Counseling SLOs and Assessment for 2010-‐2011
Counseling Division SLO
I. Provide first-‐time Golden West College students through an online-‐orientation the services and program information necessary to complete a First Semester plan
II. Students will successfully complete the online orientation and learn to complete a First Semester Plan that meets their educational/career goals
III. During Spring 2010 and summer 2010 all GWC students will be completing orientation online.
A survey will be developed and administered at the end of the online orientation to determine knowledge gained through the orientation in completing their First Semester Plan
The Counseling Dean and chairs with office assistance will collect and track the data charting results listed by percentages
Other option for future SLO: Use completion of SEP, Follow up, etc.
Counseling 103 SLO Column 1:
The student will be able to demonstrate understanding of academic rules and regulations.
Column 2:
Students complete assignments that require them to research different GWC academic policies and student services available on campus. After completion of the assignments, students complete a quiz with 10 multiple choice questions related to academic policies and student services.
The course instructor will assess the increase in student knowledge and awareness by giving students the quiz before the assignments have been completed and then again after completion. Pre and post test scores will be compared to measure the level of knowledge and awareness gained. Instructor will give the students a pre-‐test during the first week of class. Students will then complete the same multiple choice test after the assignments have been completed.
Column 3:
Pre and post-‐tests were given in spring 2010.
Column 4:
Assessment Results: The average score for all students tested was 75% on the pre-‐test and the average score on the post test was 90%.
Column 5:
Use of results. The results show that students made an improvement from 75% to 90% correct after completing the assignment. The results of the pre test indicate that students already possess knowledge about the academic policies and student services available on campus. We will analyze which questions students answered incorrectly on the pre-‐test to determine if we need to focus our assignments more on these areas. Based on this analysis, we will review the wording of the questions for improvement and also review how the material is presented in the corresponding assignment.
Counseling 104 SLO
Column 1: Explain the world of work and available occupational alternatives. Identify career choices through psychological, sociological, physiological theory and assessment instruments.
Column I2: The SLO’s for this course will be assessed through written or oral
assignments based on the results of assessments and use of career development theory. Students will interview for interview for information at least one person working in a career of interest. Students will report their informational interview results as an oral presentation, essay, or completed worksheet.
Column 3: Students will be assessed in the fall 2009 and spring 2010 semester.
Column 4: Analysis of data collected. – Grade Distribution for Informational Interview Assignment Fall 2009 A – 79 students B – 37 students C – 8 students D – 2 students F – 58 students 184 students total Spring 2010 A – 73 students B – 26 students C – 0 students D – 2 students F – 60 students 161 students total
Column 5: Improvement can be met by more students completing the assignment. Unfortunately, the bell curve of achievement in education and life illustrates that there will always be various levels of achievers.
Nevertheless, in order to attempt to engage more students in the learning process and assignment completion new classroom management techniques will be implemented. These changes include:
• Note taking as part of the points for “attendance and participation” in the form of a note taking/career planning notebook.
• A direction sheet for engaging all students in the process of group activities. • Student nametags and changing of seating that will encourage more connection
between students.
Additionally, to reduce the amount of F grades for this assignment, students missing two consecutive weeks of class without notifying the instructor will be dropped from the roster.
Lastly, the data shows that roughly 60-‐65% of students engage in the career process and investigate careers of interest.
Counseling 100 SLO Column 1:
The student will know and apply a process of occupational research and exploration.
Column 2:
Students complete assignments that require them to research different occupations using the resources available in the GWC Career Center. The course instructor will assess the knowledge and ability to apply the process of occupational research and exploration using a traditional grading format.
Column 3:
The career/occupation research assignment was given during the fall 2010 semester.
Column 4:
Out of 26 students, 76% passed the career research project with satisfactory grades ("C" or better) while 24% of the students submitted unsatisfactory work on the project (3 students did not submit the project at all and therefore were awarded zero on the project).
Column 5:
In the future, the results could be improved by implementing the following:
1) Drop students earlier in the semester who are not showing. This would eliminate the projects that received a zero.
2) Because this class is only 8 weeks and moves at a rapid pace, it was observed that some of the students had not fully processed the assessment results before needing to begin on the career project. Therefore, they were still trying to decide on a career to research while in the Career Center. Time in the Career Center was spent doing preliminary research on careers to determine his/her interest in selecting a career to extensively research. I would recommend the following in the future:
a. Implement a process/evaluation assignment as part of the assessment results. This would require that the students work through their assessment results highlighting areas that they agree with and identifying careers & skills that they would be interested in exploring further.
b. Utilize class time to orient students to a few computerized career resources and assign a brief, preliminary research project to be completed before the class gets to the Career Center. This would hopefully bring the students prepared to the Career Center and ready to work on the extensive research and finish in the time alloted for the assignment.
Counseling 199 SLO Column 1:
The student will improve performance-‐related skills.
Column 2:
The SLO for this course will be assessed through written or oral assignments. Students will complete reading assignments and classroom activities to learn effective
interviewing skills. A mock interview assignment will require each student to
demonstrate interviewing skills and techniques in a group setting. The student will be rated on presentation, professionalism, answering questions based on job
requirements, and knowledge of their own work history.
Column 3:
Mock interviews were conducted during the fall 2010 semester.
Column 4:
Assessment Results: For a total of 200 points the grade breakdown is as follows (grading is done by an outside observer):
1. Handshake & Overall Presentation: 15 points 2. Dress: 15 points 3. State of
Preparation (knowing your own resume): 80 points 4. Clarity in answering interviewers questions: 80 points 5. Questions asked to the interviewer: 10 points
22 Students went through the final interview process and grades for each area have been averaged:
Handshake & Overall Presentation: 92.7% Dress: 94.8%
State of Presentation: 98.5%
Clarity in answering interviewer’s questions: 97.6% Questions asked to the interviewer: 93.1%
Column 5:
See where students struggle the most or have the lowest points and use presentations and classroom practice to increase proficiency in the low point areas.
The students struggled the most with their overall presentation that included
confidence, smile, and calmness. I believe the only way to increase proficiency in this area is to have the students take the time to practice more in class. In future classes I will make the time for students to practice interviewing each other prior to the final interview.
Students also struggled with the correct questions to ask the interviewer at the end of the interview. In future classes I will have an activity where students will come up with the proper questions to ask the interviewer at the end of the interview. They will share their questions with their classmates input.
