TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
VICE PRESIDENT'S RECOMMENDATION
PROGRAM/UNIT REVIEWED: ADMINISTRATlVE PROFESSIONAL_ _ _ _ _ _ _ _ _ _ _ __
Self Study Committee Chair:
Year of Review: 2014-2015
Amv Williams
----------~~~~~~~-
Date Submitted to the President:
Vice president's findings of strengths and weaknesses of the program/unit:
Strengths: The Administrative Professional program has been in existence since 20 l 0-1 I and so is in its fifth year. It has
demonstrated that it meets an educational need through the number of students who enroll in its classes overall or declare
this area to say they are degree-seeking. It offers both an AAS and a certificate of achievement. There are more males in
the program than the national average in this field, but it is still dominated by female students. It has an active Advisory
Board whose members assist in keeping the curriculum current with practice.
Weaknesses: All faculty teaching in the program are part-time. Thus faculty mentoring and office hours are limited for
students in this program. Its low completion numbers indicate that it cannot survive when it reaches ten years unless other
actions are taken. Students in program are largely part-time and do not persist in a timely fashion to completion, either a
certificate of achievement of AAS, perhaps because students achieve their goals and attain employment prior to
graduation. The student-faculty ratio is unacceptably low. There is no fulltime faculty member and no tenure-track
faculty to oversee and have responsibility for quality control within the curriculum and the program. Job placement data
for this workplace-oriented program need to be developed and monitored. There is a need to recruit more minorities and
males.
Summary action recommended for program/unit: Continue but if more students do not complete program within two
years, change it to a field of concentration or merge with another degree.
Recommendations for development strategies and anticipated time lines:
Recommendation made by Dean and Supported by VPAA: An outreach plan targeting males and Hispanics should be
developed by March 20 I 5. (Target now moved to December 2015 if needed.)
Other recommendations:
Develop and implement strategies to improve student to faculty ratio. Plan in place by Fall 2015
Develop and implement strategies to increase students completing Certificate of Achievement and AAS. Plan in place by
Fall 2015
Study and make a recommendation on making this program a field ofconcentration within an appropriate degree in Business
Division or a joint degree with another closely aligned field, such as Paralegal. Study completed with recommendation for
action by March 2016.
•
Make a request to hire a fulltime faculty member if the program remains a separate degree in order to ensure
faculty oversight and control over the curriculum of each course, mentoring time with all students, office
Vice President's Recommendation
hours and oversight. and classroom observations of part-time faculty each semester.
Create a skills certificate in a specific area within the AAS which has an industry test or examination. Complete and submit
by October 20 I 5.
Identify additional resources and/or actions necessary from each administrative unit for implementation of
recommended development strategies:
Academic Affairs: Request a fulltime faculty position for the program, either instructor non-tenure track or tenure
track..
Student Services: Analym need for additional advising and financial aid resources to help students in this program
graduate.
Finance: Program requests $1,000 for printing and mailing promotional materials, but this would have to be
directed to TMCC marketing department for academic programs, not to the WDCE marketing professional, and
might not need that level of funding.
Human Resources: None
Faculty Senate: None
Other: Program suggests classroom changes
Executive Summary:
This is an excellent workforce-related degree (AAS) and certificate of achievement which prepares graduates for working
as administrative assistants in a business setting with skills related to office procedures, computer applications,
communications, customer service, accounting, and supervision. It has an average of 60 declared majors per semester. The
enrollment in its courses is growing, but still low. Declared majors are likely to be part-time and may not graduate if
employment is gained early. The number of graduates per academic year is not large enough for the program to continue
beyond its tenth year if improvement is not shown. The workforce need for this program is demonstrated by national and
local data so there is strong college support for its continuation in some form. Specific recommendations for increasing
student success in the program have been developed by the Program Unit Review Committee, the Dean, the Vice President
for Academic Affairs, and the program itself. The program will submit an annual update on its implementation of these
recommendations and its growth in student success data. Its active Advisory Committee is a significant plus in ensuring
that the curriculum is continually examined for its relevance in a rapidly changing environment and in supporting the
program in recruiting.
Vice President of Academic Affairs:
Name
Dr. Jane Nichols
Vice President's Recommendation
Date
03/2712015
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
DEAN'S RECOMMENDATION
PROGRAM/UNIT REVIEWED: ADMINISTRATIVE PROFESSIONAL._ _ _ _ _ _ _ __ __ __
Division: Business_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Ycar of Review: 2014-15
----------
Date Submitted to PURC: 11/5114_ _ _ _ _ _ _ __
Dean's findings of strengths and weaknesses of the program/unit:
Strengths:
I . Under the direction of the WDCE Director, the program has strengthened and grown. The CA Rs have been kept
2.
3.
4.
5.
up to date and the information gained from them and advisory board input have been used to ensure the courses
are current and pertinent to the marketplace.
The program is a low-cost program, thus can be given the time to grow and reach a critical mass without being a
financial burden on the college.
The program has a higher than national average for males; hence, it is providing a path for an underrepresented
population in the admin professional profession.
It is coming close to achieving parity in regards to Washoe County ethnic census data.
This is a small program, yet had 460 students declared.
Q ,eaknesses:
I. It is a small program; hence at times it is difficult to run the classes at capacity, which negatively impacts SFR.
2. Although moving towards ethnic parity with Washoe County, there is still work to be done, especially with the
Hispanic population.
3. The lack of full-time faculty could become an issue in the long term, but at this point in time in relation to the size
of the program, it is not an issue.
4. The lack of a room equipped to teach business machines results in a computer lab being used when it is not
necessary to do so.
Summary action recommended for program/unit: I .Student recruitment is needed." ith a special focus on males and
Hispanics is needed. '.!.Marketing materials targeted toward these populations arc needed. 3.A. classroom outfitted with
25 electrical outlets is desirable. 4. Funding for marketing materials is needed and funds classroom modification is
desirable.
Recommendations for strategies and anticipated time li'1es:
Item I - An outreach plan targeting males and Hispanics should be developed by March 2015 so that high school seniors
can be targeted as well as adults who are re-skilling.
Item 2 - WDCE has a well-qualified marketing professional and I would like to see her involved in the development of
he marketing materials. December-January marketing material development and February production.
Item 3 -Timing would be dependent on funding and availability of facilities staff.
Dean's Recommendation
Item 4 - Dependent on RAP process outcome.
0 .11e helmv .'lectim1 is NIA at tit is j1111,·t11re.
I concur with the PUR Committee's recommendations on the following points:
Curriculum:
•
Demographics and Enrollment:
•
Resources:
•
All timelines are considered ongoing unless otherwise noted.
Identify resources necessary for implementation of recommended strategies:
Describe impact of recommended strategies on Division planning:
Describe impact of recommended development strategies on program/unit faculty:
Dean of the Division of Business:
Name
Signa; µf ~/e-
Date
/1-£ · IY
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
SELF-STUDY SUMMARY
PROGRAM/UNIT REVIEWED: Administrative Professional
School: Business
Ycur of Review: 2014
Date Submitted to Dean: October 30, 201 4
Self-Study Committee Members:
Tide
Name
Nicole McDowell
Prosram Manager
Rick Sorensen
Prosram Specialist
Teresa Brooks
AAlll
Pa t Jarvis
Instructor
Donna Kamen
Instructor
Clalre Freda
Student
Seit-Study Committee Chair:
Name
Tide
Amy Williams
Director
Sipatun
Da~
1ot 21 /Jj
Executive Summary (Two paragraph maximum):
Truckee Meadows Community College's Administrative Professional program offers an associate of applied science degree
and a certificate of achievement in Administrative Professional. The Administrative Professional program has 60 declared
majors per tenn and has averaged I I 5 students each year for the past five years in Computer and Office Technology (COT)
courses which are required in the degree program and the focus ofthrs program unit review and course data analyses. The
program utilizes relevant courses from many different disciplines for its core and emphasis requirements to make up an
effective curriculum that ensures well-rounded administrative professional training. This program was completely
redesigned five years ago and has been growing steadily since that time with 58 students in fiscal year 20 I0 and more than
doubling to 119 students in fiscal year 2014. The program attracts students from every age group. It also mirrors the
community in the ethnicities it serves, with the exception of Hispanics to whom we should improve our outreach efforts.
The program serves far more female than male students which is typical of this type of education program nationwide and
this profession. Our program serves many more males than the national average.
The curriculum requirements of the Administrative Professional programs are relevant to today's workforce demands and
are serving the students' needs effectively. The program is overseen by the Director of Workforce Development and
Continuing Education and supported by an Administrative Assistant lll , both of whom give about 3 FTE to the program.
The Computer and Office Technology courses are taught by highly qualified part-time faculty who are experts in their fields
and who are dedicated to the program and the students. There are no recommendations for change to curriculum or staffing
at this time. The committee sees a need for updated promotional materials to put a more professional spotlight on the
program and career opportunities and to support our outreach to populations not adequately represented in our program:
males and Hispanics. The committee seeks a one-time funding request of $1,000 to cover the costs of printing and mailing
promotional materials. No other resources are requested at this time and no programmatical changes are suggested.
Self-Study Summary
ATMCC
Truck•• Meedaw• Dammunlly College
Program Unit Review Committee
Q URC FINDINGS AND RECOMMENDATIONS
Program/Unit Reviewed: Administrative Professional
Self-Study Chair(s): Amy Williams
Division: Business
Year of Review: 2014-2015
Date Submitted to VPAA:
Committee findings of self-study strengths;
Curriculum:
• Program has a Mission statement which should guide the program.
• Instructors are well-qualified.
• Thorough analysis completed by Workforce Development and Continuing Education (WDCE) to
ensure program effectiveness. Thoroughly addressed all recommendations from the 2003
comprehensive review. Program has been revamped since the last PUR to meet the needs of
the students and industry, which requires higher levels of responsibility placed on
administrative professionals. Program modifications have resulted in some increased
enrollment.
• Offer both an AA and Certificate of Achievement.
• Course Assessment Reports (CARs) submitted in all emphasis courses.
• Multiple modalities of Instruction employed that are responsive to student needs. There is an
option to complete the program online or in-person.
• Provided a clear understanding of factors that are expected to impact the program, including
the closing of Morrison University and coming of Tesla to the Reno/Sparks area.
• Most courses are now being assessed regularly as of 2011-2012. Uses assessment to guide
curriculum changes.
• Active advisory board under the Division of Business.
• Meeting planned in December to determine whether an articulation between the
Administrative Professional program and the newly-revised College and Technical Education
(formerly Tech Prep) program can be reached. This would benefit both high school students
and the program's FrE.
• Excellent analysis of employment prospects for Administrative Professionals based on U.S.
Bureau of Labor statistics.
• Excellent plan to review and potentially submit revised course objectives and Student
Learning Outcomes (SLOs) through Curriculum and Assessment Programs (CAP) Committee.
A emographlcs and Enrollment:
The Administrative Professional (AP) Program Unit Report (PUR) is a well-written self-study
that clearly explained the origins, changes, accomplishments and challenges of the AP
U •
Page
1 of 5; Proaram Unit Review Commltttt Fi ndings and R«ommrndatlons
THCC Is 1m EEO/AA /nstlfutlon. See flttp://t!eo.tmcr:.edu for mOff! Information.
R"'.: 12/2/ 2014
ATMCC
Truakn• Ma•dow• Community Ooll•110
Program Unit Review Committee
QuRc FINDINGS AND RECOMMENDATIONS
•
•
•
•
•
•
•
•
Program.
While below the percent at the College, the percentage of males represented in the
Administrative Professional program reflect national trends and are above national levels in
this professional area.
Student Educational Goal of "Earn a Degree" has Increased and remains high and exceeds the
college average.
The Program's faculty, administration and advisory board's hard work appears to be paying off
in a consistent increase in the number of active declared AP students.
Gender enrollment mirrors national trend of female predominance in the field.
Closely tracking the national trend and ahead of the state trend for diversity in the field.
Low enrollment classes are now offered only in spring or fall semesters. This avoids
cancellation and serves to bolster enrollment in those sections while ensuring student
progress toward completion.
Steady improvement in retention rates, 2% lower than College average.
Making efforts to reach out to current students to encourage success and completion.
Resources:
• All part-time faculty members have the required education and experience.
• Even though there are currently no full-time faculty, the part-t ime faculty are meeting the
needs of the program.
• There is one classified Administrative Assistant that ensures all administrative needs are
properly handled.
• The state-supported budget and lab fees cover costs of running the program.
Committee findings on self-study weaknesses:
Curriculum:
• No External Resource Recommendations (section 12.) are noted, however, with an active
advisory board, recommendations or commendations are usually part of the process.
• While there is an excellent analysis of needs for Administrative Professionals based on U.S.
Bureau of Labor Statistics, analysis of Post Completion Objectives section does not address
job placement.
Demographics and Enrollment:
• Low or slow graduation rate due to part time status of students.
• Hispanics are represented below the community and College populations.
• Average 5°/o decrease in FTE over this 5 year period, which is similar to college trends.
_.,.J\e sources:
U • The current classroom for COT 110 is not ideal since students do not use the computers.
• The lack of full-time faculty could be an issue In the future if the program grows.
P.ge
2 of 5; Progrilm Unit Review Committee Findings ilnd R~mendiltJons
TMCC Is iln EEO/AA Institution.
see http://eeo.tmcc.edu for mo~ lnformiltlon.
Rf!ll.: 12/2/2014
~TMCC
M••d•w•
Truokee
Oummunlty Oolle11•
Program Unit Review Committee
OuRc F1ND1NGs AND REcoMMENDAT10Ns
Committee Strategies and Recommendations:
Curriculum:
•
•
•
•
•
Include past students on Advisory Board if possible.
Investigate the need for bilingual administrative professionals, and intensify recruitment
and/or develop new curriculum if appropriate.
Describe/and or develop plan for evaluating content relevancy for industry and student needs
and conduct regular meetings with all faculty to ensure consistency.
Though the report indicates there is no appetite to hire a full-time instructor, the growth of
the program might be Insured with a person dedicated to that end. Analyze program growth,
graduation rate, recruitment, advertising, expansion, articulation agreements to determine if
hiring a full-time person will be an asset to facilitate stated program goals.
Develop a plan for graduate tracking and/or employment status and satisfaction. Work with
IR to review data from the Graduate Outcomes and Graduate Follow-up surveys and develop
a more specific graduate or employer survey, if necessary, to obtain timely feedback on
curriculum and student preparedness.
d emographics and Enrollment:
Demographic strategies:
• They intend to focus more recruitment efforts towards the Hispanic population by promoting
the program within TMCC's own English as a Second Language (ESL) classes as well as to
students taking Spanish/English short-term Computer Technologies (CT) program. Agree that
this is a sound strategy. Carry out this self-identified recommendation
• Suggest change in marketing to include the faces of more males and Hispanic males.
Student Status strategies:
• Promote COT courses as good general skills-builders. Market COT courses to students who
may not be interested in AP as a major, but who see value in COT course content and its
applicability to their own studies.
Enrollment Patterns strategies:
• Offering two required courses in fall and the other two in spring is a sound strategy to ensure
they meet minimum enrollment numbers and avoiding cancelling classes. This will also
increase the SFR of the sections. Carry out this self-proposed strategy.
• Author suggests a strategy of more personal and frequent outreach to its active students.
This is a proven strategy for increasing FTE and retention, as well as increasing the number of
declared admin pro majors. Accept this strategy as sound for enrollment growth. Carry out
this self-identified recommendation.
Resources:
Page
3 of 5; Program Unit Rl!v~w Commltttt Rndings and Rf!COf11mendatlons
TMCC is an EEO/AA Institution. Stt http://eeo.tmcc.l!du for more lnformatiOll.
Rf!V.: 12/1/2014
~TMCC
Truck•• M••daw• Community Ool•g•
Program Unit Review Committee
OuRc F1ND1NGs AND REcoMMEN0Ar10Ns
•
•
•
Page
Develop a plan to get a classroom with enough electrical outlets for COT 110.
Develop a new marketing plan to promote the Administrative Professional program in the
community. Estimated cost $1,000.
Request funding for stipends for PT faculty who go above their teaching duties and assist with
program management. Proposed annual cost: $3,120 for 2 PT instructors at PT rate of 1credit equivalent.
4 of S; /'rr)grtfm urnt RPV/eW Committee Findings tfnd Rerom~ncl.ttlons
TMCC is tfn EEO/AA Instituti on. See h ttp://eeo. tmcr:.edu for more l nform11tlon.
Rev.: 121212014
ATMCC
Truck- M••dawa Oammunlty Oall•g•
Program Unit Review Committee
O uRc F1ND1NGs AND REcoMMEN0Ar10Ns
PURC Members
Name
Title
Melissa Deadmond
Chair, PURC; Interim Associate Dean of Assessment and Planning
Julia Bledsoe
Program Officer, VPAA's Office
Gabriella Brochu
Instructor, Foreign Languages
Jody Covert
Director, Nursing
Erin Frock
Counselor, Counseling
Meeghan Gray
Instructor, Biology
Julie Muhle
Professor, Dental Assisting
Cheryl Scott
Assistant Director, Instit utional Research
Henry Sotelo
Instructor, Paralegal/Law
Executive Assistant, Assessment & Planning
ne Tiscareno
Q
By signing, the Self-Study Chair(s) and Dean acknowledge the findings and recommendations made
by the Program Unit Review Committee and, that following VPAA and President approval,
acknowledge that the program must contjnue to address recommendations until completed through
Annual Progress Reports (APRs).
~ v&<L~o-Self-Study Chair(s): ~
---'--------------_j
Dean:
Page
_y
~~
~;:::c
_____
_....,.b,,...._
;_(
. (
5 al 5: Progr• m Unit R~" Commltttt Rndm9s and Recommendittlons
TMCC /$ an EEO/AA lnstl tut1an. Stt http://tto.tmcc.~du for morl! Information.
Date: 12/19/2014
Date: _ _ _ __
Date: J Z -
IC/- IY'
R~. :
12/2/2014
j
12014-15
Truckee Meadows
Community College
Business
AO', INISTRATIV
I
PR 0FESSIONAL
1
PROGRAM/UNIT REVIEW SELF STUDY
Truckee Meadows
Community College
Business
ADMINIS RATIVE
PROFESSIONAL
PROGRAM/UNIT REVIEW SELF STUDY
ADMINISTRATIVE PROFESSIONAL
-·11-
Adn1inistrative Professional
DESCRIPTION OF PROGRAM/UNIT
Truckee Meadows Community College's Administrative Professional program is housed within the Business Division
of the College. The program offers an associate of applied science degree and a certificate of achievement in
Administrative Professional. The Administrative Professional program has an average of 60 declared majors per term
and has averaged 115 students each year for the past five years in Computer and Office Technology (COT) courses
per tenn which are required in the degree program and the focus of this program unit review and course data analyses.
The program utilizes relevant courses from many different disciplines for its core and emphasis requirements to make
up an effective curriculum that ensures well-rounded administrative professional training including courses in
accounting. business. computer information technology. information systems, and management. This program was
completely redesigned five years ago and has been growing steadily since that time with 58 students in fiscal year
20 I0 and more than doubling to 119 students in fiscal year 2014.
Mission Statement
The Administrative Professional program at Truckee Meadows Community College (TMCC) is designed to provide
students with the skills needed in today's competitive business environment. Combining current technology with
interactive instruction, our curriculum will help students gain proficiency in personal computer productivity
applications along with in-depth knowledge in the areas of leadership, communications. office procedures, customer
service, accounting. and supervision. Students can pursue a one-year Certificate of Achievement or a two-year
Associate of Applied Science degree.
The mission of the business division is: TMCC Business Studies focuses on academic achievement and
excellence through unwavering commitments lo diversity, integrity and student success. Education is the
wise choice for everyone. The Administrative Professional program also focuses on academic achievement
and excellence, and our requirements in the curriculum include business division courses to ensure the
success of our students. Our program interfaces with those of the entire business division throughout the
course of study.
The mission ofTMCC is: Truckee Meadows Community College promotes student success, academic
excellence and access to lifelong learning by supporting high-quality education and services within our
diverse community. Similar to the relationship with the business division, the Administrative Professional
program meets the mission goals of the College as it strives for student success, excellence and learning. We
mirror the diversity of the College in the ethnicities we serve and actually have more diversity than the
Co11ege within the age groups represented in our programs.
Degrees, Certificates, and/or Non-Credit Courses offered
•
•
Associate of Applied Science in Admini,strative Professional
Certificate of Achievement in Administrative Professional
Program/Unit Review Self Study I Description of Program/Unit ,
ADMINISTRATIVE PROFESSIONAL
Primury Gouls and Objectives
AAS Administr11tive Professionul Degree Go11ls and Objectives
•
•
•
•
Demonstrate advanced keyboarding skills and an intenncdiatc knowledge of hardware and software to pcrfonn a
wide variety of administrative tasks including electronic tiling, fonnulling and producing business documents and
spreadsheets, creating presentations, developing and maintaining datubas~"S, and pcrfonning internet research to
meet modern business needs.
Model excellent communication skills demonstrated by the ability to provide excellent customer service to
internal and external customers; present infonnation in a persuasive, logical, and organized manner using
supportive visual aids and professional oral communication; and write informational. analytical, and technical
documents, which are organized, precise, and relevant.
Perfonn and understand general office procedures to include fil ing, equipment operation, mail distribution, phone
calls, and tasks requiring basic math calculations such as inventory and bookkeeping.
Manage daily business functions of an organization by using effective problem-solving techniques, consistently
meeting deadlines, effectively managing office projects and employees, demonstrating professional work habits
such as ethics, team work, diversity, and confidentiality and maintaining a professional appearance and altitude.
AAS Administrative Profcssionul Certificate of Achievement Goals and Objectives
•
•
•
Demonstrate advanced keyboarding skills and an intermediate knowledge of hardware and software to perfonn a
wide variety of administrative tasks including electronic filing, formatting and producing business documents and
spreadsheets, and performing internet research to meet modem business needs.
Model excellent communication skills demonstrated by the ability to provide excellent customer service to
internal and external customers~ present infonnation in a persuasive, logical, and organized manner using
supportive visual aids and professional oral communication; and write informational, analytical, and technical
documents, which are organized, precise, and relevant.
Perform and understand tasks requiring basic math calculations such as inventory and bookkeeping.
Factors Expected to Affect Future
Two big factors are expected to change the future of the administrative professional. 111e first is technology and the
second is the higher level of expected responsibilities. These changes are already well underway, and the program has
aligned itself to be responsive to these changes in the curriculum required.
Technology is ever evolving, and administradve professionals need to be on the forefront of this change,
understanding new software, new methods of communication and marketing, social media and more. Our program
teaches the most current software and technology used in the office, and those classes utilize updated software and
texts to ensure that students are learning what is currently used in the workplace. Another technology advance
expected to change the job of the administrative professional is the growing demand in small business for a virtual
administrative assistant. People working in this capacity often are self-employed doing hourly work for a number of
different small businesses that need administrative and technical support. The higher level business and management
skills that are taught in this program will provide students with the skills they need to succeed wUh their own business
operation, should becoming a virtual assistant be their goal.
Administrative assistants are gradually taking on more responsibility in the workplace and are becoming an integral
part of the team. It is very rare now to see a traditional secretary-type position where the administrative assistant is
Program/Unit Review Self Study I Description of Program/Unit .
ADMINISTRATIVE PROFESSIONAL
solely a receptionist, a typist und a bufTer to the boss. In today' s business world, administrative assistants are often
pr~ject managers, office supervisors, executive assistants overst."Cing major ventures and more. A report released this
year by the American Society of Administrative Professionals (ASAP) cites research showing that today's
administrative professionals handle work previously perfonned by middle managers: "While admins still have their
trnditional roles, they are shouldering more managerial responsibility. They manage budgets, act as chiefs of stan:
serve as office tech gurus, and take charge as project managers. This trend toward greater responsibility among
admins appears widespread, showing up in nearly every industry." Our well rounded curriculum that covers
management, business. computer software, marketing, customer service, accounting and much more is well able to
train today's and tomorrow's administrative assistants to be key employees with the ability lo multi task in many
business functions.
TMCC will need to ensure an ongoing responsiveness to changes in our community that might require different
instructional topics or cooperation with local business. For example, with the massive number ofjobs that will be
needed for Tesla as they begin to hire in our community there may be a need for administrative professionals with a
skill that is unique to that organii.ation. If the company is going to hire a large number of administrative assistant-type
positions then TMCC might want to consider utrlizing the Special Topics course to meet those needs. Similarly, with
the closing of Morrison University there may be unmet student needs that we can address with our program through
the addition of a Special Topics course. These two change in our community have occurred within this last month
and are just a sampling of the things we may need to consider as we regularly review curriculum and course
requirements for our Administrative Professional program.
Program/Unit Review Self Study I Description of Program/Unit
ADMINISTRATIVE PROFESSIONAL
CURRICULUM
A. Degree/Emphasis Assessment Reports
Title(s) of past Program/Unit
Reviews; include programs
(degrees, emphases, and certificates)
and disciolines.
De2ree/Emphasis:
Associate of Applied Science:
Administrative Professional Degree
Program/Discipline Report: Computer
and Office Technology
=
=
~
N
N
~
~
.....
APR
-
- --
= =
~ ~ l'... ..........• ....= If= ....
~
-=
-w -... °'-f('
N
N
8.....
N
N
c:>
-
•
i
APR APR
SS
APR
APR
N
N
c:>
N
I
N
SS
APR
N
N
~
Ut
N
N
=
'i"
.....
APR
71w /tJ.~t comprehensive Comp11ter and O.Oice tec:lmo/c>KJ .<;e(l:S111dy was completed in 2003.
In 20()7.fJH the COT c/1~\·cipline, AAS and Certificate for Admim:,·traticm As,,·istunf were trun.~·fi.·rred lo 11'/JCl :.
On /Jcc1m1her 3, 20f~. the 1VSHJ: Academic Affairs Council approved a name clumxc from AAS Admini.~trutive Assi.~tant to
AAS Admini.'ilratiw Profe.~.,·ional.
Analyze the results of the previous PUR report and describe any modifications that were implemented ns a result of the
previous PUR.
SS-= Self Study APR Annual Progress Report
As noted above, self-studies were conducted in 2008-2009 and 2011-2012 independently as we thoroughly
evaluated curriculum and revised the program as described below. The last time the Administrative Professional
Program went through a comprehensive program unit review process was in 2003. At that time the following
items were recommended by the PUR team and agreed upon by those who reviewed it:
•
•
•
•
•
•
•
•
•
•
Restore a full-time faculty member to the program.
Train fa.culty on new technology.
Institute an active advisory board.
Offer internships for students.
Offer extemships for faculty.
Improve outreach to underrepresented students, particularly males and Hispanics.
Develop partnerships with other disciplines.
Develop marketing plan and materials for the program.
Research best practices in the field (VPAA recommendation only).
Compensate faculty for ongoing certification work (review committee only).
After 2003 the program committee composed an annual memo from 2004 through 2008 addressing these needs
repeatedly throughout those years as it seemed not much was done to meet the needs of the program that were
addressed in the comprehensive review. One new item that came up in those annual memos in both 2006 and
2007 was that there were no actual office procedures classes as part of the program and that this issue needed to
be addressed to improve the effectiveness of the program.
Program/Unit Review Self Study l Curriculum
ADMINISTRATIVE PROFESSIONAL
-§ii-
In 2008 Lhe Computer Office Technology/COT discipline and Adminislralive Professional (called Adminislralion
Assistant al lhat lime) degree and certificate program were lransfcrrcd lo the Workforce Development and
Continuing Education department with the hope thal WDCE could revamp the progmm and help it to thrive.
WDCE conducted a full review of the program and decided that it needed to be changed substantially to make it a
more effective program. In the previous 15 years that the program had been offored at TMCC, though numerous
students had declared it as a major, only 12 students had actually graduated. Clearly something was not going
quite right with the program. The following tasks were completed over the course of 2008 after WDCE took over
the program:
•
•
•
•
•
•
•
•
•
•
•
A full review of the 2003 program unit review was made and all recommendations taken into
consideration.
Extensive research into other similar programs throughout the United States to compare curriculum and
note aspects that might be missing from TMCC's program. 111is included both internet research and
phone meetings with multiple schools.
Research was conducted on current job openin~ throughout the state of Nevada and particularly in the
Washoe County area that would be potential opportunities for our graduates. Required and preferred
qualifications were noted and compiled to ensure we understood the most requested skills and abilities in
these position .
All past and currently declared students were sent a survey asking questions about the effectiveness of the
program and what they thought would make it more effective. 197 surveys were sent out.
An advisory board was put together made up of business people, primarily high-level human resource
professionals, throughout Washoe County who hired administrative professionals. Their input and advice
was sought throughout the process of revamping the program.
All TMCC course offerings were reviewed to determine how we could incorporate other applicable
disciplines into this program.
Proposed changes and all required forms were submitted to the appropriate TMCC committees and
decision makers to have the completely revamped program begin for the fall semester of2009.
A new course was created and approved, BUS 112 Customer Service, to fill a missing gap in the
curriculum that was identified as an important skill for administrative professionals to possess.
Ensured it was possible to take entire program online which is one of the big requests we had heard from
students. As our typical student is working, the opportunity to take the program online seemed like an
essential element to the program's success.
All changes were approved officially by all levels ofTMCC and NSHE by December 2008.
A brochure for the program was created to help market the program.
In fall of2009 the new Administrative Professional program was instituted under the oversight ofWDCE. In
20 I 0 and 2011 an update memo was submitted by the dean. No changes were recommended at that time. Jn 2012
it was determined that a few changes should be made due to changes in prerequisites in other classes to ensure
students could still complete the certificate in 30 credits and the degree in 60 credits. The director met with two
members of academic advising and one member of Computer Information Technology/CIT to review the program
and ensure any needed changes were made at that time. All changes made were approved through the appropriate
channels al TMCC and effective in the spring semester of 2013. In the 2013 annual review no changes were
recommended.
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
With the many and drastic changes that have taken place since the last official program unit review in 2003, most
of the recommendations were addressed or became no longer applicable. In the interest of ensuring all of those
recommendations were reviewed, however. each is addressed below.
Restore a full-time faculty member to the program:
The Administrative Professional program at TMCC does not have any full-time faculty. As mentioned in the 2003
PUR and in the memos submitted through 2008 al the time WDCE took over the program, there is a down side to
this. It is challenging to have a degree and certificate program that is not a primary focus for any one person. This
program, as part of WDCE, is one of many programs that the department has to focus on. Part-time faculty are
often working in other jobs or teaching for other disciplines. With no full-time faculty, it is possible that any
program would see some neglect. However. with the cuts that have been made to the college budget, it has not
been placed as a priority as this is a small program and it seems to be running effectively enough with the use of
part-time faculty. At this point the committee does not see a great need for a full-time faculty position, though it
would no doubt benefit from one.
Train faculty on new technology:
All of our part-time instructors are up-to-date on the latest technology. As technology evolves, faculty maintain
their skill level through training, personal use, reviewing up-to-date textbooks and materials and obtaining the
most current software. Campus license agreements with Microsoft and other vendors allow the College to provide
faculty with reduced-cost copies of these software programs for their home computers where most prepare for the
courses they teach. Classes use the latest versions of the programs utilized by TMCC, and teachers are expected lo
be up-lo-date on those programs. As our instructors are all employed in a capacity that utilizes technology, all of
our faculty are on top of changes and advances in technology.
Institute an active advisory board:
A business advisory board made up of human resource executives was created in 2008 to help revamp the entire
Administrative Professional program. That advisory board continued to serve in this capacity, as needed, for the
first few years that the new program was implemented. When WOCE became part of the business division in
20IO, we included the Administrative Professional program under the oversight of the business division advisory
board which meets at the beginning of every semester.
Offer internships for students:
COT290 Internship in COT was made an active course with the revamp~ng of the program in 2008 and is a vital
part of our degree program. It was a requirement until changes were made in 2012, and now there is an option for
a student who has a reason to do something other than an internship to be able to work on a special topics course
instead. However, the vast majority of Administrative Professional students now take the internship course and
benefit greatly from it.
Offer externships for faculty:
As we have no full-time faculty, this is not applicable. It is also important to note that our part-time facu1ty are
experts in the fields they teach and do not need to participate in extemships, as they are using the skills they teach
in their daily work lives.
Improve outTeach to underrepresented students, particularly males and Hispanics:
The Administrative Professional degree tracks very closely to the College as a whole with TMCC having 20% of
its population from the Hispanic community and the Administrative Professional Program having 17% of its
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
-!Iii-
student body from the Hispanic community. As a whole the programs at the College do not represent the general
population in our county of 27.5% Hispanic. Where we vary more drastically from the College profile is in
student gender as 90% of Administrative Professional students are female, whereas the College has 56% of its
students in the female population. TI1is is a national trend in this discipline, and similar programs throughout the
United States also report that these programs and this profession are dominated by females. Our program is
promoted through all traditional TMCC channels and produces a brochure that is widely available to all students
and presented by advisers as well. We do not discriminate in any way to the students our program serves~ it just
seems lo dmw more female students. Tital being said, our program numbers still surpass the overall estimates of
men in the field. Men make up only 1% of members in the International Association of Administrative
Professionals (IAAP), the trade organization, and no more than 5% of the total US population of
secretaries/administrative assistants, says Rick Stroud, IAAP's communications manager. As TMCC's program is
made up of t 00/o males, we seem to be doing a good job of reaching out to non-traditional students for our
program.
Develop partnerships with other disciplines:
When the Administrative Professional program was completely revised in 2008, other disciplines became a vital
aspect of the program. The program requires or recommends courses from seven different disciplines in addition
to general education requirements. Some of the disciplines used the most outside of the Computer and Office
Technology (COT) discipline include: Business, Accounting, nnd Computer Information Technology. These other
courses provide essential curriculum to ensure successful training of an administrative professional.
Develop marketing materials for the program:
A brochure was created to help promote the program both internally and externally and is updated as necessary. In
fall of2008 during the process of recreating the program, the director wrote an article about the administrative
professional profession and our programs for the Northern Nevada Business Weekly. ln addition to being listed in
the TMCC catalog, the program is also promoted in the WDCE course guide which is printed and mass mailed to
our community three times a year. Finally, the dean, director, and program manager are all actively involved
within the community and promote the program at networking events and fairs.
Research best practices in the field (VPAA only):
Extensive research on best practices was conducted when this program was revamped for the Fall 2009 start date.
Ongoing research in the field is conducted on an as-needed basis to ensure we are meeting the needs of the
businesses in our community who hire administrative professionals.
Compensate faculty for ongoing certification work (review committee only):
To date this has not been applicable as all of our part-time faculty are current users of the software programs and
business applications and principles they teach, and certification is not required. Should we require certification in
any area in the future, we would seek to compensate faculty if we were to require that they maintain certification
for our purposes.
In summary, the revision to the entire program for Fall 2009, and the changes to account for course prerequisites
and some minor changes that benefited the program starting in Spring 2012, have addressed any previous
recommendations for this program. The program is current in software and technology education as well as on
topics that are most in demand in the workplace for today's administrative professional. The program
requirements meet all of the NSHE and TMCC standards and allow a student to complete the certificate or the
degree in the ideal number of credits.
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
B. Course Assessment Report Summaries
SLO
Review
I
Prefix Number
Title
List Term
Course had
Enrollments
Most
Recent
Date of
Approved
CAR
Established
CAR
Assessment
Cycle
Date(s)
Course Modifications (/f~uune
11v nvi.JCd as a rau/1ofassessmml,
pravitl• a brl,fsununory ofth" ru11/tr
and th• rnadljkotians)
(nedate
listnl /.r th"
/tut rrr:onlnl
upda/(! to
lftlmlng
outcomes and
mea.,u~.
PltflS" m>MI•
th• ona in
bold"""
abmlt updltt(!
to CAPJ
()
•
COT
IOI
COT
I JO
COT
198
Computer
Fall 2014
20132014
S' 14. S'l 5
Business
Machines
Fall 2014
20 122013
f' l 2, F'15
Special Topics
in COT
Fall 1992
Keyboarding I
As Taught
COT
207
Business
Applications on
the Internet
Fall 201 4
20112012
F'l 1. F'l4
COT
217
Office
Publications
Spring 2014
201 22013
S'l3, S'l6
COT
240
Executive
Office
Procedures
Fall 20 14
20 11201 2
S' l 2, S'l.5
290
Internship In
Computer/
Office
Technology
Summer
20 14
COT
As Taught
A few students seemed to have
difficulty in the set-up of the
keyboarding software so instructor
will spend more time on technology
explanation. Also. instructor will
change order of curriculum to work
on speed and accuracy early on so
that students gel more practice with
this, and provide a study guide prior
10 exams to help improve student
pass rates on tests.
Since srudents did not do well on a
timed test, instrucior will give two
chances to take the timed test
(recording the highest of the two
scores) to help increase student
success. Instructor will also post
additional samples and websites that
will be helpful to all students.
NIA
Students scored better on
assignments than quizzes so
instructor will rein force the use of
the chapter summary that will help
aid students in retaining the relevant
information for each lesson that is
included in the weekly quizzes.
Students scored better on
assignments than quizzes so
instructor will reinforce the use of
the chapter summary that will help
aid students in retaining the relevant
information for each lesson that is
included in the " -cekly quizzes.
As students scored better on case
analyses than appl ication
assignments. instructor will reinforce
the use of the chapter summary
content that will help aid students in
retaining the relevant information for
each lesson that is included in the
week.Iv assi11.nments.
NIA
Program/Unit Review Self Study I Curriculum -
3/3 1/20!0
1/5/2011
6/8/2009
4/1 /2010
618/2009
12/09/2009
1/5/2011
ADMINISTRATIVE PROFESSIONAL
All regular COT courses have been assessed within the past few years and none have been revised substantially
where it wus delcnnined that outcomes or measures were in need of change. However, in each course, student
results indicated to the instructor some slight changes, that if made, might help students. Those changes are noted
in the Course Modifications column of the above table. COTl98 Special Topics is not on a regular course
assessment review cycle as ii hns not been offered since I 992. It is left in the catalog as a choice in case it is ever
needed by a student not choosing to do an internship or to address an unforeseen issue in the field for which we
might choose to offer a special topics course. COT290 Internship is not listed on a regular course assessment
review cycle because these internships are speci fie, unique and individual for each student, and are assessed by
the employer and instructor each time they are offered.
Two courses. COT 217 and 240, have been identified in the table above in bold that need review of the student
learning outcomes. In response to this request, these were reviewed, revised and submitted to CAP in September
2014 and were approved at the November CAP meeting. As it has been a few years since all of the courses have
had a student learning outcome revision, all other COT courses will be looked at this fiscal year to ensure that the
outcomes and measures are relevant and meaningful.
C. Assessment Driven Improvements
As the Administrative Professional program was completely revised tbr fall of2009, as described in detail in
section A, no major changes have heen made in the five-year period since that time that are directly related to
assessments. As noted with t.-ach course in the table above, small changes were made to each course after
assessment to ensure that all student needs were being met, and the assignments and explanations were more
understandable to help students be successful in the classes.
D. Evaluating Relevancy of Curriculum
Course Content
The course content for the Administrative Professional degree and certificate of achievement is consistent with
the NSHE curriculum guidelines. Course sequencing helps to ensure content is stackable, and each course
builds on the knowledge oflhe previous course. Content addresses expectations of the business community and
job requirements for administralive professionals in northern Nevada.
All courses have established learning outcomes and measures that have been approved by the CAP committee.
Assessments are done in each course to ensure that learning outcomes have been achieved.
Courses utilize the latest versions of technology and textbooks to ensure that we are teaching the applications
that our students will be most likely to use in today's workplace. Regular review by the department and
advisory board is done to ensure the content is relevant and meeting the needs of the students entering this
profession. 1l1is is done via email meetings with instructors and as needed in our twice yearly in-person
advisory board meetings.
Degree/Certificate Requirements
Our Administrative Professional Associate of Applied Science meets all of the NSHE requirements for an AAS
degree. Total degree requirements are between 60 and 61 credits and include general education requirements in
diverstty, communications/English, fine arts/humanities/social science. human relations, mathematics, science
and United States and Nevada constitutions for a total of 21 credits. Core requirements include 21 credits with
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
courses in bookkeeping, financial accounting, business, customer service, executive office procedures,
infonnation systems, supervision and management. TI1e degree emphasis requirements include 13 credits in
databases, Word, Excel, business applications on the internet and office publications. Elective requirements
total 5-6 credits with options in communications, Spanish, critical thinking and reasoning, and an internship.
Methods of Instruction
When the program was reconfigured in 2008, it was clear that we had a non-traditional student as our average
student since the vast majority of our students are working and older than the typical college student. Of the
students surveyed, there was a high demand to make it possible to complete this program online, so that was
one of our main goals as we moved forward. The entire degree or certificate program can now be completed
on line should that be what the student wants. Over half of the courses required or suggested as part of the
program also have a classroom option so students who prefer variety arc able to do some in-person classes and
some web-based courses. All of our faculty use a variety of different types of instruction and assignments to
reach every type of learner and to keep students engaged.
Faculty Qualifications
The Division of Business al Truckee Meadows Community College follows the NSHE code regarding
community college faculty qualifications: Section 5: Credentials for Community College Faculty: A minimum
of a master's degree is required for instruction in a baccalaureate-level course or an appropriate combination of
education and experience. A bachelor's degree, or appropriate experience in lieu of post-secondary education.
is required for instruction in occupational courses. (B/R 12/89)
From the office of Vice President of Academic Affairs and Student Services:
•
•
A minimum of a master's degree in the specific or closely related field or discipline as listed in the
position description and advertisement, and demonstrated potential to be a successful instructor. are
required lo teach university transfer courses.
In disciplines where a master's degree does not exist, the following qualifications may be used:
o Have minimum of 15 graduate credits in the discipline or in a discipline directly related to the
subject to be taught:
o Have been awarded a professional degree beyond the bachelor' s degree and with qualifications
in specialized area;
o Have been awarded a bachelor's degree and hold a current professional certification granted by
a nationally recognized association;
o Qualifications may include training, apprenticeships, education, experience, certification.
awards, exhibits. publications, and proven success in the teaching area.
o A baccalaureate degree in the field and at least three years of successful work experience in the
field or directly related to the subject(s) to be taught are required of faculty members teaching
non-transfer courses in academic disciplines.
All of the COT courses are considered occupational courses, so the faculty who teach our courses are required
to have at least a bachelor's degree or the appropriate experience to teach. All of our faculty are part-time
faculty and are employed in the community actively using the software and procedures they are teachi.ng.
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
E. Post Completion Objectives (tr.ans fer, job placement, university transfer, graduate survey
outcomes)
TMCC' s Administrative ProlCssional degree and certificate of achievement program has the primary goal of
providing students with the skills needed to he successfitl in today's competitive business environment. Specifi c
skills of an adm inistrative protessional will be emphasized to give students a well-rounded curriculum.
Combining current technology with interactive instruction, our curriculum will help students gain proficiency in
personal computer productivity npplications along with in-depth knowledge in the areas of leadership,
communications, office procedures, customer service, accounting and supervision.
According to the United States Bureau of Labor Statistics, "Employment of secretaries and administrative
assistants is projected to grow 12 percent from 2012 to 2022, about as fast as the average for all occupations.
Many job openings will result !Tom the need to replace workers who leave the occupation. Those with a
combination of work experience and computer skills should have the best job prospects." Average salary for a
starting administrative professional in the United States is $35,330 or $16.99 per hour. In 2012, there were over
3,947, I00 job openings in this field nationwide.
Nevada Career Information System, in partnership with the Department of Employment, Training and
Rehabilitation (https://nvcis.intocareers.org) is a consortium of local and state entities that compile information
for the State of Nevada. The below charts lay out information for our state as a whole, and break down the
information by cities and counties. The job and wage outlook for an Executive Assistant compared to an
Administrative Assistant varies and so both have been included below.
Job Outlook - Executive Assistant
The job outlook tables below provide information about the number of workers in each occupation in various
regions. They also provide infonnation about the expected growth rate and future job openings.
r:a1111!11·!!6
occupation
All
occupations
&
-0.6%
13.8%
>>>>
&
0.4%
15.1%
>>>>
&
-0.6%
12.0%
>>>>
&
-3.2%
10.1%
>>>>
&
-2.5%
10.8%
>>>>
&
-4.5%
5 .4%
>>>>
&
-1.2%
10.8%
>>>>
This
United States
2,780
Very large
2,017
Very large
508
Very large
62
Large
79
Large
89
Large
873,900
Very large
335
Moderate
251
High
61
Moderate
7
Few
10
Few
11
Few
10,520
Hjgh
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
Wuges - Executive Assistant
Location
Nevada
Las Vegas-Parad ise MSA
Reno-Sparks MSA
Carson C ity MSA
West Central Counties
Bal ance of State
United States
.
Pay Period
25%
Hourly
$20.85
$25.01
$28.99
Monthly
$3,613
$4,334
$5,024
Yearly
$43,370
$52,020
$60 ,290
Hourly
$20.85
$2515
$29.44
Monthly
$3,613
$4,358
$5,102
Yearly
$43,370
$52,310
$61,230
Hourly
$21.18
$24.85
$28.30
Monthly
$3,670
$4,307
$4,904
Yearly
$44,0 50
$51,700
$58,860
Hourly
$22.51
$25.55
$28.08
$3,901
$4,428
$4,866
Yearly
$46,820
$53,150
$58,410
Hourly
$19.1 5
$22.04
$26.02
Monthly
Median
75%
$3,319
$3,820
$4,509
Yearly
$39,840
$45,850
$54,110
Hourly
$20.02
$25.74
$29.51
Monthly
$3,469
$4,461
$5,114
Vearly
$41,640
$53,550
$61,380
Hourly
$18.96
$23.70
$29.96
Monthly
$3,286
$4,107
$5,192
$39.430
$49,290
$62,310
Monthly
Yearly
I
(Note : Depending on the timing of federal and state m inimum wage updates,
some of the wage estimates shown above may have increased since publication.)
Job Outlook- Administrative Assistant
- \nnual o ll'nin •s
12,211
Very large
7,358
Very large
2,670
Very large
940
Very large
West Central Counties
487
Very large
782
Very large
2,324,400
Very large
occupation
occupabons
&
12.2%
13.8%
>>>>
&
13.7%
15.1%
>>>>
&
12.3%
12.0%
>>>>
&
8.0%
10.1%
>>>>
&
7.2%
10.8%
>>>>
&
7.4%
5 .4%
>>> >
&
13.2%
10.8%
>>>>
2,964
Very High
1,891
Very High
650
Very High
188
Very High
94
Very High
152
Very High
58,760
Very High
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PH.OFESSIONAL
Wages - Administrative Assishmt (except lcgul 11nd medical)
Location
Nevada
Las Vegas-Paradise MSA
Reno.Spark& MSA
Carson City MSA
W" t Central Counties
Balance of State
Pay Period I
Median
75%
Hourly
$14.29
$17.56
$21.85
Monthly
$2,476
$3,043
$3,787
Yearly
$29,71 0
$36 ,520
$45,440
Hourly
$14.40
s11.n
$22.34
$2,496
$3,080
$3,872
Yearly
$29,950
$36 ,950
$46,460
Hourly
$13.79
$17.06
$21.25
Monthly
$2,390
$2,956
$3,683
Yearly
$28,670
$35,480
$44,200
Hourty
$ 14 70
$17 33
$20 59
Monthly
$2,548
$3,003
$3,568
Monthly
Yearly
$30,570
$36,050
$42,820
Hourly
$ 15.11
$17.79
$20.88
Monthly
$2,6 19
$3,083
$3,619
Yearly
$31,430
$36,990
$43.420
Hourly
$13 84
$17.49
$21.67
Monthly
$2,398
$3 031
$3,755
$28,780
$36,380
$45,070
Yearly
United States
25%
Hourly
$ 12.46
$ 15.79
$19.75
Monthly
$2,1 59
$2,736
$3,423
$25,910
$32,840
$41,070
Yearly
(Note: Depending on the timing of federal and state m inimum wage updates,
some of the wage estimates shown above may have increased since publication.)
As can be seen from the tables above, there is a moderate growth rate ofjobs for administrative assistants.
However, there is not growth expected at the executive assistant level. This could be due to this type of position
being in lower demand, but it is probably more likely that administrative assistants now seem to be expected to do
what executive assistants may have done in the past. The executive assistant of the past may now be considered
under another job title such as project manager. which is not a part of this data.
Also to be noted from the tables above, executive assistants make a far higher salary than administrative
assistants. While the executive assistant median wage is above average for our community. the median salary of
an administrative assistant is below average in our community. That being said, someone with a degree or
certificate from TMCC in Administrative Professional will have a well-rounded business office background,
qualifying that person for other positions such as office manager, project manager, and other jobs that are not
using the administrative assistant title.
F. Secondary Student Preparation Efforts
The Administrative Professional program has a history of Tech Prep Agreements for secondary students to
receive college credit in similar high school classes. However, with recent changes to the articulation agreement,
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
the Administrative Profossionnl program currently docs not have any courses that fall into the new agreement.
The Tech Prep program has been completely revamped and is now called Career nnd Technical Education College
Credit. CTE College Credit is for secondary students who complete state·approved programs in career and
technical education. CTE College Credit will enable students to qualify for postsecondary credit while in high
school through the establishment of articulation agreements for secondary career and technical education
programs that ulign to postsecondary programs. Through the articulation process. the institution (TMCC in this
case) would provide lbr tJ1e earning of college credit to high school students who earn the State Certificate of Skill
Attainment by: (I) maintaining at least a 3.0 grade point average on a 4.0 grading scale, weighted or unweighted,
for all units of credit applicable to the course of study in career and technical education; (2) passing the state end·
of-program technical assessment according to the established cut score; and (3) passing the state assessment for
employability skills according lo the established cut score.
A primary educational goal in Nevada is lo prepare high school students through a sequence of career and
technical education courses leading to employment and/or postsecondary education or training. By earning CTE
College Credit, students will be equipped to enter postsecondary education and the workforce with technical skms
needed for existing and emerging careers. There is a program in Office Administration that seems to be very
close1y aligned with TMCC's Administrative Professional program. In early December a meeting is planned to
sec if we can make an articulation agreement work for CTE College Credit for secondary students in the Office
Administration program to get credit in any capacity toward the Administrative Professional program at TMCC.
In reviewing the content standards listed below for this Office Administration program, it appears that our
certificate and degree programs have very similar requirements.
Content Standards for Career and Technical Education College Credit in Office Administration:
•
•
•
•
•
•
Content Standard 1.0 Content Standard 2.0 Content Standard 3.0 Content Standard 4.0 Content Standard 5.0 Content Standard 6.0 -
Utilize Standard Office Software Applications
Understand Accounting Functions
Understand Ethical and Legal Issues That Impact Business
Understand the Importance of Positive Customer Relations
Understand the Role of Hwnan Resources
Understand Business and Office Operations and Explore Careers
If the curriculum is similar enough to be able to articulate, this will be a win-win situation for TMCC and the high
school students who have the opportunity. We will strive to make this work.
G. External Review
In 2008, an advisory board ofhigh·level human resource executives from throughout Washoe County served as
active participants in the revamping of the degree and certificate programs for Administrative Professional. This
same group reviewed the program again in 2009. In 2010 the Administrative Professional program was moved
into the Business Division, and the advisory board for the division became the board for the Administrative
Professional program. This board meets prior to each semester and discusses our programs and areas we need to
ensure we are covering. It is a very active advisory board made up of business professionals from throughout the
Reno·Sparks area.
H. Non-credit Training Offered
Not Applicable
Program/Unit Review Self Study I Curriculum
I. Curriculum Strategics
The following section summarizes the findings above reluled to curriculum and outlines the self-study
committee's recommended targets for improvement to be implemented over the next five year period.
I. Assessment Findings and Strategies
All applicable COT courses have been on a regular assessment cycle and are current in the subject matter that
is relevant lo the program. The program degree and certificate requirements are in line with the vital qualities
employers identify as important in an administrative professional. No changes are suggested to requirements or
courses at this lime. However, it has been some time since all of the course descriptions, objectives, outcomes
and measures were thoroughly reviewed and updated, and it is suggested that each course have a detailed
review of these items and that suggested changes be submitted to CAP this fiscal year. Additionally, a plan is
in place to detennine if we can provide CTE College Credit for the Office Administration program through
Washoe County School District which would then naturally feed into our Administrative Professional
certificate and/or degree programs.
Outcome Review Plan
Courses to
Review
Evaluation of Existin2 Outcomes
Timellne
COTIOI
Thorough review of course description,
objecti,·es, outcomes and measures to ensure
they are up-to-date and relevant.
Spring 2015
COTllO
Thorough review of course description.
objectives, outcomes and measures to ensure
they are up-to-date and relevant.
Spring 2015
COT207
Thorough review of course description.
obj ectives. outcomes and measures to ensure
they are up-to-date and relevant.
Spring 2015
COT217
Thorough review of course description.
objectives, outcomes and measures to ensure
they are up-to-date and relevant.
Fall 2014
COT240
Thorough review of course description.
objectives. outcomes and measures to ensure
they are up-to-date and relevant.
Fall 2014
COT290
Thorough review of course description,
objectives. outcomes and measures to ensure
they are up-to-date and relevant.
Spring 2015
1.
CAR Assessment
Cycle
Addressed outside
of CAR cycle. To
be completed
through CAP
committee.
Addressed outside
of CAR cycle. To
be completed
through CAP
committee.
Addressed outside
of CAR cycle. To
be completed
through CAP
committee.
Addressed outside
of CAR cycle. To
be completed
through CAP
committee.
Addressed outside
of CAR cycle. To
be completed
through CAP
committee.
Addressed outside
of CAR cycle. To
be completed
through CAP
committee.
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
We would like to place the COT courses on a standard live year review plan and so the below infonnation lists
the course and the next time each course will be scheduled to be asse<;sed. This will n:place the existing Course
Assessment Report Schedule for these classes.
Course
Lust Assessed
Future Assessment Timclinc
BUSI 12
COTIOI
COTllO
COT207
COT217
COT240
COT290
COT299
Fall 2013
Spring 2011
Fall 2012
Fall 2011
Spring 2013
Spring 2012
As offered
As offered
Spring 20 18, Spring 2023
Spring 2016, Spring 2021
Fall 2017, Fall 2022
Full 2016, Fall 2021
Spring 2018, Spring 2023
Fall 2017. Fall 2022
As offered
As offered
2. External Resource Recommendations and Implementation Plans
Not Applicable
3. Anticipated Factors Affecting Curriculum and Strategics
Ever-changing technology is the main factor that needs to be considered as curriculum is assessed and
strategies are implemented. It will be essential for regular updating of software to ensure we are always
teaching on the software our students are most likely to use in the workplace. Regularly updating textbooks so
that they are addressing the most current versions of software is also important in this program. Both of these
strategies are already being implemented in this program and at TMCC as a whole, and so we just need to
ensure we continue that process. We will also need to communicate well with our part-time faculty each time
software is being updated at TMCC to ensure they are proficient in the latest version or have a plan to become
proficient prior to teaching the software. Generally this type of communication with faculty is done via email
which has proven to be effective and efficient.
As the role of the administrative professional has evolved, higher levels of responsibility are being placed on
these individuals. Our current curriculum effectively addresses the most common of those roles at this time.
However, should other tasks or responsibilities become commonplace for this position in the future that the
program is not currently addressing; we will need to incorporate that into the curriculum to ensure it remains
relevant lo the current office environment. We will meet with all part time faculty involved in the program if
the situation arises where we need to incorporate new elements into our program.
Finally, it will be important that TMCC's Administrative Professional degree and certificate programs be
responsive to large employer needs. If, for example, Tesla needs a large number of trained administrative
professionals with a certain skill that we do not currently address, then we may need lo create a special topics
course to accommodate the needs of employers in our community and make our students more hirable.
Changes of this type, if any, will have to be detennined on an as-needed basis. The director would be in charge
of developing this sort of partnership. However, fW1ding for a stipend for our part time faculty each semester to
ensure continuity. be responsible for articulation agreements, develop curriculum and build enrollmem will be
requested if the scope of this sort of project grows since we have no full time faculty in the program to oversee
such items.
Program/Unit Review Self Study I Curriculum
ADMINISTRATIVE PROFESSIONAL
111. DEMOGRAPHICS AND ENROLLMENT
A. General Student Demographics
Age
5 -year Average Headcount
•Admin Professional
CITM:;C
54%
36%
0%
Under
18-24yrs.
26-34 yrs.
3M9yrs.
&O+yrs.
18yrs.
l 'nder
18·us.
Fall 09
Spr lO
Fall 10
Spr II
Fall I I
Sprl2
Fall 12
SprlJ
I
Fall 13
Sprl4
18-24 yrs.
N
0
0%
0
O"lo
0
O"lo
0
O"/o
0
%
O"lo
N
%
N
I
%
N
%
N
O
/o
N
()
%
N
%
N
%
N
%
N
-
%
Admin Professnal A v ~
%
T MCC Av:I!
%
O"/o
0
0%
0
00/o
0
00/o
.... r - "'"0
00/o
00/o
2%
'
3
15%
9
24%
10
32%
7
23%
8
190/o
8
14%
12
21%
12
18%
14
24%
·13
22%
21%
54%
25-34 yn.
4
20"/o
9
24%
8
26%
71
23%
14
33%
16
290/o
16
28%
17
26%
II
19%
17
28%
26%
25%
35-49 ) ' I'S.
8
40"/o
16
42%
10
32%
12
4tJD/o
16
31°/o
22
390/o
22
38%
20
31%
20
34%
18
300/o
36%
13%
50+ yrs.
lbral
s
25%
4
11%
3
10%1
4
13%
5
12%
10
18%,
8
14%
16
25%
14
24%
12
200/o
18%
6%
20
IOOo/o
38
100"/o
31
100"/o
30
100%1·
43
100°/o
56
100°/o
58
100°/o
65
100°/o
59
100°/o
60
100"/o
100%
!00%
Program/Unit Review Self Study 1111. Demographics and Enrol lment
ADMINISTRATIVE PROFESSIONAL
Students in the Administrative Professional program tend to be a little older than the college population in
general. College numbers show the greater percentage of students (54%) in the 18-24 year range while the
majority of Administrative Professional students are in the 35-49 year range; however, the most recent numbers
from spring of2014 renect a slight increase with percentages almost equal in the 25-34 year range and the 3549 year range.
The Nevada state age average has consistently been highest in the 25-34 range since 20 I I with Washoe County
showing the same (U.S. Department of Commerce, 2014). U.S. Labor Force Statistics sl10w the highest
percentage of workers in the 45-54 year range for Office Administrative support occupations (U. S.
Department of Labor, 2014).
In general, the program is very well-rounded in the age groups it serves and seems to be reaching and appealing
to a wide range of students. It is important to diversify the audience that our programs attract so that all of our
eggs are not in one basket, so lo speak, and the Administrative Professional program is doing really well
serving a variety of age groups. Through the years the program has consistently served over 10% of students in
each age group and in the most recent semesters has served over 20% in each age group, which is excellent.
This is something we hope to see continue in the future, and we will strive to keep a variety of age groups in
mind as we revise and update marketing materials.
While it is desirable to serve all age groups, this factor does impact other key indicators such as enrollment,
persistence, credit load, and education status. 800/o of Administrative Professional students are over age 25 as
compared to the college percentage of 44% for the same group. Younger students are more likely to be fulltime students persisting in their programs while older students are often employed full-time outside of school,
caring for a family and meeting other responsibilities. Typically these older students have less time lo devote to
course work which impacts their course load. This challenge is not specific to this program but just an item of
note since this program does tend to serve an older population than the average TMCC program.
Program/Unit Review Sel f Study [III. Demographics and Enrollment
A DMINISTRATIV E PROFF:SSIONA L
Gender
5-year Average Headcount
•Admin Professional DTM::C
90%
56%
44%
10%
Male
Female
FemaJe
Fa11 09
Spr IO
Fall IO
Spr 11
Fall I I
Sprl2
fa ll 12
Spr l3
Fall 13
Sprl4
N
%
N
%
N
%
N
%
N
O
/o
N
%
N
%
N
%
N
%
N
%
A dmin Prof Avg
%
TMCC AvJt
l.lnreoorted
Male
16
80%
34
89%
26
84%
28
93%
38
88%
51
91%
54
93%
58
89%
:53
9()C>/o
Total
4
200/o
4
11%
0
00/o
0
()C>A,
5
0
0%
0
OC>/ o
0
0%
0
0%
0
()C>/o
0
0%
0
16%
2
?C'lc.
5
12%
5
9%
-4,,.----·
54
9()C>/o
7°/o
7
11%
6
l ()C>/o
6
l ()C>A,
90C>/o
56%
100/o
44%
20
1000/o
38
1000/o
31
1000,{,
30
1000,{,
43
1000,{,
56
1000/o
58
I ()(JO/o
65
100%
59
00/o
0
l ()(JO,{,
0%
I ()(JO/o
100%
100%
00/o
()C>,{,
60
Program/Unit Review Self Study 1111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
Rellecting the industry it serves, office administrative support occupations tend to be predominantly female.
This is u m1tional trend in this discipline, and similar programs throughout the United States also report that
these programs und this profession arc dominated by females. The latest TMCC College figures show 900/o
fomalc students enrolled in the Adm inistrative Professional program compared to 10% for males. Overall,
TMCC population figures arc 56% female and 44% male.
U.S. Nutionul statistics show 73.3% female population working in Administrative and Support Services versus
26.6% male. Nevada figures di Iler, with 58% of Administrative and Support Services personnel as male and
the remaining 42% female. Washoe County's figures show males at 57.7% and females at 42.3% which is in
line with the Nevada state figures. It is important to note that it is not just administrative professionals that are
grouped into this category and that there is no way to break this infonnation down to target only this
population.
Data from the International Association of Administrative Professionals (JAAP) tells us that men make up only
1% of their membership. Rick Stroud, IAAP's communications manager, said that no more than 5% of the total
US population of secretaries/administrative assistants are male. As TMCC's program is made up of 100/o males,
we Sl.'Cm to be doing a good job of reaching out to non-traditional students for our program.
Program/Unit Review Self Study I Ill. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
Ethnicity
5-year Average Headcount
•Admin Proressional cTM::C
66% 65%
African
American
Asian
Hawaiian or
Hispanic
Native
Whitt
American
PacH~
Two or mof9
nices
Islander
A Trlt •n
A mc rk• n
Fall
N
09
O
/o
Spr
N
10
%
Fall
N
IO
%
Spr
N
II
%
Fall
N
%
N
II
Spr
12
%
N
12
O
/o '
Spr
N
%
13
Fall
N
%
13
Spr
N1
%
14
Admin Pro f Avg
TMCC Avg
Fall
0
0%
0
00/o
0
00/o
2
70/o
2
5%
3
5%
3
5%
5
S°/o
3
5%
2
3%
4o/o
3%
ll•W&ll&•
tot P •rlTk
Is lande r
A• Ian
I
5%
I
3%
2
6% "
Ip
3%
0
00/o p
3
511/o ,.
5
9% "
2
3% •
4
70/o
6
100/o
5%
5%
2
100/o
4
11%
2
6%
I
3%
0
00/o
l
2%
0
00/o
I
2%
0
00/o
0
00/a
2%
1%
I
N•tlve
Il l• p a n k
Am e rt< all
3
15%
5
13%
6
19%
5,
170/o
0
0%
2
5%
0
00/o
0
00/o
9
I
21%
10
18%
2%
II
19%
12
lS°/o
13
22%
6
100/o
170/o
200/o
I
2%
0
00/a
0
00/o
l
2%
l
21'/o
1%
2%
14
70%
26
68%
20
65%
20
670/o
29
670/o ,.
37 ,.
66%
36
62% "
42
65%"
37
63%
44
73%
66%
65%
2% 1%
lnterna lonal
Students
Unreported
. .,. ....
Tw• ur
mnrc
\\1Hh
0% 1%
i.t~r-
!o. t1tden "
r•t~t
0
0%
0
001.
0
00/o
0
00/o
I
2%
0
00/o
0
00/o
0
00/o
I
2%
0
00/o
00/o
3%
0
00/o
0
00/o
0
00/o
0
00/o
0
00/o
0
00/o
0
00/o
0
00/o
0
00/o
0
00/o
00/o
1%
Unreported
·r.. 1..1
0
00/o
20
IOOOlo
0
38
00/o
100%
31
1000/o
30
1000/o
43
1000/o
56
1000/o
58
1000/o
I
3%
I
3%
l
2%
I
2%
3
5%
3
5%
0
00/o
l
2%
2%
1%
Program/Unit Review Self Study I Ill. Demographics and Enrollment
6S
1000/o
59
1000/o
60
1000/o
1000/o
1000/o
ADMINISTRATIVE PROFESSIONAL
The TMCC Administrative Prolcssionul program tracks closely with the ethnic demographics of the College ns
u whole. White students mukc up the mltjority of the TMCC overall population ut 65%. Administrative
Professional students ure 66% white. Hispanic students. while closely paralleling the college. are
underrepresented in the progrnm and the College as a whole compared to our community. African American,
Asian, Hawaiian/Pacific Islander and Native American student demographics arc quite low but arc similar to
that of our community. The College places n gn.-nt deal of importance on diversity, and outreach elTorts are
being made to improve our ethnic diversity. It is expected that as the College finds success in this area, the
Administrative Professional programs will ulso reflect thut change since we mirror the college population so
closely.
77% of the Nevada state workforce in Administrative and Support Services is white, and 85% of the
Administrative and Support Services workt.'fs in Washoe County are white. Nationally. 65.4% of the personnel
employed in the field are white. AlthougJ1this sector docs not include only administrative professionals, it is
the closest sector that is tracked to use for comparison purposes. If this is representative of administrative
professionals in our country and state, then the TMCC Administrative Profe.ssional program is almost exactly
tracking the national trend and ahead of the stale trend for diversity in this field.
While we exJX."Ct that College-wide efforts to improve diversity also will rencct in our program, we do intend
to focus more recruitment efforts toward the Hispanic population as detailed in the recruitment section of this
report.
Program/Unit Review Self Study 1111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
TMCC Administrative Professional Program Demographics (numbers in percentages of tota l population in industr) or schoo l)
TMCC Administrative
Professional students
TMCC student oooulatioo
Gender
I
Nevada Pooulation
Female
Male
Female
Male
Female
Male
Female
Male
Female
44
56
10
90
26.6
73.3
58
42
57.7
42.3
Other
25 to 34 Yrs
35 to49 Yrs
35 to44 Yrs
46 to 54 Yrs
25 to 34 Yrs
35 to 44 Yrs
25 10 34 Yrs
35 to 44 Yrs
46.0%
28.0%
30.0%
19.0%
23.0%
23. 1%
20.7%
23.81?9
182%
Other
White
Other
White
Other
White
Other
White
Other
35.0%
66.0%
34.0%
65.4%
34.6%
77.0%
23.0' o
85.0%
IS.Ol?o
Yrs
54.0%
-
-.r
White
Ethnicity
Washoe Counh· PoDulation
Male
18~24
Age
U. S. Po tulation
I
65.0%
'
~
-
-
-
-
References
International Association of Administrative Professionals (2014) Retrieved from http:/fwww. iaap·hg.org/
U. S. Department of Commerce (2014). Economics and Statistics Administration. Retrieved from
http://www.nevadaworkforce.com/?PAGEID=67&SUBID=197
U. S. Department of Labor (2014). Bureau of Labor Statistics. Retrieved from http://www.bls.gov/data//l emplo\ ment
United States Census Bureau (2013) Retrieved from http:l/guickfacts.census.gov/qfd/states/32132031.html.
Program/Unit Review Self Study I 111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
B. Student Status
Educational Goals
5-year Average Headcount
•Admin Profe$$onal cTt£C
1%
Earn• Degree
Eam a C.rtitlcat• Improve Job Skills
P•raorml
Transfer
1%
Undecldltd
Enrichment
........
t:• rn •
('erllrie • le
ne 1 ree
Fall09
Spr IO
Fall to
Sprll
Fall II
Spr l2
Fall 12
Spr 13
Fall 13
Sprl4
N
%
N
%
N
%
N
%
98
76%
19
15o/.
114
IO
7%
84%
75
II
85%
109
85%
13%
13
10%
7
'1°/o
13
10"/o
8
'1°/o
9
'1°/o
N
94
%
N
%
91%
I IO
8S°/o
101
92%
118
8S°/o
84
N
%
N
%
N
%
N
%
Admin Prof Avg
TMCCAvc.
%
13
80%
90
12%
6
87°/o
6%
86%
9%
4%
80'%
Improve
Pr rm•• aal
J1>h Skllb
• .• tl d 11ne 11 1
2
2°/o
5
4%
0
O"/o
I
1%
0
00/o
I
1%
0
00/o
2'
1%
2
2°/o
2
2%
1%
2%
Tran• rer
,. . ...
llnd• clded
7
I
2
5%
2
1%
3
2°/o
2%
1%
I
I
1%
5
4%
2
1%
0
O"/o
2%
00/o
I
1%
0
O"lo
0
00/o
0
(JD/~
I
1%
2
1%
0
I
1%
0
O"/o
0
O"lo
0
O"/o
0
0%
0
00/o
3
2%
I
4
I
4%
3
3%
2%
1%
I
l%
2%
1%
5%
1%
1%
7%
1%
2
1291
100°/o
135
100°/o
88
100°/o
128
100"/o
103
100%
125
100%
110
100°/o
134
100°/o
105
1000/o
104
HXJD/o
100°/o
100°/o
Program/Unit Review Self Study j 111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
The ubove chart shows the educational goals of students participating in the Administrative Professional
program between foll 2009 and spring 2014. A larger percentage of students enrolled in the Administrative
Professional program plan on earning a degree than in the general TMCC population, with an average of 86%
seeking this goal in our program compared to 80% in the College overall. Tile program saw a high in fall 2012
when 92% of students were seeking a degree and a low in foll of2009 when 76% had this goal. The percentage
of students seeking a degree us an Administrative Professional dropped in spring 2013 to 88% and dropped
again in fall 2013 to 80%, but has seen an upswing of 7% in spring 2014 with 87% of students seeking to earn
a degree. TiliS is still a much higher percentage or degree seekers, than the total campus average or 80%.
Students who have a goal of earning a certificate is 9% compared to the TMCC total average population of 4%.
Certificate-seeking students reached a high in fall 20 I0 of 13% and a low of 6% in spring 2014, still higher
than the total TMCC average population.
I% of Administrative Professional students arc taking courses to improve job skills or are undctided. These
percentages fall in close alignment with the general student population at TMCC.
Personal Enrichment made up 2% of Administrative Professional students' educational goal. This is a lower
percentage than the 7% average of the general student population ofTMCC. As a career-based program, this is
to be expected and desired.
Although the educational goal of 5% of the general TMCC student population is to transfer to another
institution, only 1% of Administrative Professional students seek this goal. These percentages are consistent
throughout the program's history, especially since fall 2009. Because the Administrative Professional degree is
non-transferable, it is not surprising that only 1% of the students' educational goals would be to transfer.
Students would be more likely to participate in a transferable program if that were their goal.
As a career-based program that is not transferable, it would be expected that if one were to declare this as their
major, it would be the goal of the majority to complete with a degree or certificate at TMCC. As 95% of our
students show this as their educational goal, this data matches what we would expect to see and hope for in this
program.
Program/Unit Review Self Study I Ill. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
Enrollment Status
Student Credit Load - Credits Attempted (Declared Majors)
5-year Average Headcount
• Admin Professional D T~C
33%
29%
27%
25%
26%
16%
12+
9-11.9
L. . than 6 credits
6-8.9
Credits Atteltl>ted
12+
I
Fall09
SprlO
Fall IO
Spr II
Fall II
Spr l2
Fall 12
Spr 13
f all 13
Spr l4
9-tl .9
N
5
•1.
25%
N
14
37°/o
9
29%
4
13%
9
21%
17
JOP/o
12
21%
18
2So,{,
13
22%
15
25%
25%
290/o
•1.
N
•1.
N
%
N
•1.
N
%
N
•1.
N
%
N
•1o
N
•1o
Admin Prof Avg
o/o
TMCC A' JZ
6
30"/o
II
290/o
7
23%
10
33%
12
28%
13
23%
17
290/o
15
23%
16
27%
15
25%
27°/o
190/o
6-8,9 .
4
20"/o
II
290/o
13
42%
11
37%
15
35%
17
30"/o'
20
34%
21
320/o
16
27°/o
22
37°/o
33%
27%
I
Less t ban 6
r redils
5
25%
2
5%
2
6%
5
17°/o
7
16%
9
16%
9
16%
II
17°/o
14
24%
Total
20
100"/o
38
100%
31
100%
30
100"/o
43
100"/o
56
100"/o
58
100"/o
65
100"/ o
59
IOO"AI
s'
60
13%
16% '
26%
100'/o
WO"lo
100"/o
Program/Unit Review Self Study I Il l. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
Student Credit Load - Credits Earned (Declared Majors)
5-year Average Headcount
•Admin ProfeS&onal
CJ TMCC
44%
38%
30%
17%
18%
12+
9--11.9
L•• than 6 credits
6-8.9
Credits f.amed
12+
9-11.9
Total
Lus ll1 an 6
credits
6-8.9
Fall 09
N
o;.
2
4
7
7
20
10%
2()0/o
35%
Spr IO
N
D/o
6
8
21%
II
29"/o
100%
38
16%
35%
13
34%
N
4
4
•;.
13%
13%
14
45%
9
29"/o
N
%
N
2
13
7%
2
1°/o
13
43%
6
6
14%
14%
31
100°/o
30
100%
43
IOO°A>
56
100°/o
58
100°/o
65
100%
59
100°/o
Fall to
Spr 11
Fall II
Sprl2
Fall 12
SprlJ
Fall 13
Sprl4
D/o
N
•/o
N
o/o
N
%
N
11
10
9
20%
IS°/o
13
22%
13
16%
20
34%
15
23%
14
24%
20
33%
30%
24%
8
14%
II
170/o
20%
7
12
N
o/.
12%
7
12%
W>fo
10
Ofo
14o/e
J7'%
%
A dmin Prof Avg
TMCC A\'ll
I
43%
16
31°/o
11°/o
18%
15%
IS
35%
26
46%
17
29"/o
26
40%
26
44%
IOO°lo
23
60
3S°/o
38%
100%
100%
100°/o
44%
Program/Unit Review Self Study I 111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
The above two tables show the enrollment status of Administmtive Professional students from fall 2009
through spring 2014 for both credits attempted and credits earned. Full-time students taking 12 or more credits
in the Administrative Profossional degree program have a five-year average of 25%. Students in the program
taking 9-11.9 credits average 27% and 6-8.9 credits average 33% over the past five-years for the
Administrative Protcssional student population. Students taking fewer than 6 credits averaged I6%.
Percentages of all credits attempted by Administrative Professional students are spread fairly evenly across the
four credit categories. It is no surprise that three-quarters of our students are taking a part-time credit load, as a
similar percentage of our students arc older than the traditional college student and have full-time jobs and
other responsibilities that make it very dillicult to take a IUll-time credit load.
Administrative Profc..-ssional students who earned 6-11 .9 credits made up a higher percentage on average than
the general TMCC student population. Students earning 9-11.9 credits in the Administrative Professional
degree program averaged 18%, whereas the geneml population averaged 15%. Administrative Professional
students had a 6% higher rate of completion in the 6-8.9 credit category compared to the general TMCC
population.
As the Credits Attempted table and the Credits Earned table are not necessarily comparing the same students it
is difficult to derive usable data or compare the data. It does appear that fewer credits attempted by
Administrative Professional majors proved to be most common. We assume that younger students arc taking
more of a ful I-time class load, whereas older students are taking fewer credits in order to balance school, work
and family life. The maturity of older students helps them be more successful in meeting their goals.
C. Student Recruitment Activities
Both the Business Division and Workforce Development and Continuing Education (WDCE) department
participate in College-wide student events to make students aware of our programs. Brochures for the
Administrative Professional program are always included in those events. We also participate in community
events to share our programs with prospective students. Our dean, two directors, program manager, marketing
manager, nnd program speciaUst are all actively involved in various community groups and attend networking
events to promote the programs we offer, including the Administrative Professional program. This program is
generally promoted as one of the options offered by the Business Division or as part of WDCE. It is effective
to promote it this way because it fits with the Business programs and also as a non-transferable program it fits
with the WDCE short term certification programs as well. It is not promoted solely on its own as we do not
have any full-time staff or faculty dedicated only to this program.
Underscrvcd Student Populations
Males represent the largest population of underserved students in the Administrative Professional program. In
Washoe County, males make up 50% of the population. At TMCC, males make up 44% ofour student body. In
the Administrative Professional program, males make up only 10% of the students in our program. As
discussed in the Curriculum section of this report, this is a national trend in the discipline, and similar programs
throughout the United States report that these programs and this profession are dominated by females. Our
program is promoted through all traditional TMCC channels, and we produce a brochure that is widely
available to all students and presented by advisers. We do not discriminate in any way against the students our
program serves; it just seems to draw more female students. That being said, our program numbers still surpass
the overall estimates of men in the field. Men make up only 1% of members in the lntemational Association of
Administrative Professionals (IAAP), the trade organii.ation. and no more than 5% of the total US population
Program/Unit Review Sel f Study I Ill. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
or sccretnries/administrative assistants, says Rick Stroud, IAAP's communications manager. As TMCC's
program is made up of I0% males, we seem to be doing a good job of reaching out to non-traditional students
lbr our program. In the future we want to promote the more professional oflice munngcment aspects of this
position which we hope will attract more males to the program.
In reviewing the ethnicity of our students who have declared Administrative Professional as their major, we arc
within one percentage point of both the Washoe County census data and TMCC data in mirroring our student
population with the community and within the College. The only exception to this is in our servk e to the
Hispanic population. According to Washoe County census data, Mispnnics and Latinos make up 23% of our
community's population. Al TMCC this group represents 20% of our student body, and within the
Administralive Professional program the group represents 17% of our students. This means that though we arc
close to mirroring the ethnicity of our community in the Administrative Professional program, we are not quite
reaching that target with the Hispanic and Latino population. We have not made any specific recruitment
efforts toward this population, or any population for that matter, in the past. We do have some ideas for
reaching out lo this population jn the future that we hope will help us better align with our community's ethnic
distribution. These include promoting the program within our own English as a Second Language classes and
promoting the program to students who are taking some of our bil ingual Spanish/English short-term
certification programs and who might be interested in continuing their education.
Program/Unit Review Sel f Study I Ill. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
D. Enrollment Putterns
Number of Sections Offered
Number of Sections: Fall Semesters
10.0
9.0
8.0
7.0
~
5.0
-
-
-
6.0
~.v
,.. ft
ft
4 .0
30
2.0
1.0
0 .0
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
Number of Sections: Spring Semesters
10.0
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
-~
---
__.,.,- - -
-
-
--........_
..... .
.-. ...-
" ·u
Spr11
Spr 12
Sf)r 13
...............-
-f . U
u .u
Spr 10
Spr14
NumberofSections
Academic Years
Fall
2009-IO
2010- 11
2011-12
2012-13
2013-14
Admin Profssnal (5 ~ r AVI!
Div ofBusiness (S vr Avg)
TMCC (5 yr Avu}
6.0
o/o Chanee
-
S prine
33%
00/o
13%
-22%
6%
S.O
-1'1°/o
8.0
7..0
40%
-14%
17'>/o
6%
-13%
-4%
8.0
9.0
7.0
8.0
122
1532
6.0
7.0
6.3
114
1519
% Chanee
6.0
.go;.,
-4%
Program/Unit Review Self Study I 111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
-
-
The above chart compares nnd outlines the number of sections ofTered in the Administrative Professional
program in the fall semesters from 2009 until 2013 and the spring semesters from 2010 until 2014. During this
cycle, the Administrutive Professional program has averaged six sections in the fall and eight s1..."Ctions in the
spring. There has not been a drastic change in sections offered over this five-year period since demand has not
increased. 111is is a small program with a small number of sections which currently meets the needs of the
students in the program.
When comparing the five-year average change in the number of sections offered in the Administrative
Professional program to the Division of Business and TMCC. we sec that the Administrative Professional
program has a 6% increase in both foll and spring semesters. the Division of Business has a 13% decrease in
the fall semesters and 8% decrease in the spring semesters, and TMCC has a 4% decrease in both fall and
spring semesters. This is a positive indicator that the program is slowly growing because the nwnber of
students in the program has steadily grown.
Program/Unit Review Self Study j 111. Demographics and Enrollment
ADMINISTRATIV E PROFESSIONAL
Student to Faculty Ratios
Student to Faculty Ratio: Fall Semesters
20.0
18.0
16.0
14.0
12.0
10.0
8.0
6.0
4.0
2.0
0.0
I
- •• ••• ••••• •- ••
-• •- • •-
•
••
••
•
I
I
I
I
I
I
I
I
I
Fall 09
19.0
18.5
15.0
Fall 10
Fall 11
Fall 12
I
I
I
I
I
I
16.3
I
I
Fall 13
Studentto Faculty Ratio: Spring Semesters
20.0
18.0
16.0
14.0
12.0
10.0
I
I
I
I
I
I
8.0
6.0
I
4.0
2.0
I
0.0
I
I
Spr 10
••
••
••
••
17.5
Spr 11
•••
••
•••
16.4
Spr 12
••
••
••
••
16. 0
Spr13
•••
•••
•
15.6
I
I
I
I
I
I
I
Spr 14
Student to Facultv Ratio
Academic Years
Fall
2009- 10
2010- 11
2011-12
2012-13
2013-14
Admin Profssnal ( 5 yr Avu
Div of Business (5 vr Avl!'
22.5
19.0
15.0
18.5
16.3
18.3
23. 1
22.2
TMCC (S vr Avg )
% Chan2e
s ..-in2
-16%
-21%
23%
-12°/o
-6%
1%
00/o
23.0
17.5
16.4
16.0
15.6
17.7
23. I
21.6
-
-
% Chan2e
-24%
-6%
-2%
-3%
-9%
-1 %
0%
Program/Unit Review Self Study I III. Demographics and Enrollmem
ADMINISTRATIVE PROFESSIONAL
The ubove chart compares and outlines the student-to-faculty rntio in the Administrative Professional program
in the fall semesters from 2009 until 2013 and the spring semesters from 20 I0 until 2014. During this cycle, the
student-lo-faculty ratio in the Administrative Professional program has varied from a low of 15.0 in fall 2011 to
u high of 20.0 in both fall 2009 and spring 20 I0, with an average of 17.43 in both semesters over time.
When comparing the five-year avcrnge change in the student-to-faculty ratio in the Administrative Professional
program to the Division of Business and TMCC, we sec that the Administrative Protcssional program has a 6%
decrease in the fall semesters and a 9% decrease in the spring semesters, the Division of Business has a 1%
increase in the fall semesters and I% decrease in the spring semesters, and TMCC has a 0% change in both fall
and spring semesters.
The Administrative Professional program has a lower student-to-faculty ratio than both the Business Division
and the College as a whole. This is attributed to the program being very small to begin with and in general
offering one section of each course. When only one section is offered, it is generally allowed to go if it meets
the minimum enrollment requiremen.ts so that students can successfully get through the program in a desirable
amount of time. We have avoided canceling classes unless enrollment was extremely low in an effort to grow
the program and ensure students can take the classes they need. We have had four classes with continually
lower enrollments, and we have determined that it will be best to offer two of those in the spring semester only
and two of those in the fall semester only. This will help increase enrollment und decrease the chances that
classes will have to cancel or will run with a small number of students.
Program/Unit Review Self Study 1111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
Full Time Equivalent Enrollment
FTE: Fall Semesters
50.0
+-_ _
_._ __
__
Fall__
09 _..__ _
Fall__
10 ___..___ _
Fall__
11
Fall ______
12
Fen
13 _
""'"i
2':';----...___~~- -.-------1•----..-----:~·~------~·
19.0
'20.8
22.2
22.7
.....
0 . 0 "--~-----~-----------~--------
FTE: Spring Semesters
50.0 . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - .
•
27.6
•
27.5
•
26.1
..
28.7~
21 .7
o.o+--------,..---------.-------r------r-------1
Spr 10
Spr 11
Spr12
Spr13
Spr 14
ITE
Academic Yea rs
2()()9..IO
2010-11
2011-12
2012-13
-·
2013-14
Admin Profss.nal (5 yr Avg
Div of Bus iness (5 yr Avg)
TMCC ( 5} r Avg)
Fall
27.0
19.0
20.8
22.2
22.1
22.3
444
6691
% Chan2e
·30%
90~
"J'O/o
2%
-3%
-11%
-4%
Sprin2
27.6
% Chan2e
21.5
26.1
28.7
21.7
26.3
477
6593
00/o
-5%
10%
· 24%
-5%
-8%
-
I
-4%
Program/Unit Review Self Study I Ill. Demographics and Enrollment
ADMINISTRATIV E PROFESSIONAL
The above chart compares and outlines lite full-lime equivalent enrollment (FTE) in lite Administrative
Professional program for the fall semesters from 2009 until 20 13 and the spring semesters from 20 I0 unlll
2014. During this cycle. the tUll-time equivalent enrollment (FTE) in the Administrative Professional program
has varied from a low of 19.0 in Fall I0 lo a high of 2 8.7 in Spring 13. Overall we have seen very little change
in FTE in this program over the past five-years.
When comparing the five-year avemge change in the full-time equivalent enrollment (FTE) for the
Administrative Professional program lo the Division of Business and TMCC, we see that the Administrative
Professional program has a 3% decrease in the fall semeste rs and a 5% decrease in the spring semesters, the
Division of Business has an 11 % decrease in the fall semesters and 8% decrease in the spring semesters. and
TMCC has a 4% decrease in both fall and spring semesters. The Administrative Professional program has
tracked closely with the College FfE percentage change in this five-year period.
Retention Rates
5 year Average Retention Rates
•Administrat4w Professional
Cl Div of Business.
cn£C
75%
73%
73%
Retertion Rate
. 14
Re tentto n b1y Serrester - Fa1109 to Sipnng
Term
Fall 09
Spr 10
Fall JO
Spr 11
Fall II
Sprl2
Fall 12
Spr 13
Fall 13
Sorl4
Admin Profssnal (5 yr Avg) I
Div of Business (5 year AvJl: )
TMCC (5 year Av u)
Total Fnrollments
135
138
95
138
105
131
Il l
144
114
109
122
27.335
334.338
Number Retained
90
79
68
98
79
I02
88
106
92
94
90
20,073
251.423
Retention Rate
6'1°/o
570/o
72%
71%
75%
78%
79%
74%
81%
86%
73%
73%
75%
Program/Unit Review Self Study I Ill. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
The above chart outlines the live-year average retention rates or enrolled Administrative Professional students
from Fall 2009 until Spring 2014. During this cycle, the retention rate average in the Administrative
Professional progrum has varied from a low of 57% in Spring IO 10 a high or86% in Spring 14. When
comparing the average live-year retention rules of students enrolled in Administrative Professional coursework
to the Division or Business and TMCC, we sec that they arc all very closely aligned. The Administrative
Professional program and the Division of Business huve u rule of 73%, and TMCC has a rate of 75%.
Generally, the Administrative Professional program average retention mte is the same as for the Division of
Business and is only 2% less than TMCC.
It is important lo point out that the retention rate in the Administrative Professional program has been making
steady improvements over the past seven semesters and reached an all-time high this past spring of 86%, an
exceptional retention rate. Dedicated part-time faculty and small class si,zes, as well as all of the positive
employer-driven changes made lo the program during this time, are likely important factors in this great
improvement.
Program/Unit Review Self Study j 111. Demographics and Enrollment '
ADMINISTRATIVE PROFESSIONAL
Number of Declared Degree/Emphasis Seekers
Fall 20IO- Soriu ' 2014
De2rec
A OMPRO·AAS
ADMPRO·Cl"
Number of Students
170
Tomi
# of Gram
15
54
6
224
21
Student Success Rates
Nurmer of Students Earning a Degree
2010-2014
6
5
5
2010-11
2011-12
201 2-13
2013-14
NumberofOaduales by Academic Year
Year
2010-1I
2011-12
2012-13
2013-14
Toul
2010-2014
# of Graduates
5
s
s
6
21
• Academic years include degrees awarded during the leading sumrrer. E.x 2010-11 includes
The above chart outlines the student success rates of enrolled Administrative Professional students who earned a
degree or certificate from 20 I 0 through 2014. During this cycle, the student success rate in the Administrative
Professional program has varied from a low of5 in 2010 lo a current high of 6 in 2014.
9°/o of students who have declared Administrative Professional as their major have successfully graduated with
this credential. This is a lower graduation rate than we would like to see and most Hkety is attributed to the fact
that students in this program tend to be part-time students who are moving slowly through the program.
In an effort to increase this success rate, the department will make greater efforts to connect with and encourage
these students throughout each semester and ensure they know we are here to support them. This fall we were
given, for the first time, a list of currently enrolled students in our program. The director has already made one
contact with these students this semester and more contact is planned.
Program/Unit Review Self Study 1111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
Transfer Status
Transfer Students from the Admln Professional Program
Declared ADMPRO-AAS, and ADMPRO·CT Students enrolled between
fall 09 and fall 13 who transferred following their lastterm atTMCC
#I Dednl"l'd
Majors •
I# Transfers
•1o Transferrrd
Transfe rs lo
USR
To O ther
.i yr
ln s1itulton
To O ther
2 )'r
Insti tution
ll%
7
16
6
21S
29
• Declared ADM PRO-AAS, and ADMPRO-CT Students enrolled between fall 09 and fall 13
The above chart outlines the transfer status of enrolled students who have transferred from the Administrative
Professional program to other institutions between fall 2009 and fall 2013, following their last Lenn at TMCC.
During this cycle, of the 215 declared Administrative Professional majors, 29 students transferred lo other
institutions which is a transfer status of I3% and a non-transfer status of 87%. The Administrative Professional
degree is a non-transferable degree, so we would not expect to have a high transfer status for students in this
program.
Program/Unit Review Self Study 1111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
E. Enrollment Strategics
The following section summarizes the findings above and outlines the self-study committee's
recommended targets for enrollment improvement to be implemented over the next tive-year period.
Demographic Findings and Strategics
Age-The TMCC Administrative Professional program docs un excellent job of attracting and serving students
from ull uge groups. TI1is comes with challenges as older students tend to be employed and have other
responsibilities. It is difficult for them to commit to a tull-time student credit load and thus complete the
program in a timely manner. However, serving a variety of age groups is a positive thing that we hope to
continue. As new marketing materials arc produced, we plan to appeal to a variety of age groups to continue
the positive trend this progrum experiences.
Gender- The TMCC Administrative Professional program has a much higher rate of female participants al an
average of90%. However, this is a national trend and this profession is largely dominated by females. To
attract more male participants, we will change the slant of our marketing materials and infonnation. We' ll
demonstrate the more professional aspect of this profession so that small businesses owners, office managers,
executive assistants. project managers, program managers, and others will find the skills taught in this program
essential to success.
Ethnicity- The TMCC Administrative Professional program closely mirrors the ethnic makeup of the College
as a whole and the population of Washoe County. The only exception lo this is in our service to the Hispanic or
Latino population where we fa ll short both within the College and the program. Our goal j,s to have the
Administrative Professional program ethnic percentages be a near match to our community without exception.
To improve our service to the Hispanic/Latino population, we will begin promoting the program within our
own English as a Second Language classes and to students who are taking some of our bilingual
Spanish/English short-tenn certification programs who might be interested in continuing their education.
Student Status Findings and Strategies
Educational Goals-95% of the students in our program have set the goal of achieving a degree or certificate,
which far surpasses the overall College students' goal of 84%. As this is a non-transferable career program. it
matches what we would expect to see in this program. There would be very little reason for students to be in
our program for any reason other than the possibility of improving job skills. It is our goal to keep the
percentage of students seeking a degree or certificate very hjgh as it is at present.
Enrollment Status-Three-quarters of Administrative Professional students are taking a part-time credit load
which we attribute to that same percentage being older than the traditional college student. Our students often
have full-time jobs and other responsibilities. making it very difficult to take a full-time credit load. Our parttime students are more successful with completion than our full-time students. The full-time students are more
likely our younger students, and part-time students are more likely our older students. In general, older students
are more stable and have the maturity to stay with their classes through difficult times and to persist if their
goal is to complete. As the program appeals to such a wide age range of students, it is expected that this type of
enrollment status will continue. There is no recommendation to try to change that, as it seems to be serving our
students well overall. However, we would like to improve our completion status as the credits earned versus
credits attempted is not as high as we believe it could be. We will begin making regular contact with our
declared majors now that we have a list of students who are current. One contact has already been made and
more are planned. We hope to help students feel more connected to the program with new outreach efforts and
Program/Unit Review Sel f Study 1111. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
ensure llml they know we arc here to ·upport them and encourage them as they go through the program. We
will create easy-to-use completion charts, appealing course information to promote to our own students, share
helpful tips and infonnulion applicable lo the program, and send job announcements to our students more
regularly.
Enrollment Patterns and Strategics
Sections Offered- The TMCC Administrntive Professional program relies heavily on other disciplines. Class
sections oncred for most of the required and recommended classes are at the discretion of other divisions but
have proved suflicient for our students needs. The Computer and Office Technology (COT) courses are the
only courses unique lo this program and overseen by this department COT classes have averaged six sections
in the fall and eight sections in the spring. In general, one section of each class has been offered each semester.
1l1ere is no need lo incn.>asc the offerings at this point, but the program will be responsive to the needs of the
students as the program grows and more sections will be added if they are needed. We have found that four of
our COT classes have fairly low enrollment and have had to cancel from time to time. Starting in spr•ng 2015,
we will be offering two of these classes each fall and two each spring. This will ensure that students have
classes in the program available to them while reducing the chance that classes have to be canceled due lo low
enrollment
Student-to-f'uculty Ratio-The TMCC Administrative Professional program has a lower student-lo-faculty
ratio than both the Business Division and the College as a whole, with an average of 17.43 students to one
instructor. This is attributed to the program being very small to begin with and to offering one section of each
course. When only one section is offered, it is generally allowed to go if it meets the minimum enrollment
requirements so that students can successfully get through the program in a desirable amount of time. We have
avoided canceling classes unless enrollment was extremely low in an effort to grow the program and ensure
students can take the classes they need. As noted above, we have had four classes with continually low
enrollments, and we have decided to offer two of those for spring semester only and two for full semester only.
This will help increase enrollment and decrease the chances that classes will have to cancel or run with a small
number of students. This change is also expected to raise our student-to-faculty ratio.
Full-Time Equivalent Enrollment-lhe TMCC Administrative Professional program has averaged an FTE
of 22.3 in the fall and 26.3 in the spring, with a slightly decreasing FTE which closely mirrors the percentage
change within the College as a whole. The College is trying to improve recruitment efforts and it is expected
that as the College FTE grows, so will the FTE in the Administrative Professional program. Additionally, with
improved marketing and support strategies in place for both our current students and in outreach to new
students-particularly with the efforts to improve the professional office management side of the program to
increase male interest and the marketing to our ABE and WDCE Hispanic and Latino students- we expect to
see an improvement in FTE over time and it's our goal to have that number increase each year.
Retention Rates-The retention rates in the Administrative Professional program have tracked very closely
with the College and Division of Business over the past five-years. 1l1e program has been making steady
retention rate improvements over the past seven semesters and reached an all-time high this past spring of 86%,
an exceptional retention rate. Dedicated part-Ume faculty and small class sizes, as well as the positive
employer-driven changes made to the program during this time, are likely very important factors in this great
improvement. To keep this retention rate high, we plan to improve outreach to current students to help them
feel more connected to the program and supported as they go through it. As noted above, we will send easy-toProgram/Unit Review Self Study I Ill. Demographics and Enrollment ·
ADMINISTRATIVE PROFESSIONAL
use completion charts, appealing course information, helpful tips, and infonnation applicable to the program
and job announcements to our students more regularly.
Number of Active Declared Administr1ttivc Profcssionul Students- We currently have 170 active dcgrccseeking students and 54 active ccrtilicnte-seeking students in our Administrative Prof'Cssional program. It is our
goal to sec these numbers steadily increase over time. We expect new marketing and outreach efforts with a
more professional focus will help achieve this goal.
Student Success Rates and Strategics
9% of students who have declared Administrative Professional as their major have successfully graduated with
this credential. This is a lower graduation rate than we would like to see and is most likely because students in
this program tend to be part-time students who arc moving slowly through the program.
To increase this success rate, the department will make greater efforts to connect with and encourage these
students throughout each semester and ensure they know we arc here to support them. This fall we were given
for the first time a list of currently enrolled students in our program. The director has already made one contact
with these students this semester and more contacts are planned. ll is expected that if students believe they are
more a part of a program and are supported and encouraged as they go through it, they will more likely be
successful. As this program is largely online, students do not often have personal contact or relationships with
the department or administration. Our goal will be to reach out more frequently and improve the relationship
between the department and the students, to encourage them to be successful and complete.
Program/Unit Review Self Study I III. Demographics and Enrollment
ADMINISTRATIVE PROFESSIONAL
RESOURCES
Faculty anc.J Stuff
Required Faculty Credentials
In the Administrative J>rolcssional program and the Computer and Oflice Technology courses, we comply with
the faculty qualification requirements and hiring pmctices set by the Board of Regents and TMCC described
below. Our faculty arc all part-time and are generally employed in positions outside of the College where they
arc putting the technology skills to work that they teach in their classes.
A master's degree is required for instruction in baccalaureate-level courses or an appropriate combination of
education and experience. A bachelor's degree. or appropriate experience in lieu of a post-secondary education.
is required for instruction in occupational courses. (B/R 12/89) Rev. 213 (10/04) Title 4, Chapter 3, page 5.
TMCC General Standards of Qualifications for Faculty
Prior to employment of candidates to perform professional services for Truckee Meadows Community College.
the college shall establish that the candidate possesses:
I. Scholarship and/or technical skill that represent appropriate study. training and skills in the proposed
area of assignment,
2. Expertise as a practitioner as evidenced by reports of former associates and supervisors,
3. A demonstrable understanding and acceptance of the role to be played as a partner in an educational
enterprise serving the best interests of the students,
4. A demonstrable understanding and acceptance of the mission, role and character of the community
college,
5. The ability to perform assigned duties in a manner consistent with the standards, mission and goals of
Truckee Meadows Community College, and
6. Personal characteristics that contribute to the ability to promote the welfare of the students, the
institution and the State of Nevada.
Specific Qualifications
In addition to the faculty credentials required by the Board of Regents, candidates for appointment shall meet
or exceed the following standards in their areas of specialization.
I. Professional personnel perfonning services for which advanced degrees are nonnally available shall
hold the equivalent of a master's degree in the field of their educational service from a regionally
accredited college or university or a bachelor's degree and extensive professional experience in the
field of their education service.
Program/Unit Review Self Study I Resources -
ADMINISTRATIVE PROFESSIONAL
2. Professional personnel in vocational fields or other specialized areas for which advanced degrees are
not normally available shall have sufficiently broad and comprehensive training and work experience
thut particularly qualifies them to provide instruction in their area of specialization.
3. Minimum work experience for an instructor in occupations requiring state or local licensing.
ccrtilicution or registry will be two calendar years subsequent to receipt of license or certificate unless
the occupation is an apprenticcable trade. Current licenses, registrations and/or certifications shull be
maintained as a requirement for teaching courses in the respective occupation.
4. For all other occupations and/or trades in business and industry that do not meet the above noted
requirements. the minimum work experience in the field for an instructor shall be a minimum of three
years, equivalent to three years employment in the occupation/vocation/trade to be taught.
5. Truckee Meadows Community College reserves the right to employ individuals as instructors who do
not meet the above quali fications but who possess unique skills and talents as certified technicians,
artists-in-residence, scholars-in-residence or researchers-in-residence that contribute to the college's
ability to meet its mission and goals.
Program/Unit Review Self Study I Resources
ADMINISTRATIVE PROFESSIONAL
Name
De1tree(s), Certilicates
FTE Li! t conferrinR institutions
Donna Clifford
10
Master of Arts in
Educational Leadership.
with an emphasis in
l-ligher Education,
University of Nevada,
Reno. Bachelor of Science
in Home Economics with
a minor in Consumer
Science, University of
Nevada, Reno
Master of Education,
National University.
Bachelor of Scit.."TJce in
Business Administration,
Minor in Spanish,
California State University
Chico.
Amber Donnelly
45
Donna Kamen
45
Bachelor of Arts in
Secondary Education,
Linguistics, Northeastern
Illinois University.
Warren Zinser
15
Bachelor of Science in
Education, University of
Nevada, Reno.
Professional Certification
List 112ency/or2anization
Years at
TMCC
Quality Matters (QM)
15
asTMCC
2009, Getting Results:
Teaching and Leaming in employee
Total
Years
5
leaching
a Community College
20 I0, Quality Matters
(QM) "Applying the QM
Rubric" 2014
CA Teaching Credential 5
in Business and Spanish
CA Dept. of Education.
Licensed CA Real Estate
Agent, CA Dept. of Real
Estate, Licensed Loan
Agent CA and NV,
NMLS (Nationwide
Mortgage Licensing
System). BTSA
(Beginner Teacher
Support Assessment)
Training Coach, Placer
County Office of
Education.
201 3 and 2010 Microsoft 22
Certification: Access,
Word, Excel,
PowerPoint.
CASAS Certification.
Quality Matters (QM)
2009, Getting Results:
Teaching and Leaming in
a Community College
2010, Quality Matters
(QM) "Applying the QM
Rubric" 2014
I
Program/Unit Review Self Study I Resources
7
22
6
ADMINISTRATIVE Pl{OFESSIONAL
Full-Time to Part-Time Facuity Ratio
Full-time vs. Part-time Faculty FTE
Fall Semesters
• FuU-time • Part-time
100% ....-- - -- -- - -90%
ao3
- - --
--
tlRR:.rt-- - - - - - - - - - - -
70%
60%
50%
40%
30%
20%
10%
0%
Fall09
Fall 11
Fall 10
Fall 13
Fall1 2
Full-time vs. Part.time Faculty FTE
Spring Semesters
• Full-time • Part-time
100% ....-- - - -- - - -- - - -- - 90% .n;:m~------------.Jo,
80%
70%
60%
50%
40%
30%
20%
10%
0%
Spr 10
Spr 11
Spr 12
Spr 13
s ..-in ~
Fal l
Academic Years
2009-IO
201(~0 1
2011-12
2012-13
.. ...··-··-··-·-·---·--...-·....·-2013-14
Admin Profssnal (5 yr A v~)
-
FuU-tim:
93%
69°Ai
0%
0%
Part-tim:
1°/o
31%
100%
IOOo/o
IOOo/o
68%
·· ..- ---·-··-·--"---- - ---·-·0%
32°~
Spr 14
Full-tim:
93%
54%
0%
0%
0%
290/o
--- ---- - --
Part-tim:
1°/o
46%
IOOo/o
100%
--·-··-~100%
71%
The program had one full-time faculty member when it was taken over by WDCE. That person took a buyout and we have been working with only part-time faculty since then. There is no recommendation to
request a full-time faculty member for the program as it is running smoothly with the excellent part-time
faculty who teach in the program, and its size does not warrant a full-time faculty position at this time.
Program/Unit Review Self Study I Resources
ADMINISTRATIVE PROFESSIONAL
Required Classified Credentials
The program has one classified Administrative Assistant Ill who supports students and teachers. TI1c assistant
ensures all administrative responsibilities are taken care of such as data entry, submitting required forms, and
generating contracts. This position also supports all other WDCE credit programs and non-credit programs.
Classified F/'£
Teresa Brooks is our current Administrative Assistant Ill who supports the program. It is estimated that she
dedicates about 3 FTE to the program.
Facilities
Most of the COT courses are taught on line and do not require any special facilities.
COTI 10, Business Machines, is taught in the classroom. For that class we use a computer lab and electronic
calculators. The computer lab is used because of the extra outlets in the room that are required by the calculators.
The students do not need the computers for that class, so the ideal facility for this class would be a standard
classroom with enough outlets for every student to plug in a calculator. We do not have such a classroom at the
present time.
COT 10 I, Computer Keyboarding, is sometimes taught in the classroom. For that class we require a computer lab
and we use specialized keyboarding software that must be installed in the lab when we teach that class in a
classroom. Generally that class is offered both in the classroom and online, but we are seeing fewer classroom
registrations so we may offer it only online in the future if the demand for classroom instruction for that class
continues to decrease. Our current computer lab facilities are adequate for our needs for this class.
Technology
COTI 01 requires the use of Keyboarding Pro software. When this class is taught in the classroom. we require
computer labs with this software installed. TI1e lab fees for this class are sufficient to cover the cost of this
software.
COTI 10 requires electronic calculators. These are replaced on an as-needed basis and generally last quite a few
years. Lab fees for the courses cover the cost of calculator replacement and the consumable supplies for these
calculators.
Funding Sources
The Business Division and Workforce Development and Continuing Education depanment rely on their statesupported budget and course lab fees to meet all of the needs of the Administrative Professional and Computer
and Office Technology programs. The state-supported budget and current lab fee funds are sufficient at this time.
Resource Strategics
The following section summarizes the findings above and outlines the self-study committee's
recommended targets for resource allocations to be implemented over the next five year period.
Staffing Issues and Strategics
The Administrative Professional program is overseen by the Director of Workforce Development and
Continuing Education, Amy Williams. supported minimally by an Administrative Assistant Ill, Teresa Brooks.
The program employs an part-time faculty to teach the courses in the program. This administrative and
Program/Unit Review Self Study I Resources
ADMINISTRATIVE PROFESSIONAL
instructional stalling level is sufficient for the size or the program at this time, and there is no plnn to request
additional stafTing or a full-time faculty member in the next live year ·.
Fucilitics and Desired Cupital Improvements
At the current time, COTI IO Business Machines is taught in a computer lub because the class utilb~es
electronic calculators in class und every student needs to be able to plug their machine into an outlet. There is
not a standard classroom with enough outlets for this purpose other than a computer lah. This is not a major
hardship but ideally if a standard classroom could be outfitted with 25 outlets, it would make for a more usable
classroom in which to tench Business Machines.
Funding Allocations und Development Strutegies
All of the funding for the Administrative Professional program is covered by the state-supported budget and the
lab recs generated by the Computer and Office Technology courses. This fund ing is adequate to cover all of
our ongoing needs.
In order to conduct more community and student outreach, current and recent student support, graduate fotlowup and provide ongoing support for program relevance and growth we request funding for stipends for our part
time faculty to assist with program management at an annual cost of$2, I20 for two part time faculty to receive
a one-credit stipend each per semester.
There is a need for new marketing materials to update our image nnd data, show a more professional side of the
position, promote the program to our community and better target the male population. We would be able to
design, print, distribute and mail thousands of brochures to our community if we were given a one-time
allocation of $1,000 towards this marketing effort.
Program/Unit Review Sel f Study I Resources
ADMINISTRATIVE PROFESSIONAL
APPENDIX A
Anulysis of Funding Resources
The Business Division and Workforce Development and Continuing Education department rely on their statesupportcd budget and course tub fees to meet all ofthe needs of the Administrative Professional and Computer
and Office Technology programs. These state-supported budget and current lab fee amounts appear sufficient at
this time.
State-Supportl.'tl Operating Budgets
As noted above, the state-supported budget is currently sufficient for this program. It covers the cost of all parttime instructors and program administration. If the program were to see dramatic growth in the future, then it
might be recommended that a full-time faculty person be added to the state-supported funding. At this time it is
not requested.
Lab Fees
COT courses collect small lab fees to cover the costs of software purchases and updates and equipment such as
electronic adding machines and tape. These purchases are not necessary every year and are made on an asneeded basis. Funds in the COT lab fee account arc sufficient for our current program needs.
Special Fees
Not applicable.
Grants
Not applicable.
Non-Credit Training Income
Not applicable.
Donations
Not applicable.
Other
Not applicable.
Program/Unit Review Sel f Study I Appendix A
ADMINISTRATIVE PROFESSIONAL
APPENDIX B
Degree und Certificate Worksheets
~
iana~l-De""""g~r~e~e.._~~~~~~~~~~~~-
ASSOC IATE OF APPLIED SCI ENCE
T M CC's administratl\-e profcas!onal AAS dtgiTc
pruv•dn 1tudcnt1 with the d.ills needed to bC
1ucceilful 1n today', rnm~titave busmns environment.
!-tudcnt1 will m:ciw 1 wdl· roundcd curriculum in
gnicral education ~ 1rcmmta. l h e emphasis of tht
..qrn mdudt'5 w U11n ulficc proccdurn. u1mputcr
applications. ca m munlcaUons. cwtomcr •cn'lcc,
ai:countms. and supervision.
mus Bo~g ' ----------Ul
«
ACC201 Fil\lndil AuDWll!ng _ _ _ _ _ _ _ _ _(ll
BUS 101 lll!IDductian IO ~llntu----------1
BUS
l12 lu:stCl!lft Serviu_ _ _ ...._____._____J
COT l40 hrcutlwtOlfic.~ -·-----·- l
IS 101 lnll0dlictlo11 to WDnNlloll SysllnlS ---·--- _ J
""1111
- -·-..-·----lJ
MGT
20l Supmtllan
hlndpln olMwgmimt
__,_______
TOTAL CORE REQUIREMENTS - l 1 CREDITS
m 1)7 o...._______________
1
m~ r Won! Ctttlrlutllt"'"""11an- ..- - - - __ l
CIT 202 EmlC«llfQUOn ~ ------ 1
COT 101 Bus.nm Applullrn on !tie lnrer11t1·------ !
COi 2t1 Dllict NilUllDnL~-·---~ ---l
TOTAL EMPHASIS REQUIREMENTS- 13 CREDITS
Choose one o f the following:
(QM m ln!Jodu(llDn 10 Group Cammunlado"··--·-- -1
SPAN ~l 8niG ofSprih 1- - - - · - - · - - - - - - l
W.H
m F
Ywll:ilklavaid
Spnh ' ·-lluloling
- - -_-_-_- __
- -•
PHl 102
CirU
rtllal
,_.. ,_
_l
Choost oac o f t he Co lowing:
<DI 1911 Sptdal lapiuin COT- - --- - - · - · - 2
tot 290 tl'lllfMHp n Co•~l~ .--·-2
TOTALB..EC'f1VEREQUIREMENTS-5-6CREDITS
TOTAL DEGRE&
OIVERSITY - - -- - - - -- '3 CREDITS)
Rrcommended:ANTH 208
COMMUNICATIONS/ENGUSH - - - 6 CREDITS
Conununicill:iollS-llKDmmdtd; BUS107
Englllh-Rtmmmtnded: BUS 106or BUS t08
REQUIREMENTS.~~~~-450-61CREDITS
Recommended N UJ'Kll au listed i11 theGDUl'1'CIC'{UCllC4:;
howc\'t!', other coursn may apply. Plose'" an advUor
or 1hc dcpartmmt.
FINE ARTSIHUMANmESJ
SOOAL SCENC E - - -- -- - 3 CREDITS
Rrcommended: ANTH 208
HUMAN AQATIONS
3 CREDITS
Realrnmnided:a 201, MGT 212
MATHEMATICS
3 CREDITS
Rrcoirnmsded;BUS 117
SCIENCE
3CREOITS
U.$. AND NEVADA CONSTITUTIONS-3 CREDITS
TOTAL GENERAL
EDUCATION REQUIREMENT5-21 CREDITS
8-55 lQl4'201S TMCC Coll. .• eat.log
Program/Unit Review Self Study I Appendix B '
ADMINISTRATIVE PROFESSIONAL.
.......1.....0e
....~g...r._.e...,e...________________
Admi istratiim Profes!ll
ASSOCIATE OF APPLIED SCIENC E
,....,
ll'JTI
I u-r.-;rn I
'r..w..-.
.la:U5ur
.la:lOI
m112
;r-
~lllft
(.en
ar;r 111
lblmll!U!ms
am
(.en
11'61' 2U•
I Hl"'"'71.
lf'I
--
~·
•flnnUl'-WW.
...
l
Emtr. •
1
-
)
)
l8llntip 11111 Hmtm RltDn er
IW..W-llPalm
)
""'-I U
~
--
SdRICt
r...-..
!ldft
Clllt
l.'ffitlCI
(JJ 10'1 .
(1"101
..,.,,,
(l)f 2'0ur
mrm
r.iGI lOI
nnt.iiiruhrl~hnlly
)
Dltann
1
. _._
llllht-
)
1
~~
_,,
cr ~- ~11cor
l
)
Tdll u
-
11-56 20'4-20t5 TMCC Cotfege Cat.log
Program/Unit Revtew Self Study I Appendix B
ADMINISTRATIVE PROFESSIONAL
TMCC'• ulminutrativc profcuional ccrtifu:atc
of 11ch1~·cmrnt focuJCs on lhe spccilic akills an
lldmlnutratl\'t' professional Deeds robe successful
1 he c:mpruw5 of thc ccrUficatc: Includes sk.ilb in office
procedures. compultt applications. communiailions.
customer scrvx:e, ACCounting. and •upco'Uion.
Recommended couno arc luted m the: counc sequence+
hOWC\'t'r. other courses may apply. Please sec: an 11dvuor
or 1hc: dcpanmcn1.
Students compldlng the: cc:rt16utc: wlll.
Otmocutrasr aJnnccd lq'lioanilng dtllh uid ui in1trmrdla1t
knowledge ol lurdwatt and JOftwart to ptrform a wldr ''&rltl )' ol
admlnl,11111!\lf aaw lndudlnJ tlt(llonlc lillJla. funnaitlag and
pnichaclng basinua ilocu1nt11tt and sptta4~ and pttfo1111111g
l111rrnn man:!! to mttt -itrn !Klaintu Dftds.
• Model nullenl cnmmunkatlllll alilk dtmoMlnud by IM abilll)'
lo prowlcU raullrnt UlllOmtr srrvlcr to intaml and tuenw
•
( llSlwntn; pttsml lnfonnatlon In a pusu:ulw. kiglcal. and
•
organlud nunnrt w1na 111ppor1i vt vlau.l alJs anO! pcUuion.al
oral communication; and w-rltr lnformaslonal, analyllcal, and
sn:hnlcal ib:ummu, which uc or~ ptrclst, :and rdt''&DI.
l"ttform uid undtuund
rf<julrlng b:ask ma!h .:akulasl&>ns
such u b 1\
a od hook
taw
COMMUNIC A T I O N S - - - - 3 CREDITS
Rrcomm!lldtd: BUS 107
HUMAN RELATIONS-
3 CREDITS
Recomm~ded: MGt 212 or C£ 201
MATHEMATICS---
- --
3 CREDITS
Recommtnded.BUS 117
TOTAL GENERAL
EDUCATION REQUIREMENTS-9CREDrTS
BUS106 lmhns ln9'sll-
BUSIOI
or
~
- - - - - - -lll
Lfttmmd lllporu _ _ _ _ _ _(JI
BUS TI2 Cuitamer Smlc!__
_
l
m201 Won1Ctrtlfut1onrr.1Jlian ____._ _ __]
a r 202 Em1Cert1fQ11an~---·----1
CDJ 211 Otrict ~---------·--- l
ml 140 Wwt!w Ollice Piocrlbel - - - --- -- l
TOTAL EMPHASIS REQUIREMEHTS.1BCREDfTS
Choose th ree crcdiu from the: JOI.lawing:
N.!US Bo~llgl-----------1
ACCZOt ~ kaxmlfn9 ----------l
TOTALEl.ECTIVEREQUIREMENTS-3CREDrTS
TOTALCEmFJCATE
REQUIREMENTS------ JO,...· CREDITS
8 ·57 2014-]()IS TNCC College Catalog
Program/Unit Review Self Study I Appendix B
ADMINISTRATIVE PROFESSIONAL
APPENDIX C
Course Assessment Reports (CARs)
Au:icll all CJ\ Rs since ynur hst Program Unit
~d f' ~lt
J:
The last selJ:study was done in 2003 and so per the instructions in the Program Unit Review Handbook, included
in this Appendix arc the last seven years of course assessment reports for the following courses in the TMCC
Course Catalog:
Course Number
Course Nume
Academic Y cnr Assessed
BUS 112
Customer Service
2013/2014
COT IOI
Computer Keyboarding
2011/2012 and 201312014
COT 110
Business Machine
201 2/2013
COT207
Business Applications on the Internet
2011 /2012
COT 217
Office Publications
2010/2011 and 2012/2013
COT240
xecutive Office Procedures
2011 /2012
Program/Unit Review Self Study I Appendix C
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Revised 10/21/2013
Course Prefix, Number and Title: BUS l l 2 - Customer Service
Division/Unit: Business
Submitted by: Amber Donnelly
Contributing Faculty:
Academic Year: 2013-2014
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Assessment Measures
Assessment Results
In the boxes below, summarize
In the boxes below, summarize
the methods used to assess course the results of your assessment
outcomes during the last year.
activities during the last year.
Use of Results
Effect on Course
In the boxes below, summarize
Based on the results of lhis
how you are or how you plan to
assessment, will you revise your
use the results to improve student outcomes? lfso, please
learning.
summarize how and why in the
boxes below:
Students will demonstrate an
increased understanding of
the levels of customers and
customer expectations
through written cases that
demonstrate their current
understanding of given
situations and ways to
improve the overall customer
experience. Students will be
measured according to a
predetermined grading
rubric.
Based on student scores, I
No revisions on outcomes will
will continue using these real- be completed at this time.
life scenario assignments by
There is not any data to
adding new content based on warrant an outcome revision.
the constantly changing
workplace environment. This
gives students the
opportunity to share
information they learn in class
based on their real life
experiences.
Outcome#l
Students will discover the six
levels of service and
understand rising customer
expectations.
Through online discussion
questions students can share
ideas with other classmates.
Students effectively
demonstrated critical thinking
skills as they did their
textbook cases. Through
online videos and related
questions students use their
knowledge from the readings
and real life scenarios to
answer questions. Two
chapter exams are given
during the semester to check
for textbook understanding.
Page I
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: BUS 112-Customer Service
Division/Unit: Business
Submitted by: Amber Donnelly
Contributing Faculty:
Academic Year: 2013-2014
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on Course
Students will demonstrate
ability to set service
improvement goals by
developing a plan outlining
those goals for a hypothetical
business assigned by the
instructor. This plan will be
evaluated according to a
predetermined grading
rubric.
Students effectively
demonstrated these skills in
homework assignments. 95%
of the students completed
the assignment completely
and accurately based on the
instructions provided.
Students met my expectation
when creating their own
service improvement skills
document.
No revisions on outcomes will
be completed at this time.
There is not any data to
warrant an outcome revision.
Using the service
improvement goals, students
will create an action plan to
meet those goals. Students
will be measured according to
a predetermined grading
rubric.
Students effectively created
their action plan document.
Students completed their
project with 85% accuracy,
including proper formatting
and spelling.
To provide clarity on this project
No revisions on outcomes will
be completed at this time.
There is not any data to
warrant an outcome revision.
Outcome# 2
Students will demonstrate
ability to set service
improvement goals.
Outcome#3
Students will create an action
plan.
Page 2
I will post an exemplary sample
action plan document. The
action plan instructions should
include more specific
information on the type of
headings required, page length
and the overall quality
expectation. This will clarify the
project and help students
complete their project with
100% accuracy.
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: BUS I I 2 - Customer Service
Division/Unit: Business
Submitted by: Amber Donnelly
Contributing Faculty:
Academic Year: 2013-2014
Please enter your name and date below to confirm you have reviewed this report:
Title
Name
Date
Department Chair/Coordinator/Director
Amy Williams
1211 1/2013
Dean
Vice President of Academic Affairs
Page 3
•
Program/Discipline/Course Assessment Report
Program: Administrative Professional
Discipline: Computer Office Technology
Course Number: COTIOI Keyboarding
School/Unit: SOBE/WDCE
Submitted by: Amy Williams
Contributing Faculty: None
Academic .Year: FY2011
Complete and submit your assessment report electronically to your Academic Dean. As needed, pluse attach supporting documents and/or a narratin description of the assessment
activities in your program or discipline.
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Key the alphabetic and
numeric keys by touch
Develop good keyboarding
techniques
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Students use the
keyboarding Pro
software system to leam
the alpha and numeric
keys by touch. Students
are asked to complete a
keyboarding skills
analysis on the first day
of the class. Three
mandatory keyboarding
writings are assigned to
test accuracy, speed and
kevboardin2 knowled2e.
Using multiple choice
exams. Faculty
observation throughout
the classes and
documentation from
students on a technique
rating sheet.
Students complete all 25 lessons.
Demonstration of proper alpha and
numeric touch typing.
Reinforce to students that
practice is the most
efficient way to become
more accurate and gain
speed when typing.
Require students to tum in
at least three skill building
lessons done outside of
class.
No revisions at this time.
Students scored higher on the final
than the midterm quiz. Students
also rated themselves higher on
their second technique rating shcel.
Instructor can observe
improvement of good technique
while typing in class as the
semester progresses.
Students showed very good
progress in typing
technique through the tools
in place.
No revisions at this time.
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? lfso, please summarize
how and why in the boxes below.
Key at least 25 GW AM with
three or fewer errors
Mandatory timed
writings.
Reasonable accuracy
Students all gained accuracy and
speed by at least 3 GWAM per
each mandatory assignment. An
average of 10 GWAM was
improved over the course. 90% of
students typed with 3 or fewer
errors.
Encourage students to
complete the games inside
the keyboarding pro
software on their own time
to improve both speed and
accuracy.
No revisions al this lime.
For Program, Discipline or Course Assessment Reports:
I have reviewed this report:
Department Chair: Amy Williams
Dean: Marie Murgolo-Poore, Ph.D.
Date._ _ _ _ _ __
Date_ _ _ _ __
Vice President of Academic Affairs and Student Services: Jess Carreon
Date
-------
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Revised 10/21/2013
Course Prefix, Number and Title: COT 101-Computer Keyboarding I
Division/Unit: Business/WDCE
Submitted by: Warren Zinser
Contributing Faculty:
Academic Year: 2013-2014 (Spring 2014)
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Outcome #J
The student will demonstrate the
ability to locate and type the
alphabetic and numeric ke)'S by
touch.
Outcome#2
The student will demonstrate the
ability to key at least 25 words
per minute with no more than
three errors.
Assessment Measures
Assessment Results
Use or Results
Effect on Course
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during lhe last year.
In the boxes below, summarize
how you are or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so. please
summarize how and why in the
boxes below:
Instructor will observe, monitor
and evaluate student touch typing
technique using a pre-determined
touch typing technique
checklist/grading rubric.
Twenty-two out of twenty-three
students who took the exam were
able to pass the exam with higher
than an 80%.
I plan on having a study guide so
that my students will be able to
study whafs on the test and have
better results.
With me providing a study guide,
I believe I can improve average
overall proficienc) to 85%.
The student will complete
diagnostic 3-minute timings from
the textbook and software. Points
will be earned according to a predetermined timed writing scale.
Timings with more than 3 errors
will not be accepted.
All but four students were able to
get above the required time and
error marks.
I plan on changing the order of
these lessons so my students will
be able to complete them the first
weeks of the semester. It seemed
like it was difficult for them to
transition from letters to
numbers. This might have had an
effect on their time and accuracv.
I would like to sec my students
improve their speed while they
are typing. I will set goals for my
students so they will have more
of a focus on accuracy and speed.
Page I
-A
•
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: COT 101-Computer Keyboarding I
Division/Unit: Business/WDCE
Submitted by: Warren Zinser
Contributing Faculty:
Academic Year: 2013-2014 (Spring 2014)
Course Outcomes
Outcome#3
The student will demonstrate
proper typing technique.
Assessment Measures
Instructor will observe, monitor,
and evaluate student typing
technique using a predetermined
typing technique
checklist/grading rubric.
Assessment Results
All but three students were able
to demonstrate their learning.
They did this by successfully
completing all of their
assignments.
Use of Results
Effect on Course
I plan to have more supports in
place like pictures so that I can
more eflectively model to my
students how to get the
technology setup so they can be
successful with the assignments.
I see the instructor of this course
taking more time to wait.. their
students thre ugh the technology
aspect. I believe this was the
difficult part for the students whe
dn~ pped out of the course.
Please enter your name and date below to confirm you have reviewed this report:
Title
Name
Date
Department Chair/Coordinator/Director
Amy Williams
6/3/2014
Dean
Marie Murgolo-Poore
6/3/2014
Vice President of Academic Affairs
Jane Nichols
6/25/2014
Page 2
A
TMCC
Revised 09/0612012
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: COTJ 10 Business Machines
Division/Unit: WDCE/Business
Submitted by: Amy Williams
Contributing Faculty: Amber Donnelly
Academic Year: FY 13
Assessment Semester: Fall X Spring
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize
In the boxes below, summarize
the methods used to assess course the results or your assessment
outcomes during the last year.
activities during the last year.
In the boxes below, summarize
how you are or how you plan lo
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? lfso, please
summarize how and wh~ in the
boxes belo\\:
Students will demonstrate
their understanding of
business-related math
problems by completing
exercises and an exam
relevant to the topic that will
be scored according to
predetermined grading
rubrics that will be distributed
to the students prior to the
assignments and exam.
Based on student scores, I
will continue using these reallife scenario assignments
adding content to include the
constantly changing
workplace environment and
more discussion questions
online. This gives students the
chance to share information
they learn in class and real
world scenarios to help
increase understanding of
class content.
No revisions on outcomes will
be completed at this time.
There is not any data to
warrant an outcome revision.
Outcome #I
Students will be able to
understand, evaluate, and
effectively utilize quantitative
data to solve business-related
math problems. They will be
able to draw inferences and
conclusions in solving word
problems when solving for
percentage, rate, and base.
Through class instruction on
business related -math,
students are asked questions
throughout the class to check
for understanding and
prepare students for exams
and assignments. With the
use of discussion questions
and journals using real life
scenario assignments
students can share
information online with
classmates.
Page I
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefixt Number and Title: COTI 10 Business Machines
Division/Unit: WDCE/Business
Submitted by: Amy Williams
Contributing Faculty: Amber Donnelly
Academic Year: FY13
Course Outcomes
Assessment Messures
Assessment Results
Use of Results
Effect on Course
Outcome# 2
Students will be able to make
the transition from the
electronic printing calculator
to the computer keyboard 10key pad and to accurately
solve addition problems.
Students will demonstrate
their ability to use the 10-key
pad on a computer keyboard
and solve addition problems
through related hands-on
exercises and a timed test,
which will be scored
according to predetermined
grading rubrics that will be
distributed to the students
prior to the assignments and
exam.
Students effectively
demonstrated these skills in
homework assignments. In
the timed tests 75% of
students were not prepared.
Since students did not do well
on a timed test, I will give two
chances to take the timed
test (recording the highest of
the two scores). I will also
post additional samples and
websites that will be heIpful
to all students.
No revisions on outcomes will
be completed at this time.
There is not any data to
warrant an outcome revision.
Students will demonstrate
their ability to estimate
answers and use correct
functions by completing
business math problems
which will be checked for
accuracy both by using the
exact answer on a calculator
and comparing the responses
to an answer key.
Students effectively
demonstrated critical .thinking
skills as they did their
homework assignments using
answer tabs provided;
students completed their
homework assignments with
100% accuracy.
I will enforce that homework
be done using the answer
tabs provided to cross
reference work in the book.
This will ensure students do
their homework correctly and
continue to use the correct
functions, preparing them for
exams and real life math
calculations.
No revisions on outcomes will
be completed at this time.
There is not any data to
warrant an outcome revision.
Outcome#3
Students will develop critical
thinking skills to select the
appropriate math function to
estimate a business math
problem.
Page2
A
TMCC
COURSE ASSESSMENT REPORT {CAR)
Course Prefix, Number and Title: COT! 10 Business Machines
Division/Unit: WDCE/Business
Submitted by: Amy Williams
Contributing Faculty: Amber Donnelly
Academic Year: FY 13
Please enter your name and date below to confirm you have reviewed this report:
Title
Department Chair/Coordinator/Director
Name
Date
A~W~
Dean
Vice President of Academic Affairs and Student Services
Page 3
12/10/12
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Revised 08/0I1201 1
Course Prefix, Number and Title: COT 207, Business Applications on the Internet
SchooVUnit: SOBE/WDCE
Submitted by: Donna Kamen
Contributing Faculty: Donna Kamen
Academic Year: 2011
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed. please attach supporting documents and/or
a narrative description of the assessment activities in your program or discipline.
Course Outcomes
In the boxes below, summarize
the oulcomes assessed in your
course during the year.
Outcome #I
Students will demonstrate
knowledge and skills to
produce effective Microsoft
Office documents for use
online with the World
Wide Web.
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize
how you arc or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and wh~ in 1hc
boxes below:
Measure: Student
knowledge and skills to
produce effective Microsoft
documents will be evaluated
using weekly application
assignments in Word, Excel,
and PowerPoint, for example.
These assignments
will be evaluated based on
a predetermined grading
rubric. Students will be
evaluated using points
accumulated.
Students effectively
demonstrated these skills in
assignments. Overall,
students' average score was
90% on their homework
assignments.
I will post additional
application guidelines and
references that will be helpful
to all students.
No revisions on outcomes will
be completed at this time.
There is not any data to
warrant an outcome revision
Page I
.
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: COT 207, Business Applications on the Internet
School/Unit: SOBE/WDCE
Submitted by: Donna Kamen
Contributing Faculty: Donna Kamen
Academic Year: 2011
Course Outcomes
Outcome# 2
Students will demonstrate
knowledge and skills to use
effectively with business
software tools for daily
business practices online.
Assessment Measures
Measure: Students
knowledge and skills
of effective use of
business tools will be
evaluated using multiple
choice exams and
application assignments,
such as, using project
specific software to
develop online sales
reports, marketing ads,
etc. These assignments
will be evaluated based on
a predetennined grading
rubric. Students will be
evaluated using points
accumulated.
Assessment Results
Use of Results
Effect on Course
Students' scores were about
equal on homework and
weekly quizzes; less than 5%
of students scored better on
quizzes when compared to
homework assignments.
Since students scored better
on assignments than quizzes,
I will reinforce the use of the
chapter summary content that
will help aid students in
retaining the relevant
infonnation for each lesson
that is included in the weekly
quizzes.
No revisions on outcomes will
be completed at this time.
There is not any data to
warrant an outcome revision.
Page 2
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: COT 207, Business Applications on the Internet
School/Unit: SOBE/WDCE
Submitted by: Donna Kamen
Contributing Faculty: Donna Kamen
Academic Year: 2011
Course Outcomes
Outcome#3
Students will demonstrate
knowledge and skills to
use effectively with current
technologies for web site
development
Assessment Measure$
Assessment Results
Use of Results
Effect on Course
Measure: Student
knowledge and skills
of effective web page
design will be evaluated
using multiple choice exams
and application assignments,
such as creating a web page
for a business in their
business project.
These assignments will
be evaluated based on a
predetermined grading rubric.
Students will be evaluated
using points accumulated.
Students' scores were about
equal on homework and
weekly quizzes; less than 5%
of students scored better on
quizzes when compared to
homework assignments.
Since students scored better
on assignments than quizzes,
I will reinforce the use of the
chapter summary content that
will help aid students in
retaining the relevant
information for each lesson
that is included in the weekly
quizzes. I have also posted
additional references to be
used for online assignments.
No revisions on outcomes will
be completed at this time.
There is not any data to
warrant an outcome revision.
ntle
Date
Name
Deputment Chair/Coordinator/Director
Dean
Vice President of Academic Aft'ain and Student Services
Page 3
Program/Discipline/Course Assessment Report
Program: Administrative Professional
Discipline: Computer Office Technology
Course Number: COT217 Office Publications
SchooVUnit: SOBE/WDCE
Submitted by: Amy Williams
Contributing Faculty: Pat Jarvis
Academic Year: FY201l
Complete and submit your assessment report electronically to your Academic Dean. As needed, please attach supporting documents andlor a narrath·e description of the assessment
activities in your program or discipline.
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize the
outcomes assessed in your program or
discipline during the last year.
In the boxes below, summarize the
methods used to assess program,
discipline, or course outcomes during
the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize how you are or how you plan 10 use the
results to improve student learning.
Based on the results of
this assessment.. v.111
you revise your
outcomes? If so. please
summarize how and
v.h} in the boxes below
..Students will demonstrate
knowledge and skills for
producing effective desktop
publishing."
Student knowledge and skills
of effectively creating a nyer,
an invitation, an email letter,
adding graphics and drawings
using desktop publishing
software will be evaluated.
Using mult iple choice and
proficiency exam scores along
with application assignments,
students will create publications
for a business situation.
Assignments will be evaluated
based on a predetermined
grading rubric. Students will
be evaluated using points
accumulated.
Using multiple choice and
proficiency exam scores along
with application assignments,
students will create publications
for a business situation.
Assignments will be evaluated
based on a predetermined
grading rubric. Students will be
evaluated using points
accumulated.
Students· scores were 6%
greater on the Exam I
proficiency exam than the
multiple choice exam.
Students' scores were
about equal on homework
and weekly quizzes. (Sec
attached Excel
spreadsheet for details.)
Since students score higher on the proficiency exam than on
the objective exam, stud~ guides and lesson outlines will be
posted for each lesson. This will aid students in retaining
relevant information.
No revisions on
outcomes \\ill be
completed at this
time. This is a new
course in its fi rst
semester so there is
not enough data to
warrant an
outcome revision
yet.
Students' scores were 8%
greater on the Exam 2
proficiency exam than the
multiple choice exam.
Students' scores were
approximately 4% greater
on the homework than on
the weekly quizzes. (Sec
attached Excel
spreadsheet for details.)
Students scored higher on the proficiency exam than on the
multiple choice exam. They also scored slightly higher on
the homework than on the weekly quizzes. Study guides
and lesson outlines did not seem to make a difference. The
weekly quizzes were composed of the same questions that
were in the textbook. Students were allowed 30 minutes to
answer the 10 questions on the weekly questions and had
access to the questions before starting the quiz. Possibly
more emphasis could be made on the importance of the
weekly quiz scores or a matching game could be created
beforehand that forced them to go through the game and
would only allow access to the quizzes after the game had
been completed.
No revisions on
outcomes wi II be
co mpleted at this
time. This is a new
course in its first
semester so there is
not enough data to
warrant an
outcome revision
yet.
..Students will demonstrate
knowledge and skills for
creating a simple web page."
Student knowledge and skills
of effectively creating business
publications, a newsletter, a
mail merge, tables, business
forms and a simple web site
wi[[ also be evaluated.
Page 1of2
For Program, Discipline or Course Assessment Reports:
1 have reviewed this report:
Department Chair: Amy Williams
Dean: Marie Murgolo-Poore, Ph.D.
Date
Date
-------
------
Vice President of Academic Affairs and Student Services: Jess Carreon
Date
-------
Page 2of2
Program/Discipline/Course Assessment Report
Program: Administrative Professional
Discipline: Computer Office Technology
Course Number: COT217 Office Publications
SchooUUnit: SOBE/WDCE
Submitted by: Amy Williams
Contributing Faculty: Pat Jarvis
Academic Year: FY2011
Complete and submit your assessment report electronically to your Academic Dean. As needed, please attach supporting documents and/or a narrathe description of the assessment
activities in your program or discipline.
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below. summarize the
outcomes assessed in your program or
discipline during the last year.
In the boxes below, summari:r.e the
methods used to assess program,
discipline, or course outcomes during
the last year
In the boxes below. summarize
the results of your assessment
activities during the last year
In the boxes below. summarize how you are or how you plan to use the
results to improve student learning
Based on the results of
this assessment, will
you revise your
outcomes? If so, please
summari:r.e how and
~h) in the bo:oie:s below
"Students will demonstrate
knowledge and skills for
producing effective desktop
publishing."
Student knowledge and skills
of effectively creating a flyer,
an invitation, an email letter,
adding graphics and drawings
using desktop publishing
software will be evaluated.
Using multiple choice and
proficiency exam scores along
with application assignments,
students will create publications
for a business situation.
Assignments will be evaluated
based on a predetennined
grading rubric. Students will
be evaluated using points
accumulated.
Using multiple choice and
proficiency exam scores along
with application assignments,
students will create publications
for a business situation.
Assignments will be evaluated
based on a predetermined
grading rubric. Students will be
evaluated using points
accumulated.
Students' scores were 6%
greater on the Exam I
proficiency exam than the
multiple choice exam.
Students' scores were
about equal on homeworh.
and weekly quizzes. (Sec
attached Excel
spreadsheet for details.)
Since students score higher on the proficiency exam than on
the objective exam, study guides and lesson outlines will be
posted for each lesson. This will aid students in retaining
relevant information.
No revisions on
outcomes will be
completed at this
time. This is a new
course in its first
semester so there is
not enough data to
warrant an
outcome revision
yet.
Students" scores were 8%
greater on the Exam 2
proficiency exam than the
multiple choice exam.
Students· scores were
approximately 4% greater
on the homework than on
the weekly quizzes. (Sec
attached Excel
spreadsheet for details.)
Students scored higher on the proficiency exam than on the
multiple choice exam. They also scored slightly higher on
the homework than on the weekly quizzes. Study guides
and lesson outlines did not seem to make a difference. The
weekly quizzes were composed of the same questions that
were in the textbook. Students were allowed 30 minutes to
answer the 10 questions on the weekly questions and had
access to the questions before starting the quiz. Possibly
more emphasis could be made on the importance of the
weekly quiz scores or a matching game could be created
beforehand that forced them to go through the game and
would only allow access to the quizzes after the game had
been completed.
No revisions on
outcomes will be
completed at this
time. This is a new
course in its first
semester so there is
not enough data to
warrant an
outcome revision
yet.
..Students will demonstrate
knowledge and skills for
creating a simple web page."
Student knowledge and skills
of effectively creating business
publications, a newsletter, a
mail merge, tables, business
forms and a simple web site
will also be evaluated.
Page 1of2
For Program, Discipline or Course Assessment Reports:
I have reviewed this report:
Department Chair: Amy Williams
Dean: Marie Murgolo-Poore, Ph.D.
Date
Date_ _ _ _ __
-------
Vice President of Academic Affairs and Student Services: Jess Carreon
Date_ _ _ _ _ __
Page 2of2
-A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Revised 081011201 1
Course Prefix, Number and Title: COT 240 - Executive Office Procedures
School/Unit: SOBE/WDCE
Submitted by: Donna Kamen
Contributing Faculty: Donna Kamen
Academic Year: 2012
Complete and electronicall) submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your program or discipline.
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Outcome#l
Students will demonstrate
an understanding of
important skill sets for
Administrative
Professionals.
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize
how you are or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? lfso, please
summarize ho" and wh) in the
boxes below:
Measure: Students will display
an increased understanding of the
various skills
Administrative Professionals
musl perfonn through
comprehensive workplace
application assignments.
Students will be evaluated on
these assignments based on a
predetermined grading rubric.
Students effectively
demonstrated these skills in
application assignments.
Overall, students" average
score was 85% on their
homework assignments.
I will post additional
application guidelines and
references that will be helpful to
all students.
No revisions on outcomes will
be completed at this time. There
is not any data to warrant an
outcome revision.
Page I
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: COT 240, Executive Office Procedures
School/Unit: SOBE/WDCE Submitted by:
Donna Kamen Contributing Faculty: Donna
Kamen Academic Year: 2012
Course Outcomes
Outcome# 2
Students will describe the
critical qualities that
Administrative Professionals
must possess.
Assessment Measures
Assessment Results
Use of Results
Effect on Course
Measure: Students will use
critical thinking skills to describe
important Administrative
Professional qualities by using
case analyses based on real-life
situations. Students will be
evaluated on these case analyses
based on a predetermined
grading rubric.
Students effectively
demonstrated critical thinking
skills as they described the
important Administrative
Professional qualities in the case
analyses. Studenfs scores were
about equal on application
assignments and case analyses;
less than 5% of students scored
better on case analyses when
compared to homework
assignments.
Since students scored better on
case analyses than application
assignments, I will reinforce the
use of the chapter summary
content that will help aid students
in retaining the relevant
infonnation for each lesson that
is included in the weekly
assignments.
No revisions on outcomes will be
completed at this time. There is
not an~ data to warrant an
outcome revision.
Page 2
A
0
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: COT 240, Executive Office Procedures
School/Unit: SOBEIWDCE Submitted by:
Donna Kamen Contributing Faculty: Donna
Kamen Academic Year: 2012
Course Outcomes
Outcome#3
Students will demonstrate a
thorough understanding of the
constantly changing environment
of the workplace today and the
forces behind the changes.
Students will identify methods
(including training) for staying
current in such an environment.
Assessment Measures
Assessment Results
Measure: Students will identify
the elements of the ever- changing
work environment and the forces
behind those changes. Students
will also gain and understanding
of methods to stay current.
Students will demonstrate this
knowledge through written
assignments based on reallife scenarios. Students will be
evaluated on these
assignments based on the
accuracy they demonstrate in
identifying specific change
elements and current methods
used (including training) lo
adapt to the dynamic
workplace. Students must
achieve a minimum of80%
accuracy on these
assignments.
Students effectively identified
elements of the ever-changing
work environment and
demonstrated the understanding
of these current methods in
written assignments based on real
life scenarios. Students" scores
averaged 82%; above the
minimum requirement for
these assignments.
Page 3
Use or Results
Based on student scores, I will
continue using these real-life
scenario assignments adding
content to include the constant!)
changing
workplace environment.
Efrect on Course
No revisions on outcomes will be
completed at this time. There is
not an) data to v.'3Trant an
outcome revision.
A
TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: COT 240, Executive Office Procedures
School/Unit: SOBE/WDCE
Submitted by: Donna Kamen
Contributing Faculty: Donna Kamen
Academic Year: 2012
Please enter your name and date below to confirm you have reviewed this report:
Title
Name
Date
Department Chair/Coordinator/Director
!Amy Williams
15117/2012
Dean
Marie Murgolo-Poore
1512 112012
~ohn
7/23/2012
Vice President of Academic Affairs and Student Services
G. Tuthill
Page 4
ADMINISTl~ATIVE Pl~OFESSJONAL
APPENDIX D.
Accreditation documents from Self-study
Not Applicable
Program/Unit Review Self Study I Appendix D.
ADMINISTRATIVE PROFESSIONAL
APPENDIX E.
Advisory Committee
The Administrative Professional Advisory Committee that was fonned when the program was being revamped
and who served as advisors through the re carch, planning and implementation stage included the following:
•
•
•
•
•
•
•
•
•
Ric Bailey. City of Reno
Mindi Brenner, United Construction
Kim Burgess, IGT
Teresa Finn, Atlantis
Sue Fix, Applied Staffing
Brenda Harris. Applied Staffing
Jenny Lewis, City of Sparks
Janine Nelson, UNR
Jim Williams, Catholic Community Services
Workforce Development and Continuing !::ducat ion was moved to the Business Division in 20 I0 and at that time
it was decided that the Business Division Advisory Board would oversee WDCE programming as well in order to
have consistent advising division-wide. This committee meets prior to every semester. The current members of
our Business Division Advisory Committee are:
•
•
•
•
•
•
•
•
•
•
•
•
Alvin Bolton, TMCC, Adjunct Faculty
Michael Borne, Ardagh Group, Plant Manager
Pieter Droog, ProNet, Branch Manager
Barry Duplantis, !GT, Sen ior Analyst Global Trade Compliance
Andrew Duty, Amazon, Facilities Area Manager
Tom Fitzgerald, Energy Circuit, Director
Sam Humphries, Urban Outfitters, Talent Manager
Helm Lehmann, TMCC, Adjunct Faculty
Dan Oster, NAI Alliance, Senior Vice President & Partner
Keith Pearson, Burrows Paper, Plant Manager
Michael Pender, Porous Power Technologies. Managing Director
Christy Silvennan, Keller Williams, Realtor
Program/Unit Review Self Study I Appendix E.
ADMINISTRATIVE PROFESSIONAL
-!Iii-
APPENDIX F.
Student Success Stories
"The Administrative Professional degree I earned at TMCC has given me practical, valuable skills that are helpful
in my career. I use something I have learned from my studies at TMCC every day- whether it's composing a
well-written email, creating an Excel worksheet for a project, using Mail Merge for a mailing, or drawing from a
clearer understanding of business. My education al TMCC has profoundly impacted my career. and I am very
proud to be a graduate ofTMCC. I consider my Administrative Professional degree from TMCC one of the most
important ways I've invested in myself and my career."
- Cindy Fox, Administrative Professional Graduate
"I completed the Administrative Professional program in 2012 and enjoyed every minute ofil. I was able lo take
the majority of the courses on line. which was great because I was attending school, working, and had a family to
take care of. Since the completion of this program, l received a promotion at work and continue to apply the
knowledge and skills to my everyday work tasks."
- Rcbec<.-a Rumbaugh, Administrative Professional Graduate
"I am truly excited about being able to share how much this program has helped me be a successful, employed
and more educated citizen. I was a waitress for most of my adult life along with several other attempts al careers
along the way. Some oflhe other things l tried to have as a career were truck driver, painter. roofer and warehouse
worker. The skills I have learned with this degree have helped me in so many ways. The most important skill is
the confidence that it gave me in my abilities as an administrative assistant. The awesome part is using the
knowledge in everyday tasks. Jam a first generation college student, a mother of three and a recovering addict. Jl
took me three years to graduate as I worked two jobs. I was a recipient of the Soroptimist scholarship. Thank you
for this great opportunity."
- Helen Johnson, Administrative Professional Graduate
"The administrative professional program has enabled me to learn many valuable skills that will help me to
achieve my goals of working as an executive assistant, or high level administrative assistant. The programs
specific to the job skills needed are excellent, and the core requirements have increased my understanding of
many issues pertinent to today's business environment. By offering a degree for this field, I believe that it wiU
increase respect for the position in the workplace. In general, I am very excited to be close to completion of the
program, and I hope to move forward into a productive career."
-Claire Freda, Current Administrative Professional Student
Program/Unit Review Self Study I Appendix F'.
ADMINISTRATIVE PROFESSIONAL
APPENDIX G.
C11rrc11t
Mnrkctin~
Brochure
Program/Unit Review Self Study I Appendix G.
A career that offers you
variety and opportunity
We live in an increasingly competitive
world. Get the training you need to stand
out among the pool of applicants and
command a higher salary. The TMCC
Associate of Applied Science/
Administrative Professional degree and
Certificate of Achievement program will
increase your proficlency with the latest
skills you need to thrive and advance as
an administrative professional.
Business Simply can't survive today
without an efficient. well-trained support
staff. The responsibilities of an administrative professional have rapidly evolved in
the last ten years. Long gone are the days
of just answering phones. typing letters
and making coffee. Today's profess10nalsdepending on expenence and tra1mnghold many of the following responsib1hties
• Create spreadsheets
• Compose correspondence
• Manage databases
• Assist with customer service
• Create presentations
• Use desktop publishing
• Work with clients or vendors
• And more
Administrative professionals report a high
level of job satisfaction. accqrding to a survey
conducted by the International Association of
Administrative Professionals. Here 1s what
they said when asked why they like their jobs.
• Play an important role in the organization
• Ab1l:ty to organize and coordinate
programs
• Opportunity to deal with people
• Utilize their technical skills
• Appreciate the vanety o f respons1bihtres
TMCC 1s an EEO/AA institution
G~ t
l\.e relevant instruct.
you need to succeed
The TMCC Associate of Applied Science/Administrative Professional Degree
and Certificate of Achievement Program give you the relevant mix of technological
expertise. leadership skills and office skills you need to get ahead. TMCC has
been a northern Nevada education leader for decades and has a track record of
offering real·life based training to help you succeed. In addition, TMCC-a
nationally-accredited college--0ffers many different forms of financial aid and
classes. both traditional and online that will fit into your busy schedule.
Designed to be completed in two years, the Administrative Professional
Associate of Applied Science degree gives you a well-rounded background in
business, computer applications and management.
The one-year Administrative Professional Certificate of Achievement focuses
on the specific skills that are a necessity to advance in this profession. Learn
office procedures. computer applications, communications. customer service.
accounting and supervision.
Emphasis Requirements
courses to fuffill your general education
Word Certification Preparation-CIT 201 (3)
requirements.
Excel Certification Preparation-al 202 (3)
Communications (3 credits)
Access Certification Preparation-CIT 203 (3) English (3)
PPS Certification Preparation-err 204 (2)
Human Relations (3)
Business Apps on the Internet-COT 207 (3) Quantitative Reasoning (3)
Office Publications-COT 217 (3)
COT Internship-COT 290 (2)
Emphasis Requirements
TMCC's Certificate of
Achievement with an
Administrative Professionals
Emphasis
General Education Requirements
See www.tmcc.edu for recommended
TMCC's Associate of Applied
Science/ Administrative
Professional Degree
You are required to complete 6lcredits to eam
this degree.
Quantitative Reasoning (3)
Science (3)
Social Sciences/Humanities (3)
U.S. and Nevada Constitutions CJ)
Core Requirements
General Education Courses
See www.tmcc.edu for recommended
courses to fulfill your general education
requirements.
Diversity C3 credits)
Designated diversity courses can be used
to fulfill other genfY81 education or major
requirements.
English/Communications C6)
Human Relations (3)
Introduction to Business-BUS 101 (3)
Intro to Information System~S 101 (3)
Customer Service-BUS 112 (3)
Executive Office Procedures-COT 240 <3>
Bookkeeping 1-ACC 135 (3)
Choose either Conversational SpanishSPAN 101 <3> OR
Financial Accounting-ACC 201 <3>
Choose either Supel"llision-MGT 171 <3>
OR Principles of Management-MGT 201 (3)
~~
Word Certification Preparation-CIT 20 1 (3)
Excel Certification Preparation - CIT 202 (3)
Business Applications on the Internet-COT
207 (3)
Customer Service-BUS 112 (3)
Office Publications-COT 217 (3)
Choose either Bookkeeping 1-ACC 135 (3)
OR Financial Accounting ACC 201 (3)
For well·trained professionals, the job outlook is bright
Administrative professionals who possess extensive software proficiency. Ume
management and organizational skills and possess a college degree are the most
in demand for higher-level administrative positions such as executive assistants.
Nationally. the number of administrative professionals employed is expected to
rise about nine percent, according to the U.S. Bureau of Labor Statistics.
Nevada's outlook for this profession is even brighter: the Nevada Workforce
Informer projects that the number of similar positions will climb an amazing 28.8
percent by 2016!
The national mean annual wage for an administrative professional is $40. 700.
In Nevada. the mean wage is $40.297.
775-829-9010
www.tmcc.edu
ADMINISTRATIVE PROFESSIONAL
APPENDIX H.
Minutes from Advisory Uonrd Meetings
Program/Unit Review Sel f Study I Appendix H.
ADMINISTRATIVE PROFESSIONAL
A
TMCC
Truckee Meadows
Community College
Division of Business
Advisory Board Meeting Noles
May 2, 2014
8:00 a.m. - 9:30 a.m.
MDWS315
Present:
Barry Duplantis, Andy Delaney, Tom Fitzgerald, Pieter Droog, Nicole McDowell, Marie MurgoloPoore, Cynthia Pierrot, Amy Williams, Ben Scheible, Deb O'Gonnan, Kathy Berry, Christy Silverman,
Denise Bentley.
Review Graduate Skills Document
>
>
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>
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>
Graduate attributes and professional skills were identified to imbed these relevant soft skills
within the subject taught in the classroom.
The llst of skills was considered excellent for the type of student our programs attract.
Suggested additions:
o Students to read and follow directions (ex: writing the paper in a style other than MLA).
o Emphasize that everything points to accountability (in the classroom and on the job).
Students need to have realistic expectations about their abilities, limitations {know what you
don't know).
Skills document sets the standards, the expectations.
Post document on our web page.
Have document available at 0-Day event.
Changes will be incorporated and reviewed for comments.
LGM Program
J> The approval process for any new program is lengthy and at this time we do not have the
>
critical mass needed.
A hybrid LGM degree was suggested, which would include Industrial Management, Production
Management and Logist ics Management. This would combine the strengths from other areas.
Program/Unit Review Self Study I Appendix H.
ADMINISTRATIVE PROFESSIONAL
>
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To differentiate ourselves from UNR, we would focus on tactical elements of the degree in
terms of logistics of moving goods, the hands on aspect (ex: bills of lading for air versus ocean,
landed costs, procurement management, distribution management versus manufacturing
management.
Courses offered could be stand along or part of a program.
Maybe a skills certificate in tactical logistics could be offered through WDCE.
Program could be called Tactical Logistics : The How of Logistics.
What do companies need? WDCE certificate program or degree program?
New program could be marketed to companies that are part of APICS.
Monetize and internalize the benefits quickly new skills taught/learned.
If Tesla Motors locates in Reno, skills in export competencies will be needed.
0-Day Event
>
>
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Flyer was distributed.
Board members were invited to attend and a reminder email will be sent to them closer to the
date {September 12).
Students like and want face time with faculty.
A panel made up of young professional business people is popular with the students.
The skills document will be made available to students at 0 -Day.
Program/Unit Review Self Study I Appendix H.
ADMINISTRATIVE PROFESSIONAL
A
TMCC
Truckee Meadows
Community College
Notes from
Advisory Board Meeting
December 6, 201 3
MDWS 308
8:00 - 10:00 am
Present:
Nancy O' Neal, Marie Murgolo-Poore, Pieter Droog, Barry Duplantis, Denise Bentley, Amy Williams, Kathy
Berry, Nicole McDowell, Loma Shepard, Tom Fitzgerald, Christy Silvennan, Tony Cardinalli, Dan Oster, Mike
Hix, Andy Delancy, Nancy McConnick
Update on programs
),..
'
Extensive discussion on possible future degrees through the Division of Business
Deliver what business community needs with emphasis on Governor's targeted sectors.
Internet fulfillment growing sector w ithin the local supply chain industry.
> Stackable degrees for Certificates in Business, Entrepreneurship and Logistics Management have been
submitted and approved by the Curriculum Committee at TMCC.
:,;;.. A variety Skills Certificates are available for students which are under 30 credits.
> Idea is to align the programs with the credentialing bodies for disciplines such as Bookkeeping and Real
Estate.
,,. Inform Counselors and Advisors of updated programs.
o Action Item: how do our programs fit into or support the Governor's sectors?
Presentations from WDCE staff
>
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Nicole McDowell handed out schedules of classes and list of 24 career certificates.
One of the new/popular programs Is the Logistics Freight Broker.
Message Therapist certificate has recently been approved by Nevada works.
Most programs start in January/February.
Idea for outreach: connect with youth agencies such as Big Brothers/Big Sisters or Foster Care system.
Marketing idea : promote the success stories. Make them visible.
Program/Unit Review Self Study I Appendix. H.
ADMINISTRATIVE PROFESSIONAL
EDA WN information
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Nancy McCormk k introduced herself. She is the Vice President, Business Retention, Expansion and
Workforce.
She visits 15 companies per month, 180 companies per year.
The Right Skills Now program is the 'total package' for companies and is a model for successful
workforce training and development.
Companies say employees need continued on the job skills in computers, MATH, problem solving.
Continuing awareness at the high school and parent level is needed to keep high school graduates here.
Doug Irwin is the Vice President of Entrepreneurship.
One Million Cups is a growing in popularity. It takes place at Swill Coffee Shop every Wednesday, where
entrepreneurs discuss their ideas for feedback.
NCET and Entrepreneurship Nevada are two organizations that promote entrepreneurship in our
community.
Feedback
;,...
It was suggested to structure our meetings around what members "tell us": how can we succeed in the
new economy? How can we tie in the local businesses to what WDCE has to offer?
Program/Untt Review Self Study I Appendix H.
ADMINISTRATIVE PROFESSIONAL
A
TMCC
Division of Business
Meeting Notes
May22, 2013
Present:
Phil Smilanick, Kathy Berry, Nancy O'Ncal, Cheli Cucvas, Rick Sorenson, Andy Delaney, Teresa Brooks,
Shawnee Hughes, Cynthia Pierrott, Mindy Gonzalacz., Amy Williams, Jean Lampson, Marie Murgolo-Poorc,
Denise Bentley, Robert Kirchman, Sandy Lokken
Intercession:
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ECON 261 will be offered in lntercesslon2014 (right after Christmas) at the MOWS campus.
Classes will be scheduled Monday through Thursday. There will be morning, afternoon and possibly
evening timeslots.
Classes taught during Intercession will count towards an instructor's spring teaching load.
Request for Faculty Advising Pilot:
>
>
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Nancy O'Neal, Robert Kirchman, Andy Delaney and Marie Murgolo-Poore have volunteered for this
project.
There will be an orientation training for faculty. The first meeting is August 22 and work with students
will start in September.
Students from the GRS cohort will be required to participate (as part of IPEDS).
Purge process:
>
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August 9: Deadline for enrollment applications.
August 14: Financial Aid releases funds.
August 19: Fees are due for fall semester.
August 20: First purge
September 3: Second purge.
,.. Students will have to show a receipt of payment tn order to be put back in the class.
Program/Unit Review Self Study j Appendix H.
ADMINISTRATIVE PROFESSIONAL
Financial Literacy:
,_
,_
Robert Kirchman heads this peer mentor program which helps students w ith financial awareness with a
personal perspective.
Five students will form the central group. These are paid positions. They will offer training, workshops
and one-on-one counselin g to students.
,.. Nancy O'Neal was named advisor of the year.
:;. E·Club is open to all TMCC students.
,. There are four new officers.
0-Day;
>
Tentative dates are September 7 or 21.
Extra credit will be offered to students who help at the event.
,. Suggestions to promote event: vfdeography of past events and shorter hours.
j;.
Department exams:
;. BUS 101 credit by exam will be offered as needed.
;;... Andy will generate the exam.
Lab account spending :
>
Possible classroom consumables include videos, case studies, study guides
Fall Division meeting:
,. Scheduled for August 21 from 9:30 -11:30 in SIER 208
Satisfactory Academic Progress
Procedures:
>
Students whose GPA is below 2.0 will be required to participate in activities designed to improve their
academic performance.
))- Students who don't participate will have a hold put on their account.
j;. Hold will be lifted after they attend activities.
Community Building Project:
,. Suggestion was to start an athletic team.
:;.... More information will follow.
ProgramJUnit Review Sel f Study I Appendix Ii.
ADMINISTRATIVE PROFESSIONAL
Welcome Weck - promote to students;
,. September 9-13 is Spirit Week.
~ Each day will have a specific theme.
,_ Discussion to mirror events at the MOWS campus which promotes inclusion of satellite campuses.
,_ There will be a fall forum for facuity input.
Other business:
>
Marie asked for a volunteer to chair the PUR for Business (Certificate, M, MS) which starts in the fall.
Optimizer will be in effect in Fall 14. It will be tested in the Summer 14 sessions.
Goal is for more efficient facility usage.
> Program works with R2S scheduling. Students will know on which campus the class is offered, when
they register. Classrooms will be assigned three weeks before classes start, based on enrollments
,. lecture Capture committee at TMCC has approved Tegrity for trial. Contact Fred Lokken for more
information.
'
Moving the Division of Business to the MOWS campus as a long range project: this would combine
Business and Workforce Development and help better serve the business community.
'
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Program/Unit Review Self Study I Appendix H. ,
ADMINISTRATIVE PROFESSIONAL
A
TMCC
Truckee Meadows
Community College
Division of Business
Virtual Advisory Board Meeting Notes
May 3, 201~~
Participants:
Kathy Berry, Nancy O'Ncal,
Amy Williams, Lorna Shepard, Tom Fitzgerald, Mike Hix
Discussion points and responses:
1) Suggestions for ways to increase membership of advisory board.
Contact Dream it do it Nevada to get a list of companies who are interested in working with the
college.
•
•
•
Strategically, the ideal would be to increase the perceived value of the board's role,
conhibutions so that more people want to be on the board and see it as a demand on their time
that is worth it. This community has a lot of boards and generally, the successful boards
provide a combination of 'greater good' give-back to the community and the more tangible
'exposure' to a valuable network. The assets won't happen overnight, however. 'flle cun·ent
structure is a little loose and generally doesn't have any 'close-the-loop' type communication:
did what we discuss at a meeting help? What was its impact? And I think the meetings are
probably less structured than most boards, which is fine for some, tough for others who wa nt
to know why they are participating and what is expected of them.
Most business pa11icipants want to feel their time and efforts are for the betterment of the
organization. Sending an agenda in advance and asking for member input on topics rather
than just scheduling various reports will help keep members more e~aged.
Let us know who you are looking for and the description of the duties. When does the board
meet? What are the responsibilities?
2) Since we now have the ability to offer certifications to sh.tdents (from 1 to 29 credits)
with no general education requfrements, what industry reco$flized certifications would be valued in
our community?
Program/Unat Review Sel f Study I Appendix H.
ADMINISTRATIVE PROFESSIONAL
•
•
•
•
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Real Estate License, Accountin~ Cert of some sort.
I think this question should be directed at economic development professionals in the region
who have a very clear understanding of existing companies' and prospective companies'
workforce needs. E.~., Nancy McConnick at EDAWN.
Unlmown
I think I would need to know more about what we can offer.
Since we are a "warehousing/disttibution" city, I would suggest something in logistics and/or
warehousing. One certificate could be theoretical/academic which would be a combination of
academics and trade. This might be too big a stretch. When I talk about trade, I mean teaching
students how to drive a forklift ic. physically work in the warehouse. It could include safety
trainin~, facilities training, etc.
3) What would be the best time and place to schedule a face to face meeting'! One of the agenda items
would be further discussion of item 2) above.
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Mornings at MOWS
I am probably more flexible than most. I don't like, but can make, the early, r arly am meetings.
My spring schedule is fa irly open at this time.
Where would you like to meet'? How long would the meeting take?
After a Division meeting.
4) ACT WorkKeys assessments are available through our Workforce Development department which
verify a student's job readiness skills and generate a National Career Readiness Certificate for the
student. Do you feel this is highly regarded and recognized by the employers in our community?
•
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I'm not sure
I know nothing about ACT. I am somewhat involved in workforce because of the clients with
which I work and wonder if they are more aware or just as clueless? I think there are probably
PR opportunities to spread awareness of TMCC's contribution to the workforce-more than just
speaking of progntms at Board meetings. How much ourreach to the business press does TMCC
do? How much pa11nered comm. plans happen between TMCC & economic developers or
other workforce g roups, e.g. Dream itl Do itl NV?
For some employers, definitely. Unfo11unately, many smaller employers do not yet understand
the value of WorkKeys.
Sounds like we need to do a better job of explaining what we can do a nd work on getting the
word out.
I would need to talk to some actual employers to obtain their value of it. Maybe this is
something that should be researched by ow· advisory board.
5) Suggestions for additional discussion items for the fall board meeting.
•
Any companies inte1·ested in partnering with ABE and/or WDCE for-education-to-work
pro~ rams.
•
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How to get more employers to interact with TMCC to meet the employers' needs.
Board member 01ientation?
Program/Unit Review Self Study I Appendix H.
ADMINISTRATIVE PROFESSIONAL
201-4-IS
A
TMCC
Truckee Meadows
Community College
School of Business and Entrepreneurship
Business Advisory Board Meeting
Wednesday, May Hi, 2012
MDWS308
8 a.m. -
9::~o
a.m.
Present: Kathy Beny, Deb O'Gorman, Amy Williams, Lorna Sheppard, Ban)' Duplantis, Phil
Smilanick, Andy Delaney, Marie Murgolo-Poore, Denise Bentley
1 .Proposed future plan for WDCE
1* Develop alternative areas to replace personal emichment courses
*
i$. Health care programs are s rowing
Based on Governor's plan to target indushies' workforce needs, work with EDA WN and Reno
Sparks Chamber to identify types workers needed, WDCE can develop programs for these
workers, where the credit-education is not a requirement.
.._ The graduation rate for WCSD should be tied to workforce needs.
i$. Comments made by Dennis Donovan, a professional, national site selector who spoke at an
EDAWN event were repeated at a Chamber Board of Directors meeting. It was reported that
Donovan said he does not believe that TMCC and other community colleges have the capacity
to serve the community in ways such as manufacturing. He also said that Steve Hill
(Government Office of Economic Development) needs to promote the State as a place to do
business.
'*- For Nevada, growth opportunity is in manufactming (on sholing).
There is a disconnect between industry and the programs designed to meet their needs. An
example of this is the weatherization pmgram that produced graduates, based on the indushy
demand, yet were not hired.
'*
Program/Unit Review Sel f Study I Appendix H.
ADMINISTRATIVE PROFESSIONAL
2. Professional Skills Document
"*
The document developed in 2008 was distributed for feedback and will be discussed at the
next meeting.
,._ SuAAcstion wus made that once document is reviewed, TMCC should promote a condensed
version to the business community.
~t
Internship program
o$. Pilot program served 28 students each earning ~~ Cl'edits t~rough completion of 225 internship
'*
'*""5.
hours.
All the disciplines took part, except those that had mandatory internships as part of their
programs.
,,._ The students received a $3500 scholarship.
Employe1·s' feedback was very positive.
A variety of businesses took part: Northern Nevada Medical Center had IT and MKT interns;
the Nu,ggct had ACC and BUS interns.
Students were tested and assessed using Workkeys. One student tested at the Platinum
(hig hest) level a nd most we1-e at the Gold level.
A su,ggestion was made to, in the future, get industry partnerships to enable the prog mm to
continue and grow.
'*
'*-
4 . Chancellor's proposed funding formula
""- Occupational programs not funded like the deg ree seeking programs.
,,._ Certain programs (example: Engineering) receive more funding.
~ Formula favors the south.
5. New staffin;s
.._ SOBE is in the process of filling a Management, tenure tmck position and a permanent Dean's
position.
By the next meeting, these two positions should be filled.
'*
6. Other business
'*
Phil Smilanic did a presentation for his Accounting class. ACC 201 and 202 are coordinated
with UNR and the book used is from McGraw Hill which offers a feature called Connect.
One of the features of Connect is a way to record lectures. The lecture-capture platform is
Tegl'ity.
,,._ Connect is searchable. Students can revisit chapters and course materials at will.
Instructors can save worksheets and post them for students.
future development plans include editing and podcasting for on-line sections.
'*
'*-
'*
Program/Unit Review Sel f Study I Appendix H.