1.1
Briefly describe the program-level planning unit. What is the unit's purpose and function?
ARC Counseling provides students with personal and academic counseling to help students achieve their academic and career goals. The counseling faculty and support staff of the counseling center are dedicated to providing quality services to all students including new, continuing, returning and potential students. We provide:
Academic Counseling
Career Counseling
Personal/Crisis Counseling
Instruction: Human Career Development Courses
The Counseling Department is committed to meeting the multifaceted needs of students in an environment that recognizes the diversity of our student body and values the worth and dignity of each student. We work collaboratively with instructional faculty, administrator, and college staff to ensure a seamless delivery of services that cultivate and encourage student success.
American River College, serving the greater Sacramento region, offers education and support for students to strengthen basic skills, earn associate degrees and certificates, transfer to other colleges and universities, and achieve career as well as other academic and personal goals. The counselors are integral in this mission in guiding and supporting students through their educational journey. ARC Counselors are committed to supporting the emotional, social and intellectual development of all students. The Counseling Center provides a wide range of counseling services that support students in resolving personal challenges and acquire the skills, attitudes and abilities that will enable them to successfully reach their education and personal goals.
2
Assessment and Analysis
The program review process asks units to reflect on the progress they've made towards achieving the goals they identified in each of the Annual Unit Plans they submitted since their last Program Review.
Follow this link to access your previous EMP submissions.
For Faculty support, please contact Veronica Lopez at lopezv@arc.losrios.edu.
2.1
Consider the progress that has been made towards the unit's objectives over the last six years. Based on how the unit intended to measure progress towards achieving these objectives, did the unit's prior planned
action steps (last six years of annual unit plans) result in the intended effect or the goal(s) being achieved?
Academic Counseling stated goals/recommendations in our last program review:
1. Special Programs undergo their own independent program review:
Results: Special Programs undergo their own sperate program review.
2. Each program needs to develop a systematic method by which to collect appropriate data on students serviced by the program as well as data on how effective the program is in regard to student success:
Results: Create committee to collaborate with Counseling Administration, research and the department to develop research methods.
3. Explore alternative ways to assess student satisfaction with Counseling services. The department should evaluate the Counseling Services Student Survey and determine whether of not is should be used in the future, review questions and develop new ones:
Results: The demographic data does look pretty representative and the counseling specific questions of Q12 are well worded, to make them clear and easily interpretable, while as the same time to minimize both bias and the possibility of steering students to the more desirable response. The survey results are representative of the students that availed themselves of Counseling and to not in any way suggest that the results reflect the counseling needs of ARC’s students (the entire student body).
4. Training - Increase counselor knowledge of campus based programs and services:
Results: We have a designated Counselor trainer. Training is incorporated into our weekly meetings for full time faculty and monthly for adjunct faculty. Counselors are also encouraged to attend campus/district training opportunities.
5. Online Delivery Systems: Evaluate and determine what services can be offered online, what forms can be easily accessed online:
Results: 2020-21 All counselors are capable of providing distance counseling appointments to students via phone or video appointments. Some fillable forms have been created for online use. Email counseling is also available to students with questions.
5. Increase Counselors participation on committees, grant, and projects: (self reported data)
Results: Counselors are involved in many committees, grants and projects, but there is still a need to increase participation.
Summer 2018 = 1.666 FTE
Fall 2018 = 2.667 FTE
Spring 2019 = 2.167 FTE
Summer 2019 = 1.633 FTE
Fall 2019 = 2.934 FTE
Spring 2020 = 2.433 FTE
Summer 2020 = 0.867 FTE
Fall 2020 = 2.800 FTE
6. Increase number of spaces for Counseling Faculty: No additional space has been created in the General Counseling Center.
Results: No additional space has been created in the General Counseling Center.
Career Counseling/Instruction stated goals (HCD) in our last program review:
The HCD committee recommended an ongoing evaluation process for HCD:
Results: The dean started evaluating HCD instructors in 2019-20.
Increase FTE in Counselor participation of HCD courses.
Results: There has been a slight decrease in FTE over time.
Summer 2018 = 1.666 FTE
Fall 2018 = 2.667 FTE
Spring 2019 = 2.167 FTE
Summer 2019 = 1.633 FTE
Fall 2019 = 2.934 FTE
Spring 2020 = 2.433 FTE
Summer 2020 = 0.867 FTE
Fall 2020 = 2.800 FTE
Update Curriculum:
Results: HCD is up to date on these HCD courses: 111, 114, 115, 122, 160, 310, 318, 330, 336 and 382. We are up for review on HCD 331, 337 and 364, (See attached for clarification on status on all courses).
Personal Crisis Counseling stated goals in our last program review:
Results: The Counseling department has undergone training - Trauma Informed provided by Dr. Tiffany Mimms, NaBita case management training, and in house Crisis training.
In review of our last program review there is clearly space for Counseling to collect data to measure our progress of goals.
The standard data set is intended to provide data that may be useful in promoting equity and informing departmental dialogue, planning, decision making, and resource allocation.
Recent updates include (1) better integration with ARC’s Data on Demand system to provide users with more sophisticated and nuanced ways of exploring their unit’s data and (2) greater emphasis and access to disproportionate impact data
(how student achievement outcomes vary by gender, race/ethnicity, veteran, foster youth, disability, and income/poverty level status)
to enable users to engage in more advanced
student-centered
and
equity-centered
analysis, reflection, and planning.
To access the Enrollment or Disproportionate Impact data reports, you may be prompted to log in to ARC’s Data on Demand system. If so, click on “Log in with ARC Portal” and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
(To streamline the standard data set, the productivity data element has been removed, as has the green-yellow-red light icon system for all data elements except for department set standards.)
The two data sets show 5 years of fall or spring duplicated enrollment, disaggregated by gender and ethnicity. Note that ARC's data-on-demand tool will soon provide considerably more sophisticated ways of viewing and analyzing
your planning unit's headcount and enrollment trends.
Green
current fall/spring semester enrollment is equal to or exceeds the prior year's fall/spring enrollment.
Yellow
current fall/spring semester enrollment reflects a decline of less than 10% from the prior year's fall/spring enrollment.
Red
current fall/spring semester enrollment reflects a decline of 10% or more from the prior year's fall/spring enrollment.
The two data sets show 5 years of fall or spring productivity (WSCH per FTEF: the enrollment activity for which we receive funding divided by the cost of instruction).
Note that ARC's data-on-demand tool will soon provide considerably more sophisticated ways of viewing and analyzing your planning unit's productivity trends.
Green
current fall/spring semester productivity is equal to or exceeds the prior year's fall/spring productivity.
Yellow
current fall/spring semester productivity reflects a decline of less than 10% from the prior year's fall/spring productivity.
Red
current fall/spring semester productivity reflects a decline of 10% or more from the prior year's fall/spring productivity.
The disproportionate impact (DI) links now direct you to your unit’s DI data in ARC Data on Demand. The DI data will show which student groups are experiencing disproportionate impact for course success rates (A, B, C, Cr, P), A-B rates, and course completion rates (students who did not withdraw) at the course level.
In addition, a new report on intersectional DI (e.g., ethnicity/race by gender) is available for assessing intersectional Di for course success rates. The intersection DI report defaults to the subject code level (e.g., all ENGWR courses). Use the org tree in the side bar to filter to individual courses (click on the right arrow next to American River College, right arrow next to your division, right arrow next to your department/discipline, then select the specific course to view).
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
Department Set Standards
Data is not yet available
Shows course success rates (# of A, B, C, Cr, and P grades expressed as a % of total grade notations) compared to lower and upper thresholds.
Thresholds are derived using a 95% confidence interval (click the report link for details).
The lower threshold is referred to as the Department Set Standard. The upper threshold is referred to as the Stretch Goal.
Green
Most recent academic year exceeds the upper threshold
Yellow
Most recent academic year falls between the lower and upper threshold
Red
Most recent academic year falls below the lower threshold
The faculty's continuous review of student achievement of course SLOs is documented using the Authentic Assessment Review Record (AARR),
which involves a review of student work demonstrating achievement of the course SLO. Faculty record student achievement for a randomly
assigned course SLO based on one or more authentic assessments that they regularly perform in their classes. The aggregated results are
then reviewed annually as part of Annual Unit Planning, in which the results may serve as the basis for actions and, if applicable,
resource allocation, and are aligned with college goals and objectives.
The AARR summary link provides an aggregate of the results of the most recent AARR implementation.
The AARR results by SLO link provides a more detailed view, including the specific ratings assigned by faculty
to each randomly assigned course SLO, and what, if any, actions were taken.
Note: Established thresholds (i.e., green/yellow/red indicators) have yet to be developed for SLO data.
In addition to reflecting on the metrics shown above, it may prove useful to analyze other program-level data to assess the effectiveness of your unit.
For instructional units, ARC's Data on Demand system can be used to provide program and course
level information regarding equitable outcomes, such as program access or enrollment, successful course completion, and degree or certificate achievement
(up to 30+ demographic or course filters are available).
2.2
What were the findings? Please identify program strengths, opportunities, challenges, equity gaps, influencing
factors (e.g., program environment), data limitations, areas for further research, and/or other items of interest.
Program Strengths:
1. The counseling department is committed to evaluating and improving our programs and services based on campus and district wide established procedures.
2. Counselors stay informed on statewide educational initiatives, on campus programs and services, transfer programs and services, resources, and career opportunities available to students.
3. Counselors consistently seek training and gain skills in a variety of different areas such as crisis intervention, diversity, financial aid, technology etc so that we can provide the best possible service to our students.
4. Counselors welcome and continue to seek opportunities to partner with instructional faculty and administration to help identify ways to increase student success.
Opportunities:
Counseling has undergone many changes with implantation of Achieve and Homebases in the last three years in response to ARC’s redesign and a national COVID-19 pandemic. Counselors welcome opportunities to partner with instructional faculty and administration to help increase student success.
Challenges: Data Collection, and Technology to support the Counselling Department's efficiency
Equity Gaps: Opportunities to explore equity gaps and alternative ways to assess student satisfaction with counseling services
Influencing Factors: Data Limitations
Use SARS data for # of students served.
Use satisfaction data from in house survey.
When students prefer appointments
# of Email Counseling contacts each year from 11-12 - 19-20
(Fiscal year Email reason code)
2011/2012 – 11
2012/2013- 244
2013/2014- 271
2014/2015- 1354
2015/2016-1866
2016/2017-1767
2017/2018-1354
2018/2019- 2131
2019/2020- 3817
# of Distance appointments in 11-12 - 19-20
(Fiscal year Distance reason code)
2011/2012 – 0
2012/2013- 0
2013/2014- 0
2014/2015- 0
2015/2016- 0
2016/2017- 0
2017/2018- 4
2018/2019- 134
2019/2020- 190
# of students served from drop in/ same day / appointments in 11-12 through 19-20
(Fiscal year / Drop in and SameDay codes)
Drop-in
2011/2012 – 0
2012/2013- 0
2013/2014- 0
2014/2015- 2
2015/2016- 7
2016/2017- 15
2017/2018- 19
2018/2019- 6
2019/2020- 234
Appointments
2011/2012 – 5970
2012/2013- 6219
2013/2014- 5752
2014/2015- 5859
2015/2016- 6293
2016/2017- 5134
2017/2018- 5110
2018/2019- 5142
2019/2020- 8051
SameDay
2011/2012 – 0
2012/2013- 0
2013/2014- 0
2014/2015- 0
2015/2016- 0
2016/2017- 3847
2017/2018- 8273
2018/2019- 7553
2019/2020- 4156
# of additional contacts (define) 11-12 through 19-20
(Fiscal year AdContact reason code)
2011/2012 – 16016
2012/2013- 12750
2013/2014- 4960
2014/2015- 6716
2015/2016- 6929
2016/2017- 5287
2017/2018- 5158
2018/2019- 5871
2019/2020- 4832
General Counseling Survey Results:
Disclaimer: The responses reflect the opinions and perceptions of only those that availed themselves of counseling services.
Mostly female students complete the survey (79% female)
Most student prefer scheduled appointments (85%)
Most students would like to see a counselor to explore career, plan required courses and graduate.
Most students felt the counselor was helpful, listened and provided clear explanations.
Most students would prefer to see the same Counselor each time they have an appointment.
In general many student thought the wait time for a drop in appointment was too long.
Student would like an easier way (online) to book appointments.
COMPLETE SURVEY RESULTS ARE AVAILABLE.
*There is a gap in what the department would what to collect data on and Quantify and what we have been quantifying.
3
Reflection and Dialog
3.1
Discuss how the findings relate to the unit's effectiveness. What did your unit learn from the analysis and how
might the relevant findings inform future action?
From SARS and Survey Data we are seeing an extreme increase in online contacts, we are definitely in a time to increase and improve our website to provide clear, relevant and accurate information and our availability to meet with students virtually.
General Counseling Survey Results:
Disclaimer: The responses reflect the opinions and perceptions of only those that availed themselves of counseling services.
Mostly female students complete the survey (79% female)
Most student prefer scheduled appointments (85%)
Most students would like to see a counselor to explore career, plan required courses and graduate.
Most students felt the counselor was helpful, listened and provided clear explanations.
Most students would prefer to see the same Counselor each time they have an appointment.
In general many student thought the wait time for a drop in appointment was too long.
Student would like an easier way (online) to book appointments.
COMPLETE SURVEY RESULTS ARE AVAILABLE.
*There is a gap in what the department would what to collect data on and Quantify and what we have been quantifying.
3.2
What is the unit's ideal future and why is it desirable to ARC? How will the unit's aspirations support accomplishment of the mission, improve institutional effectiveness, and/or increase academic quality?
The Counseling Unit has identified several areas of focus for the future:
Implementation of Case Management - Equity and inclusion in a remote environment – how can we serve better serve students with greatest needs in our case management system? Utilize technology to assist early intervention e.g. starfish.
Data Informed Approach: Analyze center data e.g. peak week data – use data to inform service delivery.
Promotion of equitable support services (easy to navigate web site, include photos or more visual)
Update website, user friendly – easy to book appointments with clear instructions and students receive a confirmation email tp their email of choice.
4
Strategic Enhancement
4.1
Identify/define one or more program-level objectives which enhance the unit's effectiveness. What does your unit intend to do to work towards its ideal future? How will success be measured?
What does your unit intend to work towards the ideal future, how will success be measured?
Figuring out a way to measure outcomes based on effective counseling models
Training based on outcomes and need
Using data to better plan department general function and implement new services.
4.2
How will the unit's intended enhancements support ARC's commitment to social justice and equity?
How will the intended enhancements support ARC’s commitment to social justice and equity?
With better planning of service delivery Counselors will be more available for students most in need.
Case Management – targeted early interventions with students
Invest resources in different ways – look at data – who do we see, when, how many units? Identify how can we spend our time most efficiently to serve the students most in need? Are we serving students who already successfully navigating this system.
Unit Profile