MSJC COUNSELING

PROGRAM REVIEW

2007/2008

1

Table of Contents

1.0. Executive Summary...... 3

2.0. Program Overview...... 3

2.1. Counseling Program Requirements, Title 5...... 4

2.1.1. External Mandates

2.2. Counseling Department Mission Statement

2.3. Counseling Program Developments

2.4. Accreditation Concerns

2.5. Service Inventory/Quantity of Contacts

2.6. Student Learning Outcomes (Relationg to ILO's)

2.6.1. Student Learning Outcome Assessment

2.7. Technology...... 30

2.8. Staffing

2.9. Resources/Budgeting………………………………………………………….33

2.10. Facilities

2.11. Student Satisfaction

2.12. Planning for Improvement

2.13. Results/Identified Issues

2.14. Overall Assessment

2.14.1. Strengths

2.14.2. Weaknesses

2.14.3. Recommendations

Appendix A…………………………………………………………………………….. 51

Appendix B

Appendix C...... 53

Appendix D...... 54

Appendix E...... 55

Appendix F...... 56

Appendix G……………………………………………………………………………..57

COUNSELING PROGRAM REVIEW

1.0. Executive Summary

The Counseling Department is a multifaceted service oriented program that offers a plethora of academic, career, and personal support to the students and surrounding communities within the district.The focus of this programreview isaimed at making certain that students receive the best services that MSJC Counselingcan offerbyassessing and recommending appropriate changes or additions to theCounseling Department and Services.

Theneed for counseling services is exceptionally high, as will be shown by the growth in student population and therequest for counseling services in the past three years. The program review highlights the successes of the department, the needs to sustain an appropriate level of student support, and a plan for the future.Also, the program review will address the concerns from the accreditation team 2006.

2.0. Program Overview

The counseling component at MSJCprovides many paths in which students can seeka manifold of support services. In fact,the counseling program has many special populationswhich require counselors to follow specializedguidelines from state and/or federal mandates. The following counseling servicescurrently fall under the umbrella of "Counseling" at MSJCand in many ways dictates how we approach student retention, persistence, and student success:

  • General Counseling
  • EOP& S Counseling
  • Puente Counseling
  • DSP&S Counseling
  • Honors Counseling
  • Athletic Counseling
  • Financial Aid Counseling
  • ESL/Basic Skills Counseling
  • Career Counseling
  • Transfer Counseling

2.1.Counseling Program Requirements, Title 5

In December 2000, the Consultation Council reviewed anddiscussed a Consultation Digest prepared by the Faculty Association of California Community Colleges (FACCC), which recommended that the Chancellor establish a Consultation Task Force to study the counselor-to-student ratio in California community colleges. At the time, the Chancellor declared the issue an academic and professional matter and charged the Academic Senate for California Community Colleges with convening the Task Force.

The Board of Governors has demonstrated its commitment to providing adequate counseling services to all students by requiring, as a minimum condition for the receipt of state aid, that all California Community Colleges offer counseling services for their students. Title 5 §51018 clearly articulated these requirements:

(b) The governing board of a community college district shall provide and publicize an organized and functioning counseling program in each college within the district. Counseling programs shall include, but not be limited to, the following:

(1) Academic counseling, in which the student is assisted in assessing, planning, and implementing his or her immediate and long-range academic goals;

(2) Career counseling, in which the student is assisted in assessing his or her aptitudes, abilities, and interests, and is advised concerning the current and future employment trends;

(3) Personal counseling, in which the student is assisted with personal, family, or other social concerns, when that assistance is related to the student’s education; and

(4) Coordination with the counseling aspects of other services to students which may exist on the campus, including, but not limited to, those services provided in programs for students with special needs, skills testing programs, financial assistance programs, and job placement services.

(c) Counseling services as specified in Subsection (b)(1), (2), and (3) shall be provided to first-time students enrolled for more than six units, students enrolled provisionally, and students on academic or progress probation.

2.1.1.External Mandates

The Counseling Department is supported byten external mandates which play a pivotal role in the development, implementation, andtiming of counseling services. These mandates drive the qualityand types of services delivered by the Counseling Department.

  • Standards of Practice for CaliforniaCommunity College Counseling Programs
  • Educational Code (Title 5)
  • MSJC Mission Statement
  • Master Plan
  • Counseling Department Mission Statement
  • Department Goals and Objectives
  • Program Review Goals
  • Accreditation Report
  • Department/Student Learning Outcomes
  • TitleV HSI Grant
  • . Counseling Department Mission Statement

“The mission of the Mt. San Jacinto College CounselingDepartment is to provide a strong commitment to facilitate students' intellectual, ethical, and social development. MSJC Counselors support a learning community of academic excellence, diversity and values-centered education in which students are empowered and prepared for lives of purpose, service, leadership and life-long learning. The CounselingCenter promotes student success by providing quality professional counseling services that are responsive to students' individual needs including academic, career, transfer, personal, and crisis counseling.”

2.3. Counseling Program Developments

Program development is the greatest change Counseling has made in the past two-years and has required a rethinking of priorities, time, resources, and expectations for students and the entire Counseling Department staff alike.Change has not been without resistance; however, the success of programs developed will depend on the commitment and focustoward a more proactive counseling approach.

The Student Success Task Force is a collaborative effort, among student services faculty and staff, to develop and implement innovative student retention strategies that ultimately promote student success. The committee started in 2005 andmeets weekly during non-peak counseling monthsto discuss and analyze current student supportservices, procedures, and programs with intent to improve andcreate new and innovative strategiesthat maximize resources while ensuring effective and efficient delivery.

To date, the committee has implemented numerous student success programs which fall under the umbrella of theRetention Initiative. The followingcomponents comprise the Retention Initiative:(see Appendix A)

Early Alert

As a coordinated effort between Instruction andCounseling, the electronic"Early Alert" process was developedtoassist students in becoming successful in their courses by notifying them as quickly as possible when academic and personalconcerns arise.This wasa significant change to the common paper format of the formerEarly Alert process which by all accounts was not successful. In an effort to provide support to students with academic and personal strugglesanElectronic Early Alert was developed.

The Student Success Task Force along with Matriculation and Informational Technology developed an electronic version of theEarly Alert system (change from the paper submissions)in the Spring 2005. The response was significant. An upgraded version of the Early AlertSystemhas been purchased through SARS Alert which willenhance the collection of data andinformation sharing between Counseling and Instruction. Also, the new enhancement will limit the dependency Student Services has on Information Technology by limiting their need to pull data at certain times ofthe year.

Early Alert Mandatory Counseling Services:

  • Identify Inhibiting Factors
  • Update Major
  • Create Educational Plan
  • Educate Students on Learning Support Tools
  • Referral to Support Services

(*Please note that these numbers do not include paper/pencil Early Alert submissions.)

During Fall 2005, faculty submitted 2,813 Early Alert evaluations electronically of which 14.4% (406 students) required interventions. Spring 2006, 3,745 Early Alert evaluations were submitted electronically which showed that almost twice as many students (805) needed interventions as compared to Fall 2005!

Fall 2006, 5,189 Early Alert evaluations were submitted by faculty and 1,023 students (19.7%) needed interventions i.e. counseling services. Spring 2007 shows an increase once again - 5,642 early alert evaluations submitted and 21.2 % of that group of students needing interventions (1,194).

Fall 2007 shows a decline in the number of Early Alert evaluations submitted – 4,435 students received Early Alert warnings from faculty and of this group 853 required interventions or 19.2%. The decline is due to system-wide technical difficulties as a system transition /upgrade caused problems with electronic submissions. Between Fall 2005 and Fall 2007 there is an increase of 57.6% Early Alert evaluations submitted and a 110% increase of students needing interventions!

Probation

In an effort to maximize the benefit counseling has on students identified as probation status 1 or 2, we recognized that a major transformation had to take place from the encouraging letter that was sent out each semester recommending studentsmeet with a counselor to discusstheir current circumstances,academic options, and educational and financial resources available to them.

In Spring 2005, the Student Success Task Forceidentified probation as akey focus for improvement. Since then a systematic approach for probation intervention has been developed and implemented. Counselors and front desk staff have been trained and the program is in full gear. The following components make up the probation program:

Probation Level 1 Process:

  • List of probation studentsis generated by the Student Success Peers.
  • Probation studentsare notified by a letter in the mail, recommending the studentattend a Student Success Seminar ormeet with a counselor.
  • A follow-up phone call by the Student Success Peersis initiated a couple weeks after the probation letter is sent.
  • Peers plan rooms for Student Success Seminars.
  • Counselors facilitate the Student Success Seminars.
  • Counselorsmeet individually with the student and assess the needs of the probationary student.
  • Counselors have the option to place student on their case load or not.
  • If student goes on counselor’s case load then student’s information must go into the Early Alert/ Probation / Dismissal data base located on the counselors’ resource page.
  • Counselorprints and signs intervention contract.

Probation Level 2 Process:

  • Student registration dates for course selectionis delayed to the end by Enrollment.
  • A List of probation studentsis generated by the Student Success Peers.
  • Probation studentsare notified by letter in the mail, recommending the studentattends a Student Success Seminar ormeets with a counselor in orderto receive an earlier registration date.
  • A follow-up phone callby theStudent Success Peersis initiated a couple ofweeks after the probation letter is sent.
  • Peers plan rooms for Student Success Seminars.
  • Counselorsfacilitate the StudentSuccess Seminars.
  • Counselors submit attendance sheets for the Student Success Seminars to the front desk staff. Student’s registration dates are changedback to the appropriate date.
  • If student goes on counselor’s case load (optional for student) then student’s information must go into the Early Alert/Probation/Dismissaldatabase located on the counselors’ resource page.
  • Counselor will print and sign intervention contract.

Dismissal Status Process:

Dismissal from the college is a significant action to take with a student here at MSJC and requires a formal decision from theAcademic Standards Committee.Counseling, along with the Academic Standards Committee, felt that the process was flawed and didn't adequately serve the needs of this student populationprimarily because offour reasons:

  • The committee had no real involvement with the student; however, they made decisions on behalf of the students.
  • The process was cumbersomefor the college and a change needed to occur.
  • The previous intervention by Counseling was always rushed due to peak registration and the student needed more efficient andprofessional attention to their academic, career, and personal needs.
  • A systematic and more effective approach was needed tomake a difference in the dismissal student population.

The Dismissal Program was implemented Fall 2007 with 144 students who entered the program.The followingrequirements and servicesmake up theDismissal Program:

  • Registration blocked by Enrollment Services.
  • Dismissal studentsare notified by letter in the mail, requiring the student to see a counselor.
  • A follow-up phone call by the Student Success Peersis initiated a couple weeks after the probation letter is sent.
  • Counselor dismissal case loadsare formed by students who come in by appointment or by walk-in. Students have the option to participate in theDismissal Program or sit out the semester.
  • Students who choose to sit out the semester must re-enter through the DismissalProgram.
  • Counselorsassess and provide necessary services for the at-risk student and identify specific unit and course selection on the Student Action Plan (paper or electronic version.
  • Counselorsprint and sign intervention contract.
  • Student is given a copy of the Student Action Plan. (See Appendix B)
  • A Student Action Plan (contract)is forwarded in paper form to the front desk.
  • The counseling front desk staffinput unit limitation and specific course selection into DATATEL, based on counselor recommendation from the Student Action Plan.
  • The counselors provide services and input the information into the Early Alert/Probation/Dismissal database located on the counselors’ resource web page.
  • The Student Success Task Force along with the Student Services Committeemonitors the integrity of the program.

Process and Services for Dismissal Student Caseloads:

  • Identify Inhibiting factors
  • Update major
  • Development of a student educational plan
  • Case load management
  • Approve course selection for semester
  • Mandatory three counselor contacts
  • Referral to support services
  • Release registration block

The number of students on progress and academic probation Fall 2004 was 1,715. Only 3 % of these students met with counselors. There is a significant increase in the percentage of students meeting with counselors as shown in the graph above. Fall 2005 there were 1,689 probationary students and 11.8% met with counselors. Fall 2006 there were 2,412 probationary students and 10.6% met with counselors. Fall 2007 there were 1,636 probationary students and 38% or 622 students met with counselors. Comparing Fall 2004 and Fall 2007 there has been an increase of 1,119% of probationary students meeting with counselors (!) yet there has only been a decrease between Fall 2004 and Fall 2007 of 79 probationary students!! The newly implemented Probation program has improved the percentage of probationary students seeking counseling yet we intend to improve the percentage rate significantly in the future.

Basic SkillsMentor Program

The mission of the Basic Skills Mentoring Program is to assist and encourage basic skills students in a one-to-one and group atmosphere to achieve a higher education by providing workshops, resources, and encouragement. The main criteria to join the mentoring program are students must be assessed in/or enrolled in courses below college-level in Math, English and Reading. The mentors serve as role models; assist students in their educational goals; provide information about campus and non-campus resources; motivate students to continue their academic education; and connect students with Counseling. Below is a chart that shows how the Basic Skills Mentoring Program is connected to Counseling. Students in the program are required to meet with a Counselor for their 2nd contact. The 2nd contact includes but is not limited to:

  • Discussing career, major and educational goal
  • Developing an educational plan
  • Discussing academic strategies and plan of action for the remaining semester
  • Doing follow-up meetings based on strategies and plan of action discussed
  • Referring to additional resources on campus and/or off campus

The original plan was to develop the Basic Skills Mentoring Program in Fall 2007 and implement in Spring 2008. Due to the efforts and support of the Dean of Counseling and Student Services, the program was implemented in Fall 2007. 44 students joined the Basic Skills Mentoring Program and 43 out of 44 persisted from Fall to Spring semester. Of the 43 students who persisted, 13 students received at least a 3.70 GPA and 8 students are AB540 students.

Student Success Peer Program

As one of the HSI, Title V grant goals is to address the need to improve student retention rates and academic performance, the Student Success Coordinator and Counseling have developed a Student Success Peer Program to outreach to students who are on academic probation. As part of the Counseling Retention Initiative, the roles of the peers are to:

  • Do follow-up phone calls to students who are on academic or progress probation/dismissal to connect with a counselor
  • Inform academic or progress probation/dismissal students to participate in the Student Success Seminar (facilitated by counselors) to understand their status and consequences
  • Provide assistance in registration (using WEB REG and/or Walk-in Registration)
  • Inform students of college success courses (Guidance courses)
  • Remind students about upcoming workshops and events that will benefit them
  • Remind students to connect with counselors on regular basis to discuss current situation

During the last four years, the peers have diligently and consistently outreached to 100% of this student population and the numbers of probationary students who have met with counselors have steadily increased. Below is a graph showing the probation outreach during the last four years.

2.4.Accreditation Concerns

  • Staffing needs within the Student Services Division in relationship to the growth of student population raises concern.
  • The clarity to which Student Learning Outcome are developed and implemented within the division is required.
  • The incompleteness of the program review process and the lack of linkage with planning and budgetary process must be addressed.
  • The degree to which student surveys and research are integrated into the program review and planning process is a concern.
  • The effectiveness of online services and its method of delivery must be evaluated.

The Counseling Department,within Student Services, has made credible progress toward the recommendations of the accreditation team. Within the program review you will clearly identify the progress.