a lack of readiness for college to participate in a support resource, such as a student success course, learning community, or other sustained intervention, provided by the college for new students. Recommendation 3.4: Community colleges will require students to begin addressing basic skills needs in their first year and will provide resources and options for them to attain the competencies needed to succeed in college-level work as part of their education plan. o Guidance 45 and 48 help student learn study skills necessary to be successful in their classes. During appointments, express, and orientations, counselors recommend interventions and on-campus resources to students Recommendation 4.1: Highest priority for course offerings shall be given to credit and noncredit courses that advance students academic progress in the areas of basic skills, ESL, CTE, degree and certificate attainment, and transfer, in the context of labor market and economic development needs of the community o Guidance courses are included in the Area of Emphasis for the PE, Health and Wellness Associate Degree. o Guidance 45, 46, 48 are CSU transferrable. Guidance 47 is UC and CSU transferrable and meets Area E requirements for the CSU GE. o Guidance 47: Career Exploration and Life Planning helps students with their career exploration, job search strategies, and resume/interview skills. Recommendation 5.1: Community Colleges will support the development of alternatives to traditional basic skills curriculum and incentivize colleges to take to scale successful model programs for delivering basic skills instruction. o STEP AHEAD has seen success with improving the assessment levels of students who participate in the program. STEP AHEAD is a one-year program designed to help students transition to college and support them during their first year. During the summer students review Basic Skills in Math and English, retake ACCUPLACER at the end of the program, and receive counseling support. Students complete a Guidance section in the summer, Guidance 48 in the Fall, and Guidance 47 in the Spring. o Data shows: o Number of students who improved at least one Math level: 20 o Total number of levels improved in Math: 43 o Average number of levels improved per student: 1.30 o Number of students who improved at least one English level: 7 o Total number of levels improved in English: 12 o Average number of levels improved per student:.363 o 72.8% of students rated the Guidance session benefits high or very high o Summer Program improved students academic confidence levels to start their first year o Summer Program increased student comfort and educational motivation about college. o Summer Program decreased levels of isolation
23 4. Staff Needs NEW OR REPLACEMENT STAFF (Administrative, Faculty, or Classified) Unit Name: Counseling List Staff Positions Needed for Academic Year Please be as specific and as brief as possible when offering a reason. Place titles on list in order (rank) or importance. 1. General Tenure Track Counselor (Financial Aid/Athletics) Reason: Although there is an adjunct financial aid counselor it becomes necessary for Counseling to have a.20 reassignment for a general counselor to provide additional direct financial aid counseling. This counselor would be required to undergo training to assess financial aid eligibility in compliance with state and federal requirements. Also, it would be ideal for financial aid recipients to have an SEP on file. Per the recommendations of the Student Success Task Force, BOG recipients should identify an educational goal, meet institutional satisfactory progress, and will be limited to 110 units; to that end a dedicated financial aid counselor would take the lead in completing SEPs for BOGW recipients. Additional duties would include athletic counseling. Norco College will be home to a Men s and Women s Soccer Team. Participation in intercollegiate sports will require Norco to have a counselor with dedicated time for athletic counselor. The counselor will be responsible for eligibility checks and educational planning. Student Athletes must have a student educational plan on file. GPA, units, and tracers must be checked for each athlete. If not done correctly, a game or even a season may end up being forfeited. Currently there are 61 players on the two teams. One counselor has.2 reassigned time for articulation duties. Historically, the articulation officer at Riverside City College had a.7 articulation reassignment. A Moreno Valley College Counselor/Articulation Officer has been given a.40 reassignment for articulation duties ( ). The.2 articulation reassignment is the lowest of any articulation officer in Region 9 and possibly the state. It is much lower than the articulation reassignment at the other two colleges in RCCD. Most of the Region 9 counselors have a minimum.5 reassignment. 73% of articulation officers in CCC s are at least half-time or full-time. The limited reassignment for articulation has slowed the production of college based transfer major sheets, Student Educational Plan templates, and course to course articulation. With an increase in reassignment time of the current articulation counselor, this would justify the need for an additional full-time counselor. 2. General Tenure Track Counselor (0.50 Transfer/0. 50 Student Success) Reason: 50% Transfer: Currently we do not have a counselor in the transfer center to assist with transfer counseling, Transfer Agreement Guarantee (TAG), meetings and updates with CSU and UC reps, and counseling in transfer center. This position would also provide counseling support to the Honors Program. Indicate N = New R=Replacement N Annual TCP* TCP for employee $102,000 N $102,000
24 50% Student Success: Reasoning is aligned with recommendations from the Student Success Task Force. This position will teach Guidance courses (for Fall/Spring 11-12, 73% of Guidance courses were taught by adjunct faculty), facilitate student success workshops, develop an online counseling program, and coordinate student success programs (such as the Summer Advantage Program). 3. Adjunct Counseling (20Hrs/wk x $72 x 52 wks) N $74,880 Reason: We currently do not have enough adjunct counselors to meet the student need and demand. At this time, all of our counseling appointments are full for up to 2 weeks. With each full-time counselor having a reassignment, it necessitates the need for adjunct coverage to ensure that we are providing an adequate number of appointments for the general student population. We also need to keep our adjunct pool because various hours given do not allow us to keep our trained adjunct counselors here at Norco college. As of Fall 2011, the student headcount was 9,636. The full-time equivalent student (FTES) count was 2, There is 3.76 FTE (Fall 2011) of counselor time available for counseling of the general population due to reassigned time for instruction and special programs. 4. Counseling IDS (PT) N $31,380 Reason: Due to the growth of the college, the counseling department needs their own Instructional Department Specialist for full time counselors, adjunct and guidance instruction * TCP = Total Cost of Position for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with area manager to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position. 5. Equipment (including technology) Needs Not Covered by Current Budget List Equipment or Equipment Repair Needed for Academic Year: Please list/summarize the needs of your unit below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance. 1. Computer Software Online SEP Reason: 1. Counseling is short-staffed and has a limited number of appointments and express sessions. 2. Recommended by Student Success Taskforce Recommendation 2.2: Require all incoming community college students to: (1) participate in diagnostic assessment and orientation and (2) develop an education plan. Unit Name: Counseling Annual TCO* Cost per item Number Requested 10, Total Cost of Request 10, (estimate)
25 2. Equipment for Online Counseling Services for 5 counselors (Headset and Webcam) Reason: Counseling would like to develop a more comprehensive Online Counseling component to include video chat and desktop sharing. 3. TV Projection System for 2 nd floor Conference Room in SSV Building Reason: During meetings, there are times when Counselors must use a computer with a projection to demonstrate counseling resources, collaborate and work on program review, etc. Worked with IMC to determine that a TV, wiring, and power will need to be installed to support this need. Other departments who reserve this conference room will benefit from the equipment as well. 4.IPad 2 for Counselors Reason: Allows for more effective use of time during meetings and projects 6. Facilities Needs Not Covered by Current Building or Remodeling Projects* for all equipment and installation 1 (TV, Wiring, Power, Installation) 3500 for all equipment and installation (Quote from IMC) Unit Name: Counseling List Facility Needs for Academic Year: (Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance. Annual TCO* Total Cost of Request 1. N/A 7. Professional or Organizational Development Needs Not Covered by Current Budget* List Professional Development Needs for Academic Year Reasons might include in response to assessment findings or the need to update skills. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) or importance. 1.UC Conference Reason: Stay current with University of California(UC) requirements and policies that affect Norco students who are interested in transferring to a UC Cost per item Unit Name: Counseling Annual TCO* Number Requested Total Cost of Request $ $600.00
26 2. CSU Conference Reason: Stay current with California State University(CSU) requirements and policies that affect Norco students who are interested in transferring to a CSU 3. UC Ensuring Transfer Success Reason: Stay current with University of California (UC) transfer requirements and policies that affect Norco students who are interested in transferring to a UC. Receive updates on transfer and counselor tools. 4. College/Campus Specific Counselor Trainings Reason: Stay current with college/university requirements and policies that affect Norco students who are interested in transferring to various colleges and universities 5. Umoja Conference Reason: Learn best practices and information that will help support T3P 6. Career Counseling Training/Conferences Reason: Stay current with career trends, tools, and resources that can help Norco College students in their career development. 7. Articulation Conferences Reason: Stay current with regards to articulation policies that affect Norco College students 8. A2MEND African American Male Education Network & Development Summit Reason: A look at African American Male Success in Community Colleges. In response to the lack of educational success of African American male students in California Community Colleges, A2MEND was organized to address the administrative and instructional strategies that have an impact on the success of African American male students. 9. On Course Reason: Enhance counseling and Guidance teaching skills. On Course focuses on providing a model for transforming a traditional student success program focused primarily on study skills into one that empowers students to become active, responsible learners 8. OTHER NEEDS not covered by current budget List Other Needs for Academic Year Please list/summarize the needs of your unit below. $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ Unit Name: Counseling Annual TCO*
27 Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order (rank) or importance. Cost per item Number Requested Total Cost of Request 1. N/A Reason:
28 Norco College Assessment Report Course: Guidance 47 Instructor: Courtney Carter Semester: Spring 2012 Is this the initial assessment or follow up (closing the loop)? 1. Please write a short narrative summary of the data collected for the course SLO(s). Were you generally satisfied with the results? In which areas or SLOs (if you assessment more than one) did you the data indicate students had the most difficulty? To what do you attribute that difficulty? Which areas or SLOs did they find themselves achieving with greatest success? Please attach assessment instrument and data summary files (spreadsheets, tally sheets, etc) to this report. The Mock Interview Assignment served as the assessment for my Guidance 47 course. This assignment evaluates 2 of the courses SLO s which are to: Explore and identify skills, interests, and values in relationship to making good career decisions and setting educational goals, and Learn and practice job search skills Data was collected on each student s ability to represent 5 competency areas including their first impressions, personal attributes, general attitude, personal appearance, and responses during the interview. This assignment was worth 100 points total. I was satisfied with the results. Most students definitely represented themselves well and showed an ability to answer interview questions in a thoughtful, personal manner. Most students seemed to struggle or lose points in either the personal
29 appearance or responses sections. I attribute the difficulty in the personal appearance section to students not having interviewing attire at all in their wardrobe or not having it prepared on their interviewing date (planning issue). I attribute the difficulty in the responses section to students not practicing their responses out loud and their nervousness of interviewing in front of classmates. Students were pretty successful in the other competency areas. 2. If this is an initial assessment, what are some suggestions for improving learning in the course the next time it s taught? What advice would you offer to the next faculty member(s) who teaches the course, based on the data and experience teaching the course? The students did pretty well overall. The one improvement I would make would be to give students more class time to prepare and practice for their interviews with other classmates. I would walk around and listen to each interview to evaluate their progress and address the areas of difficulty I observed before the actual interviews took place. 3. What suggestions, if any, do you have for modifying the course outline of record and/or the SLOs for the course? I would add a statement which addresses developing a student s confidence in speaking about their values, interests, and skills in both a personal and public setting. I have noticed that most students have difficulty talking about their abilities and experiences at the beginning of the class but progressively become more comfortable by the end.
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