RIVERSIDE COMMUNITY COLLEGE. COUNSELING DEPARTMENT PROGRAM REVIEW.

RIVERSIDE COMMUNITY COLLEGE

COUNSELING DEPARTMENT PROGRAM REVIEW

2005-06

I. WHERE ARE WE NOW?

A. PURPOSE AND GOALS

RCCD MISSION STATEMENT

The Riverside Community College District is currently a three-campus comprehensive community college committed to providing an affordable post-secondary education, including student services and community services, to a diverse student body. The District provides transfer programs paralleling the first two years of the university offerings, pre- professional, career preparation, and occupational and technical programs leading to the associate of arts degree, the associate of science degree, and a variety of certificates. In the transition of the general education, the liberal arts and sciences and the occupational and technical programs and courses prepare students for intellectual and cultural awareness, critical and independent thought, and self-reliance. Consistent with its responsibility to assist those who can benefit from post- secondary education, the District provides pre-colleges, tutorial, and supplemental instruction for under- prepared students. The District works in partnership with other educational institutions, business, industry, and community groups to enhance the quality of life and the internal harmony of the communities it serves. The District serves Western Riverside County from three interrelated campuses in the cities of Riverside, Norco and Corona, and Moreno Valley.

COUNSELING DEPARTMENT MISSION STATEMENT

The mission of the Counseling Department at Riverside Community College is to foster and promote the intellectual, emotional, social, and cultural development of students by offering a wide range of counseling, career, consultation, training and educational services. These services help students resolve personal difficulties and acquire the skills, attitudes, abilities, and knowledge that will enable them to take full advantage of their college experience and be successful. We support the academic goals of the college through consultation and collaboration with faculty, staff, and campus organizations. We seek to foster intercultural competence and promote awareness and empathy within a multicultural environment.

OUR VISION is to be a leader among community colleges, highly regarded for commitment to students, respected for excellence in teaching and counseling, and recognized as responsive and proactive to the community we serve.

OUR VALUES are expressed in four distinct areas:

Student Centeredness: To serve in the best interest of the students educationally and personally, to offer comprehensive and flexible guidance courses and counseling services reflective of the diverse and evolving student needs; to treat all individuals with respect, concern and genuine care; to counsel and advise students to help them plan for and progress toward their individual educational and personal goals.

Teaching Excellence: To communicate to students a body of knowledge in a creative, stimulating, and challenging manner; to emphasize critical and creative thinking; to promote effective communicators; to instill in students a sense of lifelong learning; to be truthful with students regarding their performance and yet hold all students to high standards of excellence in their learning; to value and honor diversity of thought among faculty, staff, and students; and to value the potential for all students to learn.

Counseling Environment: To create an atmosphere in which all individuals are treated with respect and dignity regardless of differences; to value diversity and the learning opportunities that it creates; to exemplify a communicative, respectful, and a collaborative, collegiate culture within our department; to promote academic professionalism and personal integrity; to seek excellence in all endeavors; and to hold each other accountable as we strive towards excellence throughout our department.

Tradition: To further the traditions of quality, innovation and professionalism found in our department and throughout the institution; to emulate the pride we associate with as Riverside Community College Counselors; and to continue our commitment to the community we serve as we make Riverside Community College the hub of our community with respect and value to the diverse student population we serve.

DISTRICT GOALS:

Improve student retention and success by strengthening certificate, degree, and transfer programs and by establishing new programs and course sequences that lead students to opportunities for transfer education and career preparation.

Ensure that the resources of the college support an effective learning process and ensure accountability by measuring and reporting on institutional effectiveness.

Utilize advances in information technologies to improve effectiveness of instruction, services, and administration.

Improve the capability for economic development and community services by strengthening partnerships with other educational institutions, business, labor, and government to enhance seamless educational opportunity and continuity for students.

Tailor programs and services to meet the needs of the students and communities served by the three- campus District.

Increase the college-going rate in the area by reaching out to underrepresented and underserved populations and designing programs, services, and approaches relevant to the diverse segments of the community.

COUNSELING DEPARTMENT GOALS:

Serve underrepresented and underserved populations by providing appropriate courses and counseling services based on understanding of differences among the populations we serve. (District Goal 6)

Increase knowledge and skills of counseling staff through continuous collaboration amongst faculty, feedback, and offering adequate professional development opportunities for all counselors. (District Goals 1, 2, and 3)

Ensure program effectiveness we must develop a continuous cycle of monitoring and evaluating our guidance courses through collection and compilation of data in collaboration with RCCD Research Department. (District Goal 2)

Become a valued department throughout RCCD and the community and to be recognized as an integral factor in student retention and success. (District Goal 2 and 4)

Stay abreast current and changing technologies to improve effectiveness of instruction, services, and counseling practices. (District Goal 3)

B. HISTORY MAJOR DEVELOPMENTS IN COUNSELING 2000-2005

Standards of Practice for California Community College Counseling ProgramsMajor Developments in counseling 2000-2005:Planned Activities:

Academic Counseling

The student is assisted in assessing, planning, and implementing his or her immediate and/or long range goals. Collaboration with various programs: Puente, FYE, Title 5, Passport to College, Financial Aid, EOPS, DSPS, and SSS

Title 3 Basic Skills Presentations

Technology advances: Datatel, Eureka, Internet Access, Online counseling

New student orientations and success workshopsHire additional counselors to meet the needs of our student population

Stay abreast of technologies that have a positive impact on counseling

Continue to refine/develop group orientations and counseling sessions

Career Counseling

The student is assisted in assessing his or her attributes, abilities, and interests, and is advised concerning current and future employment trends.Career Counselor Assigned

Collaboration with community

Technology advances: Datatel, Eureka, Internet Access, Online

Workshops offered for undecided majors/educational goals Provide training to counselors

Hire additional counselors to meet the needs of our student population

Develop and refine workshops offered.

Personal Counseling

The student is assisted with personal, family or other social concerns, when that assistance is related to the student’s education. Collaboration with student services to provide workshops in classes

Technology advances: Datatel, Eureka, Internet Access, Online

Refer to resources on and/or off campusHire additional counselors to meet the needs of our student population

Crisis Intervention

Either directly or through cooperative arrangements with other resources on campus or in the community.Technology advances: Datatel, Eureka, Internet Access, Online counseling

Staff Development for Crisis InterventionNeed Follow-up training on Crisis Intervention

Assign a trained Crisis Intervention Staff/Faculty member

Multicultural Counseling

The students are counseled with a respect for their origin and cultural values.

Committee to develop plan to promote cultural sensitivity within our department

Outreach to Promote Services

Reach out to students and community to avail themselves of services, focus on maximizing all students’ potential to benefit from the academic experience. Guidance 45 on HS

Collaboration with other departments on campus

Title 5 Hispanic Serving Grant

Letter sent from transfer center to underrepresented students to participate in transfer activities Hire additional counselors to meet the needs of our student population

Consultation

To the college governance process and liaison to the college community to make the environment as beneficial to the intellect, emotional, and physical development of students as possible.Involvement with various committees

Academic Senate

Shared Governance

Matriculation –co-requisites/ pre- requisites, consistent policies and procedures, Continue to collaborate with other departments and committees throughout the district and within the community

Research and Review

To review counseling programs and services with the goal of improving their effectiveness.More research through Matriculation and Institutional Effectiveness showing persistence rates, services offered appointments, and sharing of this information to various departments. Continue to collect and analyze data to evaluate program and course effectiveness in counseling department

Develop protocol for requesting data

Training and Professional Development

To provide training opportunities for counseling staff, interns, and others in the college community. UC and CSU Conferences

Ensuring Transfer Success

Various conferences

Software training on site: Eureka, Datatel, Web Advisor, etc. Continue to seek opportunities for professional development opportunities based on department and individual needs

MAJOR INSTRUCTIONAL DEVELOPMENTS

GUIDANCE COURSE:Major Developments 2000-2005: Planned Activities:

Guidance 45: Educational Planning and College Orientation Offered at the local High Schools during senior year

Online sections offeredRevise curriculum to include a section on the culture of college to increase awareness of how to be successful in college

Provide outreach to HS about the value in guidance courses

Guidance 46: Introduction to the Transfer ProcessMore sections to be offeredDevelop teacher’s Forum for lesson development, collaboration with colleagues on best practices, and to develop learner outcomes.

Guidance 47: Career Exploration and Life Planning Updated course outline and is now CSU Area E Approved, offered online

Moved from 2 units to 3 units Develop teacher’s Forum for lesson development, collaboration with colleagues on best practices, and to develop learner outcomes.

Guidance 48: College Success StrategiesUpgraded course

Section offered onlineNeed data to show retention rate of students taking guidance 48 apposed to those who do not take the course

Provide outreach to HS about the value in guidance courses

Develop teacher’s Forum for lesson development, collaboration with colleagues on best practices, and to develop learner outcomes.

C. PROGRAMS AND CURRICULUM

CURRENT COURSES IN COUNSELING

CURRENT COURSES

Guidance 45: Introduction to College

This course includes an in-depth exploration of RCC resources and policies, an orientation to college life, student rights and responsibilities, as well as graduation and transfer requirements. Students will develop a personal Student Educational Plan.

Guidance 46: Introduction to the Transfer Process

This course provides an introduction and orientation to the transfer process. It includes an in- depth exploration of transfer requirements, admission procedures, requirements for majors, student and academic and support services, financial aid and other transitional issues. The information learned will enable students to make informed choices on majors, four-year institutions and in academic planning.

Guidance 47 Career Exploration and Life Planning

A class designed for students seeking direction about a career and/or major and person in career transition. Topics include extensive exploration of one’s values, interests, and abilities; life problem solving and self-management skills; adult development theory and the changes that occur over the life span; self-assessment including identifying one’s skills and matching personality with work. An intensive career investigation; decision making, goal setting, and job search strategies, as well as resume writing and interviewing skills will be addressed.

Guidance 48 College Success Strategies

This course is designed to increase the student’s success in college by assisting the student in obtaining skills necessary to reach educational and career goals. Topics include time management, test-taking, study techniques, and listening and questioning skills. Students are encouraged to develop tentative education and career plans.

CURRENT PROGRAMS IN COUNSELING

PUENTE

The Puente Program is an academic and community leadership program to help students transfer to four- year colleges and universities. Puente is open to all students and is offered at all three campuses.

VETERAN’S RCC offers six different assistance programs to veterans. SEP’s are developed for all veterans.

ARTICULATION

The Articulation Officer, a member of the Counseling Department, is responsible for developing formal, written agreements with four-year universities that specify which Riverside Community College classes may be transferred to meet general education, major requirements and electives. These agreements facilitate the successful transfer of students from RCC to baccalaureate level colleges and universities.

TRANSFER CENTER

The Transfer Center offers resources for information, application, preparation, and eligibility for transfer. In addition the center offers regularly scheduled workshops and activities designed to assist you in the transfer process, as well as the opportunity to meet with University Representatives will meet with interested students in the Transfer Center

EXTENDED OPPORTUNITY PROGRAMS & SERVICES (EOPS)The EOPS program provides academic support services for financially and educationally disadvantaged students. Services include personal, academic, and career counseling; supplemental book loan services; priority registration; and transfer information and assistance.

CAREER CENTER

The Career Center offers several resources and services designated to assist students in career exploration, in attempt to evaluate a student’s vocational interest, aptitudes, personality and skills to provide a realistic assessment of career goals for the purpose of declaring an academic major. The Career Center offers computer software programs, printed resources, workshops, career assessment/interpretation and specialized career counseling.

RIVERSIDE SCHOLARS

The Riverside Scholar Program is designed to keep the best and the brightest of our young people in the community. The program provides quality educational opportunities at Riverside Community College (R.C.C.) and University of California Riverside (UCR) to students who may otherwise not have been able to afford these opportunities. Students are assigned RCC counselor and UCR representative in order to ensure students will complete in two-years and transfer to UCR.

D. STUDENT OUTCOMES ASSESSMENT

STUDENT LEARNING OUTCOMES

The counseling department recognizes the vital role and importance that every counseling session has upon the individual student and their obtainment of their specific educational goal. Those outcomes achieved in a session depend upon the expressed and discovered needs of the individual student.

DEVELOPMENT OF COMMON ASSESSMENTS FOR GUIDANCE COURSES

As the department is focused on Guidance 45-Introduction to College for the 2005-06 academic year the main goal is to develop a common assessment for the learning outcomes. We are in the process of changing the pre/post test to reflect our learning outcomes. The counseling department decided that we will start with Guidance 45 and each year will select another instrument within each of the other Guidance courses.

The Counseling Discipline will develop one common assessment for each of the guidance courses by the end of Spring 06. Evaluation of learner outcomes will be conducted by the end of Fall 06.

As a result of successfully completing Guidance 45, a student will

STUDENT LEARNING OUTCOME:Measurement: Who will be responsible: Timeline:Results:

Identify factors that influence college academic achievement. Student will, also, analyze the effect these factors will have on the college experience.

Identify and evaluate their own level of preparedness for college and select appropriate placement in English, reading and math classes.

Apply sound decision-making and critical thinking skills in academic planning and course selection.

Develop an educational plan for their chosen goal or major.

*Demonstrate an awareness of college resources.Pre/Post Test – under revision.Every counselor teaching the course. Spring 06Dept. Chair to collect data and share with department.

*Common Assessment for all instructors to utilize during Fall 06, to measure student learning outcome success.

STUDENT LEARNING OUTCOME:How will we measure:Who will be responsible:Timeline: Results:

Identify four year institutions and learn the differences between the systems, requirements for admission, graduation and availability of majors.

Apply decision-making, analytical and evaluative skills in major and course selection.

Acquire skills to effectively navigate the transfer process to four year institutions.

Acquire knowledge about the financial aid process as it relates to four year institutions.

Learn and apply academic planning concepts for transfer to four year institutions.

Assess personal characteristics to guide exploration of career choices.

Develop a resume directed towards a specific career.

Utilize decision making process to investigate career choices.

Employ a variety of techniques to research career choice.

Improve and develop his/her ability to retain and recall information.

Acquire skills to articulate an educational goal and career direction leading to an ed. plan.

Demonstrate an understanding of the principles and techniques of study skills necessary for success in the educational setting.

Acquire a level of self-esteem and understating that will enable him/her to make decisions regarding career and educational goals.

Demonstrate an understanding of the principles and practices necessary for a healthy adjustment to the social environment.

COUNSELING SERVICE LEARNING OUTCOMES

As a result of a counseling session, a student will:

Communicate the requirements necessary to reach his/her educational goal as demonstrated by the collaborative development of an educational plan (short term or long term).

Demonstrate the ability to access and utilize the college resources, programs and services to meet his/her individual needs, which could include, but not limited to: tutorial services, health services, DSPS Services, financial services, EOPS, and job placement services.

Demonstrate the ability to access college courses available to meet his/her individual needs and to support persistence and retention

Be independent, responsible, and more confident in her/his ability to benefit from the learning opportunities at the college.

As a result of interaction with counter staff/educational advisors in counseling, a student will:

SERVICE OUTCOME:How will we measure:Who will be responsible:Timeline: Results:

Students will know how to take necessary steps to enable them to meet AOC requirements. Counselors will develop and administer survey in orientation and collect with one semester ed plan. Counseling Clerk III is responsible for distributing the survey. The survey will be given at random orientations during Win. 06. Review of surveys will be given to the Dean of Student Services by March 3 rd, 2006. Interpretation of survey will be reviewed by full time counter staff and submitted to Dean of Student Services.

Student access for online probation workshops will increase as a result of communication with counter staff.Compare attendance and evaluations for online workshops for the 2004-05 compared to 2005- 06 year.Dean of Student Services will collect data and do comparison.To occur throughout the 2005-06 school year.Dean of Student Services will share with counter staff for continued improvement with services for students.

Students will utilize services offered in the Transfer/Career Center.Modify sign in sheet in Transfer Center to indicate referral from front counter and reason for referral.Educational Advisors in the Transfer/Career Center.2005-06 academic year.Educational Advisors will collect data for the 2006-07 school year to identify baseline data of students being referred from front counter.

Students will be encouraged, connected, and supported in her/his ability to benefit from the opportunities at RCC.Random survey mailed to students through SARS data – to students who had an appointment throughout Fall 06 semester.Dean of Student Services and Counseling Clerk III will develop survey and conduct mailing?2006-07 academic year.Survey results will be collected and discussed with counter to ensure positive interaction with students.

E. COLLABORATION WITH OTHER UNITS

Title V Regulations Specifying the Role of the Counselor Major Developments/Changes: Collaborative Efforts: Activities/Projects:

Orientation

Provided for non exempt and potential students on a timely basis, information concerning college procedures and course scheduling, academic expectations, financial assistance, and any other manners the college or district finds appropriate.Mandated AOC

AOC Committee

AOC process institutionalized

ESL OrientationContinue to work closely with matriculation staff, DSPS, Financial Aid, EOP&S, Tutorial Services, and all student services to provide up to date and accurate information to first time college students about programs and resources throughout RCCD. Continue to evaluate, refine, and develop AOC workshop presented by counselors

Assessment

Students are provided testing to place into appropriate classes.All first time college students must be assessed and they are held from registering until they have completed

Committee that continually evaluates cut scores and testing procedures and protocolContinue to work with assessment centers throughout the district to coordinate testing and orientation. Also, continue to be aware of cut scores and changes to prerequisite requirements through matriculation and other committees.Continue to review and monitor cut scores to ensure students are placed in appropriate courses (Matriculation)

Continue to mandate assessment for all first time students (Matriculation)

Counseling/Advisement

Students are provided opportunities for counseling services.Student Handbook Developed as a counseling tool to utilize with students during orientation

AOC letter to late students who didn’t enroll in classesContinue to work with all programs, resources, and academic departments to provide up to date information to students.Continue to refine and develop handbook so that it is utilized as a counseling tool for all students

Develop programs and opportunities for all students to achieve success.

Students are encouraged the opportunity to develop a SEP with a counselor that outlines courses and objectives including the services and programs to achieve them.SEP’s created and updated for various high-interest articulation agreements

After 15 units students are encouraged to make appointment More collaboration needs to occur with the academic departments on campus to ensure that all students are being encouraged to develop a SEP based on their individual goals. Continue to update and refine SEP’s

Computer based SEP’s in the future

Other departments to take responsibility for SEP’s that they require for various reasons

Post Enrollment Evaluation

Follow up is provided for all students.Basic Skills classes

Readmit and Probation Workshops Continue to offer basic skills workshops to appropriate English, Math, and Reading classes to reach that student population.Committee to research and provide input on best way to reach students in basic skills

Continual update/development of workshops offered to students

Referral of Students

Students are referred to appropriate services and programs available to them.LD now physically a part of DSPS

Early AlertContinue to refer students to appropriate programs and resources on campus. There is a need to develop some type of tracking system to monitor referrals.

Special Student Populations Served through the Counseling Department:

Veteran’s

Transfer

Re-Entry

VOC ED

High School

Financial Aid

Title 5: Hispanic Serving Grant EOPS Puente

ProbationBasic Skills

CAL Works Athletics

Riverside Scholars International (F1)

Undecided Goals Passport to College

F. OUTREACH

There are many outreach programs in place throughout RCCD in regards to counseling services. Every year each campus provides a Counselor-to-Counselor conference where all feeder high school counselors are invited to attend a workshop to learn about the programs, resources, and opportunities available throughout RCCD. In addition, many local high schools invite counselors to present workshops to various groups of students. There are community organizations that various counselors belong to and they attend the meetings on a regular basis.

Currently, through the Education Department and UCR, there is a Copernicus Project in place which is an effort to recruit science and math teachers. A counselor assigned to this project gives regular reports at discipline meetings.

Through the Transfer Advisory Committee, there are University Representatives that provide information and suggestions to increase transfer programs throughout the district. Current members include representatives from UCR, Redlands University, Cal Baptist University, La Sierra University, and Cal State San Bernardino. In addition, many university representatives make regular visits to the three transfer centers to meet with students about their respective schools.

G. CURRENT RESOURCES IN COUNSELING

STAFFING:

Student access to quality counseling services is a key to an effective community college education. The quality of a counseling program is dependent upon the staff. RCCD Counseling Department consists of dedicated individuals who are committed to the students and community served. A measure of counselors’ accessibility is the counselor/student ratio. In addition, reasonable counselor workload clearly makes a significant difference to student success. Districts must hire an adequate number of counseling faculty as well as sufficient support staff to operate the program successfully.

During the 2002 academic year, a state-wide Counseling Task Force was created to conduct a survey of California community colleges’ counseling departments to determine the access students have to counseling services. The survey was sent to Chief Student Services Officers at all the community colleges and 103 responded. The Task Force used a survey rather than MIS data because the MIS figures indicate the number of counseling faculty in the California Community College System but does not distinguish between counseling faculty who provide direct counseling to students and those who are assigned to other areas. The survey asked counseling departments to identify the number of FTE counseling faculty on their campus for Fall 2000 and of that number how many were reassigned to special programs.

Using data collected and the total number of students for Fall 2000 – minus the number of students served under special programs – the Task Force calculated the average counselor/student ratio for 108 community colleges statewide is one counseling faculty member to 1,918 students. The survey results indicate that most campuses lack “adequate” counseling services, and that California community college students do not have adequate or optimum access to counseling services.

In 1965, the National Committee for Appraisal and Development of Junior College Student Personnel Programs in a Carnegie report recognized counseling as an essential service that must be provided to students. The report indicated that counseling and instruction are of equal importance in educating junior college students, more so than at any other level of education. The Carnegie Report defined the ideal ration at 1:300, not to exceed one counselor per every 500 students, based upon a comprehensive counseling model in which counselors counsel students and perform other functions in addition to advisement.

Title V section 58732 – Credit Student Services Standards – addresses program-based funding specifications that may be used to calculate the number of counselors needed at the community colleges. Using the standards provided under this section, the Task Force calculated that a

Counselor/student ratio of 1:900 would comply with Title V standards. This regulation, however, is currently not enforced because all the Program Based Funding standards have not been forthcoming from the legislature.

There are sixteen generalist counselors employed within the Riverside Community College District. These sixteen positions are distributed as follows: Riverside (10), Norco (3) and Moreno Valley (3).

At the Riverside campus, only six of the 10 are assigned to counseling-specific areas such as individual counseling, workshops, orientations, and teaching. The four remaining counselors have assignments as follows: 1) 100% Puente; 2) 60% Articulation, 40% Department Chair; 3) 50% Transfer Center and 4) 50% Career Center. The reassigned time totals 3.00 FTES. As of November 15, 2005 there were 18,800 students enrolled on the Riverside campus. The actual Counseling FTES therefore is only 6.617. The 6.617 figure is based upon the number of hours designated for both individual counseling sessions and time allocated for classroom teaching. Therefore, the current counselor/student ratio on the Riverside campus is 1:2841.

The three counselors at the Norco campus also have multiple assignments. One counselor is.4000 Puente and another is allocated.2000 FTE for Assistant Chair responsibilities. This leaves a total of 2.4 FTE for individual counseling. The enrollment as of November 15, 2005 is 7497 students. Therefore, the counselor/student ratio at the Norco campus is 1:3123.

As of the same date of November 15, 2005, the Moreno Valley campus has an enrollment of 6366. There are three counselors there with a combined counseling FTE of 2.33. One individual has a.4000 FTE in Puente. The counselor/student ratio at Moreno Valley is 1:2732.

These figures do not, however, take into consideration the counselors in special programs, such as EOPS and DSPS. Therefore, the generalist counselor FTE may be a little lower than the campus counseling FTE figures indicate. The data used is based upon the duplicated headcount provided by the Admissions and Records Office. This ratio is far below the statewide recommended ratio of 1:900 that would meet Title V standards. It is also well above the state norm as indicated in the Task Force Study. The adjunct counseling FTES were not included, as we only use two people for a total of less than 12 hours per week in individual counseling. We do sometimes use adjunct counselors to help us teach our classes, which usually total 30 sections or more. These figures are startling when you compare them to previous years. For example, during the 1989-1990 academic year, there was a Counseling FTES of 9.5, an enrollment of 10,923 students and a counselor/student ratio of 1:1149. During those years, with the onset of Matriculation, counselors have been given many more areas of responsibility than before. Therefore, in 1989-90, we had a higher FTE with fewer responsibilities than in 2005-2006 where the FTE is lower and there are many more added duties to perform. We have lost six counselors via retirement, reassignments, and resignations since the 98/99 academic year. Of these six positions, only three have been replaced.

These figures are startling when you compare them to 1998-99.

(1) 1989-90 academic year: (2) 2005- Current

10,923 students (only Riverside campus existed then) 18,800 students at Riverside campus

Counseling FTES of 9.5 Counseling FTES of 6.617

Counselor/student ratio of 1:1149 Counselor/student ratio of 1:2841

By viewing the chart below it is visually apparent that our department is involved in numerous areas of responsibility outside of what the department used to be involved in. This has been accomplished irregardless of the decrease of staff members; however, it has drastically reduced the number of individual counseling appointments available for students. With the continued growth in the District, it is imperative that we hire additional counseling faculty if we are to better meet the needs of our students.

The following data, taken from SARS, our counseling appointment system, reflects the total number of student contacts made in specific areas by academic year from 1998- 2005, on the Riverside Campus:

Student Contacts by Specific Areas

Riverside

Description of Activity:7/98– 6/997/99-6/007/00-6/01 7/01-6/027/02-6/037/03- 6/047/04-6/05

100+ Units8 19

Academic Advisement3126 4626653355764845 61146558

Orientation/Group Counseling 43536547324 6512

Athletic Advisement201612 3511172

Basic Skills Workshop 112

Career Planning395321165376 51016498

Early Alert2515 8

ESL Counseling 259294174

Group Counseling107131 3894396640

Nursing Advising248 335417359263

Occupational Advising4 293167121403344

Online Counseling651042 357895

Group Orientation 581958151150

Probation Counseling213269 269842880622417

Readmit Contracts357548729 1756222728942707

Student Educational Plans (SEP’s) 1329213725783803 495258256260

Day of the Tiger 209983448

Transfer Information691856 790101512531283 1014

TOTAL:6,1318,94911,852 24,05531,070*26,354*24,526

(*Due to changes in reason codes for orientation/counseling students were originally booked in two different codes from 99-03, and during the 03/04 school year they were booked in only the AOC code. That explains why there is a decline in student contacts the past year.)

Riverside Campus Student’s Served through Walk-In Counseling

School Year:7/03-6/047/04- 6/05

Number of Student Contacts: 7,0825,232

The following data, taken from SARS, our counseling appointment system, reflects the total number of student contacts made in specific areas by academic year from 1998- 2005, on the Norco Campus:

NORCO CAMPUS

100+ Units 1 2

Academic Advisement5591835 4929449619331304 1474

Orientation/Group Counseling 47841772973

Athletic Advisement2 2 4 1

Career Planning4974758632 193

Early Alert 22

Group Counseling 19621523

Nursing Advising 420 253717

Occupational Advising 4 3321

Online Counseling 1

Transfer Information160298 322425166232219

TOTAL:1,7013,9837,327 *12,899*11,813*9,260*6,906

*This number has decreased for individual appointments due to the reduced number of work hours and that students are not seen for individual appointments during winter and summer. All contacts during winter and summer are seen on walk-in basis. As noted in chart below:

Norco Campus Student’s Served through Walk-In Counseling

School Year:7/03-6/047/04- 6/05

The following data, taken from SARS, our counseling appointment system, reflects the total number of student contacts made in specific areas by academic year from 1998- 2005, on the Moreno Valley Campus:

MORENO VALLEY CAMPUS

100+ Units

Academic Advisement538616 1461194516791450

Orientation/Group Counseling 1210911224 2692

Athletic Advisement 2 53 2

Career Planning10435191421 140521

Early Alert 3

Group Counseling 127211303

Nursing Advising 8 81

Occupational Advising 9

Online Counseling 2 1

Transfer Information1358361 731344

TOTAL:1,4121,3132,658 *9,602*13,196*7,649*6,481

*This number has decreased for individual appointments due to the reduced number of work hours and that students are not seen for individual appointments during winter and summer. All contacts during winter and summer are seen on walk-in basis. As noted in chart below:

Moreno Valley Campus Student’s Served through Walk-In Counseling

School Year:7/03-6/047/04- 6/05

H. OTHER COMMENTS

FACILITIES:

The facilities on all three campuses are lacking, however, with the prospect of the new Student Services building project occurring within the next

five years, we are hopeful that there will be an improvement.

Current Areas of Concern:

All the offices we have are being utilized. Given the need to increase our faculty, the problem arises as to where new faculty will be housed.

A lack of confidentiality is apparent especially in the area where walk- in counseling on the Riverside Campus is held, as it is out in the open and conversations may easily be heard.

Counseling faculty seem to be a low priority item regarding room scheduling for classes. It appears that priority is not given to our department in acquiring adequate rooms. Oftentimes, classes end up being scheduled in lab rooms, which are not conducive to the way the classes are taught.

There is very limited space in the Transfer and Career Center. The area for the four-year campus representatives is small and there is a lack of confidentiality.

The counseling counter is crowded on the Riverside and Moreno Valley campuses with limited working space for the staff members. The already confined area on the Riverside Campus also houses the Puente program clerk, which adds to the already congested area.

EQUIPMENT:

Current Equipment Status:

Each counselor is equipped with a good computer and laser-jet printer.

The implementation of SARS, the computerized counselor-scheduling system has been a wonderful addition for both counseling faculty and clerical staff.

The SARS system has the capability of generating numerous reports that are useful for presentation of data.

Internet access for all has brought a tremendous amount of resources to counseling, i.e., immediate access to the statewide articulation site, ASSIST, for information on course- by-course and major articulation with CSU and UC campuses.

The department has piloted a program utilizing on-line counseling appointments on the Riverside Campus. Students are excited about this form of counseling and this is an area that needs to be evaluated to determine if services should be expanded district-wide.

Scanned documents such as transcripts from other colleges and evaluations are now available through Datatel, however, they are continuously backlogged due to shortage of counter staff. This totally eliminates the need for paper copies and student files.

Equipment/Technology Areas Needing Improvement:

software to provide counselors to create and revise Student Educational Plans (SEP’s)

laptop computers for use in classroom and presentation of workshops

continuous review of Course Attributes list for use on Datatel to ensure that the courses identified as CSU and UC transferable are accurate to present a true evaluation of transferable courses and accurate grade point averages.

I. OVERALL ASSESSMENT OF DISCIPLINE PERFORMANCE

Self Study Sub-Topic: Counseling Discipline Strengths:Counseling Discipline Areas Needing Improvement:

Purpose/GoalsDiscipline mission/vision/values in alignment with district.Review/update goals and action plans regularly in discipline meetings.

HistoryMajor Developments in Counseling Identified over five year periodContinue to develop activities that align standards of practice with discipline’s action plan.

Programs/CurriculumUpdated course descriptions for all courses offered.Develop additional courses based on student need and evaluate delivery methods of courses offered.

Student Outcomes Assessment Student Learning Outcomes were developed. Counseling Service Outcomes developed. Need to develop a system to ensure outcomes are being measured in an ongoing and continual basis with time for evaluation and updating of material.

CollaborationA variety of programs/personnel addressed where collaboration occurs with counseling and various programs/disciplines.There is a need for additional collaboration and efforts to increase knowledge among faculty of the counseling role and specific duties/responsibilities performed within the counseling discipline.

OutreachIdentify additional forums for counseling outreach activities to occur and a method to evaluation outreach efforts to ensure effectiveness for students.

ResourcesQuality personnel within the counseling department. Need to hire additional personnel across the discipline.

J. INSIGHTS GAINED

Through the self-study process the most important finding was the necessity to have time to collaborate, plan, and work together. So much of our jobs are done in isolation that this process provided us the opportunity to work as a team and that time is so valued and recognized as key to providing seamless programs and resources for the RCCD student population. There is a definite need to continue to evaluate programs, resources, and services so that we are meeting the needs of our changing student population.

II. WHERE DO WE WANT TO BE?

A. ENVIRONAMENTAL SCAN

MAJOR TRENDS IMPACTING COUNSELING – Riverside and San Bernardino among the fasting growing counties in the state

RCCD population estimated at or a little over 800,000 presently

In contrast to California, Riverside County has had a 45% domestic migration

Our district is young – 35-54 age range.

The 18-24 year old cohort will continue to grow

The rate of high school graduation in our areas has decreased. Fewer students eligible for the universities.

An influx in vocational areas (RN, General Secretaries, Teacher Aides, Health Care Paraprofessionals, LVN, Welders and Cutters, EMT, Dental Hygienists

Growth of IT jobs in the Inland Empire will be a function largely of the area labor force, much of which is trained by RCCD.

Culture and Environment – will affect the lives of students attending RCCD “Values, lifestyles, family formation, and other factors affecting the quality of life; transportation, crime, air and water quality, childcare and the like can be expected as the college’s service area population grows and the community becomes multicultural. THESE FACTORS WILL IMPACT HOW WELL INDIVIDUALS WILL BE ABLE TO LEARN AT RCCD.”

Ever changing technology.

RCCD population is consistently growing

B. INTERNAL REVIEW

Current State of Counseling Department:Desired State of Counseling Department:

Inadequate Staffing of Counselors

Appropriate ratio of counselor to student as outlined in

Inadequate Technology

High Tech Counseling Classroom with lecture and lab.

Updated forms of counseling technologies

Lack of Preparedness of entering Freshmen at RCCD

Collaborate with local high schools

Communicate with Math/English Depts. and HS.

Reevaluate guidance courses and update to meet student’s needs

Lack of Collaboration and Counseling Department Recognition

Ongoing collaboration with RCCD Departments

Collaboration with local high schools

Collaboration with University Partners

Increased recognition and value throughout the RCCD Community

C. REVISED VISION/SUMMARY

To meet OUR VISION and be a leader among community colleges, highly regarded for commitment to students, respected for excellence in teaching and counseling, and recognized as responsive and proactive to the community we serve it is imperative to review the following findings as a result of our program review:

LACK OF PREPAREDNESS OF ENTERING FRESHMAN Current RCCD Assessment Test Results indicate that 41.6% of students being tested are entering Reading 81, 47.9% of students tested are entering into English 60AB, and 38.4% are entering Math 51. (According to a study done by RCCD Institutional Research, “The Place of Basic Skills at RCCD: Informational Context” of 1,448 students in English 60A(Fall 98), only 89 (6%) successfully completed Eng 1A (October 04). Of 1,974 students in Math 51 in (Fall 98), only 6 (.3%) successfully completed Math 35 (October 04)).

Lack of motivation on behalf of students

Students heavily in debt

School is “low” on priority list for students

Students are coming in with a “different” attitude about education

Student transiency rate is so high– constant movement – no consistency in their K-12 education to provide the seamless transition to higher education with regards to basic skills preparation

– 2. COLLABORATION Lack of RCCD Departments collaborating on best practices

Limited collaboration among RCCD feeder high schools and RCCD English and Math departments.

Lack of communication with other student services departments

– 3. INADEQUATE STAFFING RESOURCES Lack of space and personnel to meet the needs of students – we are losing counseling positions and they are not being filled Staff “multi-tasked” out Unable to provide services to meet the needs of students who come from multicultural backgrounds

Lack of high tech classroom available for counselors High turnover of students is a barrier to effective counseling services as we are constantly redoing the process and work as a new first time student

III. WHAT DO WE NEED TO DO TO GET THERE?

A. PLANNING

COUNSELING DEPARTMENT ACTION PLAN

GOALSACTIVITIES: RESOURCES:TIMELINE:

1. Serve underrepresented and underserved populations by providing appropriate courses and counseling services based on understanding of differences among the populations we serve. (District Goal 6)Hire additional counselors needed to provide services to our growing student population at all three campuses

Provide courses that give students value (college orientation, life skills, study skills, academic skills, and career awareness, etc)

Revise curriculum of Guidance 45 to include a section on the culture of college to increase awareness of how to be successful in college

Provide outreach to HS about the value of taking guidance courses

Continue to evaluate, refine and develop AOC workshops

Update and develop SEP’s for high-interest majors and programs

Communicating and instilling “high expectations and standards” in all classes and appointments

Strategize ways to address “motivation” and the incentives for going to college

To update guidance course descriptions that will meet requirements for CSU Area E

Promote guidance 47, 48 as an option under Self Development or Health Requirement on RCCD Associate Degree

Increase degree applicable and transferable units

Hire additional counseling clerks to maintain office efficiency

Provide basic skills workshops

Provide training for adjunct and internsFTE Allocations

Committee Assignment

Collaborate with Outreach Staff

Counseling Staff

CommitteeSept. 2005  June 2011

Ongoing

Sept. 2004  Jan. 2006

Sept. 2005  Jan. 2011 Ongoing

Ongoing

Sept. 2006 – June 2007.

Ongoing

Jan. 2006 – June 2007

Ongoing

Feb. 2006 - 2011

2. Increase knowledge and skills of counseling staff through continuous collaboration amongst faculty, feedback, and offering adequate professional development opportunities for all counselors. (District Goals 1, 2, and 3)

Seek professional development opportunities based on department and individual needs that are high quality and research-based, including multi-cultural and diversity workshops.

Faculty forums within department to discuss best practices with the courses being offered.

Training opportunities in career counseling techniques, strategies, and best practices

Crisis Intervention Follow-up

Annual Retreat for Counselors

Provide presentation to faculty regarding counseling services

Counseling Staff

Jan. 2006  Jan. 2011

Ongoing

Jan. 06 – June 06

Ongoing

Spring 06 – and annually

3. To ensure program effectiveness we must develop a continuous cycle of monitoring and evaluating our guidance courses through collection and compilation of data in collaboration with RCCD Research Department. (District Goal 2)Create a protocol for requesting data.

Collect data that shows the impact taking guidance courses has on students by working with institutional research.

Develop and implement tracking device to measure learner outcomes Meeting with Research and Counseling

Data from Research

Counseling Staff with Institutional Research Dept.Jan. 2006  June 2006

Jan. 2005  Jan. 2006

Ongoing

4. To become a valued department throughout RCCD and the community and to be recognized as an integral factor in student retention and success. (District Goal 2 and 4)

Update catalog to include Counseling as a department within Student Services

That counseling continue to create/enhance vehicles for communication with faculty and college

Invite Math and English faculty to counseling discipline meetings

Increase communication and collaboration with local high schools to increase academic readiness

Create partnerships intersegmentally with 4-year institutions to facilitate student goals.

Confidentiality with SARS

Provide basic skills workshops

Counseling Department Chair

Collaboration with all faculty through committees

RCCD Faculty

RCCD Faculty/ HS Faculty

RCCD Faculty/4 year reps.

Department Chair

Counselors

June 2006

Ongoing

Jan. 2006 – Jan. 2007

Ongoing

Jan. 06–June 06

Ongoing

5. To stay abreast of current and changing technologies to improve effectiveness of instruction, services, and counseling practices. (District Goal 3)Continue to train counseling faculty on internet and technology resources to improve general counseling practices.

Develop computer based SEP’s

High Tech classroom for lecture and lab for counseling

Improve scanning process procedures so that the scanning of documents remains current. Counseling Faculty

Technology Staff and RCCD Counseling Faculty

Department Chair or designee Ongoing

Ongoing

Jan.06-June06

B. RESOURCES

The district maintains resources that are readily available to staff and students, the library, media center, student services resources, etc. However, utilization of space continues to be a concern within our department and with classroom availability. The Counseling Department is the last department to be assigned classroom space to offer our guidance courses each term. We feel it imperative that the district identify a “SMART” classroom for counseling in which we will offer guidance courses and provide orientation workshops.

In addition, it is imperative to operate a fully funded and staffed Career Center and Transfer Center as separate entities. There is disparity among the three campuses with regards to Career Center and Transfer Center staffing and responsibilities.

IV. WHAT EVIDENCE DO WE NEED TO TRACK OUR PROGRESS?

A. DOCUMENTATION

The Counseling Department needs to conduct research to see the correlation between counseling services and acceptable measures of success outlined from the Chancellor’s Office:

Successful Course Completion Rate

Grade Point Average

Adherence to Student Ed Plan

Goal Completion

Follow-Up

In addition, we would like to include: Improve job skills, completion of vocational certificate programs, and transfer readiness. The Transfer Advisory Council will meet during the 2005-06 school year to develop a three year transfer plan and included in this plan will be a measurement of transfer readiness. Institutional research will be included in the development of the plan and providing the research to see that we are increasing transfer readiness throughout RCCD.

B. ASSESSMENT

Matriculation research over the past few years at Riverside Community College demonstrates that the initial Assessment, Orientation, and Counseling components has a significant impact on student success as measured by the above stated outcomes. However, it is necessary to conduct further research with all counseling services.

The department would like to develop a student satisfaction survey and will incorporate various measurements to ensure that student learning and services outcomes are being met. At Riverside Community College, we must ascertain that the students responsible for completing the surveys are actually the students who have made an appointment and met with a counselor. There are many students responding to surveys that have never even seen a counselor and are sharing their frustrations with the system and protocol for making an appointment rather than the services provided by the counselor. We must get accurate research that will guide us as we continue to improve services to students through the counseling department at Riverside Community College.

V. HOW CAN WE IMPROVE THE SELF-STUDY PROCESS?

A. SUGGESTIONS/RECOMMEND ATIONS

The biggest barrier for implementation of a discipline self- study is the logistics and time to collaborate and work together, especially when coordinating with individuals from all three campuses. It is evident that there is no easy fix to that problem, although, it would be nice to have more allocated release time for the collaboration to occur. It always seems that our meetings are packed with information and activities when we do finally get the opportunity to work together.

The focus of district flex days with the support for program review has been most helpful and I would recommend continuing with that support from the staff. The feedback from the program review team was also a benefit to the discipline in identifying areas to improve. The comments were productive and appreciated.

The most beneficial outcome of this process, without a doubt, is the time for the disciplines to collaborate and plan to effectively meet the needs of RCCD students.

VI. SUMMARY OF GOALS, ACTIVITIES, FINDINGS!

A. SUMMARY OF DISCIPLINE COLLABORATION

Riverside Community College Counseling Discipline had a retreat on May 4 th, 2005. The objectives of the retreat were to provide general information on student learning outcomes (SLO), to create learner outcomes and common assessments for guidance courses 45, 46, 47, and 48, and to develop a student satisfaction survey. Activities for the day were counselors working in groups with revised course outlines, developing SLO’s and common assessments for the guidance courses. The final area of discussion was on the development of a student satisfaction survey and it’s timeline for delivery. In conclusion it was determined that more time was needed. The work that was started at the retreat was added to the agenda for the next counseling discipline meeting.

The next counseling discipline meeting occurred on June 1 st, 2005, where the counselors continued to work on developing SLO’s. It was decided that the counseling discipline as a whole should work on one revised course outline at a time to develop the SLO’s and common assessments. Guidance 45 was the course chosen to work on during the school year of 2005- 06.

The counseling discipline Action Plan was developed to ensure implementation of the program review findings. This action plan will become a standard agenda item at all counseling discipline meetings throughout 2005-2011. The constant collaboration, review, and planning will continue to align the actions and priorities of the counseling discipline with the mission, vision, and values of the district and to effectively meet the needs of our students.

The most beneficial work will continue through the collaborative efforts that were demanded in this program review cycle. The discipline will continue to collaborate to identify common assessments to measure student success within our courses and services we provide to students throughout the district.

RIVERSIDE COMMUNITY COLLEGE. COUNSELING DEPARTMENT PROGRAM REVIEW.

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RIVERSIDE COMMUNITY COLLEGE. COUNSELING DEPARTMENT PROGRAM REVIEW.

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