Spring 2009
Program Review and Forecast
Guideline for Getting Started on PrOF
Background and Context: The purpose of program review is to periodically evaluate the changes and
assess various indicators of program effectiveness to creatively plan for the future. Although many of
these plans can be implemented at the program level, many of the plans need institutional support or have
college wide impact. For this reason, the PrOF process also informs the writing of unit plans as well as
planning and resource allocation at the college level.
There are three types of programs at the College, each of which is expected to undergo the program review
and planning process every four years. All types of programs will use the same PrOF form. However,
the data provided to each type of program differs, non-instructional programs will skip the questions
related to curriculum, and non-instructional programs may have student learning outcomes and/or
service area outcomes.
o
Instructional Programs: These are programs in which the major interaction between students and
CRC faculty/staff occurs in credit-granting courses. Examples include programs from Business to
Social Science and departments from Accounting to Work Experience. In the catalog, these are
usually called “Areas of Study.”
o
Student Support/Student Services Programs: These are programs in which CRC faculty/staff work
directly with students in a variety of settings other than credit granting classes. The catalog defines
student support services as those which “…assist students with career decision-making, problem
resolution, and goal achievement” (catalog p.9). This includes a wide range of services such as
Assessment, Counseling, DSPS, EOPS, CARE, Health, Library, Math Center, Reading Writing Center,
MESA/CCP, Student Development, Tutoring, etc.
o
Instructional Support/Administrative Services Programs: These are programs that indirectly
support teaching and learning. They include Admissions and Records, Bookstore, Business Services,
CASSL, Financial Aid, Planning and Research Office, Custodial Services, Instruction Office, etc.
The PrOF process is framed around the major strategic goals in the College’s Strategic Plan. These goals are
given below to provide a context for the PrOF process.
CRC College Strategic Goals
I. Student Success
As an institution that serves a diverse community, CRC strives to support student success, promote educational
equity, and offer programs that empower students to contribute to a just and democratic society as global citizens.
CRC provides students with access to high quality services that support their success and facilitate their transition
to work or further educational opportunities. CRC also offers instructional programs designed to meet the
changing needs of industry and our global economy and programs that enhance student learning and promote
educational equity. Finally, CRC supports and provides opportunities for student learning outside the classroom.
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Spring 2009
II. Teaching and Learning Effectiveness
CRC strives to provide the highest quality instructional programs in transfer, career technical education, basic
skills, and general education, using the best current and emerging instructional methods and technology. CRC
promotes collegiality, data-driven decision making, continuous improvement, innovation, and flexibility to
support teaching excellence, facilitate educational equity, and promote the success of its diverse student
population.
III. Access and Growth
As a community-centered institution, CRC strives to be responsive to the needs of its growing and changing
community. To meet the challenges of a highly competitive postsecondary educational market, CRC pursues
every opportunity to enhance the student experience and increase community awareness of our teaching
excellence, student success, and educational leadership. To respond to the challenges of population growth,
CRC is committed to expanding capacity through outstanding facilities management, the development of new
facilities, the implementation of new instructional technologies, and the development of programs and services
that improve student success. To facilitate educational equity, CRC assures access by reducing barriers,
promoting diversity, and offering programs and services that provide equal opportunity for all of our students.
IV. Community, Economic & Workforce Development
CRC seeks to promote the health and economic vitality of the region. As a community resource, CRC
contributes to community life through partnerships, involvement in civic affairs, and programs that serve the
community. CRC also supports economic development through career technical programs and partnerships
with business, labor and industry.
V. Organizational Effectiveness
CRC endeavors to be responsive to its changing and increasingly complex environment and enhance
institutional effectiveness by continually assessing and improving its organizational processes. CRC also
implements practices that are consistent with its values of collegiality, sustainability, fairness and mutual
respect, innovation, participatory decision-making and continuous learning.
Overview of the Process: The PrOF process includes the examination and discussion of program data,
strengths, growth areas and the creative ideation of possible activities to strengthen the program in each of the
applicable goal areas. It is expected that all members of the program/department will engage in the PrOF
process – particularly in designing recommendations for the future.
Once the program has been reviewed, program faculty and staff will identify specific activities to strengthen
the program, outline the resources that will be needed for their implementation, and identify the college
strategies addressed by these activities. Program faculty and staff will also identify longer-term or collegewide planning issues that arise during the PrOF process.
Timeline: The PrOF is to be a collaborative process that needs to be completed during the fall semester in
preparation for the next cycle of unit planning and budget allocation at the College. The following timelines
are provided as a guide, and can be modified as needed to meet program needs. However, the timelines and
process needs to solicit feedback from the department and supervisor/appropriate administrator at least two
times so that the PrOF benefits from all perspectives.
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Spring 2009
Phase One - Evaluation of Program Accomplishments, Strengths and Challenges (September/October):
Identify the primary author/authors and set up a process and timeline for the process. Complete the initial draft
of “Program Identification,” “A Look Back,” data review, identification of strengths and weaknesses,
generation of planning ideas, and program outcomes assessment review and planning (Sections IA, IB, IC, ID,
IE, IF, IG). Drafts of these sections should be disseminate to the department and the supervisor/responsible
administrator for review and editing prior to moving on to the planning and resources phase of the process.
Phase Two - Planning and Resource Needs (November/December)
Complete the initial draft of the curriculum review/plan (instructional programs only) and the identification
of specific short and long-term program and college-wide planning agenda items (with associated resource
needs) (Sections IH, IIA, IIB, IIIA and IIIB). Drafts of these sections should be disseminate to the department
and the supervisor/responsible administrator for review and editing prior to moving on to the planning and
resources phase of the process.
This timeline and task analysis is illustrated in the following diagram:
PROF PROCESS DIAGRAM
AUGUST, 2009
Phase Two
(November/December)
Phase One
(September/October)
Program Identification,
Looking Back,
Data Review,
Identification of Strengths/
Weaknesses, Planning Ideas,
Outcome Assessment
Review and Planning
Curriculum Review and Plan,
Generation of Planning Agendas,
Identification of Associated
Resource Needs, Final Review,
Approval and Submission
Generation of
Initial Draft
Modify/Edit Draft As
Needed
Generation of
Initial Draft
Modify/Edit Draft As
Needed
Solicit Feedback from
Department and Supervisor/
Responsible Administrator
Solicit Feedback from
Department and Supervisor/
responsible Adminmistrator
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Spring 2009
COSUMNES RIVER COLLEGE
Program Review Report
Program (or Service) Overview and Forecast (PrOF)
Signature Page
This PrOF process included departmental dialog
Department Vote: ___4_____ Agree
yes
___0_____ Disagree
no
_________Abstain
DEPARTMENT Chair Signature (Instructional Programs ONLY): ______________________ Date: ______________
Comments:
--------------------------------------------------This PrOF is complete
Yes
This PrOF process included dialog with the Supervisor/Responsible Administrator
No
Yes
Supervisor/Responsible Administrator Signature _________________________ Date _________
Comments about the alignment of planning agendas in this PrOF with program and unit goals and the
College’s Strategic Plan:
4
No
Spring 2009
COSUMNES RIVER COLLEGE
Program Overview and Forecast (PrOF)
PROGRAM IDENTIFICATION (Roles and Functions): If the program submitted a 2005 PrOF,
please review and edit the following program description. If the program did not complete a 2005 PrOF,
please describe the programs/disciplines/services included in this review and the rationale for grouping them
together (for example: Spanish, Sign Language and Vietnamese were grouped together last time because
they had the same program student learning outcomes and Financial Aid, Admissions and Records, and
Outreach were grouped together because the had similar functions and roles).
Response:
ACCOUNTING (includes Accounting – Associate Degree and Certificates – Accounting – Advanced,
Accounting Clerk, Accounting - Taxation
A LOOK BACK
Describe key accomplishments, program changes or new program initiatives over the past four years and
identify the area(s) of the strategic plan (student success, teaching and learning effectiveness, access and
growth, community and economic development, organizational effectiveness) supported by each of these
activities.
Resources: The previous PrOF and unit plan documents may help with this task. Previous PrOFs are online
at http://research.crc.losrios.edu/APR-Completed%20Profs.htm Completed Unit Plans are available at
http://www.crc.losrios.edu/Faculty_and_Staff/Planning/Unit_Plans.htm The student learning outcomes
assessment reports may also be helpful. Curriculum actions, as cited in SOCRATES, may also be helpful for
instructional programs.
Guidance and Suggestions: Think and dialog about program activities and initiatives over the past four years
that have been implemented to enhanced access, student success, teaching and learning effectiveness,
organizational effectiveness or contribute to community and economic development (see Guidelines to Getting
Started for strategic goals and pages 10-14 from the Strategic Plan for the strategies and initiative areas).
Examples might be: changes in scheduling, new delivery modes or new services developed in support of Access
and Growth, new courses or new degrees/certificates developed to support Teaching and Learning
Effectiveness and Community and Economic Development, and new evaluation methods, new/revised
processes, new materials, new equipment/supplies were designed and implemented in order to enhance Student
Success and Teaching and Learning Effectiveness, etc.
Response:
There have been a substantial number of changes initiated since the last program review, most of
which reflect changes and planning agendas from that review. The changes include the following:
 Addition of ACCT 301 and ACCT 311 as on-line classes with the deletion of the ITFS
sections
 Added new faculty position which reflects program growth
 Added sections of ACCT 301 and ACCT 311 to the regular schedule
 Added new courses – ACCT 153 – Governmental Accounting and ACCT 127 – VITA
(Volunteer Income Tax Assistance)
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Spring 2009










Deferred the addition of ACCT 341 as an on-line course because of enrollment issues;
compression of ACCT 301 and ACCT 311 into a one semester series (8 week sessions) is still
under consideration but will be deferred pending FTE restrictions and enrollment caps
Revised and enhanced all of the Accounting programs, deleted one program (Accounting –
computer applications)
Added Student Learning Outcomes (SLO’s) to most courses in the program and have included
an assessment of ACCT 301 and a Program Assessment in the current semester (Fall 2008)
Consolidated tutoring into the college-wide tutoring center and expanded the hours and
utilization of the service
Technology utilization has increased with the addition of Cengage and Wiley+ into ACCT
301, 311, 101, 103, 104, and 111. The utilization of an On-line homework manager service
and the Learning Management System (D2L) is anticipated in all courses. Computers are
being upgraded in the accounting lab and additional computers have been requested through
the COB process and have been approved pending funding.
Funding was secured for a site license for Quick Books, the computerized accounting
software.
On-line tutoring continues to be an issue. However additional FTE has been requested for
additional evening/weekend IA time, and this person could be used to enhance the on-line
tutoring need. A classified position request has been submitted, however it has not received a
high ranking in the current cycle.
The Accounting Advisory committee has been re-invigorated. The is active collaboration with
the Department of Corrections, Franchise Tax, IRS, Work-experience/Co-op, Elk Grove USD,
CSUS, State Controller, and STRS.
Added the Volunteer Income Tax Assistance service to the Spring schedule. A Financial
Literacy service is still under consideration
Access to additional facilities has been secured with the addition of BS145A as a classroom
for use with the ACCT 341 and VITA (ACCT 127) courses.
SECTION I - PROGRAM REVIEW
This section asks program faculty and staff to review numerical and descriptive information about the
program and to dialog about trends and patterns that are observed to identify a) program strengths, b)
program needs, and c) planning ideas to strengthen the program in the areas of student success, teaching
and learning effectiveness, access and growth, community and economic development and organizational
effectiveness.
Resources: Information relevant to
□ Instructional Programs is located at:
http://library.crc.losrios.edu/PrOF_Data_Packets/PrOf_Research_Program_List.aspx
□ Student Support/Student Services Programs is online at
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Our_College/Student_Services_Inform
ation_System.htm
□ Instructional Support and Administrative Programs is online at
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Our_College/Instructional_SupportAd
ministrative_Services_Information_System.htm
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Spring 2009
A PowerPoint slide show to assist with the analysis of the Instructional Data packets is online at
http://www.crc.losrios.edu/Documents/research/PrOF_Chart_Documentation.pdf
Other data is available on the College Research Office web page at
http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office.htm
The student outcomes Assessments Reports, located via a link at
http://research.crc.losrios.edu/SLO_Assessment_Reporting_System.asp
may also be relevant to this section.
IA. Briefly list observations from the data and other numerical or descriptive information that indicate
program strengths. (Note: responses should include the data element and its relevance…for example:
enrollment in English has grown by 25% over the past four years which has enhanced productivity and
enabled us to hire new full time instructors or utilization of counseling has grown by 25% over the past
four years which has allowed us to hire a counseling supervisor).
Access and Growth:
We have seen a significant increase in enrollment. Since the spring 2005, we have
experienced nearly a 40 percent increase in enrollments for unduplicated enrollment. With
the exception of Spring 2007, there have been consistent enrollment increases each semester
since Spring 2005 and the trend does not reflect the Spring enrollment drop in college-wide
patterns. At the same time, our productivity has also increased substantially. The
Accounting program has experienced excellent productivity, frequently exceeding the
College goal of 500. For example, Fall 2005 program productivity was 530 and Fall 2007
was 564. At the same time, Spring 2006 was 494, compared to Spring 2008, which was 553.
In terms of demographics, our enrollments are stable and have not changed significantly.
There is a slight change in the 25 to 29 age group, which has shown a slight increase. From
a gender perspective, female enrollments are “off” slightly and male enrollments are “up”
slightly but enrollments continue to be over 50% female. This reflects college-wide
enrollment patterns. Program enrollment of Asian/Pacific Islander continues to grow and
White enrollment has dropped. All other race/ethnic groups are stable.
Headcount by educational goal has not changed significantly. There is a slight increase in
transfer. At the same time, there is a related slight decrease in job skills. However, if all
categories of degrees and certificates, as presented in the data, are grouped together, this
effect is minimized. We believe, therefore, that students are obtaining job skills while they
may not be pursuing recognition of degrees and certificates. We believe that the slight
increase in transfer goal is due to the increase in enrollment in the department. Thus our
occupational component in the program has been stable; the enrollment increase is in
transfer. We expect that this trend will continue. In part the increase of transfer may be due
to the economy and costs at the university. We may see increased enrollments in our
transfer component (ACCT 301 and ACCT 311) if interest in business administration at the
university level continues.
With the exception of ACCT 101, we don’t generally see first-time freshmen in our
accounting courses. Thus, the course success rate by freshman level is less relevant to our
program than for other college programs.
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Spring 2009
Student Success
Average course success rates by semester are fairly stable around 60 percent from Fall 2002
through Spring 2008. Although there is more variability than college-wide statistics, the
program statistics tend to be slightly higher than college-wide statistics.
When one analyzes success rates by mode of instruction, it appears that the lecture rate is
stable and what is “called” distance education is irrelevant because this data reflects ITFS,
which is a mode of instruction no longer used in Accounting. Our online course success rate
indicates that ACCT 311 is more successful than ACCT 301, which is consistent with our
“on ground” success in these courses. This has an implication for scheduling, as ACCT 301
students feed ACCT 311. Informal observation indicates that the students in ACCT 301 and
ACCT 311 online would not have come to campus to take the courses; thus, adding an
additional section of ACCT 301 to feed one section of ACCT 311 online may be indicated
by this data.
The course success rates by course level do not show a significant difference between
transfer level (300 level) and “below college level” (100). Accounting courses at the 100
level, with the exception of ACCT 101, are advanced courses that do not transfer, but which
follow the 300 level courses. This may explain why there is no significant difference.
Teaching and Learning Effectiveness
The department is currently engaged in an assessment of its SLOs. Currently, we are
examining ethics (a college-wide and program SLO) and a program/course SLO for ACCT
301, namely production of financial statements. Depending on the assessment results, we
may recommend changes in our courses or programs.
IB. Briefly list observations from the data and other numerical or descriptive information that indicate
program areas that may need a response or change over the next four years. (Note: responses should
include the data element and its relevance…for example: Nutrition 300 courses are closed within four days
of the start of registration so students cannot complete their program requirements in a timely manner or
online inquiries to counseling have doubled over the past four years, which has strained our resources.)
Access and Growth
Compared to college demographics, the Accounting program has a greater percentage (by
5%-20%) of Asian/Pacific Islander and a lower percentage (9%-10%) of African American
and Latino. There is an issue with respect to African American enrollments in business
overall, including in Accounting. Some efforts to recruit African American students should
be considered.
Student Success
When student success rates are analyzed by ethnicity, we are seeing a decline in African
American and Hispanic course success rates and a slight increase in White course success
rates, with more variability than the college-wide statistics. Some efforts to enhance the
success of African American and Hispanic students should be considered.
8
Spring 2009
We have noted that the Internet success rate is lower than the on ground success rate;
however, we don’t have sufficient data to be confident in these numbers. We need to
continue to monitor and research our success rates in our online classes.
We have a 60 percent success rate that has not changed; we need to find ways to improve
this. We went to our online course management system to address this issue; at this time we
have insufficient data to judge whether this strategy is making a difference. We need to
continue to monitor the effectiveness of this strategy.
Teaching and Learning Effectiveness
The department is currently engaged in an assessment of its SLOs. Currently, we are
examining ethics (a college-wide and program SLO) and a program/course SLO for ACCT
301, namely production of financial statements. We have learned that we must make
changes to raise the ethics issues in our classes.
IC. Based on the previous discussion of strengths and needs, briefly list planning ideas that could be
employed to strengthen the program. (Note: responses should include the relevant need and strategy…for
example: To enhance access to Nutrition 300, work with the Dean to modify scheduling, obtain release
time to create online sections, and work with the VPI to increase departmental FTE or develop new
materials in Counseling that enhance our ability to respond more effectively and efficiently to the increase
in online inquiries.)
Planning Ideas:
We should consider the adoption of a standardized course information sheet that we give to all
students in order to better understand their goals and background.
As a result of the decrease in African American and Hispanic success rates, we will explore
strategies to improve success rate for this student group. Part of this is to attract additional
students to the accounting program; once students are recruited, we need to examine ways to keep
students. This may indicate partnering with math and counseling departments to find effective
strategies.
We will explore adding an additional section of ACCT 301 online
Add an ethics SLO to every course, adjust course SLOs as needed to ensure that all program SLOs
are addressed, and schedule a discussion to complete the alignment matrix between Program
SLOs and Course SLOs
VTEA data sources have not been updated by the Chancellor’s office, making that data of
marginal utility. We should review them once they have been updated.
The District Research office has indicated that it will be initiating a follow-up study of
Accounting students. At the time of this report, that study has not been started. We should
continue to work with the District Research Office to complete this study and should update our
PrOF once this data is available.
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Spring 2009
ID. If numerical or descriptive information not provided by the Research Office was used, please list these
sources below:
We tried to use the VTEA data sources – but they were not very helpful as they had not been
updated.
IE. The Program Student Learning Outcomes (SLOs) and/or Service Area Outcomes (SAOs) from the
previous PrOF are below. Edit, delete or complete the information on the applicable table(s) as needed.
Add or delete rows as needed. If no changes were made, please indicate that in the space provided. If
Program Student Learning or Service Area Outcomes have not been developed, please do so at this time.
Resources to help are available via links at
http://www.crc.losrios.edu/Faculty_and_Staff/CASSL/Student_Learning_Outcomes.htm
Program SLOs
P-SLO 1: Synthesize general accounting theory and practice into financial records
P-SLO 2: Analytical Skills: Analyze business information and infer resolution of key
issues
P-SLO 3: Communication Skills: Compose effective accounting information documents
and communicate them to appropriate users
P-SLO 4: Technology Skills: Integrate technology into the development of accounting
information
P-SLO 5: Critical Thinking Skills: Analyze, summarize, and interpret financial
information
P-SLO 6: Ethics: Evaluate actions so that actions are based on integrity and honesty
P_SLO 7: Diversity: Support actions that improve the ability to interact effectively in
diverse environments and with diverse persons
____ No changes were made this review cycle to the program student learning outcomes
IF. The Program SLO/SAO Alignment matrix from the previous PrOF is below. Edit or complete the
table(s) as needed. Add or delete rows or columns as needed. If no changes were made, please indicate
that in the space provided.
Courses or
Activities
ACCT 301
ACCT 311
ACCT 341
ACCT 101
ACCT 103
ACCT 104
ACCT 107
ACCT 111
ACCT 121
ACCT 125
ACCT 127
ACCT 128
ACCT 153
P-SLO
1:
Theory
I/D
D
I
I
D
D/A
D/A
D
P-SLO 2:
Analytical
Skills
I
D/A
I
I
D/A
D/A
D/A
D/A
I
I/D/A
I/D
D/A
D
P-SLO 3:
Communication
P-SLO 4:
Technology
I
I
I/D
I
D
A
D/A
D
I
D
D
D/A
I/D
I
I
I/D
I
D
D
D
D
I/D
I/D
D
D
I
10
P-SLO 5:
Critical
Thinking
I/D
I/D
I
I
D/A
A
D/A
D
I
D
D
D/A
I
P-SLO
6:
Ethics
I
I
I
I
I
D
I
D
I
D
I
P-SLO
7:
Diversity
Spring 2009
I
D
A
Introduction
Further Developed
Advanced
____ No changes were made this review cycle to the program SLO matrix
IG. Outcomes Assessment Plan: Review the student learning outcomes assessment reports submitted by the
program over the last program review cycle as well as other local outcomes assessment information to
complete the table that follows. If a program outcome has been assessed during the past program review
cycle, comment on the status of the changes that had been planned based on the assessment(s). If the
program outcome has not been assessed, comment on when it will be assessed.
Program SLO or SAO
P-SLO 1: Synthesize general
accounting theory and
practice into financial
records
P-SLO 2: Analytical Skills:
Analyze business
information and infer
resolution of key issues
P-SLO 3: Communication
Skills: Compose effective
accounting information
documents and communicate
them to appropriate users
P-SLO 4: Technology Skills:
Integrate technology into the
development of accounting
information
P-SLO 5: Critical Thinking
Skills: Analyze, summarize,
and interpret financial
information
P-SLO 6: Ethics: Evaluate
actions so that actions are
based on integrity and
honesty
P_SLO 7: Diversity:
Support actions that improve
the ability to interact
effectively in diverse
environments and with
diverse persons
Assessed
during the
Program
Review Cycle
Status of Planned
Changes
X
Changed delivery
techniques in
classes – change
needs assessment
X
Not Assessed
during the
Program
Review Cycle
Planned
Assessment
Date
X
2010
X
2011
X
2010
X
2011
X
2012
Continue to refine
assessment process
for ethics
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Spring 2009
IH. For Instructional Program Only! Please consult the Course Review status report from SOCRATES
at https://inside.losrios.edu/~intranet/cgi-bin/intra/curriculum/review_overall_full.cgi (log-in will be
required.) Please complete the table below for courses that need to be reviewed in the next four years.
Note: Academic Senate good practices require all courses to go through a full review at least once
every six years.
Curriculum Review Table
Course
ACCT 101
ACCT 301
ACCT 311
ACCT 121
ACCT 103
ACCT 104
ACCT 341
ACCT 107
ACCT 125
ACCT 128
ACCT 111
ACCT 153
ACCT 127
Last Full Review
Date
Fall 2008
Fall 2007
Fall 2007
Fall 2008
Fall 2008
Fall 2008
Fall 2008
Fall 2008
Spring 2009
Spring 2009
Spring 2009
Spring 2008
Spring 2008
Anticipated
Full Review
Date
(Semester
and Year)
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Does Official
Course Outline
Have SLOs?
(Y=yes; N=no)
If No SLOs in
Official Course
Outline, Date They
Will Be Added
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
SECTION II. PROGRAM FORECAST
IIA. Local, short-term program planning: Review the planning ideas previously identified in Section IC,
then generate at most five planning agenda items for the next four years - indicate the College
Strategies supported by these Planning Agenda Item. Suggested language for facilities-related
requests is available via the PrOF Facilities Guide link on
http://www.crc.losrios.edu/Faculty_and_Staff/Planning/Other_College_Plans.htm
Planning Agenda Item # 1
Brief Description: increase quantity of on-line tutorial service. This will require additional
FTE for evening/weekend IA.
Brief Rationale: This will both expand the quantity of tutorial services available and extend
tutorial services more effectively to on-line students – a student population that is expected to
increase.
Desired Outcome (should be measureable): Enhanced course success rates in on-line,
evening, and weekend classes.
College strategy supported by this Planning Agenda Item #1
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Spring 2009
Teaching and Learning Effectiveness; T1 Improve support for teaching and learning; (a)
resources and facilities
Planning Agenda Item #2
Brief Description: Expand the FTE and facilities available for Accounting Instruction.
Brief Rationale: The Accounting program has been growing at a rapid pace, but has
maximized it available resources. It has the highest productivity within the Business
area. The addition of the space and staff at the Elk Grove Center may be a partial
remedy. However, on campus space and staff also need increases, possibly through the
reallocation of resources from other areas. This will include addressing both on-ground
and on-line capacity.
Desired Outcome (should be measureable): Increase in enrollment in a high demand,
high wage program area while maintaining productivity levels.
College strategy supported by this Planning Agenda Item #2 (see page 4 of
http://www.crc.losrios.edu/Documents/planning/StrategicPlan_Overview.pdf ):
Access and Growth; A1- ensure Access to quality programs, A3 -Expand physical and
technological resources; (A.1.a) Understand and adapt to changing student needs, (A.3.a
Facilities
Community and Economic Development; C2- Enhance responsiveness to community
needs; (a) responsive programs, services and delivery methods
Planning Agenda Item #3
Brief Description: Improve participation and success rates for targeted groups – African
American and Hispanic students
Brief Rationale: African American and Hispanic students are under-represented in the
Accounting Program in comparison to their participation rates in the College.
Desired Outcome (should be measureable): Improve the participation rate and success
rates of Hispanic and African American students in Accounting
College strategy supported by Planning Agenda Item #3 (see page 4 of
http://www.crc.losrios.edu/Documents/planning/StrategicPlan_Overview.pdf ):
Access and Growth; A- Ensure access to quality programs, A2-Integrated and coordinated
communication and outreach
Community and Economic Development; C2-Enhance responsiveness to community needs
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Spring 2009
Planning Agenda Item #4
Brief Description: Analyze the success and retention statistics for the program with a
targeted focus on the impact of the increase in technological resources and delivery and
on-line delivery.
Brief Rationale: The program has made a major commitment to the expansion of
technology resources in the program and the expansion of the program into on-line
delivery.
Desired Outcome (should be measureable): Increased sense of the impact of technology
on the program and development of additional strategies to improve student success and
retention.
College strategy supported by Planning Agenda Item #4 (see page 4 of
http://www.crc.losrios.edu/Documents/planning/StrategicPlan_Overview.pdf ):
Organizational Effectiveness; O2-Improve organizational processes and communication,
O3-Enhance efficiency and employee satisfaction
Planning Agenda Item #5
Brief Description: Adjust course delivery and assessment processes to enhance the
teaching of ethics within the courses.
Brief Rationale: Ethics is a major Program SLO for Accounting. However it does not
have sufficient exposure within the courses in the program.
Desired Outcome (should be measureable): Better assessment of the Ethics Program
SLO and a better determination of the impact of expanded focus on ethics within the
program.
College strategy supported by Planning Agenda Item #4 (see page 4 of
http://www.crc.losrios.edu/Documents/planning/StrategicPlan_Overview.pdf ):
Student Success; S1-Excellent instructional programs and support services
14
Spring 2009
Planning Agenda Item #5
Brief Description:
Brief Rationale:
Desired Outcome (should be measureable):
College strategy supported by Planning Agenda Item #5 (see page 4 of
http://www.crc.losrios.edu/Documents/planning/StrategicPlan_Overview.pdf )
IIB.
Long Term or Broader planning agendas: Please identify any long-term planning agenda items
or any unit/college-wide planning agenda items that have arisen. Identify the college strategy
supported by these planning agenda items (see page 4 of
http://www.crc.losrios.edu/Documents/planning/StrategicPlan_Overview.pdf )
SECTION III. RESOURCE NEEDS
In the previous section, planning agenda items were identified. In this section, the curriculum changes
and resource requirements needed to implement those planning agenda items will be enumerated. This
information will be used for the College’s planning and budget allocation processes.
IIIA. Instructional Programs ONLY! Summarize the changes in curriculum needed to implement the
planning agenda items. The curriculum table will be used to update the College’s Educational
Master Plan.
Curriculum Requirements
List Courses/Programs
New Courses
Tax Research
New Programs
None
Course Deletions
Program Deletions
None
None
Brief Rationale for
Recommended Action
Potential expansion of tax
program related to complexity
of changes in tax codes
All programs were reviewed
and revised in 2009
Some programs deleted in
2009
Other
15
Timeline
2012
Spring 2009
IIIB. Please complete a resource requirements table for the planning agenda items listed in Section IIA
above and indicate the priority and the approximate cost for each item. This information will be
used to produce the unit plans, which will inform the College’s planning and budget allocation
processes.
Planning Agenda
Item #1
Item or Description
Approximate
Cost
Additional Resources Needed
Priority (A – urgent, B –
high, C – important)
Supplies
Software
Computers/computer
related
equipment
Non-Computer
related
Equipment
New faculty
New classified staff 1.0 FTE-Accounting
$40,000
A
Instructional AssistantOn-line
New student help
Facilities*
Other (research,
release time,
professional
development,
grants)
Utilization of Existing Resources
NA
Other
NA
* see the PrOF Facilities Guidelines link on
http://www.crc.losrios.edu/Faculty_and_Staff/Planning/Other_College_Plans.htm
16
Spring 2009
Planning Agenda
Item #2
Item or Description
Approximate
Cost
Additional Resources Needed
Priority (A – urgent, B –
high, C – important)
Supplies
Software
Computers/computer
related
equipment
Non-Computer
related
Equipment
New faculty
1.0 FTE – Adjunct faculty
$100,0000
B
New classified staff
New student help
Facilities *
Additional Classroom
N/C
B
access – 16 hours/week
Other (research,
release time,
professional
development,
grants)
Utilization of Existing Resources
NA
Other
NA
* see the PrOF Facilities Guidelines link on
http://www.crc.losrios.edu/Faculty_and_Staff/Planning/Other_College_Plans.htm
Planning Agenda
Item #3
Supplies
Software
Computers/computer
related
equipment
Non-Computer
related
Equipment
New faculty
New classified staff
New student help
Facilities*
Other (research,
release time,
professional
development,
grants)
Item or Description
Approximate
Cost
Additional Resources Needed
General printing
$500
Release time to research
impediments to
Hispanic/African
American participation
rates and Identify
strategies to address these
impediments
17
.4 FTE F/SP
($40,000/yr)
Priority (A – urgent, B –
high, C – important)
C
C
Spring 2009
Other
Planning Agenda
Item #4
Utilization of Existing Resources
NA
NA
Item or Description
Approximate
Cost
Priority (A – urgent, B
– high, C –
important)
Additional Resources Needed
Supplies
Software
Computers/computer
related
equipment
Non-Computer
related
Equipment
New faculty
New classified staff
New student help
Facilities*
Other (research,
Release time to research .4 FTE (1
C
release time,
statistics and develop an semester)($22,000)
professional
analysis and report
development,
grants)
Utilization of Existing Resources
NA
Other
NA
* see the PrOF Facilities Guidelines link on
http://www.crc.losrios.edu/Faculty_and_Staff/Planning/Other_College_Plans.htm
Planning Agenda
Item #5
Item or Description
Approximate
Cost
Additional Resources Needed
Supplies
Software
Computers/computer
related
equipment
Non-Computer
related
Equipment
New faculty
New classified staff
New student help
Facilities*
Other (research,
release time,
professional
development,
18
Priority (A – urgent, B –
high, C – important)
Spring 2009
grants)
Other
Utilization of Existing Resources
Curriculum development
NA
and assessment of ethics
content in courses
NA
19
B