Program Name
Please select your program
Division
Submission Date
1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the college’s Educational Master Plan. You may also discuss any factors that have impacted the program and its enrollment. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
Description of Program
File upload
2a. Describe the results of your previous Program Review’s action plan.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
Results of your previous Program Review’s action plan
File upload
2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Recently, Service Area Outcome (SAO) was added for reporting purposes. SAO for the 2017-2018 academic year allowed students to schedule appointments with a counselor in a timely manner. More detailed information regarding SAO will be discussed in later sections of this program review. | |
2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Personal Counseling & Wellness Services have made a sustained effort to address equity gaps between student populations. Recruiting intern counselors who reflect the diverse student body on campus has been one of our most important goals that we continue to achieve. Our current team consists of intern counselors with culturally, ethnically, and linguistically diverse backgrounds. Furthermore, we continue to achieve the goal of providing counseling services to students from ethnic minorities and underserved populations.
In addition to recruiting diverse counseling interns, we provide mental support services through a variety of modes of delivery. Most of the services are provided through face-to-face individual counseling; however, counseling groups and workshops are also offered to students to further our reach to additional students who might not otherwise access our services by individual counseling appointments. For example, support groups have been offered at the International Student Office over the past two years. Of the 5-10 international students who participated in weekly support groups, 2 of the participants were directly referred to personal counseling services. We also offer training sessions on effective communication to all freshmen in the Cosmetology Program which allows them to become familiar with the personal counseling services that we provide on campus. It continues to be challenging to have sufficient numbers of student participants in the workshops and group counseling sessions we offer. This needs to be addressed by reaching out to other campus programs which will be discussed later on in this program review. | |
2d. Provide an update on any long-term plans that are still in progress (if applicable).
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| There is no long-term plan to report at this time. | |
3a. Review student program usage and discuss any differences in student success indicators across demographics. Refer to SARS, Banner, PRIE data, and other data sources as appropriate.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
Student success indicators
File upload
3b. Discuss what your program has done this Program Review cycle to address achievement gaps between student populations, describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| As mentioned in the previous section above, we have done a great job of recruiting diverse intern counselors and providing counseling services to students who are well reflected on CSM’s student profile. We need to strengthen outreach efforts to reach out to underserved populations especially to Veteran and African American students. Providing mental health services to Veteran student groups has been very challenging. In the past intern counselors were placed at the Veteran Resource Center to provide drop-in services; however, Veteran students rarely utilized these counseling services and it was not very successful. Moving forward we need to find a better way to connect Veteran students to our services. | |
3c. Discuss what your program has done this Program Review cycle to address achievement gaps between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
Achievement gaps between modes of delivery
File upload
3d. Program Efficiency Indicators: Do we deliver programs efficiently given out resources? Summarize trends in program efficiency. Discuss no-shows, group vs. indvidual delivery, etc.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Personal Counseling & Wellness Services is staffed with one full time faculty and two adjunct faculty. We have 5-7 master’s degree level volunteer intern counselors each year who provide counseling services to students. Since this is a training program for CA licensed psychotherapists (LMFT and LPCC), no-shows to student appointments are considered clinical and educational opportunity for our intern counselors. Last year we started to collect data on no-shows. In the fall the rate of no-shows was 15.9%. In the spring semester it dropped to 5.26%. I suspect the percentage decreased because interns gained additional clinical skills and they also developed more therapeutic relationships with students so students felt more understood by their counselors.
As indicated previously, we continue to offer support groups to students by collaborating with key programs on campus. This collaboration is instrumental in regards to recruiting and encouraging students to participate in group counseling. | |
3e. Reflect on recent Student Learning Outcomes (SLO) and/or Service Area Outcomes (SAO) assessment results for the program. Identify trends and discuss areas in need of improvement. Specify how SLO/SAO assessment informs program development and changes to the program.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Personal Counseling SLO for this reporting cycle represents “Students who are able to measure progress towards their goals”. On average students reported 3.7 points before starting counseling services (0 point being considered their worst problems and 10 points indicating their issues/problems have resolved) and after receiving counseling services the reported average increased to 7.2 points. This is a 3.5 point improvement which is consistent each year in the Personal Counseling & Wellness Services program. The purpose of SAO for the 2017-18 academic year is to find out if students are able to schedule personal counseling appointments in a timely manner. 69% students highly agreed that they were able to schedule a counseling appointment in a timely manner and 31% reported “agree”. However, only 26 students answered this question out of 42 students who participated in the survey. Feedback from 16 students is unknown. | |
4a. Provide a brief description, including actions, measurable outcomes, and timelines
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Based on sections 2 & 3 above and the CSM Educational Master Plan Priorities for 2018-2023, improving access to our services especially to underserved student populations is most important.
• Plans and goals for the 2018-2019 and 2019-2020 academic years
Action Plan 1. Strengthen efforts to reach out to underserved CSM student populations.
Counselor interns and staff will “adopt” on-campus programs such as Veterans Services, Multicultural Center/Dream Center, EOPS, International Education Office, and Learning Communities such as UMOJA, MANA and PUENTE to provide outreach, training and on-site counseling/support. Our goal is to provide direct services to students where they are. Interns and staff will spend roughly 1-2 hours each week providing on-site counseling and/or workshops for campus programs or in classrooms throughout the academic year. In addition Veteran Services is planning to implement their peer program. Personal Counseling services will be closed involved in providing mental health related training to their peer veteran students.
Action Plan 2. Administrating mental assessment tool to a wide student population to gather data in regards to mental health needs.
Currently we administer stress tests during the health fairs each semester. The future mental health assessment is going to be more comprehensive in order to address anxiety, depression, etc. Our goal is to gather assessment results from 200 students per academic year by spring of 2020. Through the mental health assessment, opportunities to improve mental health awareness will be executed and more data on mental health needs among students will be collected. Based on the assessment results, we will implement a protocol to follow up with students who appear to have severe mental health conditions. | |
4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| In order to successfully provide outreach services to underserved students and undertake mental health assessment of students, having enough staff to support these student services is crucial. A new temporary adjunct faculty (limited to 2 years) is currently onboard since this fall and we rely heavily on volunteer intern counselors to coordinate outreach and counseling assessments. Based on the data provided in this program review which indicates that our counseling hours continue to increase without an increase in staff to support these services I feel strongly that we need to hire a full-time faculty at our Personal Counseling Center and have submitted this request. | |
4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the center achieves its goals and plans.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| In addition to funds for a fulltime faculty position, I would like to request the institution to support our well-established Peer Educator Program. Currently our student assistant salary is funded by the Student Equity fund. We were advised that this funding may be shifted next year and there is no guarantee to have the funding for the Peer Educator Program moving forward. The Peer Educator Program was established in 2012 and was originally funded by the Student Government after a grant that was supporting it ended. Student Government requested that the Peer Educator’s Program be supported by the College and they only provided funding for one year. Fortunately Student Equity funding became available to us at that time. Having a Peer Educator Program on campus is becoming standard practice for many colleges in the nation and we are one of the leading colleges that established such a program on our campus. Skyline and Canada Colleges are building their peer programs this year. The mental health peer program at CSM has been very successful. Due to the importance of this valuable program I filled out a resource request to secure funding. | |