COUNSELING PROGRAM REVIEW CYCLE III HYBRID ...

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State Center Community College District

Willow International Community College Center Accredited through Reedley College

COUNSELING PROGRAM REVIEW

CYCLE III

HYBRID FORMAT

April, 2012

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Counseling Department

PROGRAM REVIEW

2012

Counselors during period of review:

Willow International Center – Full Time Counselors

Ashley Calhoun WI/MC DSP&S – 7 Hours Per Week (Full Time Counselor

at RC)

Rachel Moring Garcia WI TRIO Counselor

Tasha Hutchings WI Counselor/Transfer

Erica Johnson WI Counselor – Division Representative for Counseling

& Social Science

Ralph Munoz WI/MC Counselor

Lynn Samuelian WI DSP&S Counselor/Director

Willow Internatonal Center – Adjunct Counselors

Colleen Brannon WI General Counselor/Student Government - 16

Hours Per Week

Kimra Garcia WI Perkins/Title V Counselor/General Counselor– 19

Hours Per Week

Tracy Loper WI Career Technical Education Counselor/General

Counselor– 12 Hours Per Week

Stacy McArron WI Career Advancement Academy (CAA) Counselor–

21 Hours Per Week

Lupe Ramirez WI General Counselor – 7 Hours Per Week

Courtney Sparrow WI Basic Skills Counselor/General Counselor – 14

Hours Per Week

Gina Vang WI CalWORKs Counselor – 23 Hours Per Week

All program specific counselors listed above participate in a separate program review process.

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TABLE OF CONTENTS

Non-Instructional Programs and Services

I. General Program Information

II. Quantitative Analysis

III. Outcomes

IV. Qualitative Analysis- Non-Instructional

Instructional Supplement


II. Quantitative Analysis- Instructional

III. Instructional Student Learning Outcomes

IV. Qualitative Analysis- Instructional

Summary Statement

Appendix

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Willow International Center History:

Below is a brief history of the Willow International Center Counseling department since Program Review Cycle 2.

Over the past four years, the Willow International Center has experienced several changes in administrative

leadership, counseling and enrollment growth. Due to the current budget situation and changes that have occurred,

the Counseling Department has been challenged with continuing to provide quality service with less resources.

Administration

The Willow International Center has experienced a significant number of changes in leadership within the student

services department. We have worked under the leadership of multiple Deans of Students.

Counseling

Due to the budget reductions in counseling in 2009; which included a reduction in duty days (from 205 to 177 days)

for all full time counseling faculty and a reduction in Schedule C funding for adjunct counseling faculty, we have

been immensely challenged with providing all students with adequate services. Also, the current full time

counselors have taken on many new assignments; such as Division Representative, Honors, Accreditation

assignments and involvement in other various on and off campus committees.

Willow International received additional funding through the SSS/STEM grant in fall 2010. This five year grant

allowed for one new SSS/STEM Counselor position. This position is for the SSS/STEM student population and

does not always provide the general student population with counseling services.

Significant Changes Impacting Student Enrollment

Willow International Center

Willow International Center site opened in 2007 with the 80,000 square foot Academic Center One

building

Willow International Center opened a second 80,000 square foot Academic Center Two in 2010; providing

more office space for the counseling department

Developed the North Centers College Advantage Program with Clovis North High School and Willow

International Center

Developed partnerships with Clovis Unified School Districts to align the English and math curriculum with

the college level coursework

Expanded Transfer Services both face to face and online (TAG’s, Workshops, counseling sessions,

outreach representatives, Rocktoberfest & Spring Extravaganza)

SSS/STEM Program at Willow International Center

Career Advancement Academy Program at Willow International Center

SARS Alert launched in Fall 2011 to improve student success & retention

Current economic situation & increasing tuition at the four year universities is leading more students back

to the community college

All of the changes listed above have impacted the increase in student enrollment at Willow International Center.

Fall 2006 Enrollment Fall 2010 Enrollment % Increase

Willow International Center 4386 5628 28%

Maintaining a Quality Counseling Program

The Willow International Center counselors continue with their commitment to provide student services that support

student learning and success in achieving their educational goals as demonstrated below:

Maintain effort to provide quality of services for students

Willow International Center began the Institutional Self Study Report in Support of an Application

for Candidacy for Student Support Services

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Maintain and continue to update SLO’s, PLO’s, GELO’s

Developed a new Matriculation Plan

Developed a New Student Handbook

Maintain Blackboard Organizations for Transfer and Career information

Provided a record number of TAG (Transfer Admission Guarantee’s) this past year

Created a Facebook site for student access

Initiated an Express Counseling Model for peak registration periods

Developed a new student on line orientation

Submitted and were funded for a number of SCCCD Foundation mini-grants

Improved Datatel Coding for Counseling contact for MIS reporting purposes

Provide a variety of transfer activities and services for potential transfer students

PROGRAM REVIEW SELF-STUDY:

NON-INSTRUCTIONAL PROGRAMS AND SERVICES

If your program has assessment standards particular to your field or area (e.g., standards developed by professional

associations), please document this where appropriate in your report.


A. Program and/or Service Area

The Counseling Program at Willow International Center is unique as it provides a broad spectrum of multi-faceted

counseling services to students. Within the Counseling Program we offer: Honors Counseling, Educational

Enrichment Programs (including NCCAP – North Center College Advantage Programs), Veterans Counseling, On

Line Counseling, Transfer Center/Services, Career Center/Services, Orientation, Assessment, Early Alert and

Probation Services. Counseling services are also provided for students involved in special programs such as

DSP&S, TRIO - SSS/STEM and CalWORKs, however these programs have their own individual program review

cycles. The Counseling (COUN) courses have been merged into the Counseling program review cycle as it has been

recognized as only one aspect of our program rather than a separate instructional program.

Program Review Cycle II – Spring 2006 Program Review Cycle III– Spring 2011

Programs/Services Programs/Services

Counseling Center General Counseling (includes Express)

Honors Counseling Honors Counseling

Transfer Center Transfer Center

Career Services Career Services (includes Employment Services)

Employment Services see above

Reentry (Adult Learner) Services no program last two program reviews

Orientation Orientation

Assessment Now contained in Outreach’s program review

Registration To Go Now contained in Outreach’s program review

Fifteen Percent RC / NC – Fifteen Percent MCCAP Educational Enrichment-CCCAP

Retention Programs: Early Alert, Probation Services, Student

Athlete Retention Program

Retention Programs: Early Alert, Probation Services

On-Line Counseling On-Line Counseling (includes FAQ/Live Help)

Veterans Counseling Veterans Counseling

Counseling courses

B. Mission and Strategic Plan

1. Describe how your program supports the College/Centers Mission Statement. Give a few specific

examples.

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Willow International Center Mission Statement

The mission of the Willow International is to provide affordable and comprehensive educational opportunities to a

diverse population of students who seek opportunities for basic skills development, associate degrees, certificates,

transfer, and lifelong learning that will enable them to become engaged participants in local and global communities.

Student success will be measured through a continuous improvement process with an emphasis on student learning

outcomes.

The Willow International Counseling Department continues with its commitment to serve all students. The Willow

International Center counselors help promote student development and success by coordinating quality services and

programs in a variety of modalities (both face to face and online) that are focused on student needs. These programs

and services are designed to provide each student with individualized help in assessing personal interest and

abilities, along with resolving personal issues and adjusting to college life.

In an effort to provide student with the information that they need, the counselors have developed several transfer

activities to support students in the transfer process. Some of these activities and services include: CSU/UC

application workshops, Transfer Admission Guarantee (TAG) assistance, student educational planning, online

access to information, participate in the SB1440 legislation implementation, designated transfer counseling

appointments, four year college representation on campus and transfer day events.

An example would be the development of two new TRIO programs (SSS/STEM) that are geared to help students

meet their educational goals and objectives. These programs serve first generation, low income students and/or

students with disabilities. They also provide academic support and guidance to help students meet the challenges in

obtaining a degree or transferring to a four-year college.

Furthermore, the Counseling Department has also created Student Learning Outcomes (SLO’s) for all areas of

counseling and are diligent in reviewing, assessing and evaluating each of these SLO’s each semester.

2. Describe how your program supports the College/Centers Strategic Plan. Give a few specific

examples.

Strategic Plan Area & Objective Summary

Willow International support the college/center’s strategic planning areas and objective summaries in a variety of

ways. The counselors support the following Strategic Areas:

Strategic Area One – Accreditation

1.2 Candidacy Self Study

The Willow International Center counselors participated in writing the self-study for Willow International. All

counselors participated in the writing and evidence collection of the self-study for Reedley College and Centers.

Strategic Area Two – Communication

2.1 Improve Communications

Willow International actively participates and promotes college programs and services at a variety of local

community and on campus events including: the Fresno Area College Night, the Fresno Fair, Registration to Go,

Rocktoberfest, Spring Extravaganza and the High School Counselor Conference.

2.2 Implement a New Faculty Orientation

In an effort to inform all faculty of what is available for students, the Willow International counselors have

participated in the new faculty orientation sessions on student service programs. Additionally, the communication is

routed through the Social Science and Counseling division representative.

Strategic Area Five – Grants

5.1 Secure additional grants

Through the leadership of the Willow International administration, the counselors have participated in writing

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several grants including: Title V, TRIO – SSS/STEM, Upward Bound, Mini Grants, CAA and a grant to support

veteran services.

Strategic Area Six – High School Partnerships

6.1 Implement the Community College Center Advantage Program (CCCAP) with Clovis North High School

We have successfully coordinated the Community College Center Advantage Program with Clovis North High

School. We are currently serving on average 18 students a year providing two college level courses each semester

on the college campus.

Strategic Area Nine – Program Review

9.1 Begin Program Review Cycle Five

Counseling is currently participating in the program review cycle three

9.2 Assess Annual Program Progress Reports made on Program Review

The counseling department submits an annual program review report addressing the status of all program review

recommendations.

Strategic Area Ten – Student Learning Outcomes

10.1 Provide leadership on the development of course, program and general education outcomes of Willow

International. The Willow International Center counselors have been actively involved in the development of all

student learning outcomes, program learning outcomes and general education learning outcomes.

Strategic Area Eleven – Student Success

11.1 Increase the number of students eligible for certificates and degrees

In addition to providing counseling and developing student educational plans for students, the counseling

department participates in identifying students who may be eligible for a certificate and/or degree and communicate

with these students via mass e-mail and/or SARS Calls. This communication encourages students to meet with a

counselor to determine their eligibility, apply for graduation and participate in the graduation ceremony.

11.2 Decrease number of students on probation

The Willow International Center counselors have developed an online probation workshop to assist all Level 1

students. Probation workshops are required for all students on Level 1 probation. The purpose of the probation

workshop is to provide students with information on probation, strategies to succeed, and information on services

and resources that can assist in the successful completion of their educational goal(s). Students can participate in the

probation workshop online and/or one-on-one with a counselor. We have worked collaboratively with the district to

provide students with consistency in the communication sent out regarding probation.

11.4 Other Staff Development Activities to Support Teaching and Learning

The WI counselors participate in both Reedley College and WI counseling meetings. Counselors also participate in

flex day activities each semester. Additionally, counselor training sessions are scheduled to review and update

current trends.

11.5 Additional Strategies for Student Success

Willow International center recently purchased the Scheduling and Reporting System (SARS) Alert program to

streamline the Early Alert process for instructors, students, and counselors. This online tool allows instructors and

counselors to work together in assisting students, providing them with the appropriate intervention and services as

needed. Willow International also offers a select few Counseling courses to assist students in time management,

learning strategies and career exploration. Additionally, counseling courses have been incorporated into a Learning

Community model with other academic courses.

The Willow International Center counselors participate in the district-wide Registration-to-Go program providing

feeder high schools with all of the Matriculation components on the high school campus.

The Counselors have also participated in the development and implementation of a variety of online student

services; including: Live Help Online Academic Counseling., Frequently Asked Question (FAQ) database,

development of a new online orientation, developed a Willow International & Transfer Center Facebook pages,

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Transfer/Career Blackboard organization, maintain Student Services component of web page and provide online

CSU application workshops.

C. General description of program(s) and/or service that are offered in department or sub-department. Include:

1. Current staffing (full-time and part-time faculty, staff, student aides, etc.);


*Estimates for the past years *There are multiple funding sources/grants used to support the counseling services. Over the past five years we

have had multiple Deans of Students and as a result it has been difficult to track down the total division budgets.

The Willow International Center Enrollment (Fall 2006 – Fall 2010)

Fall 2006 Enrollment Fall 2010 Enrollment % Increase

Willow International Center 4386 5628 28%

0

1000

2000

3000

4000

5000

6000

7000

WI

Fall 2006

Fall 2007

Fall 2008

Fall 2009

Fall 2010

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

Total Division

Budget

2006 -

2010

Percent of Division

2006 -

2010

Administrators 1 1 1 1 1

Full - Time

Faculty 2.6 2.6 2.6 2.6 3

Adjunct Faculty 4 4 5 5 5

Classified 1 2 2 2 1.5

Students – XXO 0 0 0 0 0

Students – Fed.

Work Study 2 2 2 2 2

Total

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The Willow International Center has increased enrollment by 28% from fall 2006 to fall 2010. The Willow

International Center has not hired an additional general counselor in the last five years. WI currently has 2 ¾ full

time general counselor serving nearly 6,000 students; which equates to a counselor to student ratio of 1 counselor to

2,182 students.

These ratios by far exceed the counselor/student ratio recommended in the 2003 document, Consultation Council

Task Force on Counseling, where the Academic Senate recommends a counselor/student ratio of 1:370 (ASCCC,

2003, p. 22).

In addition, due to the budget cuts, there has been a reduction in full time counselor duty days and adjunct counselor

hours. The WI counselors submitted a faculty position request for additional counselors for 2010-2011 and were

ranked high on the priority list. However, we were not granted a new position due to the budget constraints.


Table A-3

Name Assignments with

Release Time

Other

Assignments

(Above 40

Hours –

Schedule ‘C’)

Special Programs Other college related

activities (Above 35

Hours)

General

Students

Erica

Johnson

Division

Representative

7 hrs/wk

Couns 2 –

Tutoring

Practicum

5 hrs/wk

RTG coordination, high

school outreach & liaison,

Educational Enrichment

Coordination (including

NCCAP),

Counseling Program

Coordination, Online

Student Services,

Veterans, SARS,

Probation

15 hrs/wk

Pre-ECPC, Program

Review & Accreditation

Co Chair & Steering

Committee Member,

Student Success, CSUF

advisory boards,

Clovis, Matriculation

(MIS), CCC, Health &

Safety Committee

10 hrs/wk

8 hrs/wk

Ralph

Munoz

NA

Couns 2 –

Tutoring

Practicum

5 hrs/wk

LVN coordination, LVN-

RN coordination, RTG,

Veterans, high school

outreach & liaison,

15 hrs/wk

Scholarship &

Staff Development

Committee, Enrollment

Management, Program

Review

5 hrs/wk

20 hrs/wk

Rachel

Garcia

NA NA TRIO – SSS/STEM Spring Extravaganza,

Hiring Committees,

RTG, CSUF Liberal

Studies Adv.

Committee, Foster

Youth

Most

students

served are

TRIO by

appointment

30 hrs/wk-

Tasha

Hutchings

NA

NA Honors Program, RTG,

high school outreach &

liaison, Transfer Services-

WI

15 hrs/wk

Program Review,

Academic Senate, Child

Development Advisory

Committee, Honors

Committee

5 hrs/wk

20 hrs/wk

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The Willow International Center provides counseling services out of the Student Services Office located in the

Academic Center Two building. The Student Services Department consists of: front desk where students are

greeted by work study students and a department secretary through the SSS/STEM Grant (this position is split

between WI (3 days) and MC (2 days) 3 full-time Counseling offices

1 full-time SSS/STEM counselor office;

1 part-time CalWORKs counselor office;

2 additional offices for part-time counselor;

Transfer/Career Services Area (utilized by adjunct counseling)

Dean of Students Office

Administrative Aide to the Dean of Students Office

Central Area for files, copy machine, mail baskets, storage, etc.

All offices have computers and printers as well as files and desk space

2. Equipment requirements including ongoing maintenance requirements and costs;

Willow International

6 general counselor desktops

6 general counselor laser printers

2 front office desktop computers

1 front office printer

1 copier

3 Transfer Center desktop computers

1 Transfer Center printer

4 computers for student use

1 projector

3. Technology Requirements:


Technology plays a major role in providing students equal access to services available at the Willow International

Center regardless of where students reside or which campus they attend. WebAdvisor is utilized as a means to

provide online accessibility to students. The system can assist students in completing various processes that include

but are not limited to enrolling for courses, reviewing academic transcripts, degree audit, adding or dropping

courses, and/or updating student information.

Additionally, the State Center Community College District utilizes the Datatel interface to access student

information and academic records across the district. Contact reporting screens allow for district-wide

communication for student services personnel. The Willow International Center student services are currently

utilizing the Scheduling and Reporting System (SARS) program to schedule student appointments that includes a

tracking and reporting system. We are also in the process of mapping the SARS reason codes back to the Datatel

contact screen. Once this is implemented, the counselors will only need to enter contacts into SARS. This

information will then be uploaded into the Datatel contact screen on a regular basis. The purpose of this process is

to simplify the coding system in place for counseling contacts, provide consistency in how we code across the

district and allow for the counselor to enter information in once location.

For registration purposes, TouchTone telephone registration system also provides access regardless of location.

Other media for accessibility include online orientation, online counseling (Live Help), Frequently Asked Questions

(FAQs) database, an online college application California Community Colleges (CCC) Apply, online probation

workshop, transfer and career services, veterans services, online counseling forms, an Early Alert system for

students having difficulty in the classroom, and access to various online forms.

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Microsoft Office is a form of technology used by the counseling staff to communicate with the overall campus

community and to remain current on educational issues across the state. For career assessments and instruments the

use of EUREKA as an electronic resource provided to students by counselors.

Counseling courses at Willow International includes the use of technological tools in the delivery of instruction. The

use of online career assessment, scholarships, learning tools and others are just a few tools used in these

courses. Other forms of technology used in counseling courses include the use of power points, cameras, clickers,

and Microsoft office to name a few. In addition, blackboard has been used as an instructional delivery method with

online or hybrid courses.

In order to continue to provide services in an effective manner, current and up to date technology is important and

essential to the counseling department.

4. Supply Requirements, if any

Only general supplies are needed including: paper, pens, pencils, highlighters, NCR paper, toner, laser ink, and files.

D. In the table below, list only the recommendations deemed substantiated by the Program Review Committee

from the previous Program Review and the implementation status of each. Include in the status column

any barriers encountered.

North Centers Program Review Recommendations* Annual Progress Report

(*“Recommendation” changed to “Goals” beginning Cycle Three)

Program: Counseling Year: 2010-2011

Contact: Erica Johnson, Division Representative

Recommendation*

(as appropriate, identify

the campus where the

recommendation applies)

Propos

ed

Timeli

ne

Activities/Facilities/

Curriculum/Equipment

Necessary to Accomplish

Recommendation*

Resources

Needed,

Include

Estimate

Costs

Status Outcome

Staffing: Due to the

continued growth

throughout the North

Centers and the opening of

Willow International, we

are currently preparing a

request for two additional

counselors to begin 2008-

2009. The enrollment

growth of each of the

North Centers has

impacted each counselors

load. Each full-time

counselor has taken on

more responsibilities and

2010-

2011

No facilities needed;

continue to update

technology for counseling

services

With the move to AC2 at

WI, we now have adequate

space for counseling

faculty.

Funding to

pay for

additional

counseling

faculty at

hourly rate

for adjunct

and salary

for full time

counselors

Although a

Counseling positions

was ranked #1 by the

faculty, due to the

budget, we will not be

funding an additional

position at this time.

Our front desk is

currently being staffed

by student assistants

and a department

secretary (split

between MC and WI)

funded by the TRIO

No additional

positions at

this time will

be funded;

with the

exception of

grant funded

positions. We

are faced with

additional

reductions and

will be

challenged to

serve an even

larger

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program development as a

result of the growth. As a

result, the availability for

full-time counselors to see

students has been reduced.

The counseling department

has limited physical space

for adding more adjunct

faculty to fill in the gaps.

Unless the counseling

department is supported by

administration to fill these

two new positions, the

counseling department will

continue to face challenges

in providing counseling

services for students

attending the North

Centers. If supported to

hire two full-time

counselors, both

counselors would provide

additional services to the

North Centers. It is also

recommended that a full

time clerical position be

assigned to each North

Center Counseling Center.

Grant.

The TRIO Grant will

also provide both MC

and WI with a full

time counselor to

work with a select

group of students

participating in the

grant. This will

provide the counseling

department with

minimal assistance

with the general

student population;

which now totals

approximately 8,800

students at NC

population

with fewer

resources.

Evaluation: Although our

Program Review Cycle I

used a student satisfaction

survey, we have decided to

take more time to research

and find the most

appropriate student

satisfaction survey for all

counseling services. We

will be exploring possible

modalities utilized by

Noel-Levitz. We are

searching for a system

whereby students’

progress can be monitored

from term to term,

semester to semester, year

to year, in order to

determine if students have

accomplished their

academic goals; e.g.

vocational programs,

certificates, Associate

Degree and/or transfer

programs. The system will

2010-

2011

Staff development time to

continue work together on

our SLO’s

Additional

hourly

adjunct

counselors to

cover the

office when

we are

working on

our

evaluation

process.

The counseling

department has been

successful in the

development of

several SLO’s to

assess student’s

knowledge and

satisfaction of a

variety of counseling

services. Through the

assistance of the

institutional researcher

and the new Class

Climate survey

software, we have

been able to create

surveys for our use.

We are in the

process of

working on

our current

SLO’s and

reviewing our

SLO’s from

last semester.

We are also in

the process of

revising and

developing

new student

satisfaction

surveys

through the

Class Climate

software.

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help us evaluate if the

counseling department is

adequately providing

services to all students.

On-Line Services: As we

continue to grow, more

traditional and non-

traditional online

counseling services need

to be available. With the

increase of student

enrollments and

commensurate increased

demand for counseling

services, additional

counseling faculty will be

needed to manage and

direct the online

counseling program. We

also incorporate

technology into our

presentations, so it is

necessary to keep our

equipment and software

updated. With the

development of the

district-wide online

orientation and probation

workshops we will be able

to accommodate more

students with orientation

and probation services.

2010-

2011

It is necessary to have

adequate time to update and

maintain all online student

services (FAQ’s, Live

Help, Online Probation,

Blackboard Organizations

& Online Orientation

resources.

We also need access to

updated software to record

online services.

Funding to

pay for

additional

counseling

faculty at

hourly rate

for adjunct

and salary

for full time

counselors

We are currently

offering online

services through one

full time counselor

dedicating

approximately 3-6

hours per week. With

the budget situation,

our online services

have been reduced

from our original NC

commitment of 18-20

hours a week to 3-6

hours per week.

We recently submitted

a purchase order for

Captivate 5 software

to re-record the online

probation workshop

and the online

orientation.

No additional

positions at

this time will

be funded;

with the

exception of

grant funded

positions. We

are faced with

additional

reductions and

will be

challenged to

serve an even

larger

population

with fewer

resources.

Facilities/Equipment

The NC’s counseling

facilities do not provide

adequate space for all the

programs and services that

are currently being

provided. Though adjunct

counselors are needed to

provide additional

counseling, there is

insufficient space to do so.

The facilities designated

for Career and Transfer

services are shared by

DSP&S, the College

Center assistant,

University representatives,

Student Support Services,

AmeriCorp, CalWorks,

2010-

2011

WI: No facilities needed

for WI; continue to update

technology for counseling

services.

With the move to AC2 at

WI, we now have adequate

space for counseling

faculty. We also have

separate area/offices for the

Career and Transfer Center,

DSP&S, Financial Aid, Job

Placement through

CalWORKs, University

representatives, and other

categorically funded

programs.

Funding to

pay for

additional

counseling

faculty at

hourly rate

to monitor

and

supervise the

career and

transfer

center,

update NC

Blackboard,

and provide

additional

support for

counseling

WI: With the move

to AC2 at WI, we now

have adequate space

for counseling faculty.

We also have separate

area/offices for the

Career and Transfer

Center, DSP&S,

Financial Aid, Job

Placement through

CalWORKs,

University

representatives, and

other categorically

funded programs.

MC: For

categorically funded

No additional

positions at

this time will

be funded;

with the

exception of

grant funded

positions. We

are faced with

additional

reductions and

will be

challenged to

serve an even

larger

population

with fewer

resources.

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Financial Aid, and part-

time counselors. A

separate area for a Career

Center, Transfer Center,

and Job Placement office

is needed along with

additional office space for

representatives and adjunct

counselors. As a result,

there is limited space for

students to review

materials or meet with

counselors or

representatives. There is

no assigned area for a

career library and

materials where students

can peruse these resources.

The Willow International

Center and the Madera

Center provide state of the

art computer systems.

This will assist in

adequately serving our

students and assisting

counselors traveling within

the district.

MC: For categorically

funded programs there is

not enough space to

provide each with a

separate/confidential office

There is also a need for a

Career/Transfer Center at

the Madera site

programs there is not

enough space to

provide each with a

separate/confidential

office

There is also a need

for a Career/Transfer

Center at the Madera

site

Marketing/Outreach

One of the Counseling

Department’s

responsibilities is to

market counseling services

and programs to all

potential students and

students attending the

North Centers.

Matriculation funding is

used for marketing

materials for both on and

off campus events. The

North Centers are

currently updating and

purchasing all marketing

material to reflect the new


Center. With the

continuous enrollment

increase throughout the

North Centers, there will

be a need for marketing

materials to assist with

developing and improving

2010-

2011

Updated technology for

counseling services to

continue to provide more

online resources

Funding for marketing

materials (brochures,

pamphlets, folders,

outreach materials, flyers)

Additional

hourly

adjunct

counselors to

cover the

office when

we are

working on

improving

our online

services,

developing

marketing

material, and

assisting

with

outreach

events

The NC’s currently

employ 5 full time

counselors. We are

responsible for

multiple assignments

as well as meeting the

needs of all of the

students.

The Matriculation

Budget has been

drastically reduced

and with this

reduction we will be

limited to the amount

of marketing materials

and support faculty

and staff we will be

able to provide

We created a Transfer

Brochure for the NC’s

providing students

The

Matriculation

Budget has

been

drastically

reduced and

with this

reduction we

will be limited

to the amount

of marketing

materials we

will be able to

produce and

services we

will be able to

provide

15

Provide any additional changes made to the program that were not a part of your program review report.

The budget situation has impacted the amount of counseling faculty to assist students, participate in campus and

district wide activities, committee participation, retention services, online services, and all other related

counseling/student service functions. With the upcoming budget reduction plans, counseling faculty will be even

more impacted and challenged to maintain student access and participate in college related functions.

List in detail any new program needs and a brief rational for this need.

At this time, counseling faculty are trying to determine how to serve students and maintain participation with limited

resources. We are not in a position to add additional services or programs. We did receive the TRIO – SSS/STEM

grant funded program.

E. If applicable, in the table below, list the recommendations from the previous accreditation report and the status of

each. Include in the status column any barriers encountered.

Previous ACCJC or Other Accreditation Recommendations

Recommendation Status Outcome

n/a

partnerships between the

community college and the

local feeder schools. We

have incorporated

technology to provide

counseling services, thus it

is necessary to remain up

to date with our

equipment, training, and

software. Funds need to

be designated in

anticipation of fulfilling

these needs as they arise.

With the development of

the district-wide online

orientation and other on-

line counseling services,

we will be able to

accommodate more

students with orientation

and probation services but

only with the technology

required and the ability to

maintain its functions

with critical

information regarding

transfer

16

I. Quantitative Analysis—Non-Instructional

A. How many students served by services area or program in the past year? How does this compare with past

years?

Reflected in the charts below are the distributions of counseling contacts as reported by “Type” in Datatel. One of

the challenges described in the last program review was the inaccuracies of the Datatel reports due to technological

issues. Counselors were asked to change their data entry process to correct the data so it accurately reflected our

efforts. As can be seen below there was substantially more contacts recorded across the board. For instance, in

2005-2006 contacts with students requiring “Academic Follow-up (AF)” at RC according to Datatel totaled 1765

whereas in 2010-11, 6749 student contacts were made. Since there are less counselors now, we suspect this was

reflective mostly of improved data reporting, not a vast acceleration of services. One of our goals from the last

review was to try to discern the data issues and take the steps needed to correct the problem. It is apparent that the

efforts between counseling and the district’s technology department worked. We still are not certain that all data is

being captured but progress is being made.

The data below will be the first relatively true baseline which we can use for future comparisons. The information

below will also be used by various sub-programs as part of SLO and general evaluation. This data does not provide a

total of individuals served as one individual may have received a number of services over the college year. It does

provide a description of what services are used more than others, and/or what “type” assignment is used most by

counselors.

17

Key: SEP-student educational plan AE- advising AF-academic follow up CA- career CE- counseling OR-

orientation TS- transfer

North Centers (see above chart)

Willow International Center/Clovis Center

Over the past five years, the Willow International/Clovis Center MIS data shows an increase in all areas with the

exception of CA (Career Assessment) and OR (Orientation). In the area of Student Educational Planning, Willow

International shows a 23% increase over the past 5 years. Additionally, CE (Academic Counseling) contacts show a

2005-2006

SEP AE AF CA CE OR TS SITE

TOTAL

Reedley 642 109 2265 48 7895 561 0 11520

Willow 84 37 865 0 5563 629 0 7178

Madera 72 18 367 0 2419 2 0 2878

Oakhurst 14 0 30 0 419 0 0 463

Annual Total 812 164 3527 48 16296 1192 0

2006-2007


TOTAL

Reedley 1313 177 9862 183 12591 565 0 24691

Willow 652 338 4008 16 7317 1851 0 14182

Madera 180 34 499 1 5173 334 0 6221

Oakhurst 22 0 67 1 823 9 0 922

Annual Total 2167 549 14436 201 25904 2759 0

2007-2008


TOTAL

Reedley 1016 22 2495 96 12953 541 1 17124

Willow 656 789 3678 0 9732 1978 194 17027

Madera 166 9 373 0 5647 316 13 6524

Oakhurst 20 0 48 0 722 4 0 794

Annual Total 1858 820 6594 96 29054 2839 208

2008-2009


TOTAL

Reedley 990 7 3142 174 12641 802 2 17758

Willow 211 23 3911 3 11126 1509 251 17034

Madera 581 21 711 0 5268 514 3 7098

Oakhurst 24 10 39 0 533 7 0 613

Annual Total 1806 61 7803 177 29568 2832 256

2009-2010


TOTAL

Reedley 1305 69 5042 646 14011 259 2 21344

Willow 2135 17 1431 4 11953 887 1562 17989

Madera 412 63 589 7 3996 347 292 5706

Oakhurst 15 2 47 0 465 31 49 609

Annual Total 3867 151 7109 657 30425 1524 1905

2010-2011


TOTAL

Reedley 1649 49 6749 366 15059 761 0 24633

Willow 801 927 3802 0 10829 745 1111 18215

Madera 455 245 525 2 4121 674 261 6283

Oakhurst 13 1 25 1 394 6 92 532

Annual Total 2918 1222 11101 369 30403 2186 92

Grand Total 13428 2967 50570 1548 161650 13332 3833

18

48% increase during this time frame. According to the chart below, Willow International has done a great job in

documenting our transfer contacts; as demonstrated under TS.

SEP AE AF CA CE OR TS

Willow/CC 2006-2007 652 338 4008 16 7317 1851 0

Willow 2010-2011 801 927 3802 0 10829 745 1111

B. Identify and describe the processes and procedures that the services area or program uses to access and

measure outcomes. List the best ways to measure quality and success of your program. If a student or staff

questionnaire has been developed, validated by institutional researcher, and administered, please report

results.

Use the following as suggestions:

Satisfaction (students, staff, and community)

Success

Participation

Retention

Demographics (age, gender, ethnicity)

Additional data (assess program and/or services to the standards for the area/field)

The Willow International Center

In addition to this general survey for feedback regarding our services, Willow International has developed an array

of strategies for evaluating our desired outcomes. Some assessment strategies involve collecting data from Datatel or

other sources for sheer number of enrolled or activities completed. Examples of this are:

Counseling: # of students with “SEP” through XCSM data to show students know the appropriate courses

to complete their education

Transfer: # of students with “TS” through XCSM data to who students are receiving guidance in achieving

the goal of transferring to a four-year college or university.

Honors: # of Honors SEPs completed to show that honor students are receiving the specialized counseling

needed to achieve their goals.

Some assessment strategies involve completion of a quiz to determine retention of information. Examples of this

are:

Probation: Passing the required online quiz

Orientation: Passing the required online quiz

The following assessments have been implemented:

Willow International Center Accreditation Surveys

Willow International Center Student Services has developed surveys to evaluate the effectiveness of student

services. These surveys are used to evaluate current practices and implement modification and/or revisions of

programs and services, depending on analysis of data. The following are the current surveys we are using for

analysis:

The Accreditation Survey was administered to faculty, staff, and administration. The purpose of this survey was to

assess the ability of the institution to effectively address the institutional mission, student learning services and

programs, resources, and leadership and governance. In regards to quality of student services, the survey results

indicated a high percentage of faculty, staff, and administration agreed that student services are meeting their stated

19

goals and objectives. Of the six satisfaction statements being measured, an average of 85% of the participants

reported agreement. With an overall high score of 92% and low score of 71%, a majority of faculty, staff, and

administration responded positively to student support services statements. The following points are significant and

address specific examples of how student services supports student learning and enhances achievement of the

mission of the institution:

88% of the faculty agreed academic counseling services provided are helpful to the overall success of our

students (Question 19)

70% of the faculty agreed Early Alert referral categories on WebAdvisor provide them with sufficient options

to assess their student performance concerns (Question 21)

The ACT College Outcomes Survey was administered to students. The purpose of this survey was to measure the

institution’s ability to support college outcomes (i.e., setting, supporting, and attaining) and assess overall student

satisfaction with the institution. In regards to quality of student services, results documented that students are highly

satisfied with financial aid services, student health and wellness services, and other various support services to

instruction (i.e., tutorial, writing/math centers). The following data table shows the percentage of students satisfied

with specific areas within student services.

Survey Statement Question % of Students

Satisfied/Neutral

% of Students

Dissatisfied

Quality of academic advising III-7 78% 19%

Veterans Services III-14 53% 6%

College response to students with special needs III-22 76% 2%

The college in general III-39 94% 6%

(ACT College Outcomes Survey and Faculty/Staff Survey)

Express Counseling Student Satisfaction Survey

In addition to the Accreditation Survey, the counselors developed a student satisfaction survey to assess Express

Counseling Services. A survey was conducted online through Class Climate to assess the students who participated

in Express Counseling in August 2010. According to the SARS report, of the 867 student contacts, we received a

very small sample of completed surveys (N=19). According to the results, 68% received their services at Willow

International. Of these, 78.9% learned how to use express counseling to take care of their academic questions.

Also, 78.9% felt that their academic questions were answered. The three top strengths of Express Counseling were

rated as follows: short wait time (78.9%), questions answered quickly (63.2%), and resources were available and/or

provided (63.2%). Overall, 88.9% stated that they would utilize Express Counseling services again.

Also, the Willow International Center provided Express Counseling services during the months of October and

November 2010 for Spring Semester 2011 registration. During the two weeks of Express Counseling, all Willow

International counselors were available in the lobby providing express services for students. The results show that

we had 1,857 student contacts during this time.

The goal was to provide students with counseling services to meet their immediate academic needs for Spring

Semester 2011 enrollment through an Express Counseling model. The Fall 2010 Express Counseling Survey results

are available in the Student Learning Outcome assessment report.

Graduation Survey

In response to an identified need to measure student self-reported gain in knowledge and skills, as well as positive

behavioral changes brought about by the college experience, the Academic Senate has developed a survey targeting

graduating students.

20

C. Provide a short analysis of the process and procedures identified in B above.

Most of the evaluation strategies have been evaluated by counseling as a group at least twice and modified each

time. Through the student learning outcomes process we have improved in our ability to pinpoint a direct, simple

and measurable way to determine if students are learning what we have set out to teach them. We do have a couple

of SLO’s that we still want to revise, particularly Assessment (although that will no longer be a part of our program

review, but rather a part of Outreach). We have also proposed measuring the Career SLO differently by using CA

entries along with the assessment usage.

The Willow International Center students, staff, faculty and administrators participated in the Accreditation surveys

as a part of the Accreditation self-study process. The results provided Willow International with information on

satisfaction with academic advising and special services available to students.

The Express Counseling student satisfaction surveys that were administered at Willow International provided

feedback on the effectiveness of the express services.

In addition to capturing useful information regarding academic improvement, the graduation survey will also capture

information on student satisfaction with various student support services as well as data regarding how often the

students utilized these services. This data may be used to help evaluate how student services activities correlates to

student success.

D. Analyze how the program’s historical funding patterns have impacted the program.

2005-

2006

2006-2007 2007-2008 2008-2009 2009-2010 Total

Division

Budget

2006-2010

Percent of

Division

2006-2010

Salaries $405,211.00 $438,061.00 $404,193.00 $400,012.00

Benefits $95,058.00 $101,169.00 $99,146.00 $100,012.00

Instructional

Supplies

Non-Instructional

Supplies

Operating Expenses

Equipment

Total

*Salaries and benefits include full time (approximately 90%) and part time (approximate 10%) counselors funded through XX0.

Most adjuncts are funded through categorical/grant funds. At this time, we are not able to determine the exact amount from

categorical/grant funds allocated to counseling over the past 5 years.

III. Outcomes

List the program outcomes as were included in the prior Program Review. If appropriate, include the grid by which

courses were mapped to the program outcomes (see Appendix A, Steps One and Two).

21

Original Table

Department Student Learning Outcomes Assessment Strategy

Counseling Center 1. Develop and follow Student Educational Plan

(SEP) to attain his/her educational goal.

1. # of students with “SEP” thru XCSM data

2. compare to unduplicated enrollment

Fifteen Percent :

RC/NC-MCCAP

1. Identify the demands of college level courses and

make educational decisions based on their exposure to

higher education.

1. # of students completing courses

successfully

On-Line Counseling 1. Able to use available online FAQ resources

2. Navigate the Live Help online counseling program

1. # of students utilizing online FAQ & Live

Help

2. Review web-based student satisfaction

rating/evaluation system

Transfer Center 1. Demonstrate the ability to make informed decisions

when selecting a transfer program, academic major &

transfer university.

1. # of students declaring a transfer related

major and transferring to another

institution

Career Services 1. Demonstrate the ability to identify at least one

occupation that matches their personal factors (values,

interests, and personality) and obtain the description,

educational requirements, and salary for the

occupation.

1. # of students using career assessment sites;

TypeFocus and/ Eureka

2. # of students enrolling in GS 34 classes

Reentry Services

* see reentry qualitative summary 1. Comprehensive Counseling Survey (CCS)

including reentry related questions

Employment Services 1. Demonstrate how to access job website and obtain

the a job referral for possible employment

1. # of students using Tiger Business

Connection website

Assessment 1. Understand the meaning of their individual test

results, and use the system to challenge results.

1. Counseling report, diagnostic report, test

results, XCSM, TSUM

Orientation 1. List the basics of the college catalog; class

schedule; counseling services; associate degree,

certificate, & transfer requirements; assessment scores

1. CCS including orientation related questions

Registration To Go 1. Explain the community college matriculation

process (application, placement, orientation,

counseling/advising, registration, student educational

plans, follow up)

1. # of students participating in RTG

2. RTG student evaluation results

Honors Counseling 1. Formulate, explain, and follow Student Education

Plan (SEP) to attain his/her educational goal.

1. # of honor students with “SEP” thru XCSM

2. # of students who attain their educational

goal.

Early Alert 1. Identify barriers to academic success and, with

counselor assistance, develop strategies to address the

issues

1. # of students with “EAC” thru XCSM

Student Athlete

Retention Program

1. Formulate, explain, and follow Student Educational

Plan for meeting academic and/or athletic eligibility

requirements for the COA, NCAA, NAIA institutions

1. # of students meeting academic eligibility

at Reedley College

2. # of students transferring to another

institution to compete

Probation Services 1. Define probation, explain the consequences of

probation and list the steps needed to clear probation

status

1. pre-and post- quiz for students attending

probation workshops

The above submitted SLO matrix was revised after further study of proper SLO terminology and methodology, and

the resultant chart is shown below. Revision meetings were held 9/12/08, 2/6/09, 2/5/10 and 9/10/10 to refine the

work and set the timelines for assessment.

Program SLO PLO GELO Assessment Timeline Results

Counseling Student will be able to select appropriate

course in order to accomplish their educational

goal

SS 1,2,4,5,

8,9,10,1

1

# of students

with "SEP"

through

XCSM data

Spring

2010

Fall

2010

22

Counseling-

Express

Students will get their quick academic answers

through express counseling

SS 1, 2, 4,

5, 8, 9,

10, 11

Student

survey

Spring

2010

Fall

2010

Orientation

(NSW)

Students will be able to identify student

support services available through the college

SS 1, 2, 5,

8, 9

Orientation

Survey

Fall 2010

Spring

2011

Transfer Student will be able to identify the general

requirements for transfer and the preparation

for their major to the four year university

SS 1, 2, 4,

5, 8, 9,

10, 11

# of students

with

"TS/TCA"

through

XCSM data

Fall 2010

Spring

2011

Career Students will be able to identify career

exploration resources

SS 1, 2, 3,

4, 5, 7,

8, 9, 10,

11

Students

who have

utilized

Eureka,

Type Focus,

OR Sigi &

CA Entries

Spring

2011

Fall

2011

Assessment Students will learn their academic placement SS 1, 3, 4,

8, 9, 11

Receipt of

assessment

results

Spring

2011

Fall

2011

Honors Students will be able to select appropriate

honors courses in order to accomplish their

educational goal

SS 1, 2, 4,

5, 8, 9,

11

# of Honors

SEP's

Fall 2011

Spring

2012

Early Alert Students will be able to identify barriers to

academic success and develop strategies to

address them

R, SS 1, 2, 4,

5, 8, 9,

10, 11

Referral

Sheet &

SARS

Report

Fall 2011

Spring

2012

Probation Students will be able to define the types and

levels of probation, understand the

consequences and identify the steps needed to

clear probation status

R, SS 1, 2, 4,

5, 8, 9,

10, 11

Probation

Workshop

Quiz (Pre

Post)

Spring

2010

Fall

2010

HSE Students will identify the appropriate courses

to meet their individual needs

SS 1, 2, 4,

5, 9, 10,

11

# of HSE

approved

applications

Spring

2010

Fall

2010

Online –FAQ Students will be able to use online FAQ

resources

SS 1, 2, 4,

5, 8, 9,

10, 11

# of students

utilizing

FAQ

Database

Fall 2010

Spring

2011

Online - Live

Help

Students will be able to navigate the Live Help

online counseling program

SS 1, 2, 4,

5, 8, 9,

10, 11

# of students

utilizing LH

System

Fall 2010

Spring

2011

Online –

Orientation

Students will be able to identify student

support services available through the college

SS 1, 2, 5,

8, 9

Online

Orientation

Survey

Spring

2011

Fall

2011

Online –

Probation

Students will be able to define the types and levels of probation, understand the

consequences,

& identify the steps needed to clear probation status

R 1, 2, 4,

5, 8, 9,

10, 11

Online

Probation

Survey

Spring

2011

Fall

2011

PLO –SS Students will be provided with effective services to learn how to reach their educational goal

23

PLO – R Students will be provided with services to increase retention and overall success

GELO’s

1 Interpret various types of written, visual, and verbal information

2 Organize ideas and communicate precisely and clearly to express complex thoughts both orally and in writing

3 Analyze quantitative information and apply scientific methodologies

4 Employ critical and creative modes on inquiry to solve problems, explore alternatives, and make decisions

5 Synthesize researched information obtained from accurate, credible, and relevant sources to support, advance,

or rebut an opinion

6 Analyze the fine arts, humanities, and social sciences from cultural, historic, and aesthetic perspectives

7 Apply historical and contemporary issues and events to civic and social responsibility

8 Demonstrate sensitive and respectful treatment of a variety of ethnic, religious, and socioeconomic

backgrounds

9 Assess current knowledge, skills, and abilities to further develop them and apply them to new situations

10 Incorporate physical and emotional principles to make healthy lifestyle choices

11 Make ethical, personal, and professional choices

The above graph outlines the redefined student learning outcomes (SLO’s) and measurements for all programs

including some “sub programs” (for example “Express Counseling” is a “sub-program” of General Counseling and

its evaluation falls under that program.) It correlates the SLO’s with the “General Education Learning Outcomes”

(GLO’s) and “Program Learning Outcomes” (PLO’s). Each SLO is accorded a corresponding timeline for

assessment and evaluation.

*Please note that the assessment and RTG SLO’s and timelines are now assessed by Outreach.

The chart below shows SLO’s for counseling and a timeline to proficiency; codes as follows:

1 = determine assessment

2 = define measurement(s)

3 = assess

4 = evaluate data

5 = make recommendations

6 = implement changes (if needed)

7 = report

Some semesters many have more than one number.

Course and Program Outcomes Spring

2010

Fall

2012

Spring

2011

Fall

2011

Spring

2012

Fall

2012

Counseling Services

1 Counseling Students will be able to select appropriate

courses in order to accomplish their

educational goals

1,2,3 4,5 6 7 X X

2 Express Counseling Students will get their quick academic

answers through express counseling

1,2,3 4,5 6 7 X X

3 Orientation (NSW) Students will be able identify student

support services available through the

college

X 1,2,3 4,5 6 7 X

4 Transfer Students will be able to identify the general

education requirements for transfer and the

preparation for their major to the 4 year

university

X 1,2,3 4,5 6 7 X

5 Career Students will be able to identify career

exploration resources

X X 1,2,3 4,5 6 7

6 Assessment Students will learn their academic

placement

X X 1,2,3 4,5 6 7

24

7 Honors Students will be able to select appropriate

Honors courses in order to accomplish their

educational goal

X X X 1,2,3 4,5 6,7

8 Early Alert Students will be able to identify barriers to

academic success and develop strategies to

address them

X X X 1,2,3

4,5 6,7

9 Probation Students will be able to define the types

and levels of probation, understand the

consequences, and identify the steps

needed to clear probation status

1,2,3 4,5 6 7 X X

10 HSE Students will identify the appropriate

courses to meet their individual needs

1,2,3 4,5 6 7 X X

11 Online FAQ Students will be able to use online FAQ

resources

X 1,2,3 4,5 6 7 X

12 Online Live Help Students will be able to navigate the Live

Help online counseling program

X 1,2,3 4,5 6 7 X

13 Online Orientation Students will be able to identify student

support services available through the

college

X X 1,2,3 4,5 6 7

14 Online Probation Students will be able to define the types

and levels of probation, understand the

consequences, and identify the steps

needed to clear probation status

X X 1,2,3 4,5 6 7

Describe the results of the assessments of program outcomes as reported in the Program Assessment

Reporting Form.

Ten SLO status reports under the General Counseling services have been completed with two additional reports to

be completed in Spring 2012 (Honors and Early Alert):

GENERAL COUNSELING PROGRAM

1. Counseling

2. Express Counseling

3. Transfer

4. Career

5. Assessment

6. Educational Enrichment

7. Online - FAQ’s

8. Online - Live Help

9. Online- Probation

10. Orientation – New Student Welcome/

ADDITIONAL QUANTITATIVE DATA

These are all included in the reports below along with additional quantitative information for each program under

the Counseling Program.

GENERAL COUNSELING PROGRAM

#1 - Counseling

In order to serve an increasing number of students, the counseling program developed Student Learning Outcome’s

to help students effectively utilize counseling services to accomplish their educational goals. One identified SLO

was that students would be able to select appropriate courses in order to accomplish their educational goals. The

description of the SLO assessment method included measuring the # of students with a Student Education Plan

25

(SEP) through XCSM Data (unduplicated) on Datatel. This included establishing a baseline for SEP’s to include

30% of the student population at each campus/center. The number of SEPs for fall 2009 - spring 2010 for Reedley

College (651 SEPs) and the North Centers (836 SEPs) totaled 1,487 (unduplicated). The data indicated that

approximately 9 – 10% of students enrolled completed an SEP. This amount was far less than the proposed 30%

desired baseline for students completing a SEP. Strategies for increasing the number are under way including

adding more counselors.

Reedley College and the North Centers developed two Student Learning Outcomes for Counseling.

DATE OF STATUS REPORT: DECEMBER 13, 2010

STUDENT LEARNING

OUTCOME (SLO)

Students will be able to select appropriate courses in order to accomplish their educational goals

RELATIONSHIP TO

STRATEGIC PLAN

RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational

planning process that provides students with the necessary tools and skills to identify, plan,

implement, and achieve their goals.

NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of counseling

services including academic, career-occupational, and career counseling

DESCRIPTION OF SLO

ASSESSMENT METHOD

# of students with “SEP” through XCSM Data (unduplicated)

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

Establish a baseline for SEP’s to include 30% of the student population at each campus/center

ASSESSMENT RESULTS

(USE ADDITIONAL SPACE IF

NECESSARY)

Data Results: # of SEP’s (unduplicated):

SEP’s for

Fa09/Sp10

Enrollment

Sp10

% of SEP’

NC 836 8671 10%

RC 651 6982 9%

CONCLUSIONS FROM DATA

ANALYSIS

Based on the results, we did not meet our goal/target of 30%. This data will serve as our baseline

data.

PLAN FOR IMPROVEMENT

(CHANGES TO WORK

PROCESSES, FACILITIES,

TEACHING, STAFFING,

COMMUNICATION,

ETC.)

Ensure that all counselors are properly coding SEP’s in MATI/XCSM (including

categorical programs)

Allowing for a sufficient number of scheduled appointments for SEP’s

Increase the number of SEP’s completed

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Spring 2011

PLAN FOR RE-EVALUATION

(DATE AND METHOD OF

FOLLOW-UP DATA

COLLECTION)

End of Fall 2011 – Evaluate data and submit in report

End of Spring 2012 – Plans for revisions for next SLO cycle

After evaluating data for the number of students completing a Student Education Plan, plans for improvement were

developed to improve data entry to ensure that all counselors are properly coding SEP’s in MATI/XCSM (including

26

categorical programs). The counseling program will also try to increase assigned counseling time to allow for a

sufficient number of scheduled appointments for students to complete an SEP. With these improvements, the goal is

to increase the number of SEP’s completed. Several improvements that have been made include:

Developing a district-wide Datatel contact entry chart for consistent entries assuring accurate MIS reporting

which includes the documentation of Student Education Plans (SEP)

We are in the “test phase” of implementing SARS as our primary entry database for our counseling

contacts.

This year we mapped our coding for contact entries from SARS to Datatel to simplify the coding process.

We have designated appointment schedules for students to meet with counselors to develop their Student

Education Plan (SEP).

We developed a student satisfaction survey.

#2 - Express Counseling

The second Student Learning Outcome was developed to help meet the increasing student demand during peak

registration periods via “Express Counseling”. The SLO was designed to help students get immediate access to

counselors for quick answers and/or information relative to academic advising. A student satisfaction survey was

conducted via Class Climate where results indicated that students were overwhelmingly satisfied with counseling

services received through Express Counseling. The proposed minimum goal of having over 60% of students

positively rate the services was easily met. The students were also given the opportunity to make comments on how

to improve Express Counseling services. The majority of comments were generally positive and included

suggestions to have more counselors available. Plans for improving this service have been developed for the next

academic year. (See SLO Chart)


STUDENT LEARNING

OUTCOME (SLO)

Students will get their quick academic answers through express counseling

RELATIONSHIP TO

STRATEGIC PLAN






DESCRIPTION OF SLO

ASSESSMENT METHOD

Student Online Satisfaction Survey through Class Climate

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

The goal was to provide students with counseling services to meet their immediate academic needs

for spring 2011 enrollment through an Express Counseling model

#2.1 – Did you learn how to use express counseling to take care of your academic questions?

GOAL – Minimum 60% Yes #2.2 – Were your academic questions answered? GOAL – Minimum 60% Yes

#2.5 – Would you utilize Express Counseling Services again? GOAL – Minimum 60% Yes

ASSESSMENT RESULTS

(USE ADDITIONAL SPACE

IF NECESSARY)

Data Results: Express Counseling Survey:

WI: October 20, 2010 – November 8, 2010 = 1,857 Student Contacts (ALL Counselors at

Exp.)

MC: October 25-29, 2010 & November 8-9, 2010 = 668 Student Contacts (ALL Counselors at

Exp.)

RC: October 25, 2010 – November 9, 2010 = 358 Student Contacts (Counselors at Exp. &

Walk In)

27

#2.6 - How would we improve Express Counseling Services? Student Comments

WI: “I have no complaints”

“Very good”

“Very helpful”

“Great job”

“None. All good”

“Great job”

“Was great. Thanks for the help”

“Have more counselors available at one time”

“Great. All my questions were answered and I very satisfied with express counseling”

MC: “It was perfect”

“Open up a few more lines”

“Have more counselors available in their offices and less wait”

“None”

“I think Express Counseling services is good”

“NA”

RC: “Very helpful”

“More counselors available”

“It is great….needs no improvement”

“He was very helpful and friendly”

“Very helpful and quick too”

“Honestly, everything was helpful and my counselor answered all my questions”

“I got my questions answered very quickly….more counselors”

“Explain better what I need”

“Perfect keep doing this”

“Do it every year, semester”

#2.1 #2.2 #2.5 Total Student

Contacts

WI (N=50) 48 Yes/2 NA 48 Yes/2 NA 48 Yes/2 NA 1857

MC (N=13) 12 Yes/1 No 13 Yes/0 No 13 Yes/0 No 668

RC (N=50) 50 Yes/0 No 49 Yes/1 No 50 Yes/0 No 358

CONCLUSIONS FROM

DATA ANALYSIS

All goals listed above were met. Students were satisfied with the service and provided positive

comments. The students did recommend that more counselors were available at Express

Counseling.


(CHANGES TO WORK


TEACHING, STAFFING,

COMMUNICATION,

ETC.)

Recording of student contacts

Additional Counseling Faculty

Advertising Express Counseling services

Assistance from College Relations/Student Assistants to screen lines of students and

quick questions

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Spring 2011

PLAN FOR RE-

EVALUATION

(DATE AND METHOD OF

FOLLOW-UP DATA



28

COLLECTION)

The “Contact Type by Year and Location” table on page 32 provides data that demonstrates the increase in student

contacts for the Reedley College and North Centers counseling programs. The contact “Type” entry for all students

meeting with a counselor is under the CE column. The annual total for fall 2006–2007 show counselors had contact

with 25,904 students. Student contacts increased each progressive year up to the fall 2010 – 2011 year where the

annual total for counselor contacts was 30,403.

This reflects a 15% increase in student contacts. It should be noted that this increase may be slightly skewed due to

better data entry practices that have been implemented throughout the years. However, beginning in 2007 – 2008

the increase was modest in that the contacts through 2010 – 2011 only increased 4%.

The chart also provides data that addresses the need to improve the documentation of Student Education Plans

(SEPs) under the SLO for increasing the number of students completing SEP’s. Under the Type entry for SEP,

there are vast fluctuations in the number of SEP’s recorded from year to year. It should be noted that SEP contacts

are duplicated on this chart in that students may have met with a counselor previously and came in to update their

SEP.

#3 – Transfer Services

DATE OF STATUS REPORT: MAY 2, 2011

STUDENT LEARNING

OUTCOME (SLO)

Students will be able to identify the general requirements for transfer and the preparation for their

major to the 4 year university

RELATIONSHIP TO

STRATEGIC PLAN

RC Strategic Plan: #4 Strategic Direction 4: Student Services: 1.1 – Establish, maintain and

enhance partnerships with educational institutions for students to successfully transition from high

school to the college and from the college to other post secondary institutions/ 4.1 – Provide an

educational planning process that provides students with the necessary tools and skills to identify,

plan, implement, and achieve their goals.

NC Strategic Plan: #1 Access, Awareness and Success: 1.3 – Demonstrate improvement of

student processes used in orientation, assessment and testing which addresses the needs of a

diverse student population/ 1.5 – Improve efficiency of counseling services including academic,

career-occupational, and career counseling.

DESCRIPTION OF SLO

ASSESSMENT METHOD

# of students with “TS/TCA” through XCSM data

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

Compare the data recorded in TS/TCA’s for Fall 2010 to Fall 2011

ASSESSMENT RESULTS


NECESSARY)

Data accessed through Datatel’s XCSM Type and Additional Type Fields:

Fall 2010 TS/TCA’s

TS TCA TOTAL

Reedley College 0 263 263

Willow International 1495 16 1510

Madera 471 14 485

Oakhurst 136 1 137

Total 2101 294 2395

Note: See Conclusions and Plans for Improvement below for additional information regarding

figures listed above.

Fall 2011 TS/TCA’s

North Centers = Not Available At This Time

Reedley College = Not Available At This Time


ANALYSIS

RC/NC Counselors are currently working on coding all services accurately and consistently. As a

result, the numbers above do not represent all student services through transfer counseling,

29

transfer center and /or transfer activities.


(CHANGES TO WORK


TEACHING, STAFFING,

COMMUNICATION,

ETC.)

RC/NC Counselors are working toward coding transfer services consistently and accurately in

order to provide an accurate representation of our transfer services.

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Fall 2011


(DATE AND METHOD OF

FOLLOW-UP DATA

COLLECTION)

End of Spring 2012 – Evaluate Data and Submit in Report

End of Fall 2012 – Plans for Revision for next SLO cycle

#4 – Career Services

The prior program review had a very strong point of view that more career services were needed for student success.

The goal from that report was to develop a career center, however, for the meantime, it was decided that we could

determine if students are obtaining career information and resources. The SLO “Students will be able to identify

career exploration resources.” was established and it was determined this could be determined by looking at the

numbers of students using our online career assessments. The results were placed in a SLO report form:

DATE OF STATUS REPORT: OCTOBER 10, 2010

STUDENT LEARNING

OUTCOME (SLO)

Students will be able to identify career exploration resources.

RELATIONSHIP TO

STRATEGIC PLAN

RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational planning

process that provides students with the necessary tools and skills to identify, plan, implement, and

achieve their goals.



DESCRIPTION OF SLO

ASSESSMENT METHOD

# of students successfully completing COUN 34 class

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

To ensure that students have tools necessary to discover and begin their career journey including career

identification and research.

ASSESSMENT RESULTS

(USE ADDITIONAL

SPACE IF NECESSARY)

Data Results: # of students who have utilized eureka, Type Focus, or SIGI, as well as “CA”

entries on Datatel

Distribution of Datatel Career Assessment“Type” Entries

2006-2007 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

COLLEGE CA CA CA CA CA CA

Reedley 48 183 96 174 646 366

Willow 0 16 0 3 4 0

Madera 0 1 0 0 7 2

30

Oakhurst 0 1 0 0 0 1

Yearly

Totals 48 201 96 177 657 369

TOTAL 1548

SIGI 3 Usage Data

(see appendix for

annual charts)

Users

Year New Old

2007-2008 261 192

2008-2009 206 372

2009-2010 67 366

2010-2011 206 372

TYPEFOCUS USAGE DATA

2007-2008 151

2008-2009 146

2009-2010 166

2010-2011 148

TOTAL 611

Average/year 152

Madera Center Willow International Center

August 2007 – June 2011 284 869

CONCLUSIONS FROM

DATA ANALYSIS

See below

PLAN FOR

IMPROVEMENT

(CHANGES TO WORK

PROCESSES,

FACILITIES, TEACHING,

STAFFING,

COMMUNICATION

, ETC.)

Increase online assessment use through increased number of career courses and utilization of

the Career Resource Center resources including career workshops.

TARGET DATES FOR

IMPROVEMENT

EFFORTS

End of Spring 2012

PLAN FOR RE-

EVALUATION

(DATE AND METHOD

OF FOLLOW-UP DATA

COLLECTION)



North Centers

31

(Pulled from the Self Study Willow International document)

The ACT College Outcomes Survey was administered to students. The purpose of this survey was to measure the

institutions ability to support college outcomes (i.e., setting, supporting, and attaining) and assess overall student

satisfaction with the institution. In regards to researching, identifying, and providing appropriate services to address

learning support needs of students within student services researching and identifying the learning support needs

and the provision of appropriate services, the survey results indicated 95% of the students who participated marked

an agreement/neutral response to “this college helped me meet the goals I came here to achieve” (Question IIC-1)

and 92% marked an agreement/neutral response to “this college welcomes and uses feedback from students to

improve the college” (Question IIC-9).

In addition to general statements of satisfaction the ACT College Outcomes Survey also allowed students to identify

specific topics of importance and satisfaction. The following tables identify several topics specifically related to

student services at the Willow International Community College Center.

Importance Survey Statement Question % of students who felt

the topic was important

% of students who felt they made

progress toward this topic at the

college

Learning to formulate and re-shape their

lifetime goals

IIA-12 95% 84%

Acquiring knowledge and skills needed for a

career

IIA-14 99% 86%

Becoming competent in their major IIA-15 99% 87%

Learning about career options IIA-21 93% 73%

Satisfaction Survey Statement Question % of Students

Satisfied/Neutral

% of Students

Dissatisfied

Quality of academic advising III-7 78% 11%

Career planning services III-27 74% 9%

Developmental, remedial, and tutorial services, including writing

and math labs

III-35 86% 3%

The transfer of course credits from other colleges to this college III-37 79% 3%

Based on the survey it is evident that students are satisfied with the limited career services that are offered at the

Willow International Center.

Eureka Data August 2007 – June 2011

Eureka Logins Willow International Center

August 2007 – June 2011 869

The Eureka career software has been available to students for the past several years. According to the chart above,

the Willow International Center students are utilizing the services provided by Eureka. Students are learning about a

vital career resource and obtaining valuable information regarding themselves and careers.

#5 – Assessment


STUDENT LEARNING

OUTCOME (SLO)

Students will learn their academic placement.

RELATIONSHIP TO

STRATEGIC PLAN



implement, and achieve their goals./ 6.3 – Appropriate and current technologies are used to access

and disseminate information, expedite decision making, and enhance communication.

32

NC Strategic Plan:

Goal #10: Student Learning Outcomes – work with the Reedley College and North Centers’

faculty, staff, and administration in moving the SLOs progress from the current Institutional

Effectiveness “Proficiency” level to the “Sustainable Continuous Quality Improvement” level.

Goal #11: Student Success – implement the activities that will lead to an increase in the numbers

of students obtaining a certificate and associate degree.

Goal # 12: Student Support Services – continue to increase the student government and co-

curricular activities at the North Centers. Improve Student Service operations based on analysis of

SLO’s.

DESCRIPTION OF SLO

ASSESSMENT METHOD

Receipt of Assessment Results

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

Setting baseline data from Spring 2011 numbers

ASSESSMENT RESULTS


NECESSARY)

Spring 2011 January 1, 2011 – May 31, 2011)

Location Number of Students Completed Placement Test

Madera Center 521

Oakhurst Center 71

Reedley College 2658

Willow International Center 1161

Total 4417

(Data provided by Steve Jones, RC Counselor)

The chart above shows the number of students who completed the Computerized Placement Test

(CPT) at MC, OC, RC and WI during the Spring 2011 semester.

After the placement test, each student is given a copy of their placement test results. Students can

also view their placement test results on WebAdvisor.


ANALYSIS

The chart above shows that a total of 4,417 students completed the placement test at one of the

following locations: MC, OC, RC or WI.


(CHANGES TO WORK


TEACHING, STAFFING,

COMMUNICATION,

ETC.)

Continue to offer the placement test at all locations during a variety of days and times.

We are currently researching a process to implement a tracking system to minimize the number of

unnecessary placement test repeats and enforce the three month wait period between repeats.

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Spring 2012


(DATE AND METHOD OF

FOLLOW-UP DATA

COLLECTION)



Assessment is no longer a part of the Counseling program. It has been moved to Outreach Services which is in the

process of completing their program review. Future data, descriptions and interpretations will be included in that

report.

33

#6 – High School Enrichment

Above data pulled from SCCCD Reports menu using the following search criteria:

Date Range:

Fall 2010 August 1, 2010 – October 15, 2010

Spring 2011 January 1, 2011 – March 18, 2011

Summer 2011 May 1, 2011 – July 31, 2011

Fall 2011 August 1, 2011 – October 14, 2011

NC: Clovis, Kerman, Madera, Oakhurst & Willow International Centers

RC: Reedley College

Purpose: FPA

Remainder: ALL

Due to the state budget and reductions at the community college level, students participating in the educational

enrichment program will be required to wait to register for a class(es) until the beginning the semester. Educational

enrichment students will be challenged to add classes as most classes are waitlisted before classes begin. This will

provide continuing and new/returning community college students with an opportunity to register for classes

first. We anticipate a significant reduction in the number of approved High School Enrichment students from this

point forward as portrayed in the significant reduction during Fall 2011 of approved HSE applications

The following SLO report was submitted for High School Enrichment (HSE):


STUDENT LEARNING

OUTCOME (SLO)

Students will identify the appropriate courses to meet their individual needs

RELATIONSHIP TO

STRATEGIC PLAN

RC Strategic Plan: #1 Strategic Direction 1: Public and Private Partnerships: 1.1 establish,

maintain, and enhance partnerships with educational institutions for students to successfully

transition from high school to the college and from the college to other post secondary

institutions.



78

94

199

66

10

113

76

111

15

54

109

16

70

0

85

2313

25

0

23

0

50

100

150

200

250

FA10 SU10 SP11 SU11 FA11

RC

WI

MC

OC

34




NC Strategic Plan: #3: Workforce Readiness & Partnerships: 3.3 – Communicate on a regular

basis information about college programs, services, activities, successes to local high schools and

our community

DESCRIPTION OF SLO

ASSESSMENT METHOD

# of HSE Approved Applications

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

To ensure that the high school enrichment students are receiving the appropriate services and

guidance in selecting courses to extend their educational opportunities.

ASSESSMENT RESULTS


NECESSARY)

Data Results: # of Approved HSE Applications

Questions: Sp10

WI 97

OC 28

MC 116

RC 275


ANALYSIS

The data represents the number of students who were approved and counseling on their

coursework.


(CHANGES TO WORK


TEACHING, STAFFING,

COMMUNICATION,

ETC.)

Improve collaboration with high schools and outreach staff to provide students with the

educational enrichment process

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Spring 2011


(DATE AND METHOD OF

FOLLOW-UP DATA

COLLECTION)



#7 – Online FAQ’s


STUDENT LEARNING Students will be able to use online FAQ resources

35

OUTCOME (SLO)

RELATIONSHIP TO

STRATEGIC PLAN

RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational planning

process that provides students with the necessary tools and skills to identify, plan, implement, and

achieve their goals./ 6.3 – Appropriate and current technologies are used to access and disseminate

information, expedite decision making, and enhance communication.


services including academic, career-occupational, and career counseling. / 4.2 – Demonstrate how the

education process and operations of the North Centers are enhanced through the integration of

technology/ 5.4 – Implement new technology initiatives that will support distance learning classes,

Blackboard utilization, online student support services, and communications among the centers and

colleges.

DESCRIPTION OF SLO

ASSESSMENT

METHOD

# of students utilizing FAQ Database

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

Setting baseline data from Fall 2010 numbers

ASSESSMENT RESULTS

(USE ADDITIONAL

SPACE IF NECESSARY)

Fall 2010 (August 16, 2010 – December 17, 2010)

According to the Google Analytics website, there were 5,441 visits to the FAQ (Frequently Asked

Question) database; with an average of 43.88 visits per day.

The chart above shows that of the 5,441 visits to the FAQ program during the Fall 2010 semester,

4,448 (81.75%) were new visitors and 983 (18.25%) were returning visitors.

Also, in comparing Fall 2009 and Fall 2010 FAQ Visits, there was a -3.36% difference. As stated

above, in the Fall 2010, there were 5,441 visits district-wide and in the Fall 2009, there were 5,630

visits. Even with the decrease, during the months of August 2010 and October/November 2010, there

was a drastic increase in visits to the FAQ database.

CONCLUSIONS FROM

DATA ANALYSIS

The data shows that a large number of students were served through the FAQ program.

4448

983

New Visitors

Returning Visitors

36

PLAN FOR

IMPROVEMENT

(CHANGES TO WORK

PROCESSES,

FACILITIES,

TEACHING, STAFFING,

COMMUNICATION

, ETC.)

Increase the number of visits to the FAQ Database. Continue to provide FAQ services to students,

increase the amount of time dedicated to updating and maintaining the FAQ database and evaluate

FAQ logo placement on the website.

TARGET DATES FOR

IMPROVEMENT

EFFORTS

End of Fall 2011

PLAN FOR RE-

EVALUATION

(DATE AND METHOD

OF FOLLOW-UP DATA

COLLECTION)



#8 – Online Live Help


STUDENT LEARNING

OUTCOME (SLO)

Students will be able to navigate the Live Help online counseling program

RELATIONSHIP TO

STRATEGIC PLAN



implement, and achieve their goals./ 6.3 – Appropriate and current technologies are used to access

and disseminate information, expedite decision making, and enhance communication.


services including academic, career-occupational, and career counseling. / 4.2 – Demonstrate how

the education process and operations of the North Centers are enhanced through the integration of

technology/ 5.4 – Implement new technology initiatives that will support distance learning classes,

Blackboard utilization, online student support services, and communications among the centers and

colleges.

DESCRIPTION OF SLO

ASSESSMENT METHOD

# of students utilizing Live Help system

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

Setting baseline data from Fall 2010 numbers

ASSESSMENT RESULTS


IF NECESSARY)

Fall 2010 (August 16, 2010 – December 17, 2010)

According to the Google Analytics website, there were 1,477 visits to the Live Help online

academic counseling program; with an average of 11.91 visits per day.

37

The chart above shows that of the 1,477 visits to the Live Help program during the Fall 2010

semester, 1,022 (69.19%) were new visitors and 455 (30.81%) were returning visits.

Also, in comparing Fall 2009 and Fall 2010 Live Help Visits, there was a -1.20% difference. As

stated above, in the Fall 2010, there were 1,477 visits district-wide and in the Fall 2009, there were

1,495 visits. Even with the decrease, during the months of August 2010 and October 2010, there

was a drastic increase in visits to online counseling.

Due to the budget reductions, the hours of availability for online counseling were reduced. Even

with the reduction, the district only experienced a small decline in visits during this time period.

CONCLUSIONS FROM

DATA ANALYSIS

The data shows that a large number of students were served through the online academic counseling

program.


(CHANGES TO WORK


TEACHING, STAFFING,

COMMUNICATION,

ETC.)

Increase the number of visits to the online academic program. Continue to provide online

counseling services to students, increase the number of hours of online counseling available,

evaluate Live Help logo placement on the website, and continue to update and maintain the online

counseling program with current information, links, and attachments.

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Fall 2011

PLAN FOR RE-

EVALUATION

(DATE AND METHOD OF

FOLLOW-UP DATA

COLLECTION)



#9 – Retention - Online Probation


STUDENT LEARNING

OUTCOME (SLO)

Students will be able to define the types and levels of probation, understand the

consequences, and identify the steps needed to clear probation status

RELATIONSHIP TO

STRATEGIC PLAN

RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an

educational planning process that provides students with the necessary tools and skills to

identify, plan, implement, and achieve their goals.

NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of

counseling services including academic, career-occupational, and career counseling

1022

455

New Visitors

Returning Visitors

38

DESCRIPTION OF SLO

ASSESSMENT METHOD

Online Probation Workshop Quiz

#1 – What are the 2 types of probation?

#2 – What are the consequences of probation?

#3 – What is academic probation?

#4 – If you attempt 12 units and you receive 9 units of W’s and 3 units with A grade, are

you on progress probation?

#5 – If your cumulative GPA falls below a 1.75 for 3 consecutive semesters, what is your

academic standing?

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

The student must pass the quiz to clear the probation hold. The goal is to increase the

number of students who complete the online probation workshop for Level 1 probation.

ASSESSMENT RESULTS


IF NECESSARY)

Data Results: Number of students who participated in the Online Probation Workshop Quiz

in comparison to the total number of students on Level 1 probation. By completing the

workshop and passing the quiz, the SLO will be satisfied.

Data was collected for January 1, 2010 – December 13, 2010

Students on all levels of probation complete the workshop, but only Level 1 students

are cleared for registration based on OPW results

OPW - 2010

# of Level 1 –

Sp10

# of Level 1 –

Fa10

NC 2441 854 859

RC 1996 809 869

CONCLUSIONS FROM

DATA ANALYSIS

More students are utilizing the online probation workshop than are actually on Level 1

probation. The workshop is providing important information for students on all levels of

probation.

PLAN FOR

IMPROVEMENT

(CHANGES TO WORK


TEACHING, STAFFING,

COMMUNICATION,

ETC.)

Continue to improve the online probation workshop for Level 1 students. Discuss the

possibility of developing an online version for Level 2 probation students. Lastly, hire

additional counselors to provide probation workshops face to face and student success

strategies for students on probation.

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Spring 2011

PLAN FOR RE-

EVALUATION

(DATE AND METHOD OF

FOLLOW-UP DATA

COLLECTION)



The chart below represents the number of 5265 students eligible to register for spring 2012 who are on some level of

probation and need to see a counselor prior to registration. Students on Level 1 probation are required to take an

online probation workshop and then will be released to register without a counselor signature. Not all of remaining

3490 students needing will register but the number is overwhelming when one considers how many counselor

appointments this represents before registration can occur. Express counseling is not an appropriate solution as these

students are not succeeding and need counseling before moving onto the next semester.

39

RC Probation Notices for Spring 2012 Registration Sent Fall 2011 Level 1: 1,775 notices

Level 2: 1,733 notices

Other: 799 notices

Readmits to DQ1: 958 notices

#10 – Orientation

Orientation responsibilities have been shifted to Outreach and so this will be the last counseling program review to

include this. We have some assignments within the program provided for new students but it is no longer our

program to evaluate.

The following table indicates the number of students participating in an “orientation” activity from academic years

2005 – 2006 to year 2010 – 2011. The data indicates that numbers of students completing the orientation process

have increased steadily from year to year. Specifically from fall 2005 to spring 2009, there was a 58% increase in

the number of students that completed the orientation process. There was a 46% decline from fall 2009 to spring

2010 but it is normal to have reduced orientations in the spring semester and it was followed by a 30% increase the

following 2010 – 2011 academic year. There also appears that data entry may have been lacking during the spring

period. In order to effectively serve students and “maximize” their opportunity for success, counseling staff will

need to ensure that accurate documentation is maintained. This includes establishing an accurate baseline of

students served to allow for continuous evaluation.

2005-2006

OR

Reedley 561

Clovis Center 629

Madera 2

Oakhurst 0

Annual Total 1192

2006-2007

OR

Reedley 565

Willow/CC 1851

Madera 334

Oakhurst 9

Annual Total 2759

2007-2008

OR

Reedley 541

Willow/CC 1978

Madera 316

Oakhurst 4

Annual Total 2839

2008-2009

40

OR

Reedley 802

Willow 1509

Madera 514

Oakhurst 7

Annual Total 2832

2009-2010

OR

Reedley 259

Willow 887

Madera 347

Oakhurst 31

Annual Total 1524

2010-2011

OR

Reedley 761

Willow 745

Madera 674

Oakhurst 6

Annual Total 2186

Grand Total 13332


STUDENT LEARNING

OUTCOME (SLO)

Students will be able to identify student support services available through the college

RELATIONSHIP TO

STRATEGIC PLAN

RC Strategic Plan: #4 Strategic Direction 4: Student Services: 1.4 – Information about college

programs, services, activities, and success, etc, is communicated to the community in an ongoing

consistent manner/4.1 – Provide an educational planning process that provides students with the

necessary tools and skills to identify, plan, implement, and achieve their goals.

NC Strategic Plan: #1 Access, Awareness and Success: 1.3 – Demonstrate improvement of student

processes used in orientation, assessment and testing which addresses the needs of a diverse student

population.

DESCRIPTION OF SLO

ASSESSMENT METHOD

Fall 2010 Orientation (New Student Welcome/Orientation) Survey:

Reedley College Survey (Class Climate Survey):

Level of Satisfaction based on the following scale: 1 – Very Unsatisfied, 2 – Unsatisfied, 3 – Satisfied,

4 – Very Satisfied

1.1 – Check-in was well organized

1.2 – Blackboard – Now I know how to use Blackboard

1.3 – Web Advisor – Now I know how to register using Web Advisor

1.4 – Student Success Resources – Now I know what is available to help me succeed in

41

college

1.5 – Parents: I know how to best support my son/daughter

1.6 – Student Panel: I know now what I need for the first day of college

Comments

Madera & Willow International Center Survey:

On a Scale of 1 to 5

1 being NOT AT ALL and 5 being VERY MUCH

I felt welcome to campus and to this event

I learned information that is useful and my time at the NSW was well spent

NSW was offered at a time and location that was convenient

After attending NSW I feel more confident about starting school

After attending NSW I now know what my next step is in the enrollment/registration process

Comment:

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

Establishing baseline data

ASSESSMENT RESULTS

(USE ADDITIONAL

SPACE IF NECESSARY)

Fall 2010 Reedley College (324 Participants/203 Surveys)

On a scale of 1 to 4

1 being VERY UNSATISFIED and 4 being VERY SATISFIED

1.1 – Check-in was well organized

Results: 166 students were satisfied and/or very satisfied with the check in process; providing an

average rating of 3.56

1.2 – Blackboard – Now I know how to use Blackboard

Results: 140 students rated at average of 3.06 on their knowledge of how to use Blackboard

1.3 - Web Advisor – Now I know how to register using Web Advisor

Results: 133 students rated an average of 3.38 on using Web Advisor to register

1.4 – Student Success Resources – Now I know what is available to help me succeed in college

Results: 138 students rated an average of 3.45 on their knowledge of what is available to assist in their

success in college

1.5 - Parents: I know how to best support my son/daughter

Results: 56 parents rated an average of 3.46 on knowing how to best support their son/daughter

1.6 – Student Panel: I know now what I need for the first day of college

Results: 149 students rated an average of 3.42 on knowing what they need for the first day of college

after the New Student Orientation Session

Fall 2010 North Centers (Madera Center: 39 Participants/27 Surveys, Willow International:

156 Participated/133 Surveys))

Madera Center:

42



Willow International Center:



Comments included:

Can’t wait

Really excited

Great job

Campus map would be helpful

It was very helpful and educational

It was very informative and welcoming

CONCLUSIONS FROM

DATA ANALYSIS

Reedley College:

Out of the 203 surveys completed, the majority students/parents indicated that they were Satisfied

and/or Very Satisfied based on all six survey questions.

Madera & Willow International Centers:

Out of the 37 completed surveys (39 participants) at the Madera Centers and the 130 completed

surveys (4 incomplete) (156 participants), the majority of the students rated all five questions high.

This shows that these students felt welcome to the campus, learned useful information from the NSW,

felt that the NSW was offered at a convenient time and location, felt more confident about staring

school after participating in the NSW and felt that they knew their next step in the

enrollment/registration process after attending the NSW.

PLAN FOR

IMPROVEMENT

(CHANGES TO WORK

Continue offer the NSW and assess the student’s satisfaction each semester. It is also recommended to

review the NSW Welcome survey instrument and revise to assess the SLO.

0

5

10

15

20

25

30

35

Rating 1 Rating 2 Rating 3 Rating 4 Rating 5

Question 1

Question 2

Question 3

Question 4

Question 5

0

20

40

60

80

100

120

Rating 1 Rating 2 Rating 3 Rating 4 Rating 5

Question 1

Question 2

Question 3

Question 4

Question 5

43

PROCESSES,

FACILITIES,

TEACHING, STAFFING,

COMMUNICATION

, ETC.)

TARGET DATES FOR

IMPROVEMENT

EFFORTS

End of Fall 2011

PLAN FOR RE-

EVALUATION

(DATE AND METHOD

OF FOLLOW-UP DATA

COLLECTION)



New Student Welcome/Orientation Data Survey Data from the New Student Welcome /Orientation for the fall 2010 indicated that the majority of students

were satisfied or very satisfied with the orientation based on responses from six survey questions. RC had 203

respondents out of 325 participants and NC had 160 respondents out of 195 participants. The SLO process is

currently establishing baseline data and assessing student’s satisfaction each semester. The counseling centers will

also review the NSW Welcome survey instrument and make revisions if necessary to better assess the SLO.

Online Orientation Data – (duplicated numbers from counseling services chart)

The chart below illustrates the completion of the online orientation by new students throughout the district. Reedley

College and the North Centers numbers have increased each year since providing the orientation online. Through

the years 2007 to 2011, approximately 2,229 RC/NC students have completed the orientation (RC – 1,138 and NC –

1,091). It is important to note yet again that the numbers for 2007-2009 are not reflective of the number of

orientations completed, rather a reflection of a problem with Datatel contact entries. Once the new version of the

online orientation is implemented, the numbers will increase substantially given that all incoming high school

students participating in the registration to go (RTG) process will be required to take the online orientation. This

should alleviate pressures on counseling staff that currently go to the high school campuses to conduct large group

orientations. In some cases, counselors might conduct two or three sessions and/or spend an entire day conducting

orientations. This will release counselors from having to be off-campus resulting in having more hours of

availability to serve students through counseling appointments on campus.

Year Orientation Numbers: FCC NC RC

2007 322 31 13

2008 1775 165 55

2009 2710 173 195

2010 4382 360 408

2011 2347 362 467

Total 11536 1091 1138

ADDITIONAL QUANTITATIVE DATA

Veterans

Reedley College and North Centers Data:

The chart below indicates certified veteran students and their dependents by RC/NC.

44

Fall 2011 certification is still in progress (IP), therefore the numbers are expected to increase. Also, currently this

information only includes certified veteran students and their dependents. We have never consistently collected

veteran data on the admission application so it is difficult to determine the actual number of veterans and/or their

dependents attending each campus. A project is underway to better track veterans and their dependents based on

their responses to questions on the admissions application. This information will provide the means to track all

veterans and their dependents, not just those receiving VA benefits.

Early Alert Willow International is participating in the SLO report for Early Alert. This report is due at the end of the Spring

2012 semester. The following charts show data for the SARS Early Alert system for Fall 2011 (as of November 8,

2011).

Chart #1 for the North Centers shows the number of alert referrals. The North Centers have received 386 referrals.

Chart #2 for the North Centers shows the number of alert referrals by concerns. The North Centers has received the

majority of referrals for Failing Course (160), Poor Attendance (117) and Poor Performance on Tests/Quizzes (121).

The SARS-Alert program provides a wider range of referral options for instructional faculty and assists student

support programs in efforts to better integrate the communication of student alert information and providing more

instantaneous communication of services available to at-risk students. The SARS-Alert program is new beginning

Fall 2011 and instructional faculty are learning this new process for early alert referrals. Participation for the first

year (FA11, SP12) is expected to be lower than previous years due to the transition to a new software program and

alert process for faculty.

North Centers Data FA11:

Chart #1

0

50

100

150

200

250

300

fa'07 fa'08 fa'09 fa'10 fa'11 (IP)

RC/NC

45

Chart #2:

Honors The chart below demonstrated the number of SEP’s that have been developed and recorded for Honors students.

386

0

50

100

150

200

250

300

350

400

450

Alert Referrals Submitted

Fall 2011

FA11

0

20

40

60

80

100

120

140

160

180

FA11

SP12

SEP’s for Fall 2011 Enrollment Sp10 % of SEP’s

NC

96

96

100

46

IV. Qualitative Analysis—Non-Instructional

Describe future trends unique to your area that are likely to influence your discipline. How will students be affected

by these trends?

1. Political (local ordinances, state or federal legislation, Title 5, Ed Code)

2. Economic (Labor Market Data, District Fact Book, Advisory Committees)

3. Sociological (migrant population, single parents, aging population trends)

4. Technological (access, security, ethics)

5. Educational (High School Graduation Rates, competition from other public and private postsecondary

institutions, online education)

A key event likely to affect all aspects of all counseling services is the publication of the State Chancellor office’s

Student Success Task Force recommendations. The following recommendations will seriously impact counseling

services:

Strengthen Support for Entering Students

New technology and additional counselors to create more robust student services, including broader and

more widespread use of student educational plans;

Structured pathways to help students identify a program of study and get an educational roadmap to

indicate appropriate courses and available support services;

It is difficult to imagine increasing student support when we have fewer counselors to provide current services, yet

we are in agreement that students are coming to college less prepared and therefore more in need of additional

services.

GENERAL COUNSELING (includes Express)

The Willow International Center Counseling program is an integral component of the educational process. The

program provides comprehensive counseling services to assist students towards a successful college experience.

Counselors help promote student development and success by coordinating quality services and programs that are

focused on students’ needs. The programs are designed to provide each student with individualized help in

assessing personal interests and abilities. Counselors assist students by developing Student Education Plans (SEPs)

that guide students toward earning a certificate, associate degree and/or transfer to a four-year university.

Counselors are available to meet with students on a walk in basis, by appointment, online and through an Express

Counseling model to better meet the students’ needs during peak registration times.

Trends and issues that are and/or will affect Counseling programs and services:

Due to the state budget crisis, funding has been reduced within the State Center Community College District. As a

result, we have experienced staffing reductions that are affecting our ability to provide sufficient services to

students.

Future Trends

There are several trends that are impacting the enrollment growth that Willow International is experiencing.

Given the current economic situation, the high unemployment rate, tuition increases at the four year

universities and the new local area admission criteria with the California State Universities, there has been

a substantial increase in the number of students choosing to attend a community college campus.

With the high number of veterans returning from service and with the legislation that helps pay for their

education, many veterans can now afford to go to college and are taking advantage of the educational

47

opportunities that are available. This population requires formalized veteran’s plans completed by

counselors trained in the particular needs of that group and the government requirements that determine

their parameters.

The new Dream Act recently passed by the state legislature should increase the number of non- resident

students who may choose to attend college. The Dream Act allows non-resident students to qualify for

state funded financial aid programs. These students will likely be first-generation college students,

therefore needing more student services and particularly counseling assistance.

The community college continues to serve a large number of underprepared first time students who are

scoring below university levels in English and math. These students require support services to help them

succeed.

Willow International is a Hispanic serving institutions therefore national and state projection of growth and

details about the Hispanic population with relationship to education are critical to understand. In the

Appendix is a U.S. census report that suggests that California has the largest population of Hispanics and

nationally is anticipated to grow by 20% by 2030, Hispanics have completed less education, shown lower

completion rates in high school and college then their white counterparts. This group has greater needs and

is increasing in numbers which will continue to challenge our services and resources. See appendix

The aforementioned Community College State Chancellor’s Student Success Task Force is recommending

more and improved student services with a proposed mandate of major declaration and subsequent SEP’s

for ALL incoming students.

HONORS COUNSELING

The Honors Program is designed to challenge students with a customized curriculum and reward their efforts

through priority registration, scholarship, field trips and transfer admission guarantees (TAG’s) to a University of

California. Students who have demonstrated exceptional academic achievement in high school or at Willow

International are provided the opportunity to apply to the Honors Programs. The Willow International honors

students’ receive a $150 JoNell Beal Scholarship each semester for their first year in the program. They begin a

two-year sequence of courses and activities that prepare them to transfer to a four year University.

The Honors Program application process consists of an application, 3.5 GPA, eligibility for English 1A and a letter

of recommendation. The honors committee has established individuals to review the applications and approve or

disapprove the student’s application. Students are notified of their acceptance via phone. A counselor schedules a

follow up appointment and completes a student educational plan (SEP).

Future Trends

The Honors Program started in 2005. The program started with 12 students and has grown to over 80 students. The

Willow International Center has 80 active honors students for the 11-12 academic year. One counselor is assigned

to recruit, orient, evaluate the applications, conduct honors registration workshops, career exploration sessions,

educational planning and retention, as well as collaborate with faculty on scheduling of honors courses.

Additionally, the honors counselor assists in the coordination of the honors recognition ceremony, request

scholarship checks, and monitors and advises the students. However, the Honors counselor is assigned multiple

other duties such as: general counseling, career and transfer, veterans and Educational Enrichment. Due to the

various assignments that the honors counselor is responsible for, there is limited amount of time dedicated to the

honors students.

The honors program at Willow International includes a high number of students who have earned advanced

placement (AP) credit in the honors courses that are offered. This impacts the enrollment in the honors courses that

are offered at Willow International.

TRANSFER CENTER

The Willow International Center provides a variety of resources and services to help students transfer to other

48

colleges and universities for completion of their educational goals. The resources include major sheets, articulation

agreements, college catalogs, college CD ROMS and videos, and coordination of college representative visits. A

Blackboard site for WI has been developed providing detailed transfer information for students.

Currently students are provided with an array of transfer services. Services consist of the following:

California State University (CSU) application workshops

University of California (UC) application workshops

University of California (UC) personal statement workshop

Willow International developed a “Transfer” Facebook page

Blackboard site dedicated to Transfer/Career information

WI Transfer Center website

University Outreach Day (Spring Extravaganza & Rocktoberfest)

Field trips

Transfer letter sent to identified students every September

University Representatives on campus both semesters

Transfer counseling

The Willow International Center has a dedicated Transfer Center; however the Transfer Center is not staffed and

therefore not utilized for that purpose. Currently the center is used for outreach representatives and an adjunct

counselor. The Transfer Center includes three computers stations. Currently all application workshops are

facilitated in the assessment room. There is one full time counselor dedicated to serving students and providing

transfer activities at Willow International. With the increased number of students applying for transfer admission

guarantees (TAG’s) there is a need to dedicate another counselor specializing in transfer.

Future Trends

The implementation of Senate Bill 1440 will potentially lead more students in the direction of transferring with an

Associate of Art for Transfer degree (AA-T) or Associate of Science for Transfer (AS-T) degree. Reedley College

has developed an AA-T degree in Communication and an AS-T degree in Mathematics, and an AA-T in Psychology

which are effective Fall 2011. There will be more degrees in the later months. More degrees are being developed as

statewide Transfer Model Curriculum is finalized.

Additionally, with the legislature currently looking at the transfer function of community colleges, it is expected that

a greater focus (time, effort, and resources) will be dedicated to transfer.

Finally with the increased tuition at CSU and UC, we expect to see more freshman students who are unable to afford

four plus years of university tuition entering Willow International instead. Their goals will be to complete as much

lower division requirements as possible before transferring to a university. It is difficult to predict how great the

increase in freshman students whose primary goal will be transfer, but it is expected to be noticeable.

CAREER SERVICES

The Willow International Center continues to provide limited career services. Currently the career services include

occupational information, computer-based career assessment: Eureka and other internet career-based media.

Counselors are available to provide career assessment interpretation, career counseling and offer career awareness

courses.

At this time Willow International Center does not offer comprehensive job placement services. Currently, job

opportunities are offered through the following: Work Study Programs through financial aid, job placement services

through CalWORKs and a job reference binder at the front counter in student services office.

The Willow International Center has developed a Transfer/Career Services blackboard site. There is a section

dedicated to career exploration. The items on the blackboard site include the following: Eureka, CA Career Café,

resume writing, interview tips, Type Focus, Career Cruising, California labor market information, Career

49

Connections and identifying what careers can be obtainable through a particular major. The majority of our students

utilize Eureka. See the attached chart in the quantitative portion reflecting how many students have logged in to

Eureka since August 2007 – June 2011.

Future Trends

Unfortunately, we do not have a counselor dedicated to career services. With the limited amount of counselors and

the increased student population we do not have enough counselors to have one dedicated to career services. The

Willow International Center is currently going through the accreditation process to become Clovis Community

College. There is a strong need to hire a full time counselor or designate a part time counselor to career services.

REENTRY

This area was only addressed in Program Review Cycle 2 as a population that exists at Reedley College. There have

been no programs developed to address this population since Cycle 1. Reentry students represent a significant

portion of the general population (generally around 30%) but since this population is consistently more successful

than younger students and counselor availability is already severely stretched, it was determined that a separate

program for this group would not be pursued. This position remains the same in this program review although

veteran services, general counseling, and all other student programs and services are available to these students.

EDUCATIONAL ENRICHMENT- CCCAP

The Educational Enrichment Program is designed to provide enrichment opportunities for high school students who

are capable of profiting from instruction in community college courses. Courses taken by such students are those

not normally offered or available in the school where the student attends. The number of participating high schools

has increased over the past five years.

The requirements to enroll through the educational enrichment program include a cumulative high school GPA of at

least 2.5 and approval from the high school principal, a high school counselor, a parent and the community college

enrichment counselor.

Current and projected growth within high school districts throughout the valley will impact the number of students

seeking to participate in the program.

Future Trends

However, due to the state budget and reductions at the community college level, student participating in the

educational enrichment program will be required to wait to register for a class(es) until the beginning the semester.

Educational enrichment students will be challenged to add classes based on the availability once the semester has

started. This will provide continuing and new/returning community college students with an opportunity to register

for classes first. We anticipate a significant reduction in the number of approved Educational Enrichment students

from this point forward.

CCCAP – Clovis North High School

In addition to our general Educational Enrichment program, the Willow International Community College Center

has partnered with Clovis North High School (CNHS) in the development of the Community College Center

Advantage Program (CCCAP). The program began in the Fall 2010 semester with 19 seniors at CNHS. These

students were enrolled in two college level courses for the fall and spring terms and received both college and high

school credit. Fall 2011 began our second cohort of NCCAP students enrolling 19 students in General Education

courses that are transferable to the UC/CSU system.

Future Trends

The Willow International Center will continue to offer the CCCAP program to students from Clovis North High

School. Each cohort will allow for 20 students per semester. Due to the current budget and availability of courses,

it is uncertain if the amount of students participating in each cohort will increase.

50

RETENTION PROGRAMS: Early Alert, Probation Services, Student Athlete Retention Program

Early Alert

Since the last counseling program review, the Willow International Center has institutionalized the SARS•ALRT

Program. The goal is to identify and contact at-risk students early in the semester and encourage these students to

access campus support services. SARS•ALRT is an Early Alert Referral System that helps promote student success

and retention. This web-based software program enables faculty and staff to identify students who are having

difficulties, connect them with campus services that can provide appropriate interventions, and receive feedback on

actions taken.

Faculty and staff use SARS•ALRT referral system whenever a student is identified as having a problem in one or

more of the following areas:

Academic (attendance problems, failing course, missed tests or assignments, low quality work products,

poor test performance, poor performance on class content, or poor basic reading/writing/math skills).

Behavioral (poor time management, study skills, or test-taking skills)

Personal (motivation, adjustment difficulties, learning disability, health issues)

Enrollment (enrolled but never attended class, or stopped attending without dropping class)

SARS•ALRT integrates with the SARS•GRID scheduling and drop-in registration system, as well as with the

SARS•TRAK student self-serve and automated check-in/check-out system. As a student follows up on

recommended activities, SARS•GRID and SARS•TRAK can record them.

SARS•ALRT initiates several steps for dealing with early alert students attending the Willow International Center:

Sends an e-mail message to the student in which the concern is described and the student is encouraged to

take advantage of the listed services.

Has the capability to send additional e-mail messages to the various departments or services to initiate

appropriate interventions.

Establishes popup notifications for counselors that will be displayed in SARS•GRID whenever student

information is displayed or an appointment is made for a student.

Reports track referrals and the satisfaction of early alert requirements or recommendations.

The SARS-Alert program provides a wider range of referral options for instructional faculty and assists

student support programs in efforts to better integrate the communication of student alert information and

providing more instantaneous communication of services available to at-risk students. The SARS-Alert

program is new beginning Fall 2011 and instructional faculty are learning this new process for early alert

referrals. Participation for the first year (FA11, SP12) is expected to be lower than previous years due to the

transition to a new software program and alert process for faculty.

Future Trends

California Community Colleges Student Success Task Force was appointed by the board of governors in January

2011 to examine strategies and develop recommendations for promoting student success, including improving the

student assessment process, delivering remedial instruction, increasing academic counseling, and using technology

to help students reach their goals faster. The shift from focusing on student access to a more student success oriented

approach focusing on student educational attainment and strengthening of support programs for community college

students, may refocus the district’s efforts toward increasing faculty to participate in the WI Early Alert student

retention program. However, as more referrals are made, counselor and other student support service demand may

exceed the supply of counselor and other support personnel to provide the service.

51

Probation

Academic/Progress probation monitoring is a major part of our retention efforts. All counselors provide probation

counseling services to assist students in successfully navigating their way off academic/progress probation and

toward college success. The goal is to make students aware of what probation is, what it means to their future, and

how to get off and stay off probation. Various tools are implemented to assist students on probation including:

email notifications of probation standing; online probation workshops; personal counseling; developing SEP’s;

referral to tutoring, DSPS, Personal Counseling Services, Health Services, etc.; retention agreements; placement in

Counseling courses; and career assessment.

The Level 1 probation workshop format has been updated from a face-to-face workshop to an online workshop that

allows students the ability to complete a Probation workshop at any time. As a result, student attendance has

improved significantly over the past 2 years compared to prior years. The online probation workshop has been

developed and continues to be improved upon. Students on level-2 probation or academic dismissal status are

required to meet with counselors for more intensive counseling interventions and review of their specific probation

standing.

ON-LINE COUNSELING (includes FAQ/Live Help)

Online Counseling Services

Willow International continues to offer online counseling services that provide students with immediate access to

counseling/advising information. The two online services consist of a “district-wide” frequently asked question

(FAQ) database and a district-wide Live Help online counseling interface. The FAQ service provides students with

a database of questions and answers relative to district-wide programs and services. It is available 24 hours a day, 7

days a week and includes answers to general academic advising questions. The Live Help program provides

students with the opportunity to communicate online with a counselor. The academic counseling sessions provide

“real-time” assistance for students unable to come on campus for counseling services. The sessions are live and

provide students with an additional option to work with a counselor for purposes of academic advising. This service

is available throughout the district during designated days and times and is limited to 18 to 20 (6 hours a week at

WI) hours per week. These services require extensive time and commitment from counseling staff to maintain its

FAQ database, along with providing adequate counselor coverage during designated Live Help sessions. The

amount of hours as specified by the Title V grant that initiated the development of these services called for 35 hours

a week per campus site. Since the inception of these services in fall 2007, the number of users has steadily increased

each year. The 2007 program review summary sheet indicated that increasing student enrollments would increase

the demand for online counseling services, including providing the appropriate staffing to meet the higher demands.

As such, given the reduced contract days for counselors that include the regularly assigned counseling duties and

responsibilities, the desired time commitment(s) have been difficult to maintain and have been adjusted to best

provide online counseling service as staffing allows.

Veteran Counseling

Students who are or have served on active duty or have been discharged from the military are entitled to educational

benefits from the Veterans Administration (VA) for obtaining their education goals. The amount of support is based

on the time in service and individual contribution. Students are given ten years to access these funds after

separation. The college Veterans’ Counselor and certifying official coordinates the paperwork between the student

and the VA. Willow International has a designated counselor dedicating approximately 6 hours a week to meet with

the students to discuss options, VA requirements/regulations and complete a veteran student educational plan that

must follow essential guidelines.

52

Future Trends

“California Community College has begun to serve veterans of Operation Enduring Freedom (OEF) and

Operation Iraqi Freedom (OIF). It is estimated that 16,000 of the 21,000 veterans and their dependents

using the GI Bill at California postsecondary institutions are enrolled at a community college. Further,

enrollment of veterans is expected to increase dramatically in the near future.” 1

“An improved veteran education benefits package (as set forth by the Post 9/11 GI Bill) and continued

military operations will cause a substantial increase in student veteran enrollment in the coming years. As

a result, many institutions of higher learning will experience a 25% or more increase in student veteran

population.”2

“More than 100,580 OEF/OIF veterans were diagnosed with a mental health condition.”2,

WI Progress

The Willow International Center dedicates approximately 6-7 hours per week for Veteran student appointments.

The Willow International Center also has an active Veterans Club and provides Veteran student with priority

registration.

WI Concerns

The WI veteran counselor is not available on a daily basis to meet with the veteran students. Also, the veteran

counselor is responsible for serving all students and has a variety of other responsibilities. Counselors working with

veterans need additional training to ensure that veterans are meeting all VA requirements.

Orientation

Orientation is a matriculation component available for all community college students attending the State Center

Community College District. Willow International provides students with an orientation to college in various

formats; including New Student Welcome sessions, online orientation, counseling session orientations, large group

orientations through the Registration to Go program at feeder high schools and special program orientation sessions.

Students are encouraged to complete new student orientation prior to registering for courses. The orientation

contains information pertinent to a student successfully managing college policies and procedures and accessing

programs and services.

The Willow International Center has recently launched a new online orientation program. The orientation includes a

quiz portion to encourage students to focus on the information provided, a pre and post knowledge gap assessment

and we are in the process of developing a student satisfaction survey. All completed orientations are electronically

documented and managed. Willow International is currently discussing the implementation of a mandatory

orientation for all first time students. The new mandatory orientation process will require a commitment from the

counseling faculty to maintain and update the orientation program; which includes documentation and removal of

student orientation holds. However, a request has been submitted to the IS priority committee to automate the

release of the Orientation hold in Datatel.

Future Trends

Title 5 defines orientation as a component of matriculation and specifies the following requirements of orientation:

Orientation is a process which acquaints students and potential students with college programs, services, facilities

and grounds, academic expectations, and institutional procedures. At a minimum, each community college district

shall provide students with all of the following matriculation services…orientation and pre-orientation services

designed to provide nonexempt students and potential students, on a timely basis, information concerning college

procedures and course scheduling, academic expectations, financial assistance, and any other matters the college or

district finds appropriate.

In an article by Boyd, B., Largent, L. & Rondeau, S. (2008). Community College Orientation Basics: How to

structure a new student orientation program. Retrieved from NACADA Clearinghouse of Academic Advising

Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Orientation.htm

http://www.nacada.ksu.edu/clearinghouse/advisingissues/Orientation.htm

53

“Community college students enter higher education with unique needs and complex, hectic lives. Thus, outreach

initiatives, such as new student orientation programs, are critical to maximizing these students’ opportunities for

success. As the student population in community colleges continues to change and grow, the economic resources

available to these schools continue to shrink. Therefore, planning and implementation of an orientation program

becomes an enormous challenge.”

Technology continues to impact the way that we are providing services to our students; including how we are

offering new student orientation services. The new online orientation that is being developed requires a

commitment by the counseling faculty to provide content updates, documentation into Datatel for MIS and an open

line of communication with Cynosure.

PROGRAM REVIEW SELF-STUDY: NON-INSTRUCTIONAL PROGRAMS AND SERVICES

INSTRUCTIONAL SUPPLEMENT

As applicable and appropriate, Non-Instructional Programs and Services offering courses should complete the

following supplement to provide instructional information and justification relative to program outcomes.

I. General Instructional Information

A. List California Community College Chancellor’s Office Taxonomy of Programs (TOP) Code (found on

Blackboard—RC Program Review, Documents, Handbook and Supporting Documents )

Top code: 4930

1. listing of courses in the program area including transfer/degree applicable, degree applicable/non-

transfer, non-degree applicable, and non-credit;

Counseling Courses Not Offered at Willow International, but have been approved through curriculum and

offered at other sites:

Course Description Transferable Degree Strategic Goal Semester

Revised

Coun 3A- Understanding Transfer CSU- an introduction to

process of transferring to the California State University. Y Y Strategic Area 11

2008SP

Coun 3B- Understanding Transfer UC- an introduction to

the process of transferring to the University of California. Y Y Strategic Area 11

2008SP

Coun 34-Career Awareness- A course providing career

exploration through self-assessment, career research, goal-

setting, and success strategies.

Y Y Strategic Area 11

2010SP

Coun 53-College and Life Management- Designed for the

first year college student. It will prepare students for college

life and academic success.

Note: NC no longer offers this course.


2010SP

Coun 120- College Introduction- A comprehensive course

to assist students in self-assessment, planning for success,

time management, educational planning and career

awareness.


N Y Strategic Area 11

2008SP

Coun 172-Employability Skills- A course for students

seeking a successful employment experience.



2010SP

Coun 173-Job Search- The course is to assist students

seeking employment with job search strategies.



2008SP

54

Coun 264- A course to assist new students in obtaining the

knowledge and skills necessary to achieve their educational

objectives.

N N Strategic Area 11

2010SP

Counseling Courses Offered at Willow International:

Coun 47-Learning Strategies- A course to establish effective

study habits and positive attitudes that will lead to

successful achievement of academic goals


2008SP

Coun 263 – Leadership Development - A course designed

to introduce students to theory, principles, and techniques of

leadership.

N N Strategic Area 11

2. list of degrees and certificates;

n/a

II. Quantitative Analysis—Instructional

These data provides an initial and important framework for review of programs and the program as a whole.

Use tables provided and formatted by the institutional researcher in your report. Additional graphs and charts are

acceptable. Please be sure to label tables and charts and reference them by number in the narrative.

A. Provide short written comparative and trend analyses examining program and overall college trends for

the data elements listed below. Include in the analyses:

Significant fluctuations

Impact of trends on Program

Data Elements

1. Total Enrollment

The above graph shows some fluctuations in enrollment over the years between 06SP to 10FA at Willow

International Center. There was an increase Fall 2008 (119 student enrollment) which can be explained by the

commitment of the counseling department to encourage all incoming freshmen to enroll in a Counseling course

through Registration to Go.

Enrollment by Demographics: age, gender, & ethnicity

Ethnicity

WILLOW

INTERNATIONAL

06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

African-American/

Non-Hispanic 0.0% 8.0% 10.5% 0.0% 0.0% 12.6% 3.8% 1.7% 3.0% 0.0%

American

Indian/Alaskan 0.0% 0.0% 0.0% 10.0% 5.3% 5.9% 0.0% 0.0% 0.0% 5.9%

Asian/Pacific Islander 5.9% 8.0% 21.1% 6.7% 10.5% 7.6% 5.8% 5.2% 24.2% 11.8%

Hispanic

29.4

% 32.0% 15.8% 40.0% 15.8% 37.8% 51.9% 27.6% 12.1% 47.1%

Race/Ethnicity

Unknown

17.6

% 0.3% 15.8% 16.7% 15.8% 6.7% 11.5% 13.8% 24.2% 3.9%

White/ non-Hispanic

47.1

% 48.0% 36.8% 26.7% 52.6% 29.4% 26.9% 51.7% 36.4% 31.4%


WILLOW

INTERNATIONAL 17 25 19 30 19 119 52 58 33 51

55

The Willow International Center demographics vary from semester to semester. The ethnicity tables above reflect

the student population represented is mostly white/non-Hispanic and Hispanic. The table also shows a number of

students indicated “unknown” for ethnicity. In the four year period from 2006-2010 the White/non-Hispanic student

population has remained consistent in their enrollment compared to Hispanic which reflects a variation from

semester to semester.

Gender

WILLOW

INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

Female 52.9

% 64.0% 73.7% 80.0% 68.4% 59.7% 50.0% 67.2% 78.8% 58.8%

Male 47.1

% 36.0% 26.3% 20.0% 26.3% 38.7% 48.1% 32.8% 21.2% 41.2%

Unreported 0.0% 0.0% 0.0% 0.0% 5.3% 1.7% 1.9% 0.0% 0.0% 0.0%

Female students predominately make up the gender population at Willow International. Over the four year, the

Willow International Center had the highest female enrollment with 78.8% in the spring 2010. The highest of male

student enrollment at Willow International is reflected in spring 2009 with 48.1%.

Age

WILLOW

INTERANTIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

19 or Less 41.2

% 32.0% 15.8% 33.3% 31.6% 35.3% 25.0% 36.2% 24.2% 58.8%

20-24 29.4

% 32.0% 47.4% 40.0% 26.3% 29.4% 38.5% 34.5% 42.4% 29.4%

25-29 0.0% 8.0% 10.5% 10.0% 15.8% 6.7% 5.8% 5.2% 3.0% 3.9%

30-34 5.9% 8.0% 5.3% 6.7% 10.5% 12.6% 7.7% 13.8% 6.1% 3.9%

35-39 5.9% 4.0% 0.0% 6.7% 10.5% 3.4% 9.6% 10.3% 6.1% 2.0%

40-49 5.9% 12.0% 15.8% 3.3% 5.3% 9.2% 5.8% 0.0% 12.1% 0.0%

50+ 11.8

% 4.0% 5.3% 0.0% 0.0% 3.4% 7.7% 0.0% 6.1% 2.0%

The Willow International Center is attended primarily by students ranging in ages from 19 years to 24 years. All

other students attending Willow vary in ages.

Unit Load

WILLOW


FULL TIME 47.1

% 56.0% 42.1% 50.0% 36.8% 46.2% 34.6% 51.7% 51.5% 68.6%

PART TIME 52.9

% 44.0% 57.9% 50.0% 63.2% 53.8% 65.4% 48.3% 48.5% 31.4%

Willow International Center shows in fall 2010 that 68.6% of the students were full time students (12+ units) and

31.4% were part time.

2. Retention/Success

WILLOW


GPA 2.41 2.64 1.79 2.30 2.68 2.55 3.46 2.67 2.85 2.19

56

SUCCESS 64.7 68.0 47.4 66.7 68.4 68.9 88.5 75.9 75.8 62.7

RETENTION 100.0 96.0 94.7 96.7 84.2 95.8 98.1 96.6 84.8 82.4

ATTRITION 0.0 4.0 5.3 3.3 15.8 4.2 1.9 3.4 15.2 17.6

Willow International shows a variation in GPA from spring 2006 to fall 2010. The lowest GPA is shown in spring

2007 and the highest at 3.46 in spring 2009. The success rate has been for the most part above 60% and has

increased to above 70% for three semesters. For Willow International, the semesters with the highest attrition were

in Spring 2008 and Spring 2010 and the lowest at 0% in Spring 2006.

3. Program Mark Analysis Report

WILLOW


A 41.2 56.0 36.8 33.3 63.2 55.5 84.6 44.8 63.6 43.1

B 23.5 8.0 10.5 30.0 5.3 5.9 0.0 25.9 6.1 9.8

C 0.0 4.0 0.0 3.3 0.0 7.6 3.8 5.2 6.1 7.8

D 5.9 8.0 0.0 0.0 0.0 0.8 0.0 0.0 0.0 2.0

F 29.4 20.0 47.4 30.0 15.8 26.1 9.6 20.7 9.1 17.6

CR/P 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.0

W 0.0 4.0 5.3 3.3 15.8 4.2 1.9 3.4 15.2 17.6

The Program Mark Analysis table above shows grades achieved by students attending the Willow International.

Student grades for Willow International reflect a higher percentage for A’s for the most part; these grades were

consistent throughout 2006 and 2010.

4. FT/PT Enrollment Status/WSCH/FTEF

WILLOW

INTERNATIONAL


Contract

(Fac. Workload) 0.00 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Part Time

(Fac. Workload) 0.30 0.13 0.13 0.13 0.13 0.54 0.55 0.34 0.27 0.28

Extra Pay

(FT Fac. Workload) 0.13 0.30 0.30 0.30 0.30 0.30 0.30 0.30 0.30 0.30

FTEF 0.43 0.43 0.43 0.43 0.43 0.84 0.85 0.60 0.57 0.58

FTES 1.2 2.02 1.82 2.01 1.33 4.86 3.46 3.43 2.50 3.66

FTES per FTEF 2.79 4.70 4.23 4.67 3.09 5.79 4.07 5.72 4.39 6.31

WSCH per FTEF 83.72 140.93 126.98 140.23 92.79 173.57 122.12 171.50 131.58 189.31

FT:PT LHE Ratio 2.25:

1 2.25:1 2.25:1 2.25:1 2.25:1 0.56:1 0.56:1 0.90:1 1.12:1 1.09:1

Willow is only offering two or three courses per semester and an increase is only anticipated with the possible

addition of COUN 3A/3B. Willow’s student population appears to be better prepared for college level work and less

in need of these courses. COUN 3A/3B may be a part of a learning community and may prove more attractive to

these students. The results will be monitored and reflected in the next program review.

5. Number of Degrees/Certificates Awarded- n/a

6. Perkins Core Indicators (if career-technical education program)- n/a

7. Additional Data:

Predominant Student Profiles by College:

Reedley (previous PR) Willow (previous PR) Madera (previous PR) Oakhurst (previous PR)

57

Hispanic 71% (67%) Hispanic 47% (White-48%) Hispanic 62% (53%) White (79%)

19 & under 19 & under (24 & under) 19 & under 19 & under

Female 55% (58%) Female 58.8 (64%) Female 73% (76%) Female-no data (64%)

Full-time 73%(78%) Full-time 69%(56%) Part-time 51% (56%) Full-time-no data (64%)

The above chart was created to compare the different demographics of each Reedley College location. RC, Willow

and Madera students are predominantly Hispanic and increasingly so. The most significant change is Willow with a

complete switch from a White majority center to a Hispanic majority. Willow also made the move from being

primarily for students ages 20-24 and under, to 19 & under just as the other campuses.

Provide a short comparative analysis of courses taught face to face and distance/hybrid classes for:

1. Enrollment

2. Retention

3. Success

4. Program Mark Analysis

5. GPA

n/a

III. Instructional Student Learning Outcomes (Select one of the following.)

A. List courses offered, specific function/student learning outcome(s) of courses, and the courses relation to

program outcomes.

Below is the SLO chart developed for the previous program review:

58

As we learned more about SLO’s, attended an SLO training workshop, and worked on them through three different

meetings as a group, the chart below shows the improved results of our evolution and the inclusion of PLO’s and

GELO’s.

Counseling Courses SLO Counseling 1 Student tutors will be able to plan evaluate, and critique their

tutoring work

Counseling 2 Student tutors will assess a student's learning needs and

formulate a tutoring

Counseling 3A Currently being developed

Counseling 3B Currently being developed

Counseling 34 Students will list their career related values

Counseling 47 Students will identify and define their learning style

Counseling 53 Students will identify and define their personal values

Counseling 120 Demonstrate knowledge of college policies and procedures

Counseling 171 Students will be able to describe employer expectations

Counseling 172 Students will be able to demonstrate the components of the job

application process

Counseling 263 Students will use parliamentary procedures in a meeting

Counseling 264 Students will demonstrate ability to use campus catalog and

schedule of courses

Counseling 281 Students will complete a weekly study schedule

Counseling 282 Students will complete an Income and Expenses Worksheet

Counseling 283 Students will be able to recognize the Four Goals of

Misbehavior

Student Outcomes GS 1 GS 2 GS 34 GS 40 GS 47 GS 53 GS 105GS 120GS 263GS 264GS 266GS 281GS 282GS 283 GS 3A GS 3B

List courses required to complete academic goal (SEP) x x x x x x

Identify and take steps to reduce personal barriers x x x x x x x x

Establish a goal & steps to achieve it x x x x

Demonstrate know ledge of academic language x x x

Develop & utilize time mgmt skills x x x x x x x x x

Demonstrate know ledge of college policies and procedures x

Identify a preferred career path x x x x

Identify & utilize college resources x x x x

Demonstrate effective use of college catalog and schedule of courses x

Select & apply appropriate tutoring strategies x x

Evaluate family system & implement

strategy for improvement

Distinguish appropriate w ork behaviors x

Identify personal learning style x x x x x x

Create a personal budget x x x

Demonstrate organizational skills x x x x x x x x x

Evaluate transfer readiness x x x x x

Demonstrate problem solving strategies x x x x x x

Student Outcomes GS 44 GS 171GS 172GS 173

List courses required to complete academic goal (SEP)

Identify and take steps to reduce personal barriers x x

Establish a goal & steps to achieve it x

Demonstrate know ledge of academic language

Develop & utilize time mgmt skills x x

Demonstrate know ledge of college policies and procedures

Identify a preferred career path x

Identify & utilize college resources

Demonstrate effective use of college catalog and schedule of courses

Select & apply appropriate tutoring strategies x

Evaluate family system & implement strategy for improvement

Distinguish appropriate w ork behaviors x

Identify personal learning style x

Demonstrate a personal budget

Demonstrate organizational skills x x

Evaluate transfer readiness

Apply problem solving strategies x x

Guidance Studies Program

Student Outcomes

x

59

The process of rethinking and redeveloping our SLO’s has improved the quality of our standards and rendered them

more assessable. At this time, only 2 courses have been assessed and are shown below, and we are beginning the

process of evaluating the others.

COUN 263

Counseling 263 was assessed Spring 2011 and reported on the Student Learning Outcome report as is seen below.

REEDLEY COLLEGE/NORTH CENTERS

STUDENT SERVICES - STUDENT LEARNING OUTCOMES (SLO’S)

SPRING 2011


DIVISION: STUDENT SERVICES INSTRUCTION

DEPARTMENT/AREA: COUNSELING 263

REPORT COMPLETED BY: RC & NC COUNSELING DEPARTMENT

SEMESTER ASSESSED: SPRING 2011

STUDENT LEARNING

OUTCOME (SLO)

Students will use parliamentary procedures in a meeting

RELATIONSHIP TO

STRATEGIC PLAN

NC Strategic Plan: #5: Student Services – Improving programs and services that lead to

increased student achievement, student learning, and student participation

RC Strategic Plan:

DESCRIPTION OF SLO

ASSESSMENT METHOD

Conducting/participating in a meeting

On 4/8/11, instructor assessed the students in attendance by asking a series of questions about

parliamentary procedures. They were allowed free response on binder paper.

Questions included but were not limited to:

What parliamentary procedure organization structure do we follow during ASG (ASB)

meetings? (A: Robert’s Rule of Order - RRO)

Why do we use parliamentary procedure? (A: because RRO is recognized, organized

and standardized.

GOAL/TARGET

(“GOOD ENOUGH”

INDICATOR )

All students enrolled in Counseling 263 follow parliamentary procedures in a meeting

ASSESSMENT RESULTS


NECESSARY)

After evaluating the answers, 13 out of 13 students enrolled confirmed that they understood

parliamentary procedure. Through observation in ASG (ASB) meetings, the instructor concluded

that 13 out of the 13 students enrolled participated in ASG (ASB) meetings using parliamentary

procedures.


ANALYSIS

All students had the opportunity to implement all components of the parliamentary process in a

class meeting

60


(CHANGES TO WORK


TEACHING, STAFFING,

COMMUNICATION,

ETC.)

Continue to provide students enrolled in the leadership class with instruction on parliamentary

procedures.

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Spring 2011


(DATE AND METHOD OF

FOLLOW-UP DATA

COLLECTION)

End of Spring 2011 – Evaluate data and submit in report

End of Fall 2011 – Plans for revisions for next SLO cycle

COUN 34

The SLO report below has not yet been officially accepted and posted on Blackboard but has been submitted to the

counseling SLO representative.

REEDLEY COLLEGE/NORTH CENTERS

STUDENT SERVICES - STUDENT LEARNING OUTCOMES (SLO’S)

SPRING 2011

DATE OF STATUS REPORT: NOT YET SUBMITTED

DIVISION: STUDENT SERVICES INSTRUCTION

DEPARTMENT/AREA: COUNSELING 34

REPORT COMPLETED BY: RC & NC COUNSELING DEPARTMENT

SEMESTER ASSESSED: FALL 2010/SPRING 2011

STUDENT LEARNING

OUTCOME (SLO)

Students will list their career related values.

RELATIONSHIP TO

STRATEGIC PLAN

NC Strategic Plan: #5: Student Services – Improving programs and services that lead to

increased student achievement, student learning, and student participation

RC Strategic Plan: 3.1 To meet the needs of students and the community the College offers

instructional programs

that provide basic skills, transfer preparation, workforce preparation and lifelong

learning opportunities.

4.2 Provide services and activities that create opportunities for personal growth.

DESCRIPTION OF SLO

ASSESSMENT METHOD

Total number of students completing the COUN 34 course in Spring 2011, compared to Spring

2010

GOAL/TARGET

(“GOOD ENOUGH”

100 students per semester will complete the COUN 34 course.

61

INDICATOR )

ASSESSMENT RESULTS


NECESSARY)

COUN 34 Course Completers

Spring 2010 Spring 2011

27 MC 30 MC

52 RC 50 RC

79 Total 80 Total


ANALYSIS

Between NC and RC we have fallen below the 100 student target. Each semester represents 5

sections also reflecting a poor rate of completion (which is typical of RC/NC classes). In 2007

there were a total of 26 sections of COUN courses offered and only 10 total offered in Fall 2011.

Due to COUN 34 class section reductions, we are assisting students less in their understanding of

themselves, their values in particular, and their movement toward a career and/or major decision.

Individual counseling sessions are in sufficient for conveying all that is covered in this

comprehensive career course.


(CHANGES TO WORK


TEACHING, STAFFING,

COMMUNICATION,

ETC.)

Increase the number of COUN 34 sections offered in Fall and spring, including a short-term

course in the second half of the semester.

Employ strategies for student retentions, training the adjunct counselors who teach these classes.

TARGET DATES FOR

IMPROVEMENT EFFORTS

End of Spring 2013.


(DATE AND METHOD OF

FOLLOW-UP DATA

COLLECTION)

End of Fall 2013: Evaluate data and submit in report

End of Spring 2014: Plans for revisions for next SLO cycle

B. List specific instructional student learning outcomes if not directly related to program outcomes and

complete the following:

As seen on the Student Learning Outcomes matrix for COUN courses, all directly related to our program outcomes.

1. Describe the results of the assessments of student learning outcomes as reported in the Program

Assessment Reporting Form.

n/a

2. Describe any changes and/or proposed changes in pedagogy, curriculum, student learning outcomes,

facilities, etc. that occurred as a result of the evaluation of the assessment of student learning outcomes

as reported in the Program Assessment Reporting Form.

n/a

IV. Qualitative Analysis – Instructional

Please note that these data should be integrated with the qualitative analysis, and SLO assessment to help support

your Summary Statements and Goals A. Describe and include rationale for any curriculum changes anticipated in the next 5 years. (If not

62

applicable leave blank)

1. Major course revisions- All courses have been revised within the last 1-3 years including the

development of new SLO’s. No new revisions are recommended as we need to complete a cycle

of SLO measurements. Once those are evaluated, adjustment of curriculum based on those

measurements can be made. Given that some courses will be up for revision next year, it is timed

perfectly to complete our assessments and then update the courses accordingly.

2. Course deletions- COUN 40 and 171 were removed last review. No other courses are

recommended at this time.

3. New courses- No new courses are being recommended at this time. Stand-alone courses are

considered of lower priority with the budget crisis so adding new courses does not appear

advisable. We prefer to increase the offerings already developed to assist in student success.

4. Revised or new options within a program- n/a

5. Proposed new programs- No new programs are being recommended

6. Distance education/hybrid courses- many students prefer online courses. We hope to expand

the number of online counseling courses to reach more students.

7. Enrollment trends- Given the community college focus on student success and the current

development of statewide Student Success Task Force recommendations, it would appear that we

will be increasing our enrollments in order to assist students to be more successful.

8. Articulation changes- Nothing recommended at this time.

9. Provide justification for programs consisting of 30 units or more in the major. (Reference

quantitative data relative to degrees and certificates awarded) n/a

COUN 53:

Replaced COUNSELING 40 as a decision from the prior program review.

Offered in Spring 2008, Fall 2009, Fall 2010, Fall 2011

COUN 3A/3B

The Counseling 3A (Understanding Transfer: California State University) course was developed during the Fall

2007 term. This course provides an introduction to the process of transferring to the California State University.

Topics that are included in the course are the following: admission requirements, major and college selection, know

the application process and support resources for the CSU system.

The Counseling 3B (Understanding Transfer: University of California) course was also developed during the Fall

2007 term. This course provides an introduction to the process of transferring to the University of California.

Topics that are included in the course are the following: admission requirements, major and college selection, know

the application process and support resources for the UC system.

Upon completion of Counseling 3A/3B students will be able to do the following:

Analyze major and campus specific information on ASSIST, California State University (CSU)

Mentor, CSU college and department webpages, and CSU catalogs and apply the analysis to the

selection of an appropriate CSU/UC to which to transfer.

Apply the transfer admission process details to the development, with the assistance of a

counselor, of an individualized student educational plan.

Create a calendar of important CSU/UC transfer-related activities and deadlines.

Evaluate transfer readiness through identifying progress toward CSU General Education or

Intersegmental General Education Transfer Curricula (IGETC), major preparation, and

admission requirements completion.

Identify and enter into a Lower Division Transfer Pattern (LDTP) contract (if appropriate) on

CSU Mentor.

Initiate an application for transfer to the University of California and develop responses for the

personal statement.

Determine which transfer admission guarantee (TAG) program eligibility requirements have

been satisfied and enter into a guaranteed admission contract with one UC campus.

63

Evaluate involvement in extracurricular activities, community service, and leadership roles, and

development additional involvement opportunities.

Willow International Center has not offered these courses, but plan to in the future.

Future Trends:

Due to the state budget cuts, the majority of Counseling courses have not been offered. Counseling 3A/3B are

courses that need to be offered each semester and would help relieve some of the counseling office demands for

basic questions regarding the CSU/UC system. The course would be a priority for freshmen who are somewhat

prepared for transfer.

COUN 34

For students without a major or career goal, this course provides a comprehensive look at all aspects of self-

assessment and career research. With the rapid changes of the labor market and economic challenges of our future,

as the budget gets better, this course would be a priority for student success.

COUN 47

Learning strategies are essential to the college students. Students need to know how to organize themselves, manage

their time, take objective and subjective exams, take notes, study effectively, and retain textbook information. If

more students took this course the first semester, they would have a better chance of success.

COUN 120

This course was designed as our freshman orientation class. It is not transferrable and only one unit.

COUN 171, 172 and 173

These courses were initially developed by the CalWORKS counseling staff in conjunction with the office

technology faculty to be offered with office technology courses as part of the Office Assistant Certificate program

cohort for CalWORKS students. The office technology faculty at a later time developed office technology courses,

OT 16 and OT 17, that replaced these counseling courses for the office technology assistant certificate program and

they were no longer required by CalWORKS.

COUN 171

This course is no longer offered as part of the counseling curriculum, was deleted through the Curriculum

Committee Spring 2008 and was removed from the 10-12 catalog. The content of this course was most related to

the needs of the Office Assistant certificate. With the development of OT 16 & 17 this course was not relevant to

counseling curriculum objectives and though still on the books, is not offered.

COUN 172

This is a one unit course designed to help students in gaining a knowledge base and developing skills in employer-

employee relations, co-workers relations, understanding, diversity in the workplace, problem-solving, self-

management, customer service, workplace ethics and job performance. This course was offered in the first 9 weeks

of the semester and usually had a low enrollment. SCCCD budget constraints required cuts to course sections and

reduce caps. This course was elected as the first to be cut as an offering in favor of what are considered more core

counseling courses.

COUN 173

This one unit course was developed to assist any student with job search strategies. Students prepare an employment

portfolio and will learn effective interview techniques. This course was offered in the second 9 weeks of the

semester. This course usually had a high enrollment because as a late semester course it was attractive to students

needing units to replace courses they dropped. Due to continued SCCCD budget constraints however, this course

also was elected to be cut as an offering in favor of what are considered more core counseling courses.

COUN 263

This course provides students at Willow International with an introduction to theory, principles, and techniques of

leadership. All students participating in student government also enroll in this course.

64

COUN 264

This course provides English learners with a counselor to guide them in academic processes, language and success

strategies.

B. Discuss how your program meets the needs of your students (scheduling, access, distance education,

accrediting agencies’ recommendations) through instruction.

All Counseling courses were developed in response to observation of student needs. For example, Counseling 47

was developed to assist students with study skill techniques; including memorization, time management, reading for

content, objective and subject exams and organizational skills. Counseling 47 was created to help students learn

more about themselves and what careers match their interests and values. This course succeeds in assisting students

in setting and achieving goals.

To accommodate students, courses are scheduled during peak times that students are more likely to participate.

Further, all courses are participatory and involve students of all learning styles so as to maximize student learning.

For the future, it is recommended that we conduct a longitudinal study on students completing Counseling courses to

determine if they improve in retention, success, etc. more than students who do not.

65

SUMMARY STATEMENT

I. Describe the major conclusions reached based on this report’s quantitative and qualitative analyses and

evaluation of the assessment of program/student learning outcomes.

Data Collection

The amount of data now collected is far more representative of our work and services through accurate coding in

Datatel. However, as noted throughout this document, more progress is needed to accurately evaluate what we do.

Resources need to be allocated based on the number of students enrolled and served at the Willow International

Center.

Additional Counselors

With the increasing complexity of degree and transfer programs, new legislation, changes in policies and procedures

as well as, the increased numbers of students attending Willow International, the need for qualified academic

counselors is critical. With the budget situation and the reduced counseling duty days, we are challenged with

meeting the needs of all students and maintain a comprehensive counseling department.

From the 2008 California Community Senate’s Counseling Standards of Practice:

“The quality of a counseling program is dependent upon the level of staffing and the qualifications of the

professionals providing services. Districts must hire an adequate number of counseling faculty who are trained to

handle the wide variety of concerns that affect community college students; as well as sufficient support staff to

operate the program efficiently. The number of counseling faculty should be sufficient to provide students with

suitable access to professional counseling services. In the 2003 document, Consultation Council Task Force on

Counseling, the Academic Senate recommends a counselor/student ratio of 1:370 (ASCCC, 2003, p. 22).

“There should be sufficient numbers of full-time counseling faculty to allow for active counseling faculty

participation in college, regional, and state governance, as well as in professional development and professional

organization activities, without disruption of a program’s services to students.”

The California Community College Student Success Task Force Report indicates that counseling is a major focus of

student success as summarized below. To require SEP’s of all students, support services for unsuccessful students,

and to declare a major earlier will require additional counseling faculty.

Student Learning Outcomes

The collaborative effort of developing and implementing the SLO’s for counseling since the last program review has

been a success. However, more time needs to be dedicated to developing Counseling course SLO’s and

assessments. Additionally, Counseling courses are taught primarily by adjunct faculty. Training and processes need

to be established to assure quality of learning and proper assessment.

Increase Counseling Course Offerings

The Willow International Center currently offers two counseling courses for the spring 2012 semester. All the

student learning outcomes attached to the COUN courses were created with student success in mind. Although the

research indicates that career development, orientation to college and study skills are critical in student success, the

courses that provide this information are being reduced.

66

Transfer/Career Center

The Willow International Center has a transfer/career center located in the counseling office. However, this center

is currently used for multiple purposes other than transfer/career related functions. This center needs to be available

for students to access career and transfer information. In the future we hope to have this center staffed with a

counselor who can assist students with accessing career assessments, job opportunities, resume writing, college

catalogs, field trips, making appointments for University representatives and how to utilize our computers to access

the information.

Counselor Training

It is essential to update and educate all counselors on current policies and procedures. There are significant changes

occurring within the CSU, UC and the SCCCD that counselors need to be aware of on a consistent and as needed

basis. Counselor training is vital to providing our students with accurate and updated information

Based on the conclusions above, complete the table below. List goals in priority order.


Goal(s)

Activities/Facilities/

Curriculum/Equipment

Necessary to Accomplish Goals *

Resources Needed,

Include Estimate Costs Proposed Timeline

1.Institutionalize full-time

SSS/STEM counselors

*Conference with WI VP Student

Services & Instruction

*Proposal submission to department

chairs

*Commitment of WI to

counselor position

*Salary $55,569

Benefits $21,318

Total $76,887

*Start financial support

phase in of

counselor/coordinator

beginning fall 2013.

*Post position spring 2015.

*Hire full-time tenure track

counselor beginning July,

2015

2. Establish data reporting

consistency

*Implementation of eSARS/Datatel

merge

*Form evaluation task force

between WI and RC

*Establish test matrix for data entry

to be reviewed by WI counselors

*Finalize data entry matrices and

any other data entry corrections or

additions

0 cost *Complete eSARS merge

with Datatel Spring, 2012

*Complete evaluation of

data issues/reports by

December, 2012

*Set aside training day for

all counselors in data

reporting and consistency

January

2013

*Implement comprehension

changes by March 2013

3.Add full-time WI

career/veteran counselor

*Conference with VP Student

Services

*Proposal submission to department

chairs

*Commitment of WI to

career counselor position.

*Salary $55,569

Benefits $21,318

Total $76,887

*Post position spring 2013

*Hire full-time tenure track

career counselor beginning

July, 2013

4.Willow International

career/transfer center


Services & Instruction

*Develop strategy for staffing

career/transfer center

*Potential resource action plan

*Cost not determined yet

based on strategy

*Research funding options

*Plan for staffed

career/transfer center by

May 2013

*Funding established by

May 2014 to staff

transfer/career center

67

5.Willow International

Counselor Training


Services & Dean of Student

Services

*Schedule C adjunct hours

will be part of their

scheduled hours

*Fall semester – October

*Spring semester- April

*Training will occur once

each semester

6.Offer more Counseling

courses

*Conference with WI VP, Dean of

Student Services & WI Dean of

Instruction. Add Coun 48, Coun

3A, Coun 3B and Coun 53

0 *Spring 2013 offer at least 3

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