Program/Discipline: BUSINESS OFFICE TECHNOLOGY (BT)
Annual Program Review Update
Instructions
The Annual Update is conducted district-wide by each program/discipline and consists of
a) analysis of general changes, staffing, resources, facilities, equipment and other needs,
as well as b) reporting of curricular changes and outcomes assessment.
The questions on the subsequent pages are intended to assist you in planning for your
program or area. Input should be sought from all campuses. It should be submitted or
renewed every year by the designated date in anticipation of budget planning for the
next fiscal year.
Institutional data used to document program/discipline statistics and trends will be
provided by Institutional Research.
Please include pertinent documents such as student learning outcomes assessment reports
and data analysis to support any requests for new faculty, facilities, equipment, etc.
Retain this information for your discipline’s use,
Submit an electronic copy of your Annual Update Document and supporting data to the
Program Review Committee. Also submit a copy of these documents to your Division
Chair, Director, or Campus Lead Faculty.
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Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: BUSINESS OFFICE TECHNOLOGY (BT)
Submitted by (names): Barbara Jaffari, Darlene McClure, Martha Racine
Contact Information (phone and email):
B. Jaffari x4328 - barbara-jaffari@redwoods.edu; D. McClure x2341 - darlenemcclure@redwoods.edu; M. Racine x2684 - martha-racine@redwoods.ed
Date: 10/28/08
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last
Annual Update? (Have you shifted departments? Have new degrees or certificates
been created by your program? Have activities in other programs impacted your area
or program? For example, a new nursing program could cause greater demand for
life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes Describe the changes below:
2. Program/Discipline Trends
Refer to the data provided (data link is located at
http://inside.redwoods.edu/Assessment/ProgRev/InstructionalProgramReviewData.as
p) and describe the trends in enrollment, retention, success rates, and student
demographics. If applicable, describe how changes in these areas are impacting your
discipline and describe efforts within your area to address these impacts.
The following data was derived from information provided by the College’s
Institutional Research Department:
Enrollment between fall 2006 and fall 2008 has steadily risen:
Percent % change FTES from fall 06 to fall 07:
Percent % change FTES from spring 07 to spring 08:
Percent % change FTES from fall 07 to fall 08:
Year
2005-06
2006-07
2007-08
BT Enrollment Data
Census Enrollment
% Success V2
1048
64.3
1023
60.8
Not Available*
Not Available*
+51%
+21%
+34%
Retention
86.7
86.4
Not Available*
*No data available on inside.redwoods.edu under Annual Data for Instructional Programs (07-08)
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3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data. Links to various reports
and information, as well as instructions on how to create program-specific reports,
can be found at http://www.redwoods.edu/District/IR/Reports/LaborMarket.asp.
Institutional Research (IR) is available to help with surveys and reviews. All survey
data (whether collected by your program or the institution) should be sent to IR to be
kept on record.
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
The Business Office Technology program prepares students for a wide variety of
office and administrative support related fields. Some of the job titles are: Office
Clerk, Receptionist, Administrative Assistant, Support Specialist, and Secretary.
In the Redwood Coast (counties of Del Norte, Humboldt, Mendocino, Siskiyou
and Trinity) Occupations of Opportunity Report dated June 2008 office and
administrative support jobs are listed as top growing occupations as well as
occupations with most projected job openings in the regional economy, and is
listed in almost all of the six targets of opportunity that were identified. The
Redwood Coast Annual Job Opening Projections (New Jobs and Net
Replacements, 2004-2014) for this area is ranked third highest in annual net
replacements and annual new jobs.
In the North Coast Targets of Opportunity Final Report, jobs in the office and
administrative support area are listed as some of the biggest areas of workforce
requirements for future growth.
The BT faculty has been working with high schools as well as Eureka Adult
school to create articulations and programs of study so that programs at each
level can prepare students for the “next step” in their education/training and avoid
duplication.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted
funds have a sponsor/grantor/donor (federal, state, local government, etc). The
funds are restricted by the sponsor/grantor/donor. Everything else is
unrestricted.
Category
Supply and printing budget
Equipment replacement
and repair budget
Professional Development
Work-study funding
Additional Budget Items
BT revised.doc
Unrestricted Funds
Restricted Funds
$18,526.25 (VTEA-Mendo)
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Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
College of the Redwoods does not provide funding to replace obsolete
equipment, including computers, printers, cameras, and scanners utilized by
BT and CIS students. It is up to the BT and CIS instructors using the
equipment to write grants and/or seek funding from outside sources to
upgrade equipment.
5. Learning Resource Center Resources
Is the level of resources provided by the Academic Support Center and Library
(Learning Resource Center) adequate.
Yes
No
If not, explain.
6. Student Services Resources
Complete the following grid concerning Student Services Areas.
Student
Services
Does the area satisfy the needs of your discipline?
Area
There is a
connection to this
discipline/program
and YES the student
services area does
satisfy the needs of
the discipline.
There is a
connection to this
discipline/program
and NO the student
services area does
not satisfy the needs
of the discipline.
Uncertain about the
student service area
provided or how it
connects to this
discipline/program
Admissions and
Records
Counseling
Financial Aid
Career Services
Disabled
Student
Programs and
Services
(DSPS)
Extended
Opportunities
Programs and
Services
(EOPS)
CalWorks
Residence
Halls
Upward Bound
Student
Conduct
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If a lack of support was indicated in the table above, describe your program/discipline
need.
7. Faculty Resource Needs
Complete the Faculty Employment Grids below (data link is provided at
http://www.redwoods.edu/District/IR/Reports/EnrollmentFTES.asp).
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2007
term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from fall
2006
% Change
from fall
2005
BT
49.5
75
25
-38
NA
Explanations
and Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring
2008 term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from spring
2007
BT
63
67
33
-17
% Change
from spring
2006
Explanations
and
Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
a. Describe the status of any approved, but unfilled full-time positions.
No full-time position approved
b. If you are requesting a Full-Time Faculty position develop an attachment to
this report that addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
• Current availability of associate faculty
• Relation to program review recommendations
• Effect on diversity of the faculty
• Effect on academic offerings and ability to serve students and the
community
• Effect on the vitality and future direction of a program and/or the college
• Effect on student learning
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c. If your Associate Faculty needs are not being met, describe your efforts to
recruit Associate faculty and/or describe barriers or limitations that prevent
retaining or recruiting Associate Faculty
The fall 2008 enrollment in BT courses is more than 100% of what is was
in fall 2006. It has been difficult to find qualified, available faculty to teach
the courses we are adding to address the growing enrollment. BT has,
and is currently advertising through the College.
8. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time
staff). This does not include faculty, managers, or administration positions. If a staff
position is shared with other areas/disciplines, estimate the fraction of their workload
dedicated to your area.
Staff Employed in the Program
Assignment (e.g., Full-time
Math, English)
(classified)
staff (give
number)
Part-time staff
(give number)
Gains over
Prior Year
Losses over Prior
Year (give reason:
retirement,
reassignment,
health, etc.)
BT/BUS/CIS/DM 25%
Do you need more full-time of part-time classified staff?
If yes, explain why.
yes
no
9. Facilities, and Classroom Technology
Eureka Campus
Are teaching facilities adequate for achieving the educational outcomes of this
Yes
No
discipline/program?
Del Norte Campus
Are teaching facilities adequate for achieving the educational outcomes of this
Yes
No
discipline/program?
If No was checked, complete and attach Facility Form (facilities.form) for each
instructional space that does not meet the needs of this discipline/program:
Note: Del Norte: The Computer Lab is housed in a temporary classroom rented
from the Del Norte Unified School District. There are absolutely no plans
to acquire a permanent facility for the CIS and BT programs on the Del
Norte Campus.
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Mendocino Campus
Are teaching facilities adequate for achieving the educational outcomes of this
Yes
No
discipline/program?
If No was checked, complete and attach Facility Form (facilities.form) for each
instructional space that does not meet the needs of this discipline/program:
10. Equipment
Is the available equipment (other than classroom specific equipment described in the
facilities section) adequate to achieve the educational outcomes of your
program/discipline?
Yes
No
College of the Redwoods does not provide funding to replace obsolete
equipment, including computers, printers, cameras, and scanners utilized by
BT, BUS, CIS and DM students. It is up to the faculty using the equipment to
write grants and/or seek funding from outside sources to upgrade equipment.
The table below is not completed due to the fact that multiple disciplines use
the equipment.
If No was checked, complete the following grid for each piece of equipment being
requested for this area/discipline:
Equipment
Approximate
Price
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Equipment Repair
Is the equipment used for your discipline/program in need of repair, which is outside your
current budget allotment? This does not include classroom specific equipment repair
described in the facilities section.
Yes
No
If Yes was checked, provide the following information to justify a budget allotment
request:
Equipment
requiring repair
BT revised.doc
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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11. Learning Outcomes Assessment Update.
List all expected program-level outcomes, whether you have completed the assessment loop
(use of results) or not. For each outcome, identify the means of assessment and the criteria
for success. Summarize the data that have been collected in the ‘Assessment Results’
column. If no data have been collected and analyzed for a particular outcome, use the
‘Assessment Results’ column to clarify when these data will be collected and analyzed. In
the fourth column, indicate how the assessment results are being used to improve the
program.
Program Outcomes (Not
all disciplines have
program-level outcomes)
Means of Assessment and
Performance Criteria
Assessment Results
Summary
Demonstrate
industry-level
proficiency in
keyboarding speed
and accuracy
Demonstrate
effective
interpersonal
skills, leadership,
initiative, selfmotivation, and
independence in
project completion
Apply word
processing skills
Timed production tests
and periodic timed
speed tests
keyboarding classes
Not yet completed
Group project in BT53,
capstone class for BT
Degree
Not yet completed
Assess proficiency in
creating mail merge
documents, flyers,
announcements, and
other documents
commonly found in the
work place.
Not yet completed
Use of Results
List all course-level student learning outcomes for which some assessment activity
(assessment, analysis, or use of results) has taken place since the most recent program review,
and complete the table below as appropriate
Student Learning Outcomes
(course-level)
Means of Assessment and
Performance Criteria
Assessment Results
Summary
Use of Results
None at this time
Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue
about assessing student learning outcomes:
None completed to date
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12. Curriculum Update
Identify curricular revisions and innovations undertaken
a. in the last year.
Courses written, rewritten or updated in 2007-2008:
BT17 – Online class
BT80 (updated and changed from CIS 80)
BT81 (updated and changed from CIS 81)
BT83 (updated and changed from CIS 83)
BT90 (updated and changed from CIS 90)
BT91 (updated and changed from CIS 91)
BT114 (updated and changed from BUS 14M)
BT150 (updated and changed from BUS 150M)
BT162 (updated and changed from BUS 162)
b. planned for the coming year.
Faculty in the BT discipline have been meeting this semester (fall 2008)
discussing potential revisions to the current degrees (Office Professional
and Computer Support Specialist. It is our hope that we will have the
restructure complete and necessary paperwork sent in, and hopefully
approved to begin offering the restructured awards in fall 2009.
Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
Course
BT-110
BT-111
BT-112
BT-114
BT-150
BT-158
BT-16
BT-162
BT-17
BT-178
BT-188
BT-3
BT-40
BT-50
BT revised.doc
Year Course Outline Year Next Update
Last Updated
Expected
2009
9/7/2005
2009
9/9/2005
2009
9/9/2005
2012
10/12/2007
2012
9/14/2007
2009
9/9/2005
2009
9/9/2005
2012
9/28/2007
2009
10/14/2005
2009
10/28/2005
2011
2/10/2006
2009
10/28/2005
2013
3/14/2008
2009
9/9/2005
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BT-51
BT-53
BT-63
BT-80
BT-81
BT-83
BT-90
BT-91
9/9/2005
10/28/2005
10/26/2007
3/14/2008
3/14/2008
3/14/2008
11/30/2007
2/8/2008
2009
2009
2012
2013
2013
2013
2012
2013
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
13. Communication
Are the current lines of administrative, faculty, and staff communication adequate to
meet the needs of this discipline/program? Describe representative example of
effective or ineffective communication.
Since this program involves several courses that apply to other programs
(notably the Office Professional AS degree) Business Technology faculty
regularly communicate and request input on all course and program changes.
Business Technology faculty also consults each other on program review.
14. Action Plans
List any action plans submitted since your last annual update. Describe the status of
the plans. If they were approved, describe how they have improved your area.
NONE
15. Goals and Plans
If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan (QIP) if applicable.
QIP Attached
If you do not have a QIP, refer to the goals and plans from your previous annual
update. For each goal and/or plan, comment on the current status. List any new goals
and plans your area has for the coming year, and indicate how they are aligned with
the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on the web
at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
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BUSINESS OFFICE TECHNOLOGY QIP – COMPREHENSIVE PROGRAM REVIEW 2006-2007
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
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
PROGRESS ON FOLLOWING PAGE
BT revised.doc
Page 11 of 12
Rec
#
Description
Impl
Date
Est.
Comp.
Date
Spring
2008
Fall
2008
Action/
Tasks
Discussion with faculty,
research and submission of
changes to the Curriculum
Committee
Spring
2008
Ongoing
Schedule Meetings and
create agendas
Ongoing
Ongoing
4
Restructure
current AS
Collaborate
with Advisory
& Business
Collaborate
with
Entrepreneurial
Studies
5
Seek Funding
Spring
2008
Spring
2008
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
1
3
BT revised.doc
Discussion and planning
with other department faculty
members
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
Progress
Several discussions among BT faculty have already taken place. There have
also been discussions with other disciplines whose courses are in the degree.
Estimated completion date changed to spring 2009.
Working with colleagues on dates for next advisory meeting. Attended North
Coast School to Career Meeting – connecting with local businesses as well as
high schools and other local agencies.
Will begin discussion and planning in spring 2009
VTEA awarded and working with CTEA coordinator for next cycle.
Attended CR Showcase (December 6, 2008).
Attended North Coast School to Career Meeting – connecting with local
businesses as well as high schools and other local agencies.
Worked with IR to develop a survey to gather information on preferred course
locations (main campus, downtown, Arcata Instructional Site). Will survey
students spring 2009.
Page 12 of 12
ATTACHMENT: Request for Full-Time EKA ECON/BUS faculty.
Our primary needs for the position are to have a subject matter expert in Economics who can also
teach Business classes and help the BUS program grow and innovate.
Economics and Business currently share a one-year temporary FT faculty. This appointment will
expire at the end of Spring 2009. The temporary nature of this arrangement makes it difficult to
know what the reference point is for many of the following questions. It is assumed that the AR
305 questions are asked to help prioritize hiring decisions beginning in Spring 2009 to start in
Fall 2009. The questions are therefore answered relative to no continuation of the temporary
position.
Criteria as per A.R. 305.03
Ratio of FT to Associate Faculty:
In Fall 2009, the ratio of FT to Associate Faculty will be 0% in Economics. Without
hiring faculty in BUS/ECON, there will be no FT Economics faculty in the entire district.
In the Fall 2008 semester, the ratio of FT to Associate Faculty in BUS 17.8:82.2. Both
ratios are limiting our ability to offer enough courses to fill current demand – much less
allow us to expand and innovate in our program.
Current Availability of Associate Faculty:
Current availability of associate faculty is severely limited.
• Between June 2005 and August 2008, there were no full-time faculty to task with
recruiting part time Econ faculty. There was no one to review applications or
serve as a subject matter expert to assess the minimum qualifications of
unsolicited applications, much less actively recruit associate faculty.
• A Master’s degree in Economics is much rarer than a Master’s in other
disciplines. There are approximately 72,000 MBAs or Business Ph.D.s awarded
yearly in the US, including about 10-20 per year from HSU. There are about
33,000 degrees of Masters or higher awarded per year for all of the social
sciences combined. (Council of Graduate Schools, Graduate Enrollment and
Degrees 1997-2007.)
• The scarce supply of minimally qualified applicants is aggravated by the high
level of employability in the private sector relative to the other social sciences.
We have lost at least one Econ associate faculty to the private sector.
Relation to Program Review Recommendations:
Without full-time subject matter expert in Economics and greater support for the
Business department
• There will be no one to carry forward the plan to remodel CR’s Economics
courses to improve articulation with HSU outlined in program review.
• Without full-time faculty, there will be no ability to design SLO assessments or
make use of any data gathered from any assessments that do happen.
• The one full-time faculty member in Business will be entirely occupied with the
day-to-day operation of that department, with little ability to expand and innovate
in that program.
• Likewise, the ability of the new Center for Entrepreneurial Studies to fully
realize its potential will be severely impacted without further faculty support.
Effect on Diversity of Faculty:
Beginning Fall 2009, one of the ‘Big 5’ social sciences (Anthropology, Economics,
Political Science, Psychology, Sociology) will be entirely unrepresented on campus.
Intellectual/interdisciplinary diversity will thus be diminished.
Effect on Academic Offerings and Ability to Serve Students and Community
Due to scarce faculty resources, Economics 20 (American Economic History) has not
been offered since Spring 2007. Without this course, students cannot complete the
Liberal Arts Associate (business emphasis) degree.
If there is no full-time hire, the supply of Economics courses will be severely limited.
This would
• Make it very difficult for CR students to complete the General Business A.S. or
the General Business Certificate of Achievement.
• Adversely impact HSU students who take their economics at CR due to oversubscribed Econ 104 or 210 sections there through both lack of sections and lack
of improved articulation.
• Inhibit community relations through decreased faculty presence at organizations
such as the Prosperity Network and North Coast Schools to Careers Consortium.
• Limit CR’s ability to reach FTES targets. Economics was able to support 5 class
per semester with an average enrollment of 40 students per class, over twice the
current level of Economics FTES.
Effects on vitality and future direction of a program and/or the college
In addition to the effects listed above, the absence of a full-time instructor would
• Result in the direct loss of significant FTES from the current baseline
• Cause a shortfall in the President’s FTES target
• Indirectly harm FTES in Business courses, since students would not be able to
complete their degree/certificate or fully prepare for transfer.
• Slow the development of the Center for Entrepreneurial Studies initiative
Effects on student learning
To briefly reiterate from the previous questions, a lack of full-time faculty risks the
following negative effects on student learning.
• No active recruitment of Associate Faculty nor any ability to assess the
qualifications of any Associate Faculty that fall in CR’s lap.
• No design of SLO assessments or application of that data.
• No improvement in articulation with HSU.
• Impaired completion of the Liberal Arts (business emphasis) or General Business
Associate’s degrees, or the General Business certificate.