Mission Statement

The Butte College Career Counseling Center aims to increase career literacy for prospective and current students, equipping them with the knowledge, tools and support they need to make informed career decisions and obtain appropriate employment. 

Program Description

The following services and programs are offered through Career Counseling: (1) One-on-one counseling to increase career planning knowledge and achieve career planning skill competence, including career assessment administration and interpretation; (2) Provide workshops and events to enhance career literacy (3) Deliver resources and tools to help students explore careers and establish a career goals (4) Provide dual enrollment courses to high school students 

Accountability for Previously Funded Items

Student Learning/Administrative Unit Outcomes

Career Counseling does not oversee CLP 334, 300, or 30, and therefore will not be included in this report. As of this date, the instruction of CLP 101 has yet not begun.
Student Learning Outcomes for One-On-One Career Counseling:
A)     Students will be better able to explore relevant college majors, and examine colleges and academic programs based on the counseling process and resources provided to them.
B)     Students will be better able to identify career options and establish career goals based on the counseling process, career assessments and resources provided to them.
Fifty six (56) students completed a pre-survey before meeting with the Career Counselor to assess their perceived ability to establish career goals based on interests; Understand the requirements to fulfill academic and career goals; Identify and utilize online resources to explore majors colleges and careers; and Identify career pathways within their chosen major. After meeting with a Career Counselor, the same fifty six (56) students then took the post survey at the end of their counseling session to measure their perceived ability in the same areas.
Student Learning Outcome Analysis & Reflection: 
Item #1: Identify and utilize online resources to explore majors, colleges, and careers.
Based on the assessment results that measured this item, approximately 50% of students claimed that they were unable to reach Item #1 prior to meeting a Career Counselor. After their appointment with the Career Counselor, approximately ninety one (91%) of students thought they were able to meet Item #1. Approximately nine (9%) of students were still unable to meet SLO #1, likely due to the fact that although online resources were introduced and given to students via emailing links, not enough time was available to instill confidence in utilizing these resources independently. The Career Counselor always offers a second (2nd) follow-up meeting to further explore and use online resources, but these nine (9%) were not tracked to see how many of them actually met with the Counselor a second (2nd) or third (3rd) time.
Item #2: Identify career pathways within your chosen major.
Based on the assessment results that measured Item #2, sixty six (66%) of students claimed that they were unable to achieve Item #2 prior to meeting with the Career Counselor. After meeting with the Career Counselor, ninety five (95%) of students were able to identify career pathways within their major.
Item #3: Establish career goals based on the analysis of your interests, personality, and values.
Based on the assessment results that measured Item #3, this showed the highest impact on learning/program meeting its impact where seventy five (75%) of students claimed they were unable to meet this objective prior to meeting with the Career Counselor. After meeting with the Career Counselor, ninety five (95%) claimed that they were able to meet the SLO. This seems to confirm the assumption of students' primary reason to meet with a Career Counselor is for an in-person analysis on how their preferences align with careers. 
Item #4: Understand the requirements to fulfill academic and career goals.
Based on the assessment results that measured Item #3, sixty one (61%) of students claimed that they already have reached this outcome before meeting with a Career Counselor (reflected on pre-survey). Post-survey results indicate a thirty four (34%) increase (=95%). If there is already such a high amount of students being able to reach Item #3 before receiving service, then there is no need to focus on this outcome during sessions.

Standards/Goals for Student Achievement (OSLED Departments)

N/A

Standards/Goals for Student Achievement (All Other Departments)

Providing new career planning resources and services for current and prospective students to reach achievement standards

This is being met though a number of activities: One-On-One Career Counseling, Career Counseling Webpage, and Presentations, Workshops & Events. Updating content and delivery methods for these activities is ongoing. Providing new resources and services is critical to attract and engage students to increase their career literacy, research and planning skills in hopes to increase institutional completion rates.
A significant amount of time has been invested in developing an Interest Assessment and Career Exploration Platform (Vita Navis). Historically, the Career Counseling division has primarily delivered career assessments and labor market information through workshops and one-on-one appointments; reaching a small amount of students (compared to the entire student body), with only twenty nine percent (29%) (avg.) of these students being served within their first term. Furthermore, up until Spring 2017, the amount of students who experience any form of college career counseling during or before the matriculation process has never exceeded two percent (2%) of the total amount of entering Butte College students. For example, career counseling services were utilized by twenty three (23) students during the intake period of Fall 2016 (.95% if 2,400 students matriculated). Multiple studies indicate that students who entered a program of study within their first year were twice as likely to complete/transfer compared to students who entered a program after their first year. 33% of low-income, first-generation students are undecided about their major during their first year - The Pell Institute. Vita Navis  aims to address the desired outcome of students choosing a career path or major within their first term. This outcome can be measured by comparing cohorts of students to see if comprehensive education plans were completed sooner for those who used the platform. This activity supports the Guided Pathways initiative by connecting student's interests with Butte College programs/pathways.
Another activity that supports achievement standards is the Career Counselor’s development of Meta Majors, and creating a database that links Butte College degrees with careers and labor market information. This Guided Pathways-related activity contributes towards the College’s efforts to implement institutional change with the primary goal of increasing retention and completion rates.

Strategic Direction

Establishing a CLP Dual Enrollment program for all area high schools
The Community College Research Center reports the following outcomes for dual enrolled students.  Students who are complete dual enrolled course(s) are:

More likely to enroll and persist in college;
Less likely to need remediation in college; and,
More likely to earn a college degree and/or transfer.

It is desired that these same outcomes will be achieved with students who complete CLP 101. Students will also be tracked to determine if they take additional dual or concurrent enrolled courses. Career Counseling hopes to receive assistance from the Planning, Research and Organizational Development (PROD) department to obtain, process, analyze and report on these desired outcomes. Other desired outcomes that will likely not be measured may include:

Stronger partnerships with K-12
Less confusion about the college application/registration process

Course objectives will also be measured through course assignments/activities (by the teacher).  The course objectives:

Identify interests, lifestyle preferences and aptitudes that influence career, education and life choices.
Conduct preliminary career research using online and in-person resources such as the Occupational Outlook Handbook and informational interviews.
Use basic problem-solving techniques to overcome obstacles and refine personal goals.
Create plans and use self-directed strategies for career changes and lifelong learning.
Develop and maintain a 10-year action plan that includes appropriate experiences, skills, training and education required to attain stated career goal.

A pre and post survey will also be administered to measure other outcomes ranging from levels of satisfaction to college-bound identity. Course completion rates and FTEs will also be recorded and evaluated.
This program goal aligns with the College’s 2017-2018 Strategic Direction.

Program Review

2017 Program Review Recommendations received on 1/29/18.  No actions have been taken to address these recommendations:
The Validation Team respectfully submits this recommendation related to staffing issues as the most critical to Career Counseling’s ability to continue serving students in alignment with the District’s mission and values:

Continue to advocate through district unit planning and other appropriate means to seek funding to create and fill two additional positions. Program growth and expansion is critical to continue to participate in and complete the initiatives at the District level for recruitment, student achievement, and apportionment: 

Full Time Career Counselor – to increase the quantity and quality of services to students and implement year round appointment availability
Part Time Career Counselor – to increase work flows with a focus on services to the district’s satellite campuses at the Chico and Glenn Centers



 
The Validation Team respectfully submits these recommendations to assist Career Counseling in their efforts to seek continuous improvement in delivering services to students:

Implement technological solutions to create and enhance department services for further marketing and promotion.
Explore the possibility of embedding online career tools on BC department websites and assessment, use teaser advertisements to get students to click on links to access important career information related to a student’s major, and offer tools as incentive to instruction to use as “extra-credit” in classes.
Collaborate further with Job Placement services as the two departments are closely aligned to ensure students achieve success. Clearly defined roles and services provided by each department while working together will support students with career life planning and employment search while attending college and upon completion. 
Work closely with the District for cohesive collaboration for a district wide student centered career plan as developing, implementing, and scheduling guided pathways, instruction, and CTE programs.
Solicit support from the district and other departments in the continued development and implementation of the dual enrollment program. This program is a district endeavor that should be managed by a committee comprised of a cross-section of instructional department faculty and staff to ensure institutional compliance and district fulfilment.
Coordinate a Career Counseling Advisory Committee to bring focus together and strategize efficiently on how to better prepare and encourage students for academic and career success.
Responsibility to fulfill counseling and advising capabilities while working with students in regards to creating usable, workable Educational Plans. Student experience at Butte College is a commitment as highlighted by the District’s “Students First” value, not having the ability to complete a counseling appointment with an Ed Plan can add to student frustration and perception of “too many hoops.”
Examine possible interventions through the Strong Workforce Task Force (CCCCO) for any additional funding available to be applied for resources to assist the department and its students with their educational and career goals.
Solicit continued supplementary funding support needed for, often times too costly for students, career assessment testing with MBTI and Strong Interest Inventory (SII).
Consider analyzing possible department realignment for purview under Student Learning & Economic Development (SLED) within the FYE department as Career Life Planning (CLP) and dual enrollment are closely intertwined. This realignment would reduce the dual enrollment coordination activity of the career counselor to further be able to assist students with their career and educational needs.
Explore the possibility of collaboration with multiple student services departments to meet student needs at outlying centers (Chico and Glenn Centers) for more of a “one-stop shop” student experience. Also consider using Twitter, Instagram, and Grad Guru to communicate with students as further outreach endeavors.

 

Department Goals

A) Provide resources and services for students to reach an informed career/major decision within their first term, and direct them to establish a comprehensive education plan shortly after;
B) Develop, manage and continually expand a successful CLP Dual Enrollment program for area high schools;
C) Align all programs and services with the Guided Pathways initiative and the College’s strategic direction;
D) Improve and increase the department's online presence and usage by offering more effective and navigable career exploration and planning tools/resources; and,
E) Offer new CLP curriculum on the main campus, Chico and Glenn Centers.
 
 
 

Future Development Strategies

Requested Non-Financial Resources

Current Financial Resources

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	Career Counseling	Personnel	110007051634002	51460	$0.00	$55,648.00
Part-Time Career Counselor	Part-Time Career Counselor needed to: - Provide additional career counseling for students; - Increase online services as well as the Chico Center, Skyway Center, Glenn Center and Community Employment Centers; - Develop curriculum; - Allow for expansion of services, including Dual Enrollment, Guided Pathways, online Career Exploration Platform, and Electroic Professional Portfolio; - Increased classroom presentations; - Opportunity to collaborate with more programs and services, on and off campus; - Certification to do additional interpretations with students. -Work with Strong Workforce Program stakeholders to implement Work Based Learning program		Student Equity Student Support Services Program (SSSP)		Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Providing comparable support services for online students and students attending at off-campus centers Maintaining ongoing operations at current levels (excludes grants) Implementing the 2018-2019 Strategic Direction Priorities Meeting Standards and Goals for Student Achievement Addressing Program Review Recommendations Implementing improvements identified during Outcomes Assessment Collaborating effectively with K-12 administrators, faculty, and counselors to set appropriate student expectations, align curriculum and pathways, and provide opportunities for high school students to earn college credits while in high school Implementing and, with faculty involvement, refining the Strong Workforce Program Providing effective electronically mediated communication (e.g. website, social media, marketing materials, messaging, and wifi access) that support student success and completion
2	Career Counseling	Operating Expenses	110007051634002	55890	$0.00	$25,000.00
Maintain License to Use Web-Based Career Exploration and Development Platform	Continued access to this career assessment platform as part of the matriculation process will: - Enhance early career literacy development and produce informed and timely choices - acquiring a comprehensive student educational plan sooner; - Expand Career Counseling services - the current student to Career Counselor ratio is about 10,000 to 1; - Increase connection to career services - building a stronger bridge between newly enrolled students and in-person career counseling.		Instructional Equipment Student Equity Student Support Services Program (SSSP)		Practicing strategic enrollment management that integrates financial planning with student need and achievement Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer Providing comparable support services for online students and students attending at off-campus centers Implementing the 2018-2019 Strategic Direction Priorities Meeting Standards and Goals for Student Achievement Addressing Program Review Recommendations Providing effective electronically mediated communication (e.g. website, social media, marketing materials, messaging, and wifi access) that support student success and completion
3	Career Counseling	Operating Expenses	110007051634002	4500	$0.00	$8,218.00
Career Assessments for One-On-One Sessions	Student development theories suggest that students complete degrees at higher rates when they have clear goals. With student appointments averaging over an hour, Career Counselors are able to spend more time with students than our colleagues. This personal connection to the college is known to increase a sense of belonging, and student retention. Career Counseling offers two career assessments, which help students to make informed decisions regarding their educational and career goals. Students must visit a Career Counselor to receive their results, which provides us another opportunity to interact one on one with students. During 2016 we were able to offer the assessments free of charge. Beginning Fall 2018, we no longer have funds to do so. We must now soon charge students $23 to cover the cost. For many college students, this fee is a roadblock to access. There is a staggering difference in assessment administration when we charge students. Please see attachment. For the calendar year 2015, Career Counseling charged for assessments and administered 70 assessments. During calendar year 2016, assessments were free, and Career Counseling administered 184 assessments. The Student Equity Dashboard (2015) reveals that dashboard students at Butte College have low program completion and transfer rates, as well as low remedial course completion rates. Since we know that clear goals and a connection to the campus community contribute to retention efforts, it is imperative that these students have access to career assessments free of charge. Career Counseling seeks funding to purchase 650 electronic versions of our assessments to ensure equitable access to our services.		Student Equity Student Support Services Program (SSSP)		Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Maintaining ongoing operations at current levels (excludes grants) Implementing the 2018-2019 Strategic Direction Priorities Meeting Standards and Goals for Student Achievement Addressing Program Review Recommendations
4	Career Counseling	Operating Expenses			$0.00	$45,000.00
Textbooks for High School Students - Curriculum for students enrolled in CLP 101/Get Focused...Stay Focused (Dual Enrollment)	Although many high schools are interested in providing a dual enrollment option for Get Focused...Stay Focused courses, there is often financial limitations to purchase needed textbooks.		Career and Technical Education - Perkins Student Support Services Program (SSSP)		Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer Providing comparable support services for online students and students attending at off-campus centers Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Implementing the 2018-2019 Strategic Direction Priorities Meeting Standards and Goals for Student Achievement Addressing Program Review Recommendations Collaborating effectively with K-12 administrators, faculty, and counselors to set appropriate student expectations, align curriculum and pathways, and provide opportunities for high school students to earn college credits while in high school