5.1 b
Program/Discipline:
Annual Program Review Update
Business
Annual Program Review Template, Approved Spring 2009
Page 1 of 40
5/29/2016
5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Business/Economics
Submitted by (names): Chris Gaines; Michael Dennis; Martha Racine
Contact Information (phone and email): 476-4564, chris-gaines@redwoods.edu ; 476-4367, michael-dennis@redwoods.edu
Dean / V. P.: Steve Brown
Validation Date:
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
1a: The Business and Economics programs are now being combined in a single program review.
1b: CR has added a Director of Business Education for the purpose of expanding non-credit 'contract education' in business and
business technology subject matter. We do not know if this will serve as an appetizer to increase the demand for core Bus/Econ
classes or whether our potential students will fill up on these appetizers, thus decreasing the demand for the main courses.
Annual Program Review Template, Approved Spring 2009
Page 2 of 40
5/29/2016
5.1 b
2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time
are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a
section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.
Annual Program Review Template, Approved Spring 2009
Page 3 of 40
5/29/2016
5.1 b
Total
TBA
Weekend
Evening
Late Afternoon
Prime Time
Total
Early Morning
2008 - 2009
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2007 - 2008
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
TBA
Evening
Late Afternoon
2006 - 2007
60% 61% 39% 51% 35%
47% 48% 68% 57% 39% 40%
49% 57% 62% 48% 36% 52% 52% 60% 55% 44% 41% 14% 60%
53%
247 501
138
148 487 1,521
124 321
34
103
295
877
34
366
141
123
388 1,052
63
313
133
154
7
512 1,182
12
23
11
9
50
105
8
14
3
7
23
55
2
15
7
9
17
50
3
14
7
11
1
18
54
41.66 60.1 20.45 21.96 72.2 216.37 21.81 42.7 4.46 16.03 45.26 130.25 6.68 51.45 17.33 23.12 61.82 160.4 13.6 47.92 17.85 25.23 0.82 81.05 186.48
837 1,242
756
594 2,907 6,336
513 900 180
450 1,431 3,474 135
918
414
684 1,080 3,231 270
999
486
810
54 1,296 3,915
Economics Fill Rate
Enrollment
Sections
FTES
WSCH
Total
TBA
Weekend
Evening
Prime Time
Early Morning
2008 - 2009
Total
Late Afternoon
Prime Time
Early Morning
2007 - 2008
Total
Late Afternoon
Total
2006 - 2007
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
Prime Time
Business Fill Rate
Enrollment
Sections
FTES
WSCH
Prime Time
Early Morning
2005 - 2006
59% 77% 55% 42% 63% 67% 48% 61% 82% 52% 30% 61% 76% 49% 26% 23% 52% 50%
89
146
69
22
326
114
36
150
82
76
9
167
38
17
9
8
123
195
3
4
3
2
12
4
2
6
2
4
1
7
1
1
1
1
5
9
11.49 17.71 7.77 2.64 39.61 14.55 3.9 18.45 10.23 8.93 0.93 20.08 4.43 1.75 0.93 1.03 17.18 25.31
162
216 162 108
648
216 108
324
108 216
54
378
54
54
54
54
270
486
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
NOTE: Prior to 2006-2007, 'Business' included classes that were reclassed as Business, Business Technology, and Digital Media
between 2005-2006 and 2006-2007. While part of the drop from 117 sections of Business/Economics (256 FTES) in 2005-2006 to 61
sections with 149 FTES in 2006-2007 was due to cutbacks in classes that are still part of the Business/Economics program, much,
perhaps most, was due to classes being reclassified out of the Business program.
Due to this inconsistency in what constitutes a Business class, the following analysis will take 2006-2007 as its base year.
Taking 2006-2007 as a base year, 2007-2008 saw total BUS/ECON sections falling from 61 (149 FTES) to 57 (180 FTES) as classes
were cut college-wide to deal with an budget shortfalls. But 2007-2008 saw demand for Bus/Econ classes growing even more
quickly than supply shrank, causing FTES to grow from 149 to 180. In 2008-2009, total sections grew to 63, but FTES grew even
more to 211 as the growth in demand continued to outpace the growth in supply.
Annual Program Review Template, Approved Spring 2009
Page 4 of 40
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5.1 b
Another metric to use in tracking the demand for Bus/Econ classes relative to the supply is to look at FTES per section. This has
climbed from 2.44 in 2006-2007 to 3.16 in 2007-2008 till finally reaching 3.44 in 2008-2009. Or, put differently, FTES per section
has risen by 41% over this period.
Several changes inside the area contributed to these changes.
2.a.i Introduction and/or expansion of online classes. The majority of the classes in the TBA column are online classes. The fill rates
for online classes have matched or exceeded that of all other time slots. We also believe that the online classes are more likely to draw
in geniunely new enrollments rather than spread the same students over more sections.
2.a.ii Increased offerings of night sections. Though these sections generally have lower fill rates, we again believe that they are more
likely to add genuinely new enrollments rather than spread the same students over more sections.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
There have been many changes at CR, in the District, and indeed in the world over the 5 year period detailed. In particular, CR's
accreditation status and leadership have waned and waxed. Institutional imperatives have shifted from an emphasis in making sure
that all students in transfer-level courses have transfer-level basic skills to an emphasis on growing enrollments.
However, all this aside:
Like all CR programs, Bus/Econ has perversely benefited from the difficult job market created by the recession. It seems plausible to
conclude that it may benefit more than most, as a tough job market may focus students' minds on classes and programs that are most
obviously linked with immediate employability.
Annual Program Review Template, Approved Spring 2009
Page 5 of 40
5/29/2016
5.1 b
Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
BUS-10
74%
302
67%
372
65%
295
58%
534
58%
633
BUS-11
66%
149
59%
94
BUS-111
38%
8
BUS-113
38%
8
BUS-114
43%
7
71%
17
BUS-12
53%
66
55%
44
BUS-14M
70%
10
100%
1
67%
3
BUS-150B
57%
35
80%
15
100%
3
BUS-150M
33%
39
52%
29
56%
16
2
BUS-150S
79%
28
67%
15
100%
5
BUS-152
75%
36
54%
39
BUS-158
40%
10
54%
13
BUS-16
80%
82
71%
70
BUS-162
80%
5
100%
2
100%
2
BUS-166
100%
6
75%
4
BUS-16L
80%
82
74%
70
BUS-17
80%
44
88%
32
BUS-17L
86%
44
88%
32
BUS-18
76%
88
84%
49
72%
76
84%
43
80%
51
BUS-180
47%
45
63%
27
60%
20
46%
13
45%
20
BUS-192
50%
12
60%
15
BUS-1A
56%
119
58%
134
55%
119
60%
141
69%
213
BUS-1B
67%
42
75%
40
74%
27
48%
23
81%
83
BUS-25
83%
12
80%
15
100%
1
100%
4
Annual Program Review Template, Approved Spring 2009
Page 6 of 40
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5.1 b
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
BUS-27
71%
7
67%
3
50%
2
BUS-33
61%
18
78%
23
BUS-34
60%
42
31%
32
61%
72
BUS-35
69%
26
76%
83
74%
68
67%
75
71%
72
BUS-4
53%
15
64%
14
80%
10
91%
11
64%
11
BUS-40
100%
1
100%
1
100%
1
BUS-52
82%
22
70%
54
66%
44
91%
23
BUS-53
89%
27
71%
17
BUS-53L
89%
27
71%
17
BUS-63
80%
40
66%
90
70%
71
69%
52
BUS-63L
80%
40
68%
91
72%
71
69%
52
BUS-64
76%
29
47%
15
BUS-68
89%
18
82%
38
59%
29
69%
26
BUS-69
78%
102
67%
171
53%
99
50%
124
55%
73
BUS-81A
80%
10
64%
11
BUS-81B
60%
5
BUS-82
69%
16
71%
14
86%
14
91%
11
100%
1
BUS-82L
100%
5
BUS-8L
54%
13
80%
5
BUS-8R
60%
15
100%
2
BUS-8T
57%
14
50%
2
BUS-94
76%
38
70%
60
62%
65
58%
74
67%
72
BUS-99
83%
35
Total
71%
1797
68%
1792
66%
1061
60%
1266
64%
1350
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
ECON-1
63%
254
64%
209
65%
112
67%
124
54%
171
ECON-10
90%
50
76%
76
69%
42
62%
68
52%
65
ECON-20
67%
81
57%
91
95%
21
88%
8
Total
67%
385
65%
376
70%
175
65%
192
55%
244
Annual Program Review Template, Approved Spring 2009
Page 7 of 40
5/29/2016
5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Again, many of the classes listed above have been discontinued or now reside in the Business Technology or Digital Media disciplines
rather than the Bus/Econ disciplines. Of the remaining, several either show no clear trend in success rates or have such small numbers
of enrollments that it would be difficult to draw statistically valid conclusions about trends in success rates. This analysis will be
confined to the classes that have been more or less continuously active parts of the Bus/Econ program and have routinely had 50 or
more students per year.
Classes showing increasing success rates:
Business 1A and Business 1B have seen rising success rates, despite the introduction/expansion of online sections, which are often
more difficult for many students. It is difficult to know how to interpret this unexpected result. This could be a sign of an
inappropriately high level of rigor being adjusted downwards, an appropriate level of rigor being inappropriately loosened, statistical
noise, or improved quality of teaching.
Classes showing stable success rates:
Business 18, 34, and 35 have all shown broadly stable success rates. Although both Bus 18 and 35 were changed from 3 to 4 unit
classes over the interval, these classes have otherwise shown no major changes in format.
Classes showing decreased success rates.
Business 10 (Introduction to Business) has seen both the introduction of larger section sizes and the addition of online classes. These
are plausible contributors to the decline in success rates from 74 to 58%. Bus 94, Econ 1, and Econ 10 have seen the introduction of
online sections and have also seen a similar decrease in success rates.
On balance then, success rates have been falling in the discipline. It should be noted that in most of these cases, although the success
rate has decreased, total successful outcomes (success rates*enrollments) have risen.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Annual Program Review Template, Approved Spring 2009
Page 8 of 40
5/29/2016
5.1 b
CR's reopening transfer-level classes to students who do not have transfer-level basic skills is a plausible contributor to the overall
decline in success rates over the 5 year period.
Given that IR now has course success rates by basic-skills level, it should be possible to construct a 'basic skills standardized' course
success rate to disentangle this confounding factor.
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
Annual Program Review Template, Approved Spring 2009
Page 9 of 40
5/29/2016
5.1 b
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
BUS-10
88%
302
87%
372
86%
295
85%
534
88%
633
BUS-11
87%
149
89%
94
BUS-111
50%
8
BUS-113
50%
8
BUS-114
100%
7
94%
17
BUS-12
91%
66
80%
44
BUS-14M
80%
10
100%
1
100%
3
BUS-150B
71%
35
87%
15
100%
3
BUS-150M
62%
39
76%
29
69%
16
50%
2
BUS-150S
89%
28
73%
15
100%
5
BUS-152
86%
36
77%
39
BUS-158
60%
10
77%
13
BUS-16
96%
82
93%
70
BUS-162
80%
5
100%
2
100%
2
BUS-166
100%
6
100%
4
BUS-16L
96%
82
93%
70
BUS-17
91%
44
94%
32
BUS-17L
91%
44
94%
32
BUS-18
82%
88
94%
49
87%
76
88%
43
88%
51
BUS-180
76%
45
81%
27
85%
20
77%
13
90%
20
BUS-192
75%
12
87%
15
BUS-1A
78%
119
75%
134
75%
119
79%
141
88%
213
BUS-1B
86%
42
83%
40
89%
27
78%
23
94%
83
BUS-25
100%
12
93%
15
100%
1
100%
4
Annual Program Review Template, Approved Spring 2009
Page 10 of 40
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5.1 b
BUS-27
BUS-33
BUS-34
BUS-35
BUS-4
BUS-40
BUS-52
BUS-53
BUS-53L
BUS-63
BUS-63L
BUS-64
BUS-68
BUS-69
BUS-81A
BUS-81B
BUS-82
BUS-82L
BUS-8L
BUS-8R
BUS-8T
BUS-94
BUS-99
Total
ECON-1
ECON-10
ECON-20
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
100%
7
67%
3
50%
2
78%
18
96%
23
79%
42
75%
32
79%
72
81%
26
86%
83
81%
68
87%
75
89%
72
87%
15
93%
14
90%
10
100%
11
73%
11
100%
1
100%
1
100%
1
95%
22
87%
54
86%
44
96%
23
100%
27
76%
17
100%
27
76%
17
83%
40
79%
90
79%
71
88%
52
83%
40
79%
91
79%
71
88%
52
86%
29
60%
15
89%
18
95%
38
72%
29
81%
26
87%
102
83%
171
78%
99
73%
124
79%
73
80%
10
73%
11
60%
5
100%
16
79%
14
86%
14
91%
11
100%
1
100%
5
77%
13
80%
5
73%
15
100%
2
79%
14
50%
2
92%
38
82%
60
83%
65
85%
74
88%
72
100%
35
86%
1797
85%
1792
82%
1061
83%
1266
87%
1350
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
86%
254
85%
209
81%
112
86%
124
80%
171
94%
50
93%
76
90%
42
88%
68
72%
65
90%
81
86%
91
100%
21
88%
8
88%
385
87%
376
86%
175
87%
192
78%
244
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Annual Program Review Template, Approved Spring 2009
Page 11 of 40
5/29/2016
5.1 b
Virtually all classes with enough students to yield statistically useful numbers have shown stable retention numbers, despite the fact
that several classes (Bus 10, Bus 1A, Bus 1B, Bus 94, Econ 1, Econ 10) have had their online sections initiated for the first time or
dramatically expanded.
This is surprising and contradicts the authors' anecdotal experience.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Given the lack of any obvious trends in the data and the many external events which would be expected to push retention numbers up
or down, it is difficult to know what to say.
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
Annual Program Review Template, Approved Spring 2009
Page 12 of 40
5/29/2016
5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
BUS-10
BUS-152
BUS-18
BUS-180
BUS-1A
BUS-1B
BUS-34
BUS-35
BUS-4
BUS-40
BUS-52
BUS-68
BUS-69
BUS-81A
BUS-82L
BUS-94
Total
ECON-1
ECON-10
ECON-20
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
75%
266
66%
364
57%
414
38%
122
35%
26
59%
291
50%
6
50%
12
47%
17
100%
4
88%
56
82%
50
65%
31
33%
6
79%
62
50%
4
57%
21
50%
22
33%
3
0%
1
70%
23
61%
144
60%
111
55%
77
22%
9
0%
1
67%
123
94%
34
43%
21
56%
16
50%
2
62%
34
81%
27
60%
20
30%
27
11%
9
0%
1
38%
21
89%
56
72%
75
69%
65
43%
7
100%
3
59%
56
100%
4
70%
10
44%
9
100%
12
100%
2
75%
24
73%
40
65%
26
100%
2
68%
22
59%
17
90%
21
61%
18
33%
3
100%
1
68%
25
58%
77
64%
94
54%
90
50%
18
100%
2
56%
162
0%
2
50%
2
0%
1
100%
6
100%
1
100%
1
100%
3
65%
74
59%
66
59%
37
33%
3
100%
1
65%
49
72%
794
66%
907
57%
851
38%
184
44%
36
63%
893
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
73%
143
62%
151
46%
98
33%
9
33%
3
64%
89
84%
70
63%
48
50%
22
0%
2
100%
1
68%
34
76%
37
61%
28
55%
22
60%
25
77%
250
62%
227
48%
142
27%
11
50%
4
64%
148
Annual Program Review Template, Approved Spring 2009
Page 13 of 40
5/29/2016
5.1 b
BUS-10
BUS-152
BUS-18
BUS-180
BUS-1A
BUS-1B
BUS-34
BUS-35
BUS-4
BUS-40
BUS-52
BUS-68
BUS-69
BUS-81A
BUS-82L
BUS-94
Total
ECON-1
ECON-10
ECON-20
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
76%
306
67%
215
56%
329
51%
228
57%
56
56%
349
33%
6
64%
11
80%
10
25%
4
20%
5
67%
3
86%
58
89%
35
73%
26
50%
16
25%
4
79%
66
69%
13
62%
13
42%
12
17%
6
57%
7
65%
23
63%
142
56%
89
46%
76
56%
36
55%
11
72%
111
79%
34
65%
23
67%
9
13%
8
100%
1
69%
32
75%
32
53%
15
43%
21
18%
17
35%
20
76%
42
77%
48
82%
49
68%
37
56%
16
64%
70
100%
7
43%
7
50%
6
100%
2
0%
1
100%
12
100%
1
100%
1
76%
25
77%
35
67%
15
68%
19
100%
1
58%
19
72%
18
84%
19
58%
12
50%
6
40%
5
72%
25
64%
70
63%
64
53%
72
56%
55
65%
17
55%
165
0%
2
50%
2
100%
1
83%
6
100%
1
100%
4
69%
91
54%
81
50%
20
68%
38
73%
847
66%
658
57%
659
52%
434
55%
124
62%
943
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
76%
177
54%
84
48%
77
45%
29
55%
11
60%
115
80%
70
74%
34
48%
21
30%
10
67%
3
72%
39
73%
44
68%
19
40%
15
43%
7
67%
27
77%
291
61%
137
47%
113
41%
46
57%
14
64%
181
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
Analysis will be confined to the same courses (those still active and having 50 or more enrollments per year) we have been following
since the beginning of this section. This analysis was not conducted at the last review, so identification of any changes will have to
wait till then.
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It should be noted that since the above tables combine data from F2005 through F2008, it will tend to obscure any one-year changes
that occur between program reviews. To make it easier to identify and track one-year changes, IR or the PRC should perhaps format
the data differently.
The benefits of English prepartion will be assessed by looking at the increase in success rate associated with moving from the "English
150" category to the "English 1A passed" category.
For Bus 1A and Bus 69, English preparation seems to make little difference in success. In the case of Bus 69, this is surprising, since
the focus of the class is writing a rather extensive business plan. In the case of BUS 69, the "level playing field" may be attributed to
the group work associated with the business plan.
For Bus 10, 18, 35, and Econ 1, the increase in success associated with going from the "Eng 150" category to the "Eng 1A Passed"
category is between 10 and 30 points.
For Bus 1B, 34, and Econ 10, the increase in success associated with going from the "Eng 150" category to the "Eng 1A Passed"
category is over 30 points.
The benefits of Math preparation will be assessed by looking at the increase in success rate associated with moving from the "Math
380" category to the "Transfer level" category.
In the case of Bus 35 (Marketing), additional math preparation seems to be harmful, decreasing course success by 6%. This could be a
a true treatment effect or a case of confounding variables. A plausible treatment effect story could be something like "Skill-building
in rigorous, linear, logical thought impedes the intuition and creativity necessary to succeed in marketing." A plausible confounding
variable story could be something like "People whose tastes or strengths favor intuition and creativity over rigorous linear thought are
likely to be enthuiastic about a course that plays to their strengths. But 'left brained' people are likely to be less enthuiastic about a
course that does not play to their strengths in the way a course like Accounting does."
But a wiser reaction to this is remind ourselves to be wary in attempting to draw strong conclusions from every 'wiggle' in the data.
That also goes for all the other data interpretation in the program review process of course. Even if we do see some kind of clear and
apparently sensible correlation between two variables, it could be statistical noise or confounding variables.
For Business 18, 1A, 1B, 69, 94, and Econ 1, the increase in success associated with going from the "Math 380" category to the
"Transfer Level" category is between 10 and 30 points.
For Bus 34 and Econ 10, the increase in success associated with going from the "Math 380" category to the "Transfer Level" category
is over 30 points.
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How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
The addition of this section to the program review form has prompted the discipline to seriously analyze this data for the first time.
Therefore, we have not yet responded to these patterns.
In the next three years, the discipline will respond by
* Clearly stating on each course syllabus the level of English and Math basic skills students are expected to have. Where possible,
information from the table above will be included to illustrate the likely impact of insufficient preparation on the probability of student
success.
*For courses where the increase in success associated with improved skills is 30 points or more, students should be discouraged from
taking those courses till they are better prepared. Advisors and counselors should be made aware of these facts.
* Exploring the possibility of working with the English faculty, Math faculty, and english and math tutors to find ways to work with
underprepared but highly motivated students.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
The February 2007 Targets of Opportunity report identifies several high-demand and high-growth areas that our programs currently
serve. Examples of areas of opportunity include: Management and Innovation Services, Bookkeeping / Accounting, Marketing,
Customer Service / Sales, and Entrepreneurship. Our programs also peripherally support all areas of the Targets of Opportunity report
due to the ubiquitous nature of general business and management principles in the operation of any for-profit or non-profit
organization. The Targets of Opportunity sectors represent 39% of private sector employment with an employment growth rate of
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5.1 b
37% during the period of 1990 - 2004. The total number of firms in the Opportunity sectors grew 23% versus 1.5% for the entire
regional economy during the same period.
Our programs offer unique opportunities to the local labor market. A student can complete a degree or certificate program at CR and
re-enter the workforce in many of the high-demand areas mentioned above. Our students can also transfer to four-year institutions and
enter the high-wage sectors of the economy that require a Bachelor's degree or greater. We are the only program in the community
that offers this diversity of educational options.
We currently don't have good data to support the employment and completion success of our programs. In response to committee
concerns over the lack of data in these areas, the Dean of CTE is planning to use CTEA funding for a pilot labor market outcome
study. This pilot program will begin in either spring or fall of 2010.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Unrestricted Funds
1480.00
Restricted Funds
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
Our current budget code (0514) includes Business Technology. Our recommendation is to separate Business Technology from this
budget code for purposes of clarity. Our current BUS / ECON subject areas are: BUS, BUS/Accounting, and ECON.
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It is unclear where we will access budget dollars to support the Center for Entrepreneurial Studies. The Center has several ongoing
operational lab costs (such as printing) that are not represented in the budget amount above.
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5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year 2009-2010
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1. Increase night and weekend hours the library / LRC are open.
Reason:
2. Ensure all LRC IT available for student use is fully functional and reasonably modern.
Reason:
3. Increase math and english tutoring.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
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6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Business
Court Reporting
Economics
Legal Assistancy
Associate Faculty
Large class Overload
Regular Staff/Non-Overld
Total
Regular Staff/Non-Overld
Total
Associate Faculty
Regular Staff/Non-Overld
Total
Associate Faculty
Regular Staff/Non-Overld
Total
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
3.56
48% 3.39
58% 3.71
67% 4.73
78%
0.03
2%
4.36
52% 1.51
42% 1.46
32% 1.20
22%
7.91
100% 4.90
100% 5.20
100% 5.93
100%
100%
100%
100%
100%
1.00
92% 0.50
83% 0.40
80% 0.10
17%
0.10
8% 0.10
17% 0.10
20% 0.50
83%
1.10
100% 0.60
100% 0.50
100% 0.60
100%
0.40
100% 0.40
100%
100%
0.40
100% 0.40
100%
100%
a. Describe the status of any approved, but unfilled full-time positions.
None. However, regarding 6b below, we will be filling out the current faculty position request in Fall of 2009 for an Accounting
position as soon as the form is available.
 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
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The Business department is fortunate to have a large pool of well-qualified and experienced Associate Faculty, partially due to Chris
Gaines' long-standing relationship with the HSU business department as both an alumnus and a master-teacher for their college faculty
preparation program. The dark lining in this silver cloud is that with so many part-time faculty per full-time faculty, the resources to
evaluate, mentor, and coordinate schedules are spread thin.
The Economics department has both fewer classes and fewer Associate Faculty. It has very much benefited from the efforts of Human
Resources and other sections of the administration to expand the pool of applicants through job fairs, advertisements, etc. The current
Associate Faculty pool is exactly sufficient, but this leaves little 'margin for error' if it is unable to retain its Associate Faculty or if the
number of sections is to be further expanded. But if the past efforts of Human Resources and other sections of the administration
continue, it is projected that the gradual expansion of the pool will be sufficient to cover these risks.
7. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
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8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines: BUS / ECON/CIS Submitted by: Chris Gaines/Michael Dennis
Year: 2009
List classroom or instructional space name/number: FM 107
Check if any of the following are not adequate:
Ventilation / room
ADA
temp
access
Other (briefly describe):
Number of seats / work stations
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs: The current "smart board" projector
needs to be moved to more appropriately fit the Promethean screen. All wiring for the network needs to be optimized in order to
fully utilize the system. It is estimated that the job will take no more than 1 workday.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 10
Students: 200
Describe how these changes will improve student learning outcomes: Fully utilizing the technology in the classroom will help us
train our students in a 21st Century, simulated business environment.
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9. Equipment
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Equipment Repair
Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
If No, provide the following information to justify a budget allotment request:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Annual Program Review Template, Approved Spring 2009
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Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Bus 10: Define business terms and explain their applications in a business setting.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Multi-choice Pre / Post Test (8 questions). Please see Course Discipline Assessment form on file.
Students showed the strongest improvements in the assessment items on capital gains (65% to 91%),
natural resources (40% to 60%) and monetary policy (40% to 64%).
Students showed less improvement in comparative advantage (19% to 18%), co-branding (69% to 45%),
and distribution (59% to 62%).
The concept of comparative advantage is seen as too complex a concept to cover in the limited time
available in this survey course.
On average, students showed an increase in success rates of 12.125% between the Pre/Post tests.
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How will your
department address the
needs and issues that
were revealed by your
assessment?
The concept of comparative advantage is seen as too complex a concept to cover in the limited time
available in this survey course. It is possible that the limited amount of improvement is due to trying to
cover too much material in the course. We will also consider utilizing different assessment methods to
test whether a non-multiple choice approach would yield different results.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Consider reallocating the current syllabus structure to maximize learning in the areas that need
improvement (ie: increase time/resources allocated to these areas).
2. Work with all BUS 10 faculty to standardize syllabus, lecture, and testing formats.
3. Research and develop new modalities to deliver the key learning objectives.
4. Survey students on their barriers to success and what methods they are using to achieve the learning
objectives. Faculty can use this information to form better conclusions.
Provide a timeline for
implementation of your
top priorities.
Spring 2010
Course SLO Measured: Econ 1: Analyze the impact of shocks to the macroeconomy in both the long and short
runs.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
8 multiple choice questions on final exam. Please see Course Discipline Assessment form on file.
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Summarize the overall
results of your
department, including
performance data if
applicable.
Combining all students and all questions, 61% success. The success on any particular question varied,
with a low of 35% to a high of 90%.
Success was lowest on the assessment items that asked students to distinguish whether an action was
fiscal policy, monetary policy or neither; the role of price expectations in the short run; and the
interrelationship between the macroeconomic short run and long run.
Success was highest on the assessment items that asked students the definition of the crowding out effect;
the concepts a particular model was designed to illustrate; and straight-forward cases of analyzing the
short-run impacts of macroeconomic shocks.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Some of the variation in response was probably due to some assessment items being clearly written and
some being ill-written.
That said, the general pattern is that questions which asked students to demonstrate higher level
thinking (the interrelationship between the different aspects of a model; thinking about how one shock
could simultaneously affect several different definitions, application of a definition) showed lower success
rates than questions which asked students to demonstrate lower level thinking (the main point of a
model; analysis of a situation where a shock to one variable only affects one other variable).
Needs / issues identified include:
Students were having difficulty performing at the highest level of critical thinking. Faculty need to
research what is an appropriate level of assessment. Faculty also need to use the results from this year's
assessments as a baseline for measuring continuous improvement.
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List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Performance results came from an online class.
1) Video lectures using CCC Confer should increase success on this highly visual subject matter.
2) Reweight the grading on the syllabus to give students more incentive to maintain regular effective
contact so that shortcomings in learning can be quickly identified and efficiently resolved.
3) Reweight assessment from highly complex multi-step and/or multivariate analysis to more
straightforward single-step and/or univariate analysis.
4. Survey students on their barriers to success and what methods they are using to achieve the learning
objectives. Faculty can use this information to form better conclusions.
Provide a timeline for
implementation of your
top priorities.
Spring 2010 for items 1-3 in online classes, Fall 2009 for item 3 in a traditional class.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
No revisions of course outlines were filed in the 2008-2009 academic year, but Economics 10 (Microeconomics) was approved for the
online modality/format in September 2008.
The Business/Economics departments, guided by the Assessment Team and working with other disciplines, established PLOs for the
Business AA Liberal Arts degree and Behavioral & Social Science Liberal Arts degree.
Finally, the course requirements were updated for the Bookkeeping Certificate and the Payroll Clerk Certificate.
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b.
planned for the coming year.
Business 94 was last updated in 2002. It must be revised and updated this year.
Business 82 was last updated in 2003. It must be revised and updated this year. Pending discussion, it should be combined with
Business 82L to form an integrated lecture-lab class.
Business 122 does not exist in either the catalogue or the course outlines in public folders. We need to confirm that it has been
formally deactivated and then get IR to remove it from 'curriclum warning lights' system.
Business 65, 65L, 81A, and 81B must either be formally deactivated or revised this year.
We need to finalize our work with the Math department on the planned Math 94 course, a transfer-level pre-calculus course focusing
on quantative analysis in a business context.
Much lower priority than the previous changes, the two 3 unit classes Econ 1 (Macroeconomics) and Econ 10 (Microeconomics)
should be phased out in favor of a combined 5 or 6 unit fully rigorous Micro-and-Macro for business/economics majors and a less
rigorous 3 unit "Contemporary Topics in Economics" for non-majors.
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Course
Bus 10
Bus 122
Bus 152
Bus 18
Bus 180
Bus 1A
Bus 1B
Bus 34
Bus 35
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Year Course Outline Last Updated
2007
2000
2007
2005
2005
2005
2005
2005
2007
Year Next Update Expected
2012
Deactivate
2012
2010
2010
2010
2010
2010
2012
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Bus 4
Bus 40
Bus 52
Bus 65
Bus 65L
Bus 68
Bus 69
Bus 81A
Bus 81B
Bus 82
Bus 82L
Bus 94
Econ 1
Econ 10
Econ 20
Econ 40
2005
2008
2007
1999
1999
2007
2007
2004
2003
2003
2005
2002
2007
2007
2007
2008
2010
2013
2012
Deactivate
Deactivate
2012
2012
Deactivate
Deactivate
2009
2009 (Deactivate)
2009
2012
2012
2012
2013
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
We have not filed distance education proposals for Business 35 and 52 because that would put us over the 50% limit, requiring us to
apply to the Chancellor's office.
We have failed to either formally deactivate or revise Business 65, 65L, 81A, and 81B to keep them current because we have failed
find time to have the appropriate discussion in our department and with our advisory board. Now that Chris Gaines is no longer
Division Chair, there should be no difficulty in having those discussions and coming to a decision.
The remodeling of Econ 1 and Econ 10 were merely desirable rather than essential. They were placed at lower priority level than
scheduling, evaluations, etc., and simply did not get done.
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12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
No action plans have been submitted since our last annual update. An action plan for 'classroom clickers' initially submitted in the
2007 Economics Annual update was approved in Spring 2009. By mid-October, we will have gathered enough data to report results
comparing identical assessment items for students using clickers vs. not using clickers.
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
Recommendation # 1 - Successful outcome reached - a new BUS/ECON faculty member was hired in Fall 2009.
Recommendation # 2 - Successful outcome reached - we currently have the strongest team of associate faculty in BUS, ACCT, and
ECON in the last 5 years.
Recommendation # 3 - Succcessful outcome in progress - we currently have an outline for the new AS degree and certificate structure
completed. We are in the process of reviewing and collaborating with department colleagues for Spring 2010 curriculum committee
approval.
Recommendation # 4 - Successful outcome reached - the Center for Entrepreneurial Studies was launched. We continue to work on
new modalities and the integration of new technologies in the Center.
Recommendation # 5 - Successful outcome reached - the leaders of the global Virtual Enterprise network, Kingsborough College,
visited CR in the spring of 2009. We will continue to collaborate and build partnerships with Kingsborough and related groups.
Recommendation # 6 - Successful outcome reached - we installed a new "smart board" in fall of 2009 using VTEA funding. We are
also in the process of creating a new grant proposal for spring of 2010.
Recommendation # 7 - Successful outcome reached - we formed and launched our department advisory committee. We are in the
process of planning a new sub-advisory committee focusing on BUS, ACCT, and ECON.
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b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
N/A
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
1. Complete a new AS degree and certificate program in General Business and apply for Curriculum Committee approval. The intent
of the revised program is to increase "student attainment of educational goals" (Goal # 1 of the Strategic Plan) by increasing the
transferability and articulation of our current offering.
2. Form a new advisory committee specifically focused on issues associated with the three primary areas of the BUS/ECON
discipline - BUS, ECON, and ACCT. The new advisory group will increase "student attainment of educational goals" (Goal # 1 of the
Strategic Plan) and "improve partnerships with area employers" (Goal # 4.6 of the Strategic Plan).
3. Revise all curriculum documents needed to keep our discipline current and relevant to our students (Table 11c above) to increase
"student attainment and student success" (Goal # 1 of the Strategic Plan).
4. Formalize our assessment process for the next round of program review in Fall of 2010. Specifically, we plan to standardize our
tests in a digital format on MyCR (or similar) in order to capture and analyze the data in a more efficient manner. This goal "builds a
culture of assessment" (Goal # 3 of the Strategic Plan).
5. Plan for and finalize our CTEA grant proposal for Fall of 2010. Our CTEA grant will "ensure student access" and "enable student
attainment of educational goals" by allowing us to continue adding more technology and distance education tools to our Center for
Entrepreneurial Studies classroom (Goals # 5 and # 1 respectively of the Strategic Plan).
6. Participate in professional development activities in the area of SLO assessment.
7. Create an assessment timetable and plan to meet the 2012 accreditation requirements.
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5.1 b
Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
(Goal # 1 of the Strategic Plan)
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
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Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 35 of 40
5/29/2016
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 36 of 40
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 37 of 40
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 38 of 40
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 39 of 40
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 40 of 40
5/29/2016