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Academic Program Review

2011-2012

Counseling & Career Center

By: Terri Burt, Andre Fields, Langston Gant, Stacey Heisler, Pat Missad, Fatima Nieves,

Lynnae Selberg, Jill Woller-Sullivan, & Fred Zomer

Academic Program Review 2012

THE PROGRAM PROFILE

A: Mission & Purpose

Mission & Service: The Counseling and Career Center provides personal counseling, career counseling, and academic advising to current GRCC students. Our goal is to empower students to succeed at GRCC and in life. This is accomplished by providing high quality academic advising, career counseling, personal counseling and academic & life-skills workshop services to students. These services are provided by a team of talented and dedicated faculty and staff. Federal and State law, professional associations, national boards, and state licensing regulations guide the ethical and legal delivery of our services.

Action Needed? NO

B: Faculty & Staff

FACULTY

Lynnae Selberg: Assistant Professor/ Counselor/ Program Director

MA Michigan State University, Rehabilitation Counseling Licensed Professional Counselor (LPC) GRCC years of service: 9 months GRCC Service: New Course Curriculum, CAP 1.1.2, CAP 1.1.3, CAP 1.2.1, CAP 5.1.1, CAP 5.1.2, Honors Task Force,

One Book One College Committee, Orientation, AGC, Degree Works, Budget Review, General Education Task Force



Department Committees: SALT, CARS, Directors, APR, Search Committee’s, Role of Counselor, Department Planning Team

Professional Development: Presented National FASD Conference, Attended National First Year Experience for the Community College, Advisor Trac Upgrade Training, Numerous Early Alert Training, New Faculty Institute, Blackboard Training

Institutional Liaison: Capella University, Ferris State University, Oakland University, Western Michigan University Department Liaison: Biological Sciences, Physical Sciences, Automotive and Visual Arts Honors Advisor

Frederick M. Zomer: Professor/ Counselor

MA School Administration Central Michigan University, MA School Counseling CMU Licensed Professional Counselor (LPC) National Certified Counselor (NCC) GRCC years of service: 22 GRCC courses taught: PY 100, PY 201, WE 143,144, 141, 155, PE 183 GRCC service: New Employee Orientation, Academic Standing Appeal committee Department Committees: Orientation team, Law enforcement, Corrections, Juvenile Services and Business Advisory

Board, Department Planning Team Professional Development: N 4 A (National Association for Academic Advisors of Athletes) June 2011, Dallas,

Michigan Community College Student Services Association, October 2011, Petoskey Michigan Institutional Liaison: Central Michigan University, Western Michigan University Department Liaison: Wellness, Criminal Justice Athletic Advisor

Fatima Nieves: Professor/ Professional Academic Advisor

MA University of Michigan GRCC years of service: 27 GRCC courses taught: None GRCC service: Achieving the Dream, Sabbatical Committee, Gen Ed distribution Committee Department Committees: Case Management Committee, Jack Kent Cooke Scholarship Committee, Department

Planning Team Professional Development: Achieving the Dream 2011 Institutional Liaison: University of Michigan



Department Liaison: Language & Thought ESL (English as a Second Language) Advisor Westside Learning Corner Advisor

Rosario Montes Sutton: Associate Professor/Counselor

MA Western Michigan University (Ph.D. candidate Western Michigan University in Educational Leadership) Licensed Professional Counselor (LPC) National Certified Counselor (NCC) GRCC years of service: 9 GRCC courses taught: CLS 100 GRCC service: Co-Coordinator Distinguished Scholarship Committee Grand Valley State University, Faculty Panel

Mid-Life PY 232 (February 2011) Department Committees: Academic Success workshops, Transfer planning workshops Professional Development: 21 graduate hours completed 2008-11, Student Veterans Trending issues Institutional Liaison: Grand Valley State University, Historically Black Colleges & Universities, Hispanic Serving

Institutions, Michigan State University Department Liaison: Physical Science, Biological Science Pre-Med Advisor

Jill Woller-Sullivan: Professor/Counselor

MA Central Michigan University, Counseling Licensed Professional Counselor (LPC) GRCC years of service: 14 years GRCC Service: AGC Representative, Federal Career Day, Keller Center Pathway to Employment, Occupational

Support Advisory Board, Electrical Advisory Board, CAP 6.2.2, Department Planning Team Professional Development: Presenter at Trends 2010, Presenter at NACADA regional 2011, Formation Retreat 2009

and 2011 Institutional Liaison: Kendall College of Art & Design, Saginaw Valley State University Department Liaison: Applied Technology, Occupational Therapy Assistant

Pat Missad: Professor/ Professional Academic Advisor



MA Michigan State University, Family Studies GRCC years of service: 20 Courses Taught: CD 116, CLS 100 Professional Development: NACADA 2011, NISOD 2012 GRCC Service: Teachers of Tomorrow Committee, Hiring Committees, CAP 5.1.2, New Faculty Institute Faculty

Liaison, Department Planning Team, Department Planning Team Institutional Liaison: University of Detroit Mercy Department Liaison: Education, Social Science

Emily Nisley: Assistant Professor/Counselor

Ph.D. Counseling Psychology Western Michigan University Licensed Professional Counselor (LPC) GRCC years of service: 5 GRCC Service: Diversity Team, Behavioral Intervention Team, Salute to Women Selection Team Professional Development: Completed PhD, Presentation at APA August 2011, Formation Retreat June 2011 Institutional Liaison: University of Michigan Department Liaison: Psychology

Mugi (Patrick) Kamau: Assistant Professor/Counselor

Ph.D. in Counselor Education from Western Michigan University Licensed Professional Counselor (LPC) GRCC years of service: 3 GRCC Committees: Diversity Team, Ujima, Black Student Union Professional Development: MBTI training, Earned PhD Institutional Liaison: Davenport University, Ferris State University Department Liaison: Wellness, Business

Vicki Maxa: Assistant Professor / Counselor

MA Western Michigan Counseling (Ed.D. Candidate- Ferris State University) Licensed Professional Counselor (LPC) Years of GRCC service: 4 Courses taught: CLS 100, PY 100



Department Committees: CAS Evaluation for Disability Services Professional Development: Institute for Healing Racism, Managing Chronic Illness Institutional Liaison: Grand Valley State University, Siena Heights Department Liaison: Culinary, Radiological Technology MTEC Advisor

Katherine (Geessman) Hughes: Associate Professor/Counselor

MA Western Michigan University, Counseling Licensed Professional Counselor (LPC) Years of GRCC service: 13 Courses taught: CLS 100 Department Committees: Orientation Professional Development: International Students Institutional Liaison: Aquinas, Northern Michigan University Department Liaison: Social Sciences, Nursing International Student Advisor

Terri Burt: Professor/Counselor

Ed. D Western Michigan University, Counseling & Higher Education Licensed Professional Counselor (LPC) Years of GRCC service: 21 Department Committees: Academic Foundations, Department Planning Team, Title III Courses taught: CLS 100, MA 095, PY 097 Professional Development: Achieving the Dream Institutional Liaison: Albion, Historically Black Colleges & Universities, Lawrence Technological University, Olivet Department Liaison: Mathematics

Stacey Heisler: Associate Professor /Counselor

M.A., Western Michigan University, Counseling in Post-Secondary Education Licensed Professional Counselor (LPC) National Certified Counselor (NCC) Global Career Development Facilitator (GCDF)



Conferences and/or Seminars Attended: Institute for the Advancement of Human Behavior/Mindfulness Inside & Outside the Therapy Hour (Jan 2012); Appreciative Advising Workshop (GVSU); NACADA Summer Institute (June 2012)

Professional Memberships: American Counseling Association (ACA), National Association for Academic Advising (NACADA), National Career Development Association (NCDA)

Department Committees: Department Planning Team, Role of the Counselor Psi Beta Panel Member: 2011 Faculty Advising Training: Center for Teaching & Learning 2010-2011; New Faculty Institute 2011 Formation Retreat: 2009, 2010, 2012 Council for the Advancement of Standards (CAS) Academic Advising: 2010-2011 Institutional Liaison: Davenport University Department Liaison: English, Radiological Technology

Ron Ralya: Professor /Counselor

MA in Counseling from Western Michigan University Licensed Professional Counselor (LPC) Nationally Certified Counselor (NCC) Years of GRCC service: 11.5 years Courses taught: CLS 100 Professional Development: NACADA Regional Conference, TRENDS State Conference, QPR National Suicide

Prevention Trainer Program Institutional Liaison: Cornerstone University, Hope College, Kuyper College Department Liaison: Applied Technology, Computer Applications, Manufacturing Lakeshore Advisor & Disability Services

Andre Fields: Assistant Professor /Counselor

MA, Western Michigan University, Counseling Psychology, Ph.D. candidate from Western Michigan University in Counseling Psychology

Temporary Limited License Psychologist (TLLP) GRCC years of service: 5 GRCC courses taught: CLS 100 GRCC Service: Achieving the Dream and Advisor to Black Student Union Department Committees: Academic Program Review Committee



Professional Development: Achieving the Dream Conference and National Black Student Union Conference Institutional Liaison: American Intercontinental University, Wayne State University Department Liaison: Automotive, Manufacturing, Mechanical & Architectural Design Advisor for GED Plus Committee

STAFF

Langston Gant: Front Desk Coordinator Associates in Arts, GRCC, B.B.A Northwood University GRCC years of service: 3 GRCC service: New Student Orientation Coordinator, Student Employee Office Assistant Department Committees: Orientation team, Academic Program Review Professional Development: Financial Aid Training 2012, Putting Input into Action 2012, ESP Learning Day 2012

Josephine Prince: Transfer Coordinator

Associate in Arts with MACRAO, Grand Rapids Community College GRCC years of service: 7 GRCC Service: Project Mature Worker, Academic Service-Learning Community Partner Training, Connecting Our

Campus to Our Community, Academic Service-Learning Orientation Team, United Way Volunteer Management Training Series, Career Pathway- Engineering Manufacturing and Health Career Expo.

Department Committees: Older Learner Center- Caregiver Resource Network Steering Committee, Grand Kent Community Consortium on Successful Aging Advisory Committee, Project Mature Worker Advisory Committee, Academic Service Learning Strategic Planning Team

Professional Development: Financial Aid Training 2/27/2012, Conflict Management Training 3/23/2012, Academic and Student Affairs Educational Support Professional Learning Day 3/7/2012, Business Writing Training 2/9/2011.

Melissa Polanco- Nunez: Retention Specialist

BS in Zoology, Michigan State University, (Masters in Counseling candidate, Western Michigan University) GRCC years of service: 3 years as a student employee (2004-2007), Summer 2009 (Orientation Coordinator), 2010-

Present (Support Staff) GRCC service: ESL Conversation Group, Orientation Coordination, CAP 5.1.2



Action Needed? YES

The current staffing for the center’s front desk provides minimal coverage during hours of operation leaving little room in the event of staff absence or unavailability (we currently maintain 60 hours of staff coverage for 53.5 hours of operation weekly). Over recent years, the front desk has seen a continuous increase in phone calls, e-mails inquiries, student traffic (appointment scheduling and the newly implemented daily drop in schedule) as well as additional administrative responsibilities supporting our faculty and staff. Despite the added workload, the department has not experienced an increase in administrative staffing.

The center has also seen a change in the nature of student needs in which we serve, which has further increased the department work load. Our student population has recognized the value of the services and as such utilizes the front desk to get a wide variety of their needs met. In an effort to increase appointment attendance, front desk staff administers reminder calls for all counseling & advising appointments. Due to changes in the Academic Foundation Program, all designated mandatory placement students (MND) must meet with an advisor for registration of classes. The front desk staff is also required to maintain two calendars for counselors and advisors – “Groupwise” for college wide commitments and opportunities, and “Advisor Trac” for student appointment scheduling and data collection. The front desk has also been given the added responsibilities for the scheduling and data entry of all Academic Success Workshops, Classroom Presentations, General Workshops and Orientation as well as assistance and support to the counselors and advisors who serve on a wide variety of faculty committees across campus.

Considering the volume of calls, e-mails, visits and other direct student contacts through our front desk, as well as all the coordination of functions they service, we rely heavily on student employees. Students are by circumstance, transient employees; professional staff resources are spent to train and continuously supervise our students and turnover is consequently frequent. The department is a high volume, high energy, work space and staff must possess strong interpersonal skills as well as technical competencies to manage a highly diverse and complex set of staff and student needs. We need additional employee resources (not just student employee hours) to proficiently run the department and be proactive in our initiatives rather than reactive.

Accomplishments/Professional Activities

The Counseling and Career Center faculty members are a skilled and diverse group of professionals who are thoroughly involved across all aspects of the college. All counseling and advising faculty have advanced degrees; three of the 14 also have a PhD/EdD (with three more in progress), and 12 are Licensed Professional Counselors (LPC), and four are National Certified Counselors (NCC).

The combined total years of GRJC/GRCC service is approximately 180. In total, we have over 250 years of collective experience in higher education when combining prior institutions of higher learning.Counseling & Career Center


The following list of accomplishments, college service and professional development activities demonstrate the expertise and commitment of this group. This list highlights some of the areas of involvement of our team, but by no means is a comprehensive, complete listing.

Search Committeeso Automotive Facultyo Biological Sciences Facultyo Curriculum Specialisto Dental Auxiliaries Facultyo Disability Support Services Counseloro Electronics Facultyo Grants Coordinatoro Mathematics Facultyo Mechanical Design Facultyo Program Director, Counseling and Career Centero Transfer & Articulation Coordinator o Upward Bound Academic Coordinatoro Upward Bound Counseloro Child Development Facultyo Front Desk Coordinatoro Title III Coordinatoro Photography Facultyo Art Facultyo Student Success Coaches (Title III)o MTEC Career Advancement Coordinatoro Student Employee’so Student Orientation Leaders

CAP Teamso Develop new certificate programs that meet industry needs (6.2.3 )o Early Alert CAP Team (5.1.2)o Faculty Involved in Academic Advising CAP Team (1.1.2)o Faculty Professional Development CAP Team (5.2.3 )



o Mandatory CLS 100 CAP Team (5.1.1)o Programs of Study CAP Team (1.2.1)o Promote Agreements GRCC & Transfer Institutions CAP Team (1.1.3)

Committeeso Academic Governing Council (AGC)o Achieving the Dream (ATD)o Adult and Development Education Projects (College Success Program team member, Expanded assessment team

leader) o Adult Student Open Houses/Coffee Chatso Behavioral Intervention Team member (BIT)o Budget Review Team o Chair of the Achieving the Dream African American Male Gaps Team o College Planning Teamo Commencement Planning o Cross College Career Development Team (CCCDT) o Diversity Team membero Electronics Technology Program Advisory Committeeo Emeritus Faculty Selection o Faculty Association Negotiating Teamo Federal Career Day Committeeo General Education Task Force o Go! New Student Orientation Teamo GRAHEN Outstanding Adult Learner Selection Committeeo Honors Task Group o IIPD Grant Evaluation Team Member o Jack Kent Cooke Scholarship Faculty Representative o Latino Youth Symposium Planning Team (through DeVos Foundation) o Liaison to the New Faculty Institute o MI-LSAMP Liaison o Minority Mentoringo New Course Curriculum Approval Team o New Employee Orientation Team o New Employment Mentor Program



o Occupational Support Program Advisory Committeeo Sabbatical Selection Team o SafeZone Training Facilitator o Student Affairs Leadership Team (SALT)o Strategic Leadership Team (Budget Reduction Subcommittee) o Student Conduct Hearing Board o Teacher of Teacher Advisory Board o Tenure Process Review o Web / Technology Committees (Blackboard Analytics, Degree Works, Advisor Trac, Early Alert, Data Warehouse,

Drupal)

Student Organizationso Black Student Union (Primary Advisor)o International Student Organization (Primary Advisor)o Phi Theta Kappa (Primary Advisor)o StandOut (Primary Advisor)o Student Congress (Faculty Liaison)

Volunteero GRCC Foundation Fund Raising Eventso Paired Reading Volunteer o Schools of Hope

Othero Academic Suspension Appeal o CAS Self-Assessment for Academic Advisingo Classroom presentations to AFP and other classes o Diversity Training with the Diversity Center (SafeZone) o Drop in counseling for CD/ED majoro Electronic Degree Audit System- Lead Scribeo Faculty Advising Trainingo Faculty Association Negotiation Team o Faculty Learning Day Presentations (6 presenters in 2012)o GRCC-GVSU-M.S.U Early Assurance Program (EAP) Liaison



o GVSU Distinguished Graduate Scholarship Committee o Honors, Athletic, International Student, ESL, Pre-Med Advisorso M.S.U Landscape and Lawn Management Liaison o New Faculty Institute- 1 session on Advising o Pathways to Employment (AQIP) Innovation Projecto Professional Portfolio Reviewer (KVCC)o Representatives for Faculty Council o StarFish Early Alert Program Administratoro Student Learning Outcomeso Surgical Technology Liaison o Test Anxiety Workshop for Lab Tutorso Teach CD 116, CLS 100, PY 097, MA 095, WE (various), PY 201, CLS 102o Formation Retreat

Professional Development

o Professional Affiliations American College Counseling Association (ACCA) American Counseling Association (ACA) American Psychological Association (APA) Association for Adult Development and Aging (AADA) Michigan Association for Academic Advising (MIACADA) Michigan Association for Humanistic Education and Development (MAHEAD) Michigan Career Development Association (MCDA) Michigan College Counseling Association (MCCA) Michigan Counseling Association (MCA) Michigan Psychological Association National Association for Academic Advising (NACADA) National Association for the Education of Young Children (NAEYC) National Association of Academic Advisors for Athletes (N4A) National Career Development Association (NCDA)

o Conferences/Workshops Changes to the 504 Direct Threat Standard for Suicidal Students - Webinar Davenport Community College Counselors Luncheon



Diversity Audit Tools: Assessing Disability within Diversity in Higher Education - Audio Conference Ferris Community College Counselors Luncheon Lawrence Technological University Counselor Luncheon Financial Aid Training First Year Experience for the Community College Conference GVSU Community College Counselors Luncheon GVSU Counseling & Career Development Center Multicultural Conference Leap Day Presenter Learning Day presenters (IIPD Grant Process, UJIMA, Early Alert, Students of Concern) National Fetal Alcohol Spectrum Disorders Conference Presenter Northwood Community College Counselors Luncheon Overcoming Resistant Depression Pucci: Basic of Cognitive Behavioral Therapy Seminar Sokolov: Preventing and Responding to Disruptive Students The Power of Mindfulness: Mindfulness Inside & Outside the Therapy Hour Appreciative Advising Seminar Working with Campuses on Mandated Assessments – Webinar Counseling Professionals' Attitudes Toward Transgender People and Responses to Transgender Clients -

Presentation at the American Psychological Association Convention High School Completion Workshops Healing Racism Institute NACADA Summer Institute Participant National First Year Experience for the Community College Conference MACRAO State Conference Faculty Retreat for the First Year Experience Conflict Resolution Training Drupal Basics Training Faculty Blackboard Training Starfish Progress Survey Training Starfish Basic Tenant Admin Training Starfish Term Transition Process Webinar Starfish Tracking Items. Webinar Advisor Trac Upgrade Training International Conference on Teaching & Leadership Excellence



GRCC Workshop Presentations (Number of each workshop during 2011-2012 in parenthesis)o Building Healthier Relationships (2)o Career Planning Basics (4)o Choosing a Major (4)o Cross-Cultural Communication (2)o Effective Note Taking (4)o Effective Parenting (2)o Final Exam Preparation (4)o Financial Aid Facts (2)o Non-Traditional Opportunities (2)o Preventing Procrastination (2)o Self-Esteem & Confidence (2)o Stress Relief (4)o Study Skills & Learning Styles (4)o Successful Transfer Planning (4)o Test Taking Anxiety (4)o Academic Success Workshops

Fall (32) Winter (48) Summer (18)

Publicationso Article, Contributing author:

Chaney, M., Cloutier, A., Densmore, A., Fulmer, M,. Frederick, L., Gonko, L., Maxa, V., Orbits, E., Roberson, D. & Wildfong, D. (2012). Moving From At Risk to At Promise: A Paradigm Shift for Community Colleges Addressing Underprepared Students. At Issue, (2)1

o Doctoral Dissertations Nisley, E. A. (2010). Counseling professionals' attitudes toward transgender people and responses to

transgender clients. Dissertation Abstracts International: Section B. Sciences and Engineering, 72(3). (UMI No. 3440814)

Kamau, P. M. (2011). The experiences of infertility among married Kenyan women. UMI Dissertation Publishing. (UMI No. 3496360)

Number of FT/ PT Faculty & Staff



* This is only Counseling & Career Center- doesn’t include SSS or DSS counselors or staff

Front Desk:1- Full Time Front Desk Coordinator1- PT 20 hr/ wk Front Desk/ Transfer Coordinator1- PT 30 hr/wk Retention Specialist6 –PT Student Employee’s

Counselor/ Advisors:

1- FT Counselor (PT Lakeshore/ PT Main)2- FT Counselor (AFP)1- PT Counselor (Main & MTEC)1- FT Advisor (WLC & Main)7 -FT Counselors (Main)1 -FT Advisor (Main)1 -PT Counselor (Main)

STUDENTS

1. Program Participants: below is a grid identifying the number of student visits logged in the Advisor Trac system. The 2012 numbers only reflect 1 of the 3 semesters. In January 2012, we broke out a separate code to track drop-in visits. Prior to this time those numbers were

captured in the advising appointment line. These numbers only reflect those visits and interactions placed into Advisor Trac by the counselors, it by no

means is a comprehensive list as many times calls, e-mails and quick contacts aren’t logged (due to time). These numbers do not reflect the interactions at the front desk. They handle numerous calls daily, e-mails (that

come into the [email protected] e-mail box), nor does tit reflect the student interactions that are handled at the front desk.

Those columns with a “0” means that the particular appointment type was new that first semester with an actual number counted thereafter.


mailto:[email protected]


Visits Counseling /Career Services2012

(Winter only) 2011 2010 2009 2008 2007

Advising Appointment 2911 19559 15837 16717 13552 4873 Drop-In Visit 3821 0 0 0 0 0Classroom Presentation 192 275 446 374 34 214Career Counseling 100 341 231 202 302 122Personal Counseling 98 290 156 126 112 48Intake 43 329 275 143 2 21Online Advising 985 463 469 76 83 24Other 15 30 1 27 66 97Phone Advising 153 515 370 399 284 50Success Workshop 590 1450 992 1498 0 0Readmit Advising 44 190 115 10 0 0Orientation 84 2908 1889 2827 0 0Totals 9036 26350 20781 22399 14435 5449

Action Needed: No

2. Demographic Profile: It should be noted that we have one of the most diverse faculty and staff teams on campus.

Staff Advisor / Counselor

Students Fall 2011

Students Winter 2012

Male 1 4 3240 2977Counseling & Career Center


Female 2 10 3498 3310

African American 1 3 29 32Amer. Indian 56 57Asian 251 231Black 1538 1491Central Amer. 17 16Cuban 17 17Hawaiian 1 0Hispanic 1 2 151 159Hispanic Amer. 208 193Mex. Amer. 180 160Non Spec. 426 441Other 8 7Puerto Ric. 44 47So Amer 8 10White 1 9 3804 3426

13-17 years of age 11 4218-22 3374 323423-30 1561 159131-40 745 76241-50 453 44851-60 157 16161-72 16 19No Age Given 21 30

Action Needed: No



Department/Program/Service History

In the last 20 years the student services structure of GRCC has been shaped by multiple reorganizations and department mergers. In the last 14 years there have been five Deans/ Associate Deans and seven Program Directors. The current Counseling and Career Center structure resulted from the 2007 consolidation of services and merger of the separate Counseling Center and the Career Resource Center. Those combined services include Academic Advising, Personal Counseling, Career Counseling, Transfer Planning, and Career Testing & Planning. In addition, the following programs have been developed and implemented in the past five years:

Development and approval of credit classes for College Learning Studies. Includes CLS 100 (Introduction to College), CLS 101 ( Career Decision Making), CLS 102 (Strategies for Academic Success), CLS 104 (Basic Strategies for Financial Success), CLS 105 (Employability Skills Development), CLS 110 (Effective Career Development), CLS 111 (Effective Online Learning) and CLS 150 (Leadership Development).

Facilitation of nearly 25 general workshops each semester. Topics include Study Skills, Test Taking, Note Taking, Stress Management, Choosing a Major, Career Planning Basics, Healthy Relationships and Parenting Skills to name a few.

Development and facilitation of approximately 100 Academic Success Workshops yearly. This is a required workshop for students placed on Academic Probation.

Case Management . All advisors and counselors maintain a caseload of at risk students (low placement testing scores, probation and suspended/readmitted students). These students receive intensive communication and contact throughout the semester.

As a retention and student success initiative, the Early Alert system has been put into place. Classroom instructors can notify students and counselors/academic advisors of performance or attendance issues early in the semester.

GO! New Student Orientation is the latest manifestation of information and guidance for new students. This includes technology assistance, overview of academics, student activities and resources, time with an individual counselor/advisor, registration assistance and a separate parent/guest information session. We additionally developed an Honors Program specific orientation for that student population.

Included in New Student Orientation is the four stage student plan of action called IDEA (Imagine, Develop, Explore, Achieve). This plan starts at orientation and will support a student throughout their entire life as a GRCC student.



Safe Zone is a diversity education program development by the Counseling and Career Center Department in cooperation with the Woodrick Diversity Learning Center and offered to all college faculty and staff.

Advisor Trac is the internal software used to link all counseling/ advising offices for appointment scheduling and check in, counselor/advisor notes and student communication.

We have established and continue to build and maintain our relationships and collaborations with 4 year colleges and universities. This includes individual visits to campus to meet with prospective students, a large college Transfer Fair held in the fall and the publication of the Transfer Guide. This guide includes information supplied by the transfer schools to aid GRCC students in planning and preparation for transfer. Both general transfer student guidelines and specific academic classes for given majors are included. Several colleges (including Grand Valley State University, Davenport University, Aquinas College, Northwood University, and Ferris State University) maintain a weekly or bi weekly schedule on the GRCC campus.

As the GRCC college and campuses continue to grow, the need for advising, counseling, and orientation and workshop options at those locations grows as well. All these options are now offered at our Holland campus locations, MTEC, Wealthy and Westside Learning Corners and occasionally at area high schools.

What started as “Counselor on Demand” (one day a week counselor presence in the student lounge for quick questions), to “drop-in” (quick advising questions/ no appointment) advising during peak enrollment times, has expanded into some “drop-in” advising options on a daily basis. This is limited to quick questions and not intended to take the place of a scheduled appointment for counseling/ advising.

Counselors and advisors offer classroom presentations on many topics such as Counseling and Career Center Resources, Career Planning Basics, Transfer Planning, MACRAO, and Portfolio preparation. Classroom instructors will also request customized presentations such as Career Options in Hospitality or Accounting, or preparing senior Dental Hygiene students for the rigors of their state board exam.

Counselors and advisors offer assistance through presentations and staffing resource tables at a variety of prospective student and other admissions related events.

PROGRAM OUTCOMES ASSESSMENT

A. Assessment History 1. Program Outcomes: These are very broad and somewhat vague program outcomes. They represent the work

that we do, but not specifically how it relates to the ILO’s or the PSLO’s. These will need to be refined over the next year as we work to develop clear and assessable program outcomes, goals and tie in our department



planning. What we struggle with is the fact that we are a department within which there are multiple programs. Through these programs we provide a wide array of services for our students. Each contact or visit with a student can be unique and is based on that student’s individual needs. Some students may never have a visit or contact with us while others visit us regularly.

To provide academic advising/ counseling services to GRCC students to enhance their academic success and retention.

To provide educational opportunities for students as they learn to think critically and make educated decisions impacting their academic success.

To assist students as they work to define, refine & identify their goals and to support and guide them through the steps to goal achievement.

To collaborate with students and community partners to assist students as they strive towards graduation and/or transfer.

2. Program Outcomes Assessed: This is an area of focus for the upcoming year.

3. Assessment Methods: None at this time

4. Assessment Results: Presently we do not have assessment measures specifically related to program outcomes, but that does not mean we have not been capturing data from our programs. You can refer to Appendix 1-5 at the end of this report and you will see our assessment data and outcomes for various programs we do within this department (see listing and page numbers below).

Student Satisfaction Survey (page 28) Early Alert (page 29) Appointment & Walk-In’s (page 34) Workshops (Academic Success & General) (page 37) Transfer Guide/ Transfer Visits/ Transfer Fair (page 39)

5. Changes: None at this time.

6. Results of Changes: None at this time

PROGRAM LEARNING OUTCOMES ASSESSMENTCounseling & Career Center


A. Assessment History 1. Program Learning Outcomes: We have clearly identified and published program student learning outcomes, but

we have not yet spent the time to establish or determine a mechanism to assess if this learning has occurred through the various opportunities within our department.

Program Student Learning Outcomes (PSLO):1. Demonstrate the characteristics of a prepared student (ILO: Critical Thinking & Personal Responsibility)2. Clarify personal values and goals (ILO: Communication Skills, Critical Thinking & Personal Responsibility)3. Know relevant college policies, procedures and programs (ILO: Critical Thinking, Social Responsibility &

Personal Responsibility)4. Use complex information from various sources to set goals and reach effective decisions (ILO: Critical

Thinking & Personal Responsibility)5. Develop a plan for successfully achieving goals, including appropriate course selection (ILO: Critical

Thinking & Personal Responsibility)6. Use campus resources and services to assist in achieving academic, personal, and career goals (ILO:

Communication Skills, Critical Thinking & Personal Responsibility)7. Accept responsibility for decisions and for meeting academic program requirements (ILO: Critical Thinking,

Social Responsibility & Personal Responsibility)8. Achieve self-determined goals in a timely manner (ILO: Critical Thinking & Personal Responsibility)

Institutional Learning Outcomes (ILO):

1. Communication Skills – Students will effectively express and exchange ideas through listening, speaking, reading, writing, and other modes of interpersonal expression

2. Critical Thinking Skills – Students will be able to gather and synthesize relevant information, evaluate alternatives, and implement creative and effective solutions

3. Social Responsibility Skills – Students will be prepared to practice community engagement that addresses environmental responsibility, social justice, and cultural diversity

4. Personal Responsibility Skills – Students will become independent learners who understand and express the lifelong skills necessary for physical, social, economic, mental, and emotional health

2. Program Learning Outcomes Assessed



At the present time, we do not have any clearly identified means of assessing student learning based on our identified Program Student Learning Outcomes. As part of working to develop this over the next year and , Stacey Heisler will be attending the NACADA Summer Advising Institute in June 2012 to begin this work. Our team (as identified on the title page) has developed a schedule of meetings through the 12-13 academic year to further our work and will be encouraging the involvement of the entire Counseling & Career Center team with this valuable work.

As we work to develop our means of assessment and identify our goals, we want to work to merge the various plans before us. We have DAP’s (department action plans) as well as the goals identified through this APR (academic program review) and as such, we are working to bridge the two pieces together to formulate one comprehensive plan that the team will work from.

3. Assessment Methods: Not yet defined

4. Assessment Results: None at this time

5. Changes: There were no changes as this area hasn’t been assessed clearly to date.

6. Results of Changes: No changes

B. Assessment Planning

1. Program Learning Outcomes Review: Evaluation methods for reviewing program learning outcomes will be both qualitative and quantitative. The purpose of these evaluation methods is to determine the actual impact of specific Counseling and Career Center services on student success. We have chosen to specifically focus on our academic success workshops, general workshops, degree works. Early Alert, orientation and advising appointments programs.

2. Identification of Direct & Indirect Measures of Student Learning: Pre and post self-report surveys will be administered to measure student exposure to and attainment of information related to academic success. Comparative data analysis for pre-activity participation and post-activity participation will be conducted. The pre and post surveys will measure the student’s use of student success services and also measure the actual impact of the services, resources and activities available through the Counseling and Career Center. Specifically, the evaluation plan will review the following:

Pre and post participation knowledge attainment. Pre and post participation grade point averages. Semester to semester persistence rates comparisons of participants and non-participants.



Attainment of desired information or skill.

3. Using Assessment Findings to Drive Curricular Improvement: Appropriate data will be collected, analyzed and disseminated. Counseling and Career Center staff will meet to discuss the findings that relate to the effectiveness of the various programs being offered to GRCC students. Enhancements and modifications will be made using the expertise of departmental staff and the empirically proven best practices for the successful delivering our services and resources.

PLANNING FOR THE FUTURE

A. Preparation for Change

Students continue to be impacted by economic and employment trends, and the necessity of accurate information and solid planning skills. The Counseling and Career Center goals to communicate and connect with students include the following:

Enhanced New Student Orientation Procedures and Deliveryo Mandatory for all new GRCC students o Identified transfer componento Offered online

Increased collaborations with area higher education and professional programs. to offer career information and planning seminars to students. For example: Pre-med planning with M.S.U College of Medicine/Grand Rapids, Pre-law planning with Cooley Law School/Grand Rapids and Federal Career Day with the US Attorney’s Office.

Improved access to job and career information with the EM.S.I Career Coach software. This will link career descriptions and guidelines to academic programs. and available employment opportunities.

Academic Advising availability on a “drop-in” basis. Collaborations with other Student Affairs offices to use the CRM student communication system.

B. External Standards/ Requirements

GRCC Lansing CC

Washtenaw CC

Henry Ford CC

Macomb CC

Oakland CC



Students FTE (FYES) 12,413 14,649 9,512 13,330 16,653 19,858# Counselors/ Advisors

12 FT, 2 PT, 5

summer contingen

cy

4 FT (counselors only), 9 PT (20 on

call)

6 FT, 10 PT 5 FT, 24 Adjunct unknown See

below

Off Site Yes Yes Yes Yes Yes YesHours M-Th

7:30-6:30, F 7:30-5

M-Th 9-6 F 9-4

M-Th 8-6, F 8-5

M- Th 8-6:30 F 9-4:30

M & T 8-7 W-F 8-4:30

See below

Drop-In’s

Yes NoPeak times

(and then no appointment

s)No

Advisors only,

counselors both appt & drop in

No

Online Chat Advising No Yes Yes

Web Advisin

gWeb

Advising No

Oakland Community College:

Auburn Hills: has 8 FT and 8 PT and is open M-Th 8:30 am-8, F 8:30-5 Highland Ridge: has 4 FT and 11 PT and is open M-Th 8-8 and F 8-5 Orchard Ridge: has 6 FT and 11 PT and is open M-Th 8-8 and F 8-5 Royal Oak: has 5 FT and 14 PT and is open M-Th 8:30-8, F 8:30-5 and Sat 8:30-12:30 Southfield: has 6 FT and 11 PT and is open M-Th 8:30-8, F 8:30-5 and Sat 8:30-12:30

Though we can gather some information about counseling departments at other institutions, it is hard to draw a direct correlation between the disparity as it relates to how advising and counseling is defined and utilized, the use of classroom faculty advising and the differences in the vast array of services provided by the various locations.

C. Collaborative Ventures



In response to an increase in the need for community referral options for students with mental health counseling concerns, the program plans to strengthen its referral base by conducting site visits with potential sites for students with counseling needs beyond our brief therapy model. We will continue to strengthen our working relationship with our institution's Transfer and Articulation Coordinator by providing continued assistance with the Transfer Guide and annual Transfer Fair. As liaisons with specific 4 year partners, we will continue these relationships to enhance the ease and effectiveness for students who plan to transfer to these institutions. Other ventures include a partnership with GVSU/ GRCC with the M.S.U College of Human Medicine and the Cooley Law School to assist students with an increased awareness of professional graduate degree program preparation and entrance placement.Over the past year, we have begun joint ventures around training and professional development as well as networking and problem solving with Grand Valley State University counselors & advisors. We hope to continue this partnership and look for opportunities to expand it as they are the number one transfer school for our students.There are annual Counselor Luncheons that are hosted either on site or at our partner institutions where we work together to make sure that we have the most current information about programs., transfer and admissions to share with our students. These are valuable collaborative ventures in terms. of assuring that we can help provide current and accurate information to our students.We frequently invite other areas of campus as well as other institutions to come and present at our CARS (counseling, advising and retention services) meetings. This is a time when all counselors are available to share new information, network with resources and a time to make sure that we are aware of and providing students with the most current information. Connecting with our 4 year partners, veterans, community resources as well as internal departments through these meetings is vital to the work that we do in our department.

D. Budget /Resources 1. The budget, resources and facilities available to the Counseling and Career Center are sufficient to meet its

program/departmental goals and ensure program quality as it relates to aggressively advertising to students, staff and faculty the role and impact of counseling services on student success (i.e. available services and departmental successes). Specifically, the Counseling and Career Center has adequate resources in its budget to acquire the marketing materials (e.g. flyers, brochures, video presentations, etc.) required for enhancing and expanding our cross campus communication procedures.

2. The budget, resources and facilities available to the counseling and career center are adequate to meet its program/departmental goals and ensure program quality as it relates to exposing students to psycho-educational information while waiting to visit with a counselor. Specifically, as it relates to psycho-educating students in the waiting area, Room 336 in the Student Community Center is an available space that can serve as a learning area for engaging students with pivotal information that will promote college and life success. Also, purchasing 2 large



televisions that are capable of playing closed captioned videos would help the department achieve its goals of psycho-educating students while they are waiting to meet with a counselor.

3. The budget, resources and facilities available to the Counseling and Career Center are insufficient as it relates to the amount allocated for professional development for counselors. As professionals it is important that we maintain current in our knowledge and constantly seek to develop our skills and abilities when working with our students. As such funding allocated for this limits the opportunities available to the counselors.

4. The budget, resources and facilities available to the Counseling and Career Center are insufficient as it relates to the number of front desk employee’s. Presently we just cover the hours that we are open, but with lunches, vacations and other events (workshops, orientation, events) we have to pay over time. As the responsibilities of the front desk are increased, it would be beneficial to see some increase in the number of staff to help insure that these new responsibilities are able to be maintained with the excellent level of quality expected from this office.

5. The budget, resources and facilities available to the Counseling and Career Center are insufficient as it relates to career software. Given recent IT upgrades we are no longer able to load software to our computers. This and the cost of some software opportunities have limited the career exploration work that counselors in the Counseling & Career Center can do. In the past there was space specifically allocated for this work with students that has since been eliminated. Though there is the Career Development Center, which does posses most of these resources, it is up at Sneden Hall. This physical separation is limiting for many of our students who lack either the time or direction to go up there to access these resources.

6. Facilities & Equipment: There are a number of facilities and equipment concerns that were identified by counselors in terms of being able to maximize their abilities to serve students.

Break Space : There is not a break room available for faculty and staff within our office area. While we do have a refrigerator and microwave, there is no place to then go take our food and sit and eat other than in our offices. With each of us eating individually in our office, we lose that opportunity to network, share our experiences and learn from each other. It defeats the purpose of a break by us eating in our office as most of us end up doing work, not to mention we have students who are waiting watch us eat.

Office Space : Throughout the year, we have counselors who work at various sites, contingency advisors who help during the busy times of the year, interns, and transfer school representatives that come to meet with GRCC students. We have limited available space (only 2 open offices) to accommodate all of the people coming to serve our students. At times we’ve had up to 8 people who try to share 2 available offices and we’ve had to spill over into the testing center, third floor student lounge area and any available office (of counselors who might not be there that day- though often the counselor has taken or locked up their laptop rendering the office not available).



Lap Tops : There are still some counselors who have a tower versus a lap top. As we have to give presentations and workshops at various locations, we need to be able to take our laptops with us in order to perform the functions. If a counselor does need to do a workshop/ presentation and doesn’t have a laptop, they must borrow one causing the other counselor to relocate or not use the computer for that time frame.

Technology Issues : Through the course of our day, we utilize PeopleSoft, Image Web Now, Advisor Trac, Groupwise, Early Alert, soon Degree Works and other pieces of technology. The difficult piece is that none of these talk with one another. So we have to constantly move from one piece to another, we have separate passwords and log-ins and we have no ability to gather valuable data (short of manually gathering the data which is extremely time consuming). Counselors have to manage and maintain two calendars (Groupwise to work with college meetings and Advisor Trac for student appointments). Working from two calendars is both time consuming and leaves a wide margin for error.

Advisor Trac System : This is the scheduling and note taking system utilized by all counselors/ advisors. This system is quite comprehensive in terms of set up and maintenance and has been riddled with limitations and issues. Though the product is functional, it is a drain on front desk resources in terms of the ongoing maintenance. Support from the company has been slow and inconsistent and there is no GRCC IT support identified to assist.

Early Alert System : The current system is very time intensive in terms of what needs to be set up during the transition from each semester. The way this product was first set up, it is very difficult and time consuming for each term transition. There is very limited GRCC IT support which leaves primary responsibility to the Program Director. The system itself is not very intuitive for end users and we frequently run into issues with faculty who utilize the system and have problems. We have limited resources allocated to the follow up of raised flags. So while we are encouraging teaching faculty to utilize the system, we can’t keep up with the volume of flags being raised and necessary level of follow up. For the fall 2011 we had over 9,500 flags raised and for the winter 2012 semester we had over 7,500 flags raised and there is one 30 hour per week dedicated Retention Specialist allocated to follow up on all flags.

Career Exploration Computer : Though there is the Career Development Center, which does posses most of these resources, it is up at Sneden Hall. This physical separation is limiting for many of our students who lack either the time or direction to go up there to access their resources. There used to be a computer allocated to this located within our Counseling & Career Center area that was available to students who needed to do this work.

7. Challenges & Barrier to Meeting last Year’s Goals

The goals established last year per the 2011-2012 Department Plan:



I. This project will create an enhanced orientation for applicants prior to their placement test (Accuplacer). This project will be a pilot for Summer 2012 admits, to start in February 2012.

This goal was achieved as we worked with the Enrollment Center to develop a comprehensive tool that is available in both print and on the web. This tool helps to explain what Accuplacer is to students, stresses the importance of the assessment and provides them with some study resources to adequately prepare them to take the assessment so that it accurately reflects their skills and abilities. This began in March 2012 with the summer new start students.

II. The project will create student learning outcomes, linked to the institutional learning outcomes, for academic advising. This would be a one year project with completion in 2011-12. Further, this project will create an assessment plan and an on-going assessment cycle.

Though work has begun on this, very limited progress was seen over the past year. Time was the barrier that presented and stalled the forward motion of this goal. Hence this will be a focus of the work initiated by the counselor attending the NACADA summer institute and the specifically allocated time already carved out through 2012-2013 has been established.

III. This plan will support the Strategic Leadership Team Strategy 5.1.1 by planning for the implementation of a mandatory CLS 100/PY097 for all new students. This will be a three-year plan. In 2011-12 the following tasks could be accomplished: benchmarking best practices in mandatory FYE at community colleges, development of FYE Team, drafting outcome measures, reviewing course outcomes, update CLS 100 as needed, create implementation plan for 12-13 and 13-14, with full implementation scheduled for Winter 2014.

This goal has continued to move forward and is on track for the winter 2014 implementation of the mandatory FYE.

Primary Barrier: Failure to identify 3-5 “priority goals” to work towards. Not having a prioritized task list caused our departmental focus to be ineffectively broad. By now working as a team to identify “must do” goals, we will be able to prioritize our agenda, narrow our focus and channel our collective intelligence and energy more effectively.

Solution #1: As previously stated, there was a lack of clear, concrete and measureable goals as well as a lack of clear, concrete and measurable steps for accomplishing our identified goals. By developing concrete goals,



prioritizing our agenda, setting timelines, creating an action plan and assigning roles and responsibilities, the department will function more effectively as it relates to goal attainment.

Solution #2: Having bi-weekly meetings that have the specific purpose of evaluating our departmental progress towards our identified goals. These bi-weekly meetings will keeps us collectively focused on our departmental goals. These weekly meetings will also hold us accountable to our personal roles and responsibilities in the accomplishing of our identified goals.

DEPARTMENT ACTION PLANS & ACADEMIC PROGRAM GOALS

The following are the 2012-2013 Department Action Plans that we will be addressing through our planning meetings to further identify how we can tie the work that we are doing to the ILO’s and SLO’s.

Assessment of Department Programs: This action will continue as we want to further develop and evaluate the successfulness of the Early Alert system, advising services, general workshops, academic success workshops and orientation. We need to establish means to gather this data and analyze it. Within the next year we will know this project is successful if:

Student learning outcomes are established for critical programs (early alert, advising, academic success workshops) and develop assessments to track successfulness of these programs exploring opportunities to expand services to more students

Evaluate the CAS report that was done a year ago and identified goals based on the findings. Evaluate student participation in academic success and general workshops to determine if these impact

student success and retention. Connect orientation participation to student success and retention to establish the impact of individual

advising within orientation. Evaluate our processes from a student perspective for ease of navigation and clarity of services. Tie the work done with CAS standards, Department Action Plans and Academic Program Review together

into one comprehensive plan for the department. This goal addresses ILO # 2 & 4 and PSLO # 1, 2, 3, 4, 5 & 7.

Early Alert: This project will be successful when the following are accomplished:



Expand faculty understanding and utilization of the tool. Develop additional flags for clarification in follow up process. Expand student success in courses following intervention. Connect flags from Early Alert to PeopleSoft and Advisor Trac. Expand follow up on raised flags, identify more resources for follow up. Lower average days it takes to clear flags. Connect raised flags with course outcome data on students. This goal addresses ILO # 1, 2 & 4 and PSLO # 1, 3, 4, 5, 6 & 7.

Degree Works: This project will be successful when the following are accomplished:

Degree Works is launched successfully the fall 2012 Faculty & students are regularly communicated with through the implementation of Degree Works Faculty & students are trained on all features of the Degree Works program Developing a plan in Degree Works is an assignment in CLS 100 classes Students are introduced to Degree Works in orientation Counselors & advisors integrate the use of Degree Works into their student visits & appointments Degree Works is implemented as the degree audit tool for determining graduation GRCC will experience an increase in the number of certificates and degrees awarded through the use of

Degree Works This goal addresses ILO # 1, 2 & 4 and PSLO # 1, 3, 4, 5, 7 & 8

Academic Program Review Goals

1. Build a department portfolio where we collect information from our various conferences, trainings and workshops to create a comprehensive resource.

2. Develop a means of assessing learning that occurs through the advising appointment.3. Develop an online version of the academic success workshop.4. Develop a means to assess learning as a result of the academic success workshop.5. Identify means to determine if participation in the academic success workshop has an impact of student success

and retention.6. Gather Early Alert data and correlate it to counseling visits and academic success.7. Continue to refine the drop in process and assess its impact on student success.8. Establish a means to assess student learning related to transferring, developing a transfer plan and smoothly

transitioning over.



9. Enhance our shared “S” drive to develop a comprehensive repository of our learning as well as an organized resource available to all our members.

10.Work with transfer institutions to gather feedback and information regarding our student’s transferability and how we can collaborate to better meet student needs.

11.Develop means to assess student learning based on our PSLO’s.12.Tie our goals and their means of assessment to our PSLO’s and to the established ILO’s.13.Create an assessment plan and an on-going assessment cycle for department activities.14.Further integrate Starfish Early Alert system across the college, work to identify resources for flag follow up and

explore means of identifying data that can demonstrate its successfulness.15.Implement Degree Works across the college and incorporate into the culture of advising and throughout all

advising opportunities.

APPENDIX ONEStudent Satisfaction Survey

7. Program Outcomes- There is a standard survey with 14 questions that are sent to all students following a scheduled appointment.

8. Program Outcomes Assessed- Students are asked to rate their experience and this is more of a satisfaction survey than an actual assessment of learning outcomes.

9. Assessment Methods: The survey is automatically sent to all students via their GRCC e-mail account following an advising visit. The questions are very “satisfaction” based and not learning outcome based.

10.Assessment Results: For the fall we had 81 surveys completed and for the winter semester we had just 2 surveys completed. Even for the fall, this represents less than a 2% return of the surveys which doesn’t provide us with any statistically valid data. Based on that information the following was gleaned:

Most of the students who came to visit the CCC have been at GRCC for 3+ semesters They came for advising assistance (74%) This was their 3+ visit (41%) The front desk was helpful to them (67%) The office appeared appealing (80%) The students prefer to schedule an appointment (80%) They realized their responsibility to be prepared (80%) The times available met their needs (69%) They felt at ease with counselors (90%) The counselor explained the requirements to meet their goals (83%) The counselor was professional (89%) The student will return in the future (89%)



11.Changes : We need to explore why we have such a poor return rate (we have checked and it isn’t technology based). We need to find a way to get the surveys done while the student is actively in the department. We need to have the surveys ask questions that reflect learning as opposed to just satisfaction.

12.Results of Changes: no results yet13.ILO Connections: Through assessing the student visit (based on an appointment being set), we are working

through: Communication skills in being able to accurately communicate their need during the time they set the

appointment and meet with the counselor. Critical thinking through the discussion of their needs, establishing their goals and then problem solving

the steps to achieve their goals. Personal responsibility through making the appointment to help get assistance, coming to the appointment

prepared and then following through on the plan of action established during the visit.APPENDIX TWO

Early Alert1. Program Outcomes

a. To increase faculty, counselor & advisor utilization of the tool.b. To monitor and track student contacts and the subsequent impact of any intervention received.c. To provide education and to the tool, how and when to use it and how it can impact student success.d. To track the number of flags, when they came in, time to intervention, what intervention was provided, the

outcome and what referrals were made.e. To identify additional supports needed for students to be successful as determined by early alert flags.

2. Program Outcomes Assessed: Over the past year we have done two student surveys and one faculty survey to gather information about how they feel the program is working for them. Based on the results we have made changes to various aspects of the program. We also pull information (data) from the system on a weekly basis and more comprehensive data at the conclusion of each semester. We have just begun to try to connect to GPA and course outcome data that is stored in PeopleSoft. This has been difficult information to obtain as the two programs. have no means of integration and thus the corresponding student success data we’d like to validate the program outcomes must be pulled and analyzed manually.

3. Assessment Methods- reports generated by the Early Alert Program, surveys to faculty and students as well as data pulled by IR.

4. Assessment Results: below is some of the data that we have begun pulling. Though the program began in the fall of 2010, the CAP team and more comprehensive data gathering was not initiated until the fall 2011.

Unique pieces of information from fall 2011:



353 unique faculty used the system / 3,987 unique students were flagged 1,443 of flags were for AFP classes (15%) 3,246 of flags were traditional freshman classes (34%) 4,689of flags were AFP/freshman classes (49%) Last login time to clear from 0-92 days / Performance time to clear from 0-73 Attendance time to clear from 0-75 / Behavior time to clear from 0-28 Departments with no manual flags raised: AN, ARA, AS, DHY, DXX, ED, EG, EL, ER, FM, GE, IF, JR, OT, PC, RT, SL, SUS,

SW Departments with 5 or fewer flags raised: AD, AR, CHI, DAA, DR, EC, GO, GR, HS, MN, NUR, PR, PH, PL, TE, TH

Behavio

r Flag Raised

Behavior Flag Clear

ed

Attendance Flag Raise

d

Attendan

ce Flag Clear

ed

Performance

Flag Raise

Performan

ce Flag Clear

ed

Last Log In Flag

Raised

Last Log In Flag

Cleared

Three or

More Flags Raise

d

Three or Mor

e Flag

s Cleared

Total Raise

d

Total Cleare

d

Fall 2010 29 29 297 223 360 270 3402 3402 159 168 4247 4092Wint

er 2011

61 61 1452 909 1231 757 5323 5323 404 182 8471 7232

Summer 2011

6 6 168 116 96 71 1884 1220 0 0 2154 1413

Fall 2011 129 126 1619 645 1977 793 5296 4597 515 199 9536 6360Wint

er 2012

70 974 957 4809 7588 3217

Totals 295 222 4510 189

3 4321 1891 20710 14542 1078 549 3199

6 22314



% cleared

99% 54% 52% 91% 51% 70%

*the yellow squares reflect accurate data through fall 2011, we are still tabulating winter 2012 numbers.

The data below is from fall 2011:

Department Use

MA

EN

CO

BA

PY

PS

BI

GE

# Flags Fall 2011

1314

1283

1209

958

527

343

292

249

% of Flags

14%

13%

13%

10%

6%

4%

3%

3%

Specific Class Use

EN 101

PS 110

MA 098

MA 107

EN 097

CO 101

MA 215

EN 102

BI 101

MA 095

CO 116

BA 103

CO 152

GE 135

CLS 100

# 653 343 341 294 291 279 252 249 19 18 17 15 14 14 137


Time To Clear Flag Attendance Performance Behavior Last Log InAverage Days to Clear 13 15 5 5


Flags Fall 2011

9 0 3 1 9 7

% of Flags 7% 4% 4% 3% 3% 3% 3% 3% 2% 2% 2% 2% 2% 2% 1%

5. Changes: based on feedback from the student and faculty surveys and the data, the following recommendations were made:

a) There is a need to “clean” up the Early Alert landing page, it was cluttered and unclear.b) We need to load clear instructions on the landing page.c) We need to turn off flags at the point in the semester in which there is no opportunity for the

student to alter their grade.d) We need to set up different flags for each category to clearly identify if the flag is “just

informational” or “needs action”.e) We should launch the “kudo’s” flag.f) We need to educate faculty regarding what the Early Alert system can and can’t do.g) We need to find ways to raise awareness regarding the Early Alert system.h) We need update the automated e-mails that go out to students as they were deemed punitive in

nature.i) We need to gather more data, specifically GPA and course outcome data.j) We need to analyze the data to see if there is a correlation between intervention and students

successfully completing their courses.k) We need to explore the opportunity for counselors to set aside time to follow up on flags of their

case managed students.l) We need to survey students and faculty at least once a year to determine directions we must take

to improve the use, satisfaction and successfulness of this program.m) We need to explore presenting this program in CLS 100 classes.n) We need to find a way to have flags load and be clearly identified in PeopleSoft for advisors.o) We need to determine if there is a way to “clear” a flag based on unable to reach. After 1 phone

call and 1 e-mail. Can flag status be active, resolved and attempts made?p) Fall Surveys: they should go to all during week three. We should talk with developmental faculty

about whether or not they would find it helpful to have additional surveys pushed out to them.q) On the automated e-mails we need to better communicate the connection between our

expectations and the expectations of future employers.r) Need to have discussions with counselors regarding how we coordinate with Melissa to clear flags if

we’ve had discussions with the student.Counseling & Career Center


s) Provide better communication with faculty regarding how many attempts we made and what they can expect from our follow up on flags raised.

6. Results of Changes: The following actions have been taken over the past year (note the letter coincides with the letter in #5):

a) The landing page was “cleaned up” with a clear button identified front and center so faculty understood how to access the program

b) A step by step how to guide has been developed and sent out to a couple faculty for feedback. Once it is refined it will be loaded on the landing page.

c) The decision was made to turn off academic performance, last log in and attendance flags once the student is within a week of graduation.

d) We have begun to build the different flags and plan to have them ready to launch for fall 2012.e) Still exploring this option.f) We have presented at Faculty Learning Day, adjunct orientations and department meetings.g) We have presented at Faculty Learning Day, adjunct orientations and department meetings.h) The e-mails were revised for winter semester and we will re-evaluate our changes.i) We have begun working with IR in terms of gathering data. We have also requested and received

funding from SLT to purchase iData which should help bridge the communication gap between the programs in terms of sharing and comparing data.

j) We are just beginning to gather this data and still need to analyze.k) As counselors are already feeling overloaded, we did not clearly identify an action regarding this at

this time.l) We have done a fall student & faculty survey and winter student survey.m) Pending, no action taken thus far.n) Flags are now loaded weekly (starting in the fall, but it has been tested and works) as a negative

service indicator in PeopleSoft so that advisors can quickly identify and address if a student has a flag.

o) Pending, no action taken thus far.p) Pending, no action taken thus far.q) Pending, no action taken thus far.r) Pending, no action taken thus far.s) Pending, no action taken thus far.

7. ILO Connections: Through the use of the Early Alert system, we are working on the following:



Communication skills are critical to a student’s success and can often be part of the reason in which a student had a flag raised. Students need to learn when to and not communicate and appropriate communication with faculty and other students.

Critical thinking is evaluated through the Early Alert interaction as students need to evaluate what lead to the flag being raised and problem solve how to get successfully back on track.

Personal responsibility for the recognition that there is something impacting their ability to be successful and that they need to be a change agent in order to achieve success for the semester.



APPENDIX THREEAppointment vs Drop-In

1. Program Outcomes: After receiving feedback from students that they wanted the opportunity to meet with counselors on a drop in based more than just a few specific days or weeks a year and at various times, a new process was implemented. Typically 60+ students could check in during drop in days and sit and wait hours (sometimes as much as 4 hours) to be seen by a counselor.

In January, after identifying there was a problem that needed attention, a team was pulled together to identify a solution to the problem. After a team meeting to clearly identify the issue, discuss what a new process would look like and then identify the criteria for a drop in visit, the new process was implemented in January.

2. Program Outcomes Assessed- we started a new “drop-in” program. Based on student feedback starting January 2012, we offered drop-in availability M-F vs just specific weeks of the semester. When we started the process we implemented a brief survey for 3 weeks to get feedback based on the changes. Below are the survey results:

Questions on the survey

How would you rate the quality of the walk-in experience? How would you rate the ability to pick a walk in hour? How do you rate the time you waited? How would you rate the overall experience?

Results:

Excellent % Good % Fair % Poor %

Quality of Walk In 14 29% 29 60% 4 8% 1 2%Pick 26 54% 20 42% 1 2% 0 0



Walk-In HourRate Wait Time 8 17% 30 63% 8 17% 2 4%Overall Experience

11 23% 35 73% 2 4% 0 0

Total number of comment cards completed: 48

3. Assessment Methods- We assess the type of “drop-in” visits based on tabulating the “drop-in” sheets filled out when the students come for a visit.

4. Assessment Results: Below are the self reported reasons for the students during the winter semester for coming to see a drop in counselor based on the drop in sign in sheets that each student must fill out. Some students identify more than one reason they are coming to see a counselor.

Reason for Drop in Visit Winter 2012

Student Hold 32MACRAO 103Add/Drop 78Transfer from GRCC 245Classes next semester 672Grading Questions 3Pre-requisite 32Accuplacer questions 4Degree audit- unofficial 62Discuss probation 27Transfer course equivalencies 40Personal Counseling 8Career Counseling 3Changing Major 51Long term plan 9



MI Works 1Career assessment 1New student 8Develop transfer plan 3Total (from top) 1382

No Reason Given/Other 249

Total Reasons for Visits 1631Total Unique Visit Count (some students identify more than one reason for their visit 1295

5. Changes: The program began with offering drop-in visit availability Monday- Friday. Each counselor would cover three half days as the drop in counselor. Students could pick to check in during the morning or afternoon based on their convenience. Students would check in at the front desk, fill out the drop in form, and if they met the criteria, they would be checked in to see the next available counselor.

If students wanted to be seen as a drop in for other than drop in visit reasons, they were given an appointment time. Drop in visits were specifically for short, quick interactions/ questions.

6. Results of Changes: The feedback from the students based on the new process can be seen above. Students were pleased with the quality off their drop in visit (89%). Students appreciated the ability to pick a time to be seen (96%). Students were comfortable with the wait time (79%). Students were pleased with their overall drop in experience (96%).

It should be noted that we were actually able to see more students over the course of the semester based on the new process.

The most significant change came based on feedback from the counselors. The counselors stated that they felt less stressed and less overwhelmed based on the fact that the volume of students was spread over the semester and there was not an intense week or two of students sitting everywhere (on the floors and all around the office) waiting to be seen.



7. ILO Connection: Through working with students regarding drop in visits, we are working on the following learning outcomes:

Communication skills are utilized through the student’s ability to identify and communicate their need/ reason for coming in for a drop in visit.

Critical thinking is utilized with the student through the process of identifying their needs, discussing resolutions, realizing barriers, discussing resources and developing a plan to reach their goals.

Personal responsibility comes through the students coming to the meeting prepared, understanding when to come as a drop in versus setting an appointment.

APPENDIX FOUR

Workshops (Academic Success & General)

1. Program Outcomes: The goals of the workshops are to provide students with resources so that they are able to be successful in their academic path. We offer both general workshops on specific topics related to student success and academic success workshops required for those students who’ve found themselves on academic probation.

We held 80 academic success workshops last year.Counseling & Career Center


We held 46 general workshops covering 15 topics related to student success.

2. Program Outcomes Assessed: We have an academic contract that students complete upon the completion of the academic success workshop. This contract outlines what the student’s responsibilities are: attend class, address absence with instructor, meet with instructor to discuss academic progress, meet with counselor if you run into difficulty, awareness of resources. The contract also indicates that the student understands the condition of their probation status. But it doesn’t clearly demonstrate what if any learning has occurred.

The general workshops have an evaluation following the completion of the workshop. It is more of a satisfaction survey asking about the workshop helping the student be successful, that the information can be used, that the presenter was knowledgeable, that handouts were helpful and that they would recommend the workshop to others. But it doesn’t clearly demonstrate what if any learning has occurred.

3. Assessment Methods: In both instances the participants were given the contract and survey upon the completion of the survey and they were asked to complete it before they left.

4. Assessment Results: In the past, for the academic success workshop there was no data collection. The contracts were gathered and collected. But no one ever took the next step to see if the students found success that semester or were they retained into the next semester. The students were not asked what they learned or what information they took from the workshop to help the find success.

Regarding the general workshops, though there were a couple questions about what the student learned, there is no identifying information so there is no ability to determine if the students found success that semester or were they retained into the next semester. Though we do get this information back (the data from each survey) it goes to each counselor who was the presenter and there is not any analysis that occurs.

5. Changes: We need to refine our assessments to better demonstrate that learning has occurred and then tie that information in with student success and retention

6. Results of Changes: As we are still working to refine our assessments to better demonstrate that learning has occurred and then tie that information in with student success and retention, there are no results at this time.

7. ILO Connection: Through the course of the workshops, students work through the following learning outcomes: Communication skills are utilized during the workshops, the student’s ability to listen, reflect and

understand the information presented and ask questions if they are unclear.



Critical thinking occurs when the students can reflect on their specific situation and grasp how they can use the information presented to help them be successful, when they develop a plan utilizing the new found information and take the steps to put their plan into action.

Personal responsibility happens when the student has identified their role in their own academic planning, success and takes responsibility and is accountable for their own success.

APPENDIX FIVE

Transfer Guide / Transfer Visits / Transfer FairCounseling & Career Center


1. Program Outcomes: As a large number of our students plan to transfer on, we strive to be able to offer them the opportunity to connect with their transfer institution and try to provide resources to assure that the student is able to make a smooth transition to their preferred transfer institution.

28 four year institutions attended the transfer fair on 11/16/11 Added 13 pages- 25 programs to the transfer guide for 2012-2013 Davenport University, Grand Valley State University, & Northwood University come weekly to meet with

students Aquinas College, Albion College, Ferris State University, Western Michigan University, University of

Michigan, Olivet College, University of Phoenix, Central Michigan University, Cornerstone University, Kuyper College, Lawrence Technological University, Northern Michigan University, Michigan Technological University, Kettering, Oakland University, Spring Arbor College and Wayne State University come at least once a semester on campus to meet with our students.

2. Program Outcomes Assessed: At presence we do not do any type of assessment other than a satisfaction survey to the partner institution participants following the transfer fair. But we don’t track students, assess their transition, nor do we gather any further information from the partner institutions.

3. Assessment Methods: none at this time4. Assessment Results: none at this time5. Changes: We need to identify means to assess student learning in terms of the transfer process and how our

interactions with the students impacts their transfer. We need to evaluate our partner institutions that come on site to assure their needs are being met as well as to assess their interactions with students.

6. Results of Changes: no changes to report yet.




GRCC Program Review Follow-Up Action ChecklistAction

Needed? Brief Action StatementResources

NeededAcademic Year

for WorkThe Program Profile YES NO

MISSION/PURPOSEProgram purpose/mission statement

X

Program/course catalog descriptions

X

Web Pages X

FACULTY/STAFFFaculty/Staff credentialing

X

Professional Development

X Bring more professional development opportunities on campus and identify opportunities for staff to attend professional development opportunities

Possibly funding for travel and conference funding

12-14

Faculty/Staff Staffing X In need of front desk staff Salary & benefits

12-13

THE STUDENTSNumber of Students Served

X

Serving Diverse Populations

X

PROGRAM OUTCOMESDevelopment/revision of program outcomes

X

PROGRAM STUDENT LEARNING OUTCOMESProgram Learning Outcomes revision

X At the present time, we do not have any clearly identified means of assessing student learning based on our identified Program Student Learning Outcomes. As we work to develop our means of assessment and identify our goals, we want to work to merge the various plans before us. We have DAP’s (department action plans) as well as the goals identified through this APR (academic program review) and as such, we are working to bridge the two pieces together to formulate one comprehensive plan that the team will work from.

unknown 12-15

Academic Program Review - Grand Rapids Community ... CCC APR... · Web viewThis and the cost of...

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