Counseling and Advising
Graduates should have the personal skills necessary to relate effectively with students as individuals.
Specifically, students should be able to:
a) assess the developmental and personal needs of individual college students,
b) make positive contributions to the personal development and learning of individual students,
c) assist students in accessing and utilizing a wide range of services and programs designed to benefit them.
Specifically, students should be able to:
a) assess the developmental and personal needs of individual college students,
b) make positive contributions to the personal development and learning of individual students,
c) assist students in accessing and utilizing a wide range of services and programs designed to benefit them.
New Student Orientation
As an apprentice counselor at Chaffey Community College, I have been assigned to conduct New Student Orientations. The orientations are to help serve numerous students in advising them on Chaffey Community College’s policies, tuition, financial aid, academic programs, and assessment testing. After each orientation I spent individual time with students who need further guidance. I met with the student in my office and help him/her with specific needs or questions pertaining to their goals, major, registration, external transcripts and class load. Quality academic advising serves an important role in the success of community college students (Allen, J., Smith, C.L., & Muehleck J. K. 2013). The goal of the orientations is to help the California Student Success Initiative assist California Community College students successfully complete their educational goals in a timely manner.
Allen, J., Smith, C.L., & Muehleck J. K. (2013). What Kinds of Advising Are Important to Community College Pre- and Posttransfer Students?. Community College Review, 41(4), 330-345.
As an apprentice counselor at Chaffey Community College, I have been assigned to conduct New Student Orientations. The orientations are to help serve numerous students in advising them on Chaffey Community College’s policies, tuition, financial aid, academic programs, and assessment testing. After each orientation I spent individual time with students who need further guidance. I met with the student in my office and help him/her with specific needs or questions pertaining to their goals, major, registration, external transcripts and class load. Quality academic advising serves an important role in the success of community college students (Allen, J., Smith, C.L., & Muehleck J. K. 2013). The goal of the orientations is to help the California Student Success Initiative assist California Community College students successfully complete their educational goals in a timely manner.
Allen, J., Smith, C.L., & Muehleck J. K. (2013). What Kinds of Advising Are Important to Community College Pre- and Posttransfer Students?. Community College Review, 41(4), 330-345.
Goal Setting
As a success guide at Chaffey Community College, I conducted workshops with students on Goal Setting. I would conduct three to four workshops weekly with up to 15 students in each workshop. The foundation of the workshop is based off Hope theory to help the students with the transition of their first few years as college students. Snyder (2002) explains hope as a learned thinking pattern that involves two cognitive goal-directed components of agentic thinking and pathways thinking. In the workshop, I would facilitate discussions on agency and pathways and help the students to set personal and academic goals. I spent the last 20 minutes of the workshop meeting with the students individually where they would share their desires and goals at Chaffey Community College and express what hinders them from their goal. I would help counsel each student in finding ways to gain agency over their issues or creating pathways to find solutions to their hindrances.
Snyder, C. R. (2005). Hope Theory: Rainbows in the mind. Psychological Inquiry, 13(4). 249-275.
As a success guide at Chaffey Community College, I conducted workshops with students on Goal Setting. I would conduct three to four workshops weekly with up to 15 students in each workshop. The foundation of the workshop is based off Hope theory to help the students with the transition of their first few years as college students. Snyder (2002) explains hope as a learned thinking pattern that involves two cognitive goal-directed components of agentic thinking and pathways thinking. In the workshop, I would facilitate discussions on agency and pathways and help the students to set personal and academic goals. I spent the last 20 minutes of the workshop meeting with the students individually where they would share their desires and goals at Chaffey Community College and express what hinders them from their goal. I would help counsel each student in finding ways to gain agency over their issues or creating pathways to find solutions to their hindrances.
Snyder, C. R. (2005). Hope Theory: Rainbows in the mind. Psychological Inquiry, 13(4). 249-275.
Advising Transfer Students at Community College
I have had extensive training on the academic programs offered at Chaffey in order to advise students. I have one-on-one counseling sessions with students discussing various programs requirements, transfer patterns, certificate information, and registration dates. I use the Intersegmental General Education Transfer Curriculum (IGETC) or California State University General Education Certification Pattern (CSU) to guide transferring students on what courses to take to fulfill the transfer requirements. I also couple the patterns with each students “major” requirements and explain the need for 60 transferable units in order to transfer to a university. My goal in each counseling session was to make positive contributions to the personal and educational development of the student.
I have had extensive training on the academic programs offered at Chaffey in order to advise students. I have one-on-one counseling sessions with students discussing various programs requirements, transfer patterns, certificate information, and registration dates. I use the Intersegmental General Education Transfer Curriculum (IGETC) or California State University General Education Certification Pattern (CSU) to guide transferring students on what courses to take to fulfill the transfer requirements. I also couple the patterns with each students “major” requirements and explain the need for 60 transferable units in order to transfer to a university. My goal in each counseling session was to make positive contributions to the personal and educational development of the student.