INSTRUCTIONAL PROGRAM REVIEW
Annual Program Review Update
Unit*:Guidance
Campus: Riverside
Contact Person: Mike Barnes
Due: May 15, 2009
Riverside Community College District
Office of Institutional Effectiveness
Web Resources: http://www.rccdfaculty.net/pages/programreview.jsp
Last Revised: March 18, 2009
* You may submit as a discipline, closely related disciplines, or by department. If this is a combined
submission please note which disciplines are included.
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Annual Program Review Update
Instructions
The Annual Self-Study is conducted by each unit on each campus and consists of an analysis of
changes within the unit as well as significant new funding needs for staff, resources, facilities, and
equipment. It should be submitted or renewed every year by May 15th in anticipation of
budget planning for the fiscal year, which begins July 1 of the following calendar year.
Extensive data sets have been distributed to all Department Chairs and are linked to the Program
Review website (password 11111). Chairs have received training on the use of these data sets.
Please consult with your Department Chair or Raj Bajaj for assistance interpreting the data
relevant to your discipline. Note that you are only required to mention data relevant to your
analysis or requests. Should you wish assistance with research analysis please fill out the form at
http://academic.rcc.edu/ir/requestform.html and you will be contacted to schedule a time to discuss
analysis of your data. You may also request a labor market analysis using this form.
The questions on the subsequent pages are intended to assist you in planning for your unit. If
there is no change from your prior report, you may simply resubmit the information in that
report (or any portion that remains constant) from the prior year.
Please include pertinent documents such as student learning outcomes assessment reports and data
analysis specifically supporting any requests for new faculty, facilities or equipment. You are
encouraged to use lists, tables, and other formatting to clarify your requests and make them easy
for large committees to review quickly. If there may be negative consequences for enrollment,
safety or other important concerns if the funding is not provided please make this known in
context.
The forms that follow are separated into pages for ease of distribution to relevant subcommittees.
Please keep the pages separated if possible (though part of the same electronic file), with the
headers as they appear, and be sure to include your unit, campus, contact person (this may
change from topic to topic) and date on each page submitted. Don’t let formatting concerns slow
you down. If you have difficulty with formatting, the Administrative Support Center can adjust
the document for you. Simply add responses to those questions that apply and forward the
document to the Administrative Support Center with a request to format it appropriately.
If you cannot identify in which category your request belongs,, if you have complex funding
requests please schedule an appointment with your campus’ Vice President for Business Services
right away. They will assist you with estimating the cost of your requests. For simple requests
such as the cost of a staff member, please e-mail your Vice President. It is vital to include cost
estimates in your request forms.
Moreno Valley: Reagan Romali, 951-571-6341
Norco: Norm Godin, 951-372-7157
Riverside: Becky Elam, 951-222-8307
Please retain this information for your discipline’s use and submit an electronic copy to the
Kristina Kauffman, (Kristina.kauffman@rcc.edu) in the Office of Institutional Effectiveness. The
Office of Institutional Effectiveness will use the document to create a database of requests and will
distribute the report to the relevant offices and committees.
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Annual Program Review Update
Unit: GUI
Campus: RIV
Contact Person: Mike Barnes
Date: 5/15/09
Trends and Relevant Data (part 1)
1. Has there been any change in the status of your unit? (if not, skip to #2)
There is a shortage of counseling faculty due to vacated positions that have not been
filled over the past seven years and an increase in enrollment. This past year we lost
another counselor position with one person taking reduced workload and assuming
60% articulation.
In order to provide students with more accessibility and opportunities to meet with
counselors to develop a SEP it is important to review counseling positions that were
vacated due to district movement, retirements, and promotions and restore those
positions in addition to the hiring of additional counseling faculty to meet peak
(Summer/Winter) registration times with adequate staffing. In addition, there is a need
to increase counseling office space in order to serve the students in a confidential
workspace. We have three vacated positions that have not been filled since 2001.
There is a need to hire additional counselors to provide quality counseling services and
programs, especially with the vacated positions that were not filled over the past few
years. Counseling faculty are involved in many programs throughout the campus and
continue to be a key factor in promoting student success and retention. Additional
counselors will contribute to enrollment growth; improve the quality of the student
experience making counselors more available and accessible, increase term to term
persistence as evidenced by statewide matriculation data. Currently counselors are
involved in many programs which are designed to increase student successful course
completion rate thus making progress towards their academic goals. Such
collaborative efforts amongst programs include: Puente, CAP, Student Equity,
Honors, Athletics, STEM and other grants with counseling components. The more
involved counseling can be in the various efforts to increase student retention and
success will result in improved transfer rates, certificate completion rates, and more
students successfully work towards goal completion. We currently have the
equivalent of 8 full time general counselors on the Riverside City Campus with
enrollment at 21, 575. In order to provide quality counseling services and programs
we must increase the number of full time counseling faculty.
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a. Has your unit shifted departments?
NO
b. Have new programs been created by your unit?
NO
c. Have activities in other units impacted your unit? For example, a new nursing
program could cause greater demand for life science courses.
The following programs have a direct impact on counseling and counseling
services:
STEM Grant
Basic Skills Initiative
Veterans
SEP’s for other programs: nursing, EOPS, Fin. Aid, International students,
Guidance Courses, Veteran’s, Career and Technical programs, Athletics,
Puente, CAP, Student Equity
Committee Involvement
Annual and Comprehensive Program Reviews
New Title V regulations for the AA/AS degree
2. Have there been any significant changes in enrollment, retention, success rates, or
environmental demographics that impact your discipline (See Dataset provided to all
chairs)? If there are no significant* changes in your unit’s opinion, say “None” and
skip to question #3.
ENROLLMENT TRENDS IMPORTANT TO PLANNING/RESOURCES
2007 MCINTIRE ENVIRONMENTAL SCAN FINDINGS:
1. The region is experiencing ROBUST growth averaging over 4% annually in last 15
years. The number of high school graduated is increasing each year and is likely to
continue to grow through at least 2016.
2. The District’s service area is HIGHLY DIVERSE in every sense including age,
ethnicity, and household income.
3. Most students arrive UPREPRARED for college level work: 4 out of every 5 students
need remedial English Courses (1 in ESL), and 97% need pre-collegiate Math.
4. The District’s TRANSFER rate is comparable to other colleges in the state and second
in the region.
5. Approximately 75% of those who begin a vocational course complete it successfully,
and those who complete certificates or degrees in vocational areas have potential job
opportunities in the region.
6. The most significant cost students must consider when they choose to attend RCCD is
the cost of transportation in both time and gasoline.
There has been a 21% increase in enrollment on the Riverside campus.
Counseling plays a vital role to student success. RCCD Institutional Research
4
conducted a study where two groups of students were involved: degree-seekers (the
group used in the previous study) and unknowns. Adding the group did not change the
results: Assessment and SEP were positively associated with persistence, but
counseling and group membership were not.
In addition, the study consisted of evaluating the number of units completed
successfully for students who persisted to Spring. Findings show degree-seeking
students completing more units successfully than unknown students. In addition,
students with an SEP successfully completed more units than students without an SEP.
There was no significant interaction between the two variables.
Data shows Student Educational Plans (SEP’s) are most highly correlated with student
success measured by retention, persistence, and successful units completed.
It is a priority of counseling to be available and accessible to students; assisting in
success of students, and to increase the number of students seen for academic
advising. Data states there has been an increase of total students served in counseling
at Riverside City College:
o 04- 05, 18,292 students were served
o 05- 06, 19,045 students were served
o 06-07, 23,156 students were served
o 07-08, 24,443 students were served
On the Riverside campus with all of the data that leans towards the importance of
students having an SEP and how that one factor will have a huge impact on student
success and retention there has been a concerted effort to get the students in to develop
an SEP. We have worked with Honors, Ujima, CAP/Basic Skills, and other groups to
advertise the importance of students making an appointment in counseling to develop
their SEP. We are pleased to say that our efforts are producing positive results.
Preliminary data shows a 74.9% increase in the number of SEP’s from 3287 (06-07) to
5749 (07-08).
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Success and Retention Rates of Guidance Courses on Riverside Campus:
Total retention rate for all courses on the Riverside campus is 82.4% while total retention
on Riverside campus for guidance courses is 89.62%. Riverside guidance classes show
7.22% higher rate in retention when compared to all sections of courses.
Total success rate for all courses on the Riverside campus is 62.68% while the guidance
courses on the riverside campus yield a 73.82% success rate which is an 11.13% higher
success rate for guidance courses when compared to all courses.
Guidance courses on Riverside Campus success/retention rates.
GUIDANCE 47 - Riverside
Total Total Comparison Comparison 08 Fall 08 Fall Comparison Comparison
Retention Success for of Retention Success Retention Success for for Success
for all all guidance when when Retention Fall 08
Guidance 47 offerings compared to compared to Fall 08 when
47 offerings on Riverside All All when compared to
on 06 Summer Riverside Riverside compared to 06-08
Riverside – 08 Fall Courses Courses 06-08 summaries
06 Summer summaries for course
– 08 Fall for course
85.46 71.73 +3% +8.83% 89.27 68.93 +3.81% -2.8%
GUIDANCE 48 - Riverside
84.71 72.51 +2.25% +9.61% 88.75 79.96 +4.04% +17.06%
GUIDANCE 45 - Riverside
94.36 84.87 +11.9% +21.97 93.53 88.24 -.83% +3.37
No comparable data available for Guidance 46 due to limited offerings/enrollment.
Riverside Total Retention is 82.46% and Total Success is 62.9%
Riverside Guidance Courses Retention Comparison Guidance Courses
Compared to All Riverside Courses
Riverside 95 94.36
Retention 93.53
100
90 89.27
Summer06-
88.75
80 Guid 45 Fall 08
85.46
60 85
40 84.71
20 Guid 47
80
Fall 08
0 Retention
Guid 48 75
n
s
ti o
GUI 45 GUI 47 GUI 48
es
Retention
en
cc
et
Su
R
According to the chart above the Riverside Campus guidance courses are proving
successful when reviewing retention and success rates when compared to all other
Riverside Campus course offerings. All courses show a gain of retention and success.
When comparing Fall, 08 data to 06 Summer through 08 Fall data of guidance course
offerings on the Riverside campus the success rate of the guidance 47 during Fall, 08
declined by -2.8%. In addition, offerings of Guidance 45 during Fall, 08 declined by an -
.83% decrease in retention rates when compared to 06 summer – Fall, 08 data.
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3. What changes does the unit plan to make to advance enrollment management goals?
If your plan necessitates resource changes make sure those needs are reflected in the
applicable resource request sections.
We are working to improve our accessibility to students including winter/summer terms with
existing resources but we must recognize that limited counseling faculty and available office
space continue to be a concern. To help serve the need of this population when counselors are
not contracted to be on campus, we provide ongoing district-wide training for our adjunct
counselors. There is always at least one full-time counselor available and we are blessed to
have many counselors who work extra in the winter/summer With our limited resources of
counseling faculty to serve our growing student population peak times are now year round.
During the past year we have sought help from educational advisors to assist in the orientation
component of AOC.
Research indicates that the development of a full Student Educational Plan (SEP) is most
highly correlated with student success. Yet, due to resource limitations mentioned above, it is
impossible to accommodate the 6000+ new students arriving each August with this service.
With this in mind, counseling has implemented the following strategies to encourage students
to return during the regular term to work with a counselor to develop an SEP:
In conjunction with the matriculation office letters are sent to students who have more
than 15 units and have not developed a Student Educational Plan to make an
appointment with a counselor
Provide workshops to all basic skills classes encouraging students to make an
appointment with a counselor to develop an SEP
Follow-up through Basic Skills is provided to those students who do not take the
initiative to make the appointment, further encouraging them to get into counseling
Students in EOPS, Veteran’s, DSPS, Athletics, and Puente are required to have an
SEP
SEP encouraged through Honors, Student Equity, Financial Aid, Basic Skills, and
Guidance courses, and most grants – i.e. STEM
Increase visibility on campus through various forums including the establishment of
counseling liaisons, information booths, involvement with various committees,
classroom presentations, and orientations
The counseling department is currently researching ways to increase student access
through a variety of modes of technology and distance learning opportunities. A
committee has been formed to look at the AOC process and make it more accessible
and accommodating to students. We are researching the possibility of adding e-
advising with online SEP’s to our counseling services for students. Counseling
faculty has been working with information services to update degree audit so that the
information to students is accurate and understandable.
*Your unit may define “significant change” in this context for itself. If your unit thinks it’s a
“significant change” then for purposes of this review please note it.
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Annual Program Review Update
Unit: GUI
Campus: RIV
Contact Person: Mike Barnes
Date: 5/15/09
Learning Outcomes Assessment Update
4. In order to help us complete the annual ACCJC report on our progress in assessing student
learning, please provide the following information by completing the form. Please add lines
as needed: [Units that perform these functions at a district level may use the same
response for all campuses.]
Name of Program or Course (please Student Outcomes Assessment
list programs first) learning assessment information or
outcomes have information or data has been
been identified data has been used to improve
(Yes = 1 generated student learning
No = 0) (Yes = 1 (Yes = 1
No = 0) No = 0)
Guidance 45 1 1 1
Guidance 46 1 1 1
Guidance 47 1 1 1
Guidance 48 1 1 1
5. Fill out the chart on the next page for each assessment project your unit is engaged in (two
identical charts are included for your convenience. Copy and paste more charts as needed if
your unit has more than two assessment projects. For Steps 1 – 3, put an X on the line to
indicate your answers. For step four and five use the forms on the subsequent pages to add
your brief narrative. By 2012 our accreditation will require that you assess at least one SLO
for each course in your discipline.
CURRENT COURSES IN COUNSELING
Currently we offer Guidance 45, 46, 47 and 48. These classes are offered through CAP,
Puente, Workforce Prep, DSP&S and General Counseling. Our Guidance 47 course meets
8
the CSU requirements for general education during area E. The courses are included in
the AA in Physical Education, Health and Wellness. This gives students an option to use
the Guidance courses towards their associate degree as well as gain the information
necessary to be a successful student here at the college.
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, listening and questioning skills. Students are
encouraged to develop tentative education and career plans.
The discipline revised the course outline for Guidance 45 to include a section on the
culture of college to increase awareness of what is needed to be a successful college
student. There have been classes cancelled due to low enrollment. Through the
assessment process the discipline has made changes in the delivery of material. Each of
the courses reflects the General Education Student Learning Outcomes in their content.
Guidance classes do not have prerequisites and there are students from all levels of
academic abilities, which pose a challenge. Many methods for instruction are used such
as group discussions, hands on activities, journal writing, and field activities. All course
outlines were reviewed and updated September, 2008. No new classes have been added.
It is important to realize with counseling that a large percentage of our time is spent
directly with students through ½ hour counseling appointments and various student
success workshops. Some counseling faculty will teach one class as a part of their load.
We have limited courses offerings at different times on our campus. For example, during
Fall, 2009 there was one section of Guidance 45 offered.
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RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON: Kelly Brautigam Assessment is for single section___
multiple sections__X_
CONTACT INFORMATION: kelly.brautigam@rcc.edu DATE SUBMITTED:
Course Guidance 45 Course Number and Title: Guidance 45 DATE COMPLETED & REPORTED:
LIST SLO TO BE ASSESSED:
As a result of completing Guidance 45, a student will identify factors that influence college academic achievement. Student will also analyze the
effect these factors will have on the college experience.
Step 2: Time &
Methods of Step 3: Measurement Step 4: Summary and Step 5: Use of Results and
Step 1: Taking Stock Assessment Criteria Analysis of Data Modifications
Act, enact, and
WHY? HOW? WHAT? RESULTS disseminate
Guidance 45 committee A pre/post test was Those students who Fall 2007-Spring 2008 The committee decided to
decided to develop a developed. complete guidance 45 will The instrument was sent by email to all guidance teaching continue assessing the
cumulative assessment tool understand the resources faculty in the district before the start of the Fall, 08 same SLO but to
to evaluate a student’s available to them at the semester. The assessment was given to the Puente Guidance completely change the
ability to identify factors college and how to access 45 class during the beginning of the class and again at the method of assessment.
that influence academic the resources. end. It is obvious that students feel unclear about probation The pretest/post test will
achievement. The intent is and dismissal, and course selection. After taking the course be replaced with an
to improve overall student some students were still neutral about probation and application card that asks
success rates, retention dismissal with one student very unclear. In looking at the students to write how
rates, and persistence rates. document there are some flaws that need to be fixed. This they will apply their
information will be shared with the district and we will meet knowledge from the class
in the next 2 months to revise the assessment for to their college
implementation in the Fall 2008. experience. We will
meet four times each year
The committee learned that students are very confused about (September, November,
the process of probation and dismissal. After the course they March, and May) to
understand it better. The results from Fall 2007 analyze the data and
demonstrated the facts that the survey itself is flawed. We continue to seek
are asking the students to ask how clear they are about issues modification to improve
but many students just filled out all very clears or all neutral. instruction.
It is impossible to know if the students truly learned what we
hoped they did with the current assessment. There will be
modifications to ensure that we use an assessment that can
provide accurate data to analyze.
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Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: GUI
Campus: RIV
Contact Person: Kelly Brautigam
Date: 5/15/09
Course: Guidance 45 Introduction to College
#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
We decided to do the pre/post test since that would give us a clear benchmark and it was something that we could all agree to use. We met in person
and went through several drafts over email. After getting the results the group met again for a review of the assessment and results.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.
In the pretest 21 student were neutral, unclear or very unclear about the probation and dismissal process. In the posttest there were only 9 students
that remained in those areas and the rest moved to very clear or clear. By reviewing the instrument, we saw that many students just answered all
clear or all neutral. Also, we are relying on the student to tell us what they think they learned but it isn’t clear if learning actually took place.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
All the learning outcomes for this class are linked. Guidance 48 goes into much more detail about “factors that influence college academic
achievement” by learning about study skills and health and wellness. Guidance 47 helps students to learn more about decision making and using critical thinking
skills.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
After looking at the results, we realized that we need to get objective data from students instead of us asking them what they think they learned. There
is no way to know if learning actually occurred or they were just more familiar with the information. This will be prepared during Fall 2009 to give
to classes in Spring 2010.
# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve
other units?
We want to change the assessment and are will use the learning outcome, “Demonstrate an awareness of college resources” in order to stay away from
subjective data. The group needs to meet and come up with an assessment that will give us clearer results and that we can analyze. We haven’t talked about
modifying the learning outcomes but that is always an option.
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RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON: Elizabeth Yglecias Assessment is for single section___
multiple sections_X__
CONTACT INFORMATION: Elizabeth.yglecias@rcc.edu DATE SUBMITTED:
Course: Guidance 46 Course Number and Title: GUI46 DATE COMPLETED & REPORTED:
LIST SLO TO BE ASSESSED:
As a result of completing Guidance 46, a student will identify four year institution and learn the differences between the systems, requirements for
admission, graduation and availability of majors.
Step 2: Time & Methods of Step 3: Measurement Step 4: Summary and Step 5: Use of Results and
Step 1: Taking Stock Assessment Criteria Analysis of Data Modifications
WHY? HOW? WHAT? RESULTS Act, enact, and disseminate
A student will increase Pre/Post Assessment Initial Assessment During the Spring, 2007, we have data for 11 individuals The department has developed a
transfer knowledge. used to serve as who took both the pretest/posttest for comparison results webpage with information readily
initial benchmark. after completing Guidance 46: Introduction to the available to students about
Transfer Process. With the numbers being so small it is Guidance courses. In addition,
difficult to make generic findings without further there is now a wealth of
research. The majority of the Guidance 46 classes were information available for students
cancelled due to low enrollment during the 2006-07 year, about the transfer process including
and the department may want to look at ways to increase important articulation. To promote
student enrollment in all guidance offerings. Guidance 46 we may need to
advertise at orientations with flyers
Upon analyzing the data that was collected, there was an about available Guidance courses.
overall 21 point gain from pre/post - which comes out to In addition, mandating the pre-test
an average of a 1.9 gain per individual completing both and post-test (especially in the
the pretest and posttest. One student’s score remained online forum) will be further
the same, the majority of the students showed some gain, reviewed. The committee has
while three students showed a significant gain of 3 or committed to continue to gather
more points. data from the pre/post test and then
analyze all results, and report
Overall, the results indicate that students are increasing findings regarding Guidance 46:
their transfer knowledge at the completion of taking Introduction to the Transfer
Guidance 46. However, it was evident that students need Process to the entire discipline
additional information about articulation, which was the during Spring 09.
most common error among students taking both the
pre/post when analyzing the results.
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Assessment Detail
Unit: GUI
Campus: RIV
Contact Person: Elizabeth Yglecias
Date: 5/15/09
Course: Guidance 46
#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
For the past few years, the discipline has met together a couple times per year for a one day retreat dedicated to program review. At this time, the discipline set
up committees to work on each of our guidance courses and the charge was to identify the assessment tool and methods for disseminating information to all faculty
teaching, and to discuss results. It is so important for this dialogue to occur throughout the discipline with counseling faculty. The collaboration and sharing of
teaching strategies has had an impact of teaching.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.
Through the administration of the pre/post and upon evaluation it was evident that students were increasing their transfer knowledge. As mentioned before: “With
the numbers being so small it is difficult to make generic findings without further research. The majority of the Guidance 46 classes were cancelled due to low
enrollment during the 2006-07 year, and the department may want to look at ways to increase student enrollment in all guidance offerings.” It is still a problem
due to the number of guidance 46 courses offered on the Riverside Campus. There is usually one per semester offered and there is a cap of 25 students. Many
times the class is cancelled due to low enrollment. We were able to advertise more this year and were able to keep the Guidance 46 class during Fall/Spring. The
numbers of students still remain to be small.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
There is a direct link to the district general education student learning outcomes to Guidance 47 in relation to values:
1. As a result of completing Guidance 46, a student will Read college level materials with understanding and insight
identify four year institution and learn the differences Locate, evaluate, and use information effectively
between the systems, requirements for admission, Set goals and devise strategies for personal and professional development and
graduation and availability of majors. well being
In addition, the SLO’s are incorporated throughout all guidance courses. In order for the student to successfully complete Guidance 46, they have to be able
synthesize and evaluate a wealth of information to make a sound decision regarding transfer institution/major. It is imperative that they are able to take in the
information, evaluate and understand with insights and then use the information accurately to continue reaching their academic and professional goals.
#5 Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
Yes. There is a need to continue to get better and refine what is being done. The greatest benefit is the ongoing dialogue and collaboration with colleagues to
gain insight into additional teaching strategies and techniques.
#5 Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve
other units?
The unit will continue to develop and refine teaching strategies. The committee will meet and decide next steps in this process.
13
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON: Patricia Avila Assessment is for single section___
multiple sections_X__
CONTACT INFORMATION: patricia.avila@rcc.edu DATE SUBMITTED:
Course: Guidance 47 Course Number and Title: GUI 47 DATE COMPLETED & REPORTED:
LIST SLO TO BE ASSESSED:
As a result of completing Guidance 47, a student will define and clarify values, demonstrate how values affect career decision making, identify
careers that match personal values, and understand how career satisfaction may be motivated by values.
Step 1: Taking Step 2: Time & Methods Step 3: Measurement Step 4: Summary and Step 5: Use of Results and
Stock of Assessment Criteria Analysis of Data Modifications
WHY? HOW? WHAT? RESULTS Act, enact, and disseminate
The overall A values checklist to be That 90% of students Three Faculty members offered the assessments in their The group has met and would
expectation is that administered to would be clearer in the Guidance 47 courses: like to take the Guidance 47
students will students before lesson relation to values and Class 1: There were more students in the neutral compared learning outcomes and produce
understand the and values and after career opportunities and to Fall 06 findings. Identifying careers that match students’ common assessments to utilize
importance of lesson – pre/post lesson satisfaction based off personal values remains the most challenging area among the on a regular basis to drive
personal values in assessment. assessment rubric. learning objectives for the chapter on values. The number of instruction. The group plans on
relation to career students who took the assessment this Spring was close in meeting regularly (once a month)
choice and numbers to the students who took it last semester (Fall 2006). to develop a common assessment
satisfaction. This A total of twenty-one students responded this term and twenty that is both quantitative and
was an area that responded in the fall. In looking at the results and reflecting qualitative. We would also like
was hard to assess on the overall temperament of my class this semester I can’t to use these meetings as a vehicle
and the committee help but feel that it is important to take into consideration the to begin to dialogue about course
was looking for number of introverted students who need time to process and content, revisit learning
strategies to reflect before being able to respond to questions. outcomes and learning objectives
improve Additionally, there were several students this semester who and in turn use the findings to
instruction in this struggled academically with several assignments due to low evaluate and adapt pedagogical
area. English and Reading skills. approaches. Although we met
throughout the year to share ideas
Class 2: There were more students out of the neutral and best practices to cover the
compared to Spring 06 findings. The students moved into the area of values and more
clear and very clear. Yet, there were still a few unclear (when specifically, possible careers that
compared to Spring 06 findings). Overall, students’ ability to match individual values, there is
identify careers that match personal values has made the most still work that can be done to
significant increase. There were fewer students completing teach the material and address the
the assessment but the results indicate that the added content multiple learning styles and
*(content added as a result of previous program review temperaments of the students.
14
findings based on collaboration with other faculty teaching
the class) focusing on careers matched to personal values did There was discussion about the
increase students’ knowledge in this area. importance of incorporating both
qualitative and quantitative
*Spring 06 we wrote: “We were concerned about the assessment instruments to get a
number of students who were in the neutral column with the more holistic understanding of
third question. As a result the committee decided to share the student learning outcomes.
resources for the specific question, look over curriculum and The group decided to meet
ensure that students are provided the necessary information regularly for further discussion
to be able to be very clear about identifying careers that and to meet to share assessments
match personal values.” that are currently utilized in all
classes. The intent will be to
We did meet over the Spring term to share ideas and best develop a more comprehensive
practices in regards to proving students with information in common assessment to be used in
the area of values and in particular when choosing possible Spring 08 for the Guidance 47
careers that are in sync with ones values. The added classes.
curriculum to my course proved to move students to better
understanding and success in this area.
Class 3: When analyzing results from Spring 06 to Spring 07,
there were more students this year in the very clear and clear
column as compared to 06. This indicates that students have
a better understanding of values clarification. There were
fewer students in the neutral and unclear columns as well
when comparing 06 to 07. The student that was in the very
unclear did make an appointment and it became clear that
this particular student failed to complete the pertinent
assignments related to values clarification.
15
Assessment Detail
Unit: GUI
Campus: RIV
Contact Person: Patricia Avila
Date: 5/15/09
Course: Guidance 47
#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
For the past few years, the discipline has met together a couple times per year for a one day retreat dedicated to program review. At this time, the discipline set
up committees to work on each of our guidance courses and the charge was to identify the assessment tool and methods for disseminating information to all faculty
teaching, and to discuss results. It is so important for this dialogue to occur throughout the discipline with counseling faculty. The collaboration and sharing of
teaching strategies has had an impact of teaching.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.
This assessment, dialogue, reassessment was advantageous to the group administering the assessment. The faculty shared ideas, results, and activities. Through
the assessment the faculty members were able to identify an area with values related to careers where the students were not getting it. One whole meeting was
designed for the faculty to bring their best teaching strategies on that topic. The strategies were shared and instruction was adjusted. New activities and
assignments were included in classes. The next results yielded more positive results in this one area of values clarification in relation to career choice.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
There is a direct link to the district general education student learning outcomes to Guidance 47 in relation to values:
2. Describe personality, values, and skills as they Read college level materials with understanding and insight
relate to human growth and life stage Identify one’s own and others; assumptions, biases, and their consequences
development. Locate, evaluate, and use information effectively
In addition, the SLO’s are incorporated throughout all guidance courses. In order for the student to successfully complete Guidance 47, they have to be able to
identify values and personality in order to make a sound career direction/major choice. It is imperative that they are able to take in the information, evaluate and
understand with insights and then use the information accurately.
#5 Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
Yes. There is a need to continue assessing, evaluating, and making modification to teaching and learning. As a counseling department we need to get better in the
process which will directly improve teaching and learning. The continuous cycle is so hard to close with hectic schedules and no down time for counseling. We
have students waiting to see us year round and it is hard to have regularly scheduled times to meet.
#5 Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve
other units?
Definitely! We know that we can always improve what we are doing. This process allows for that time to look and evaluate and make modifications. We want to
continue the process and get better at making it a priority for the dialogue and learning to occur. We recognize the need to have help from others in the area of
assessment and setting benchmarks. We would need to rely on the district assessment committee for leadership in this area.
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RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON: Jimmie Hill Assessment is for single section___
multiple sections_X__
CONTACT INFORMATION: jimmie.hill@rcc.edu DATE SUBMITTED:
Course: Guidance 48 Course Number and Title: GUI 48 DATE COMPLETED & REPORTED:
LIST SLO TO BE ASSESSED:
As a result of completing Guidance 48, a student will identify factors that influence college academic achievement. Student will also analyze the
effect these factors will have on the college experience.
Step 4: Summary and Step 5: Use of Results and
Step 1: Taking Stock Step 2: Time & Methods of Assessment Step 3: Measurement Criteria Analysis of Data Modifications
Act, enact, and
WHY? HOW? WHAT? RESULTS disseminate
To increase student success The locus of control survey will be The survey was to be used to The Locus of Control Survey was the As a result of our efforts,
rates. given as pre/post assessment. gather baseline data. instrument that the Counseling a new action plan has
Discipline decided to use as a common been developed with
assessment for the Guidance 48 specific timelines, a
courses. It was to be administered as a designated person to
pre/post test. The follow through and oversee the process at
1. the follow up of the survey has been each campus, and a
difficult to manage district wide. The systemic way to collect
results were limited due to the and analyze the data. The
management of a three campus administration of this
district. new plan will be
instituted in the Fall of
08.
17
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: GUI
Campus: RIV
Contact Person: Jimmie Hill
Date: 5/15/09
Course: Guidance 48 College Success Strategies
#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
The Guidance 48 committee met and decided on the learning outcome to be assessed. This SLO has been assessed by means of a self reports gains
assessment. The locus of control survey was the assessment instrument used as a pre/post survey. Currently there is no benchmark for this SLO, so
this activity will become the benchmark.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.
The committee will be meeting at the end of the Spring semester of 2009 to analysis the data collectively among campuses.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
The learning outcomes for the Guidance 48 course are linked to the Guidance 45 and 47 courses. The Guidance 45 course is Introduction to college and the Guidance 47 course is
Career Exploration.
#5 Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
We will continue using the same assessment in 09/10.
#5 Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve
other units?
At this point, we are not considering any modifications to the learning outcome and we will continue to assess the current SLO for the course.
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Annual Program Review Update
Unit: GUI
Campus: RIV
Contact Person: Mike Barnes
Date: 5/15/09
Human Resource Status
6. Complete the Faculty and Staff Employment Grid below. Please list full and part time faculty numbers in separate rows. Please list classified
staff who are full and part time separately:
Faculty and Staff Employed in the Unit
Assignment (e.g. Math, English) Full-time faculty or staff Part-time faculty or
(give number) staff (give number)
Counseling Faculty 8
Articulation 1
Transfer/Career 1
Puente and Counseling 50/50 1
Adjunct Counselors 5
Educational Advisors (Transfer/Career) 2
Counseling IDS 1
Counseling Clerks 4
COUNSLEING NEEDS:
To Increase Student Access
Provide students with more accessibility and opportunities to meet with counselors to develop a SEP. It is important to review counseling
positions that were vacated due to district movement, retirements, and promotions and restore those positions in addition to the hiring of
additional counseling faculty to meet the increased population of students served at Riverside. Specifically, throughout RCCD, we are
unable to serve the needs of two very important student populations:
o Veterans - Improve, with counseling and facilities, the services for Veterans and their dependants in anticipation of the passage of the,
"New G.I. Bill" which is estimated to be in the billions of dollars of which a sizable amount will be directed toward educational
pursuits
o Student Athletes – with the most rigorous requirements mandated by the NCAA it is imperative to provide adequate athletic advising
to this group of students
Meet the needs of the increasing number of students we serve throughout the district. We need to ensure that there is a pool of qualified
adjunct faculty that is highly trained. We must sustain current strategies to recruit and train more adjunct, and we must provide adequate
office space, and increase the adjunct budget
Create a funding source for the yearly counselor-to-counselor conference where all local feeder high school counselors attend to learn
valuable information about programs and services available at RCC. The event is designed to increase community knowledge and the
19
perception of the community college as a viable option for students. This outreach activity is designed to increase student access, improve
quality of student experience with additional knowledge, and increase awards and certificates by increasing enrollment. In addition, maintain
a great collaboration between K-12 and RCC.
Increase Course Retention - Increase Student Term-to-Term Completion - Increase Successful Course Completion
Proactively continue to seek out the most effective teaching practices and participate in quality staff development opportunities to serve our
diverse student population
Avail ourselves of teacher forums throughout the district designed to enhance teaching effectiveness
Continue to develop strategies to reach out to students who do not have a SEP
Continue to work collaboratively with various departments and programs to promote and enhance student success
Improve Student Learning Outcomes
There is a need for the discipline to continue to develop SLO’s and SAO’s with ongoing assessment practices for evaluating and improving
counseling services and programs to improve student success.
Increase the Number of Awards, Certificates, and Transfers
Data indicates that there are a growing number of undecided students. Counseling has identified a need to reevaluate career services to meet
the needs of this population. It is imperative to provide workshops, career counseling, and general counseling services to assist students in
developing their educational goal
To meet the needs of students indicating transfer as their educational goal we need to increase overall Transfer Center Services throughout the
district. There is a need to provide adequate space and facilities for workshops, university representatives, computers, resources, and
personnel to adequately staff the centers throughout the district
Improve the Quality of the Student Experience
To provide quality counseling services and programs for students it is imperative that the counseling discipline institute a quality staff
development program providing opportunities that are ongoing for full time faculty, adjunct, counter staff, and student workers
Facilities – more space is needed for additional faculty offices, university representatives, along with the creation of a more welcoming,
friendly environment.
To provide the most up-to-date and best strategies for students we serve, counselors must continue to participate in staff development
opportunities and teaching forums
Counseling has identified undocumented students as an important segment of the student population. The Discipline is developing strategies
to address the specific needs of this group.
To continue to provide quality counseling services it is imperative that counseling faculty be involved in decision-making committees to
provide input as to what is best for students. Decisions involving student success require counseling input and we must be included as an
important component in the communication loop.
20
Unit Name: Counseling
7. Staff Needs
NEW OR REPLACEMENT STAFF (Faculty or Classified)1
Indicate (N) =
List Staff Positions Needed for Academic Year 2009-10 New or (R) =
Annual
Please justify and explain each faculty request based on rubric criteria for your campus. Place titles on Replacement
TCP*
list in order (rank) or importance.
1. Tenure Track General Counselor – Replacement R 97,668.94
Reason: The department has developed a list of retirees and movements within the department for the past
ten years. There are currently two positions that have not been replaced. The last counselor hired was in
2001. There was a retirement in 2003 and a transfer to MoVal in 2005 – no positions have been replaced on
the Riverside Campus.
2. Tenure Track General Counselor – Replacement R 97,668.94
Reason: The department has developed a list of retirees and movements within the department for the past
ten years. There are currently two positions that have not been replaced. The last counselor hired was in
2001. There was a retirement in 2003 and a transfer to MoVal in 2005 – no positions have been replaced on
the Riverside Campus.
3. Tenure Track General Counselor – Replacement R 97,668.94
Reason: The department has developed a list of retirees and movements within the department for the past
ten years. There are currently two positions that have not been replaced. The last counselor hired was in
2001. There was a retirement in 2003 and a transfer to MoVal in 2005 – no positions have been replaced on
the Riverside Campus.
4. Tenure Track Veteran’s Counselor - New N 97,668.94
Reason: To be designated to the student-athletes to help with eligibility requirements, NCAA requirements,
and to assist with advisement, support and monitoring, and counseling services to promote retention and
success towards educational goals.
4. Tenure Track Athletic Counselor - New N 97,668.94
Reason: To be designated to the student-athletes to help with eligibility requirements, NCAA requirements,
and to assist with advisement, support and monitoring, and counseling services to promote retention and
1
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
21
success towards educational goals.
5. Reclassification of Counter Staff Clerk Positions Reclassification
Reason: There is a high turnover rate of qualified full time counter staff. There is a need to reclassify 7,488.00
counter staff positions to be equitable with admissions counter staff classification. The job duties and
responsibilities are equitable and the pay should be equitable as well. Current clerk positions are at level 14,
15, and 16 while the admissions clerks are at a 16.
6. Counseling Manager Position/Riverside General Counseling IDS N 53,982.00
Reason: There is a need to have a classified manager position in the counseling department to oversee
counter staff operations, career/transfer center operations, and to provide ongoing training and leadership.
The counseling IDS is currently responsible for the teaching assignments for full time and adjunct counselors
at the Riverside Campus including some counselors at Moreno Valley and Norco Campuses. On the
Riverside Campus this includes counselors from programs in EOPS, Health Services, DSPS, Gateway to
College, Workforce Preparation, Teacher Preparation, Financial Aid, Rubidoux Annex, and all Guidance 45
High School Counselors. In addition, she is responsible for TAA’s for Student Government coordinators on
the Riverside Campus.
* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require
space and equipment. Please speak with your campus Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other
needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff
must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.
22
Unit Name: Counseling
2
8. Equipment (excluding technology) Needs Not Covered by Current Budget
*Indicate whether Annual TCO**
List Equipment or Equipment Repair Needed for Academic Year 2009-10 Equipment is for (I) =
Please list/summarize the needs of your unit on your campus below. Please be as Instructional or (N) =
Cost
Non-Instructional Total Cost of
specific and as brief as possible. Place items on list in order (rank) or importance. purposes
per Number
Request
item Requested
1. Chairs/Furniture/Desks N $10,000
Reason: To improve environment – move to more welcoming and friendly student
services environment. The chairs and furniture throughout counseling offices are mix
matched and outdates.
2. Plasma Television N 2,000 1 2,000
Reason: To provide students with general information and advertising of important
campus-wide events on the Riverside Campus. The counseling area serves as a hub for
students who have to wait for appointments and services. The TV could be used as a
mechanism to provide students with an awareness of student activities and upcoming
events designed to increase student success and retention.
3.
Reason:
4.
Reason:
5.
Reason:
* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student
learning and skills development (i.e. desk for student or faculty use).
Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but
which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for
the use of other specific instructional equipment, may be included (i.e. desk for office staff).
** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain accurate cost
estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be
sure to mention that linkage.
2
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
23
Unit Name: Counseling
3
9. Technology++ Needs Not Covered by Current Budget:
NOTE: Technology; excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Submitted by: Title: Phone:
Annual TCO*
Program: Location Is there
New (N) or How many Has it been
New (N) or (i.e Office, existing
Priority EQUIPMENT REQUESTED Replacem users repaired
Continuing Classroom Infrastructure
ent (R)? served? frequently? Cost per Number Total Cost of
(C) ? , etc.) ?
item Requested Request
1. 1500 6 9000
Usage / Computer/Monitor – Replacement
Justification of 04/05 computers – rotation
cycle for counseling offices.
Computers are used in counseling
offices on a daily basis to serve a
multitude of students. The
computers need to be current and
running smoothly for all student
interactions. Office
R C 120 Y 1 N
2. Network Printer for Counseling. 2000 1 2000
Usage / When we begin using degree audit
Justification it has been recommended through
information services that we have a
network printer to print from. The
program works more efficiently
when going to network printer. Coun
N C Hall Y 15
TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain accurate
cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position
please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates.
++Technology is (1) equipment that attaches to a computer, or (2) a computer is needed to drive the equipment.
3
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “justification” section of this form.
24
Computer Equipment List
The Counseling Department has developed a list of computers/printers/monitors so that we will request new equipment on a four
year timeline. This will ensure that technologies throughout the counseling department stay current and up to date to maintain
effective record keeping procedures, ensure ability to access programs needed, and to provide efficient services to students.
Serial Serial Serial
Location Computer Number Screen Number Printer Number
Titus/120 Gateway 024687 2005 FPD1730 025671 2005 HP Laser Jet 1320n 031707 2006
Barnes/122 Gateway 025503 2005 FPD1730 025732 2005 HP Laser Jet 1320n 031703 2006
Drinkwater/123 Gateway 025395 2005 FPD1730 025749 2005 HP Laser Jet 1320n 031705 2006
Ortega/124 Gateway-E Series 024464 2004 FPD1730 024465 2004 HP Laser Jet 2300 026006 2004
Ramos/121 Gateway 002574 FPD1730 025713 2005 HP Laser Jet 1320n 031709 2006
HP HP Color Laser Jet
Avila/118 Gateway-E Series 023752 2004 Display 033068 2007 2605dn 033076 2007
Gateway - E
Haugh/127 Series 024580 2005 ViewSonic 024975 2005 HP Laser Jet 2100m 014619 2000
Loveridge/115 Gateway 025509 2005 FPD1730 025730 2005 HP Laser Jet 1320n 031706 2006
Dell Optiplex No Printer-Computer is SARS CALL
Oliveras/116 GX110 020735 2000 Dell E550 for use.
Jimenez/126 Gateway 025271 2005 FPD1730 032872 HP Laser Jet 1320n 031621 2006
Dassow/125 Gateway 233988 2007 FPD1730 033987 2007 HP Laser Jet 1320n 031620 2006
Rafal Gateway 034916 2006 Gateway 031613 2006 HP Laser Jet 1320n 031704 2006
Jackie Gateway 031607 2006 Gateway 031614 2006 HP Laser Jet 1320n 031624 2006
Susan Gateway 031609 2006 Gateway 031610 2006 HP Laser Jet 1320n 031623 2006
Lily Gateway 031605 2006 Gateway 031611 2006 HP Laser Jet 1320n 031622 2006
Student 1 Gateway Profile Gateway 031603 2006 HP Laser Jet 1320n 031617 2006
Student 2 Gateway Profile Gateway 031602 2006 HP Laser Jet 1320n 031708 2006
Student 3 Gateway Profile Gateway Has no serial # o HP Laser Jet 1320n 031619 2006
25
Unit Name: Counseling
4
10. Facilities Needs Not Covered by Current Building or Remodeling Projects*
Annual TCO*
List Facility Needs for Academic Year 2009-10
(Remodels, Renovations or added new facilities) Place items on list in order (rank) or
importance. Total Cost of Request
1. . Office Space
No direct cost. Movement of
Reason: There is an immediate need for more office space for counseling. We have lost some of
office space availability.
our original space to admissions. We currently do not have adequate space to house all counselors
Counseling office space needs
and adjunct in a manner to meet the needs of students. During peak times, there is no space.
to be a priority.
Confidentiality becomes an issue.
2. Restructure Lobby Area for Counseling/Admissions
Reason: Counseling/Admissions for many students is their first stop on campus – we need a 15,000
welcoming and inviting environment. The current space is not conducive to providing students
with that inviting atmosphere and ambience. It is cold and rigid. We need to make our space more
appealing and inviting to students.
3. Design Student Services Space at front of campus Researching Cost through
Reason: Student services must provide first contact to students in a welcoming environment where Strategic Planning –
students first step onto campus. Our services need to be in a centralized location to get students Facilities.
through the AOC process easily.
4.
Reason:
*Please contact your campus VP of Business or your Director of Facilities,Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities
you need are already in the planning stages.
4
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
26
Unit Name: Counseling
5
11. Professional or Organizational Development Needs Not Covered by Current Budget*
List Professional Development Needs for Academic Year 2009-10. Reasons Annual TCO*
might include in response to assessment findings or the need to update skills to
comply with state, federal, professional organization requirements or the need to
update skills/competencies. Please be as specific and as brief as possible. Some Number
Cost per item Requested Total Cost of Request
items may not have a cost per se, but reflect the need to spend current staff time
differently. Place items on list in order (rank) or importance.
1. Career Development
Reason: There continues to be a rise in the number of undecided students who 400.00 6 2,400
need additional career development. Counselors need to be provided additional
training on interpreting and utilizing career assessments.
2. On Course Training
Reason: To meet the needs of the large population of basic skills students and 945 4 3,780
second language learners we need to pursue additional teaching strategies. $945
per person. X 4 counselors = 3,780
3. Adjunct Counseling Training
Reason: To provide adjunct counselors with updated information and strategies 2,500 1 2,500
to meet the needs of our students and to increase efficiency and retention.
4. Professional Development Opportunities
Reason: Counselors to attend various staff development opportunities throughout Additional 10 1,000
the year, such as Ensuring Transfer Success, CSU highlights, and the UC $100 per
conference. These staff development opportunities provide counseling staff with counselor
most up to date information for student services in counseling, transfer
information, and working with students to increase retention and success.
*It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.
5
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
27
Unit Name: Counseling
6
12. OTHER NEEDS not covered by current budget
Annual TCO*
List Other Needs that you are certain do not fit elsewhere.
Please be as specific and as brief as possible. Not all needs will have a cost, but
may require a reallocation of current staff time. Place items on list in order (rank) Cost per Number Total Cost of Request
or importance. item Requested
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
6
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
28
Unit Name: _________________________________________
13. Student Support Services (see definition below**) Needed by the Unit over and above what is currently provided. These
needs will be communicated to Student Services7
List Student Support Services Needs for Academic Year 2009-10
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Not all needs
will have a cost, but may require a reallocation of current staff time.
1. More Counseling Faculty
Reason: RCCD continues to grow and we have not replaced vacant positions in counseling for over 8 years. Every grant and
initiative written seeks counseling services and yet we don’t have counseling faculty to fulfill all requests. We currently have the
equivalent of 8.5 general counselors serving 21, 575 students. We need more counselors to provide the services needed to increase
student success.
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
**Student Support Services include for example: Tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment
(placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.
7
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
29
Unit Name: Counseling
8
14. Library Needs Not Covered by Current Library Holdings Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year 2009-10
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
8
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
30
Unit Name: _________________________________________
Learning Support Services Not Covered by Current budget*.
List Learning Support Services Needs Total Cost of Requests
Please list funding requests related to the Writing and Reading Center, the Math
Learning Center, Tutorial Services, and the Instructional Media Center. These Ongoing
Cost per Number (O) or
do not include laboratory components that are required of a course. Place items item Requested
Total Cost
one-time
on list in order (rank) or importance. (OT) cost
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
*It is recommended that you speak with your campus IMC and/or Lab Coordinators to see if your request can be met within the current
budget and to get an estimated cost if new funding is needed.
31