Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer X Career Technical Education (CTE)
PROGRAM	Office Technologies (Business Accounting Technician, Office Technician and Admin Assistant)
DESCRIPTION/PURPOSE	This program provides students with entry level competencies for employment in an office. It helps to be a good team player who pays attention to detail, to be adaptable and versatile, and to have interpersonal and analytical skills. Or this program provides students with entry level competencies for employment as a bookkeeper or other financial clerk. Accounting technicians can be found in settings such as banks and offices. Additionally, this program provides students with education and training needed to qualify for jobs that require a higher level of education and work experience in an office setting. These types of jobs require good communication and technology skills, and it helps to be someone who works independently, is organized, and takes initiative. These individuals provide administrative support to an individual or an office. Job duties may include directing and coordinating administrative services.
DIVISION	EWD
DEPARTMENT	BUS
SUBMITTED BY:	Craig Blek

INSTITUTIONAL GOAL 1	INSTITUTIONAL GOAL 2	INSTITUTIONAL GOAL 3	INSTITUTIONAL GOAL 4
INSTITUTIONAL MISSION AND EFFECTIVENESS – The College will maintain programs and services that focus on the mission of the College supported by data-driven assessments to measure student learning and student success. 1.1 Develop systems and procedures that establish the mission of the college as the central mechanism for planning and decision making. 1.2 Develop an institutional score card to assess student learning that drives integrated planning and resource allocation. 1.3 Develop systems and procedures to ensure that the college maintains a collegial and self-reflective dialogue that improves effectiveness. 1.4 Develop systems that are inclusive, cyclical, and understood by all stakeholders.	STUDENT LEARNING PROGRAMS AND SERVICES – The College will maintain instructional programs and services which support student success and the attainment of student educational goals. 2.1 Ensure that all instructional programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.2 Review program learning outcomes annually (or biennially) to assure currency, improve teaching and learning strategies, and raise student success rates. 2.3 Ensure that all Student Services programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.4 Ensure that all Student Services programs engage in a process of sustainable continuous quality improvement by annual review of Service Area Outcomes, and annual Program Review. 2.5 Ensure that the Library meets as closely as possible that “Standards of Practice for California Community College Library Faculty and Programs” of the Academic Senate for California Community Colleges. 2.6 Ensure that instructional labs continue to collaborate in sharing financial and human resources, thus maintaining continuous quality improvement.	RESOURCES – The College will develop and manage human, technological, physical, and financial resources to effectively support the College mission and the campus learning environment. 3.1 Develop and implement a resource allocation plan that leads to fiscal stability. 3.2 Implement a robust technological infrastructure and the enterprise software to support the college process. 3.3 Build new facilities and modernize existing ones as prioritized in the facility master plan. 3.4 Design and commit to a long-term professional development plan. 3.5 Raise the health awareness of faculty, staff, and students.	LEADERSHIP AND GOVERNANCE – The Board of Trustees and the Superintendent/President will establish policies that assure the quality, integrity, and effectiveness of student learning programs and services, and the financial stability of the institution. 4.1 Review all Board policies annually to ensure that they are consistent with the College mission statement, that they address the quality, integrity, and effectiveness of student learning programs and services, and that they guard the financial stability of the institution. 4.2 Maintain a clearly defined Code of Ethics that includes appropriate responses to unprofessional behavior. 4.3 Ensure that the Board of Trustees is informed and involved in the accreditation process. 4.4 Ensure that processes for the evaluation of the Board of Trustees and the Superintendent/President are clearly defined, implemented, and publicized. 4.5 Establish a governance structure, processes, and practices that guarantee that the governing board, administration, faculty, staff, and students will be involved in the decision making process.

I. INSTITUTIONAL GOALS

II. PROGRAM GOALS

PAST – EVALUATION OF PREVIOUS CYCLE OBJECTIVES/PROGRAM GOALS (SET IN PREVIOUS YEAR)

List your previous objectives/goals and associated Institutional Goals. All program goals must address at least one of the institutional goals.

1	PAST PROGRAM GOAL #1	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): With the loss of a dedicated BUS 10 room, due to the 900 building remodel, a room with tables and space for the 10-key calculators is needed.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 X 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
X Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: The new CTE building has provided a home for our BUS 10 calculators. The new computer classroom in 3109 is an outstanding learning environment.

2	PAST PROGRAM GOAL #2	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Hire at least one full-time faculty to replace two retired full-time instructors.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 X 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
X Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: Alison Brock was hired in the summer of 2012.

3	PAST PROGRAM GOAL #3	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): This program like all the programs in the Business Department needs full-time secretarial support. The recent 50% cut in secretarial services it is creating additional difficulties for the program. Without proper staff support it is even harder for the program to grow and prosper.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 X 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	X Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: Ongoing budget issues have prevented approval of a full-time secretary for the Business Department. We understand the problem and continue to be patient. Now that our half-time secretary (shared with Industrial Technologies) is permanently located in the new CTE building it makes it even harder to conduct routine department business.

PRESENT – DATA ANALYSIS AND PROGRAM HEALTH – ACCREDITATION

Summarize and analyze all disaggregated data by day, evening, gender, ethnicity, and distance education. Narrative only. Submit electronic excel file with graphs or trend data.

Enrollment and Fill Rates

Discuss the trends in enrollment and fill rate for each program by day and evening at the program level.

Day Sections	Extended Day	Online
Office Occupations	Sections	Fill	Enroll	Mass Cap	Sections	Fill	Enroll	Mass Cap	Sections	Fill	Enroll	Mass Cap
Fall 2011	16	89.07%	489	549	10	87.83%	303	345	5	87.50%	175	200
Spring 2012	12	90.34%	374	414	10	79.68%	247	310	0	N/A	0	0
Fall 2012	12	95%	380	400	10	111.61%	346	310	0	N/A	0	0
Spring 2013	20	70.02%	460	657	5	68.02%	117	172	0	N/A	0	0
Fall 2013	11	104.11%	380	365	15	87.84%	426	485	0	N/A	0	0
Spring 2014	17	89.64%	493	550	15	80.95%	425	525	0	N/A	0	0
Totals & Averages:	88	89.70%	2576	2935	65	85.99%	1864	2147	10	62.50%	250	400

For our Office Occupations Programs (Accounting Technician/Administrative Assistant and Office Technician) total enrollment has fluctuated somewhat over the last three years. Much of this stemmed from the retirement of two full-time instructors in 2012. With the hiring of one additional full-time faculty last year, enrollment has bounced back. Fill rates have averaged 88%. A majority of the classes in these programs are offered during the day, but the day/night fill rates are very similar. No core classes in the program have been offered online the last few years. Several will go back online over the coming years.

Productivity

What are the trends in productivity?

Office Occupations	WSCH/FTEF
Fall 2011	461.33
Spring 2012	421.52
Fall 2012	456.17
Spring 2013	449.86
Fall 2013	518.7
Spring 2014	439.43
Average:	457.84

According to the most recent data above, productivity has been below the state goals. We have averaged 457 (WSCH/FTEF) over the past three years. Smaller class sizes, particularly in the computer labs are at least partially responsible for this issue. However, with the recently increased capacity in two of our computer labs, we are starting to see this number rise (up from 404 over the previous three years).

Success and Retention

Discuss the success and retention rates by day, evening (extended day), and online classes in each program and identify gaps.

Office Occupations	Day Sections	Extended Day	Online
Enrollment	Success Rate	Retention Rate	Enrollment	Success Rate	Retention Rate	Enrollment	Success Rate	Retention Rate
Fall 2011	489	69.21%	86.80%	303	58.57%	86.43%	175	50.88%	77.19%
Spring 2012	374	59.60%	88.89%	247	61.43%	78.57%	0	N/A	N/A
Fall 2012	380	71.68%	90.86%	346	66.21%	87.21%	0	N/A	N/A
Spring 2013	460	59.21%	83%	117	70.99%	89.51%	0	N/A	N/A
Fall 2013	380	67.15%	88.25%	426	61.94%	83.87%	0	N/A	N/A
Spring 2014	493	59.49%	84.24%	425	66.41%	86.72%	0	N/A	N/A
Totals & Averages:	2576	64.39%	87.01%	1864	64.26%	85.39%	175	49.19%	81.10%

Compared to the state averages for the past year, we match up well. Our retention rates are about 1.5% above the state average of 86% and our retention rates are about 1% above the state average of 69.9%. Additionally, the last two semesters show even more increases in both success and retention. Success and retention rates are nearly identical across our day and our small sample of evening classes.

Success and Retention by Ethnicity

Discuss the success and retention rates by demographic diversity of students.

Office Occupations	African-American	Hispanic	White	Other	Unknown, Non-Responsive
#	Success	Retention	#	Success	Retention	#	Success	Retention	#	Success	Retention	#	Success	Retention
Fall 2011	1	100%	100%	458	63.32%	86.24%	23	78.26%	95.65%	0	N/A	N/A	58	60.34%	84.48%
Spring 2012	2	50%	100%	452	65.27%	91.37%	11	63.64%	72.73%	0	N/A	N/A	26	69.23%	92.31%
Fall 2012	2	100%	100%	531	68.93%	90.58%	11	90.91%	100%	0	N/A	N/A	59	76.27%	89.83%
Spring 2013	0	N/A	N/A	544	68.38%	89.52%	15	73.33%	93.33%	0	N/A	N/A	57	71.93%	84.21%
Fall 2013	1	100%	100%	624	71.15%	90.87%	9	77.78%	88.89%	0	N/A	N/A	68	61.76%	86.76%
Spring 2014	1	0%	100%	658	72.49%	87.84%	3	100%	100%	0	N/A	N/A	52	67.31%	88.46%
Total:	7	57%	100%	3267	68.69%	89.41%	72	77.78%	91.67%	0	N/A	N/A	320	67.50%	87.19%

Sample sizes for all ethnic groups other than Hispanic students are too small to draw any meaningful conclusions. Whites do show higher retention and success rates which may be because some of our Hispanic students are still mastering English or it may just be statistical noise due to the small sample size. The other significant grouping is the unknown/decline to state, most of whom based on our student population are likely Hispanic and their numbers mirror the number for Hispanics.

Degrees and Certificates

Discuss the trends in the number of degrees and/or certificates awarded.

Degrees and certificates have been fairly steady over the last three years. There has been a small uptick in both degrees and certificates since spring 2013, but it is too early to tell if this data is significant yet.

One way we can increase degrees and certificates if students are encouraged to declare more than one degree or certificate when completed.

Program Changes

What program changes, if any, do you expect to have a positive effect on students?

Program faculty are exploring number of possibilities at this time. We expect to put more of our course offerings online to offer students an additional option for completing certificates in a timely manner.

Summarize revisions, additions, deletions, and alternate delivery methods to courses and/or program based on the last program review.

No significant changes have taken place since the previous program review.

Evaluate the program’s viability by addressing program completion, size (FTES), projections (growing/stable/declining), and quality of outcomes.

The programs are stable. Productivity is rising as are the number of certificates and degrees. Additionally, the job market continues to be strong in the Office Occupations Programs.

Occupation	TOP Code	SOC Code	2010	Average Job Openings per Year
Executive Secretaries and Administrative Assistants	0514.00	436011	470	560
Secretaries, Except Legal, Medical, and Executive	0514.00	436014	580	640
Counter and Rental Clerks	41-2021	180	250
Data Entry Clerks	43-9021	40	50
File Clerks	43-4071	110	110
Human Resources Assistants	43-4161	70	90
Office Clerks General	439061	1220	1480
Medical Secretaries	4360613	230	330
Payroll and Timekeeping Clerks	43-4161	90	100
Receptionists and Information Clerks	43-4171	240	300
Total	3910

C. FUTURE – LIST OF “SMART” (SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME-LIMITED) PROGRAM OBJECTIVES FOR NEXT ACADEMIC YEAR TO ADDRESS PROGRAM IMPROVEMENT, GROWTH, OR UNMET NEEDS/GOALS. ALL PROGRAM GOALS MUST ADDRESS AT LEAST ONE OF THE INSTITUTIONAL GOALS.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
1	2015-2016 PROGRAM GOAL #1 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Increase enrollment and productivity in our Office Technician, Accounting Technician and Administrative Assistant programs.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 X 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Become a testing center to offer Industry Related Certificates in Office 2013, QuickBooks.
RESOURCE PLAN (Check all that apply.)
X Facilities X Marketing X Technology X Professional Development X Staffing
Task(s)
Purchase a testing site license and practice tests from Certiport.
Timeline: Spring 15
Expense Type	Funding Type	Budget Request
One-Time X Recurring	General District X Categorical (Perkins)	$6500
Identify individual(s) responsible for exam proctoring. The assessment center? Job descriptions may need to be changed.
Timeline Spring 15
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$ 0
C. Train faculty in the testing process so that they can communicate it to students.
Timeline: Spring/Fall 2015
Expense Type	Funding Type	Budget Request
X One-Time Recurring	General District X Categorical (Specify)	$ 0
How will this objective be measured? Two ways: one will focus on the resource request for funding. Two, f funding is granted then the objective will be measured by meeting the timeline to set up testing on campus.
How will the completion of tasks identified improve student/program success? More closely aligning our courses with Industry Related Certification will allow our students to better compete in the job market. This should help improve enrollment and ultimately success rates in our programs.
Who are the responsible party(ies) and assigned user(s)? Craig Blek Efrain Silva
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
2	2015-2016 PROGRAM GOAL #2 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal:	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective:
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
A.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
C.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured?
How will the completion of tasks identified improve student/program success?
Who are the responsible party(ies) and assigned user(s)?
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
3	2015-2016 PROGRAM GOAL #3 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal:	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective:
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
B.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured?
How will the completion of tasks identified improve student/program success?
Who are the responsible party(ies) and assigned user(s)?

(WSCH/FTEF) The goal is 525 as per state guidelines. A low number means that we are below target levels for productivity. For example, in a small class that has a mandated cap of 15 students, the fill rate may be 100% but the productivity number (WSCH/FTEF) will be very low. A class with a cap of 40 students with a 100% fill rate will have a productivity number close to or above 525.