Program/Support Area Assessment Template

Date Submitted: 10/03/07Submitted by: Dorado/BuchananAssessmentTeam Date:

1) Program/Support Area: Counseling and Advising Services
2) Mission/Purpose (Reference LCC Mission):The mission of counseling services has been modified to reflect the discussion of the counseling faculty during the AY 05-06. The mission statement now reads as follows: The mission of counseling services is to work with students, the campus, and the community in providing services that assist students in achieving their academic, career, and personal goals within a supportive and safe environment. The MissionStatement for the counseling and advising unit relates to the LCC Mission Statement in the following ways:
1)Our work in preadmission and financial aid counseling increases student access to post-secondary education. (Access)
2) During advising and counseling students learn about program requirements and the applicability of courses to specific 2 and 4 year degrees. (Learning and Teaching, Personal Development)
3) Career counseling enhances the personal enrichment of students and increases awareness of career mobility options. (Learning and Teaching, Personal Development)
4) During individual sessions students are provided a forum to discuss and explore personal issues that require solutions. (Personal Development)
5) Counseling faculty have specific specialty areas that address the needs of our diverse ethnic and cultural student population. (Diversity)
3) LCC Strategic Plan (Reference Goals/Objectives):
Goal A: Provide opportunities for the pursuit of knowledge, personal enrichment, and creativity
Obj 1: Provide life-long learning and development of essential skills
Obj 2:Develop effective teaching methodologies and delivery modes
Obj 4: Promote understanding/respect for different cultures
Goal B: Stimulate the cultural and intellectual life of the community by providing artistic, professional, and enrichment opportunities
Obj 1: Provide facilities, services, and activities to communities
GoalC: Improve educational effectiveness
Obj 1: Improve, broaden scope of assessment
Obj 4: Ensure availability of high-quality resources and services
Goal D: Build Partnerships
Obj 1: Improve, inter-/intra-campus communication
Obj 2: Improve articulation of courses and programs
Obj 3: Develop and strengthen local and global connections
Goal E: Acquire and manageresources efficiently
Obj 1: Develop additional sources of internal and external funding
Obj2: Recruit, retain highly qualified personnel
4) Goal/Objective (Reference Program Goals/Objectives): The goals of the Counseling Unit are:
A. To provide services including discussion of admission, financial aid, academic, career, and transfer procedures.
B. To provide orientation, registration and assist with course selection and interpretation of placement test scores.
C. To provide academic counseling services.
D. To provide career counseling and career planning/exploration services.
E. To provide the forum for students to resolve their problems, thus enabling them to have a greater sense of belonging to and confidence in their ability to succeed at the College.
The objectives/slo’s of the Counseling Unit are:
  1. After contacting a counselor, potential students will understand the steps to take to successfully complete the application process.
  2. After attending an individual or group academic advising session, the student will understand the process involved in formulating an educational plan, choosing a career, choosing a major and/or degree program, exploring financial aid opportunities, and the process involved to graduate and/or transfer to another college or university.
  3. After completing orientation, students will have a greater understanding of college policies and procedures, campus support services, co-curricular opportunities, academic and financial deadlines, different methodologies of course delivery and satellite course offerings, and how to use the Schedule of Courses and the General Catalog as a resource to select appropriate courses.
  4. After completing the COMPASS placement testing, the student will have a clear understanding of his/her level of proficiency in reading, writing and math.
  5. After completing the registration process, the student will know how to navigate the MyUH portal to register for classes.
  6. After meeting with a counselor, the student will feel more confident about going to college and feel more connected to the institution.
In discussing the approach to take with the Assessment Specialist, the Counseling Unit was advised to approach the task on a cyclical basis. That is, one or two counseling activities are to be assessed for a given period of time. At the end of this time frame, changes and modifications to these functions will be implemented based upon both quantitative and qualitative data gathered. Then, one or two different activities will move through the assessment process. This practice will continue until the first two activities are again due to be assessed.
For the past two academic years (AY 2005-2006 and AY 2006-2007),orientation, advising and registration (OAR) was selected for assessment. OAR relates to Counseling Unit Goal B and Counseling Unitslo's C, D, and E noted above.
For the past academic year (AY 2006-2007) the IS 104, Career/Life Exploration and Planning, course was selected to move through the course assessment process. The IS 104 course closely aligns with the College mission and goals. More specifically, IS 104 relates to the learning and teaching as well as the personal development focal points enumerated in the LCC mission statement. IS 104 also addresses Goal A, Objectives 1 and 2 of the LCC Strategic Plan and Objectives which are noted in Number 3 above.
5) Outcome Measure (What is being counted or measured?):
  1. Number of students seeking and level of satisfaction with academic, career, and personal counseling.
  2. Number of students using and level of satisfaction with e-mail counseling.
  3. Number of students seeking and level of satisfaction with financial aid counseling.
  4. Number of students seeking and level of satisfaction with VA counseling.
  5. Number of students who are required to attend UAP counseling and the effectiveness of this intervention in helping them to return to satisfactory academic standing.
  6. Number of students who participate in special population counseling and/or classes (i.e. KI, ESL, AMT and CA, certain sections of SSCI 101) and their level of satisfaction with and increased persistence at LCC as a result of this experience.
  7. Number of students who register for IS 100, IS 104, SSCI 101 and/or SSCI 197 and their concomitant evaluations of the course(s).
  8. Number of students from the six high schools served by the Gear Up Grant with an analysis of any change in retention rates that can be attributed to this experience.
  9. Number of students who attend and their evaluation of knowledge gained from participation in transfer and SC workshops.
  10. Number of DOE professionals and their evaluation of the knowledge gained from attendance at Running Start, high school counselor and high school principal workshops.
  11. Number of Running Start and Early Admit students who register for and successfully complete college courses.
  12. Number of students who participate in the Displaced Homemaker and Bridge to Hope programs and how these experiences have contributed to their success in achieving their educational goals.
  13. Number and accuracy of transcript evaluations completed.
  14. Number and accuracy of degree audits completed.
For the 2006-07 academic year, we wanted to know ifstudents who attended OARacquired a greater understanding of college policies and procedures, campus support services, co-curricular opportunities, academic and financial deadlines,different methodologies of course delivery and satellite course offerings and how to use the SOC and General Catalog as a resource to select appropriate courses. We also wanted to know if, after completing the COMPASS test, students had a clear understanding of their level of proficiency in reading, writing and math. Lastly, we wanted to know if, after completing the registration process, students know how to navigate the MyUH portal to register for classes.
For the 2006-07 academic year, six IS 104 instructors began the process of course assessment. Phase 1 of the process began with the following assessments: 1. Students were given a midterm quiz on career terminology after reviewing definition of career and other career-related terms in class. 2. Students took career related self-assessments and integrated results with their personal life stories. Analysis of the results was based on a 3 point scale developed by the IS 104 instructors.
For the 2006-07 academic year, IS 104 instructors wanted to know if students could define a career; understand the use of self-assessment in career and life planning; create a career plan consistent with interests, skills, personality and values; explain past, present and future employment trends; use technology resources in the counseling center and on-line to research careers; and create effective career goal statements that are specific, measurable, achievable, and realistic.
In addition to assessing student learning, the IS 104 instructors worked together to answer questions 8, 13, 16 and 27 of the core outline found in Curriculum Central. This course modification is now under review in a CC sub-group and is slated to be presented for a vote to the CC at large during the Fall 2007 semester.
6) Definition of Data Sample (where or from whom will data be collected?) Data will be collected from students who have met with a counselor, participated in a special program, registered for a class or attended a workshop. Data will be collected from DOE professionals who attend workshops. Data will also be collected from transcript evaluations and degree audits completed by counselors through the Z drive. Data will be collected fromstudents who attend the OAR sessions.
For the 2006-07 academic year, data will be collected from all students who attend OAR.
For the 2006-07 academic year, data will be collected from students registered for various sections of the
IS 104 class.
(When will data be collected?): Data will be collected at the conclusion of an activity or at the end of the semester, whichever is appropriate.
For the 2006-07 academic year,data will be collected each semester at the end of each OAR session.
For the 2006-07 academic year, data will be collected during the IS 104 classes.
(How many data samples are intended to be collected?)Data will be collected from either a representative sample from or each person who participates in a given activity. Data will be analyzed each semester.
For the 2006-07 academic year, an evaluation form will be collected from each student who attends an OAR session.
For the 2006-07 academic year, approximately 60 samples of midterm quizzes, self assessments, career research papers and career action plans will be collected from the IS 104 classes.
(Why is this appropriate data?): This data will let us know if we are meeting the counseling needs of our students. It will also show us whether or not our recruitment and retention initiatives are effective. Data will also reveal accuracy of transcript evaluations and degree audits. In all cases data will be used to improve services to all of our constituencies.
For the 2006-07 academic year,the OAR evaluation will elicit feedback directly related to the slo’s established for this activity.
For the 2006-07 academic year, this data from the IS 104 classes will elicit feedback directly related to the slo’s established for the class.
7) Method of Data Collection (How will data be collected and by whom?): Surveys and evaluations will be collected by counselors when they are staffing an activity. Data may be collected by e-mail if such a system is created. The Z drive will be used to collect data as well. Data will be collected from students by counselors staffing the OAR sessions.
For the 2006-07 academic year, counselors will collect the OAR surveys.
For the 2006-07 academic year, the IS 104 instructors will collect the samples of midterms, self assessments, student career research papers and career action plans.
Describe assessment tool (survey rubric, etc.) to be used; attach if possible. Assessment tools will be attached.
For the 2006-07 year, the OAR survey has been attached.
For the 2006-07 year, the assessment tools for the IS 104 classes will be the midterm results, self-assessments, career research papers and the career action plans completed by the students.
8) Actual Level of Results (How many samples were collected?)This report reflects OAR data collected for the Fall 2006 and Spring 2007 semesters. 266 of the 415 students who attended an OAR session for the Fall 2006 semester completed the evaluation (64%); for Spring 2007, 92 of the 196 students who attended a session completed the evaluation (47%).
60 samples were selected from the IS 104 classes.
What actual data (numerical results such as total count, percentages, averages, etc.) were collected?
Students completed a survey of 11 questions. They ranked the first 9 questions using a 5 point Likert scale with 5 indicating “Strongly Agree” and 1 indicating “Strongly Disagree” N/A indicated “Not Applicable”. Questions 10 and 11 were open ended and were designed to assess the overall effectiveness of the OAR session and suggestions for improvement. Q1- Familiarity with important dates and deadlines. Q2-Understanding of important college policies and procedures Q3-Knowledge of support services on campus. Q4-Familiarity with college terms. Q5-Familiarity with different modalities of course delivery. Q6-Knowledge of how to use SOC and Catalog. Q7-Knowedge of Compass test scores. Q8-Knowledge of how to navigate the MyUH Portal. Q9-Overall evaluation of the OAR session.
The averages of the students’ responses to the evaluation questions for Fall 2006 are as follows: Q1 (4.26) Q2 (4.19) Q3 (4.1) Q4 (4.08) Q5 (3.99) Q6 (4.25) Q7 (4.53) Q8 (4.36) Q9 (4.42).
Spring 2007 numbers are: Q1 (4.43)Q2 (4.45) Q3 (4.32) Q4 (4.34) Q5 (4.34) Q6 (4.47) Q7 (4.49) Q8 (4.40)
Q9 (4.62).
Examples of responses to the open ended questions include: Very knowledgeable counselors! I really liked the way our questions were answered at any time. I liked the small group because it made the OAR more personable.
For the IS 104 classes, students received an average of 1.0 for defining the meaning of career and 1.75 for an understanding of self-assessment in career/life planning.
The total number of student contacts either through appointments or walk-ins for the AY 2006-07 was 7213.
The total number of students served through the Gear Up grant for the AY 2006-07 was 6405.
The total number of contacts made through e-mail counseling was 1695. July saw the heaviest traffic (204) with August (150), November (141) and December (155) being extremely active as well.
The total number of Running Start students enrolled for AY 2006-07 was 54; 19 in the Fall, 35 in the Spring.
9) Analysis (What have you learned, both in terms of the assessment process and student achievement of SLOs, as a result of this assessment?) The assessment process for OAR was efficient and effective. Sixty-four and 47% return rates respectively provided a representative sample of the students who attended an OAR session. Scores between 4.08 and 4.62 indicate that students have achieved the SLO’s established for OAR. The 3.99 score is a bit low and suggests that more time should be taken explaining the different modalities of instruction available to our students. It should be noted that OTAR was mandatory prior to the Spring 2006 semester. At this time, placement testing was eliminated from the process and conducted on a walk in basis. OAR remains voluntary at this time. This change has not had a negative effect upon either enrollment or the number of students placed on warning.
The IS 104 instructors learned that the more mature students were more likely to understand the concepts presented than the younger (new high school graduates) students in class. There were a wide range of ratings on the rubrics because of the differing levels of readiness for the career development process.
10) Plan of Action (What changes do you propose to improve student learning (for the student learning outcomes assessed) or to improve the support area?) Broad based enrollment and warning statistics suggest that voluntary OAR is effective. However, it would be interesting to identify two cohorts. Cohort 1 - new students who attended OAR; Cohort 2 - new students who did not attend OAR. The percentage of students from each group placed on warning could be compared to see if the percentage of those who attended OAR and were subsequently placed on warning was lower than those who did not attend OAR. As mentioned in an earlier assessment, there is a need to develop an on-line orientation. This would give students an additional venue through which they could acquire the information. Also, the possibility of instituting mandatory OAR for graduating high school seniors has been discussed. One could argue that this proposal has merit given the fact that college is significantly different from high school with the locus of responsibility moving from parents and high school teachers and administrators to the student him/herself in the college setting.
IS 104- To continue to use these activities and incorporate other assessment methods in order to determine student learning. Students will be given more specific instructions about completing assignment so that they will have a clearer understanding of the career development process.
11) Budget Impact (How much will the action cost?) Statistical information can be supplied by an IR Specialist when that person is hired. A committee can be formed to create the on-line orientation. Members may include the recruitment specialist, a counselor who has attended conferences where orientation was discussed, an EMC specialist and the OAR coordinator.
(How could the proposed plan be funded?) This will be determined by the Chancellor through the program review process, which will identify funding priorities for the campus.
(If a grant will fund the proposal, how will long-term funding be carried through?)

Orientation, Advising and Registration (OAR) Evaluation

Please take a few minutes to evaluate the OAR session you just attended. Your honest feedback will help to improve future presentations. The survey will remain anonymous.

  1. I am more familiar with important dates and deadlines throughout the semester.

Circle one.

5 4 3 2 1 NA

Strongly Agree Agree Neutral Disagree Strongly Disagree Not Applicable