5.1 b
Program/Discipline: Business Office Technolgy
Annual Program Review Update
Business Technology
Annual Program Review Template, Approved Spring 2009
Page 1 of 34
5/29/2016
5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: BT
Submitted by (names): Gena Casas, Martha Racine, and Barbara Jaffari
Contact Information (phone and email): (707)476-4328; barbara-jaffari@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):
N/A
Annual Program Review Template, Approved Spring 2009
Page 2 of 34
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 34
5/29/2016
5.1 b
Business Technology
Fill Rate
Enrollment
Sections
FTES
WSCH
Total
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2008 - 2009
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2007 - 2008
TBA
Evening
Late Afternoon
Prime Time
Early Morning
2006 - 2007
48% 50% 55% 58% 29% 41% 50% 46% 43% 34% 40% 43% 46% 52% 34% 57% 47%
48%
68
104
12
37
95
316
62
60
52
17
147
338
67
86
62
136
270
621
5
7
1
3
12
28
4
4
4
6
12
30
5
6
6
41
18
76
14.97 24.46 2.53 7.13 18.36 67.45 13.15 13.07 11.81 3.36 31.06 72.45 13.41 20.87 11.81 12.85 48.79 107.74
504
756 108 288
810 2,466
396
432
360 351
864 2,403
450
648
432 1,890 1,212 4,632
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Before 2005 and 2006 classes that are in the Business Office Technology area had BUS and CIS titiles. During 2005 and 2006 these
courses were presented to the curriculum committee with the BT designmation. Information was given to counselors as well as
students about the change but there was still some confusion about the courses. Now that the BT designation is established and
understood, enrollment has increased.
The sudden increase of evening sections from 3 or 4 in 2006-2007 and 2007-2008 to 41 in 2008-2009 was the result of the Mendocino
combined BT lab courses being offered as census classes instead of positive attendance (DHR) classes. Typically, 8-10 different lab
sections are taught in the same lab classroom at the same time. In previous semesters, those sections were counted as one section, so
there would be one section on Monday and one on Wednesday. Beginning in Fall 2008, the combined sections were counted
individually, resulting in 8 or 10 sections on Monday and Wednesday for a total of 18 sections per semester.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
None identified
Annual Program Review Template, Approved Spring 2009
Page 4 of 34
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
BT-110
BT-111
BT-112
BT-114
BT-150
BT-158
BT-16
BT-162
BT-17
BT-178
BT-188B
BT-3
BT-50
BT-51
BT-53
BT-80
BT-81
BT-83
BT-90
BT-91
BT-92
Total
Annual Program Review Template, Approved Spring 2009
Page 5 of 34
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
74%
34
81%
26
86%
42
92%
73
87%
60
88%
50
66%
47
79%
33
70%
61
100%
2
100%
4
79%
19
43%
14
80%
10
100%
5
87%
116
84%
147
77%
197
100%
1
81%
26
83%
47
93%
27
83%
46
100%
10
82%
11
100%
12
82%
11
92%
12
92%
12
92%
25
94%
32
69%
29
87%
23
88%
17
100%
12
77%
13
96%
26
100%
1
94%
36
100%
4
91%
22
100%
1
72%
92
100%
1
76%
42
67%
12
83%
382
84%
401
81%
760
5/29/2016
5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The drop in retention in BT16 and BT53 could be due to the online offerings of these courses. It has been observed in most or all
online courses (not just BT courses) that online classes have lower retention rates. Specific explanations for this are not available.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
None identified
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 6 of 34
5/29/2016
5.1 b
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled
BT-110
41%
34
69%
26
50%
42
BT-111
66%
73
72%
60
68%
50
BT-112
49%
47
45%
33
21%
61
BT-114
2
BT-150
50%
4
53%
19
BT-158
7%
14
70%
10
60%
5
BT-16
63%
116
58%
147
54%
197
BT-162
100%
1
BT-17
69%
26
62%
47
67%
27
BT-178
54%
46
BT-188B
80%
10
BT-3
64%
11
83%
12
45%
11
BT-50
75%
12
67%
12
76%
25
BT-51
91%
32
66%
29
74%
23
BT-53
65%
17
58%
12
46%
13
BT-80
69%
26
BT-81
100%
1
61%
36
BT-83
100%
4
50%
22
BT-90
1
57%
92
BT-91
1
62%
42
BT-92
67%
12
Total
61%
382
62%
401
56%
760
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The drop in retention rates in BT16 and BT112 could be due to the online offerings of these courses.
It is difficult to try to interpret the data because it is not broken out by location.
We will request that the next data that IR provides BT be broken out by location and virtual.
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 7 of 34
5/29/2016
5.1 b
None identified
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 8 of 34
5/29/2016
5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
BT-110
BT-111
BT-112
BT-114
BT-150
BT-158
BT-16
BT-162
BT-17
BT-3
BT-50
BT-51
BT-53
BT-80
BT-81
BT-83
BT-90
BT-91
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
0%
2
27%
11
56%
9
100%
1
25%
8
64%
14
79%
33
60%
47
57%
30
73%
11
83%
24
45%
22
35%
37
44%
27
50%
6
50%
2
47%
19
0%
1
0%
1
50%
2
67%
3
67%
6
75%
4
40%
10
20%
10
0%
1
0%
1
70%
60
61%
69
55%
104
41%
27
18%
11
64%
53
100%
1
72%
18
71%
21
40%
15
25%
4
100%
1
79%
14
71%
7
100%
5
86%
7
25%
4
76%
17
56%
9
70%
10
100%
2
80%
5
100%
6
67%
15
76%
17
80%
5
83%
18
100%
3
50%
4
60%
5
50%
2
67%
3
50%
2
100%
2
75%
8
50%
2
100%
3
67%
3
100%
1
53%
15
100%
2
100%
1
50%
2
29%
7
50%
2
100%
2
0%
1
100%
1
75%
8
50%
2
67%
3
68%
157
59%
225
56%
262
52%
84
50%
26
64%
197
Annual Program Review Template, Approved Spring 2009
Page 9 of 34
5/29/2016
5.1 b
BT-110
BT-111
BT-112
BT-114
BT-150
BT-158
BT-16
BT-162
BT-17
BT-3
BT-50
BT-51
BT-53
BT-80
BT-81
BT-83
BT-90
BT-91
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
0%
1
17%
6
56%
9
40%
5
50%
2
25%
8
88%
17
81%
16
57%
23
50%
40
74%
27
75%
36
35%
20
33%
30
52%
25
38%
16
100%
3
47%
19
0%
1
0%
1
33%
3
100%
2
67%
6
100%
4
50%
6
14%
7
0%
5
0%
2
50%
2
74%
43
76%
45
44%
73
57%
67
55%
22
54%
74
100%
1
75%
12
56%
18
54%
13
73%
11
50%
2
71%
17
100%
5
75%
8
75%
4
67%
3
100%
1
0%
2
73%
15
83%
12
40%
5
100%
4
57%
7
88%
8
83%
12
75%
12
63%
8
100%
2
79%
19
100%
3
86%
7
33%
3
0%
1
50%
2
0%
1
0%
1
100%
3
75%
8
100%
1
100%
2
75%
4
67%
3
50%
14
100%
1
100%
4
0%
1
17%
6
100%
2
100%
1
0%
2
78%
9
0%
1
100%
1
67%
3
72%
133
64%
163
49%
182
56%
174
64%
67
59%
232
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.
The data reveals no discernable pattern of success based on the math and English skills of the students prior to entering our program.
It is difficult to try to interpret the data because it is not broken out by location.
We will request that the next data that IR provides BT be broken out by location and virtual.
Some courses such as BT111 and BT112 are activity courses that do not have reading, writing or math requirements and probably do
not have a correlation with the table above.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
Annual Program Review Template, Approved Spring 2009
Page 10 of 34
5/29/2016
5.1 b
We will try to analyze and interpret the data to determine if any recommended prep should be added for any courses.
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 Business Office Technology program prepares students for a wide variety of office and administrative support related fields. The
department offers two AS degrees: Office Professional and Computer Support Specialist, and certificates in Medical Office Business
Skills, Payroll, and Bookkeeping, to prepare students for jobs. Some of the job titles are: Office Clerk, Receptionist, Administrative
Assistant, Computer Support Specialist, and Secretary. A large variety of courses are offered, ranging from keyboarding and computer
applications to technical office procedures.
The North Coast Targets of Opportunity Report recommends that the North Coast focus on targets of opportunity as their top
economic and workforce development priorities. Specifically, this means: "Targeting occupations for recruitment, education, and
training that are critical to multiple targets of opportunity and are expected to grow in the future (e.g., accountants, customer service
representatives, computer support specialists, truck drivers)." In the report, six targets of opportunity were identified. Five of the six
have far outpaced the regional growth rate for the economy as a whole, which is 1.5 percent. These fast growing targets of
opportunity are:
Management and Innovation Services (80 percent),
Diversified Health Care (34 percent)
Investment Support Services (22 percent)
Niche Manufacturing (19 percent)
Specialty Agriculture, Food, and Beverages (11percent)
Annual Program Review Template, Approved Spring 2009
Page 11 of 34
5/29/2016
5.1 b
(Source: Northcoast Targets of Opportunity Final Report" (October 22, 2007,
http://inside.redwoods.edu/Assessment/ProgRev/documents/Targets.pdf)
The report goes on to say “All of these targets of opportunity have not only a track record of growth, but prospects for future
expansion, especially if they can find the skilled talent they need. Employers involved in focus groups in each area identified specific
opportunities for future growth, which are described in this report. Together, these targets of opportunity are important to every county
in the region.
Employers in Management and Innovation Services identified the following entry-level workforce requirements: “there is a need for
better educated (BS/BA), PC-savvy, career
oriented individuals with good verbal and written communication skills who want
to stay in the region.” (North Coast Targets of Opportunity Report, page 44). The Business Technology department at College of the
Redwoods provides computer-application training and communication skills to transfer students who are seeking BS and BA degrees
in business and computer science.
Employers in Investment Support Services identified the need for “Lower-level staff such as tellers, clerks, and support staff (e.g.,
reception, data input).” Forty percent of the workforce is in mid-level jobs, such as customer service representatives, bill and account
collectors, and computer support specialists. (North Coast Targets of Opportunity Report, page 37.)
Employers in Niche Manufacturing identified workforce requirements for “mid-level practitioners such as office managers, customer
service, telephone sales people,… and “lower-level staff such as order clerks, office clerks, and receptionists.” (North Coast Targets of
Opportunity Report, page 37.)
According to the California Employment Development Department, Office Clerk, General is number seven on the list of occupations
with the most job openings in Del Norte, Humboldt, Lake, and Mendocino Counties, with 520 projected openings projected in 20062016. The 2006-2016 list of fastest-growing occupations in Del Norte, Humboldt, Lake, and Mendocino Counties includes customer
service representatives as the seventh fastest-growing occupation, with a projected growth rate of 19.3 percent through 2016. The
growth rate for computer support specialists is 7.7 percent. (Source: California Employment Development Department (EDD),
http://www.labormarketinfo.edd.ca.gov/?pageid=146 )
Annual Program Review Template, Approved Spring 2009
Page 12 of 34
5/29/2016
5.1 b
Currently the College has no student follow-up processs or resources in place to collect information about employment rates of
graduates.
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
Eureka $1,405.00
Del Norte $8,500 for entire center
Mendocino $500
Restricted Funds
Mendocino $150
Mendocino $819
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The BT courses are dependent on up-to-date computer hardware and software. Currently there is not a budget for these items.
The BT and BUS disciplines are not broken out on our budget sheet; they have the same code.
We need to implement a T3 line for Del Norte. Not only does our program need faster access to the Internet and online resources but
the entire campus is affected by the current slow connection. It is especially important now that we have the new class management
system which is being used by most of the students on campus.
Equipment replacement and repair should be at least $1,000. There should be a budget for software upgrades for QuickBooks. Work
study budget covers a lab assistant for only one class and needs to be expanded to at least two classes.
Annual Program Review Template, Approved Spring 2009
Page 13 of 34
5/29/2016
5.1 b
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 every
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. Tutors for basic and intermediate computer skills.
Reason: Student Support
2.
Reason:
3.
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.
Annual Program Review Template, Approved Spring 2009
Page 14 of 34
5/29/2016
5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
1
45%
1
46%
1
70%
Regular Staff/Non-Overld 1.86
55% 1.76
54% 2.09
30%
Total
3.12
100% 2.50
100% 3.37
100%
a. Describe the status of any approved, but unfilled full-time positions.
N/A
 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
It has been difficult to find qualified associate faculty that can teach during early morning, prime time or late afternoon. We have
advertised, used word of mouth and inquired at other educational institutions as well as business for potential faculty.
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)
Annual Program Review Template, Approved Spring 2009
Page 15 of 34
5/29/2016
5.1 b
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
BT/BUS/CIS/DM
All of Business &
Tech Division
Part-time staff (give
number)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
1 @ 25% (BT)
1
NOTE: In Eureka not in
need. In Del Norte
Del Norte needs a
fulltime technical
support person to
support our students,
faculty and staff. Our
part-time technical
support person cannot
address all the needs
we have on campus and
cannot increase his
hours to try to so.
Eureka is an hour and
half away and some
issues cannot be
resolved remotely but
need to be handled
physically on campus.
Del Norte wants to
increase its offerings to
students and grow. CR
Annual Program Review Template, Approved Spring 2009
Page 16 of 34
5/29/2016
5.1 b
needs to lay the
foundation at Del Norte
to accommodate larger
numbers of students,
higher network traffic,
and more classes with
computers. Once the
students arrive it is
really too late to
upgrade the
infrastructure and grow
the support staff.
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)
Annual Program Review Template, Approved Spring 2009
Page 17 of 34
5/29/2016
5.1 b
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:
Year:
Submitted by:
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room
ADA
Number of seats / work stations
Technology (computers, projectors, internet)
temp
access
Other (briefly describe): Network access at Del Norte is slow under good conditions using the existing T1 broadband line.
During peak usage periods access is further degraded and often leaves the students sitting at their computers waiting for the system
to respond. The end result is wasted valuable classroom time and student frustration. Business Technology is not the only area
affected by this, all disciplines (departments) at Del Norte need better, more consistent access to the Internet and to the new class
management system MyCR. In addition, this fall CR implemented CR gmail accounts for all students. The students often check
their college email accounts from campus. As the numbers of students increase and multimedia applications proliferate on the Web,
we will be faced with an even greater burden on network bandwidth. To meet this growing demand we should upgrade our
network system from a T1 line to a T3.
Describe the specific action and cost to make this space adequate for your instructional needs:
Annual Program Review Template, Approved Spring 2009
Page 18 of 34
5/29/2016
5.1 b
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:
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
Annual Program Review Template, Approved Spring 2009
Page 19 of 34
5/29/2016
5.1 b
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
Page 20 of 34
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
5/29/2016
5.1 b
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:
Or PLO Measured : Attain industry-level proficiency in keyboarding and Demonstrate the ability to
communicate in writing at a level necessary for successful employment in business
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?
Development of assessment tool is in process and target date for implementation is spring 2010.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
N/A
N/A
N/A
Annual Program Review Template, Approved Spring 2009
Page 21 of 34
5/29/2016
5.1 b
Provide a timeline for
implementation of your
top priorities.
N/A
Course SLO Measured:
Or PLO Measured : Demonstrate proficiency in the Microsoft Office software application Word
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Development of assessment tool is in process and target date for implementation is spring 2010.
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 22 of 34
5/29/2016
5.1 b
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.
New Course: BT 92 - Intro to Word
Courses Approved for Online Delivery:
BT 53 - Technical and Professional Office Procedures
BT 90 (Intro to Excel)
BT 91 (PowerPoint)
BT 92 (Intro to Word)
BT 178 - Intro to Quickbooks
BT 188B DE - Intermediate Quickbooks
b.
planned for the coming year.
This year curricular revisions in progress will be the restructure of the BT programs; potential addition of BT certificates as well as the
update of courses that are scheduled for this year. BT110, 111, 112, 158, `16, 3, 50, 51 and 53 were updated in fall of 2005 and
therefore are due to be updated in fall 2010. We will be bringing the updated course outlines to the curriculum committee in spring of
2010 and fall of 2010. We plan to have the BT program updates and changes ready for the curriculum committee in spring of 2010
and to the North Far North Regional Consortium by the end of spring 2010.
Annual Program Review Template, Approved Spring 2009
Page 23 of 34
5/29/2016
5.1 b
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
Course
BT-110
BT-111
BT-112
BT-114
BT-150
BT-158
BT-16
BT-162
BT-17
BT-178
BT-188
BT-3
BT-40
BT-50
BT-51
BT-53
BT-63
BT-80
BT-81
BT-83
BT-90
Annual Program Review Template, Approved Spring 2009
Page 24 of 34
Year Course Outline Last Updated
Year Course Outline Last Updated
9/7/2005
9/9/2005
9/9/2005
10/12/2007
9/14/2007
9/9/2005
9/9/2005
9/28/2007
10/14/2005
10/28/2005
2/10/2006
10/28/2005
3/14/2008
9/9/2005
9/9/2005
10/28/2005
10/26/2007
3/14/2008
3/14/2008
3/14/2008
11/30/2007
Year Next Update Expected
Year Next Update Expected
2010
2010
2010
2012
2012
2010
2010
2012
2010
2010
2011
2010
2013
2010
2010
2010
2012
2013
2013
2013
2012
5/29/2016
5.1 b
BT-91
BT92
2/8/2008
12/2/2008
2013
2013.
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
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 were submitted.
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
Rec#1) We plan to have the BT program updates and changes ready for the curriculum committee in spring of 2010 and to the North
Far North Regional Consortium by the end of spring 2010.
Rec #3) Plan to have advisory committees in place and meet in spring 2010. Del Norte comment: Inform us of the needs and skills
desired in this community. They would also serve as our “eyes and ears” in the community and give us feedback regarding the
Community’s satisfaction with our programs. Mendocino comment: An advisory committee was formed for the Medical Office
Business Skills certificate last spring, but it has not met yet. A replacement needs to be appointed.
Rec #4) Center for Entrepreneurial Studies has been postponed, redirected or discontinued. We have no information regarding who is
taking on this project.
Rec #5) Participated in CTEA last year and obtained equipment to enhance student attainment of outcomes. Currently participating
in the development of a NSF Virtual Enterprise grant application.
Annual Program Review Template, Approved Spring 2009
Page 25 of 34
5/29/2016
5.1 b
Rec #6) Collaborating with Grant Coordinator. Paul deMark sent out an email soliciting info for brochures last year. The Mendocino
Coast BT faculty sent him text for a brochure for the Medical Certificate. Costs would have come out of the Mendocino budget (max
$50) but no funds were available, so no brochures were created.
Rec #7) Attended articulation meetings, created articulations and attended North Coast School to Career Constortium meetings.
CRMC’s articulation agreement with Fort Bragg High School was renewed in March, 2009.
Rec#8) Will be making request of IR fall 2009 and develop and implement in spring 2010.
Rec #9) Will be making request of IR fall 2009 and develop and implement in spring 2010.
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.
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).
Annual Program Review Template, Approved Spring 2009
Page 26 of 34
5/29/2016
5.1 b
Additional Forms
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 27 of 34
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 28 of 34
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 29 of 34
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 30 of 34
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 31 of 34
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 32 of 34
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 33 of 34
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 34 of 34
5/29/2016