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| First name |
Trang
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Last name |
Luong
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Email |
luongt@smccd.edu
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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.
| Counseling support CSM’s Mission & Values Statements, strategic plans, EMP, & SMCCD’s strategic plans. Counseling is designed to assist students to understand educational options, engage in decision making, review & identify educational & career goals, & work to achieve those goals through personal, academic, & career skill development. Counseling helps students understand program requirements, with academic planning, & refers students to success programs & services.
Counseling faculty specialize in student development, academic, & career planning. Counselors meet with students in individual & group appointments. They provide workshops to assist students to understand educational options & achieve educational goals. They meet with students in classrooms, & participate in instructional & student service collaborations to support student success.
Counselors provide services to students at assigned times & locations & maintain expertise that includes student development, student success information, requirements related to a range of educational and career goals, & district & state regulations related to enrollment & goal completion. Counselors participate in the development, implementation, & evaluation of matriculation activities, & follow up services & other student success initiatives.
Counselors maintain comprehensive records of student appointments & contacts in an electronic format. For each appointment counselors record standard information that includes the student’s identified major (or undecided), educational goals (certificate, associate degree, transfer, etc), status of an SEP (new, updated, etc), issues/questions addressed in the appointment, & referrals made, follow up advice provided. Using DegreeWorks in WebSmart, counselors create SEPs & help students analyze progress toward educational goals. Given the mandates of SSSP on the matriculation process, non-exempt students can’t register for classes until they have followed the various matriculation steps | |
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.
| Curricular changes to Coun 111 that resulted in increased unit value (from .5 to 1 unit).
New classes: Coun 114 and 115, focused on transfer information and support | |
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.
| Collaboration with special programs and learning communities such as Puente, Umoja, MANA, Honors program, Learning Center, and Project Change. Designated counselors get assigned hours every week to work with students in these programs to increase access to counseling for students.
Offer a range of delivery modes including face-to-face, phone, and online counseling for students. Started to offer online COUN 111, COUN 122 and COUN 120 courses since spring 2017.
Collaborate with instructional faculty to increase counseling presence in the classroom. For example, math project creates opportunities to bring counseling to the classroom, provides counseling accessibility to students. Math faculty and counselor work closely together to create curriculum that best support students. In addition, counselors also serve as liaisons to different instructional divisions to learn of new changes, report back to counseling division, and provide student services’ perspectives to instruction.
Collaboration with feeder high schools to ease the transition to college by providing orientations there.
Year One Promise program involvement
Challenges:
Not having a means to assess usage or effectiveness of counseling offered at alternate locations and student demographics who utilize counseling at alternate locations
Accessing disaggregated data on students and counseling usage, SEPS, service needs, etc. | |
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.
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.
| In fall 2016, 90% of matriculated students met with a counselor and had an SEP on file, and in fall 2017 91% of students met with a counselor and had an SEP on file. The remaining students did not have a plan on file or were exempt from meeting with a counselor (Scorecard, 2018). However, this is not a useful metric for assessment of equity gaps, as it is a required part of the matriculation process for all students unless they are exempt.
In a spring 2018 student survey, we found that 64% of student respondents met more than once with a counselor in the period of a year. 87.5% of students reported that they were able to understand what they needed to accomplish their educational goal as a result of using counseling services (PRIE, 2018). | |
Achievement gaps between student populations
File upload
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.
| Counseling is being offered in more locations on campus on a regular basis. These include the learning center and the village. Counseling in alternate locations serves to bridge service gaps and bring counseling services to the students, as opposed to requiring students to come to counseling services. There are still limitations in the availability of appropriate counseling spaces, as these spaces must ensure confidentiality.
We do not have access to data that disaggregates between modes of delivery on student outcomes. | |
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.
| We have increased the amount of drop-in counseling hours to provide continuous drop-in coverage. From Aug 2017-May 2018, we had 838 no shows out of over 5,987 scheduled appointments, a rate of 14%. We were able to implement text reminders for students who opted in.
We offer group counseling for all new international students. | |
Recent SLO/SAO assessment results
File upload
Description of Planning
File upload
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.
| To increase student success and promote student equity, counseling will begin to assess service delivery, effectiveness, and specific counseling needs for special populations. Each program review cycle will aim to assess the needs of 2-3 different student populations identified in the EMP and the CSM Equity Plan as having equity gaps.
The professional development needed to meet these goals are:
Dedicated flex day time at 2 flex days/year for training activities
Outside experts in cultural competency and humility to conduct trainings
The institutional support needed to meet these goals are:
Commitment to allow time to plan and conduct trainings
Commitment to compensate for planning and attending trainings, especially for adjunct counselors
Compensation to outside experts in cultural competency and humility for counselor trainings
Partnership with PRIE to develop questions/conduct surveys/focus groups of identified special populations | |
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.
| Program and IT support to allocate time to create and/or adjust student survey questions, potentially find a way to survey students after every appointment.
Collaboration with athletics to ensure that counselors are meeting the needs of student athletes that we serve.
District-wide counselor training on cultural competency and humility as a way to offset cost.
District-wide counselor trainings to identify best practices and collaborate in service students across campuses. | |
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