2018-19 Student Services Program Review
First name
Christine
Last name
Su
Email
suc@smccd.edu
Program Name
Please select your program
Career Center


Division
Student Services  


Submission Date
Oct-26-2018


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.
Note: from Oct 2017 to July 2018, the Program Services Coordinator (PSC) position for Career Services was unoccupied; an interim PSC was hired via a detail position beginning mid-July 2018.

As part of the Student Services Division, Career Services’ programs and services are structured, delivered, and evaluated to prepare students to be informed and engaged citizens in an increasingly global community. Career Services provides an array of resources and activities to support CSM students in developing career awareness, exploring related employment opportunities, and outlining educational and career pathways, including:
•Programming: development and facilitation of career-related workshops, such as choosing a major, building bridges between education and career, developing job skills, securing an internship, writing effective resumes and cover letters, interviewing for jobs, and navigating career transitions;
•Events: Career Services hosts events to share valuable information with the CSM community, including career awareness and exploration fairs, job fairs, and volunteer fairs;
•Materials: acquisition, development and distribution of materials related to students’ career success: online resources, books, and other documents, accessible by the CSM community;
•Outreach: presentations to faculty, staff, and students in various departments, classes and clubs about career services offerings, tailored to specific student populations and identified needs; building relationships with local employers seeking to recruit CSM students through on-campus recruiting, postings to an online job board that all CSM students and alumni may access; working with CSM Community Relations and •Marketing to produce materials to promote Career Services; and social media outreach through the CSM webpages, emails to students and faculty/staff, LinkedIn, Facebook, Twitter.
•Classes: Career Services collaborates with career counseling faculty; current course offerings include CRER 126 and 127.


Description of Program
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2a. Describe the results of your previous Program Review’s action plan.
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It is difficult to evaluate the success of the actions outlined in the previous Program Review, since there was no program coordinator for nearly one year of the recent two-year program review period. However, the previous review outlined the following to improve student learning and success as part of CSM’s strategic goals (see below). I have evaluated the outcomes related to these goals to the extent possible with limited information.

• Increase student participation in workshops
• Increase programs and services for evening students
• Increase outreach to at-risk and low-income students of color
• Increase student use of online resources, particularly focusing on closing the racial gaps.
• Identify and use tracking methods for all online resources (Perfect Interview, social media sites and website)
• Develop system for tracking undecided students and their progress

These are evaluated in the attached word document.


Results of your previous Program Review’s action plan
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2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments
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The 2016-2017 program review outlined the following SLOs:
1.The CSM community will make use of Career Services (students will make appointments, attend workshops and events, use resources, and staff/faculty/administrators will refer students to Career Services).
2.Students will declare an educational goal and career objective while at CSM.
3.Students will find jobs, internships, and volunteer opportunities that help them achieve their educational goal and career objectives.
4.Students will know the skills expected of them as graduate/entry-level career seekers.
5.Career Services will actively work to close opportunity gaps through its programming and collaboration with other campus programs and services.

The previous Program Review indicated that “the Last SLO data saved for Program Review was the CRER Class SLOs. As of January 2016, Career Services no longer has purview over CRER classes. These are taught and run by CSM's counselors/ faculty. Career Services is now run by a staff member. While there is collaboration between counseling/ faculty and Career Services, especially in the CRER classes, there is no longer any overlap in CRER or COUN classes and Career Services.”

While the CRER classes are still taught by Counseling Faculty, we are hoping to work as a team in our efforts to reach students; therefore, the current PSC does not agree that there is no longer any overlap in CRER or COUN and Career Services. Certain elements of given classes are and should continue to be within the purview of counseling, but perhaps there could be cross-listing or co-teaching with other (non-counseling) faculty or staff.

Additional changes to SLO alignments for 2018-2019 and 2019-2020 are outlined in section 3e.


Program coherence and effectiveness
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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.
Note: During most of the academic year 2017-2018 (beginning in October 2017), the Program Services Coordinator (PSC) position for Career Services was unoccupied; an interim PSC was hired via a detail position beginning July 2018. Thus the program is working to evaluate the goals of the previous program review based on the limited statistical information available.

In 2016-2017, the Career Services coordinator was heavily involved in equity discussions and planning, serving as a mentor for the Project Change program, an ally of the DREAM Center and the Multicultural Center, and a key provider of Student Success and Support Program (SSSP) services. Career Services worked closely with EOPS and DSPS (now DRC) to close opportunity gaps. The framework of Career Services should reflect that educational equity is a central component, not an afterthought or addition, to Career Services programming.

PRIE/SARS data indicates that in AY 2016-2017, 8.1% of students who accessed career services identified as persons with a disability. In AY 2017-2018, the percentage increased to 16.0 percent, which is likely in response to the previous staff person’s heavy involvement with the above-mentioned programs.

PRIE/SARS data indicates that in AY 2016-2017, 64.9% of students who accessed career services identified as first-generation college students. In AY 2017-2018, the percentage decreased slightly to 61.2%. This suggests that efforts to reach first-generation students have been working, again largely due to the previous coordinator's outreach.


Student success and equity
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2d. Provide an update on any long-term plans that are still in progress (if applicable).
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The Strong Workforce Development program has introduced plans for a “Career and Workforce Hub,” of which Counseling (career services programs and career counselors) will be a key part. The goal of the hub is to move students from a decentralized path, in which students have to navigate services to find their own way, to a more intentional path housed in the Career and Workforce Hub.


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.
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College Central Network (CCN): CCN was introduced as a new online job board tool, replacing JobLinks, on August 1, 2016. At the time of previous program review, there were 173 student accounts registered, 53 alumni accounts, 343 employer accounts, and 335 jobs posted.

By August 1, 2017, there were 480 student accounts registered, 106 alumni accounts, 779 employers registered, with 1361 jobs posted.

Note: the Program Services Coordinator for Career Services was on leave beginning October 1, 2017; while with no coordinator in place between October 2017 and August 2018 there were still a significant number of employers continued to register and post jobs, there was a significant decrease in student usage.

Between August 1, 2017 and August 1, 2018, there were 309 student accounts registered, 62 alumni accounts, 889 employers registered, and 1,157 jobs posted.

Between August 1, 2018 (new coordinator on board) and October 25, 2018), there were already 127 new student registrations, 10 new alumni registrations, 204 new employer registrations, and 473 new jobs posted.

For the breakdown of data, please see the attached document.


Student success indicators
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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.
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Between August 2016 and October 2017, there were 108 students who responded to the ethnicity question in CCN. Of those who did report ethnicity the following reflects the breakdown by ethnicity:

Ethnicity Total Number Percentage of total who reported
African-American/Black 4 3.7%
Asian/Pacific Islander 36 33.3%
Caucasian 13 12%
Hispanic/Latino 17 15.7%
Multicultural 2 1.85%
Native American/Alaskan 0 0%
Other 4 3.7%
Not provided 32 29.6%
TOTAL: 108

Online resources, such as College Central Network, are utilized by Asian/Pacific Islander students than members of other ethnicities; however, as this data is not disaggregated, it is difficult to know exactly which populations are utilizing the service (e.g., are Melanesian and Polynesian students using it?). African American students comprise only 3.7% of users. In the upcoming year, further outreach to UMOJA, MANA, and PUENTE will be an important part of Career Services.


Career Services staff will work more closely with CSM faculty to make students aware of the resources available (both online and otherwise). The current PSC is involved with the Year One Promise Steering Committee and the Student Services Council, and will work toward further developing Career Services to ensure its programs are of high quality, relevant to community and student needs, and evaluated regularly to ensure quality and consistency. In particular, Career Services outreach - to both students and faculty/staff - will be augmented to provide more awareness and access (leading to more usage) of its programs.


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.
Online resources, such as College Central Network, are utilized more by Asian/Pacific Islander students; however, as this data is not disaggregated, it is difficult to know which populations are utilizing the service (e.g., are Melanesian and Polynesian students using it?). African American students comprise only 4.4% of users. In the upcoming year, further outreach to UMOJA, MANA, and PUENTE will be and important part of Career Services.

Career Services staff will work more closely with CSM faculty to make students aware of the resources available (both online and otherwise). The current PSC is involved with the Year One Promise Steering Committee and the Student Services Council, and will work toward further developing Career Services to ensure its programs are of high quality, relevant to community and student needs, and evaluated regularly to ensure quality and consistency. In particular, Career Services outreach - to both students and faculty/staff - will be augmented to provide more awareness and access (leading to more usage) of its programs.


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.
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Information on student attendance at workshops for spring 2017 is not available, and there were no workshops held in fall 2017 and spring 2018.

Attendance at workshops thus far during the fall 2018 semester thus far has been patchy. A “Making the Most of Your LinkedIn Profile” in October 2018 had 15 student attendees; resume workshops had 3 to 4 students. However, the LinkedIn workshop attendees stated in their evaluations that they liked the workshop size because they were able to ask questions and work directly with the speaker. Still, we would like to see higher attendance at workshops. To date we have relied on social media, fliers, and word-of-mouth to distribute information.

One major change that occurred in fall 2018 was an overhaul of the career services website. The landing page was streamlined to be less confusing, with simple navigation that allows user to get to the information they are seeking more quickly and easily. We will continue to direct students to use the website to get information about workshops, making individual appointments, accessing online resources, etc.

Furthermore, the Career Services team is launching a large campaign beginning in October 2018 that will bring awareness about Career Services offerings to the campus; we anticipate a much higher percentage of users both online and in terms of students in CRER classes and appointments with career counselors and career services workshops and events after this campaign launch.


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.
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Revised Service Area Outcomes for AY 2018-19 and AY 2019-20:

1.Students will make use of Career Services (students will make appointments, attend workshops and events, use resources, and staff/faculty/administrators will refer students to Career Services). We expect the number of students that access our online platforms (e.g., College Central Network and Focus2Career) and Career Counseling to increase by 50%.

2.Students will become aware of various educational and career pathways and their relation to both majors and employment.

3.Students will learn the skills expected of them as graduate/entry-level career seekers.

4.Career Services will actively work to close opportunity gaps through its programming and collaboration with other campus programs and services.


4a. Provide a brief description, including actions, measurable outcomes, and timelines  
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There are three major goals for the program:

Goal 1: Increase resources for and usage of career Services by underrepresented/underserved populations.
Goal 2: Increase awareness among CSM administration, faculty, students and community about the availability of Career Services Programs.
Goal 3: Provide opportunities for students to engage in discussions about career pathways and options, with both CSM staff/faculty and prospective employers.
For detailed descriptions related to each goal, please see attached.


Description of Planning
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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? 
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Beginning Fall 2018, we have formed a Career Services team, which consists of the Career Services Program Service Coordinator (PSC), two counselors with expertise in career services, and a graduate student intern. The team meets weekly to discuss strategies for increasing student success and promoting student equity, and to address current challenges.

As part of the Counseling Division, the Career Services team has been integral to the development of a new “What’s Your Why?” campaign, focusing on helping students to articulate and discover their purpose, their “why.” Knowing your why leads to a particular area of focus or direction. Once students are clear about their area of focus, then they can begin meeting with General and Career counselors to develop their path (the “How”). Once students are equipped with their purpose and their path then they are ready to explore the possibilities (“the What”) open to them. We will continue to broaden this campaign to include more faculty, staff, students, and administrators, whose “whys” will be articulated for the campus. Knowing others’ whys, and the career pathways they have followed accordingly, is a key part of student career development.
Traditionally, students pick a school, then pick a major, and at the end of their education, think about trying to get a job. We're turning this on its head and asking students to start thinking about who they are and what they want to do (and WHY) as they enter college. Then we help them to design their academic and career pathways based on that why. This campaign will involve collaboration with various programs, especially EOPS, DRC, Multicultural Center, DREAM, international student programs, various levels of administration and different divisions and departments.


4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the center achieves its goals and plans.  
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Some team members have request additional training on certain aspects of career counseling, such as certification to administer the Myers-Briggs Type Indicator (MBTI) and other assessments.

We will need to collaborate with the Career and Workforce Hub to move away from the model of a decentralized student path to careers in which students navigate services to find their own way, to a new model in which students use a centralized Career and Workforce Hub to learn about careers, prepare for the job market, build networks, and find internships and employment. Students have expressed particular interest in developing an internship program. Career Services will work to make information about internships with specific employers in given career fields readily available to students.

Finally, there is some truth to the previous program review’s claim that the efficiency of Career Services is hindered by lack of contact with faculty and counselors. Due to the difference in workflow and schedules, chances for contact and collaboration with faculty and counselors is extremely limited for staff. For example, planning for staff often begins in summer when most faculty are not working. During the semester, faculty and counselors are often too busy with their regular workload to collaborate effectively with student services. This is not the fault of either group but simply a flaw in the design of higher education. One solution would be to include programming release time for all or some faculty, where staff and faculty can come together to create efficient and effective programming for students.

Regular communication and partnership with faculty and administration will be vital to achieving our goals.