RIVERSIDE COMMUNITY COLLEGE COUNSELING DEPARTMENT PROGRAM REVIEW 2005-06 I. WHERE ARE WE NOW? A. PURPOSE AND GOALS RCCD MISSION STATEMENT The Riverside Community College District is currently a three-campus comprehensive community college committed to providing an affordable post-secondary education, including student services and community services, to a diverse student body. The District provides transfer programs paralleling the first two years of the university offerings, pre-professional, career preparation, and occupational and technical programs leading to the associate of arts degree, the associate of science degree, and a variety of certificates. In the transition of the general education, the liberal arts and sciences and the occupational and technical programs and courses prepare students for intellectual and cultural awareness, critical and independent thought, and self-reliance. Consistent with its responsibility to assist those who can benefit from post-secondary education, the District provides precolleges, tutorial, and supplemental instruction for under-prepared students. The District works in partnership with other educational institutions, business, industry, and community groups to enhance the quality of life and the internal harmony of the communities it serves. The District serves Western Riverside County from three interrelated campuses in the cities of Riverside, Norco and Corona, and Moreno Valley. COUNSELING DEPARTMENT MISSION STATEMENT The mission of the Counseling Department at Riverside Community College is to foster and promote the intellectual, emotional, social, and cultural development of students by offering a wide range of counseling, career, consultation, training and educational services. These services help students resolve personal difficulties and acquire the skills, attitudes, abilities, and knowledge that will enable them to take full advantage of their college experience and be successful. We support the academic goals of the college through consultation and collaboration with faculty, staff, and campus organizations. We seek to foster intercultural competence and promote awareness and empathy within a multicultural environment. OUR VISION is to be a leader among community colleges, highly regarded for commitment to students, respected for excellence in teaching and counseling, and recognized as responsive and proactive to the community we serve. OUR VALUES are expressed in four distinct areas: Student Centeredness: To serve in the best interest of the students educationally and personally, to offer comprehensive and flexible guidance courses and counseling services reflective of the diverse and evolving student needs; to treat all individuals with respect, concern and genuine care; to counsel and advise students to help them plan for and progress toward their individual educational and personal goals. Teaching Excellence: To communicate to students a body of knowledge in a creative, stimulating, and challenging manner; to emphasize critical and creative thinking; to promote effective communicators; to instill in students a sense of lifelong learning; to be truthful with students regarding their performance and yet hold all students to high standards of excellence in their learning; to value and honor diversity of thought among faculty, staff, and students; and to value the potential for all students to learn. 1
Counseling Environment: To create an atmosphere in which all individuals are treated with respect and dignity regardless of differences; to value diversity and the learning opportunities that it creates; to exemplify a communicative, respectful, and a collaborative, collegiate culture within our department; to promote academic professionalism and personal integrity; to seek excellence in all endeavors; and to hold each other accountable as we strive towards excellence throughout our department. Tradition: To further the traditions of quality, innovation and professionalism found in our department and throughout the institution; to emulate the pride we associate with as Riverside Community College Counselors; and to continue our commitment to the community we serve as we make Riverside Community College the hub of our community with respect and value to the diverse student population we serve. DISTRICT GOALS: 1. Improve student retention and success by strengthening certificate, degree, and transfer programs and by establishing new programs and course sequences that lead students to opportunities for transfer education and career preparation. 2. Ensure that the resources of the college support an effective learning process and ensure accountability by measuring and reporting on institutional effectiveness. 3. Utilize advances in information technologies to improve effectiveness of instruction, services, and administration. 4. Improve the capability for economic development and community services by strengthening partnerships with other educational institutions, business, labor, and government to enhance seamless educational opportunity and continuity for students. 5. Tailor programs and services to meet the needs of the students and communities served by the three-campus District. 6. Increase the college-going rate in the area by reaching out to underrepresented and underserved populations and designing programs, services, and approaches relevant to the diverse segments of the community. COUNSELING DEPARTMENT GOALS: 1. Serve underrepresented and underserved populations by providing appropriate courses and counseling services based on understanding of differences among the populations we serve. (District Goal 6) 2. Increase knowledge and skills of counseling staff through continuous collaboration amongst faculty, feedback, and offering adequate professional development opportunities for all counselors. (District Goals 1, 2, and 3) 3. Ensure program effectiveness we must develop a continuous cycle of monitoring and evaluating our guidance courses through collection and compilation of data in collaboration with RCCD Research Department. (District Goal 2) 4. Become a valued department throughout RCCD and the community and to be recognized as an integral factor in student retention and success. (District Goal 2 and 4) 5. Stay abreast current and changing technologies to improve effectiveness of instruction, services, and counseling practices. (District Goal 3) 2
B. HISTORY MAJOR DEVELOPMENTS IN COUNSELING 2000-2005 Standards of Practice for California Major Developments in counseling 2000-2005: Community College Counseling Programs Academic Counseling The student is assisted in assessing, planning, and implementing his or her immediate and/or long range goals. Career Counseling The student is assisted in assessing his or her attributes, abilities, and interests, and is advised concerning current and future employment trends. Personal Counseling The student is assisted with personal, family or other social concerns, when that assistance is related to the student s education. Crisis Intervention Either directly or through cooperative arrangements with other resources on campus or in the community. Multicultural Counseling The students are counseled with a respect for their origin and cultural values. Outreach to Promote Services Reach out to students and community to avail themselves of services, focus on maximizing all students potential to benefit from the academic experience. Consultation To the college governance process and liaison to the college community to make the environment as beneficial to the intellect, emotional, and physical development of students as possible. Research and Review To review counseling programs and services with the goal of improving their effectiveness. Training and Professional Development To provide training opportunities for counseling staff, interns, and others in the college community. Collaboration with various programs: Puente, FYE, Title 5, Passport to College, Financial Aid, EOPS, DSPS, and SSS Title 3 Basic Skills Presentations Technology advances: Datatel, Eureka, Internet Access, Online counseling New student orientations and success workshops Career Counselor Assigned Collaboration with community Technology advances: Datatel, Eureka, Internet Access, Online Workshops offered for undecided majors/educational goals Collaboration with student services to provide workshops in classes Technology advances: Datatel, Eureka, Internet Access, Online Refer to resources on and/or off campus Technology advances: Datatel, Eureka, Internet Access, Online counseling Staff Development for Crisis Intervention Guidance 45 on HS Collaboration with other departments on campus Title 5 Hispanic Serving Grant Letter sent from transfer center to underrepresented students to participate in transfer activities Involvement with various committees Academic Senate Shared Governance Matriculation co-requisites/ pre-requisites, consistent policies and procedures, More research through Matriculation and Institutional Effectiveness showing persistence rates, services offered appointments, and sharing of this information to various departments. UC and CSU Conferences Ensuring Transfer Success Various conferences Software training on site: Eureka, Datatel, Web Advisor, etc. Planned Activities: Hire additional counselors to meet the needs of our student population Stay abreast of technologies that have a positive impact on counseling Continue to refine/develop group orientations and counseling sessions Provide training to counselors Hire additional counselors to meet the needs of our student population Develop and refine workshops offered. Hire additional counselors to meet the needs of our student population Need Follow-up training on Crisis Intervention Assign a trained Crisis Intervention Staff/Faculty member Committee to develop plan to promote cultural sensitivity within our department Hire additional counselors to meet the needs of our student population Continue to collaborate with other departments and committees throughout the district and within the community Continue to collect and analyze data to evaluate program and course effectiveness in counseling department Develop protocol for requesting data Continue to seek opportunities for professional development opportunities based on department and individual needs 3
MAJOR INSTRUCTIONAL DEVELOPMENTS GUIDANCE COURSE: Major Developments 2000-2005: Planned Activities: Guidance 45: Educational Planning and College Orientation Guidance 46: Introduction to the Transfer Process Guidance 47: Career Exploration and Life Planning Guidance 48: College Success Strategies C. PROGRAMS AND CURRICULUM Offered at the local High Schools during senior year Online sections offered Revise curriculum to include a section on the culture of college to increase awareness of how to be successful in college Provide outreach to HS about the value in guidance courses More sections to be offered Develop teacher s Forum for lesson development, collaboration with colleagues on best practices, and to develop learner outcomes. Updated course outline and is now Develop teacher s Forum for lesson development, collaboration with colleagues on best CSU Area E Approved, offered practices, and to develop learner outcomes. online Moved from 2 units to 3 units Upgraded course Section offered online Need data to show retention rate of students taking guidance 48 apposed to those who do not take the course Provide outreach to HS about the value in guidance courses Develop teacher s Forum for lesson development, collaboration with colleagues on best practices, and to develop learner outcomes. CURRENT COURSES IN COUNSELING CURRENT COURSES Guidance 45: Introduction to This course includes an in-depth exploration of RCC resources and policies, an orientation to college life, student rights and College responsibilities, as well as graduation and transfer requirements. Students will develop a personal Student Educational Plan. Guidance 46: Introduction to the Transfer Process Guidance 47 Career Exploration and Life Planning Guidance 48 College Success Strategies This course provides an introduction and orientation to the transfer process. It includes an in-depth exploration of transfer requirements, admission procedures, requirements for majors, student and academic and support services, financial aid and other transitional issues. The information learned will enable students to make informed choices on majors, four-year institutions and in academic planning. A class designed for students seeking direction about a career and/or major and person in career transition. Topics include extensive exploration of one s values, interests, and abilities; life problem solving and self-management skills; adult development theory and the changes that occur over the life span; self-assessment including identifying one s skills and matching personality with work. An intensive career investigation; decision making, goal setting, and job search strategies, as well as resume writing and interviewing skills will be addressed. This course is designed to increase the student s success in college by assisting the student in obtaining skills necessary to reach educational and career goals. Topics include time management, test-taking, study techniques, and listening and questioning skills. Students are encouraged to develop tentative education and career plans. 4
CURRENT PROGRAMS IN COUNSELING PUENTE The Puente Program is an academic and community leadership program to help students transfer to four-year colleges and universities. Puente is open to all students and is offered at all three campuses. VETERAN S RCC offers six different assistance programs to veterans. SEP s are developed for all veterans. ARTICULATION The Articulation Officer, a member of the Counseling Department, is responsible for developing formal, written agreements with fouryear universities that specify which Riverside Community College classes may be transferred to meet general education, major requirements and electives. These agreements facilitate the successful transfer of students from RCC to baccalaureate level colleges and universities. TRANSFER CENTER The Transfer Center offers resources for information, application, preparation, and eligibility for transfer. In addition the center offers regularly scheduled workshops and activities designed to assist you in the transfer process, as well as the opportunity to meet with University Representatives will meet with interested students in the Transfer Center EXTENDED OPPORTUNITY The EOPS program provides academic support services for financially and educationally disadvantaged students. Services include PROGRAMS & SERVICES personal, academic, and career counseling; supplemental book loan services; priority registration; and transfer information and (EOPS) assistance. CAREER CENTER The Career Center offers several resources and services designated to assist students in career exploration, in attempt to evaluate a student s vocational interest, aptitudes, personality and skills to provide a realistic assessment of career goals for the purpose of declaring an academic major. The Career Center offers computer software programs, printed resources, workshops, career assessment/interpretation and specialized career counseling. RIVERSIDE SCHOLARS The Riverside Scholar Program is designed to keep the best and the brightest of our young people in the community. The program provides quality educational opportunities at Riverside Community College (R.C.C.) and University of California Riverside (UCR) to students who may otherwise not have been able to afford these opportunities. Students are assigned RCC counselor and UCR representative in order to ensure students will complete in two-years and transfer to UCR. D. STUDENT OUTCOMES ASSESSMENT STUDENT LEARNING OUTCOMES The counseling department recognizes the vital role and importance that every counseling session has upon the individual student and their obtainment of their specific educational goal. Those outcomes achieved in a session depend upon the expressed and discovered needs of the individual student. DEVELOPMENT OF COMMON ASSESSMENTS FOR GUIDANCE COURSES As the department is focused on Guidance 45-Introduction to College for the 2005-06 academic year the main goal is to develop a common assessment for the learning outcomes. We are in the process of changing the pre/post test to reflect our learning outcomes. The counseling department decided that we will start with Guidance 45 and each year will select another instrument within each of the other Guidance courses. The Counseling Discipline will develop one common assessment for each of the guidance courses by the end of Spring 06. Evaluation of learner outcomes will be conducted by the end of Fall 06. 5
As a result of successfully completing Guidance 45, a student will STUDENT LEARNING OUTCOME: Measurement: Who will be responsible: Timeline: Results: Identify factors that influence college academic achievement. Student will, also, analyze the effect these factors will have on the college experience. Identify and evaluate their own level of preparedness for college and select appropriate placement in English, reading and math classes. Apply sound decision-making and critical thinking skills in academic planning and course selection. Develop an educational plan for their chosen goal or major. *Demonstrate an awareness of college resources. Pre/Post Test under revision. *Common Assessment for all instructors to utilize during Fall 06, to measure student learning outcome success. Every counselor teaching the course. Spring 06 Dept. Chair to collect data and share with department. As a result of successfully completing Guidance 46, a student will STUDENT LEARNING OUTCOME: How will we measure: Who will be responsible: Timeline: Results: Identify four year institutions and learn the differences between the systems, requirements for admission, graduation and availability of majors. Apply decision-making, analytical and evaluative skills in major and course selection. Acquire skills to effectively navigate the transfer process to four year institutions. Acquire knowledge about the financial aid process as it relates to four year institutions. Learn and apply academic planning concepts for transfer to four year institutions. As a result of successfully completing Guidance 47, a student will STUDENT LEARNING OUTCOME: How will we measure: Who will be responsible: Timeline: Results: Assess personal characteristics to guide exploration of career choices. Develop a resume directed towards a specific career. Utilize decision making process to investigate career choices. Employ a variety of techniques to research career choice. 6
As a result of successfully completing Guidance 48, a student will STUDENT LEARNING OUTCOME: How will we measure: Who will be responsible: Timeline: Results: Improve and develop his/her ability to retain and recall information. Acquire skills to articulate an educational goal and career direction leading to an ed. plan. Demonstrate an understanding of the principles and techniques of study skills necessary for success in the educational setting. Acquire a level of self-esteem and understating that will enable him/her to make decisions regarding career and educational goals. Demonstrate an understanding of the principles and practices necessary for a healthy adjustment to the social environment. COUNSELING SERVICE LEARNING OUTCOMES As a result of a counseling session, a student will: STUDENT LEARNING OUTCOME: How will we measure: Who will be responsible: Timeline: Results: Communicate the requirements necessary to reach his/her educational goal as demonstrated by the collaborative development of an educational plan (short term or long term). Demonstrate the ability to access and utilize the college resources, programs and services to meet his/her individual needs, which could include, but not limited to: tutorial services, health services, DSPS Services, financial services, EOPS, and job placement services. Demonstrate the ability to access college courses available to meet his/her individual needs and to support persistence and retention Be independent, responsible, and more confident in her/his ability to benefit from the learning opportunities at the college. As a result of interaction with counter staff/educational advisors in counseling, a student will: SERVICE OUTCOME: How will we measure: Who will be responsible: Timeline: Results: Students will know how to take necessary steps to enable them to meet AOC requirements. Counselors will develop and administer survey in orientation and collect with one semester ed plan. Counseling Clerk III is responsible for distributing the survey. The survey will be given at random orientations during Win. 06. Review of surveys will be given to the Dean of Student Services by March 3 rd, 2006. Interpretation of survey will be reviewed by full time counter staff and submitted to Dean of Student Services. Student access for online probation Compare attendance and Dean of Student Services will collect To occur throughout the 2005-06 Dean of Student Services workshops will increase as a result of evaluations for online data and do comparison. school year. will share with counter staff communication with counter staff. workshops for the 2004-05 for continued improvement compared to 2005-06 year. with services for students. Students will utilize services offered in Modify sign in sheet in Educational Advisors in the 2005-06 academic year. Educational Advisors will 7
the Transfer/Career Center. Students will be encouraged, connected, and supported in her/his ability to benefit from the opportunities at RCC. Transfer Center to indicate referral from front counter and reason for referral. Random survey mailed to students through SARS data to students who had an appointment throughout Fall 06 semester. Transfer/Career Center. collect data for the 2006-07 school year to identify baseline data of students being referred from front counter. Dean of Student Services and Counseling Clerk III will develop survey and conduct mailing? 2006-07 academic year. Survey results will be collected and discussed with counter to ensure positive interaction with students. E. COLLABORATION WITH OTHER UNITS Title V Regulations Specifying the Role of the Counselor Orientation Provided for non exempt and potential students on a timely basis, information concerning college procedures and course scheduling, academic expectations, financial assistance, and any other manners the college or district finds appropriate. Assessment Students are provided testing to place into appropriate classes. Counseling/Advisement Students are provided opportunities for counseling services. SEP Students are encouraged the opportunity to develop a SEP with a counselor that outlines courses and objectives including the services and programs to achieve them. Major Developments/Changes: Collaborative Efforts: Activities/Projects: Mandated AOC AOC Committee AOC process institutionalized ESL Orientation All first time college students must be assessed and they are held from registering until they have completed Committee that continually evaluates cut scores and testing procedures and protocol Student Handbook Developed as a counseling tool to utilize with students during orientation AOC letter to late students who didn t enroll in classes SEP s created and updated for various high-interest articulation agreements After 15 units students are encouraged to make appointment Continue to work closely with matriculation staff, DSPS, Financial Aid, EOP&S, Tutorial Services, and all student services to provide up to date and accurate information to first time college students about programs and resources throughout RCCD. Continue to work with assessment centers throughout the district to coordinate testing and orientation. Also, continue to be aware of cut scores and changes to prerequisite requirements through matriculation and other committees. Continue to work with all programs, resources, and academic departments to provide up to date information to students. More collaboration needs to occur with the academic departments on campus to ensure that all students are being encouraged to develop a SEP based on their individual goals. Continue to evaluate, refine, and develop AOC workshop presented by counselors Continue to review and monitor cut scores to ensure students are placed in appropriate courses (Matriculation) Continue to mandate assessment for all first time students (Matriculation) Continue to refine and develop handbook so that it is utilized as a counseling tool for all students Develop programs and opportunities for all students to achieve success. Continue to update and refine SEP s Computer based SEP s in the future Other departments to take responsibility for SEP s that they require for various reasons 8
Post Enrollment Evaluation Follow up is provided for all students. Referral of Students Students are referred to appropriate services and programs available to them. Basic Skills classes Readmit and Probation Workshops LD now physically a part of DSPS Early Alert Continue to offer basic skills workshops to appropriate English, Math, and Reading classes to reach that student population. Continue to refer students to appropriate programs and resources on campus. There is a need to develop some type of tracking system to monitor referrals. Committee to research and provide input on best way to reach students in basic skills Continual update/development of workshops offered to students Veteran s DSPS Transfer Re-Entry VOC ED High School Special Student Populations Served through the Counseling Department: Financial Aid Title 5: Hispanic Serving Grant EOPS Puente Probation Basic Skills CAL Works Athletics Riverside Scholars International (F1) Undecided Goals Passport to College F. OUTREACH There are many outreach programs in place throughout RCCD in regards to counseling services. Every year each campus provides a Counselor-to- Counselor conference where all feeder high school counselors are invited to attend a workshop to learn about the programs, resources, and opportunities available throughout RCCD. In addition, many local high schools invite counselors to present workshops to various groups of students. There are community organizations that various counselors belong to and they attend the meetings on a regular basis. Currently, through the Education Department and UCR, there is a Copernicus Project in place which is an effort to recruit science and math teachers. A counselor assigned to this project gives regular reports at discipline meetings. Through the Transfer Advisory Committee, there are University Representatives that provide information and suggestions to increase transfer programs throughout the district. Current members include representatives from UCR, Redlands University, Cal Baptist University, La Sierra University, and Cal State San Bernardino. In addition, many university representatives make regular visits to the three transfer centers to meet with students about their respective schools. G. CURRENT RESOURCES IN COUNSELING STAFFING: Student access to quality counseling services is a key to an effective community college education. The quality of a counseling program is dependent upon the staff. RCCD Counseling Department consists of dedicated individuals who are committed to the students and community served. A measure of counselors accessibility is the counselor/student ratio. In addition, reasonable counselor workload clearly makes a significant difference to student success. Districts must hire an adequate number of counseling faculty as well as sufficient support staff to operate the program successfully. 9
During the 2002 academic year, a state-wide Counseling Task Force was created to conduct a survey of California community colleges counseling departments to determine the access students have to counseling services. The survey was sent to Chief Student Services Officers at all the community colleges and 103 responded. The Task Force used a survey rather than MIS data because the MIS figures indicate the number of counseling faculty in the California Community College System but does not distinguish between counseling faculty who provide direct counseling to students and those who are assigned to other areas. The survey asked counseling departments to identify the number of FTE counseling faculty on their campus for Fall 2000 and of that number how many were reassigned to special programs. Using data collected and the total number of students for Fall 2000 minus the number of students served under special programs the Task Force calculated the average counselor/student ratio for 108 community colleges statewide is one counseling faculty member to 1,918 students. The survey results indicate that most campuses lack adequate counseling services, and that California community college students do not have adequate or optimum access to counseling services. In 1965, the National Committee for Appraisal and Development of Junior College Student Personnel Programs in a Carnegie report recognized counseling as an essential service that must be provided to students. The report indicated that counseling and instruction are of equal importance in educating junior college students, more so than at any other level of education. The Carnegie Report defined the ideal ration at 1:300, not to exceed one counselor per every 500 students, based upon a comprehensive counseling model in which counselors counsel students and perform other functions in addition to advisement. Title V section 58732 Credit Student Services Standards addresses program-based funding specifications that may be used to calculate the number of counselors needed at the community colleges. Using the standards provided under this section, the Task Force calculated that a Counselor/student ratio of 1:900 would comply with Title V standards. This regulation, however, is currently not enforced because all the Program Based Funding standards have not been forthcoming from the legislature. There are sixteen generalist counselors employed within the Riverside Community College District. These sixteen positions are distributed as follows: Riverside (10), Norco (3) and Moreno Valley (3). At the Riverside campus, only six of the 10 are assigned to counseling-specific areas such as individual counseling, workshops, orientations, and teaching. The four remaining counselors have assignments as follows: 1) 100% Puente; 2) 60% Articulation, 40% Department Chair; 3) 50% Transfer Center and 4) 50% Career Center. The reassigned time totals 3.00 FTES. As of November 15, 2005 there were 18,800 students enrolled on the Riverside campus. The actual Counseling FTES therefore is only 6.617. The 6.617 figure is based upon the number of hours designated for both individual counseling sessions and time allocated for classroom teaching. Therefore, the current counselor/student ratio on the Riverside campus is 1:2841. The three counselors at the Norco campus also have multiple assignments. One counselor is.4000 Puente and another is allocated.2000 FTE for Assistant Chair responsibilities. This leaves a total of 2.4 FTE for individual counseling. The enrollment as of November 15, 2005 is 7497 students. Therefore, the counselor/student ratio at the Norco campus is 1:3123. As of the same date of November 15, 2005, the Moreno Valley campus has an enrollment of 6366. There are three counselors there with a combined counseling FTE of 2.33. One individual has a.4000 FTE in Puente. The counselor/student ratio at Moreno Valley is 1:2732. 10
These figures do not, however, take into consideration the counselors in special programs, such as EOPS and DSPS. Therefore, the generalist counselor FTE may be a little lower than the campus counseling FTE figures indicate. The data used is based upon the duplicated headcount provided by the Admissions and Records Office. This ratio is far below the statewide recommended ratio of 1:900 that would meet Title V standards. It is also well above the state norm as indicated in the Task Force Study. The adjunct counseling FTES were not included, as we only use two people for a total of less than 12 hours per week in individual counseling. We do sometimes use adjunct counselors to help us teach our classes, which usually total 30 sections or more. These figures are startling when you compare them to previous years. For example, during the 1989-1990 academic year, there was a Counseling FTES of 9.5, an enrollment of 10,923 students and a counselor/student ratio of 1:1149. During those years, with the onset of Matriculation, counselors have been given many more areas of responsibility than before. Therefore, in 1989-90, we had a higher FTE with fewer responsibilities than in 2005-2006 where the FTE is lower and there are many more added duties to perform. We have lost six counselors via retirement, reassignments, and resignations since the 98/99 academic year. Of these six positions, only three have been replaced. Counselor/Student Ratio 3000 2000 1000 0 1989-90 2005- Current Students Counselor Counselor Students These figures are startling when you compare them to 1998-99. (1) 1989-90 academic year: (2) 2005-Current 10,923 students (only Riverside campus existed then) 18,800 students at Riverside campus Counseling FTES of 9.5 Counseling FTES of 6.617 Counselor/student ratio of 1:1149 Counselor/student ratio of 1:2841 By viewing the chart below it is visually apparent that our department is involved in numerous areas of responsibility outside of what the department used to be involved in. This has been accomplished irregardless of the decrease of staff members; however, it has drastically reduced the number of individual counseling appointments available for students. With the continued growth in the District, it is imperative that we hire additional counseling faculty if we are to better meet the needs of our students. 11
The following data, taken from SARS, our counseling appointment system, reflects the total number of student contacts made in specific areas by academic year from 1998-2005, on the Riverside Campus: 8000 7000 6000 5000 4000 3000 2000 1000 0 7/98-6/99 Student Contacts by Specific Areas 7/99-6/00 7/00-6/01 7/01-6/02 7/02-6/03 Riverside Description of Activity: 7/98 6/99 7/99-6/00 7/00-6/01 7/01-6/02 Transfer Information 7/02-6/03 7/03-6/04 7/04-6/05 100+ Units 8 19 Academic Advisement 3126 4626 6533 5576 4845 6114 6558 Orientation/Group Counseling 435 3654 7324 6512 Athletic Advisement 20 16 12 35 11 17 2 Basic Skills Workshop 1 1 2 Career Planning 395 321 165 376 510 164 98 Early Alert 25 15 8 ESL Counseling 259 294 174 Group Counseling 107 131 3894 3966 4 0 Nursing Advising 248 335 417 359 263 Occupational Advising 4 293 167 121 403 344 Online Counseling 65 104 2 35 78 95 Group Orientation 5819 5815 115 0 Probation Counseling 213 269 269 842 880 622 417 Readmit Contracts 357 548 729 1756 2227 2894 2707 Student Educational Plans 1329 2137 2578 3803 4952 5825 6260 (SEP s) Day of the Tiger 2099 834 48 Transfer Information 691 856 790 1015 1253 1283 1014 TOTAL: 6,131 8,949 11,852 24,055 31,070* 26,354* 24,526 7/03-6/04 7/04-6/05 100+Units Academic Advisement Orientation/Group Counseling Athletic Basic Skills workshop Career Planning Early Alert ESL Counseling Group Counseling Nursing Advising Occupational Advising Online Counseling Group Orientation Probation Counseling Readmit Contracts Student Education Plans Day of the Tiger 12
35,000 Riverside Campus Student Contacts 7/98-6/04 30,000 25,000 20,000 15,000 Student Contacts 10,000 5,000 0 (*Due to changes in reason codes for orientation/counseling students were originally booked in two different codes from 99-03, and during the 03/04 school year they were booked in only the AOC code. That explains why there is a decline in student contacts the past year.) 7/98-6/99 7/99-6/00 7/00-6/01 7/01-6/20 7/02-6/03* 7/03-6/04* 7/04-6/05 Riverside Campus Student s Served through Walk-In Counseling School Year: 7/03-6/04 7/04-6/05 Number of Student Contacts: 7,082 5,232 The following data, taken from SARS, our counseling appointment system, reflects the total number of student contacts made in specific areas by academic year from 1998-2005, on the Norco Campus: 5000 4500 4000 3500 3000 2500 2000 1500 1000 500 0 8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0 7/03-6/04 7/04-6/05 Student Contacts Student Contacts by Specific Areas 7/98-6/99 7/99-6/00 7/00-6/01 7/01-6/02 7/02-6/03 7/03-6/04 7/04-6/05 100+Units Academic Advisement Orientation/Group Counseling Athletic Basic Skills workshop Career Planning Early Alert ESL Counseling Group Counseling Nursing Advising Occupational Advising Online Counseling Group Orientation Probation Counseling Readmit Contracts Student Education Plans Day of the Tiger Transfer Information 13
NORCO CAMPUS Description of Activity: 7/98 6/99 7/99-6/00 7/00-6/01 7/01-6/02 7/02-6/03 7/03-6/04 7/04-6/05 100+ Units 1 2 Academic Advisement 559 1835 4929 4496 1933 1304 1474 Orientation/Group Counseling 478 4177 2973 Athletic Advisement 2 2 4 1 Basic Skills Workshop 17 5 Career Planning 49 74 75 86 32 19 3 Early Alert 2 2 ESL Counseling 34 240 115 Group Counseling 1962 1523 Nursing Advising 4 20 25 37 17 Occupational Advising 4 3 3 2 1 Online Counseling 1 Group Orientation 2061 2468 14 2 Probation Counseling 115 333 433 565 472 340 68 Readmit Contracts 27 41 212 584 809 1231 1058 Student Educational Plans (SEP s) 789 1402 1346 2693 2583 1526 972 Day of the Tiger 1267 130 1 Transfer Information 160 298 322 425 166 232 219 TOTAL: 1,701 3,983 7,327 *12,899 *11,813 *9,260 *6,906 *This number has decreased for individual appointments due to the reduced number of work hours and that students are not seen for individual appointments during winter and summer. All contacts during winter and summer are seen on walk-in basis. As noted in chart below: Norco Campus Student s Served through Walk-In Counseling School Year: 7/03-6/04 7/04-6/05 Number of Student Contacts: 5,821 5,986 6,000 5,950 5,900 5,850 5,800 Student Contacts 5,750 5,700 7/03-6/04 7/04-6/05 14
The following data, taken from SARS, our counseling appointment system, reflects the total number of student contacts made in specific areas by academic year from 1998-2005, on the Moreno Valley Campus: Student Contacts by Specific Areas Readmi t Contr acts MORENO VALLEY CAMPUS Description of Activity: 7/98 6/99 7/99-6/00 7/00-6/01 7/01-6/02 7/02-6/03 7/03-6/04 7/04-6/05 100+ Units 4000 3500 3000 2500 2000 150 0 1000 500 0 7/98-6/99 7/99-6/00 7/00-6/01 7/01-6/02 7/02-6/03 7/03-6/04 7/04-6/05 Academic Advisement 538 616 1461 1945 1679 14 50 Orientation/Group Counseling 12 1091 1224 2692 Athletic Advisement 2 5 3 2 Basic Skills Workshop 5 5 13 Career Planning 104 35 191 421 140 5 21 Early Alert 3 ESL Counseling 201 271 202 Group Counseling 1272 1130 3 Nursing Advising 8 8 1 Occupational Advising 9 Online Counseling 2 1 Group Orientation 1710 3669 168 111 Probation Counseling 60 36 98 346 297 280 109 Readmit Contracts 58 29 46 433 430 497 651 Student Educational Plans (SEP s) 517 514 799 3432 3322 2701 2626 Day of the Tiger 1186 2446 Transfer Information 135 83 61 7 31 34 4 TOTAL: 1,412 1,313 2,658 *9,602 *13,196 *7,649 *6,481 *This number has decreased for individual appointments due to the reduced number of work hours and that students are not seen for individual appointments during winter and summer. All contacts during winter and summer are seen on walk-in basis. As noted in chart below: 100+Uni ts Academi c Advi sement Orientation/ Group Counseling Athletic Basic Skills workshop Car eer Pl anni ng Ear ly Aler t ESL Counseling Gr oup Counsel i ng Nur sing Advising Occupati onal Advi si ng Online Counseling Gr oup Or i entati on Pr obati on Counsel i ng 15
Moreno Valley Campus Student s Served through Walk-In Counseling School Year: 7/03-6/04 7/04-6/05 Number of Student Contacts: 4,260 5,135 6,000 5,000 4,000 3,000 2,000 Student Contacts H. OTHER COMMENTS FACILITIES: 1,000 0 7/03-6/04 7/04-6/05 The facilities on all three campuses are lacking, however, with the prospect of the new Student Services building project occurring within the next five years, we are hopeful that there will be an improvement. Current Areas of Concern: (1) All the offices we have are being utilized. Given the need to increase our faculty, the problem arises as to where new faculty will be housed. (2) A lack of confidentiality is apparent especially in the area where walk-in counseling on the Riverside Campus is held, as it is out in the open and conversations may easily be heard. (3) Counseling faculty seem to be a low priority item regarding room scheduling for classes. It appears that priority is not given to our department in acquiring adequate rooms. Oftentimes, classes end up being scheduled in lab rooms, which are not conducive to the way the classes are taught. (4) There is very limited space in the Transfer and Career Center. The area for the four-year campus representatives is small and there is a lack of confidentiality. (5) The counseling counter is crowded on the Riverside and Moreno Valley campuses with limited working space for the staff members. The already confined area on the Riverside Campus also houses the Puente program clerk, which adds to the already congested area. EQUIPMENT: Current Equipment Status: (1) Each counselor is equipped with a good computer and laser-jet printer. (2) The implementation of SARS, the computerized counselor-scheduling system has been a wonderful addition for both counseling faculty and clerical staff. (3) The SARS system has the capability of generating numerous reports that are useful for presentation of data. (4) Internet access for all has brought a tremendous amount of resources to counseling, i.e., immediate access to the statewide articulation site, ASSIST, for information on course-by-course and major articulation with CSU and UC campuses. 16
(5) The department has piloted a program utilizing on-line counseling appointments on the Riverside Campus. Students are excited about this form of counseling and this is an area that needs to be evaluated to determine if services should be expanded district-wide. (6) Scanned documents such as transcripts from other colleges and evaluations are now available through Datatel, however, they are continuously backlogged due to shortage of counter staff. This totally eliminates the need for paper copies and student files. Equipment/Technology Areas Needing Improvement: (1) software to provide counselors to create and revise Student Educational Plans (SEP s) (2) laptop computers for use in classroom and presentation of workshops (3) continuous review of Course Attributes list for use on Datatel to ensure that the courses identified as CSU and UC transferable are accurate to present a true evaluation of transferable courses and accurate grade point averages. I. OVERALL ASSESSMENT OF DISCIPLINE PERFORMANCE Self Study Sub-Topic: Counseling Discipline Strengths: Counseling Discipline Areas Needing Improvement: Purpose/Goals Discipline mission/vision/values in alignment with district. Review/update goals and action plans regularly in discipline meetings. History Major Developments in Counseling Identified over five year period Continue to develop activities that align standards of practice with discipline s action plan. Programs/Curriculum Updated course descriptions for all courses offered. Develop additional courses based on student need and evaluate delivery methods of courses offered. Student Outcomes Assessment Student Learning Outcomes were developed. Counseling Service Outcomes developed. Need to develop a system to ensure outcomes are being measured in an ongoing and continual basis with time for Collaboration A variety of programs/personnel addressed where collaboration occurs with counseling and various programs/disciplines. evaluation and updating of material. There is a need for additional collaboration and efforts to increase knowledge among faculty of the counseling role and specific duties/responsibilities performed within the counseling discipline. Outreach Identify additional forums for counseling outreach activities to occur and a method to evaluation outreach efforts to ensure effectiveness for students. Resources Quality personnel within the counseling department. Need to hire additional personnel across the discipline. J. INSIGHTS GAINED Through the self-study process the most important finding was the necessity to have time to collaborate, plan, and work together. So much of our jobs are done in isolation that this process provided us the opportunity to work as a team and that time is so valued and recognized as key to providing seamless programs and resources for the RCCD student population. There is a definite need to continue to evaluate programs, resources, and services so that we are meeting the needs of our changing student population. 17
II. WHERE DO WE WANT TO BE? A. ENVIRONAMENTAL SCAN MAJOR TRENDS IMPACTING COUNSELING Riverside and San Bernardino among the fasting growing counties in the state RCCD population estimated at or a little over 800,000 presently In contrast to California, Riverside County has had a 45% domestic migration Our district is young 35-54 age range. The 18-24 year old cohort will continue to grow The rate of high school graduation in our areas has decreased. Fewer students eligible for the universities. An influx in vocational areas (RN, General Secretaries, Teacher Aides, Health Care Paraprofessionals, LVN, Welders and Cutters, EMT, Dental Hygienists Growth of IT jobs in the Inland Empire will be a function largely of the area labor force, much of which is trained by RCCD. Culture and Environment will affect the lives of students attending RCCD Values, lifestyles, family formation, and other factors affecting the quality of life; transportation, crime, air and water quality, childcare and the like can be expected as the college s service area population grows and the community becomes multicultural. THESE FACTORS WILL IMPACT HOW WELL INDIVIDUALS WILL BE ABLE TO LEARN AT RCCD. Ever changing technology. RCCD population is consistently growing B. INTERNAL REVIEW Current State of Counseling Department: Inadequate Staffing of Counselors Desired State of Counseling Department: Appropriate ratio of counselor to student as outlined in Inadequate Technology Lack of Preparedness of entering Freshmen at RCCD 1. High Tech Counseling Classroom with lecture and lab. 2. Updated forms of counseling technologies 1. Collaborate with local high schools 2. Communicate with Math/English Depts. and HS. 3. Reevaluate guidance courses and update to meet student s needs Lack of Collaboration and Counseling 1. collaboration with RCCD Departments 2. Collaboration with local high schools 18
Department Recognition 3. Collaboration with University Partners 4. Increased recognition and value throughout the RCCD Community C. REVISED VISION/SUMMARY To meet OUR VISION and be a leader among community colleges, highly regarded for commitment to students, respected for excellence in teaching and counseling, and recognized as responsive and proactive to the community we serve it is imperative to review the following findings as a result of our program review: 1. LACK OF PREPAREDNESS OF ENTERING FRESHMAN Current RCCD Assessment Test Results indicate that 41.6% of students being tested are entering Reading 81, 47.9% of students tested are entering into English 60AB, and 38.4% are entering Math 51. (According to a study done by RCCD Institutional Research, The Place of Basic Skills at RCCD: Informational Context of 1,448 students in English 60A(Fall 98), only 89 (6%) successfully completed Eng 1A (October 04). Of 1,974 students in Math 51 in (Fall 98), only 6 (.3%) successfully completed Math 35 (October 04)). Lack of motivation on behalf of students Students heavily in debt School is low on priority list for students Students are coming in with a different attitude about education Student transiency rate is so high constant movement no consistency in their K-12 education to provide the seamless transition to higher education with regards to basic skills preparation 2. COLLABORATION Lack of RCCD Departments collaborating on best practices Limited collaboration among RCCD feeder high schools and RCCD English and Math departments. Lack of communication with other student services departments 3. INADEQUATE STAFFING RESOURCES Lack of space and personnel to meet the needs of students we are losing counseling positions and they are not being filled Staff multi-tasked out Unable to provide services to meet the needs of students who come from multicultural backgrounds Lack of high tech classroom available for counselors High turnover of students is a barrier to effective counseling services as we are constantly redoing the process and work as a new first time student 19
III. WHAT DO WE NEED TO DO TO GET THERE? A. PLANNING COUNSELING DEPARTMENT ACTION PLAN GOALS ACTIVITIES: RESOURCES: TIMELINE: 1. Serve underrepresented and underserved populations by providing appropriate courses and counseling services based on understanding of differences among the populations we serve. (District Goal 6) FTE Allocations Sept. 2005 June 2011 2. Increase knowledge and skills of counseling staff through continuous collaboration amongst faculty, feedback, and offering adequate professional development opportunities for all counselors. (District Goals 1, 2, and 3) a) Hire additional counselors needed to provide services to our growing student population at all three campuses b) Provide courses that give students value (college orientation, life skills, study skills, academic skills, and career awareness, etc) c) Revise curriculum of Guidance 45 to include a section on the culture of college to increase awareness of how to be successful in college d) Provide outreach to HS about the value of taking guidance courses e) Continue to evaluate, refine and develop AOC workshops f) Update and develop SEP s for high-interest majors and programs g) Communicating and instilling high expectations and standards in all classes and appointments h) Strategize ways to address motivation and the incentives for going to college i) To update guidance course descriptions that will meet requirements for CSU Area E j) Promote guidance 47, 48 as an option under Self Development or Health Requirement on RCCD Associate Degree k) Increase degree applicable and transferable units l) Hire additional counseling clerks to maintain office efficiency m) Provide basic skills workshops n) Provide training for adjunct and interns a) Seek professional development opportunities based on department and individual needs that are high quality and research-based, including multi-cultural and diversity workshops. b) Faculty forums within department to discuss best practices with the courses being offered. c) Training opportunities in career counseling techniques, Committee Assignment Committee Assignment Collaborate with Outreach Staff Committee Sept. 2004 Jan. 2006 Sept. 2005 Jan. 2011 Sept. 2006 June 2007. Sept. 2006 June 2007. Jan. 2006 June 2007 Feb. 2006-2011 Jan. 2006 Jan. 2011 Jan. 2006 Jan. 2011 20
3. To ensure program effectiveness we must develop a continuous cycle of monitoring and evaluating our guidance courses through collection and compilation of data in collaboration with RCCD Research Department. (District Goal 2) 4. To become a valued department throughout RCCD and the community and to be recognized as an integral factor in student retention and success. (District Goal 2 and 4) 5. To stay abreast of current and changing technologies to improve effectiveness of instruction, services, and counseling practices. (District Goal 3) strategies, and best practices d) Crisis Intervention Follow-up e) Annual Retreat for Counselors f) Provide presentation to faculty regarding counseling services a) Create a protocol for requesting data. b) Collect data that shows the impact taking guidance courses has on students by working with institutional research. c) Develop and implement tracking device to measure learner outcomes a) Update catalog to include Counseling as a department within Student Services b) That counseling continue to create/enhance vehicles for communication with faculty and college c) Invite Math and English faculty to counseling discipline meetings d) Increase communication and collaboration with local high schools to increase academic readiness e) Create partnerships intersegmentally with 4-year institutions to facilitate student goals. f) Confidentiality with SARS g) Provide basic skills workshops a) Continue to train counseling faculty on internet and technology resources to improve general counseling practices. b) Develop computer based SEP s c) High Tech classroom for lecture and lab for counseling d) Improve scanning process procedures so that the scanning of documents remains current. Meeting with Research and Counseling Data from Research with Institutional Research Dept. Counseling Department Chair Collaboration with all faculty through committees RCCD Faculty RCCD Faculty/ HS Faculty RCCD Faculty/4 year reps. Department Chair Counselors Counseling Faculty Technology Staff and RCCD Counseling Faculty Department Chair or designee Jan. 06 June 06 Spring 06 and annually Jan. 2006 June 2006 Jan. 2005 Jan. 2006 June 2006 Jan. 2006 Jan. 2007 Jan. 06 June 06 Jan.06-June06 B. RESOURCES The district maintains resources that are readily available to staff and students, the library, media center, student services resources, etc. However, utilization of space continues to be a concern within our department and with classroom availability. The Counseling Department is the last 21
department to be assigned classroom space to offer our guidance courses each term. We feel it imperative that the district identify a SMART classroom for counseling in which we will offer guidance courses and provide orientation workshops. In addition, it is imperative to operate a fully funded and staffed Career Center and Transfer Center as separate entities. There is disparity among the three campuses with regards to Career Center and Transfer Center staffing and responsibilities. IV. WHAT EVIDENCE DO WE NEED TO TRACK OUR PROGRESS? A. DOCUMENTATION The Counseling Department needs to conduct research to see the correlation between counseling services and acceptable measures of success outlined from the Chancellor s Office: 1. Successful Course Completion Rate 2. Grade Point Average 3. Adherence to Student Ed Plan 4. Goal Completion 5. Follow-Up In addition, we would like to include: Improve job skills, completion of vocational certificate programs, and transfer readiness. The Transfer Advisory Council will meet during the 2005-06 school year to develop a three year transfer plan and included in this plan will be a measurement of transfer readiness. Institutional research will be included in the development of the plan and providing the research to see that we are increasing transfer readiness throughout RCCD. B. ASSESSMENT Matriculation research over the past few years at Riverside Community College demonstrates that the initial Assessment, Orientation, and Counseling components has a significant impact on student success as measured by the above stated outcomes. However, it is necessary to conduct further research with all counseling services. The department would like to develop a student satisfaction survey and will incorporate various measurements to ensure that student learning and services outcomes are being met. At Riverside Community College, we must ascertain that the students responsible for completing the surveys are actually the students who have made an appointment and met with a counselor. There are many students responding to surveys that have never even seen a counselor and are sharing their frustrations with the system and protocol for making an appointment rather than the services provided by the counselor. We must get accurate research that will guide us as we continue to improve services to students through the counseling department at Riverside Community College. 22
V. HOW CAN WE IMPROVE THE SELF-STUDY PROCESS? A. SUGGESTIONS/RECOMMENDATIONS The biggest barrier for implementation of a discipline self-study is the logistics and time to collaborate and work together, especially when coordinating with individuals from all three campuses. It is evident that there is no easy fix to that problem, although, it would be nice to have more allocated release time for the collaboration to occur. It always seems that our meetings are packed with information and activities when we do finally get the opportunity to work together. The focus of district flex days with the support for program review has been most helpful and I would recommend continuing with that support from the staff. The feedback from the program review team was also a benefit to the discipline in identifying areas to improve. The comments were productive and appreciated. The most beneficial outcome of this process, without a doubt, is the time for the disciplines to collaborate and plan to effectively meet the needs of RCCD students. VI. SUMMARY OF GOALS, ACTIVITIES, FINDINGS! A. SUMMARY OF DISCIPLINE COLLABORATION Riverside Community College Counseling Discipline had a retreat on May 4 th, 2005. The objectives of the retreat were to provide general information on student learning outcomes (SLO), to create learner outcomes and common assessments for guidance courses 45, 46, 47, and 48, and to develop a student satisfaction survey. Activities for the day were counselors working in groups with revised course outlines, developing SLO s and common assessments for the guidance courses. The final area of discussion was on the development of a student satisfaction survey and it s timeline for delivery. In conclusion it was determined that more time was needed. The work that was started at the retreat was added to the agenda for the next counseling discipline meeting. The next counseling discipline meeting occurred on June 1 st, 2005, where the counselors continued to work on developing SLO s. It was decided that the counseling discipline as a whole should work on one revised course outline at a time to develop the SLO s and common assessments. Guidance 45 was the course chosen to work on during the school year of 2005-06. The counseling discipline Action Plan was developed to ensure implementation of the program review findings. This action plan will become a standard agenda item at all counseling discipline meetings throughout 2005-2011. The constant collaboration, review, and planning will continue to align the actions and priorities of the counseling discipline with the mission, vision, and values of the district and to effectively meet the needs of our students. The most beneficial work will continue through the collaborative efforts that were demanded in this program review cycle. The discipline will continue to collaborate to identify common assessments to measure student success within our courses and services we provide to students throughout the district. 23