INFORMATION SCIENCE DEPARTMENT – BUSINESS OFFICE TECNOLOGY A. Mission and Relationship to the College(s) Describe how the activities and goals of your program relate to the mission statement and strategic plan of the college. BUSINESS OFFICE TECHNOLOGY PROGRAMS: Associate in Science Degree, Computer Support Specialist Associate in Science Degree, Office Professional The goals of the Associate in Science Degrees, Office Professional and Computer Support Specialist, relate directly to the mission statement of College of the Redwoods, which states that the district will provide high-quality professional and technical programs that will allow students to obtain skills necessary to enter or advance in the workforce and/or lead to the Associate in Arts or Associate in Science Degree, Certificates of Achievement, or Certificates of Completion. The Office Professional degree program is designed to prepare students for a wide variety of entry-level support positions which require technical knowledge of office systems, word processing, spreadsheet applications, desktop publishing, keyboarding, math as well as excellent communication skills. In addition, students develop the critical thinking and oral and written communications important to accomplishing business goals today, and learn the skills necessary to work in the diverse, multi-cultural environment that businesses embrace in our global economy. Students also develop the soft skills that are important to the office environment, namely: Punctuality, responsibility, time management, organization skills, work ethics, teamwork, and a positive work attitude. The Office Professional degree program and some of its courses are continuously articulated (see Appendix A) with the private and public sectors and with other educational institutions. The Computer Support Specialist Degree has a similar focus as the Office Professional Degree but has more rigorous requirements for computer applications, includes networking and computer hardware repair basics, and there is not as much emphasis on basic office skills. College of the Redwoods Strategic Plan (2004-2007) identifies five broad-based strategic drivers that guide the planning process for the District. These strategic drivers are: Access; Curriculum; Economic Vitality; Inclusiveness and Diversity; and Outreach and Marketing. Each of these strategic drivers was considered by those who developed the Office Professional and Computer Support Specialist Associate in Science Degrees. Access: The Associate of Science Degree, Office Professional, provides student access to all courses required in this degree program by offering each course on all campuses of College of the Redwoods and/or by offering the required courses by distance education or online (see Appendix B). Increasing access by offering many courses online achieves a number of benefits including an increase in enrollment Business Office Technology Program Review 2007 Page 1 of 47 and diversity as well as a focus for marketing and outreach. Increasing access by offering many courses online ensures that the College meets the region’s need for education and enhances the preparation of the region’s workforce. We have begun district-wide scheduling in an attempt to rotate face-to-face sections on all campuses for students who are more successful with the traditional mode of instruction. The Associate of Science Degree, Computer Support Specialist has only been offered at the Eureka Campus due to insufficient full-time faculty at the Del Norte and Mendocino Centers. Curriculum: The curriculum included in these degree programs was developed by College of the Redwoods faculty in collaboration with its Occupational Advisory Committee whose members include leaders in industry, business, and education throughout the north coast region (see Appendix C). Economic Vitality: The vitality of the Office Professional and Computer Support Specialist Degree Programs can be seen from (1) the acquisition of the Vocational and Technical Education Act (VTEA) grant funds (see Appendix D); (2) the Tech prep 2+2 programs with area high schools (see Appendix .A), and (3) the Advisory Committees on all campuses of College of the Redwoods. The funds from the VTEA grant certainly add vitality to the office technology degree program and have contributed to curriculum enhancement on all three campuses. Without the grant money to purchase new equipment and software, the technology curriculum would become stagnant. Eureka, Mendocino, and Del Norte campuses have revitalized their Tech Prep 2 + 2 articulation with the local area high schools. This program allows high school students to earn college credit for high school classes that are articulated with classes at College of the Redwoods. Classes that have been articulated with the area high schools include BT111, Keyboarding I (with Dianne Herndon at Eureka High School) and BUS180, Bookkeeping. Unfortunately, students have not taken advantage of the articulated courses on the College of the Redwoods campuses. The changes in the Business Office Technology curriculum and the development of the Associate in Science Degrees, Office Professional and Computer Support Specialist, are outcomes of input from the Advisory Committees at College of the Redwoods as well as from instructors attending staff development activities, statewide conferences, and workshops (see Appendix E). Staff development activities have been supported through VTEA, Program for Learning Enhancement (PLE), and College of the Redwoods Travel Funds. When developing new curriculum the Business Office Technology instructors listen to community members and provide the College with on-going feedback about needs that are not being addressed or programs that are particularly effective. Even though PLE funding has been virtually eliminated and VTEA funding has been drastically reduced for the 2007-2008 school year, instructors at College of the Business Office Technology Program Review 2007 Page 2 of 47 Redwoods continue to attend conferences and workshops in order to stay abreast of changes in technology and curriculum. Since Humboldt and Del Norte County are isolated from the rest of the state, many of the instructors at College of the Redwoods pay their own expenses to attend workshops and conferences because they feel that it is vital to their profession to continue learning and implementing new curriculum and teaching methodology. College of the Redwoods actively participates in fostering regional economic vitality through partnerships with other businesses, industries, and other governmental and non-profit agencies. College of the Redwoods Del Norte Campus joined forces with the California Department of Social Services in Crescent City to offer a successful one-semester CalWORKs intensive office skills training program to 25 students whom Social Services identified for the program. CalWORKs, which stands for California Work Opportunity and Responsibility to Kids, is the state's Welfare to Work program for families with children. The purpose of the CalWORKs program is to provide students who are receiving cash aid/ temporary aid for needy families (TANF) with education, training, and employment skills to become gainfully employed. Twenty-three students completed the training which included basic communication skills (grammar, punctuation, and spelling), word processing, computer literacy, telephone techniques, and basic office procedures. After completing the program, seventeen of those students were immediately employed by local agencies including the California Department of Social Services, California Department of Forestry, Bank of America, and Cash Advance. Inclusiveness and Diversity: Campus inclusiveness and diversity is a College value reflected in the Associate in Science, Office Professional and Computer Support Specialist Degree Programs and their scheduled curriculum. College of the Redwoods provides access to required courses by flexibly scheduling courses for the single-parent who can attend class only during the mornings while their children are in school, for the working student who can attend only during the evening, for the high school student who can take classes in late afternoon, and for those students with special needs. College of the Redwoods provides students the option of taking day and/or afternoon and evening classes, online classes, as well as individualized lab courses to meet the diverse needs of the student. Periodically students have been informally surveyed so that adjustments can be made in scheduling classes. Coursework in the office technology area is periodically reviewed and, when necessary, programs and curriculum are revised to ensure that they reflect the openness to, appreciation of, and respect for diversity and inclusiveness. Outreach and Marketing: The instructors in the Business Office Technology and Computer Information areas provide outreach to a variety of locations within the College of the Redwoods district in order to make community members and potential students aware of what the College has to offer. This involves not only sharing information with the community but also making prospective students feel that they will be welcome at the College when they arrive. Instructors on the Eureka, Del Norte, and Mendocino campuses provide outreach to the area high schools and Business Office Technology Program Review 2007 Page 3 of 47 charter schools by talking with the students and teachers and providing them with brochures, class schedules, and information regarding the degree programs and certificates offered at College of the Redwoods. Each spring business instructors on all three campuses of College of the Redwoods develop activities that focus on populations of young people who may not think that college is even a possibility for them. Instructors visit high school classes, attend career fairs, and invite prospective students to visit the College of the Redwoods campus to see what programs and classes are available. B. Program Description, Curriculum, and Information a. Provide official program description and list program student learning outcomes. Associate in Science Degree, Office Professional (60 units) The Associate in Science Degree, Office Professional program provides appropriate courses and relevant training as demanded by the business and professional community. This program prepares students for a wide variety of entry-level office positions where emphasis is placed on computer applications and office procedures. Students in the Office Professional Program will learn basic computer literacy; keyboarding with speed and accuracy; business math; business English; business communications; records management; and office procedures. In addition to these technical skills, students will develop the soft skills that are important to the office environment such as punctuality, responsibility, time management, organization skills, work ethics, teamwork, and positive work attitude as well as skills and techniques needed to retain employment. b. Program Student Learning Outcomes The following student learning outcomes are for the Associate in Science, Office Professional degree. Program Student Learning Outcome (SLO) Statements Demonstrate the ability to communicate orally and in writing at a level necessary for successful employment in business. Demonstrate proficiency in the basic Microsoft Office software applications of Word, Excel, Access, PowerPoint and a desktop publisher. Attain industry-level proficiency in keyboarding and data entry. Perform basic office tasks and procedures that are typical in entry-level office support positions, including reception, phones and standard filing practices. Be able to research business and employment information via printed materials, electronic media, and the Internet Business Office Technology Program Review 2007 Course (s) where SLOs are presented BUS10, BUS52, BUS152, BT53, CIS1 BUS63/63L, BT3, BT16, BT17, BT51, CIS1 BT112 BT53, BT112, BT158 BUS10, BT53, CIS1 Page 4 of 47 Possess the skills needed to secure and maintain entrylevel employment required for basic office work, computer applications and/or data entry work BUS10, BUS52, BUS63/63L BUS94, BT3, BT16, BT17, BT51, BT53, BT112, BT158, CIS1 Demonstrate the ability to research employment opportunities, prepare an effective employment package, including resume, and present oneself positively in a job interview. BT16, BT17, BT53 2. Program-Specific Criteria and/or Admissions Guidelines (as applicable to program) Not applicable for this program. 3. Outline the curriculum as it is being implemented for a full-time student completing a degree or certificate in this program. The outline should include course number, course title, units, lecture hours, and lab hours for each semester for the complete curriculum. Associate in Science, Office Professional degree: Course Number Units Lecture Hours 3.0 3.0 0.0 1 4.0 3.0 3.0 1 BT16 Intro to Business College Computer Literacy Word Processing I 4.0 3.0 3.0 1 BUS152 Business English 3.0 3.0 0.0 1 4.0 3.0 3.0 2 4.0 3.0 3.0 2 4.0 3.0 3.0 2 1.0 0.0 3.0 2 3.0 3.0 .0. 2 4.0 3.0 3.0 3 3.0 3.0 0.0 3 1.0 0.0 3.0 3 Business Math 3.0 3.0 0.0 3 Additional Course 3.0 variable variable 3 Course Title Lab Hours Suggested Semester FALL SEMESTER #1 BUS10 CIS1 SPRING SEMESTER #2 Word Processing II BT17 Spreadsheet Applications BT51 Desktop Publishing BUS63/63L Keyboarding Skill Dev BT112 GE ELEC GE ELEC FALL SEMESTER #3 BT3 BUS52 BT158 BUS94 Additional Course Integrated Applications Business Communications Intensive Filing Practice Business Office Technology Program Review 2007 Page 5 of 47 GE ELEC GE ELEC 3.0 3.0 .0. 3 SPRING SEMESTER #4 BT53 Additional Course Office Procedures 4.0 3.0 3.0 4 Additional Course 6.0 3.0 3.0 4 GE ELEC GE ELEC 3.0 3.0 .0. 4 a. Provide official program description and list program student learning outcomes. Associate in Science Degree, Computer Support Specialist (60 units) The Associate in Science Degree, Computer Support Specialist program provides appropriate courses and relevant training as demanded by the business and professional community. This program prepares students for a wide variety of entry-level positions where emphasis is placed on computer applications and support. Students in the Computer Support Specialist Program will learn basic computer literacy; keyboarding with speed and accuracy; business communications; office procedures as well as computer networking essentials and intermediate to advanced computer applications. In addition to these technical skills, students will develop the soft skills that are important to the office environment such as punctuality, responsibility, time management, organization skills, work ethics, teamwork, and positive work attitude as well as skills and techniques needed to retain employment. b. Program Student Learning Outcomes The following student learning outcomes are for the Associate in Science, Computer Support Specialist degree. Program Student Learning Outcome (SLO) Statements Demonstrate the ability to communicate orally and in writing at a level necessary for successful employment in business. Demonstrate intermediate to advanced proficiency in Microsoft Office software applications of Word, Excel, Access, and PowerPoint. Possess skills needed to maintain computer systems as well as troubleshoot and repair computer problems. Possess basic knowledge of local and wide area networks and design and maintenance techniques of computer systems. Attain industry-level proficiency in keyboarding and data entry. Perform basic office tasks and procedures that Business Office Technology Program Review 2007 Course (s) where SLOs are presented BUS10, BUS52, BT53, CIS1 BT3, BT16, BT51,BT50, CIS1 CIS98 CIS30, CIS70 BT112 BT53, BT112 Page 6 of 47 are typical in entry-level office support positions, including reception, phones and standard filing practices. Be able to research business and employment information via printed materials, electronic media, and the Internet Possess the skills needed to secure and maintain entry-level employment required for basic office work, computer applications and/or data entry work Demonstrate the ability to research employment opportunities, prepare an effective employment package, including resume, and present oneself positively in a job interview. BUS10, BT53, CIS1 BUS10, BUS52, BT3, BT16, BT51, BT53, BT112, CIS1 BT16, BT53 2. Program-Specific Criteria and/or Admissions Guidelines (as applicable to program) NA 3. Outline the curriculum as it is being implemented for a full-time student completing a degree or certificate in this program. The outline should include course number, course title, units, lecture hours, and lab hours for each semester for the complete curriculum. Course Number Course Title Unit s Lecture Hours Lab Hours Suggested Semester FALL SEMESTER #1 BUS10 3.0 3.0 0.0 1 CIS1 Intro to Business College Computer Literacy 4.0 3.0 3.0 1 BT16 Word Processing I 4.0 3.0 3.0 1 GE ELEC GE ELEC 3.0 3.0 .0. 2 4.0 3.0 3.0 2 4.0 3.0 1.0 2 1.0 0.0 3.0 2 6.0 6.0 .0. 2 4.0 3.0 3.0 3 4.0 3.0 1.0 3 3.0 3.0 0.0 3 4.0 3.0 1.0 3 SPRING SEMESTER #2 Spreadsheet BT51 Applications PC Computer Repair & CIS98 Maintenance Keyboarding Skill BT112 Dev GE ELEC(x2) GE ELEC (x2) FALL SEMESTER #3 BT3 BT50 BUS52 CIS30 Integrated Applications Database Applications Business Communications Networking Essentials Business Office Technology Program Review 2007 Page 7 of 47 SPRING SEMESTER #4 BT53 4.0 3.0 3.0 4 CIS70 Office Procedures Systems Analysis & Design 6.0 3.0 3.0 4 GE ELEC (x2) GE ELEC (x2) 6.0 6.0 .0. 2 4. As part of your self-study, review and summarize the development of curriculum in the program. Include recent additions, deletions, or revisions of courses. Evaluate the timing, frequency and coordination of course offerings to determine the adequacy of course offerings relative to a transfer degree (articulation), vocational/occupational certificates, and other appropriate aspects of the district's/campus’/college’s mission. The majority of the courses in the Associate in Science Degrees, Office Professional and Computer Support Specialist, have been updated in the last two years. Below is a table summarizing the courses and their last update: Last Next Course Course Title Update Update BUS-10 Intro to Business 2007 2012 BUS-94 Business Math 2002 2007 BUS-152 Business English 2007 2012 BT-112 Keyboarding Skill Development 2005 2010 BT-158 Intensive Filing Practice 2005 2010 BT-16 Word Processing I 2005 2010 BT-17 Word Processing II 2005 2010 BT-3 Integrated Applications 2005 2010 BT-51 Spreadsheet Applications 2005 2010 BT-53 Tech & Profess Office Procedures 2005 2010 BUS-52 Business Communications 2007 2012 BUS-63/63L Desktop Publishing Applications 1996 2007 CIS-1 Computer Literacy 2006 2011 Electives BT50 Database Applications 2005 2010 BUS 1A Principles of Accounting 2005 2010 BUS1B Principles of Accounting 2005 2010 BUS 2 Automated Accounting Deactivated BUS 4 Computerized Bookkeeping 2005 2010 CIS16 Object-Oriented Programming 2005 2010 CIS18 Intro to Applications Programming 2005 2010 CIS30 Networking Essentials 2005 2010 CIS98 PC Computer Repair & Maintenance 2005 2010 DM10 Digital Media Literacy 2005 2010 DM 11 Digital Media Design 2005 2010 DM70A Photoshop I 2001 2007 DM71 Digital Illustration 2005 2010 DM76 Intro to Website Development 2005 2010 DM77 Streaming Media 2005 2010 Business Office Technology Program Review 2007 Page 8 of 47 The Associate in Science Degree, Office Professional and Computer Support t Specialist were approved by the curriculum committee in 2005 for inclusion in the 20062007 college catalog. a. Please ensure that there is a thorough review of the course outlines of record and course content during this review period. Please indicate on the course outlines the date on which they were last revised. If the last major curriculum revision occurred more than five years ago, please indicate when the next major revision is planned. Please also review course prerequisites, corequisites, and advisories as well as obtaining necessary approvals for distance education courses. See the table below for a summary of the review of course outlines and schedule of review and/or action for each course DEPARTMENT/DISCIPLINE CURRICULUM REVIEW WORKSHEET Course Name & Number Last Revision Revision Due Date BT-110 9/7/05 9/10 BT-111 9/9/05 9/10 BT-112 9/9/05 9/10 BT-158 9/9/05 9/10 BT-16 9/9/05 9/10 BT-17 10/12/07 10/12 BT-178 10/28/05 10/10 BT-3 10/28/05 10/10 BT-50 9/9/05 9/10 BT-51 9/9/05 9/10 BT-53 10/28/05 10/10 Planned Action Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Business Office Technology Program Review 2007 Notes Also approved for distance education. Also approved for distance education. Also approved for distance education. Also approved for distance education. Also approved for distance education. Page 9 of 47 Review Course Annually and update curriculum documents as needed Review Course Annually and update curriculum documents as needed Departmental discussion regarding future of course in progress Departmental discussion regarding future of course in progress Curriculum Documents being routed Curriculum Documents being routed Review Course Annually and update curriculum documents as needed BUS-152 10/12/07 10/12 BUS-52 10/12/07 10/12 BUS-63 2/13/96 12/07 BUS-63L 2/13/96 12/07 BUS-14M 1/24/92 10/07 BUS-150M 9/10/99 10/07 BUS-162 10/12/07 10/12 BUS-25 2/7/95 – Deactivated 10/12/07 BUS-27 2/7/95 – Deactivated 10/12/07 b) Send updated course outlines to the Curriculum Committee. See the table listed in 4a for a list of courses being updated. c) Please file the appropriate form with the Curriculum Committee to delete classes that have not been taught for three or more years unless you plan to teach them in the future. See the table listed in 4a for a list of courses being updated. d) With respect to updating course outlines of record, list any relevant trends in your discipline with regard to: 1. Knowledge requirements Students enter the programs with a dramatically wide range of computer skills or lack thereof. The Information Sciences Department created a Basic Computer Skills class (CIS100) to provide the necessary computer skills and knowledge that students need to fulfill the course program requirements. Counselors have been given a student learning outcome list for CIS100 to determine if students need to take the Basic Computer Skills course before enrolling in the first semester computer classes. 2. Skills/student learning outcome requirements At the end of the degree program, students are expected to have proficient knowledge and skill using various types of software including word processing, spreadsheet, and database programs. Therefore it is important that students entering the programs are assessed and provided the background courses necessary to become successful in the program. 3. Instructional methods Business Office Technology Program Review 2007 Page 10 of 47 In the past two years we have gradually added more online courses to our program’s offerings. This has made courses more available to students although it is difficult to determine if course completion and success has been affected. e) Describe the various educational delivery methods currently being utilized by the program. Examples include but are not limited to traditional in-person classroom delivery, in-person lab, field studies, online, interactive television, telecourses, clinical instruction, etc. A variety of delivery methods are used: Traditional face-to-face classroom lecture, hands-on lab, combination lecture and hands-on lab as well as online. Many Business Office Technology and Computer Information Systems classes are a combination of both lecture and lab. The labs are hands-on where students use equipment and software they would find in industry. For example, students in a word processing class would use a current word processing software program, scanners, digital cameras, and printers to create documents. f) Identify curricular revisions, program innovations, and new initiatives planned for the next five years. Currently Business Office Technology offers two degrees: Office Professional and Computer Support Specialist. Business Office Technology faculty will be looking at the similarities and differences between the two degrees and possibly merging them together into a degree with different emphases. There have been many changes in the past few years such as course content changes, course name changes and degree name changes. The Business Office Technology nomenclature is new to our Division, and many courses have been moved from the Business and Computer Information Systems area to Business Office Technology. A marketing plan needs to be developed for the business office technology area to make clear what is offered to students in the way of degrees and certificates and well as job opportunities that are available for students who possess the skills a degree encompasses. There has been confusion about the skills and job opportunities that the Business Office Technology degrees will provide students. 5. If applicable, indicate the program external accreditation/approval status. Include a copy of the most recent notification of accreditation/approval status from the appropriate agency. If external accreditation is available but the program has chosen not to seek accreditation status, please explain. NA C. Program History 1. History (update) since last review: What have been the major developments, activities, changes, and/or projects in our discipline over the past 2 or 4 years (longer if no recent review exists)? (This does not need to include curriculum updates, addressed above.) Instructors in the Business Office Technology area have continued to stay abreast of current market trends, job market needs, changing workplace needs, Business Office Technology Program Review 2007 Page 11 of 47 and transfer requirements and are constantly updating curriculum and program offerings to reflect those changes. Many of these changes are reflected in the following: • • • • • • • • • • • • The Associate in Arts, Office Professional and Computer Support Specialist Degrees were revised in 2005. (This degree was formerly called Computer Applications & Office Systems and before that Administrative Assistant.) Regular and systematic migration to most current hardware/software Reclassified CIS applications (spreadsheet, database) to BT (Business Office Technology) curriculum. (The BT nomenclature was new to College of the Redwoods in 2005.) Expanded use of online delivery to include BT16, Word Processing I; BT110, Keyboarding Short Course; BT111, Keyboarding I; BT112, Keyboarding Skill Development Included use of web-based skills testing in word processing courses. Increased use of Information Sciences Advisory Board feedback when updating curriculum Updated all BT course outlines (2005-2007) Coordinated Tech Prep 2 + 2 Programs with area high schools Eliminated certificate programs that were no longer viable to students entering the work force Implemented two new AS degree programs in Business Office Technology to reflect current job market skills Increased emphasis on basic communication skills necessary to be successful in the workplace Increased marketing to area high schools 2. What were the recommendations from your last program review (if any) and how has your discipline responded to those recommendations? Due to breach in time since last Program Review, no recommendations are available. The last Program Review was done in 1993-94. Because of this lapse in time, the Business Office Technology instructors relied on input from their local Advisory Boards (which are comprised of local business members and other educational institutions) (see Appendix C), professional publications, and academic conferences to guide their decisions pertaining to the two degree programs (see Appendix E). 3. If you have goals from your previous program review, please list them along with the objectives related to your goals, the strategies being used to achieve objectives, and the documentation or evidence that demonstrates success. If no prior program review exists, As stated in item 2 (above) it has been over ten years since a formal program review. We did review courses and programs continually over the years which resulted in course updates (most courses updated in the last two years) and Business Office Technology Program Review 2007 Page 12 of 47 program modification to keep current with job opportunities. We have had two department retreats in the last two years. At the last retreat we talked about a new strategy to “Build the Base” and ways to offer courses more efficiently and effectively to accommodate students and increase enrollment (see Appendix F). 4. If goals were not achieved, please explain. This year our department is hoping to finalize the “Build the Base” strategy that will increase enrollment through marketing and information campaign as well as offer courses more efficiently and effectively to accommodate students 5. Discuss any collaborative efforts you have undertaken with other programs (instructional or non-instructional) at College of the Redwoods District and offer an assessment of success and challenges, and potential changes in collaborative efforts. The Business Office Technology Program collaborates with most of the other programs within the Information Sciences Department: Accounting, Business (General), Computer Information Systems (CIS), and Digital Media. Many of the courses that these programs offer are relevant to the technology used in the business arena. It is important that a business office support staff have a wide range of experiences and knowledge. The diversity in our department has benefited the Business Office Technology Programs. One of the challenges has been the staffing and scheduling of courses as well as keeping enrollment healthy in such a diverse amount of course offerings. This challenge is one of the major factors that has driven us to look at the “Build the Base” strategy that was mentioned earlier. As stated earlier (in #3 and #4), we hope to finalize this strategy this year and move forward with the plan. 6. Discuss any activities or projects you have undertaken with other educational institutions, the community, or business/industry. Business Office Technology (BT) faculty has been active in the community as well as other educational institutions. Faculty has been active on the Eureka Adult Education Advisory Committee for the past five years. The Adult Education Advisory Committee consists of community business members such as accountants and office staff as well as members of the county office that assist with furthering community members’ education and employment. This allows the (BT) faculty to be informed of opportunities to create a “seamless” transition from Adult Education to pursuing a degree at College of the Redwoods. For the past decade, BT faculty has attended High School Career days as well as one on one meetings with High School Instructors in the office technology areas. These visits have been a marketing tool as well as an information gathering tool to inform our course offerings. Faculty in the office technology area has also been involved with businesses in the community as well as other areas of California doing job shadowing. The job shadowing ensures that the program and student learning outcomes match the skills needed in the workplace. Business Office Technology Program Review 2007 Page 13 of 47 Eureka, Del Norte, and Mendocino campuses have revitalized their Tech Prep articulation with area high schools (see Appendix A). This program allows students to earn college credit for high school classes that have been articulated with specific classes at College of the Redwoods. Business Office Technology instructors continue visits and consultation with area high school teachers. College of the Redwoods Del Norte Campus joined forces with the California Department of Social Services to offer a successful one-semester, CalWORKs intensive office skills training program. Social Services enrolled 25 students in the all-day, one-semester office skills training program. At the end of the 16-week semester, those students completing the program earned 15 semester units and received a certificate of completion. This cohort of students fast became friends and supported one another throughout the semester. D. Measures of Effectiveness: 1. Quality of Education a. Results of certifying, licensing, or registry examinations for each of the last five years (or list not applicable): Data Not Applicable b. Faculty Qualifications: Data NA (1) Is there one full-time faculty member whose primary assignment is responsibility for this program? Yes No ⌧ If not, explain. Full-time faculty across the district in the BT discipline work collaboratively to manage the BT degree programs. (2) Are minimum faculty qualifications according to standards set by accrediting/approval bodies met? Yes ⌧ No (a) State Chancellor’s Office (b) External Accrediting/approval organizations Yes ⌧ No If “No” for either response, explain. c. Student Outcomes Assessment: Attach course- and program-level outcomes and assessment reports for each of the last four years. (See Instructional Program Review Appendix A, pp. 48-49). Program-level outcomes should include information from graduate/alumni and employer surveys. Data Not Available Currently data is not available and is being compiled in the next few months. Business Office Technology Program Review 2007 Page 14 of 47 Even though data is not available, examples of the methods used to measure course and program SLOs are as follows: Course BT112 Keyboarding Skill Development BT16 Word Processing I Course Learning Outcomes Method of Assessment • Proficiently use a personal computer, •Progress Check Timings are word processor, or any other given at regular intervals machine with a similar keyboard. during the skill building class to assess students’ speed • Improve keyboarding speed and and accuracy progress using accuracy on weekly progress check the keyboard and the ten-key timings. pad. • Use correct technique while keyboarding the alphabetic and •Pretest-Practice-Posttest numeric keys by touch. format is used to assess • Use the keypad with speed and students’ attainment of accuracy on ten-key drills and individual keyboarding goals for each lesson. speed assessments on computers or calculators. •Assess students’ keyboarding technique while sitting at the keyboard utilizing standard keyboarding technique check list. • Apply word processing technology to •Complete assignments, case complete academic or personal studies, internet projects, and tasks. assessments covering basic concepts covered in the text. • Demonstrate the use of menus and dialog boxes. •Complete writing activities, which give students the • Demonstrate word formatting and opportunity to practice their editing techniques. writing skills along with • Prepare, edit, and print documents demonstrating an using the features of the software. understanding of the • Prepare memos, letters, and multiimportant Word features they page reports. have mastered in the text. • Utilize the onscreen and online help • Complete Internet projects, system to research features and which require students to functions in order to increase conduct research over the efficiency in using the application. Internet on various topics. • Create tables to organize Students then use Word to information. write a brief report in which they summarize the researched topic using some of the basic Word concepts covered in the unit. •Complete web-based performance/proficiency exams with 90% accuracy. •Complete chapter quizzes covering chapter concepts. •Complete laboratory skills demonstrations. Business Office Technology Program Review 2007 Page 15 of 47 •Observation of students’ inclass assignments. 2. Vitality a. Attrition and Retention Number of students entering program in fall two academic years prior to this comprehensive program review year: Headcount Retention Success 2005-2006 1048 86.7 64.3 2006-2007 1023 86.4 60 Business Office Technology is a new program that was approved for the 2006-2007 catalog. Students were not required to declare a program of study. b. Enrollment And Graduate Projections NOTE: Explain method used in making these projections. Use census day enrollments for this figure. The data below is from the Business Office Technology Program Review, Comprehensive Review, Fall 2007. At this time there is not enough accurate data to project enrollment or graduate numbers. 2005-2006 Total Enrollment (Census Enroll) Graduates c. 2006-2007 20072008 N= N=N/A N=1023 N=N/A N=1 (Office N= Professional) 20082009 N= 20092010 N= N= N= Total number of 2006-2007 graduates by ethnic group and gender. DATA NOT AVAILABLE d. Indicate the number and percent of graduates from the most recent graduating class who are employed in positions related to the program major or continuing in a higher degree program. DATA NOT AVAILABLE Business Office Technology Program Review 2007 Page 16 of 47 NOTE: Indicate sources of information and provide any explanation as necessary. e. Indicate the beginning mean and median annual salary for graduates of the program employed full-time, as collected from alumni survey and program advisory meetings. DATA NOT AVAILABLE 3. Efficiency – Data Not Available for items 3a and b a. Describe current student population in terms of enrollment by ethnic group and b. Composition of enrollment for selective admissions programs: gender. c. Faculty Staffing Pattern This data needs to be in TLUs Discipline Business Office Technology 2006/7 Total Teaching Load % FT % PT Changes from previous year Comment 140.5 59.4 40.6 N/A Business Office Technology is a new program d. Please rate the resources indicated in the table below with respect to how they support this program. Feel free to supplement the resource categories in the extra space provided. The four rating categories are defined as follows: Adequate: Minimally Adequate*: Inadequate*: Not Applicable: This one resource is adequate to permit the program to function effectively. Program functioning at minimally effective level. The limitations imposed by this one resource render the program marginal and will require immediate review for program improvement or continuation. Does not apply to this program. The following table identifies and rates current BT Program support resources: *Varies between sites (Del Norte, Eureka and Mendocino) Business Office Technology Program Review 2007 Page 17 of 47 Resources a) Faculty Full-time Associate b) Support Staff Clerical Technical Instructional Support Other Personnel c) Current Expenses Office Supply Expenses Instructional/lab supply Expenses d) Equipment e) Library Resources f) Facilities g) Professional Development Rating Adequate Minimally Inadequate Not Adequate Applicable X X X X* X N/A X X X X X* X If any component is rated Inadequate or Minimally Adequate, please explain. Include recommendations for reducing or eliminating the limitations. • • • • • • It is difficult to hire and retain quality associate faculty due to compensation as well as consistent course cancellations in the past years. Software and hardware replacement and upgrade funds are not adequate to maintain an up-to-date facility for students. It has rested on the faculty’s shoulders to apply for funding to try to keep the labs minimally up-to-date. Our facilities limit the number of classes that can be taught in the proper environment. Facilities Del Norte: The Computer Lab on the Del Norte Campus is currently housed in a portable classroom, which has been leased from the Del Norte Unified School District. It is a temporary facility to be used for a short time. There are currently no long-term plans to build a permanent Computer Lab on the Del Norte Campus. Equipment Del Norte: All equipment in the Computer Lab has been purchased with PLE and/or VTEA funds. The PLE funds are no longer available; Del Norte did not receive VTEA funding for the 2007-08 year. Therefore, funds are not available to upgrade or replace computer equipment. *Technical Support Del Norte: There is minimal technical support on the Del Norte Campus. e. Budgetary Categories--Please provide funding amount budgeted for each category during the most recent academic year and for each of the previous four years. (Please replicate this table for each year) Business Office Technology Program Review 2007 Page 18 of 47 There is no reliable budgetary data available at this time. Faculty and administrators are working to identify problems with the data and how to correct those problems. The budgetary data for the Business Technology Division is not separated by programs accurately. Some of the programs in the division show no budget and some programs are shown with inordinately more of a budget than was allocated. Therefore any current data would not be worth analysis or supportive of an accurate decision making process. E. Summary and Recommendations 1. Summary Program Strengths (Please consider how these strengths can be marketed to the community and provide suggestions to PR department) Dedicated Faculty – Program employs full-time and associate faculty who are actively engaged with students, colleagues, and community on and off campus. Members of the CR faculty are here because they care about the students and want to help them attain their goals; faculty in the BUSINESS OFFICE TECHNOLOGY discipline spend many extra hours helping students succeed. Advisory Board - Members of business and industry advise each program, keeping the Business Office Technology curriculum current and relevant, by providing our students with the specific skills employers are seeking. Technical Preparation – These agreements allow students to get CR credit for specific skills they have learned while in high school. Open Lab Hours – Availability of open lab hours to assist those students who need extra help and/or extra time completing their assignments. Online Courses – provide training to those who cannot attend traditional class on campus. Up-to-Date Certificate and Degree Programs – High-quality training utilizing current teaching methodology. Course Content – Leads to degrees and certificates and is appropriate for entrylevel job skills. Program Weaknesses: Lack of Commitment to program by Administration – Administration tends to cancel class sections with low enrollment very early in the registration process. Low enrollment in some courses. Nonexistent or lack of budgetary information. Computer Lab – Lack of consistent funding to replace equipment and software to stay current with industry presents ongoing challenges to faculty for funding and technical skill development. Business Office Technology Program Review 2007 Page 19 of 47 Lack of Instructional Assistants – Difficult for one instructor to help 25 or more students one-to-one during labs, especially remedial labs such as CIS100 (Del Norte has a lab assistant for 25 hours per week). Course Sequencing – Course sequencing has been challenging as many courses in the past semesters have been cancelled. (Mendocino) Recruiting and Maintaining Quality Faculty – has been difficult due to the uncertainty of course offerings. Recommendations for program improvement generated by self-study. (List by number and use these numbers in the Quality Improvement Plan.) 2. 3. Look at current degrees and determine if there is a need to restructure. Implement strategies to ensure that classes are offered consistently and do not get cancelled for low enrollment. Collaborate and meet regularly with local businesses and advisory committees to determine current skill sets needed and compare to program outcomes. Collaborate with the Center for Entrepreneurial Studies. Continue seeking funding from VTEA grants and similar sources. Market degree programs district wide to increase enrollment. Request current and ongoing budget information. Revitalize relationship with local employers and high schools. Work with Institutional Research to create surveys and obtain valid data on which to base decisions. List program members who participated in completion of the self-study report. Darlene McClure, Martha Racine, Barbara Jaffari F. Vision and Goals 1. Based upon data from California 2025 and/or data from Institutional Research, briefly describe how you would like your discipline to evolve in the next five years. In what ways does your current state differ from your desired state? Five-year plan (2007-2012): Based on data from California 2025, the Business Office Technology Program at College of the Redwoods must provide job-related occupational training to a diverse workforce which must be more highly educated than the present day workforce. The BUSINESS OFFICE TECHNOLOGY program should expand to provide more opportunities and training for those students graduating from local area high schools, for re-entry students who have been away from the work force for a number of years, and for the diverse population including the growing Hispanic and Hmong population. Business Office Technology Program Review 2007 Page 20 of 47 2. What specific goals and objectives would you like to achieve to move you toward your vision? 1. Review, redefine and reconfigure active advisory committee and closely with local advisory boards, high schools and employers to create programs and certificates that include job skill training which they feel is critical to student employment and the community. Survey local employers, high schools, and students to assess their needs. 2. Stay abreast of new technology in order to provide a curriculum that meets or exceeds industry standards. 3. Develop a marketing plan to make clear what is offered to students in the way of degrees and certificates and well as job opportunities that are available for students who possess the skills a degree encompasses. 4. Review Office Professional and Computer Support Specialist Degrees and possibly merge into one degree with two or more emphases. 5. Request budgetary information for the program and maintain accurate budget data. 6. Collaborate with the Center for Entrepreneurial Studies to integrate some of the coursework in the Office Professional and Computer Support Specialist Degrees. 7. Continue seeking funding from VTEA grants and similar sources in addition to promoting and uninterrupted funding stream to update hardware, software, and necessary tools to keep courses up-to-date and relevant. 8. Participate in the planning of the new academic building to encourage adequate BT/BUS/CIS/DM lab space. Specific Goals and Objectives • Stay current with industry standards in order to offer curriculum that meets industry skill-set requirement. • Via our advisory committee and outreach efforts, build new and maintain existing contacts with local employers. • Via tech prep program and outreach efforts, build new and maintain existing contacts with local high school technology instructors. • Request budgetary information for the program and maintain accurate budget data. • Participate in the planning process of the new academic building. • Participate in the planning of the new academic building to lobby for adequate CIS lab 3. What support from the college or district is needed to help you achieve your goals and objectives? Business Office Technology Program Review 2007 Page 21 of 47 1. Support and funds for hardware and software purchases as well as licensing for required software to keep program current with industry standards. 2. Commitment by the College to offer courses in the Business Office Technology Program and ensure that required courses will be offered in a timely manner. 3. Provide accurate budget data to program lead instructors. 4. Technological support for Computer Labs on all campuses. Currently Del Norte and Mendocino campuses do not have campus technology support. Eureka technicians visit the campuses once each week to troubleshoot and repair computer problems. 5. Instructional Support Specialists to assist instructors during lab. It is difficult for one instructor to help 25 or more students one-to-one during labs, especially remedial labs such as CIS100. 6. Ability to obtain effective, accurate data from the Institutional Research Department needed to determine the effectiveness and value of courses and/or programs being offered as well as support and commitment to determining correct, accurate numbers in Business Office Technology’s current and historical budget 7. Secure adequate, appropriate space in new academic building by participating in the planning process of the new academic building 4. 5. What documentation/evidence will demonstrate that you are making progress toward achieving your goals, objectives, and vision? • Advisory Board Membership Lists, meeting agenda and meeting minutes • Surveys created and results from completed surveys • Increased enrollment in degree and certificate programs. • Documentation from conferences and workshops attended • Utilizing data from Institutional Research to assist in planning course schedules and updating current program offerings as well as marketing strategies and development of marketing plan • Documentation of interaction with local high schools and Adult Education to work towards potential course articulation and more seamless course sequencing for skill sets • Updated certificate and degree offerings What changes will make the self-study process more helpful to you? The creation of the Institutional Research Department is the first important step taken by the College to provide data to help us make data-informed decisions Business Office Technology Program Review 2007 Page 22 of 47 about our programs and course offerings. Current and past data will provide us with enrollment information as well as the success-rate of various courses and/or programs. Supportive data will help us determine the success of our existing programs and will assist us in making future course and program decisions. More specific, thorough documentation of activities will also benefit the Program Review Process. Business Office Technology Program Review 2007 Page 23 of 47 Quality Improvement Plan Program: BUSINESS OFFICE TECHNOLOGY PROGRAMS Year: 2007 Rec # 1 3 4 5 Description Impl Date Est. Comp. Date Restructure current AS Spring 2008 Collaborate with Advisory & Business Collaborate with Entrepreneurial Studies Seek Funding Success Measures/ Desired Outcomes Fall 2008 Action/ Tasks Discussion with faculty, research and submission of changes to the Curriculum Committee Increased Program Enrollment Resp. Person(s) Business Office Technology Faculty Spring 2008 Ongoing Schedule Meetings and create agendas Advisory and business participation in meetings Information Sciences Faculty Spring 2008 Ongoing Discussion and planning with other department faculty members Spring 2008 Ongoing 6 Market Programs Spring 2008 Ongoing 7 Involvement with High Schools Fall 2007 Ongoing 8 Create Surveys Spring 2008 Ongoing 9 Obtain Data from Institutional Research Fall 2007 Ongoing Work with VTEA Coordinator Work with Institutional Research, Information Sciences Department and Public Information Officer Meeting with High School Instructors, determining possible course articulations as well as creating pathways Work with Institutional Research to develop accurate, informative survey instruments Work with Institutional Research to obtain and interpret data to, inform program direction and development Business Office Technology Program Review 2007 Potential Funding for Program Development of marketing materials and distribution Increased High School Student enrollment High survey participation and accurate data to guide program development Ability to make data informed decisions Est. Cost $??? ? Business Office Technology Faculty Business Office Technology and Information Sciences Faculty Business Office Technology Faculty Business Office Technology Faculty NA Business Office Technology Faculty NA Unkno wn ? Consequence if not Funded External Accred. Rec. NA Meeting will not be as effective as possible NA NA NA NA Development and distribution will be limited NA Not as many opportunities NA ? NA NA NA page 24 of 47 APPENDIX A ARTICULATION Below are examples of some Articulation Agreements in Mendocino: College of the Redwoods 2 + 2 Articulation Agreement Addendum - 1 Core competencies for Typing 1/Keyboarding Secondary School: Fort Bragg High School Textbook: Century 21 Processing___________________________ Keyboarding and Information Grade Required from Secondary School Course: B Certification Test (if applicable): Competencies (please list): Upon completing this course, students will be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Operate the letter keyboard by touch at a minimum rate of 25 to 30 gross words a minute. Operate the figure row of the main keyboard by touch. Operate the symbol keys in the top row with only limited visual help. Use the spacebar to space between letters. Use the Return or Enter key to end paragraphs or insert blank lines. Use the Shift keys and the Caps Lock key to key upper case letters. Determine how many times to space after different marks of punctuation. Operate the Tab key, set and clear tabs. Identify the parts of a microcomputer. Key words, sentences, and paragraphs without time-wasting pauses and with good keyboarding technique. College of the Redwoods 2 + 2 Articulation Agreement Addendum - 2 College Courses Required For Course Number & Title: Typing 1/Keyboarding Bus 16 & 16L – Beginning Word Processing The student must complete the courses listed above with a grade of B or better to be granted credit for Bus 12 – Keyboarding Skill Development (1 unit) and Bus 114 – Microcomputer Keyboarding (1.5 units). These courses have been articulated by instructors from the designated high school adult school/ROP and College of the Redwoods and have been reviewed and approved by an authorized representative from the appropriate business and/or industry. Articulating Faculty Secondary Instructor Signature College Instructor Signature 4 units College of the Redwoods 2 + 2 Articulation Agreement Addendum - 1 Core competencies for Typing II/Word Processing Secondary School: Fort Bragg High School Textbook: Century 21 Keyboarding and Information Processing Grade Required from Secondary School Course: B Certification Test (if applicable): Competencies (please list): Perform the following tasks, using a word processing program on an IBM compatible computer: start the computer and format a disk launch a word processing program create and save a document, retrieve a document, print a document use Insert and Delete keys to make corrections format characters and paragraphs use preset tabs and indent key set and clear left, right, center, and decimal tabs change line spacing and margins check spelling and grammar; use the thesaurus use autotext (keyboard macros) insert headers & footers insert date and time automatically insert page numbers, page and section breaks move and copy text Format the following types of business documents: LETTERS personal/business letters in block format business letters in block, modified block, and simplified format, two-page letters simplified and standard memoranda letters with special features and notations determine proper placement and spacing for letters of different lengths identify parts of personal and business letters address & print large and small envelopes fold letters and insert into envelopes REPORTS unbound and leftbound reports references and internal citations reports with footnotes and endnotes reports with long quotes title pages College of the Redwoods 2 + 2 Articulation Agreement Addendum - 2 College Courses Required For Typing II/Word Processing Course Number & Title Bus 17 & 17 L – Intermediate Word Processing The student must complete the courses listed above with a grade of B or better to be granted credit for Bus 16 & 16L – Beginning Word Processing These courses have been articulated by instructors from the designated high school adult school/ROP and College of the Redwoods and have been reviewed and approved by an authorized representative from the appropriate business and/or industry. Articulating Faculty Secondary Instructor Signature College Instructor Signature 4 Units College of the Redwoods 2 + 2 Articulation Agreement Addendum - 1 Core competencies for Word Processing/Office Occupations Secondary School: Fort Bragg High School Textbook: Century 21 Keyboarding and Information Processing Grade Required from Secondary School Course: B Certification Test (if applicable): Competencies (please list): Perform the following tasks, using a word processing program on an IBM compatible computer: Create and format a table Use formulas in a table Format text in columns Create and apply styles Use templates and wizards Prepare form letters using Mail Merge Add graphics to a document Format text in text boxes Use the drawing toolbar Use the outline feature Use the index and table of contents feature Create a web page and hyperlinks Format the following types of business documents: TABLES & FORMS centered tables with multiple columns tables with centered column heads tables within letters, memos, and reports ruled and boxed tables preprinted invoices and purchase orders custom business forms determine proper spacing within tables REPORTS reports containing tables topical outlines reports with indexes and tables of contents Eureka Articulation Activity (This is not a complete list): 11/16/2007: Career Pathways Workshop – began creating pathways and articulations with Arcata High School, Eureka High School, McKinleyville High School 05/16/2007: Meeting with Anna Merrill to discuss Curriculum Alignment 03/23/2007: Curriculum Alignment Workshop 10/05/2007: Meeting with Anna Merrill to look at updating articulation agreements 10/05/2006: Tech Prep Meeting 2005 – 2006: Worked with Dianne Herndon at Eureka High School and Carolyn Joyce at Eureka Adult Education to create articulation agreements APPENDIX B ONLINE COURSE OFFERINGS FALL 2005: FALL 2007: BUS10 BUS94 BT16 BUS1A BUS10 BUS94 CIS1 WINTER 2006: CIS2 CIS2L WINTER 2008: SPRING 2006: CIS1 BUS1A BUS1B BUS10 BUS94 SPRING 2008: FALL 2006: BT16 BUS1A BUS10 WINTER 2007: CIS1 SPRING 2007: BT112 BUS1A BUS1B BUS10 BUS94 CIS1 BT17 BT112 BUS10 BUS1A BUS1B BUS94 CIS1 CIS18 DM10 SUMMER 2008: CIS1 APPENDIX C INFORMATION SCIENCES ADVISORY COMMITTEE Advisory Board Members Title Ms. Ms. Ms. Ms. Ms. Mr. Ms. First Name Margaret Cecile Tina Sharon Carolyn Jack Anita Last Name Brown Clabaugh Nerat Tuttle Joyce Morton Corbin Mr. Mr. Mr. & Mrs. Mr. Ms. Mr. Ms. Mr. John Chris Randy and Jill Thomas Sharon Tim Liana Marc McBrearty Crawford Hansen Lamont Knife Foster Simpson Chaton Company NERATech HSU Eureka Adult School American Business Women, C/O Winzler & Kelly College of the Redwoods Redwood Technology Consortium Express Personnel Service Cox Communication Cox Communication Network Management Services Sequoia Personnel North Valley Bank APPENDIX D VTEA Del Norte VTEA Information To: From: Date: RE: Steve Brown Darlene McClure and Mark Renner, CR-Del Norte May 22, 2005 CRDN VTEA Budget Proposal Summary College of the Redwoods, Del Norte Campus, plans to allocate a portion of the $23,000 VTEA grant toward setting up a small wireless computer lab utilizing laptop computers in a room adjacent to the standalone computer lab (hereafter called the “east wing lab”). The east wing will be utilized by students with CR’s laptop computers when other courses are being taught in the main lab. Computer Lab Upgrade and extension CRDN has downsized the labs on campus from two separate BOT and CIS Labs to one state-of-the-art Computer Lab with 25 student workstations. The east wing lab (defined above) could easily house additional equipment providing students with computers and software where they could work on their assignments and receive assistance from the Instructional Assistant in the Computer Lab. We, therefore, propose enhancing the Computer Lab (including equipping the east wing lab, as described above) so as to provide services to a great many students in this vocational track at CRDN. The improvements described below will favorably impact all students in BOT/CIS/DM on the Del Norte Campus, as follows: • • Purchase an InFocus LP640 projector (or equivalent) for use in the Computer Lab. This projector will replace an obsolete projector currently borrowed from the Nursing Lab. Purchase NetOp School software, which will allow the instructor to: a) give individualized attention to each/every student in the room—from the instructor console—thus improving efficiency and enhancing student/instructor interaction, and • • • • b) monitor the lab (so as to reduce off-task or inappropriate student activities). Purchase an HP DeskJet 9670 printer (or equivalent), thus enabling students (e.g., in BUS 63) to print tabloid-size printouts – critical for desktop publishing projects. Purchase six Dell Latitude laptop computers with wireless networking capability, allowing full use of the east wing lab. Purchase a lockable cabinet in which to store the laptops (above) and other loose, expensive equipment already onsite (digital cameras, etc.) The line items above will allow us to continue providing services to core course offerings in Business Office Technology, CIS, Digital Media, and Vocational Education. Summary of how this will address the following federally mandated objectives: • How allocated funds will be utilized to improve the academic skills of students enrolled in Career and Technical Education (CTE) programs: After downsizing to just one lab on the CRDN Campus, we find that students have very little “open” lab time available. Classes are taught in the Computer Lab five days and four nights per week thus creating an acute shortage of open lab time. A portion of the allocated funds will be used to purchase six laptop computers to be used in the east wing lab, thus providing for students an open lab which would otherwise not exist. • How the 2005 allocated funds will be utilized to strengthen the connection between secondary and postsecondary programs: The allocated funds will be used to enhance and increase the BOT/CIS/DM lab (in terms of capacity and functionality) enabling CRDN to better market these programs to students from the following secondary institutions in Del Norte County: Del Norte High School, Paragon (alternative) High School, Sunset (alternative) High School, Castle Rock Charter School as well as to the traditional CRDN students. • How the allocated funds will be utilized to prepare students for occupations in demand that pay familysupporting wages: • 1. As per VTEA core indicators, office technology skills are of particular merit because of salience in providing employable job skills equal to or exceeding other programs of similar length; 2. Our local community has a demonstrable job demand for persons with Office Technology skills, especially document processing. How the 2005-2006 allocated funds will be utilized to invest in effective, high-quality local programs: 1. The allocated funds will be utilized by enabling CRDN to provide career training using state-ofthe-art computer hardware and software. 2. All business office technology curriculum and certificate programs at CRDN are in the process of being updated, and new curricula, certificates and degrees should be ready to market during the fall 2006 semester. By upgrading technology in the lab and providing training programs using state-of-the-art software, student performance in office skills will be enhanced. Detailed Budget Information Quantity Description LaptopComputers: 6 Latitude D810 as per separate quotation 1 1 1 InFocus LP640 or equivalent 1 lamp Keyspan Presentation Remote KSP-PR-US2 NetOp School 3.02 or later for Windows – 1 Teacher & 30 Students Combo Pack (no tax on software) Vendor Price (Ea.) Total Dell $2,380.55 $14,283. 30 Tax Total 1,035.54 15,318.84 $1,625.00 321.00 Subtotal Tax Total $1,625.0 0 321.00 1,946.00 141.09 2,087.09 46.51 46.51 Tax Total 3.37 49.88 $1,444.15 $1,444.1 5 Tax 0 CompView CDW-G Remote Visions 1 1 1 NetGear Wireless Access Point (WAP) 802.11G model WG302 CDW Part: 630924 Lockable Storage Cabinet CDW-G Global HP DeskJet 9670 Printer Professional Growth/Training: League for Innovations, Conference on Information Technology – Dallas TX October 23-26, 2005 TOTAL BUDGET REQUESTS HP Travel (McClure) Total $1,444.15 $225,00 $225.00 Tax Shipping Total 16.31 241.31 500.00 500.00 Tax Shipping 36.25 100.00 636.25 600.00 Tax Total 600.00 43.50 643.50 $2,000.0 0 $22,421.02 Advisory Board Members Because we are such a small community, we are discussing the possibility of a partnership with Del Norte Unified School District to establish a joint Vocational Advisory Board. If such a partnership is formed, then the Vocational Advisory Board members listed below could (and likely would) substantially change by fall 2005. Past Advisory Board membership was: Darlene McClure – College of the Redwoods – Del Norte Diane Larson – Edward D. Mark Renner – College of the Redwoods – Del Norte Dan McCorkle – Director of IT Jones, Inc. Jay Freeman – Data Analyst / Hambro Forest Products Carmen Chavez – Social Services / County of Del Norte Kirk Olesen – Associate Faculty / CRDN and General Manager / Rumiano Cheese Co. Jeannie Hixon – IT Services Director / Pelican Bay State Prison Dennis Conger – Rural Human Services Chris York – Director of Technology and Student Assessment / Del Norte County Unified School District / County of Del Norte Rick Holley – Personnel Director / Del Norte County Unified School District Sally Smart – Social Services / County of Del Norte Mike Souza – Computer Services Manager / Sutter Coast Hospital Dr. Karl Bruhns – Partner / Pacific Vision Medical Center Jan Reese – Counselor / CA Dept. of Rehabilitation Mike Ovick – Technical Specialist I / CRDN Ways in which Advisory Board Members have been involved in the past • • Advisory Board Members have made suggestions regarding curriculum development, i.e., courses the community would like to see offered at CRDN. The Advisory board also suggested that we NOT cancel classes with low enrollment. i.e., CRDN needs to uphold advertised classes and allow low-enrollment classes to “make”; canceling a low-enrolled class causes frustration for community members. To: Steven Brown, VTEA Grant Manager From: Mark Renner and Darlene McClure, CR – Del Norte Subject: Revision of VTEA Budget Projection for 2006-2007 Date: Sep. 11, 2006 On April 25th of this year we provided a budget projection and proposal for 2006-2007, based on the program improvement issue we had cited at the top of the Section II Part A Checklist of the 2006-2007 VTEA Local Application. As already indicated and for reasons described in the revised Section II documents (parts A and B) we submitted on Sep. 8th, we’ve had to modify our program improvement statement to read as follows: “Explore new collaborative program between CRDN and DNCUSD to offer CR digital media coursework, and expand efforts to deliver and support the two new degree programs offered at CRDN—AS: Computer Support Specialist, and AS: Office Professional.” Modifying the purpose statement, in turn, necessitated changes to our budget projection; below is our modified version: a) New Equipment Description HARDWARE Qty. 1: Canon Elura 100 miniDV camcorder kit (several individual items to be purchased to develop said “kit”) Qty. 1: Lowel DV Creator 55 light kit (B&H # LODV903Z) Qty. 2: Sennheiser lavelier system (B&H# SEEW112PG2C) @ ~$600 ea. Qty. 1: Sennheiser ME66-K6 microphone & boom kit (B&H# SEME66DK) Qty. 1: Røde NT3 hypercardioid microphone (B&H# RONT3) Qty. 2: Microphone stands (B&H# BEGST500) @ $80 each Qty. 1: Reflector kit (B&H# PHMD42K) Qty. 1: Production slate (B&H# BIDES) Qty. 1: Chroma keying kit (B&H# PHFDBLGRK) Qty. 15: DVD±RW(±R DL) drives (CDWG# 794121) Qty. 15: 1.0gbps network interface cards (CDWG# 733033) Qty. 15: Western Digital HDD 200GB (CDWG# 414893) Qty. 2: HONSC1872-P (Black) lockable steel storage cabinets @ ~$350 ea. Qty. 6: Tangent Medallion 5045 mid-tower PCs (custom config.) @ $1,228 ($1,145+tax) ea. Hardware Subtotal: SOFTWARE Qty. 4: Licenses for Adobe Production Studio (Concurrent/Win) @ $241 each (54019364PU) Qty. 4: Production Studio Upgrade Plan (Concurrent 2 yr.) @ $191 ea. (09946921P8) Qty. 1: Media for Adobe Production Studio (23160160) Cost $580 $1,470 $1,200 $1,075 $230 $160 $220 $34 $300 $3,811.55 (already encumbered) $700 $7,368 $17,148.55 $964 $764 $30 Qty. 4: Licenses for Adobe InDesign CS2 @ $98 ea. (54017764PU) Qty. 4: InDesign Upgrade Plan (Concurrent 2 yr.) @ $29 ea. (09945396P8) Qty. 1: Media for Adobe InDesign CS2 (27510746) Qty. 1: Academic Timekeeper software (ver.10, upgrade, standalone) Software Subtotal: b) Faculty Development (travel/conferences) Description Adobe Professional Series online training library National Business Education Association Conference (1 attendee) Where/When Online / any time during a 12-month period after subscription New York, NY; Apr. 4-7, 2007 $392 $116 $30 $400 $2,696 Cost $249 $1,800 Faculty Development Subtotal: $2,049 BUDGET TOTAL: $21,893.55 APPENDIX E PROFESSIONAL DEVELOPMENT 11/16/2007: 10/09/2007: 09/07/2007: 05/15/2007: 05/11/2007: 05/04/2007 04/27/2007: 04/18/2007: 04/13–14/2007: 04/2007: 03/23/2007: 03.08–9/2007: 03/05/2007: 03/02/2007: 02/02/2007: 12/08/2006: 12/06/2006: 11/20/2006: 11/08/2006: 11/06/2006: 10/25/2006: 10/05/2006: 10/4/2006: 09/25/2006: 08/25/2006: 08/25/2006: 5/17/2006: 5/12/2006: 5/10/2006: 5/5/2006: 5/5/2006: 4/27/2006: Career Pathways and Articulation Workshop FM107 Advisory Committee Structure Meeting Program Review Meeting Adult Education Advisory Committee Meeting Department Program Review Meeting General Education Presentation at the Center For Teaching Excellence Program Review Workshop Institutional Research Presentation – Center for Teaching Excellence IS Department Retreat NBEA Conference Curriculum Alignment Workshop Course Technology Conference Program Review Meeting Faculty Qualification Training Student Learning Outcomes Workshop Center for Teaching Excellence - Blackboard Workshop CIS100 Review with FYI partners On-line instruction w/ Mark Winter Eureka Adult School Advisory Meeting Business & Technology Faculty Advising Economic Fuel Tech Prep Meeting ITC Meeting with Dan, Dave and Chris Curriculum Develop (online keyboarding BT112) Online Keyboarding Meeting Online Keyboarding Workshop Center for Teaching Excellence for FYI meeting Advisor meeting 10/12 Center for Teaching Excellence Adult Education Advisory Committee Meeting Center for Teaching Excellence workshop Information Sciences Advisory Meeting Counselor Meeting (CIS100 vs. CIS1) 4/21/2006: 4/12/2006: 12/13/2005: 12/02/2005: 11/30/2005: 10/19/2005: 08/23/2005: 07/12/2005: 04/2004: 03/2003: 02/2002: 03/2002: 04/2002: Title III meeting LRC Distance Ed room VE meeting CES Arcata Business Forum - Time Management Workshop IS Advisory Meeting Institutional Research Advisory Meeting in Board Room accessible web page workshop LRC105 Program Learning Outcomes Workshop Arcata Business Forum NBEA MOS Training/Certification WBITE Tech Ed CBEA/WBITE APPENDIX F INFORMATION SCIENCES FACULTY RETREAT IS Faculty Retreat Agenda April 13-14, 2007 Eureka Downtown Facility In Attendance: Chris Romero, Dan Calderwood, David Harris, Clyde Johnson, Barbara Jaffari, Chris Gaines, Mike Dennis, Erik Sorensen, Darlene McClure (DN), Martha Racine (MC) Retreat Goals Review our current DHR lab model and decide whether it needs to be changed. If a change is needed, then what are the alternatives? Define a lab model that will carry us into the future. “Build the Base” ideas. What actions can each discipline take to maximize TLUs in the short term? What can we do as a department? Review our current Degrees and Certificates and identify modifications and eliminations needed. Discuss our approach to online course offerings. Develop a list of which courses make sense to offer online. Develop a district-wide strategy for offering courses online. Friday Agenda (9 am - 4 pm) Lab Strategies • Positives about Existing Lab Structure • Negatives about Existing Lab Structure • Possible Alternative Strategies & Impact Lunch Break “Build the Base” Saturday Agenda (9 am - ? pm) Degrees and Certificates Review • Breakout of discipline/award specific groups to discuss pros & cons of awards • General session to discuss where there are similarities and what we can do to “streamline” Lunch Break Online Course Offerings Retreat Review and Action Items List IS RETREAT APRIL 13-14, 2007 EUREKA DOWNTOWN CR FACILITY The Retreat discussed DHR lab strategies, how to improve enrollment, which evolved into a discussion about “build the base” strategies (listed below), restructuring of the BUS-CIS-DM-BT degrees and certificates to a single degree with areas of emphasis, and briefly online courses. The logo above (thanks Clyde) reflects an outcome from these discussions and reflects the integration of BUS-CIS-DM-BT disciplines. Tasks and timelines for changes discussed will be coordinated and aligned with VATEA proposals and Program Review. • DHR Lab Strategies discussed (see attached for more details): o DHR (3+1) w/tracking keep existing model, just add tracking o Dedicated (3+1) do away with DHR and make all labs dedicated o Lecture (4) do away with DHR and make courses 4 unit lecture taught in a computer facility. o Separate IS Lab Class do away with DHR and have students enroll for a variable unit generic lab class. (think English writing center) o Online Lab Component convert DHR lab component to an online lab component. o Outcomes: No single method will solve all situations. No single method was determined to be “the answer”. According to Kathy Goodlive, as long as we can produce paperwork that shows all students enrolled have assigned lab hours that meet the 54 hour requirement (for 1 unit lab), then we are covered. No additional tracking software is required. Further discussions are needed. • “Build the Base” concepts: o BUS10, CIS1, DM10 are the base courses that all students need to succeed. o Consider new course names (“literacy” doesn’t work) o Base courses on line –CIS1 approved BUS10, DM10 in progress o CIS1 & DM10 as GE o Integrated assignments in base courses (coherent, consistent, logical) • “Build the Base” strategies: o Message to counselors (clear and unified) Brand identity – single message Logo needed to go with message o Marketing (sexy and eye-catching) summary statements “Welcome to Your Future” DM- “Communication through Technology and Media” CIS- “Innovate, Maintain, and Support Technology in Our Digital World” BUS- “Big Business, Small Business, Your Business” BT- “Technology and Skills to Improve + Enhance the Workplace” Proposed Flash ad done by Julie Stowe (VATEA funds) PowerPoint show running on lab computers; web site with show; on Blackboard Radio and TV ads – Paul Demark More attention to our web site year round (student of the year; instructor profiles) Market research about clientele – directed marketing Mail merge for existing students to market for next courses to take New IS Logo. o Articulation agreements Credit-by-exam o Link other academic areas to base (Speech, English, Math, Art) DM10-SPCH1 link for F07 o High school outreach (Redwoods Academy included) Strategy: “college grads make more money” o Serving difference populations (Hispanic) o Creating schedules that work for students (M/W; T/R; online base) 3 base courses available across district each semester o Surveys tools for faculty / student / employer feedback o Clearly defined pathways List careers; list salaries; list myths – tie into bureau of statistics o Keywords: integrated pathways. o Mid-tier courses No prereqs, recommended preps ok “trim the fat” Overlap in the mid-tier level for different areas of emphasis o Single degree with areas of emphasis Areas not defined • Restructuring degrees: o Single A.S degree with areas of emphasis o Identification of 2nd and 3rd tier courses: (see attached) o Diagram: shown below. Note: typo on pyramid. Current capstone for BT is BT53. • Online Courses: o A discussion of which courses to offer online in the coming semesters CIS1 Fall 2007, offered by Eureka. CIS1 every semester by at least one of the campuses. DM10 Fall 2007, possible Eureka offering if other sections are cancelled. • Assigned Outcomes Task List: o Email all with discipline-specific brand statements - Chris R. completed - see email 4/17 o Fall 2007 schedule of base courses and counseling info - Barb completed - see emails 4/25 and 5/3 o Logo - Clyde completed - see above. o Send research paper on CIS decline to all - Chris R. o o o o o o o completed - see same 4/17 email as above Send summary of lab strategies discussed - Chris R. completed - see another email dated 4/17. Note: updated file attached. Write a Tech-Beat article in Times Standard - ? not completed Talk to Redwood Academy - Barb completed. Talk to Paul Demark concerning marketing - Dave unknown status Update web site with Logo, brand statements, and other info - Erik unknown status Professional Flash movie - Clyde to solicit Julie S. unknown status Marketing “Essence” Document - Dave/Chris G. Draft 4/15. Again, I would like to thank everyone for helping to make this a meaningful and productive retreat. Thanks to our Mendocino and Del Norte colleagues who made the special trip down to Eureka. Thanks to Barb, Erik, and Clyde for taking notes at various times. I would like to give a special thank you Clyde, who assisted and took on several tasks associated with this retreat in order to help me during a difficult time. It is an honor to work with such caring and unselfish colleagues. Chris Romero IS Area Coordinator