Chaffey College Program Review Three Year Review 2011

Transcription

1 PROGRAM OVERVIEW Program Title: Counseling Chaffey College Program Review Three Year Review 2011 Program Code: COUNSELING Review Type: Instructional Administrative Student Support Does this review contain any career technical education (occupational) programs? No External Regulations: No Chaffey College Mission Statement Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission and discuss how your program evaluates its effectiveness in meeting the college mission: The Chaffey College Counseling Department is committed to maintaining an environment that enables students to develop a clear sense of independence, gain further knowledge of themselves, define their academic and vocational goals, review their progress, and discover resources for further exploration. Through the department s efforts, students experience the Counseling Department as one component of a fully integrated team of faculty and support staff dedicated to student success. Students who receive services from the Counseling Department are provided professional assistance with: Academic and vocational goal planning; Transfer counseling with current articulation information; Personal counseling to provide support and/or to access more in depth intervention; Retention and student success through Opening Doors to Excellence (ODE) and Early Alert; Area specific counseling for programs such as Health Science (Associate Degree Nursing, Vocational Nursing, Radiologic Technician, Pharmacy Technician, Dental Assisting); Program specific counseling for students in the International,

2 AMAN/AWOMAN, and Puente Programs; and specific counseling services for Veterans. The department also offers: Guidance courses to assist with college success and career decision making; Transcript evaluation for external transcripts; prerequisite validation and challenges; and degree and certificate application. Counselors and apprentices conduct specialized orientation groups for new students to become familiar with the college s policies, procedures, programs and services and program requirements; support services for students on academic/progress probation and dismissal; classroom presentations for course specific programs; and referral to support services on campus. The Counseling Department's services and programs are evaluated through Institutional Research Student Services Satisfaction Surveys; SLO s in Guidance courses and orientations; Responses from High School Advisory committee; and annual review of activities both in AUO s and Board Monitoring Report. Information from all the above is reviewed by the department and changes, enhancements or continuation of activities, and development of new programs/services are completed. The review team commend the program for supporting the college as intrucional, administrative and student support. PROGRAM DATA Enrollment

3 Total Day Evening Online Arranged 9 27 Measure to to Total Census Enrollment % % Day -4.97% % Evening % 2.56% Online -2.99% -1.54% Arranged N/A N/A

4 Given the data, what changes can be identified in enrollment patterns? Identify any important trends and explain them. The overall enrollment matches the college-wide enrollment. Due to reduction in courses over the last eighteen months enrollment in guidance courses has also declined proportionately. African-American and Hispanic enrollment is higher than the college percentage due to specialized programs for at risk students (ODE and Early Alert) and special populations (Puente and AMAN). Retention Total Day Evening Online Arranged

5 Measure to to Total Census Retention 0.6% -0.71% Day 0.99% -1.35% Evening -2.65% 1.46% Online 18.36% -4.93% Arranged N/A N/A Given the data, what changes can be identified in retention patterns? Identify any important trends and explain them. Guidance course retention has steadily increased from the high 80th percentile to the 90th percentile. The exception is in the hybrid guidance 3 course in which changes in attendance requirements, enhanced course material and follow-up by the faculty has increased the retention from to by 18 percent. Guidance courses are geared for student success with direct faculty involvement as well as required participation in additional support services. Success

6 Total Day Evening Online Arranged Measure to to Total Census Success 7.24% -0.14% Day 5.93% -3.42% Evening 4.83% 8.48% Online 58.65% %

7 Arranged N/A N/A Given the data, what changes can be identified in student success patterns? Identify any important trends and explain them. The success rates in guidance courses has continued to increase from the mid 60th percentile to the 70th percentile. All guidance instructors fully participate in the Early Alert Program which contacts students who are identified as being at-risk in the course. The Early Alert staff encourages the student to meet with the faculty and/or receive additional supportive services (counseling, DPS services, Success Center workshops/tutoring). Data and trends are interpreted properly. Implications for the program are included. DEGREE/CERTIFICATE DATA STUDENT LEARNING OUTCOMES Students completing Success Center activites (Directed Learning Activities, study groups, tutoring and workshops) will be able to apply and demonstrate the subject specific area skills learned in each... Students who complete a Guidance course will be able to identify academic, career and learning resources.

8 Students who complete a Guidance course will be able to identify academic, career and learning resources. Students participating in tutoring and/or SI sessions will be able to apply and demonstrate the subject specific area skills learned in each activity to their course assignments. Students participating in tutoring and/or SI sessions will be able to recognize the connection between Success Center activities/assistance and classroom success. Discuss how the number, type, depth, and breadth of the courses support program SLO's. IMPORTANT NOTICE: The second, third and forth SLOs above are Success Center (Guidance 650) and do not belong to the Counseling Department. COUNSELING DEPARTMENT SLOs: 1) first one above; 2)Students who successfully complete guidance courses will be able to apply study skills to other academic subjects to increase their success; 3) Students who complete a guidance course will be able to recognize and apply the skills, values and resources that lead to academic success. Guidance courses are non-sequential courses in which concepts are introduced (I) and practiced (P). In Guidance 3, course principles (career selection, resume development, job search) are mastered (M) Discuss how courses in the program articulate with or complement each other. Guidance courses are non-sequential and are designed specifically to enhance student learning and college success. Guidance 2 emphasizes utilization of college resources,study skills, time management, and test taking. Guidance 507, designed for the Opening Doors to Excellence program, assists students on academic/progress probation and emphasizes success habits and college retention. Guidance 508, designed as an entry course for new, at-risk students, promotes college retention and success. Guidance 3, a career exploration and planning course, provides students the tools to explore their values, abilities and career choices, explore educational and training options, and prepare resume and interviewing skills. Educational planning is an integral component of all guidance courses. Students who take Guidance 2, 507, or 508 and Guidance 3 course will be better prepared academically and have an enhanced knowledge of their future goals and the pathways to achieve course and program completion. Discuss how courses in the program interact with other programs on campus (for example: cross-listing, overlapping content, or shared resources). Guidance 2 is an "advisory course" for Psychology 1.Guidance 2 is a program requirement for students enrolled in the Puente Program and EOPs and is strongly recommended for International students, AMAN/AWOMAN program students and Athletes. Guidance 2/507/508 require learning activities to be completed in a Success Center as well as participation in counseling to include completion of an educational plan. Guidance 3 utilizes the Global Career Center and meets an area E (CSU) general education requirement. Both Guidance 2 and 3 are transferable to CSU. How and when has your department assessed Program SLO's' and how have you responded to the results? All Guidance SLOs have been updated, reviewed, modified or completed in the past year. Discussion of results are held during regular counselor meetings. Guidance 2's latest review by IR and faculty occurred 9/16/10 to establish

9 held during regular counselor meetings. Guidance 2's latest review by IR and faculty occurred 9/16/10 to establish the new SLO's and planned evaluation. Guidance 3 faculty met in Fall 2008 to review results from the initial SLOs for the course. The group met again 4/15/09, 9/16/09, and 11/12/09 to complete the cycle and determined they were satisfied with the results. New SLOs were then developed and are currently being used in the course. ODE meets regularly to review and updated the SLOs for Guidance 507 and 508 (Early Alert Committee and advisory committee). What program or course changes have been made based on the result of the assessed outcome? Based on early results of the first cycle of course SLOs, the department was satisfied with the outcomes and developed new goals and SLOs for the next cycle. Additional components (critical thinking) were included. Overall Program Level Implementation of SLOs is Developmental Plus. Due to a lack of space in the team response box, the SLO Rubic and a detailed reader's report will be ed to you and your dean. Discuss how your services help maintain a high level of student satisfaction. Discuss how you evaluate your effectiveness in meeting students' needs. How and when has your service reviewed or revised SLO?s and/or AUO?s. How has your program utilized SLO/AUO assessment results for program improvement? CURRICULUM UPDATE Courses GUID 650 Supervised Tutoring - Active 04/12/2006 GUID 3 Career Explore/Planning - Active 10/19/2005 GUID 592A-H Special Topics: Guidance - Active 05/17/2006 GUID 503 Orientation to College - Active 03/27/2002 GUID 2 Essentials of Student Success - Active 10/27/2010 GUID 660 Interdisciplinary Learning Skills - Active 02/24/2010 GUID 507 Opening Doors to Student Effectiveness - Active 09/30/2009 GUID 650 Supervised Tutoring - Launched 04/12/2006 GUID 508 Bridging to College Success - Active 09/30/2009 Last Modified Programs Last Modified

10 GUID California State University - General Education - Active 01/24/2011 GUID Intersegmental General Education Transfer Curriculum: UC or CSU - Active 01/24/2011 Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: Guidance faculty are currently reviewing and completing modifications for the Guidance 3 course and considering deactivation of Guidance 503. All other curriculum is up to date. Guidance 650 and 660 are reviewed and updated by the Success Centers. What steps has your program taken to proactively respond to changing and emerging student and community needs? Develop New Courses/Programs Other Briefly explain: Guidance 507, Student effectiveness course for students on academic/progress probation, and 508, Bridging to college success for new identified at risk students, were developed to promote student and college success. Data, trends and explanations are properly interpreted. NON-INSTRUCTIONAL PROGRAM INFORMATION How does your program improve, expand, or support student learning? How do you know? The counseling department provides services to assist students with appropriate placement in courses, evaluation of courses previously completed, review of requirements for degrees and certificates, goal setting and academic planning, and orientations to college services, programs, and policies. These services are evaluated through the use of satisfaction surveys, SLOs and AUOs, item database verification and reporting databases (SARS Grid). Current department AUOs: 1) the evaluators will develop a process for streamlined services which eliminates duplication of services and /or multiple contacts for students (in development stage/ student satisfaction survey); 2) The transcript evaluators will increase the number of databases for course to course equivalencies by 25 percent {Group SLO meeting: 2/3/10}. Recent update shows databases have been completed and will be discussed in the end of year report; 3) Assessment services will be offered to a minimum of 10 local high schools for senior early assessment and counseling program. The faculty utilized the end of year report and student satisfaction survey's results and met with the high school advisory committee for review on 10/22/09. The assessment center currently provides services to 20 high schools. Counseling Department SLOs: 1) High school students who participate in senior early assessment and counseling will identify college resources, procedures, and policies that support their academic success (Student satisfaction survey and post-test/ 2 cycles have been completed with IR review, and input from high school counselors and counseling department staff. Based on results, the program was redesigned, and materials used updated.) We are currently in the third cycle and are expanding the surveys to orientations

11 presented at the Chaffey Rancho campus; and 2) Veterans who participate in specialized counseling services will demonstrate the ability to locate and effectively use college resources to meet their academic objectives (Student satisfaction survey/program expanded to separate center with surveys under development). Guidance course SLOs are discussed in SLO section of this report. Describe staff functions and services (these can include diversity, specialties, staff preparation and training, professional activities and committee participation, accomplishments, grants, new programs etc.) How does your program evaluate its effectiveness? Transcript Evaluators (1FTE/1 temporay reassignment with pt replacement): Degree audit; reviewing completions of certificate and degrees; prerequisite verification; transcript evaluations; Health Science application and transcript review; and maintenance of databases. Assessment staff (1 FTE/1.475): Offers assessment services at all campuses; review of placement results; provides assessment for Math 610; and input of assessment data. Matriculation specialist (1 FTE): input and review of prerequisite challenges; input of data elements for chancellors office (funding); and participates in credit and non-credit matriculation committees and regional meetings. Program Assistants front desk (2.475): Answer phones; schedule student appointments; run transcripts; answer student questions; provide office documents to students; and refer students to other Student Support areas. Office Coordinator (1 FTE): oversees senior early assessment and counseling program; coordinates programs within the office; outreach committees and CALPASS; and provides coverage for other areas as needed (front desk/assessment). Counselors (currently 13 with 9 FTE in general counseling including Fontana and Chino/ 3 reassigned FTE to Articulation, Global Career Center and DPS/ 1 FTE 1 year contract): counseling, educational planning, personal counseling, guidance course instruction, AMAN, Opening Doors, Puente, Honors, Transfer, International specializations, committee participation, outreach, transfer and vocational services. The counseling department evaluates it effectiveness through Student Service satisfaction surveys, AUO and SLO's, High school advisory committee, and database review. Data has been interpreted and explained STUDENT SUPPORT - ACCESS How do the services you provide to students facilitate access to learning? (e.g. - admissions applications, payment processing, pre-requisite clearances, assessment testing, adaptive technology, program applications, healthcare, student activities, and other specialized services.) These services provide students access to learning through: assessment testing to provide appropriate placement in English, reading and math classes; challenging or enrolling in a course with previous courses or experience; assisting with the application and evaluation of courses for entrance into specialized programs; and providing enrollment information (use of My Chaffey View, Add codes, Waitlists) so the students may enroll in their classes. Type of Service Description of Service How many students received this service? Measured with?

12 Prerequisite Challenge Prerequisite Clearance Assessment Testing Senior Early Assessment and Orientation Senior Early Assessment and Orientation Senior Early Assessment and Orientation Permits a student to challenge a prerequisite and enroll in a course. Datatel input and follow-up completed by Matriculation Specialist. Permits a student to clear a prerequiste taken at another college or by exam. The information is placed in Datatel by Transcript Evaluators Accuplacer placement tests provided to new students AUO AUO AUO Orientation provided at local high schools SLO Assessment provided on site at local high schools to graduating seniors SLO Counseling provided at local high schools SLO Additional information: Additional measurements may be obtained by SARS Grid. Prerequisite challenges requires contacts by the student with a counselor (or Language Center Specialist), input and follow-up with the Matriculation Specialist, and review by a Coordinator. The Senior Early Assessment and Orientation began in the academic year. Excellent student support access information. STUDENT SUPPORT - SUPPORT How do the services you provide to students support student learning? (e.g. 'counseling, orientations, workshops, financial assistance (scholarships, grants, etc'), career assessments, health education, service learning, advisory committees, and other specialized services.) Counseling provides support to student learning by: providing the student the tools to successfully enroll in appropriate courses; assist in the understanding of course placement and sequencing and the length of time needed to complete their academic/vocational goals; developing educational plans to meet certificate, degree, and transfer requirements; and providing specialized services (Puente, AMAN, International, ODE, Honors, Articulation) for student learning and success.

13 Type of Service Orientation and Specialized groups Opening Doors to Excellence (Student Correspondence) Early Alert (Student notification) AMAN/AWOMAN Puente Program Learning and Educational Development (LED) Counseling Additional information: What knowledge, skills, and/or abilities are learned? New students gain knowledge of Chaffey's programs, services, their assessment placement, use of My Chaffey View to enroll, and steps for success. Specialized groups focus on specific progam requirement i.e Nursing. Program to assist students who are on academic/progress probation be successful in their college program. Program which permits instructors to identify student who may be at risk in their classes. Students are contacted by counseling apprentices. Program designed to assist at risk african american students with special guidance courses, mentoring, and counseling. Numbers include both new and continuing participants. Program designed to enhance the transfer rate of latino students. Counseling services to non-credit ESL students to transition to credit progams. Students gain knowledge of course selection and sequencing, transfer and graduation requirements, support services to assist with success, career and academic information, and how to enroll in courses. How many students received this service? SLO SLO SLO SLO SLO SLO SLO Measured with? STUDENT SUPPORT - OTHER

14 How do the services you provide to students promote transfer, completion, specialized services, and/or future success? (e.g. graduation ceremony, CSU/IGETC certifications, university transfer, securing employment, transcript requests, enrollment verification, conferring of degrees/certificates, scanning/imaging documents, phone calls received, face-to-face contacts, refunds granted, and other specialized services.) Type of Service How does this contribute to student success? How many students received this service? Certificate and Degree Processing CSU and IGETC certifications Health Science applications Review and processing of certificates and degrees provided by the transcript evaluators. Certification of general education requirements for the CSU and UC's completed by the transcript evaluators. Transcript evaluation and review for program requirements for the Health Science programs (ADN, LVN, RT) AUO AUO AUO Measured with? Additional information: Additional services by the transcript evaluators incude the development, updating and maintenance of the program databases and Datatel. This service permits the use of degree audit for graduation checks, certificates, and general education certifications. Excellent student support data explanation. VISIONARY IMPROVEMENT PLAN(VIP) Please identify 1-3 program improvement goals for the next three years. Goals should state 'what' you plan to achieve and the rationale 'why' for doing so. 'How' you achieve your goals will be entered under Steps to Success. Keep in mind that your VIP should be SMART: Specific Measurable Action-oriented Realistic Time-bound All plans should improve or expand student learning.

15 Year Three Goal: The Counseling Department will implement a Student Counseling Alert program in which students who have completed a minimum of 15 semester units will be notified to schedule an appointment for educational planning and counseling to increase the student's college retention and success. To which planning direction does this goal apply? Flexible and continuous student support Year 1 Steps to Success (activities) and VIP Assessment: Activity 1: the counseling department will work with IR to analyze data based on counseling services (educational planning) and student success in order to establish department goals; Activity 2: the department will review and activate components of the degree audit program for students to have access to their own documents; Activity 3: the counseling department will establish internet links for student use. Activity 4: the department will work with IT to enact an identification program for students who have reached 15 units; Activity 5: Counseling will develop various counseling modalities (1-1, small group, on-line) for educational planning and counseling services. The counseling department will discuss the results from IR, planned activities with timelines during department meetings. The department will then prepare a list of activities and programs to pilot. An end of year report will highlight the proposed program. Year 2 Steps to Success (activities) and VIP Assessment: Activity 1: counseling will activate the notification system to contact students to schedule appointments. Activity 2: counseling will pilot the different educational planning programs to determine the most effective models; Activity 3: counseling will develop a satisfaction survey to provide to students who complete the educational planning activity; Activity 4: Counseling will complete modifications or changes to the counseling activities for full activation for Fall The counseling department will work with IR to develop student satisfaction surveys to provide to students who complete the educational planning sessions. (SLO)Results from the surveys will be reviewed by the department and revisions or modifications to the services will be completed. Year Three Goal: The counseling department will implement on-line, real-time counseling services which will provide students a variety of modalities to receive counseling and educational planning services (Face to face, group and on-line). To which planning direction does this goal apply? Flexible and continuous student support Year 1 Steps to Success (activities) and VIP Assessment: Activity 1: Counselors will investigate the available on-line (no to low-cost) programs (ie CCC Confer, E advising) which may be used to complete real-time counseling; Activity 2: the department will review and activate components of the degree audit program for students to access their own documents; Activity 3: the counseling department will establish internet links for student use. Activity 4: The department will present the information at a meeting prior to the end of the spring term to make final selection of programs and timeline for fall setup and training.

16 and timeline for fall setup and training. The department will complete a list of programs for review by the end of fall The department will have full degree audit completed by spring Review progress monthly during department meetings and complete an end of year report of activities. Year 2 Steps to Success (activities) and VIP Assessment: Activity 1: Counselors will complete training and begin using selected programs. Activity 2: The department will have students who participate complete a satisfaction survey to rate the ease of use, connections, and related factors in using the on-line service. Activity 3: At the completion of the trial period a program will be selected for implementation the next academic year. In Fall 2012 the counselors will select the programs for review and develop a satisfaction survey for students who will participate in the pilot program. In spring 2013 students will be selected to participate in the pilot program and provided the satisfaction survey upon completion of counseling session. (AUO) The information from the pilot will then be reviewed, modifications completed and preparation made for full activation in Fall PROFESSIONAL DEVELOPMENT ACTIVITIES THAT SUPPORT STUDENT LEARNING OR IMPROVE YOUR PROGRAM List Recent departmental professional development activities connected to student learning. Recent activities Recent workshops/courses taken Chancellors Office/California Tomorrow Educators Round table How to Respond successfully to Student Stress How to work with Students with Disabilities Recent conferences/training HACU Conferences and presentations CSO/CIO Conference Tech Ed Pre-Med Conference Pearson Conference on Motivational topics for Student Success Learning to Learn Training Other AMAN/AWOMAN: High School outreach, Mentee, and Black College Expos Basic Skills Psychological Impact of Growing Up in Poverty Success Strategies for Students who Speak English as a Second Language Technology is not the Enemy

17 Umoja Workshop: Classroom techinques Learning Communities Managing Aggressive Behavior in the Classroom Umoja Conferences and Symposiums Business Etiquette at Cal Poly On Course Workshop A2Mend Conference Community College League True Colors Training CSU Community College Counselor Conference UC Community College Counselor Conference CSU/UC certification Datatel workshop CCC Confer How to Transfer Ensuring Transfer Success International Students workshop How are student learning outcomes affected by these professional activities? What steps are recommended for improvement? These activities directly relate to student success including accurate transfer information, cultural aspects to learning and success, teaching and counseling with special populations, learning styles, and personal awareness. The counseling SLOs incorporate these factors in both counseling activities and guidance courses. Continuation of activities are recommended for program improvement. Discuss departmental engagement on campus in connection to student learning. Governance committees Other college-related committees Other campus participation Faculty Senate Matriculation Oversight Committee President's Equity Council Program and Services Review Committee Scholastic Standards Committee Catalog and Schedule of Classes Chino Academic Planning Committee Green Earth Movement High School Petitions Student Activities and Student Government Faculty Advisory Sstudent Petitions Committee Student Petition Committee Athletic Advisory Committee Child Development and Education Advisory In Class presentations to various programs (i.e. CDE, Business, Art)

18 Curriculum Committee Commencement Committee Early Alert network Educational Master Plan Enrollment and Success Management Matriculation Oversight Committee Guidance Honors Program Committee Early Alert Planning Committee High School Petitions Transfer Center Advisory Committee How does your program benefit from your campus engagement? Counseling benefits from interaction with instructional faculty, obtaining various and unique points of view, and recognition of services and contributions completed by the faculty. Teaching/Years of Service 0-5 years 6-10 years years years 21+ years Given the data how has your program been impacted? All guidance courses are taught as either overload or by adjunct instructors. Years of Service by Faculty: 0-5: 3; 6-10: 3; 11-15: 2; 16-20: 0; 21+: 5. The Counseling Department currently has 13 FTE counselors. One counselor is a full-time 1 year contract. Three counselors are reassigned full-time to other departments/duties (Articulation, Global Career Center and DPS) Five counselors are assigned 50% of their load to special programs (Puente, Athletics, International students, AMAN/AWOMAN and ODE). Does your program anticipate retirements within the next 3 years? The Counseling Department had one person retire last year and may have 1-2 persons retire in the next 3 years. Professional activities data truly connect and reflect student learning. PROJECTED NEEDS Is any part of the program funded by sources other than the instructional budget (such as grants, partnerships, or other means)? If yes, please identify the source, amount, and length of funding. The Counseling Department receives money from the California Community Colleges Chancellors Office for matriculation services. The goals of matriculation are to ensure that all students complete their college courses, persist to the next academic term, and achieve their educational objectives through the assistance of the student-direct components of the matriculation process: admissions, orientation, assessment and testing, counseling, and student follow-up. In Chaffey received $1,029,444 for credit matriculation and $40,645 for non-credit matriculation. In , due to the CA budget crisis, the department faced a

19 substantial cut in funding (48%) and received $498,247 (credit) and $19,116 (non-credit). This year s ( ) funding was slightly less than last year: $498,234 (credit) and $18,572 (non-credit). In addition to these funds, the Counseling Department received VTEA funding for a Transcript Evaluator Apprentice (Approximately $15,000 per year for 3 years) and an adjunct counselor (assigned to the Tech Prep/CTE area. Please see their Program Review for additional information). The department has also received BSI monies for supportive services (apprentices). After reviewing and analyzing the data and assessment results in this report, please describe and provide rationale for any projected resource needs required to accomplish your Visionary Improvement Plan using the boxes below. Your requests should be based on student need. FT Faculty: Year 1: Counselor Hiring Criteria: Institutional Level Considerations Supports institutional growth for programs that support student success (e.g., Success Centers, Counseling, Library, School Nurses) Student traffic and activity is such to illustrate the need for additional faculty leadership (e.g., in the Libraries and Success Centers) New and expanding student populations (e.g., Veteran s, Early Alert) New initiatives (e.g., Student Success Initiative, Early Assessment/Pre-Orientation/Advising on feeder high school campuses). Affects counselors, librarians, and instructional specialists since doing something new is sometimes at the expense of an existing service New direction of the college (e.g., Tech Prep/Career Pathways/CTE, Middle High School College) Supported by institutional data Supports retraining to help students become employed or promoted in their professions Department Concerns Separation of a FT faculty member that creates hardship on the department. Additional consideration needs to be given to replacing the position due to factors such faculty specialization (e.g., not all remaining faculty members can teach all of the classes), seniority of remaining faculty members, etc. Supports diversity of program and course offerings Year 2: Hiring Criteria: Year 3: counselor Hiring Criteria: Institutional Level Considerations Student traffic and activity is such to illustrate the need for additional faculty leadership (e.g., in the Libraries and Success Centers)

20 Student traffic and activity is such to illustrate the need for additional faculty leadership (e.g., in the Libraries and Success Centers) New and expanding student populations (e.g., Veteran s, Early Alert) Supports institutional growth for programs that support student success (e.g., Success Centers, Counseling, Library, School Nurses) New initiatives (e.g., Student Success Initiative, Early Assessment/Pre-Orientation/Advising on feeder high school campuses). Affects counselors, librarians, and instructional specialists since doing something new is sometimes at the expense of an existing service New direction of the college (e.g., Tech Prep/Career Pathways/CTE, Middle High School College) Supported by institutional data Supports retraining to help students become employed or promoted in their professions Department Concerns Separation of a FT faculty member that creates hardship on the department. Additional consideration needs to be given to replacing the position due to factors such faculty specialization (e.g., not all remaining faculty members can teach all of the classes), seniority of remaining faculty members, etc. Supports diversity of program and course offerings STAFF Year 1 Program Assistant: Assessment (1 FT position) to provide assessment at the 3 Chaffey Campus assessment centers as well as the local high school Senior Early Assessment Program. The current staffing: fte; Transcript Evaluator (1 FT position)to complete transcript evaluations, transfer certifications, degree and certificate audits in order to increase student access to their information in a timely manner, as well as enhance transfer/degree/certificate rates and student access to courses and degree audit. Year 2 Year 3 EQUIPMENT Year 1 Year 2 Year 3 TECHNOLOGY Year 1 15 inch MacBook Pro to use with the district Senior Early Assessment program presentations. Local district high schools have Apple Smart Labs which are not compatible with Chaffey laptops $ 1,799.00; Dell M109S On-the-go Mini Projector to use in the Senior Early Assessment program presentations $ Year 2 LG42LE5500: 42 inch HDTV (Monitor)to use in the group presentations for educational planning, orientations, and specialized

21 workshops $ Dell OptiPlex 980 FLX-HDSFF Flexible Computing with Disk (hard drive for monitor) $ ; 2 Dell Latitude E5510 Standard with digital microphone and integrated webcam for the online counseling program $ each; 5 HP LaserJet Pro P1606dn Printer (this printer is a duplex printer) which will be used for degree audit purposes. Current printers use 8 or more pages for a degree audit printout; the duplex will cut paper consumption in half $ each. Year 3 SOFTWARE Year 1 Year 2 Year 3 OTHER Year 1 Year 2 Year 3 Visionary improvement plan support projected needs. The PSR review committee commend Counseling for a well written self-study. The program has made it clear and the committee understands the magnitude of services the program provides regarding instructional, administrative and student support and the implications to the college and the community. This has been accomplished by the excellent manner in which information has been presented. The data and trends were interpreted properly and implications for the program have been clear and complete. Thank you.