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