Computer Applications/Business Technology
Instructional Planning Report
Spring 2012
Contents
Background and Analysis .................................................................................................................................... 1 Program Description ....................................................................................................................................... 1 Relationships .................................................................................................................................................. 1 College Relationships .................................................................................................................................. 1 Learning Communities ................................................................................................................................ 2 External Relationships ................................................................................................................................ 2 Relation to External Course Offerings ........................................................................................................ 3 Cost ................................................................................................................................................................. 3 Student Learning Outcomes ........................................................................................................................... 4 Student Success .............................................................................................................................................. 4 Results of Student Surveys ............................................................................................................................. 6 Analysis of External Data Research .................................................................................................................... 6 EMSI Data ................................................................................................................................................... 6 U.S. Bureau of Labor Statistics .................................................................................................................... 6 Other Sources: Industry .............................................................................................................................. 7 Conclusions ................................................................................................................................................. 7 Curriculum Review .............................................................................................................................................. 8 New Directions ................................................................................................................................................... 8 Program Planning Goals and Recommendations ............................................................................................... 8 List of Appendices ............................................................................................................................................. 10 “I have taken several CABT courses over the last few years. When I began taking them I could hardly type and knew little to nothing about a computer. It was through Cabrillo College's CABT program that I found the confidence to step into the "modern" world. I cannot begin to describe just how much this has improved my life. I have had several promotions at work and am planning a transfer to the corporate office. The things taught so well there have truly made me a better person.” F.B., CABT student Prepared by: Calais Ingel, CABT Program Chair, and Steve Larson, CABT Instructor Computer Applications/Business Technology
Instructional Planning Report
Spring 2012
Background and Analysis
Program Description
Proficiency with computer applications and business technology is a necessary skill for a large number of occupations in Santa Cruz County. Computer skills are increasingly required for college success as well. The goal of the CABT program is to prepare students to use computer technologies, office procedures, and occupational‐
level writing skills for workplace productivity in any field that they choose. Unlike CTE programs that focus on a single specialized occupation, CABT students prepare, retrain or upgrade skills for a variety of occupations in virtually every type of industry. For example, within the traditional CABT occupational category of Office and Administrative Support Occupations, the Bureau of Labor Statistics lists 54 job titles (See Appendix H). Many students who take CABT courses use the skills they acquire to complete such programs as Medical Assisting, Digital Media, Business, and Accounting, or to prepare for the technological expectations of transfer‐
level coursework. CABT also supports basic skills and learning communities with career‐related general training. Finally, the CABT program, in collaboration with Disabled Students Programs and Services (DSPS), provides specialized services and courses for students requiring assistive technology support, meeting federal and state mandates for accessibility. In this way, the CABT program provides courses which meet the Cabrillo College Mission of educating students in CTE, transfer, and basic skills courses and programs. CABT offers the following degree and certificates: A.S. Degree: • Computer/Business Applications Certificates of Proficiency: • Administrative Support • Computer/Business Applications Skills Certificates: • Computer Skills for the Office • Professional Computer Applications Relationships
College Relationships
CABT courses are core requirements in several Cabrillo degree and certificate programs, including Accounting (A.S. Core Courses, Level 1, Certificate of Achievement: Accounting, and Skills Certificate: Accounting), Digital Management Career Preparation (Skills Certificate: Preparation for Leadership and Management Careers in the Digital Age), Digital Media (Certificate of Achievement: Digital Publishing), Engineering (Certificate of Achievement: Engineering Technology), Horticulture (Certificates of Achievement: Landscape Horticulture, and Greenhouse and Nursery Management), Human Services (Certificate of Achievement: Generalist Practice), Journalism (Certificate of Achievement: Journalism), Medical Assisting (A.S. Degree: Medical Assistant, Certificate of Achievement: Medical Assistant, A.S. Degree: Medical Insurance Specialist, Certificate of Achievement: Medical Insurance Specialist, Skills Certificate: Electronic Health Records), and Fire Technology (Certificate of Achievement: Fire Service Management). CABT courses are also electives or recommended preparation for Business, Construction and Energy Management, Culinary Arts and Hospitality Management, Digital Media, Engineering Technology, Horticulture, Page | 1 Human Services, Medical Assisting, and Fire Technology (Fire Service Management). (Courses include: CABT 38, 41, 101, 102, 103A, 110 A, 110B, 110C, 111, 131, 156, and 157.) In addition, the following relationships are present: •
•
•
•
•
In collaboration with the Early Childhood Education program (with funding from federal grants), two sections of CABT 215 Introduction to Computers were offered in a compressed format to Migrant Head Start teachers in Spring 2011. CABT 215 and a more advanced course, CABT 101 Computer Proficiency, are being offered to Migrant Head Start teachers in Spring 2012. Participation/coordination between CABT, Dominican Hospital and Cabrillo’s Medical Assisting program has established the Electronic Health Records (EHR) certificate, which includes computer technology courses from the CABT department. Participation in the CTE Flex meeting (Fall 2008) discussing CTE‐specific math and English modules. Department participated in a follow‐up survey of math skills necessary in courses. This included a discussion of GE‐related courses which support the CABT A.S. degree. Ongoing discussion with Accounting and Business faculty to streamline and coordinate courses and requirements between CABT, Accounting and Business to facilitate student success and pathways to certificates, degrees, and transfer to four‐year colleges. Ongoing collaboration with Disabled Students Programs and Services (DSPS) and Learning Skills. With DSPS, identification of pathways for students with disabilities desiring vocational training but working at a basic skills level or needing assistive technology supports is ongoing. Also, communication continues with DSPS counselors about outreach and appropriate student placement in order to create individualized recommendations to enhance student success. With Learning Skills, communication about assistive technology software (Kurzweil 3000) and the needs of students with learning disabilities, and collaboration to meet those needs, successfully supports students in CTE programs (such as Nursing) and transfer programs. Learning Communities
CABT continues to strongly support learning communities. CABT has created or participated in successful learning communities, beginning with the prize‐winning ACHIEVE program (1990s‐2000), and again, more recently piloting the Office Skills Academy (2007‐2008) in Watsonville. Currently we provide instruction as part of the ACE (Academy for College Excellence), STARS (Students Transitioning in Academics and Reaching Success), and AMAP (Accelerated Medical Assistant Program) learning communities. We continue this tradition by: •
•
•
Offering multiple core sections providing computer skills for CABT/ACE learning communities (CABT 190SP/107). Aligning 3 courses in Fall 2011 (CABT 101 Computer Proficiency, and CABT 110A and 110B, Keyboarding) to fit student schedules in the STARS learning community in order to support first‐year success. Supporting students in a Medical Assisting learning community (AMAP) in Spring 2012 (CABT 156 Writing for the Workplace, and CABT 110 A/B Keyboarding). External Relationships
CABT maintains articulation agreements with local high schools for CABT 101 Computer Proficiency, and CABT 110 A/B Keyboarding. Through coordination with the Tech Prep program, CABT presented information on the CABT program and careers to area high school counselors, and developed recommended course sequencing for students beginning CABT‐related work while still in high school. In coordination with Leslie Read, CABT actively places students in Career Work Experience and Education (CWEE) internships (see Appendix I). CABT communicates regularly with members of its Community Advisory Committee (CAC) on programmatic matters, and to assess the needs of local employers. By maintaining communication with advisors who represent the County of Santa Cruz, the City of Santa Cruz, local businesses (e.g.: Bay Federal Credit Union) and local Page | 2 staffing agencies (who wo
ork with manyy local employyers and are aw
ware of their needs), the CA
ABT program ements for coounty employeers. In addition, CABT mainttains receives reggular feedbackk on specific trraining require
relationship
ps with the Em
mployment Devvelopment De
epartment andd the Departm
ment of Rehab
bilitation (who
o send representattives to our CA
AC): students aare referred to
o the CABT prrogram from these sources. The assistive technology component m
maintains close
e ties to countty post‐seconddary programs for studentss with IEPs (Ind
dividual Plans), coordin
nates with high
h school speciial education tteachers as reequested, and maintains a ggoal of Education P
transitioningg high school students to co
ollege with the requisite tecchnology skillss. Relation to
o External Co
ourse Offerin
ngs
Basic compu
uter applicatio
ons courses arre offered thro
ough Cabrillo Extension and
d ed2go (an online providerr). Open‐entry basic computter courses an
nd office skills courses exist at the Watson
nville Adult Scchool. Shorelin
ne Workforce D
Development Services offerrs a limited range of open‐eentry, low enro
ollment classees in office skills. OfficeStar TTraining, in San
nta Cruz and SSalinas, offers relatively exppensive, self‐paced courses in Microsoft O
Office applicationss and Businesss Writing. Santta Cruz County ROP program
ms offer a few
w courses in co
omputer applicationss/technology. In contrast to
o external courses, CABT couurses are morre comprehen
nsive, in‐depth
h, and cost less to students (totaal cost/hours o
of instruction)). CABT coursees are also devveloped and rrevised with in
nput ABT Communitty Advisory Co
ommittee, com
mposed of loccal business members and ggovernment from the CA
representattives, who require intermed
diate to advanced skill levelss in office app
plications, even for many en
ntry‐
level positio
ons. Cost
The CABT prrogram is dram
matically efficcient compared to college avverages. As sh
hown in Figuree 1 below, thee CABT Comparative Annual load
d (WSCH/FTEF) is 1082 for th
he period 20006‐2011, comp
pared to the college average of 578 during tthis period. Th
his is 87% high
her than the college averagee, and has beeen growing in recent years. Figure 1: CABT Load 87% Higher Thann College Averagge nomic producttivity is also ou
utstanding, with CABT’s perrcent of FTES at 1.929% com
mpared to thee CABT’s econ
departmentt’s percentage
e of expenses at 0.882% in 2
2010‐2011 (seee Figure 2, beelow). CABT’s fiscal producttivity is 118% higher than departmental expenses. This prod
ductivity has inncreased subsstantially in recent years.1 1
Data for the DSPS‐funded
d Assistive Tech
hnology CABT area is containned in Appendix F. P
Page | 3 Fisc
cal Producttivity
2.000%
1.800%
1.600%
1.400%
1.200%
1.000%
0.800%
0.600%
0.400%
0.200%
0.000%
Percent of Expense
Percent of FTES
2006/07
1.036%
1.315%
2007/08
2
0.995%
1.389%
20
008/09
0
0.835%
1 .525%
200
09/10
0.8
846%
1.9
950%
2010
0/11
0.88
82%
1.92
29%
Figure 2: C
CABT Fiscal Prod
ductivity 118% H
Higher Than Expenses Student Learning
L
Outcomes
O
The Departm
ment has been
n pursuing a sself‐evaluation
n procedure addapted from aacademic proggrams known as Embedded A
Assessments. We have foun
nd this to be aa productive w
way to have fo
ocused discusssions on coursse and student success, and wayys to increase tthem. We havve also had exxtensive discusssions about improving teaching and learningg—which has led us to decide to provide more frequennt student feeedback and more examples of completed aassignments to guide stude
ent progress. W
We have foundd this processs to be producctive and inten
nd to continue with a similar prrocess in futurre semesters. The specific ggoals listed below in the New Directions aand Program Go
oals area are aa direct reflecttion of this SLO
O assessment process. In addition, we suppleme
ent this processs with 1) an aannual re‐asseessment of our courses and their alignmeent with program and course Stud
dent Learning O
Outcomes, an
nd 2) annual faaculty review of all courses to identify neecessary and potential course chan
nges to be takken to Curriculum. As part oof our current Instructional Planning proccess we nd degree‐leve
el SLOs and re viewed and updated all of o
our courses an
nd have assesssed all course, certificate an
submitted them to the Cu
urriculum proccess. The depaartment has pparticipated in
n FLEX sessions with English
h and he future, the Math to disccuss how their courses can best support CABT A.S. stu dent success. Looking to th
departmentt has committed to pilot the
e implementation of numerrical assessmeents for our co
ourses and SLO
Os. (Note: CABTT Certificate and A.S. SLOs aare in Appendiix B.) Student Success
S
CABT students demonstraate success in a number of ways—througgh basic skills in computer u
use, a CABT certificate o
or degree, preparation for another Cabrillo program, o r by taking selected courses to enhance o
or maintain job
b skills. Since Fall 2006, CAB
BT has awarde
ed a total of 833 A.S. degreess, certificates of proficiencyy, and skill certificaates. CABT has had an incre
ease in the number of its maajors: in 2006‐2007, there w
was an annual average of 7
75 majors, and
d in 2010‐2011 there was an average of 1108, an increaase of 44%. Th
his is likely duee to many factorrs, including th
he increasing need for job rretraining, thee increase in sttudents takingg courses to update their skills d
due to rapid te
echnology change, and the p
promotion of certificates an
nd the degreee within the departmentt. Course reten
ntion is also below the colle
ege average (881.1% vs. 86.11%) as shown in Figure 3, beelow. However, w
while college re
etention incre
eased by 5.6% in the period 2006‐2011, C
CABT retention
n has increaseed 10.1% over the same period. The increase in retentio
on is due, in ppart, to implem
mentation of rrecommendattions mmendations tto give practiccal exams, provide a which emerrged from our program’s SLO process (inccluding recom
binder of co
ompleted exam
mples, and givve more frequent feedback to students about their pro
ogress in a cou
urse) and responssiveness to stu
udent suggesttions for impro
ovement receeived as a resu
ult of a mass email sent to current and former students. P
Page | 4 CABT vs Colle
ege Retenttion
90.0%
85.0%
80.0%
75.0%
70.0%
65.0%
CABT
C
Avg.
College
C
Avg.
2006/07 20
007/08 2008
8/09 2009/10
0 2010/11
73.7%
76.8%
7
79.4
4%
76.7%
81.1%
80.5%
81.3%
8
85.2
2%
85.0%
86.1%
Figure 3: CABT R
Retention Increaases 10.1% As shown in
n Figure 4 , bellow, statistical success (C orr better gradee) shows CABTT as below thee college averaage, although this gap has bee
en reducing in recent years.. CABT course success increeased 17.8% frrom an annual 43.5% in 2006
6‐2007, to an aannual average of 51.2% in 2010‐2011. The lower‐than
n‐college‐averrage average of 4
level is likelyy due to the faact that manyy students are unprepared ffor college‐levvel work in com
mputer applications, and also to the departme
ent’s focus witthin courses on performancce‐based assesssment. CAB
BT vs Colle
ege Succes
ss
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
CA
ABT Avg.
Co
ollege Avg.
2006/07
2
2007/08 2008/0
09 2009/10 2010/11
43.5%
46.6%
45.7%
%
47.3%
51.2%
66.7%
67.6%
68.7%
%
70.2%
71.5%
Figure 4: CABT
T Success Increasses 17.8% of low‐unit (0..5‐1.0 unit), seelf‐paced, opeen‐entry coursses, Another facctor in successs rates is the laarge number o
which are fo
ormats that tyypically producce lower succe
ess and comp letion rates. O
Open‐entry co
ourses (which are CABT core ccourses) accou
unted for 61% of total CABTT enrollments (approximateely 600‐700 co
ourse registrattions per year), w
while classroom
m‐based coursses represente
ed 39% of totaal enrollments. These open
n‐entry coursees (in data entry, keyboarding, and 10‐key caalculator) have
e a 37% succe ss rate, while classroom‐baased courses sshow a 64% successs rate. (See Taable 1.) Class Type
C
Open‐Entry O
Cllassroom Success
37% 64% R
Retention
73% 81% Table
e 1: Success and
d Retention by CCABT Class Typee P
Page | 5 Retention is also lower for open‐entry courses as compared to classroom‐based courses, although the gap is smaller than the success gap. A goal of the CABT program is to determine the reasons for the low success rates, apply possible solutions, assess data to see which possible solutions are effective, and then incorporate effective methods for increasing student success into the open‐entry courses as appropriate. Results of Student Surveys
Students who take CABT courses are typically older students (58.7% > 40 years old), are female (86.7%), have a high school diploma or higher (94.8%), are taking less than 9 units per semester (64.1%) and are taking one or two CABT classes per semester (89%). Most respondents (96.2%) state that they would recommend CABT classes to other students and more than half plan to take more CABT classes at Cabrillo (59%). A majority (61%) of students responded that they are taking CABT classes because they need skills for a job. These results suggest that CABT classes are valuable to students who are strongly focused on career goals and see value in the employment preparation that CABT courses offer. The majority of students surveyed feel that the course workload is appropriate (89.7%) and that the syllabus accurately reflects what is taught in class (96%). In response to the question, “What do you consider the major strengths of this program?” students most frequently mentioned excellence of instructors (22 times), the hands‐
on instructional methods used in the department (7), and the usefulness and helpfulness of the CTCs (6). In response to the question, “What are your suggestions for improving the program?” most frequent responses included requests for more help in class and/or in the lab (8) and more courses (5). Finally, student responses collected via email (Appendix J) support the direct relevance of CABT courses to job success. Analysis of External Data Research
Data projections for the period 2010‐2018 were analyzed from leading sources, including EMSI (which draws on the California Labor Market Information Department and O*Net), the U.S. Bureau of Labor Statistics, and OfficeTeam, a leading placement firm for office and administrative careers. EMSI Data
Labor market research for Santa Cruz County and the Santa Cruz Commute Region (SCCR) from EMSI (Economic Modeling Specialists, Inc.) predicts an average of 15.5% growth in CABT‐related occupations for the period 2010 to 2018 in Santa Cruz County, and an average of 8.8% growth in the Santa Cruz Commute Region. Strong employment growth is projected at the entry level for CABT‐related occupations. The higher‐paying occupations have higher wages, as well as lower projected growth rates. A conclusion drawn from this data is that more students are likely to find employment in the entry‐level occupations; however, for the best and most experienced employees, there are opportunities in the higher‐level occupations. This conclusion supports the qualitative experience of faculty in the department: most students are beginners who are prepared to train for entry‐level jobs, while a significant minority are returning students who are experienced workers needing to increase their skills to keep their positions or move up the career ladder.2 (See Table 2, below.) U.S. Bureau of Labor Statistics
The U.S. Bureau of Labor Statistics reports that office and administrative support jobs are the largest occupational group in the United States, constituting 17% of entire US employment3. The median yearly income for this group is $33,470. The BLS reports that six of the top 30 occupations with the largest number of job 2
For careers which utilize CABT courses, see Appendix H. U. S. Bureau of Labor Statistics, Occupational Employment and Wages: May 2011 (http://bls.gov/news.release/ocwage.htm, accessed December 2011). 3
Page | 6 openings are from the office and administrative support group. Locally, nine of the top 50 occupations with the most job openings in Santa Cruz County are office and administrative support jobs. Occupation SOC Hourly wage, mean (2011) Projected growth 2010‐2018 Number of Jobs 2010‐2018 Annual job openings (est.) First‐line Supervisor4 (Administrative Assistant) ‐SCCR Executive Administrative Assistants and Secretaries ‐SCCR Administrative Assistants and Secretaries, not Executive, Legal or Medical ‐SCCR Customer Service Representatives ‐SCCR Receptionists and Information Clerks ‐SCCR Office Clerks ‐SCCR 43‐1011 $22.03
16.1%
1,081‐1,255 44
43‐6011 43‐4051 $26.07
$20.23
$23.95
$14.62
$17.05
$16.22
8.2%
13.6%
9.0%
7.6%
1.6%
17.1%
10,897‐11,792 1,368‐1,555 15,828‐17,251 643‐692 6,561‐6,663 644‐754 340
38
343
13
114
30
43‐4171 $19.67
$12.58
17.2%
23.7%
10,758‐12,610 738‐913 513
45
63‐9061 $14.32
$11.90
$14.66
8.5%
14.9%
8.3%
6,657‐7,222 2,549‐2,928 18,981‐20,550 254
73
396
43‐6014 Table 2: CABT‐Related Occupations (EMSI) Other Sources: Industry
OfficeTeam, industry leaders in placement of office and administrative support professionals, reports a one‐year gain of 3‐4% in wages for positions including administrative assistant, executive assistant, and senior executive assistant. National wages range for an executive assistant from $37,750‐$50,750; for an administrative assistant from $27,750‐$36,700, and for a receptionist position from $21,750‐$29,500. Wages in the San Jose‐San Francisco area are 20‐35% higher.5 The following trends are identified by OfficeTeam: 1) growing difficulty in finding skilled candidates, 2) increased employment opportunities for office professionals within healthcare settings, and 3) a longer hiring process, leading to more employment through temporary agencies or longer probationary periods for employees. Employers report that they want employees who are versatile, have excellent interpersonal skills and technical knowledge, and who are willing to learn new skills. Technology skills considered essential include Microsoft Word, Excel, PowerPoint and Outlook, as well as social media skills. Conclusions
The need for students prepared for entry‐level office positions will experience strong growth, which suggests that instruction in computer applications and business technology will continue to be in demand. Higher‐level administrative support occupations will continue to have positions available for well‐qualified candidates; therefore, training opportunities must continue to be offered to this demographic. Students taking CABT courses to help them move into an occupation requiring office technology skills need access to those courses and a clear pathway for success. Coordination with Medical Assisting, Accounting, Business and other departments is useful in order to maximize resources and ensure effective programs for students. 4
5
For example, an Office Manager or Lead Administrative Assistant job title. OfficeTeam Salary Guide 2012, accessed at officeteam.com/salary on 12.11.11. Page | 7 Curriculum Review
All courses, certificates and the A.S. degree were reviewed. Most courses were updated to reflect technological or occupational changes. Several courses which will not be offered in the next two years were inactivated. CABT 131, Microsoft Word, has been revised to include higher‐level skills and has been accepted for transfer‐level status as CABT 31. CABT 156, Business Grammar, has been renamed Writing for the Workplace, and the course has been rewritten to include higher‐level workplace writing skills (not just grammar). CABT 190SP, Computers for Specific Purposes, has been renumbered CABT 107, to regularize it within the department. This course was designed to accommodate the specific needs of ACE cohorts, and to be flexible enough to offer to other learning communities. Several other courses were rewritten to reflect technological changes, including CABT 106, CABT 100, CABT 101, CABT 38 and CABT 41. The certificates and degree were reviewed and discussed with the CABT Community Advisory Committee. Finally, the TBA hours were examined for each course, and many were reduced, to reflect the minimum number of hours students must spend working in the lab. New Directions
Being a technology‐based department, we will continue to innovate and adapt to new technology, hardware, and software. Our curriculum goals include continually folding emerging technologies into our courses. We are committed to continuing our involvement in learning communities, including ACE, STARS, AMAP, and others that emerge, by providing coordinated, effective technology instruction to those students. Because the technology skills CABT offers are basic to success in so many areas, we will be actively exploring and perhaps increasing curriculum and course alignment with Accounting, Business, and Medical Assisting. Specifically, we plan to continue discussions with the Accounting Department in regard to re‐establishing an Account Clerk certificate within the CABT program. An important goal emerging through our SLO discussions and student surveys is to improve support for struggling students. We want to increase the levels of faculty support in the CTCs, as well as cultivate increased identification with the CABT Department through website enhancement, outreach to students, and providing orientation and possibly other group events. Our goal is to increase retention and success, especially in open‐
entry courses, leading to increased professional progress and certificate and degree completion. Through our participation with our Community Advisory Committee, we keep the pulse of necessary employment skills and industry needs. We will be surveying our committee and students to identify emerging needs and to develop and offer discrete courses as they are identified as having high demand. Topics that have been raised in previous discussions include business databases, advanced Microsoft Office, project management and Microsoft Outlook. Program Planning Goals and Recommendations
The goals for the next instructional planning cycle are to: 1. Goal: Maintain faculty and instructional currency with technology, including software, hardware, and
changes in business technology practices. SLO 3: Use the Internet, a wide variety of current and
emerging computer applications and standard business procedures to compute, analyze business
performance, and solve problems; College Master Plan Goal B: Enhance excellence in the classroom
and student support services to support student success; College Master Plan Goal C: Provide pathways
to prosperity through Career Technical Education (CTE); and, Goal D: Enhance college effectiveness
through measurement and evaluation of key areas such as shared governance, departmental
effectiveness, and student learning.
Recommendation: Regularly identify technology curriculum changes, plan for their adoption, and
complete technology training and curriculum changes as appropriate.
Cost: No additional cost; however, faculty may apply for Technology Factor grants as appropriate.
2. Goal: Increase success in open‐entry courses. SLO 5: Demonstrate high and efficient qualities of self‐
management and self‐awareness in terms of workplace responsibility and productivity;
Page | 8 SLO 6: Demonstrate the ability to competently use a wide variety of office equipment, including computers, peripherals, and non‐computerized office machines; College Master Plan Goal B: Enhance excellence in the classroom and student support services to support student success, and College Master Plan Goal C: Provide pathways to prosperity through Career Technical Education.) Recommendations: a. Analyze causes of low success rates in open entry classes and propose potential solutions, conferring with affected departments and college administration. b. Apply solutions and monitor the results. c. Modify plan as necessary to find an effective, workable method to increase student success in open‐entry CABT courses. Cost: Faculty units for development, implementation, monitoring and finalization of plan. (Perkins funds could possibly be used for this purpose. 3. Goal: Maintain current software and hardware technology in computer classrooms and the CTCs.
SLO 2: Competently communicate in support of a business office, including production and design of
complex electronic and paper‐based correspondence and documents; SLO 3: Use the Internet, a wide
variety of current and emerging computer applications and standard business procedures to compute,
analyze business performance, and solve problems; SLO 6: Demonstrate the ability to competently
use a wide variety of office equipment, including computers, peripherals, and non‐computerized
office machines; College Master Plan Goal B: Enhance excellence in the classroom and student support
services to support student success, College Master Plan Goal B, Objective B3: Increase use of current
and emerging technologies for student support and for teaching, College Master Plan Goal C: Provide
pathways to prosperity through Career Technical Education (CTE), Accreditation Standard 3C:
Technological Resources, and the Cabrillo Technology Plan.
Recommendation: Regularly identify technology changes and upgrades, plan for their adoption, and
complete technology upgrades as necessary and appropriate.
Cost: Replacement hardware, costs undetermined (implementation of IT Virtualization Project may
lower hardware costs); upgrading software every 12‐18 months, $2,000 annually.
4. Goal: Maintain sufficient contract faculty for program needs. All Program SLOs [1‐6] are supported by
this goal; College Master Plan Goal B: Enhance excellence in the classroom and student support
services to support student success, College Master Plan Goal B, Objective B3: Increase use of current
and emerging technologies for student support and for teaching, College Master Plan Goal C: Provide
pathways to prosperity through Career Technical Education (CTE), Accreditation Standard 3C:
Technological Resources.
Recommendation: Recruit and hire a highly-qualified contract faculty member to teach in the CABT
program and support the department’s goals and SLOs.
Cost: $66,000 annually (estimated)
5. Goal: Increase support to beginning and/or struggling students in the CTC in order to increase course
success and retention. SLO 2: Competently communicate in support of a business office, including
production and design of complex electronic and paper‐based correspondence and documents;
College Master Plan Goal B: Enhance excellence in the classroom and student support services to
support student success, College Master Plan Goal C: Provide pathways to prosperity through Career
Technical Education (CTE), Objective Accreditation Standard 3C: Technological Resources.
Recommendations: a. Increase the number of CABT faculty units assigned to the CTCs, in response to
the need for more instructional support indicated in the Student Surveys. b. Encourage faculty to
schedule office hours in the CTCs when appropriate. c. Work with CTCs to increase availability of tutors
proficient in CABT subject material.
Cost: $10,410 annually (6 adjunct units/year). No costs associated with recommendations b and c.
6. Goal: Cultivate student identification with the department. SLO 1: Productively work as a team
member with people of diverse experiences and backgrounds in a workplace environment; College
Master Plan Goal C: Provide pathways to prosperity through Career Technical Education, Objective C1:
Page | 9 Define clear career technical educational pathways, and Objective C3: Offer CTE programs that inform students of career opportunities and requirements.
Recommendations: a. Develop printed materials, hold in‐person meetings, and enhance CABT website to share information with students. Cost: $5,205 annually (3 adjunct units/year). 7. Goal: Continue participation with learning communities. SLO 1: Productively work as a team member
with people of diverse experiences and backgrounds in a workplace environment; SLO 6: Demonstrate
the ability to competently use a wide variety of office equipment, including computers, peripherals,
and non‐computerized office machines; College Master Plan Goal B: Enhance excellence in the
classroom and student support services to support student success, and College Master Plan Goal C:
Provide pathways to prosperity through Career Technical Education.
Recommendations: a. Increase level of communication and planning with learning communities. b.
Continue to offer courses to learning communities to support CABT‐related skill development.
Cost: None identified.
8. Goal: Cultivate pathways to careers for students lacking in computer and technology skills. SLO 2:
Competently communicate in support of a business office, including production and design of complex
electronic and paper‐based correspondence and documents; SLO 3: Use the Internet, a wide variety
of current and emerging computer applications and standard business procedures to compute,
analyze business performance, and solve problems; College Master Plan Goal B: Enhance excellence in
the classroom and student support services to support student success, and College Master Plan Goal C:
Provide pathways to prosperity through Career Technical Education.
Recommendations: a. Develop pathways to the Business and Accounting fields. b. Continue developing
pathways to allied health careers, especially Medical Assistant. c. Continue to investigate other fields
which need a workforce proficient in office technology.
Cost: None identified.
List of Appendices
Appendix A: Goals and Recommendations Form Appendix B: CABT Occupational Program Assessment Plan (SLOs) Appendix C: SLO Assessments, Embedded Assessments Appendix D: Requisite Review Appendix E: PRO Data—CABT Program Appendix F: PRO Data—CABT‐DSPS Assistive Technology Appendix G: CABT Cabrillo College Catalog Pages (2011‐2012) Appendix H: CABT‐Related Careers Identified by the Bureau of Labor Statistics Appendix I: CABT‐CWEE Local Employment Appendix J: CABT Student Feedback Page | 10 Appendix A: CABT Occupational Program Assessment Analysis
This form summarizes results from Spring and Fall 2005, discussed during FLEX weeks
of Fall 2005 and Spring 2006 respectively.
Department
CABT
Meeting Date
August 24, 2005 (continued August 25, 2005 to
include additional faculty)
Covers instructional activities during Spring 2005.
8
Number of Faculty in
Attendance
Number of Faculty
sharing Assessment
Results – if applicable
SLO(s) Competency
Measured
Assessment Tool
Course-Embedded
Assessment
Assessment Results
(Summarize the overall
results of your
department)
6
Computer/Business Applications Certificate of
Proficiency SLO 3.Competently communicate in
support of a business office, including production and
design of complex electronic and paper-based
correspondence and documents.
Course-embedded assessment. Grading rubrics were
designed by faculty, each according to their needs for
their particular course and the assignment chosen. Each
faculty member submitted their assessment tool and a
description of the results, to be kept as reference for the
department.
o Students currently show high levels of success on
the sample assignments for our embedded
assessment process.
o Most faculty reported a positive experience, with an
increase in positive student learning outcomes when
students were exposed to rubrics.
o Assignments used for embedded assessments are
appropriate for and support the Certificate-level
SLO selected for this semester.
o Several faculty expressed questions about the level
of detail of their rubric—how much is enough/too
much?
o Students seem to need frequent, specific feedback
about their progress
o A single class often contains students who are
working at widely divergent skill levels
o Practice exams and online tutorials are examples of
materials instructors can develop to improve student
learning outcomes
O:\Program Planning\Program Planning Completed 12\Revised
CABT\AppA_CABTProgAssessPlanFinal.doc
A-1
Next Step in the
Classroom
to Improve Student
Learning
(check all the items
faculty felt would help
them improve student
learning)
o Clearly stating the course requirements repeatedly,
rather than overwhelming students at the beginning
of the semester, is useful
o Many students are anxious, have low self esteem,
are fearful of technology or have repeated school
failure—addressing their specific needs is important
to increasing positive student learning outcomes
o Grading for creativity in a rubric is challenging;
however, creativity is an important factor in many
class projects
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise the amount of writing/oral/visual/clinical or
similar work
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
o
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on student
progress
Increase guidance for students as they work on
assignments
Use methods of questions that encourage
competency
State criteria for grading more explicitly
Increase interaction with students outside of class
o
Ask a colleague to critique assignments/activities
Collect more data
o
Nothing; assessment indicates no improvement necessary
Other (please describe)
Collect more data about student grasp of material
Clarify and reinforce course requirements, not just at
beginning of course.
Add explanation page to answer binder/study guide
for self-paced courses.
Keep exams locally relevant when possible; students
respond to practical exams
Address how to address all needs when students
have a diversity of skill levels.
Emphasize student responsibility for success
Identify and support students with issues early in
semester.
Provide study guide/rubric to all supporting
instructors
O:\Program Planning\Program Planning Completed 12\Revised
CABT\AppA_CABTProgAssessPlanFinal.doc
A-2
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster
competency
o
Write collaborative grants to fund departmental projects to improve teaching
Provide articles/books on teaching about
competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
o
Nothing; assessments indicate no improvements necessary
Other (please describe)
Keep current with new software and technology
Refer students to tutorial center and ESL Lab
Check recommended prep for CABT 102— perhaps
add eligibility for a math course
Priorities to Improve
Student Learning
1. Keep current with new software and technology
2. Give students frequent, specific feedback and restate
course expectations repeatedly
3. Provide practical or supplemental materials to assist
(List the top 3-6 things
struggling students, and refer them to tutorial resources
faculty felt would most
improve student learning) early in the semester
4. Increase direct student/faculty contact to support
struggling students: restore/add paid hours in lab for
instructors
5. Review curriculum annually for relevance
6. Continued adjunct participation in the
SLO/assessment process
Implementation
(List the departmental
plans to implement these
priorities)
o Evaluate and purchase hardware/software and
relevant training (ongoing)
o Review selected curriculum annually
o Encourage adjunct participation in the SLO process
through recommending payment for participation.
o Support struggling students through
recommendation of restoration of paid hours in lab
o Faculty will develop practical exams, supplemental
materials, and other aides to assist struggling
students
o Faculty will refer struggling students to tutorial
resources early in the semester
O:\Program Planning\Program Planning Completed 12\Revised
CABT\AppA_CABTProgAssessPlanFinal.doc
A-3
o Recommended preparation for CABT 102 submitted
to Curriculum, Spring 2006
Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities
o Priorities which are not funding-dependent will be
implemented by faculty this year and on an ongoing
basis
o Priorities which are funding-dependent will be
recommended in Program Plan Report and will be
implemented as funds become available
O:\Program Planning\Program Planning Completed 12\Revised
CABT\AppA_CABTProgAssessPlanFinal.doc
A-4
Department
CABT
Meeting Date
February 1, 3, 2006
Covers instructional activities during Fall 2005.
9
Number of Faculty in
Attendance
Number of Faculty
sharing Assessment
Results – if applicable
SLO(s) Competency
Measured
Assessment Tool
Course-Embedded
Assessment
Assessment Results
(Summarize the overall
results of your
department)
4
Computer/Business Applications Certificate of
Achievement SLO 3. Use the Internet, a wide variety of
computer applications and standard business procedures
to compute, analyze business performance, and solve
problems. (GE Core Competency II. Critical Thinking
and Information Competency)
Course-embedded assessment. Grading rubrics were
designed by faculty, each according to their needs for
their particular course and the assignment chosen. Each
faculty member submitted their assessment tool and a
description of the results, to be kept as reference for the
department.
Assessment results for Fall 2005 parallel the results
for Spring 2005. New items for Fall 05 are bolded.
o Students currently show high levels of success on
the sample assignments for our embedded
assessment process.
o Most faculty reported a positive experience, with an
increase in positive student learning outcomes when
students were exposed to rubrics.
o Assignments used for embedded assessments are
appropriate for and support the Certificate-level
SLO selected for this semester.
o Several faculty expressed questions about the level
of detail of their rubric—how much is enough/too
much?
o Students seem to need frequent, specific feedback
about their progress.
o A single class often contains students who are
working at widely divergent skill levels.
o Clearly stating the course requirements repeatedly,
rather than overwhelming students at the beginning
of the semester, is useful.
o Many students are anxious, have low self esteem,
are fearful of technology or have repeated school
O:\Program Planning\Program Planning Completed 12\Revised
CABT\AppA_CABTProgAssessPlanFinal.doc
A-5
Next Step in the
Classroom
to Improve Student
Learning
(check all the items
faculty felt would help
them improve student
learning)
failure—addressing their specific needs is important
to increasing positive student learning outcomes.
o Grading for creativity in a rubric is challenging;
however, creativity is an important factor in many
class projects.
o The use of makeup exams and/or opportunities to do
assignments over contribute to student success,
particularly when students have poor study skills or
are anxious.
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise the amount of writing/oral/visual/clinical or
similar work
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Increase student collaboration and/or peer
review
Provide more frequent or fuller feedback on student
progress
Increase guidance for students as they work on
assignments – in Spanish as needed
Use methods of questions that encourage
competency
State criteria for grading more explicitly
Increase interaction with students outside of class
o
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary (except for small things)
Other (please describe):
Develop and continue to provide makeup exams
and ways for students to demonstrate mastery of
material more than one time.
Develop online/multimedia tutorials to reinforce
classroom demonstrations and help students who
miss class.
Provide increased English/Spanish materials.
Increase the formal pairing of advanced and lessadvanced students in the classroom.
Collect more data about student grasp of material
Clarify and reinforce course requirements, not just at
beginning of course.
Keep exams locally relevant when possible; students
respond to practical exams
Address how to address all needs when students
O:\Program Planning\Program Planning Completed 12\Revised
CABT\AppA_CABTProgAssessPlanFinal.doc
A-6
have a diversity of skill levels.
Emphasize student responsibility for success
Identify and support students with issues early in
semester.
Provide study guide/rubric to all supporting
instructors
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
These steps are the same as for Spring 2005:
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster
competency
o
Write collaborative grants to fund departmental projects to improve teaching
Provide articles/books on teaching about
competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
o
Nothing; assessments indicate no improvements necessary
Other (please describe):
Keep current with new software and technology
Refer students to tutorial center and ESL Lab
Check recommended prep for CABT 102— perhaps
add eligibility for a math course
Priorities to Improve
Student Learning
These priorities are the same as for Spring 2005:
1. Keep current with new software and technology
2. Give students frequent, specific feedback and restate
course expectations repeatedly
(List the top 3-6 things
3. Provide practical or supplemental materials to assist
faculty felt would most
improve student learning) struggling students, and refer them to tutorial resources
early in the semester
4. Increase direct student/faculty contact to support
struggling students: restore/add paid hours in lab for
instructors
5. Review curriculum annually for relevance
6. Continued adjunct participation in the
SLO/assessment process
Implementation
(List the departmental
Same as for Spring 2005:
o Evaluate and purchase hardware/software and
relevant training (ongoing)
O:\Program Planning\Program Planning Completed 12\Revised
CABT\AppA_CABTProgAssessPlanFinal.doc
A-7
plans to implement these
priorities)
o Review selected curriculum annually
o Encourage adjunct participation in the SLO process
through recommending payment for participation.
o Support struggling students through
recommendation of restoration of paid hours in lab
o Faculty will develop practical exams, supplemental
materials, and other aides to assist struggling
students
o Faculty will refer struggling students to tutorial
resources early in the semester
o Recommended preparation for CABT 102 submitted
to Curriculum, Spring 2006
Timeline for
Implementation
Same as for Spring 2005:
o Priorities which are not funding-dependent will be
implemented by faculty this year and on an ongoing
basis
o Priorities which are funding-dependent will be
recommended in Program Plan Report and will be
implemented as funds become available
(Make a timeline for
implementation of your
top priorities
O:\Program Planning\Program Planning Completed 12\Revised
CABT\AppA_CABTProgAssessPlanFinal.doc
A-8
CABT Occupational Program Assessment Analysis
This form summarizes results from Spring 2006 and discussed during FLEX week of Fall
2006.
Department
CABT
Meeting Date
August 24, 2006 (continued Sept. 11, 2006 to include
additional faculty)
Covers instructional activities during Spring 2006.
8
Number of Faculty in
Attendance
Number of Faculty
sharing Assessment
Results – if applicable
SLO(s) / Competency
Measured
Focus on Course SLO(s)
Assessment Tool
Course-Embedded
Assessment
Assessment Results
(Summarize the overall
results of your
department)
4
(2 contract, 2 adjunct)
Courses/SLOs reviewed:
CABT 101: Course SLO and C/BA Certificate SLO 2.
CABT 100: Both course SLOs
CABT 272: Course SLO and C/BA Certificate SLO 3.
CABT 157: Course SLO and C/BO Certificate SLO 2.
Computer/Business Applications Certificate of
Proficiency SLOs:
2.Competently communicate in support of a business
office, including production and design of complex
electronic and paper-based correspondence and
documents.
3. Use the Internet, a wide variety of computer
applications and standard business procedures to
compute, analyze business performance, and solve
problems.
Course-embedded assessment. Grading rubrics were
designed by faculty, each according to their needs for
their particular course and the assignment chosen. Each
faculty member submitted their assessment tool and a
description of the results, to be kept as reference for the
department.
o Students currently show high levels of success on
the sample assignments for our embedded
assessment process.
o Most faculty reported a positive experience, with an
increase in positive student learning outcomes when
students were exposed to rubrics.
o Assignments used for embedded assessments are
appropriate for and support the course level and
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP06ProgAssessPlan.doc
1
o
o
o
o
o
o
Next Step in the
Classroom
to Improve Student
Learning
(check all the items
faculty felt would help
them improve student
learning)
o
Certificate-level SLOs selected for this semester.
Practice exams and online tutorials are examples of
materials instructors can develop to improve student
learning outcomes
Test-taking preparation for multiple-choice exams
was effective.
Students need more practice on essay questions.
Student collaboration continues to be effective and
can be encouraged more.
Workplace simulations are challenging for students,
who often lack enough business experience to
understand the implications of their choices.
Grading for creativity in a rubric is challenging;
however, creativity is an important factor in many
class projects
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise the amount of writing/oral/visual/clinical or similar work
Revise activities leading up to and/or supporting
assignment/activities
o
Increase in-class discussions and activities
Increase student collaboration and/or peer review
o
Provide more frequent or fuller feedback on student progress
Increase guidance for students as they work on
assignments (i.e. integrate video tutorials into
assignment handouts.)
o
o
o
o
o
Use methods of questions that encourage competency
State criteria for grading more explicitly
Increase interaction with students outside of class
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary
Other (please describe)
o
o
o
o
o
o
o
o
Collect more data about student grasp of material
Clarify and reinforce course requirements, not just at beginning of course.
Add explanation page to answer binder/study guide for self-paced courses.
Keep exams locally relevant when possible; students respond to practical
exams
Address how to address all needs when students have a diversity of skill levels.
Emphasize student responsibility for success
Identify and support students with issues early in semester.
Provide study guide/rubric to all supporting instructors
Formalize multimedia tutorials for important skills
so that students can review or use them to make up
for missed classes; make these an integral part of
the course.
Have the students complete a practice case study.
Through online discussions and individual feedback,
make sure all students understand all of the business,
communication, problem-solving, and ethical issues
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP06ProgAssessPlan.doc
2
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
that must be dealt with in a case study.
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster
competency
o
o
o
o
Write collaborative grants to fund departmental projects to improve teaching
Provide articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
o
Nothing; assessments indicate no improvements necessary
Other (please describe)
Keep current with new software and technology
Provide increased English/Spanish materials.
Reorganize sequence or grouping of instruction
around topics rather than around types of questions.
1. Keep current with new software and technology
Priorities to Improve
2. Integrate online or multimedia course materials
Student Learning
including online discussion groups into courses.
3. Provide practical or supplemental materials to assist
(List the top 3-6 things
struggling students, and refer them to tutorial resources
faculty felt would most
improve student learning) early in the semester
4. Increase direct student/faculty contact to support
struggling students: restore/add paid hours in lab for
instructors
5. Review curriculum annually for relevance
6. Continued adjunct participation in the
SLO/assessment process
Implementation
(List the departmental
plans to implement these
priorities)
o Evaluate and purchase hardware/software and
relevant training (ongoing)
o Review selected curriculum annually
o Encourage adjunct participation in the SLO process
through recommending payment for participation.
o Faculty will develop practical exams, supplemental
materials, and other aides to assist struggling
students
o Faculty will refer struggling students to tutorial
resources early in the semester
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP06ProgAssessPlan.doc
3
Timeline for
Implementation
o All ongoing with regular review and incremental
improvement
(Make a timeline for
implementation of your
top priorities
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP06ProgAssessPlan.doc
4
CABT Occupational Program Assessment Analysis
This form summarizes results from Fall 2006 and discussed during FLEX week of Spring
2007.
Department
CABT
Meeting Date
January 31, 2007
Covers instructional activities during Fall 2006.
6
Number of Faculty in
Attendance
Number of Faculty
sharing Assessment
Results – if applicable
SLO(s) / Competency
Measured
Focus on Course SLO(s)
5
(2 contract, 3 adjunct)
Courses/SLOs reviewed:
CABT 110a,b,c, 210(Computer Keyboarding courses):
All course SLOs Course SLO and C/BA Certificate
SLOs 2 and 5.
CABT 131: Course SLO and C/BA Certificate SLOs 2,3
CABT 285: Course SLO and C/BA Certificate SLOs, 2,
3.
CABT 156: Course SLO and C/BA Certificate SLO 2.
Computer/Business Applications Certificate of
Proficiency SLOs:
2. Competently communicate in support of a business
office, including production and design of complex
electronic and paper-based correspondence and
documents.
3. Use the Internet, a wide variety of computer
applications and standard business procedures to
compute, analyze business performance, and solve
problems.
5. Demonstrate high and efficient qualities of selfmanagement and self-awareness in terms of workplace
responsibility and productivity.
Assessment Tool
Course-Embedded
Assessment and
Custom Assessment for
Keyboarding courses
Course-embedded assessment. Grading rubrics were
designed by faculty, each according to their needs for
their particular course and the assignment chosen. Each
faculty member submitted their assessment tool and a
description of the results, to be kept as reference for the
department.
Keyboarding assessment is a table of typical student
problems with potential forms of assistance or
O:\Program Planning\Program Planning Completed 12\Revised
CABT\FA06ProgAssessPlan.doc
1
Assessment Results
(Summarize the overall
results of your
department)
Next Step in the
Classroom
to Improve Student
Learning
(check all the items
faculty felt would help
them improve student
learning)
interventions for this semester. Next semester the
effectiveness of the assistance will be documented and
analyzed. Assessment approved by Cabrillo’s SLO
Coordinator.
o Students currently show high levels of success on
the sample assignments for our embedded
assessment process.
o Faculty feel they are better teachers by talking about
what works or not with our students.
o Most faculty reported a positive experience, with an
increase in positive student learning outcomes when
students were exposed to rubrics.
o Assignments used for embedded assessments are
appropriate for and support the course level and
Certificate-level SLOs selected for this semester.
o Assignments supported SLO achievement, but the
evaluative process and discussion helped highlight
improvements that can be made in subsequent
semesters.
o Students need to refine their writing skills to
produce AT assessment reports.
o Students profit from focused exercises on paragraph
construction, but still need improvement.
o Advanced form-making in Word was exciting for
students, who could see direct application to the job
environment, but was challenging for some students
because they were weak with basic compute skills.
o Listing and discussion of perceived student
problems with keyboarding and discussion of
potential types of assistance was productive in
heightening instructor awareness of the range of
options that are available to use with resolving
student performance problems.
o
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
o
Revise the amount of writing/oral/visual/clinical or similar work
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on student
progress (by adding preliminary
activities/assignments to strengthen focus on tasks
such as paragraph construction and writing
assessment reports.)
O:\Program Planning\Program Planning Completed 12\Revised
CABT\FA06ProgAssessPlan.doc
2
Increase guidance for students as they work on
assignments
o
o
o
o
o
Use methods of questions that encourage competency
State criteria for grading more explicitly
Increase interaction with students outside of class
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary
Other (please describe)
o
o
o
o
Collect more data about student grasp of material
Clarify and reinforce course requirements, not just at beginning of course.
Add explanation page to answer binder/study guide for self-paced courses.
Keep exams locally relevant when possible; students respond to practical
exams
Address how to address all needs when students
have a diversity of skill levels. (Refer to more basic
coursework as necessary; strengthen emphasis on
key assignments. Add an advance Word class to the
curriculum.)
o
Emphasize student responsibility for success
Identify and support students with issues early in
semester.
o
Provide study guide/rubric to all supporting instructors
Formalize collaboration between keyboarding
faculty to resolve student performance problems
with keyboarding.
Add an assignment where students first assess
themselves, to serve as a model and practice prior to
assessing others.
Consider spending more class time on paragraph
construction.
Provide models of correct assignments to illustrate
competency levels for students.
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster
competency
o
o
o
o
Write collaborative grants to fund departmental projects to improve teaching
Provide articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
o
Nothing; assessments indicate no improvements necessary
Other (please describe)
Keep current with new software and technology
O:\Program Planning\Program Planning Completed 12\Revised
CABT\FA06ProgAssessPlan.doc
3
Reorganize sequence or grouping of instruction
around topics rather than around types of questions.
1. Keep current with new software and technology
Priorities to Improve
2. Evaluate focus on the most important and difficult
Student Learning
assignments, providing effective preliminary activities
and assignments for students.
(List the top 3-6 things
3. Provide practical or supplemental materials to assist
faculty felt would most
improve student learning) struggling students, and refer them to tutorial resources
early in the semester.
4. Identify student problems early and use appropriate
types of assistance and intervention. (Keyboarding)
5. Review curriculum annually for relevance
6. Continued adjunct participation in the
SLO/assessment process
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities
o Evaluate and purchase hardware/software and
relevant training, especially Vista and Office 2007
and collaborate with IT and CTC staff to develop a
facility plan for implementation.
o Review selected curriculum annually
o Encourage adjunct participation in the SLO process
through recommending payment for participation.
o Faculty will develop practical exams, supplemental
materials, and other aides to assist struggling
students
o Faculty will refer struggling students to tutorial and
other resources early in the semester
o All ongoing with regular review and incremental
improvement
o Hardware and software implementation plan is
underway with initial targets of dual-boot PCs in
Room 507 in Fall 2007 and two courses based on
Vista/Office 2007
O:\Program Planning\Program Planning Completed 12\Revised
CABT\FA06ProgAssessPlan.doc
4
CABT Occupational Program Assessment Analysis
Spring 2007
This form summarizes results from Spring 2007 and discussed during FLEX week of Fall
2007.
Department
CABT
Meeting Date
August 30, 2007, September 27, 2007
Covers instructional activities during Spring 2007.
8
Number of Faculty in
Attendance
Number of Faculty
sharing Assessment
Results – if applicable
SLO(s) / Competency
Measured
Focus on Course SLO(s)
5
(2 contract, 3 adjunct)
Courses/SLOs reviewed:
CABT 110a,b,c, 210(Computer Keyboarding courses):
All course SLOs Course SLO and C/BA Certificate
SLOs 2, 3 and 5.
CABT 100: Course SLOs and C/BA Certificate SLOs
1,2,3,4,5.
CABT 280: Course SLO and C/BA Certificate SLOs, 1,
2, 3 and 5.
CABT 106: Course SLO and C/BA Certificate SLO 2,3.
Computer/Business Applications Certificate of
Achievement SLOs:
1. Productively work as a team member with people of
diverse experiences and backgrounds in a workplace
environment.
2. Competently communicate in support of a business
office, including production and design of complex
electronic and paper-based correspondence and
documents.
3. Use the Internet, a wide variety of computer
applications and standard business procedures to
compute, analyze business performance, and solve
problems.
4. Actively assist in implementing general office
procedures, including records management.
5. Demonstrate high and efficient qualities of selfmanagement and self-awareness in terms of workplace
responsibility and productivity.
Assessment Tool
Course-Embedded
Course-embedded assessment. Grading rubrics were
designed by faculty, each according to their needs for
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP07ProgAssessPlan.doc
1
Assessment and
Custom Assessment for
Keyboarding courses
Assessment Results
(Summarize the overall
results of your
department)
Next Step in the
their particular course and the assignment chosen. Each
faculty member submitted their assessment tool and a
description of the results, to be kept as reference for the
department.
Keyboarding assessment is a log in table format of
students, their problems, the types of special assistance
delivered, and the outcome. The effectiveness of the
assistance is documented and analyzed. Assessment
approved by Cabrillo’s SLO Coordinator.
o Students currently show good levels of success on
the sample assignments for our embedded
assessment process.
o Faculty feel they are better teachers by talking about
what works or not with our students.
o Most faculty reported a positive experience, with an
increase in positive student learning outcomes when
students were exposed to rubrics.
o Assignments used for embedded assessments are
appropriate for and support the course level and
Certificate-level SLOs selected for this semester.
o Assignments supported SLO achievement, but the
evaluative process and discussion helped highlight
improvements that can be made in subsequent
semesters.
o CABT 100 students were challenged by the
difficulty of proofreading a complex form letter.
o AT students’ reading abilities are often limited by
the learning disability of the individual student. This
is particularly evident in the ability to proofread and
follow written instructions.
o AT students all were able to perform complex
scanning skills for preparing documents for Optical
Character Recognition (OCR).
o Listing and discussion of perceived student
problems with keyboarding and discussion of
potential types of assistance was productive in
heightening instructor awareness of the range of
options that are available to use with resolving
student performance problems.
o Often outside distractions or personal emergencies
prevent students from completing keyboarding
goals.
o Use of large format timed writings and referral of
selected students to the AT Lab for voice
recognition software was useful for several students.
State goals or objectives of assignment/activity more
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP07ProgAssessPlan.doc
2
Classroom
to Improve Student
Learning
explicitly
Revise content of assignment/activities
o
Revise the amount of writing/oral/visual/clinical or similar work
Revise activities leading up to and/or supporting
assignment/activities, especially providing more
detailed instructions. (e.g. How to determine and use
search criteria with a search engine; how to control
multiple-page printing.)
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on student
progress.
Increase guidance for students as they work on
assignments.
(check all the items
faculty felt would help
them improve student
learning)
o
o
o
o
Use methods of questions that encourage competency
State criteria for grading more explicitly
Increase interaction with students outside of class
Nothing; assessment indicates no improvement necessary
Other (please describe)
Address how to address all needs when students
have a diversity of skill levels. (Refer to more basic
coursework as necessary; strengthen emphasis on
key assignments.)
o
Emphasize student responsibility for success
Provide reference for the location of letter template
Better review of proofreader’s marks and how to
apply them
Increased practice on how to keep copy to one page.
Identify and support students with issues early in
semester.
Formalize collaboration between keyboarding
faculty to resolve student performance problems
with keyboarding.
Provide models of correct assignments to illustrate
competency levels for students. (e.g. business
letters)
Provide more copies of large-format timed writings
to the labs.
Experiment with using partitions and quiet space in
lab for keyboarding students or others who are
distracted easily.
Continue collaboration with Calais Ingel in the AT
Lab to identify students early who can benefit from
speech-recognition software.
Continue to develop and formalize alternative
accommodations for keyboarding students with
disabilities.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP07ProgAssessPlan.doc
3
Provide detailed checklists for student completion of
advanced tasks and reference which week of
instruction is related to the task so students can look
up procedures more effectively.
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster
competency
o
o
o
o
Write collaborative grants to fund departmental projects to improve teaching
Provide articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
o
Nothing; assessments indicate no improvements necessary
Other (please describe)
Keep current with new software and technology
1. Keep current with new software and technology
Priorities to Improve
2. Evaluate focus on the most important and difficult
Student Learning
assignments, providing effective preliminary activities
and assignments for students.
(List the top 3-6 things
3. Provide practical or supplemental materials to assist
faculty felt would most
improve student learning) struggling students, and refer them to tutorial resources
early in the semester.
4. Identify student problems early and use appropriate
types of assistance and intervention. (Keyboarding)
5. Review curriculum annually for relevance
6. Continued adjunct participation in the
SLO/assessment process
Implementation
(List the departmental
plans to implement these
priorities)
o Continue evaluation and purchase
hardware/software and relevant training, especially
Vista and Office 2007 and collaborate with IT and
CTC staff to develop a facility plan for
implementation.
o Review selected curriculum annually
o Encourage adjunct participation in the SLO process
through recommending payment for participation.
o Faculty will develop practical exams, supplemental
materials, and other aides to assist struggling
students
o Faculty will refer struggling students to tutorial and
other resources early in the semester
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP07ProgAssessPlan.doc
4
Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities
o All ongoing with regular review and incremental
improvement
o Hardware and software implementation plan is
underway with initial targets of dual-boot PCs in
Room 507 in Fall 2007 and two courses based on
Vista/Office 2007. Additional hardware
purchase/upgrade may be necessary for Spring 08 to
fully support Vista/Office 2007.
o Possible implementation of full Vista/Office 2007 in
Fall 2008, based on industry and market feedback.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP07ProgAssessPlan.doc
5
CABT Occupational Program Assessment Analysis
Fall 2007
This form summarizes results from Fall 2007 and discussed during FLEX week of Spring
2008.
Department
CABT
Meeting Date
February 8, 2008, Feb. 28, 2008 (followup)
Covers instructional activities during Fall 2007.
9
Number of Faculty in
Attendance
Number of Faculty
sharing Assessment
Results – if applicable
SLO(s) / Competency
Measured
Focus on Course SLO(s)
2
(2 contract)
Courses/SLOs reviewed:
CABT 103a,b Data Entry: All course SLOs Course
SLO and C/BA Certificate SLOs 2, 3, 4 and 5.
CABT 118: Course SLO and C/BA Certificate SLOs
1,2,3,4,5.
Computer/Business Applications Certificate of
Achievement SLOs:
1. Productively work as a team member with people of
diverse experiences and backgrounds in a workplace
environment.
2. Competently communicate in support of a business
office, including production and design of complex
electronic and paper-based correspondence and
documents.
3. Use the Internet, a wide variety of computer
applications and standard business procedures to
compute, analyze business performance, and solve
problems.
4. Actively assist in implementing general office
procedures, including records management.
5. Demonstrate high and efficient qualities of selfmanagement and self-awareness in terms of workplace
responsibility and productivity.
Assessment Tool:
Course-Embedded
Assessment and
Custom Assessment for
Data Entry courses
Course-embedded assessment. An embedded
assessment rubric for CABT 118 was designed based on
a recent graduate course on college teaching techniques.
Student-generated questions were developed and
prioritized in groups.
Data Entry assessment is an analysis of common
O:\Program Planning\Program Planning Completed 12\Revised
CABT\FA07ProgAssessPlan.doc
1
Assessment Results
(Summarize the overall
results of your
department)
Next Step in the
Classroom
to Improve Student
Learning
(check all the items
faculty felt would help
them improve student
learning)
problems experienced by Data Entry students. Several
tactics were suggested and will be implemented and
evaluated in Spring 2008 and reported then.
Continuing Results From Previous Semesters:
o Students currently show good levels of success on
the sample assignments for our embedded
assessment process.
o Faculty feel they are better teachers by talking about
what works or not with our students.
o Most faculty reported a positive experience, with an
increase in positive student learning outcomes when
students were exposed to rubrics.
o Assignments used for embedded assessments are
appropriate for and support the course level and
Certificate-level SLOs selected for this semester.
o Assignments supported SLO achievement, but the
evaluative process and discussion helped highlight
improvements that can be made in subsequent
semesters.
o Often outside distractions or personal emergencies
prevent students from completing self-paced course
goals.
o Use of large format timed writings and referral of
selected students to the AT Lab for voice
recognition software was useful for several students.
New
o Discussion and use of revised materials from
previous semesters has heightened instructor
awareness of special student problems.
o Already-revised handouts and materials are being
useful to coach students in both Keyboarding and
Data Entry.
o In-class questions as a rubric helps make faculty
aware of student difficulty with the material. Helps
to evaluate and develop material for a new course.
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
o
Revise the amount of writing/oral/visual/clinical or similar work
Revise activities leading up to and/or supporting
assignment/activities, especially providing more
detailed instructions. (e.g. How to determine and use
search criteria with a search engine; how to control
multiple-page printing.)
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on student
O:\Program Planning\Program Planning Completed 12\Revised
CABT\FA07ProgAssessPlan.doc
2
progress.
Increase guidance for students as they work on
assignments.
Use methods of questions that encourage
competency
o
o
o
State criteria for grading more explicitly
Increase interaction with students outside of class
Nothing; assessment indicates no improvement necessary
Other (please describe)
Continuing:
Address how to address all needs when students
have a diversity of skill levels. (Refer to more basic
coursework as necessary; strengthen emphasis on
key assignments.)
o
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
Emphasize student responsibility for success
Identify and support students with issues early in
semester.
Formalize collaboration between keyboarding
faculty to resolve student performance problems
with keyboarding.
Provide more copies of large-format timed writings
to the labs.
Experiment with using partitions and quiet space in
lab for keyboarding students or others who are
distracted easily.
Continue collaboration with Calais Ingel in the AT
Lab to identify students early who can benefit from
speech-recognition software.
Continue to develop and formalize alternative
accommodations for keyboarding students with
disabilities.
Provide detailed checklists for student completion of
advanced tasks and reference which week of
instruction is related to the task so students can look
up procedures more effectively.
NEW:
 Provide captions for Data Entry and Keyboarding
Tutorials.
Continuing:
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster
competency
o
o
o
o
Write collaborative grants to fund departmental projects to improve teaching
Provide articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
O:\Program Planning\Program Planning Completed 12\Revised
CABT\FA07ProgAssessPlan.doc
3
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
o
Nothing; assessments indicate no improvements necessary
Other (please describe)
Continuing:
Keep current with new software and technology
1. Keep current with new software and technology
Priorities to Improve
2. Evaluate focus on the most important and difficult
Student Learning
assignments, providing effective preliminary activities
and assignments for students.
(List the top 3-6 things
3. Provide practical or supplemental materials to assist
faculty felt would most
improve student learning) struggling students, including continuing to develop
video tutorials and refer them to tutorial resources early
in the semester.
4. Identify student problems early and use appropriate
types of assistance and intervention. (Keyboarding)
5. Review curriculum annually for relevance
6. Continued adjunct participation in the
SLO/assessment process
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities
o Continue evaluation and purchase
hardware/software and relevant training, especially
Vista and Office 2007 and collaborate with IT and
CTC staff to develop a facility plan for
implementation.
o Review selected curriculum annually
o Encourage adjunct participation in the SLO process
through recommending payment for participation.
o Faculty will develop practical exams, supplemental
materials, and other aides to assist struggling
students
o Faculty will refer struggling students to tutorial and
other resources early in the semester
o All ongoing with regular review and incremental
improvement
o Hardware and software implementation plan is
underway with target of PCs running Office
2003/2007 over Vista in Room 507 in Fall 2008.
o Possible implementation of full Vista/Office 2007 in
Fall 2008, based on industry and market feedback.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\FA07ProgAssessPlan.doc
4
CABT Occupational Program Assessment Analysis
Spring 2008
This form summarizes results from Spring 2008 and discussed during FLEX week of Fall
2008.
Department
CABT
Meeting Date
August 28, 2008, Covers instructional activities
during Spring 2008.
7
Number of Faculty in
Attendance
Number of Faculty
sharing Assessment
Results – if applicable
SLO(s) / Competency
Measured
Focus on Core I:
Communication
5
(2 contract, 3 adjunct)
Courses/SLOs reviewed:
CABT 103a, b (Data Entry courses) All course SLOs
Course SLO and C/BA Certificate SLOs 2, 3,4 and 5.
CABT 101 Computer Proficiency: Course SLO and
C/BA Certificate SLOs 2, 3 and Core II Critical
Thinking
CABT 190SR (111)All Course SLOs and all C/BA
Certificate SLOs.
CABT 131 Word: Course SLO 1 and C/BA Certificate
SLO 2, 3, 4, 5
CABT 41 Excel: All course SLOs and C/BA Certificate
SLOs 2-5.
Computer/Business Applications Certificate of
Achievement SLOs:
1. Productively work as a team member with people of
diverse experiences and backgrounds in a workplace
environment.
2. Competently communicate in support of a business
office, including production and design of complex
electronic and paper-based correspondence and
documents.
3. Use the Internet, a wide variety of computer
applications and standard business procedures to
compute, analyze business performance, and solve
problems.
4. Actively assist in implementing general office
procedures, including records management.
5. Demonstrate high and efficient qualities of selfmanagement and self-awareness in terms of workplace
responsibility and productivity.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP08ProgAssessPlan.doc
1
Assessment Tool
Course-Embedded
Assessment and
Custom Assessment for
Keyboarding courses
Assessment Results
(Summarize the overall
results of your
department)
Course-embedded assessment. Grading rubrics were
designed by faculty, each according to their needs for
their particular course and the assignment chosen. Each
faculty member submitted their assessment tool and a
description of the results, to be kept as reference for the
department.
Data entry assessment is a comprehensive list of
observed difficulties students experienced with success
in Data Entry. Course handouts were revised with
addition of more graphic instruction in how to use the
software as well as video tutorials that students can take
home or view in the lab. In addition, close-captioned
versions were developed for hearing-impaired students.
Analysis of student success was submitted in Spring 08.
This was a 2-semester project.
Continuing Results From Previous Semesters:
o Students currently show good levels of success on
the sample assignments for our embedded
assessment process.
o Faculty feel they are better teachers by talking about
what works or not with our students.
o Most faculty reported a positive experience, with an
increase in positive student learning outcomes when
students were exposed to rubrics.
o Assignments used for embedded assessments are
appropriate for and support the course level and
Certificate-level SLOs selected for this semester, as
well as supporting Core 1: Communication.
o Assignments supported SLO achievement, but the
evaluative process and discussion helped highlight
improvements that can be made in subsequent
semesters.
o Often outside distractions or personal emergencies
prevent students from completing self-paced course
goals.
o Use of large format timed writings and referral of
selected students to the AT Lab and CABT 190SR
for voice recognition software was useful for several
students.
o Discussion and use of revised materials from
previous semesters has heightened instructor
awareness of special student problems.
o Already-revised handouts and materials are being
useful to coach students in both Keyboarding and
Data Entry.
o
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP08ProgAssessPlan.doc
2
New
o Developing more explicit rubrics caused instructor
to raise standards for an A grade in CABT 101.
o Assessment results for Data Entry showed mixed
results comparing success in Spring 2007 and 2008.
More work would be necessary to isolate the results
of the changes versus other factors.
o CABT 131 students demonstrated 90% proficiency
in creating a business letter.
o CABT 190SR students who did not prepare or
missed classes were challenged by the assignment.
Most did reach 120 wam with 4-5 errors.
o
Next Step in the
Classroom
to Improve Student
Learning
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
o
Revise the amount of writing/oral/visual/clinical or similar work
Revise activities leading up to and/or supporting
assignment/activities, especially providing more
detailed instructions. (e.g. Practicing of speech
commands; making sure students understand
availability of video tutorials and class handouts,
updating video tutorials to reflect software changes
in web development tools.)
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on student
progress.
Increase guidance for students as they work on
assignments.
Use methods of questions that encourage
competency
State criteria for grading more explicitly
(check all the items
faculty felt would help
them improve student
learning)
o
Increase interaction with students outside of class
Nothing; assessment indicates no improvement
necessary in CABT 41.
Other (please describe)
Continuing:
Address how to address all needs when students
have a diversity of skill levels. (Refer to more basic
coursework as necessary; strengthen emphasis on
key assignments.)
Emphasize student responsibility for success (e.g.
Doing adequate preparation for exams and projects.)
Identify and support students with issues early in
semester.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP08ProgAssessPlan.doc
3
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
Formalize collaboration between keyboarding
faculty to resolve student performance problems
with keyboarding.
Provide more copies of large-format timed writings
to the labs.
Experiment with using partitions and quiet space in
lab for keyboarding students or others who are
distracted easily.
Continue collaboration with Calais Ingel in the AT
Lab to identify students early who can benefit from
speech-recognition software and refer to CABT
190SR.
Continue to develop and formalize alternative
accommodations for keyboarding students with
disabilities.
Provide detailed checklists for student completion of
advanced tasks and reference which week of
instruction is related to the task so students can look
up procedures more effectively.
NEW:
 Expand use of International and Spanish materials
and exercises.
 Shorten certain exercises to allow more time for
more challenging ones.
Continuing:
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster
competency
o
o
o
o
Write collaborative grants to fund departmental projects to improve teaching
Provide articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
Keep current with new software and technology
o
Nothing; assessments indicate no improvements necessary
Other (please describe)
1. Keep current with new software and technology
Priorities to Improve
2. Evaluate focus on the most important and difficult
Student Learning
assignments, providing effective preliminary activities
and assignments for students.
(List the top 3-6 things
3. Provide practical or supplemental materials to assist
faculty felt would most
improve student learning) struggling students, including continuing to develop
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP08ProgAssessPlan.doc
4
video tutorials and refer them to tutorial resources early
in the semester.
4. Identify student problems early and use appropriate
types of assistance and intervention. (Keyboarding, Data
Entry)
5. Review curriculum annually for relevance
6. Continued adjunct participation in the
SLO/assessment process
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities
o Continue evaluation and purchase
hardware/software and relevant training, especially
Vista and Office 2007 and collaborate with IT and
CTC staff to develop a facility plan for
implementation.
o Review selected curriculum annually
o Encourage adjunct participation in the SLO process
through recommending payment for participation.
o Faculty will develop practical exams, supplemental
materials, and other aides to assist struggling
students
o Faculty will refer struggling students to tutorial and
other resources early in the semester
o All ongoing with regular review and incremental
improvement
o Hardware and software implementation has
accomplished full running of Office 2003/2007 over
Vista in Room 507 in Fall 2008 and Office
2003/2007 over XP in Watsonville.
o All CABT classes are offered using Office 2007 as
of Fall 2008.
o Faculty will review advance information of software
updates as available over the next semesters.
o Faculty is participating in campus-wide space
planning.
o Faculty is participating in Fall 2008 FLEX week and
will continue with other activities to identify ways
that Math and English classes can support success
for CABT Vocational and Technical Education
students.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\SP08ProgAssessPlan.doc
5
CABT Occupational Program Assessment Analysis
FALL 2008
This form summarizes results from Fall 2008 and discussed during FLEX week of Spring
2009.
Department
CABT
Meeting Date
February 3,4 2009, Covers instructional activities
during Fall 2008
8
Number of Faculty in
Attendance
Number of Faculty
sharing Assessment
Results – if applicable
SLO(s) / Competency
Measured
Focus on Core 4:
Personal Responsibility
and Professional
Development
6
(2 contract, 4 adjunct)
Courses/SLOs reviewed:
CABT 101 Computer Proficiency: Course SLO and
C/BA Certificate SLOs 2, 3 and Core IV Personal
Responsibility
CABT 190SR (111) All Course SLOs and all C/BA
Certificate SLOs.
CABT 131 Word: Course SLO 1 and C/BA Certificate
SLOs 2, 3, 4, 5
CABT 161 Simple Website: Course SLO and C/BA
Certificate SLOs 1, 2, 3,5.
CABT 156 Business Grammar: Course SLO and all
Certificate SLOs
Computer/Business Applications Certificate of
Achievement SLOs:
1. Productively work as a team member with people of
diverse experiences and backgrounds in a workplace
environment.
2. Competently communicate in support of a business
office, including production and design of complex
electronic and paper-based correspondence and
documents.
3. Use the Internet, a wide variety of computer
applications and standard business procedures to
compute, analyze business performance, and solve
problems.
4. Actively assist in implementing general office
procedures, including records management.
5. Demonstrate high and efficient qualities of selfmanagement and self-awareness in terms of workplace
responsibility and productivity.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\Fall08ProgAssessPlan.doc
1
Assessment Tool
Course-Embedded
Assessment and
Custom Assessment for
Keyboarding courses
Course-embedded assessment primarily. Grading
rubrics were designed by faculty, each according to their
needs for their particular course and the assignment
chosen. Each faculty member submitted their
assessment tool and a description of the results, to be
kept as reference for the department.
Assessment Results
(Summarize the overall
results of your
department)
Continuing Results From Previous Semesters:
o Students currently show good levels of success on
the sample assignments for our embedded
assessment process.
o Faculty feel they are better teachers by talking about
what works (or not) with our students.
o Most faculty reported a positive experience, with an
increase in positive student learning outcomes when
students were exposed to rubrics.
o Assignments used for embedded assessments are
appropriate for and support the course level and
Certificate-level SLOs selected for this semester, as
well as supporting Core 1: Communication.
o Assignments supported SLO achievement, but the
evaluative process and discussion helped highlight
improvements that can be made in subsequent
semesters.
o Discussion and use of revised materials from this
and previous semesters has heightened instructor
awareness of special student problems.
New
o Developing more explicit rubrics caused instructor
to develop a notebook of correctly-completed
assignments that students can refer to before, during
and when completing assignments. Included is the
grading rubric.
o Assessment results for CABT 101 group exercise
showed approximately 30% of students were not
pleased with doing group assignments.
o Instructors in general discussed continuing lack of
reading and cognitive organization skills among
students, which get in the way of success on
assignments for certain students.
o CABT 190SR students often did not have specific
skills or understanding of journal entries or selfassessment. Students need more frequent feedback
and models of self-assessment journal entries will be
developed.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\Fall08ProgAssessPlan.doc
2
o Student ability to do peer review of website projects
was increased dramatically by use of criteriaspecific evaluation rubrics.
Next Step in the
Classroom
to Improve Student
Learning
(check all the items
faculty felt would help
them improve student
learning)
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities (Increase
topical relevance of writing projects to students’
lives, experience and workplace.)
o
Revise the amount of writing/oral/visual/clinical or similar work
Revise activities leading up to and/or supporting
assignment/activities, especially providing more
detailed instructions. (e.g. Developing binders of
model assignments for student use including
finished activities, step-by-step procedures, rubrics.)
Increase in-class discussions and activities
Provide more frequent or fuller feedback on student
progress. (e.g. In terms of modeling group activities,
self-assessment.)
Increase guidance for students as they work on
assignments.
Use methods of questions that encourage
competency
Communicate with Medical Assisting and
Accounting faculty about including CABT 111
Speech Recognition as a formal alternative to
keyboarding requirements.
Integrate CABT 111 as a formal alternative to
keyboarding requirements in the CABT model
programs.
State criteria for grading more explicitly
o
o
Increase interaction with students outside of class
Nothing; assessment indicates no improvement necessary
Other (please describe)
Continuing:
Address how to address all needs when students
have a diversity of skill levels. (Refer to more basic
coursework as necessary; strengthen emphasis on
key assignments.)
Emphasize student responsibility for success (e.g.
Doing adequate preparation for exams and projects.)
Identify and support students with issues early in
semester.
Continue collaboration with Calais Ingel in the AT
Lab to identify students early who can benefit from
speech-recognition software and refer to CABT
190SR (111).
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CABT\Fall08ProgAssessPlan.doc
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Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would
help them improve
student learning)
Provide detailed checklists for student completion of
advanced tasks and reference which week of
instruction is related to the task so students can look
up procedures more effectively.
Continuing:
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster
competency
o
o
o
o
Write collaborative grants to fund departmental projects to improve teaching
Provide articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
Keep current with new software and technology
o
Nothing; assessments indicate no improvements necessary
Other (please describe)
Continue FLEX week discussions of SLOs and
embedded assessments.
1.
Keep
current with new software and technology
Priorities to Improve
2. Evaluate focus on the most important and difficult
Student Learning
assignments, providing effective preliminary activities
and assignments for students.
(List the top 3-6 things
3. Provide practical or supplemental materials to assist
faculty felt would most
improve student learning) struggling students and refer them to tutorial resources
early in the semester.
4. Identify student problems early and use appropriate
types of assistance and intervention, including feedback
on progress toward project completion.
5. Review curriculum annually for relevance
6. Continued adjunct participation in the
SLO/assessment process.
Implementation
(List the departmental
plans to implement these
priorities)
o Coordinate with Medical Assisting and Accounting
as to use of speech recognition as part of core
requirements.
o Begin to plan for adoption of Windows 7, the next
Microsoft Operating System.
o Review selected curriculum annually
o Encourage adjunct participation in the SLO process
through recommending payment for participation.
(e.g. Organized individual FLEX credit for SLO
discussion during SP 09 FLEX.)
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CABT\Fall08ProgAssessPlan.doc
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Timeline for
Implementation
(Make a timeline for
implementation of your
top priorities
o Faculty will develop practical exams, supplemental
materials, and other aides to assist struggling
students
o Faculty will refer struggling students to tutorial and
other resources early in the semester
o All ongoing with regular review and incremental
improvement
o Fall 2009: develop specifications for implementation
of Windows 7.
o Faculty will review advance information of software
updates as available over the next semesters.
o Faculty is participating in campus-wide space
planning.
O:\Program Planning\Program Planning Completed 12\Revised
CABT\Fall08ProgAssessPlan.doc
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