Instructional Program Review Template for Academic Year 2013‐2014 (fields will expand as you type) Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used to clearly organize information. Section 1 ‐ Program Information 1.0 Name of Program: Business Office Technology Date: October 18, 2013 1.1 Program Review Authors (include names and campus locations): Barbara Jaffari 1.2 Dean’s Signature: Date: 1.3 Individual Program Information # of Degrees offered: 2 # of Certificates offered: 1 1.3.1 State briefly how the program functions support the college mission: The Business Office Technology (BT) program and courses provide developmental education as well as career and technical
education. The BT Advisory Committee informs and assists in updates and changes to curriculum that keeps the program current.
The BT faculty have been working together to assess program and course outcomes then examine and discuss the findings to
continually improve the courses and program. 1.3.2 State briefly program highlights/accomplishments: Due to lack of demand and a BT full-time faculty retirement in Mendocino, several BT courses that have only been offered in
Mendocino for several years have been inactivated through the Curriculum Committee. Many of these courses were listed as due for
assessment. BT faculty have identified and taken action to correct BT errors listed.
Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Comment if checked: Enrollment ☒ BT sections offered have dropped 22% more than the district wide sections offered percentage change. The
decrease in BT offerings has resulted in a drop in enrollment of 20% more than the district-wide enrollment. Since
2008 the BT program has been given a “tlu” allocation which drives sections offered. Comment if checked: Fill Rate ☒ BT active fill rates mirror the district-wide rates with the exception of the last two years; BT’s active fill rates we 7%
less than the district’s in 11-12 and 6% less in 12-13. One of the reasons for the drop is the decrease in sections
BT 13‐14ProgramReview‐1.doc 5/1/2014 Page 1 offered which precipitated more course conflicts for students as well as a more challenging path to getting an
award. I also believe the climate of the campus could have had an effect on the fill rates. 2.2 Program Majors Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Majors Comment: 70 Computer Support Specialist Degree; 33 Office Professional Degree; 5 Word Processing Certificate
These numbers are much higher than I expected. I would like to find where to get student contact information so I
can try to encourage students to complete the programs. 2.3 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success ☐ Comment if checked: Overall BT success matches the district’s numbers. By location, Del Norte and Klamath show a lower percentage. Retention ☐ Comment if checked: Overall BT retention match the district’s numbers. By location, Del Norte and Klamath show a lower percentage. 2.4 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: Persistence of tops code 05-0514 (office technology) was 10% less than the district’s rate. I believe this is at least
partially due to the continued diminishing of BT offerings in the past years. 2.5 Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: Completers of tops code 05-0514 (office technology) was 10% less than the district’s rate. I believe this is at least
partially due to the continued diminishing of BT offerings in the past years. 2.6 Program Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Completers Comment: The data shows 1 CSS completer and 4 OP completers. Student Equity Group Data 2.7 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates Comment: The percentage of DSPS BT students is almost double the district percentage of DSPS students, and the
BT 13‐14ProgramReview‐1.doc 5/1/2014 Page 2 percentage of BT older students (students over 35 years of age) is higher than the district percentage.
2.8 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below success & retention Comment: Overall BT success and retention match the district data. By location, Del Norte and Klamath show a lower
percentage. 2.9 Completers by group Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on ~ by Student Equity Group next to persistence Comment: Skip this item. Data not provided. Faculty Information 2.10 Faculty Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Faculty (FT/PT) & FTES/FTEF Comment: In 12-13 the FTES/FTEF is almost 10% lower than the district. The Full-Time faculty is approximately 15% less
than the district and Part-Time faculty is 15% above the district percentage. CTE/Occupational programs The following Labor Market section should be completed by all CTE/Occupational programs. Only CTE/Occupational programs need to complete this section (2.9). 2.11 Labor Market Data Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative:
a. The September 20, 2013 Employment Development Department, California Labor Market Information Division Industry
Employment & Labor Force March 2012 Benchmark reports the percentage year change in Administrative & Support
Services is 2.5% and Office Administrative Services 5.0%.
Also the California Industry Employment Projections 2010-2020 from the Employment Development Department Labor
Market Information Division on May 23, 2012 reports:
BT 13‐14ProgramReview‐1.doc 5/1/2014 Page 3 Industry Title
Administrative and Support Services
Annual Average
Employment
2010
2020
Employment Change
Numerical
Percent
821,200
1,028,400
207,200
25.2
Office Administrative Services
70,400
84,500
14,100
20.0
Business Support Services
55,300
62,200
6,900
12.5
b. The previous training program in Adult Education that was similar to the BT programs was discontinued.
c. I have antidotal information about BT students obtaining employment in the field but, there is not data for student
employment. Summary of Section 2 Overall, what did you learn from the data provided in this section? Be sure to indicate if your discoveries apply to the entire district, or if they vary by site. Overall BT success and retention match the district data, but the Del Norte and Klamath sites are lower.
The number of BT faculty, course offerings and enrollment has declined.
The labor market shows that there is demand in the office technology/office support area.
There is a larger percentage of DSPS and older students who are BT students.
Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data What courses, if any are not on track with regard to a 2‐year assessment cycle? Explain if this is a consequence of how often the course is offered or other mitigating factors such as outcome updates that may have changed the assessment cycle. # of course SLO reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. # of degree/cert (PLO) reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. % of Course Outlines of Record up to date. Includes approvals through spring 2013. Explain any mitigating circumstances. Indicate if you have submitted updated Course Outlines of Record this fall. If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Did the Program Advisory Committee Meet in the last year? Y/N Click here to view the Program Advisory Committee webpage BT 13‐14ProgramReview‐1.doc 5/1/2014 Page 4 0
17
6
2 Office Professional;
2 Computer Sup. Spec.;
2 Word Processing Cert. 100%
See 3.1 for explanation
YES
3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports that map to your program. Based on assessment findings, several faculty have discussed several ideas for activities and exercises that are going to be used in
future course offerings. Differences were identified in the interpretation of some outcomes which lead to informative discussions. 3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. None
Summary of Section 3 Provide any additional explanations for items described in section 3. The courses listed out-of-date, BT188 and BT40 are not due to be updated because of the type of course (experimental and
independent study). BT111DE has never been taught, and I don’t know why there is a DE form on file for this class – it needs to be
inactivated. BT112DE, BT16DE and BT53DE updates are currently on the Curriculum Committee’s agenda. The BT17DE update is
being submitted to the Curriculum Committee this semester.
Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why. Click here to view completed program reviews from last year. Actions Taken Current Status Need mechanism to track students who
take classes but who do not intend to
complete. Have not identified a process yet.
Impact of Action (describe all relevant data used to evaluate the impact) Gain a better understanding of
student goals and more accurately
report student success.
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: N/A Section – 5 Planning Click here to link to Institutional Planning Documents BT 13‐14ProgramReview‐1.doc 5/1/2014 Page 5 5.1 Program Plans Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions to be taken for the 2013‐2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions. Please number all rows that you add. Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your needs and their importance. * Not all actions in this program plan section may require resources, but all resource requests must be linked to this section. 5.1 Program Plans Action # 1 2 3 Action to be taken: Relationship to Institutional Plans Include the specific plan and action item relevant to your action to be taken. For example: Annual Plan 2013‐
2014 Theme: Persistence; or List the specific action Goal 1: Student Success: to be taken in enough EP.1.6.2 Develop a plan for narrowing the achievement gap detail so that someone outside of your area can for underrepresented student populations. understand. Work in community to Goal 1: Student Success:
identify needs in BOT Objective 2: Continually
area.
asses and evaluate programs
to provide effective
educational programs for all
learners.
Work to promote
Goal 5: Enhance
program in the
Institutional Profile: SP.5.5.1
community and at
Increase district involvement
local schools.
in outreach initiatives with
high schools.
Work with IT to
Technology Plan, Goal #3:
identify and correct
Support Institutional
courses listed in error Processes that use
in assessment
technology.
software. BT 13‐14ProgramReview‐1.doc 5/1/2014 Expected Impact on Program/Student Learning Describe the expected impact in a way that someone outside the program can understand. The impact should be measurable. This work will result in the update of
any new procedures and/or use of
technology in the workplace. Relationship to Assessment Include all assessment results that indicate that this action will yield the desired impact on the program. If the assessment has yet to be conducted, explain when and how it will be conducted. This effort will possibly result in an
increase of high school students who
enroll at CR and possibly the BT
program.
Resources Needed (Y/N) A yes here requires a corresponding request in the next section. NO
NO
NO
Will result in correct
information on
assessment sites.
Page 6 5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section. Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs. If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at inside.redwoods.edu/program review. Submit one form for each request. Additional Instructions: 
Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might show an Amount of $800 and a recurring cost of $0. 
If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs. 
Note in the “Request” column if this is a repeat request, and how many times you have submitted this request. The item number must match the corresponding action # from section 5. Add rows as necessary. Type of Request (Check One) Planning Operational Personnel Professional To be Development reviewed by Prioritization To be Committees To be To be reviewed by Action of the reviewed reviewed by the Request # Budget and grouped Faculty Professional Describe your request here in a way that someone $ use # Planning by Associate Prioritization Development outside the program can understand. Amount
above Committee Deans. Committee. Committee NO REQUESTS
BT 13‐14ProgramReview‐1.doc 5/1/2014 Page 7 $ Annual Recurring Costs Contact Person (Name, email, phone) Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Somewhat Strongly
Neutral
Agree
Agree
Disagree Disagree
This year’s program review was valuable
[]
[X]
[]
[]
[]
in planning for the ongoing improvement
of my program.
Analysis of the program review data was
useful in assessing my program.
[X]
[]
[]
[]
[]
Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Completed S.2. Data Analysis: Acceptable. Planning actions directly support discoveries from data analysis S.3. Critical Reflection of Assessment Activities: Acceptable. All three program areas (degree/cert) are on track assessing all program outcomes in a 2‐year cycle. Both course and program assessment is ongoing. Links are reported between assessment results and dialogue, but specific changes are not reported. The program review report cites discussions and ideas but specific actions are not described. Program changes are only loosely linked to assessment findings. S.4. Evaluation of Previous Plans: Acceptable S.5. Planning: Acceptable. PRC requests tying planning to assessment S.6. Resource Requests: None requested. BT 13‐14ProgramReview‐1.doc 5/1/2014 Page 8